Domain A Self Evaluation Report v2 PDF

Domain A. Position Chair Co-Chair Committee (Purpose and Direction) Division Name Middle and High School Ms. Siham Ayesh Middle and High School Ms. Mamta Arora Member Middle and High School Ms. Yasmin Qudaimat Member Elementary Ms. Shrouq Member Resala Academy Mr. Mahmoud Fawzi -...

Domain A. Position Chair Co-Chair Committee (Purpose and Direction) Division Name Middle and High School Ms. Siham Ayesh Middle and High School Ms. Mamta Arora Member Middle and High School Ms. Yasmin Qudaimat Member Elementary Ms. Shrouq Member Resala Academy Mr. Mahmoud Fawzi - Domain A CIS Evidence List The school’s purpose and direction as articulated by guiding statements (i.e. a motto, mission, vision, strategic goals, educational objectives, or similar statements such as learning principles) - Any evidence of impact on student learning, well-being and global citizenship Any evidence of monitoring, review and evaluation of the school that can be linked to the guiding statements. STANDARD # 1: ----. A1. The school’s purpose, direction, and decision-making are guided by clear and aspirational guiding statements that are appropriate for the needs of all constituent groups and the context of the school. (CORE) A1i. The guiding statements systematically influence all levels of decision making. A1ii. The owners and/ or governors and school leadership can provide tangible evidence of how the school’s stated purpose and direction drive strategic planning and decision-making. A1iii- The guiding statements are aspirational and well-understood by students, the faculty, and the parents. SCHOOL RATING: Met EVALUATIVE SUMMARY: RBS has been a 3-year school strategic improvement cycle to review and update its Guiding Statements since 2016. In our recent and third strategic improvement cycle (2022-2025), the school incorporated the first CIS Team Evaluation Visit’s recommendations (2018) into its new Guiding Statements. All stakeholders worked towards forming the new Guiding Statements focusing on the new terms (Diversity, Equity, Inclusion and Ant- racism); the School Board approved those Statements on March 2022. (A1i) Accordingly, the school has started planning for the next cycle of the Strategic Improvement Plan (2022-2025) using SWOT analysis and CIS Domains accreditation of 2017 protocol titles. After the Board approved this plan on March 2022, an annual action plan was made by the Director, followed by the Senior leaders drawing their annual plan for their divisions demonstrating the smooth flow of decision-making on different levels of the school. (A1ii) School Guiding Statements aligned with data analysis led the school Decision-making, for example, the purchase of IXL online subscription based on MAP Growth results to help generate personalized MAP study plans for students to make structured progress, schoolwide implementation of the ‘Modesty and Protection Program’ for Safe and responsible sex education, further development of the Vocational program from the SEN section due to the increase of the number of students under vocational programs, and the allocation of a separate area for vocational classes to hone students’ skills under scheduled rotation and meet vocational IEP goals. (A1i) The CIS Community Survey proves that at least 94% of school constituent groups agree and strongly agree that the school guiding statements are relevant, well understood, and influence all levels of decision-making (Survey Item A1). (A1iii) LIST DOMAIN EVIDENCE DOCUMENTS: 1. 2. 3. 4. 5. RBS Reviewed Guiding Statements RBS Unpacked Guiding Statements Community Survey SWOT Analysis School Strategic Improvement Plan, MPR and MMMR. PART 2 STEP 1: EVALUATIVE SUMMARY OF CORE STANDARD (200 WORDS PER STANDARD) STANDARD # 2: ----. A2. The guiding statements provide clear commitment to high-quality learning and teaching, which is effectively implemented at each stage of a student’s pathway through the school. (CORE) A2i. The school puts into action its definition of high- quality learning and teaching which is appropriate for all stages of student’s pathway through the school. SCHOOL RATING: Met EVALUATIVE SUMMARY: During preparatory visit (September, 2022), CIS evaluators witnessed our school’s commitment to HQL and hence rated our school to have ‘exceeded’ the standard’s criteria of the Preparatory visit with a general commendation. After the review process of school Guiding Statements development in March 2022, RBS revised its definition of HQL to ensure the implementation of the new terms in the school educational objectives and incorporated the term ‘technology’ to support Digital citizenship. (A2i) RBS updated its Teaching and Learning policy after examining its resources and practices to align with updated version of HQL definition. Consequently, the school started a new curriculum cycle review (2022-2025), and purchased new resources for Grades1-6 (printed and online) for Science, Mathematics, and English to support student learning. (A2i) RBS uses ‘Edunation’ as a learning management system to collect longitudinal data to put in place individualized plans to enhance performance where needed. Student Portfolios are maintained in an organized fashion using informative