Table of Contents · Part 2: Domain F - Standard F4 - Team Evaluation Part 2: Domain F - Standard F5 - Team Evaluation ... Part I SW Student Achievement.xlsx IB Results 2004-2018.pdf

2019 Evaluation Team Report

International School of Kenya, KenyaKirawa Road, off Peponi Road

Kitisuru00800 Nairobi

Kenya

David HenryDirector

The quality and rigour of CIS International Accreditation is recognized by Ministries and Departments of Education and by

independent national associations responsible for the evaluation of schools and universities around the world. Learn more about

global recognition of CIS International Accreditation at www.cois.org/GlobalRecognition.

The CIS global membership community includes more than 1300 schools and universities in 116 countries. Our vision is to inspire

the development of global citizens through high quality international education: connecting ideas, cultures, and educators from

every corner of the world. www.cois.org

Table of Contents

Part 1: Basic Information - Team Evaluation

Part 1: School Overview - Student Admissions and Attrition -Team Evaluation

Part 1: School Overview - Faculty and Administration - TeamEvaluation

Part 1: School Overview - School-Wide Students' AchievementInformation - Team Evaluation

Part 1: School Overview - The Local and Regulatory Environment- Team Evaluation

Part 1: The CIS Community Survey - Team Evaluation

Part 1: Financial Information - SWOT Analysis - Team Evaluation

Part 1: Financial Information - Audit - Team Evaluation

Part 1: Financial Information - Financial Management - TeamEvaluation

Part 1: Financial Information - Financial Planning - TeamEvaluation

Part 1: Financial Information - Insurances, Investment Policiesand Debt Management - Team Evaluation

Part 1: Financial Information - Collections - Team Evaluation

Part 2: Domain A - Evaluative Commentary - Team Evaluation

Part 2: Domain A - Standard A1 - Team Evaluation



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Part 2: Domain A - Planned Actions - Team Evaluation

Part 2: Domain B - Evaluative Commentary - Team Evaluation

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Part 2: Domain B - Planned Actions - Team Evaluation

Part 2: Domain C - Evaluative Commentary - Team Evaluation

Part 2: Domain C (Elementary/Primary) - EvaluativeCommentary - Team Evaluation

Part 2: Domain C (Elementary/Primary) - Standard C1 - TeamEvaluation

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Part 2: Domain C (Elementary/Primary) - Planned Actions -Team Evaluation

Part 2: Domain C (Middle School) - Evaluative Commentary -Team Evaluation

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Part 2: Domain C (High/Upper School) - Planned Actions - TeamEvaluation

Part 2: Domain D (Elementary/Primary) - EvaluativeCommentary - Team Evaluation

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Part 2: Domain D (High/Upper School) - Planned Actions - TeamEvaluation

Part 2: Domain E - Evaluative Commentary - Team Evaluation

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Part 2: Domain E - Planned Actions - Team Evaluation

Part 2: Domain F - Evaluative Commentary - Team Evaluation

Part 2: Domain F - Standard F1 - Team Evaluation







Part 2: Domain F - Planned Actions - Team Evaluation

Part 2: Domain G - Evaluative Commentary - Team Evaluation

Part 2: Domain G - Standard G1 - Team Evaluation

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Part 2: Domain G - Planned Actions - Team Evaluation

Part 2: Domain H - Evaluative Commentary - Team Evaluation

Part 2: Domain H - Standard H1 - Team Evaluation

Part 2: Domain H - Standard H2 - Team Evaluation

Part 2: Domain H - Planned Actions - Team Evaluation

Part 3: Conclusions - Team Evaluation

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Part 1: Basic Information - Team EvaluationThe information required is contextual: how the school is structured, accreditationhistory and any recent changes to the school.

Self RatingsMet

Evaluator RatingsNo Rating

Evaluator Reason for RatingNo response necessary.

Commendations Recommendations

Evidence AttachmentsAdmissions Policy_A8.pdfRegistration cert.JPGISK Financial Template March 2018.xlsFinancial Template September 2018 - FINAL.xlsxFee_Guidelines_2018_-_2019.pdf4- LTFP-FMP Revised 2018-05-07 MS Building Tab.xlsxISK MASTERPLAN OCT 2018.pdfISK MASTERPLAN OCT 2018- MIDDLE SCHOOL.pdfISK MASTERPLAN OCT 2018- MIDDLE SCHOOL.pdfMS Teacher Schedule & Time Table 2018-19 - MS Schedule.pdf

Page 1

Part 1: School Overview - Student Admissions

and Attrition - Team EvaluationThe school describes and analyses student admissions and attrition data to provide anoverview, in numeric terms, of the growth, stability or otherwise of the enrollment andthe degree of mobility of the student population.

Self RatingsNo Rating




Evidence AttachmentsPart I - Student Admissions and Attrition.pdfEnrollment Projections 2018-2019.xlsx

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Part 1: School Overview - Faculty and

Administration - Team EvaluationThe school uses data on faculty and administration to offer insights into the growthand stability of the school, including the rationale for trends in staffing.





Evidence Attachments2018-19 Faculty Academic Qualifications.xlsx2018-19 Support Staff Academic Qualifications.xlsxHR Data Analysis_Faculty%2FStaff.xlsx

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Part 1: School Overview - School-Wide

Students' Achievement Information - Team

EvaluationData on the achievements of the students show trends in academic attainment, aswell as offering the school the opportunity to exemplify the broader achievements ofthe students, in those areas that may be less obviously measurable.





Evidence AttachmentsPart I SW Student Achievement.xlsxIB Results 2004-2018.pdf

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Part 1: School Overview - The Local and

Regulatory Environment - Team EvaluationThe school's narrative on the local and regulatory environment helps to give thecontext to the school's operations and its own Guiding Statements.





Evidence AttachmentsC6. Title_Map.pdfC6. Certificate of Title.pdfC6. Certificate of Incorporation.pdfC6. Title_Map.pdfC6. Certificate of Title.pdfC6. Certificate of Incorporation.pdfSafety & Security Operations Manual (23Feb18 Version) (1).pdf

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Part 1: The CIS Community Survey - Team

EvaluationThe school develops a narrative based on an analysis of the survey results including(but not confined to) the points of analysis detailed in the instructions. While thestatistics emerging from the survey will be of interest, it will be much more importantfor Evaluation Team Members to read how the school has acted or plans to act toproduce institutional improvement in response to the main survey findings.



Evaluator Reason for RatingThere is a comprehensive analysis of the survey data. The data are referencedthroughout the self-study as evidence for triangulation when making assertions,or drawing tentative conclusions. The parent response rate was on the low side.The data are categorised based on the percentage of agreement. This meansthere is a cross-domain comparison. In future, it may be worth eithercomparing like for like data over time, or comparing domain-specific data to theCIS aggregated data of all responses from accredited schools around the world.Simply put, 90% in one domain is below the average of all schools; however, it isabove average in other domains.

de facto

The school has already taken some actions based on the data received from theCIS community surveys. In general, the analysis of data was done with a criticaleye and a genuine attempt was made to reflect on the findings.

CommendationsNone at this time.

RecommendationsNone at this time.

Evidence AttachmentsScreen Shot 2018-10-22 at 08.49.50.pngScreen Shot 2018-10-22 at 08.50.51.png

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Part 1: Financial Information - SWOT Analysis -

Team EvaluationThe analysis of the strengths, weaknesses, opportunities and threats offers theschool the opportunity to demonstrate its capability in financial analysis andmanagement. It is vital, in accreditation, to be able to assess the school's financialstability and sustainability.



Evaluator Reason for RatingThe financial information provided by the school is detailed and comprehensive.The school is careful with reserves. Future planning is based on different financialmodels so that risk analyses and situations are considered. Thebudgeting approach, long-term planning and transparent systems are allsupported by comprehensive board policy. The International School of Kenya isclearly a sustainable school with sound financial planning and oversight.

force majeure

The business manager has an excellent oversight of finances at the school. Thereports they prepare for the board, or the school director, are comprehensive andeasy to understand.



Evidence Attachments4- Audit-FS ISK 2017-18 FS 2018-10-02 PM.pdf2019-2020 Budget & Ordering Timelines - Budget Timeline.pdf

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Part 1: Financial Information - Audit - Team

EvaluationThe school describes its internal and external audit arrangements to indicate how itassesses business risk and how it uses checks and balances to improve financial andbusiness management.



Evaluator Reason for RatingA clean audit was presented that meets international standards.



Evidence Attachments2016-2017 Audit Report .pdf2016-2017 Management Letter.pdf4- Audit-FS ISK 2017-18 FS 2018-10-02 PM.pdf

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Part 1: Financial Information - Financial

Management - Team EvaluationThe school demonstrates how it manages its finances and how well it manages itsfinances. This is an opportunity for the school to show how the Board/Governing Bodyexercises its responsibilities in financial planning and stewardship, as well as the rolesof the senior officers in the school's administration.



Evaluator Reason for RatingThe expected financial management structures are in place. The businessmanager does an excellent job of working within the systems that are in place,some of which they helped to design.



Evidence AttachmentsFinancial Procedures 2018 - 2019.pdfSpending Authority Policies.docxInvestment Management Policies.docxUse of Financial Reserves.docx2018 - 2019 Approved September Budget .xlsxBoard Policy_Finances (1).pdf2018 - 2019 Approved September Budget .xlsx

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Part 1: Financial Information - Financial

Planning - Team EvaluationThe school outlines how it plans financially and relates this to the its strategicplanning and the school's Purpose and Direction.



Evaluator Reason for RatingThe long term financial plan is designed to meet the needs of the school, inparticular for the financing of the new middle school building project.



Evidence Attachments4- LTFP-FMP Revised 2018-05-07 MS Building Tab.xlsx

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Part 1: Financial Information - Insurances,

Investment Policies and Debt Management -

Team EvaluationThe school demonstrates its approach to investment, how it funds growth and theinsurance policies taken out by the school to cover risk and liability in its activities.



Evaluator Reason for RatingAll the required insurance policies and investment guidelines are in place. As partof the long term financial plan, the financing and management of debt for thenew middle school building project has been taken into account.



Evidence AttachmentsBad Debt & Write off Policy.docx2018-2019 Insurance Coverage Summary.xlsxRISK MANAGEMENT.docx

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Part 1: Financial Information - Collections -

Team EvaluationThe school demonstrates how debts are collected and the managerial processes inplace to collect dues and to minimise debt.



Evaluator Reason for RatingThere is a clear system for fee collection, including a payment plan option spreadover the school year. The International School of Kenya has few bad debts;however, there is a contingency in place within the budget should the need arise.Write-offs require board approval.