insights via Edunation. Our efforts to provide high quality learning were appreciated and our school was chosen the best ‘Smart’ school by the Kuwait Public Relation Association among all private education schools for the year 2023. To nurture all teachers and staff, many PD Workshops have been organized such as Supervision, Evaluation and Professional Learning for Continuous Development, Differentiated Instruction, Growth Mindset for School Leaders, Constructing Knowledge for Lifelong Learning: Active Learning, attending and presenting PEAK Conferences in Kuwait, attending GESS Dubai conference2022, KALD Workshops, Virtual Workshops on MAP Testing, training for STEM projects through ProjoTech as well as PD Workshops on new resources abroad. (A2i) School MMMR and MPR reports help the school to track implementation and effectiveness of HQL definition. Achievement data focused on Class Observations, differentiated instruction, IEPs, data analysis of each Subject Department evidenced HQL. SEN students held daily assemblies, exhibitions for their products, participated in Interschool competitions, planned and held social activities. Moreover, school community survey results indicate that an average of 96% of Parents, Students, and Alumni agree and strongly agree that school educational program is relevant to students’ needs (Survey Items D4, D1). LIST DOMAIN EVIDENCE DOCUMENTS: 1. HQL definition along with Teaching and learning Policy MPR and MMMR Reports: Evidence of student improvement & Evidence of staff improvement. 2. School’s Consistent Forms (Students’ Portfolios through edunation, Lesson Plans, Class Visits, Observations, Teacher Appraisal and Students’ Progress Report.) 4. PD plan of the school. 5. CIS Community Survey Analysis 6.Student portfolio – Edunation PART 2 STEP 1: EVALUATIVE SUMMARY OF CORE STANDARD (200 WORDS PER STANDARD) STANDARD # 3: ----. A3. The guiding statements provide clear commitment to developing global citizenship and intercultural learning. (CORE) A3i. The school puts into action its contextual definition of global citizenship embracing intercultural learning both inside and outside the classroom, as evident in the learning experiences of all students. SCHOOL RATING: Met EVALUATIVE SUMMARY: Upon review of RBS Guiding Statements, the word ‘respect’ was added to its mission to ensure diversity, equity, inclusion, and antiracism. Moreover, School Educational Objectives (Goal 5,7 and 8.) and School Strategic Goal number (1) prove the school’s commitment to Global Citizenship and Intercultural Learning. (A3i) Based on CIS team recommendation during Preparatory Visit on Sept. 2022, the school leaders boosted Global Citizenship Education by focusing more on expectations and articulation of learning, values, and actions required of every student. They articulated Global Citizenship Integrated Curriculum based on the school’s definition of Global Citizenship and Oxfam’s criteria that equip the students with knowledge, skills, values, and attitudes through the following seven elements: (1) awareness and understanding of global issues, (2) understanding of global systems and power relations, (3) sense of responsibility and accountability, (4) respect for diversity and interdependence, (5) ability to take action, (6) collaboration and communication skills, (7) reflection and evaluation. Consequently, on May 2023, the school updated its Global Citizenship and Intercultural Guideline to match the new program. Teachers will have adequate training to implement this program successfully at the beginning of next year. The school continues to build upon its previous efforts and apply its upgraded definition of global citizenship and intercultural learning through varied curricular and extracurricular activities such as celebrating International Day, National and Liberation Day, Intercultural Exchange Program, World Day for Cultural Diversity for Dialogue and Development, CSO competitions, Football World Cup, Global Social Leaders (GSL) Competition – Model United Nations(MUN) and celebrating different international days (Green Day, Friendship Day, Renewable Energy Day, World Food Day, World Water Day). Down syndrome day, Autism day, World disability day, ICT day were also celebrated with gusto. Emphasis on Community service and service learning was evident as students engaged in INJAZ program, Boubyan Bank’s Volunteering Competition as part of their community service. SEN students volunteered for community services (such as printing, photocopying, laminations for SEN division and other school divisions, office work, and assistants). The Annual School Community Survey analysis proves the shared understanding of such values and expectations of all groups, as an average of 95 % of all constituent groups agree and strongly agree that school puts into action its own definition of Global Citizenship (Survey Items A3, D3). LIST DOMAIN EVIDENCE DOCUMENTS: 1. Global Citizenship Evidence Folder for Different Divisions 2. Community Survey (Data Analysis-2022/23) 3. Strategic improvement plan of 2022-2025. 