Evidence AttachmentsBad Debt & Write off Policy.docx

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Part 2: Domain A - Evaluative Commentary -

Team EvaluationThe school uses the Essential Questions and Guided Development Questions to informits investigation and support the gathering of evidence and self-evaluation againstthe Standards in the Domain.



Evaluator Reason for RatingOverall, in Domain A, the ratings reflect the evidence at the time of the self-study.The visiting team rated most standards as "Exceeded", based on the subsequentand on-going work pertaining to the purpose and direction of the school. Theschool's guiding statements, in terms of mission and vision, are relevant andappropriate. Work related to school values is ongoing. There is a genuine drivetowards putting student learning and well-being at the center of discussionsrelated to designing future guiding statements, that add values to the existingmission and vision. A central tenet of this discussion relates to the school's movetowards being more inclusive by design, with explicit intent to personaliselearning.

The role of the board in developing a mission and vision that act as an impetus forall decision-making at the school has been highlighted as a major commendation.The board clearly see the guiding statements as a driver for decision-makingtowards school improvement.


Evidence AttachmentsAudited Financial Statements as at June 30th,2017 06112017 Susan Kamau.pdf2016-2017 Audit Report (1).pdfMission&Vision Poster_A4_x 3 (1).pdf

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4- Audit-FS ISK 2017-18 FS 2018-10-02 PM.pdf

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Part 2: Domain A - Standard A1 - Team

EvaluationThe school's purpose, direction and decision-making is guided by clear guidingstatements that are appropriate for the needs of all constituent groups.

Self RatingsExceeded

Evaluator RatingsExceeded

Evaluator Reason for RatingThe school's guiding statements are ubiquitous on campus, clearly displayed inclassrooms, offices, and meeting spaces. The mission and vision are integratedinto all school promotional material, including headed notepaper. They arereferred to at the commencement of meetings of various groups within theschool. The ongoing work on definitions of learning and explicit educational aimsare driven by the mission and vision.

The school board uses the mission and vision to help inform the strategic plan,when it is revisited and updated on an annual basis. The vision, mission andongoing values work are relevant to student learning and well-being. Theseguiding statements are clearly appropriate to the needs of adults and studentswithin the International School of Kenya community.

CommendationsDomain A Standard 1 [Major] – Theschool board for developing amission and vision that acts as animpetus for all decision-making andstrategic intent at the InternationalSchool of Kenya.


Evidence AttachmentsA1_2018 Learning Story ISK with activity.pptx

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ISK Strategic Plan 2018-23 Approved.pdfMission&Vision Poster_A4_x 3 (1).pdf

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EvaluationThe school's Guiding Statements conform to the CIS Code of Ethics.



Evaluator Reason for RatingThe school's code of ethics is entirely compatible with the CIS code of ethics. Allcampus stakeholder groups are encouraged to contribute to being part of arespectful community, and therefore to act as a positive force within the broaderschool community. Ethical treatment of all staff by the school (as an employer) isexplicitly protected within board policy, and articulated by staff and faculty.

The code of ethics for staff, child protection "Protecting our Children" manual,student-parent-school expectations policy, and the board admissions policy areall aligned with the school mission and values. This coherence has a positiveinfluence on the way the International School of Kenya operates.

CommendationsDomain A Standard 2 – The childprotection committee for writing adetailed manual entitled "Protectingour Children".


Evidence AttachmentsISK Code of Ethics (Final).pdfISK Child Protection Manual 2016-17 (2).pdfA2_Updated Sections from the Board Policy Manual.docxA2_Student-Parent-School Expectations ES%2FMS%2FHS Handbooks.pdfA2_Does ISK Fit Your Family's Needs - Educational PhilosophyAgreeement_Approved (2).pdf

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EvaluationThe Guiding Statements endorse the school's commitment to developing interculturallearning.

Self RatingsMet

Evaluator RatingsMet

Evaluator Reason for RatingThe International School of Kenya is at a crucial stage in its work on defininginternational/intercultural learning. The school's "Definitions of Learning"document highlights the centrality of the statement "Who we are". The learningdesigns team has created concise definitions of global citizenship, globalmindedness, and intercultural learning. The transition of this work, which wasdone mainly by adults, into the hands of students is an important next step.

A group of high school students praised the school for the work that is being donein this area; however, a number of them feel it is still somewhat distant from theirreality at the International School of Kenya. Their critique was balanced andrespectful, but cogent.


RecommendationsDomain A Standard 3 – The team,who worked on the school's"Definitions of Learning" related toglobal citizenship, re-engage withstudents for the next stage ofdevelopment in an effort to embedthis within the student culture atthe school.

Evidence Attachments

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Round Square Brief.pdfISKYr7ServiceFieldTrip5days2017 (1).pdfA7_ISK Definitions of Learning v 2.0.pdfA3_TS All School PD_Sept 2018.pdfA3_19-20 HS Course Proposal Template.pdfA3_ DWG Global Citizenship & Curriculum September18,2018.pptx

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EvaluationThe school is committed to the values inherent in the UN Convention on the Rights ofthe Child (1990).



Evaluator Reason for RatingThe school is committed at all levels to promote and live values which arecommensurate with the UN Convention on the Rights of the Child, and the CIScode of ethics. This is palpably obvious when observing a plethora of adult-student and student-adult interactions around the school campus. Simply put,this is a respectful campus community.

CommendationsDomain A Standard 4 [Major] – Theschool staff, faculty, and studentsfor creating a respectful and friendlycampus environment.


Evidence AttachmentsSECTION 3_STUDENT POLICIES.pdfISK Code of Ethics (Final).pdfSECTION 5_PERSONNEL POLICIES.pdfFirst Aid Training at ISK staff expectations.pdfA4_ISK Guardianship Requirement.pdfA4_Staff Child Protection Training FINAL Aug. 6, 2018.pdfA4_Child Protection Expectations ES%2FMS%2FHS Handbooks.pdfA4_Faculty Child Protection Training FINAL Aug. 6, 2018 (1).pdfA4_Risk Assessment Outside Kenya Trips.pdfA4_Risk Assessment Within Kenya Trips.pdf

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EvaluationAll school constituent groups are involved and engaged with the development andreview of the Guiding Statements on a planned and regular basis.

Self RatingsMet


Evaluator Reason for RatingThe evaluation team has elevated the school's self-rating of Met to Exceeded.

All school constituent groups were involved with the development of the missionand vision. The more recent development of the school's "Educational Aims" hadstakeholder input, and was presented to the board as an addition to the existingguiding statements. The approach to the development of the guiding statementsexceed the standard in that it is planned and explicit, rather than simply "regular".The International School of Kenya has a fairly transient community, withapproximately 20% student turnover each year. Thus, the school board has madethe decision to help the school community by concentrating on constituentunderstanding, buy-in, and recognition of the centrality of the school's guidingstatements.

The annual update of the strategic plan (which is data-informed, drawing onvarious annual community surveys of constituent groups) allows theimplementation of the guiding statements through action plans. This processreflects a board and leadership level of cognisance of the importance of includingthe community in ongoing development ,rather than having a regular revisit ofthe entire vision and mission.

Every year in January the school board and school leadership team have a"Generative Thinking Session", looking at the possible places the school will be in10 years time. These meetings are unencumbered by practicalities, which allowsideas to be floated.

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CommendationsDomain A Standard 5 – The boardfor the use of the guidingstatements and a range of data toinform the annual update of thestrategic plan as a driver towardsaction, thus living the mission andvision.


Evidence AttachmentsA5_Report - Blue Sky Workshop Outcomes FINAL.pptA5_Board Minutes - 2018-01-23-1.pdfA5_ISK Governance Retreat 2018 Agenda Final Draft.pdfA5_Blue Sky Session - Dec 6 2014.docx

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EvaluationThe school has an effective means of monitoring and evaluating the implementationof its Guiding Statements.

Self RatingsMet


Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating and determines thatthe higher rating of Exceeds is appropriate.

The International School of Kenya has been working for a number of years tohighlight the empowerment of students for future challenges, with an emphasison personalised learning. The school is adjusting to a more inclusive community,and has become more adept at planning for individual difference amongst thestudent body. Consideration in the area of student learning, and how data canhelp with the development of individualised learning trajectories, has led to apartnership with a software company to build a bespoke student learning dataplatform. The platform is called LearningBoard.

This is an excellent example of using data to inform the school's direction withinits core competency, which is learning. The LearningBoard solution will addressstudent learning and well-being by helping design programmes that match eachstudent's needs.

CommendationsDomain A Standard 6 – TheLearningBoard project team forspearheading the platform, that hasthe potential to change the learningexperience of the InternationalSchool of Kenya students in aprofound manner.


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Evidence AttachmentsISK Aims Continua.FINAL (1).pdfParent Survey 2017_Domain A.pdfA6_17-18 ES_MS_HS SLD Teams Goal Tracker.docxA6_LearningBoard Aims drop down selection.pngA6_Student Learning Data Teams 2018-2019.xlsxA6_Student Learning Data Teams 2018-2019.pdf

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EvaluationThe school has developed and adopted a contextually-appropriate definition of highquality learning and identified expected learning outcomes at each stage of astudent's pathway through the school.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya has written a definition of learning which isconcise and jargon free. The definition of learning was developed at an appositemoment for the school as it follows a more inclusive learning path for all itsstudents, which particularly benefits those who could not have been admitted tothe school in previous years. Explicit learning outcomes at grade level have beenput in place. There is now a more broad ranging conversation relating to learningpathways for all students. This is important throughout the school divisions;however, it offers a new opportunity for the high school where a traditional highschool diploma may not serve all school students in the future. The concept ofhigh-quality learning can be highly subjective; however, the school has seen anopportunity to make a more personalised definition of high-quality learning matchthe needs of all learners across the spectrum, including highly-able learners.


RecommendationsDomain A Standard 7 – The highschool principal, along with theteaching and counselling team,design a clear set of pathways for alllearners to graduation and/orsuccessful school completion whichis well articulated, communicated,and understood.

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Evidence AttachmentsISK_Learning Definition + Principles (1).pdfISK Assessment Philosophy (1).pdfISK RTI.pngA7_ISK Definitions of Learning v 2.0 (2).pdfA7_ISK Aims Continua.Schoolwide.pdfA7_2018 HS Grad Requirements Final Recommendations.pdfA7_Graduation Requirement_Board Policy.pdf

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EvaluationThe school is inclusive in its admissions procedures, as defined by its GuidingStatements.