4. RBS Global Citizenship and Instructional Learning Guideline 2022-2023 PART 2 STEP 1: EVALUATIVE SUMMARY OF CORE STANDARD (200 WORDS PER STANDARD) STANDARD # 4: ----. A4. The guiding statements provide clear commitment to well-being, conform to the CIS Code of Ethics, and demonstrate commitment to the values inherent in the UN Convention on the Rights of the Child (1990). (CORE) A4i. The guiding statements make a clear commitment to well-being of the school community and this commitment is widespread in practice. A4ii. The guiding statements are in alignment with the CIS Code of Ethics and their ethical basis influences how the whole school operates. A4iii. Interaction between adults and students are conducted in alignment with the values within the UN convention in the rights of the child (1990). These are confirmed in policy and evidence in practice. SCHOOL RATING: Met EVALUATIVE SUMMARY: The Preparatory Visit Team rated this standard as ‘exceeded’ and acknowledged RBS’ commitment and dedication to the well-being of students and staff. RBS Guiding Statements in its new cycle (2022-2025) has continued its commitment to students’ well-being which is evident in our School’s Goals (1 and 6). The school’s strategic goals and plans in Improvement Cycle are focused on students’ well-being. (A4i). The school is also committed to the CIS Code of Ethics for both staff and students. Section 5 page 8, point 5.402 of the School’s Policy Manual proves that the school strictly adheres to the formal documents and contracts within the integrity focus of the CIS code of Ethics. RBS School Safeguarding and Child Protection policy and procedures -Page 4 demonstrates that the school is aligned with the UNCR code of Ethics. (A4 ii) In May 2022, RBS updated its Safeguarding and Child Protection policy that supports the relationship between adults and students based on prevention, protection, and intervention. During Orientation week of the academic year 2022/2023, PD Workshops were held on Child Protection policy to train the staff and administration. Various meetings with parents and students were held to introduce this policy and promote an awareness of the protection of children’s rights. Accordingly, the school has purchased a program –‘Modesty and Protection Program’ for Safe and responsible Sex Education. (A4iii) According to CIS Community Survey an average of 96% of staff and students agree and strongly agree that the school is committed to their well-being (Survey Item A1). Also, an average of 97% of parents are satisfied with the safety protocols in the school (Survey Item E2, G2). LIST DOMAIN EVIDENCE DOCUMENTS: 1. School Guiding Statements 2. SEAS Handbook 3. RBS Safeguarding and Child Protection Policies and Procedures 4.School’s Policy Manual DOMAIN SUMMARY PART 2 STEP 1: EVALUATIVE SUMMARY OF CORE STANDARD (200 WORDS PER STANDARD) STANDARD # 5: ----. A5. Monitoring, evaluating, and reviewing the school’s stated purpose and direction takes place on a planned and regular basis with the school’s constituent groups. A5i. The review of the effectiveness of the guiding statements involve a range of perspectives from all constituent groups. A5ii. Qualitative and quantitative data inform monitoring, evaluation, and any review of changes to the guiding statements. SCHOOL RATING: Met EVALUATIVE SUMMARY: Following section 2.50 of RBS School policy (p.9), the Guiding Statements are reviewed every 3 years in accordance with the set systematic plan. On December 2021, the school initiated its third strategic improvement cycle, which started with reviewing the Guiding Statements process (2022- 2025), followed by a SWOT analysis. Various meetings with different constituent groups were arranged to draft a new version focused on new termsdiversity, equity, inclusion, and anti-racism. In conformity with the SWOT analysis, data was collected from different groups. School strength points and weaknesses were derived from the school annual internal survey and meeting findings with different constituent groups of the school, thus demonstrating valuing all stakeholders’ perspectives in composing the modified version of the Guiding Statements. (A5ii) All stakeholders agreed to keep the school’s vision and mission as it was with slight modifications. School Leaders, along with SEN division, decided to add ‘Special Education Need’ to the Mission statement. Students and parents added ‘Behaviors’ to the Vision Statement while teachers added the term ‘respectful’ to the Mission Statement. In addition, educational objectives have been reduced from 10 to 8 to match students’ needs. (A5i) The school’s leaders, owners and governors use a variety of data analysis to inform and evaluate implementation of Guiding Statements such as Annual Internal Surveys, MPR of senior management leaders, and MMMR of middle managers. School’s progress is shared with all its constituent groups on an ongoing basis through newsletters, meetings, and social media. (A5ii) The CIS Community Survey proves that an average of 94% of faculty participated in the review process of school Guiding Statements (Survey Item A5). LIST DOMAIN EVIDENCE DOCUMENTS: School Guiding Statement SWOT Analysis Annual School Community Survey MPR, MMMR PART 2 STEP 1: EVALUATIVE SUMMARY OF CORE STANDARD (200 WORDS PER STANDARD) STANDARD # 6: ----. A6. The school’s approach to inclusion in its admissions