Self RatingsMet


Evaluator Reason for RatingThere is no explicit mention of inclusion or inclusive practice in the mission,vision, or educational aims at the International School of Kenya. There is acommunity-wide understanding that the school is committed to becoming moreinclusive by design, rather than incrementally taking students with differingneeds without a plan. The board is committed to inclusion. The board policies arein place, as is the financing for an intensive needs classroom for lower elementaryaged students. The school director is passionate in his commitment to inclusion,as are many other leaders and teachers.

The International School of Kenya is also committed to being more inclusive in itsrecognition of the diversity that already exists within the community. Thisdiversity goes beyond the range of passports and cultures on campus amongstthe student body, and addresses such aspects as neurodiversity, mental health,and gender. There is a genuine commitment to making the school campus a placewhere all adults and students can feel at home, and be themselves. Thescholarship programme is a prime example of bringing some socio-economicdiversity to the student body. After receiving feedback from the first IB Diplomalevel scholars, the decision to move to a four-year high school experience forstudents demonstrates the school's ability to improve a programme.

There is a level of misunderstanding amongst some teachers about decisions thatare made at admissions that allow the number of students with determinedlearning needs to rise above the 15% ceiling stated in policy. The visiting team didnot see a flaw within the policy, nor in the admission team implementation;however, communication of anomalous situations that lead to a temporary rise inpercentage at any given grade level should be clearly communicated.

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CommendationsDomain A Standard 8 – The boardfor financing a scholarshipprogramme for local students whowould not otherwise have anopportunity to study at theInternational School of Kenya.

RecommendationsDomain A Standard 8 [Major] – Theboard and school director considerfinding a place to explicitlyrecognise inclusion within theguiding statements. (Please also seeStandards B5 and B6).

Evidence AttachmentsAdmissions Policy.pdfISK's Inclusive Education Policy.pdfA8_Proposal for ES Intensive Needs - Final Draft.pdfA8_ISK Inclusion Timeline 2013-2019.pdfA8_ES Intensive Needs Proposal - BoD Meeting Notes.docxA8_Does_ISK_Fit_your_family_needs.pdfA8 Scholarship Admissions.pdf

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Part 2: Domain A - Planned Actions - Team

EvaluationAs a result of the self-evaluation, the school identifies the actions necessary tostrengthen this aspect of school life. The Self-Study should be action-orientated, withevidence-based evaluation leading to informed planning and proposed actions, in linewith the school's Guiding Statements.



Evaluator Reason for RatingFurther additions are required to incorporate the recommendations in this reportinto the school's planned actions. The priority is as follows.

Domain A Standard 8 – The board and school director consider finding a placeto explicitly recognise inclusion within the guiding statements.


Evidence AttachmentsDomain A Action Plan - Sheet1 (1).pdf

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Part 2: Domain B - Evaluative Commentary -




Evaluator Reason for RatingOverall, in Domain B the ratings reflect the evidence at the time of the self-study.The visiting team rated many of the standards as "Exceeded" based on the clarityof roles and responsibilities of the board and director, defined in board policy, andobserved in practice. The strategic plan provides direction for the school and isclosely linked to the guiding statements. The school has identified the need todiscuss values associated with inclusion and diversity in order to incorporatethese into the guiding statements.

Board members have demonstrated a commitment to using feedback to improvethe effectiveness of the board, and have engaged in generative sessions toexplore possible directions for the school. The school community is well aware ofthe board and director's roles, which provides an environment that supportsstudent learning and well-being.


Evidence AttachmentsArticles of Association.pdfAudited Financial Statements as at June 30th,2017 06112017 Susan Kamau (1).pdfPrincipal Contract Template.pdfPOLICY MANUAL 2017-18 - Revised 2017-05 (1).pdfGovernance Structure.pdf

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David Henry CV.pdfRobert Blanchard CV.pdfAlexa Schmid CV.pdfMatthew Woodward.pdfLake, Jodi Resume_March 2018.pdfBoard Packet - 2019-02-26 (Admin).pdfBoard Packet - 2018-09-25 (Admin).pdfFinancial Template September 2018 - FINAL.pdf4- DRAFT Audit-FS ISK 2017-18 FS 2018-10-02 PM.pdfCertification of Registration.JPGBoard of Governors directory 2018-19.pdfBoard of Directors directory 2018-19.pdfBoard of Governors directory 2018-19.pdfISK Org Chart (2018-19) (1).pdf

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Part 2: Domain B - Standard B1 - Team

EvaluationThe respective roles and responsibilities of governance and ownership, and leadershipand management, are suitably defined in writing and respected in practice for thesustainable development of the school.



Evaluator Reason for RatingReview of documents and discussion with members of the board, director, andstaff confirm that there are clearly defined roles and responsibilities. Thedelineation of roles is confirmed in practice. If a parent brings an operationalmatter to the board, the board operating agreements provide guidance indirecting those concerns to the appropriate channels.

The board has a consistent and robust orientation process for new boardmembers, as well as an annual governance and strategic planning retreat. Thesesessions have enabled the board to institutionalise practices of goodgovernance.The board is exploring how to use self-evaluation feedback to ensureboard trainings meet the needs of both new and returning members.

CommendationsDomain B Standard 1 – The Board forhaving clearly defined, formallyarticulated policies which areconsistently reflected in practice.

Domain B Standard 1 [Major] – TheBoard for institutionalising thepractices of good governance.


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Evidence AttachmentsB1- GaL Attendance.pdfB1- Board-Director Goals 2018-19 - Approved.pdfB1- ISK 2018 Board Retreat Feedback.pdfB1- GC Minutes - 2018-10-08.pdfB1- 3rd Gov Orientation 2018-05-11.pdfB1- 3rd Governance Orientation.pdfB1_Board Roles and Responsibilities.pdf

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EvaluationThe Head of the School is empowered to be the educational leader of the school,implementing the mission and has ultimate responsibility and accountability for thestudents' education and well-being.



Evaluator Reason for RatingThere are clear structures and lines of reporting between the board and director,which make distinctions between governance and leadership. As per the boardpolicy manual, the board delegates the “organization, operation, communication,and administration of the school's curricular and extra-curricular program” to thedirector. Evidence of the division of roles, a shared vision, trust, and commonunderstandings were all observed in conversations with both the board anddirector.

The organisational chart illustrates the lines of authority throughout the School.The director’s goals are linked to the strategic plan, and are appropriatelydistributed to the leadership and administration teams along these lines.

CommendationsDomain B Standard 2 – The boardand director for demonstrating ashared vision, trust, and commonunderstandings about theirrespective roles and responsibilities.


Evidence AttachmentsB2- Board & Director Goals 2017-18 Tracking tool.docx.pdfB2- Section 1.10 - Education Oversight.docx.pdf

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B2- Section 1.3.docx.pdfB2- Section 2 Director responsible for curriculum review.pdfLT Agenda - 2017-09-05.pdfAdmin Agenda - 2017-09-26.pdf

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EvaluationThe Proprietors/ Governors ensure there are educational and financial plans tosupport the school's viability, the mission, the programmes used to fulfil that mission,and that these plans are explained to the school community.

Self RatingsMet


Evaluator Reason for RatingThe rolling five-year strategic plan is aligned to the guiding statements, and isreviewed annually at the start-of-year board retreat.

Long-term financial plans are in place which support the continuing developmentof the campus, achievement of the educational aims for all students, andprogress toward becoming a more inclusive school. These plans arecommunicated at various community forums.

Discussions with the board and director indicated enthusiasm around the board'sgenerative sessions, which allow it to explore possibilities and ideas withoutconstraints.

CommendationsDomain B Standard 3 – The boardfor engaging in generative sessionsto explore future educational plansand the range of programmesoffered by the School.


Evidence AttachmentsB3- Section 4.31 Long Term Financial Plan.pdfB3- Section 6.61 Facilities Master Plan.pdf

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ISK Financial Template March 2018.xlsB3 - Board Minutes - 2018-09-25 FINAL.docxB3- FMP - Screen Shot 2019-01-31 at 15.48.12.pngB3 - Link Lite - Board News re Strategic Plan approval.pngB3- Director_s Parent Tea - 2018-12-06.pdfB3- ISK Strategic Plan 2018-23 - Approved.pdfB3- LTFP-FMP Revised _ MS Building Tab - 2019-02-18.xlsx

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EvaluationGovernance is constituted to enable the school to have a clear and appropriate senseof direction and continuity.



Evaluator Reason for RatingThe board policy manual and articles of association define a legally compliantgovernance structure for the school. The strategic plan is derived from theguiding statements, is reviewed annually, and provides a clear direction for theschool.

Policies articulate the roles and responsibilities of the board and director in regardto emergency school closures. These include a virtual learning systems policy tosupport online learning in the event of a short- to medium-term school closure, aswell as those for a situation.force majeure

The school's emergency executive succession planning manual outlines theprocess for hiring a new director (when given the contractually agreed upon 18month notice), as well as processes for maintaining operations should theappointment of an acting/interim director be required.

CommendationsDomain B Standard 4 – The boardfor its leadership in providing a cleardirection for the school, through therolling strategic planning process.


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Evidence AttachmentsB4- Article of Association Art. 65 Dissolution.pdfB4 Annex 3 Operating Agreements.pdfB4- Section 7.3 Emergency Closure.pdfB4- ISK Emergency Executive Succession Planning Manual Final 2018-05.pdfB4- GC Minutes - 2018-05-03 (Emergency Succession).pdf

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EvaluationThe Guiding Statements drive strategic planning and the school's strategic decision-making.



Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating and determines thatthe lower rating of Met is more appropriate.

The educational aims provide a bridge between the mission and vision, and therolling five-year strategic plan. The strategic plan further defines the educationaldirection including objectives, annual goals, and actions. References are regularlymade to the guiding statements when decisions are being made. Facilitiesplanning is a key aspect of the strategic plan, and includes a facilities master plan(FMP), which extends through the 2028–29 school year. As a result of the workaround the FMP, learning spaces continue to be designed and built to support therange of programmes envisioned by the school.

Teachers indicated they are in transition between the use of the habits of learningand educational aims, and are beginning to use the educational aims in curricularplanning and student reflection. Both the self-study and conversations with theDomain B committee indicated a gap in written values between the currentguiding statements and the school’s commitment to inclusion.


RecommendationsDomain B Standard 5 – The boardincorporate values associated withmore inclusive practices into theguiding statements. (Please also seeStandard A8).