procedures is aligned with its guiding statements. A6i. The school’s admissions policy, procedures, and the outcomes of admissions decisions are evaluated regularly in the context of the Guiding Statements and the level of success for all enrolled students. SCHOOL RATING: Met EVALUATIVE SUMMARY: Our school’s mission statement states that Al Resala Bilingual School (Arabic and English) is a private school in Kuwait that offers educational programs meeting international standards for K-12 and special educational needs. As an extension of our school’s mission, RBS’s admission policy welcomes all students who are eligible for the school education program and meet the criteria of MOE to be admitted to the school. As such, RBS’s admission policy demonstrates the school’s commitment to inclusion. The school’s admission policy is clear and embraces inclusivity , as evidenced by school brochures, handbooks, and the school website. This policy and its procedures are evaluated regularly every year. Guiding Statements (School Policy Section 3- students). Data from the CIS Community Survey, meetings with parents, and feedback from teachers are used to evaluate and review this policy. (A6i) At RBS, student inclusion is represented via four procedures also outlined in School Policy section 3-students: 1. students newly enrolled in school, 2. students transferring from one section to another, 3. inclusion from SEN Department to the mainstream divisions, and 4. inclusion of students transferred from Public Authority for Disability Affairs to our school. Each type of inclusion has its own protocol and procedures that are clear to all groups and monitored by the SEAS unit in cooperation with the related section and the Students’ Affairs Department. The CIS Community Survey analysis proved that 94% of parents were convinced that the School Program is appropriate to students’ needs (Survey Item A6, D2). LIST DOMAIN EVIDENCE DOCUMENTS: School Admission Policy CIS Community Survey 2022-2023 Inclusion Procedures PART 2 DOMAIN SUMMARIES STRENGTHS Our school’s greatest strength is our community’s prioritization all four CIS drivers: purpose and direction, well-being of students, high quality learning, and global citizenship. 1. Purpose and Direction – The school has a clear stated Vision and Mission and Educational Objectives which are understood by all school constituents. Active collaboration with all stakeholders is encouraged and their perspectives valued that stimulate sound decision making. The Guiding Statements is evaluated systematically to ensure its effectiveness and relevance. (A1i & A1iii) 2. Well-Being of Students – RBS’s continued commitment to ensure student well-being is evidence by our Guiding Statements, the updated Safeguarding and Child Protection Policy, active training of all stakeholders, as well as Community Survey findings. Furthermore, we are the first school in Kuwait to initiate the ‘Modesty and Protection” curriculum to promote well-being of students. (A4ii) 3. High Quality Learning – RBS has put into effect its modified definition of HQL which is monitored and cultivated through qualitative and quantitative data analysis. Our school continually works towards development of the curriculum following a cyclical process and hence has added Digital Citizenship Program, Global Citizenship Program, and ‘Modesty and Protection Program’. RBS is actively working towards engaging teachers in new experiences via various meaningful PD workshops. After Covid 19, the school focused on Virtual Learning by using online supplemental resources, Learning Programs (subscription based such as IXL), and smart devices. Recently, our school was awarded the best ‘Smart’ school among all schools in the private sector in 2023. (A2i) 4. Global Citizenship – While firmly rooted in Islamic heritage, our students are engaged in transformative learning process which will help them to adapt in an increasingly globalized world and focus on the inclusive understanding of citizenship. This year school has worked on Scope and Sequence of Global Citizenship Program to implement, monitor, and assess the values, skills, and knowledge gained by students. (A3i) PART 2 DOMAIN SUMMARIES Planned Actions Actions to address past recommendations of preparatory visit. • Consider effective assessment tools to evaluate and ensure students’ development as global citizens. (A3ii- SMT, Curriculum Coordinator and HODs- May 2024) Actions to meet team/future aspirational criteria • Provide HODs and teachers with adequate training and expose them to new teaching resources to establish effective practices that would enhance personalization of learning experiences of different learners. (A1i-SMT, HODs and Teachers – Sep 2023) • Provide valuable opportunities and engage gifted and talented students in enrichment co-curricular and extracurricular activities to hone their talents. (A2i- HODs, activities coordinator and teachers- ongoing) • Promote alumni advocacy and engagement by forming an Alumni Association. Launching Mentorship Programs such as inviting Alumni as mentors during Career Fairs, Career Nights to help students achieve their career goals. (A4i- Activities coordinator, Career counselor and Alumni- Dec.2023)