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Evidence AttachmentsB5 Learning Board Aims.pngB5 Learning Board Standards.pngISK Strategic Plan 2018-23 - Approved.pdf

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EvaluationThe leadership of the school has the inter-cultural competencies, perspectives andappreciation needed for the school's unique cultural context.

Self RatingsMet


Evaluator Reason for RatingThe director is suitably qualified and highly experienced in internationaleducation. In order to explore topics around diversity and interculturalcompetencies in the 2017–18 school year, the leadership team has facilitateddiscussions about diversity with parents, staff, and students. Conversationsabout embedding intercultural competencies into the curriculum, supporting adiverse student population, and a commitment to recruiting a diverse faculty areongoing and could be considered for incorporation into the school's guidingstatements.


RecommendationsDomain B Standard 6 – The boardand director work towardsincorporating language associatedwith diversity into the guidingstatements, in order to reflect theongoing work in this area, (Pleasealso see Standard A8).

Evidence AttachmentsISK Definitions of Learning (1).pdfTS All School PD_Sept 2018 (1).pdfB6- Diversity Survey Board Presentation.pdfB6- DWG Minutes November 5, 2018.pdf

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B6- January 21, 2019 PoCC _ LT Feedback.pdfB6- Staff Climate Survey Results - Feb 2018 (graphs).pdfB6- Revised Policies (Non-Discrimination).docxB6- Leadership Team Minutes on Diversity.docxB6- Diversity Working Group 2018_19 (Definition _ Goals).pdf

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EvaluationThe working relationship between the Proprietors/ Governors and the Head of Schoolis established to sustain high morale, positive professional relationships, and aconducive climate for teaching, learning, and students' well-being.



Evaluator Reason for RatingReview of the board policy manual, and conversations with board members andthe director, demonstrate a positive working relationship articulated in policy. Theboard policy manual explicitly delegates operational matters to the director,which enables a school climate conducive for teaching, learning, and studentwell-being.

CommendationsDomain B Standard 7 [Major] – Theboard and director for their clearunderstanding of roles andresponsibilities which promote aclimate conducive for teaching,learning, and student well-being.


Evidence AttachmentsB7- Evaluation Process - Board.pdfB7- Evaluation Tool - Board Chair.pdfB7- Individual Board Member Self-Assessment Tool.pdfB7- Annex 2 Code of Conduct.pdfB7- Director Evaluation Process.pdf

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EvaluationThere are clearly formulated written policies and practices which are applied to bringconsistency and clarity to school operations.

Self RatingsMet


Evaluator Reason for RatingThe board policy manual mandates the self-evaluation of the board and theevaluation of the director. Additional documents provide further guidance relatedto board members’ self-assessment, the evaluation of the board chair, and theevaluation of the director. The board has recently approved a rolling policyrevision plan, to ensure a regular review of the policy manual.

CommendationsNone a this time.


Evidence AttachmentsPOLICY MANUAL 2017-18 - Revised 2017-05 (1).pdfB8- Updated Review policy (GC & Board Minutes).pdfB8- Updated Policy Review 1.92.pdfB8- ISK Policy Revision Plan 2018-2022 -Final Draft.pdf

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EvaluationThere is a clear roadmap for the storage, access and use of data to enhance learning.

Self RatingsMet


Evaluator Reason for RatingThe school's 2018–2021 technology plan identifies how personal data is stored atthe school. Data related to learning includes measures of academic progress(MAP), BrainPop, Naviance, Raz-Kids reading A to Z, and IXL. This data is storedeither by the technology department or within the app/program in question.Accessibility is dependent upon the program. Data generated through class andgrade level programmes are owned directly by relevant teachers, and areexpected to be used to inform teaching.

Whole-school data (for example, MAP) is retained by the teaching and learningcenter, with backup from the technology department, and disseminatedappropriately through divisions. Board policy section 2.72 addresses data relatedto learning, though this section is not confined solely to digital data. Section 2.72states that "students and parents shall have multiple means to access real-timefeedback and reports on progress through the virtual learning environment aswell as on-site conferences", which covers all assessment data, including dataheld digitally.




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B9- Section 8 School Records.pdfB9- Section 2.82 Technology Integration.pdfB9- Section 2.6 Virtual Learning Systems.pdfB9- 18-19 Parent Student Agreement (Photo Usage Language).pdfB9- GDPR Website Language.pdfB9- Board Minutes - 2019-01-29 FINAL.pdfB9- Photo Usage Language.pdfB9- RUA_2017-19.pdfB9- R.U.A. G3--5.pdfB9- Privacy Notice - International School of Kenya.pdfB9- Privacy Policy - International School of Kenya (1).pdf2018-2021 Technology Plan.pdf

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Part 2: Domain B - Planned Actions - Team

EvaluationAs a result of the self-evaluation, the school identifies the actions necessary tostrengthen this aspect of school life. The Self-Study should be action-orientated, withevidence-based evaluation leading to informed planning and proposed actions, in linewith the school's Guiding Statements.



Evaluator Reason for RatingThe school's stated planned actions are appropriate and should be acted upon,with those relating to core standards being a priority.



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Part 2: Domain C - Evaluative Commentary -




Evaluator Reason for RatingThe information provided has been reviewed by the evaluation team to providecontext for the Domain C ratings.


Evidence AttachmentsCo Curricular Guide_2017.pdfHS Advisory Philosophy_ May 2018.pdfEnglish LA Curriculum May 2011.pdfMS Advisory program.pdfScience Curriculum_2016.pdfSS Curriculum 2011_Under Review 2019-20.pdfScience S-S and Performance Expectations PK - 10.pdfCURRICULUM_ Systems for Review_2019 DRAFT (2).pdfPE curriculum (Oct 2017).pdfCAD_New standards 2018.pdfCURRICULUM Review for accreditation (1).pdfMathematics Curriculum_2014.pdfModLanguages Curriculum_Master.pdfTech_Integration_Plan_2018-21_ISK.pdfISK Definitions of Learning (1).pdf

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Part 2: Domain C (Elementary/Primary) -

Evaluative Commentary - Team EvaluationThe school uses the Essential Questions and Guided Development Questions to informits investigation and support the gathering of evidence and self-evaluation againstthe Standards in the Domain.



Evaluator Reason for RatingOverall, the International School of Kenya elementary school (ES) has madeprogress regarding the alignment of the school's vision, mission, and educationalaims into the written curriculum. There are a variety of co-curricular optionsavailable to students, which adds to their holistic development.

Intercultural learning is found throughout the students' learning in the ES. Well-being is at the heart of student learning. The visiting team observed the caringand positive relationships between all members of the school community andstudents. Great care is taken by the staff in terms of meeting the individual needsof students for both learning and well-being. It is clear that students enjoycoming to school, and feel welcome and accepted.


Evidence Attachments18-19 ES Curric Guide_Gr.5_print.pdf18-19 ES Curric Guide_Gr.2_print.pdf18-19 ES Curric Guide_PK_print.pdfCURRICULUM Review for accreditation (1).pdf

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2018_ESHANDBOOK.pdfCurriculum Policies.pdfCurriculum Review Oversight.xlsxInstruction and Assessment Board policy.pdfDigital Citizenship.pngISK Assessment Philosophy (2).pdfES Master Schedule.pdfES Gr 4 Schedule.pdfGr 4 Standards Placemat (1).pdfGr 1 Standards Placemat (1).pdfES Master Schedule 2018-2019 (2).pdfISK Definitions of Learning (1).pdf

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Standard C1 - Team EvaluationThe documented curriculum is broad, balanced and sequenced in a way to promotestudents' access and progression, and is guided by the mission of the school and theneeds of the enrolled students.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya has a broad and diverse curriculum for itsstudents. The elementary school has specialist teachers for a range of subjectswith mathematics, literacy, and humanities being taught by a homeroom teacher.The school's educational aims are clearly understood and displayed throughoutthe school. Work is being done by faculty members to embed the studentcognitive skills and dispositions from the educational aims into the curriculum, sothat they become a measurable part of student learning. The introduction ofLearningBoard in the next academic year will aid this process. The InternationalSchool of Kenya has recognised the need to further coordinate effective school-wide curriculum planning by hiring a curriculum and assessment coordinator, whowill begin in the 2019–20 school year.

CommendationsDomain C Standard 1 – The directorof teaching and learning fordeveloping a formal system forcurriculum review, aligned to theschool's design cycle and guidingstatements.



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2018 Director of Teaching & Learning Profile - Google Docs.pdf37. TLC MM 2018-05-28.pdfWednesday IMPACT Calendar 2018-19.pdfEvidence of looking over curriculum.pngevidence of PD opportunities 1_2.pngevidence of PD opportunities 2_2.pngES Pacing Chart 18-19 - PK - 5.pdf

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Standard C2 - Team EvaluationThe scope and sequence of the curriculum is thoroughly documented and articulatedhorizontally and vertically.

Self RatingsMet


Evaluator Reason for RatingFaculty committees meet regularly to ensure that the curriculum is articulatedvertically throughout the elementary school. Regarding horizontal articulation,teachers meet weekly in grade-level teams to make sure that students learning isconsistent across every grade level. Teaching and learning is also evaluatedduring these meetings. The elementary school utilises a pacing chart, whichprovides an overall picture of the curriculum for teachers.

The documentation of the curriculum is undergoing change with the introductionof LearningBoard at the start of the next academic year. This is set to makecurriculum articulation more transparent to the faculty and administration.



Evidence AttachmentsES Pacing Chart 18-19.pdfES Live Binder Screen Shot.pngGrade 4 Folder Live Binder Screen Shot.pngES Math Content Scope and Sequence - Google Docs.pdfMA Gr. 2_Unit 3 Plan - Google Docs.pdfES Math Gr 2 Overview - Google Docs.pdfLang Arts_ES Curriculum Gr 3 - Google Docs.pdfES MUS Gr 4 Recorders .pdf

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Science S-S and Learning Targets.xlsx18-19 ES Curric Guide_Gr.5_print.pdf18-19 ES Curric Guide_Gr.2_print.pdf

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Standard C3 - Team EvaluationThe curriculum promotes the development of global citizenship and interculturallearning.

Self RatingsNot Met/Partially Met


Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating and determines thehigher rating of Met is appropriate.

Global citizenship and intercultural learning are embedded in the elementaryschool's taught curriculum, and examples abound throughout the School.Students in kindergarten through grade 3, learn Kiswahili once a week with aspecialist teacher. Unit themes based around the host country are common in theelementary school, giving the students a wide-range of opportunities to learnabout different aspects of Kenya. Local trips give students the chance to engagewith the local culture, as do residential visits around the country. Finally, projectwork enables students to choose areas of global citizenship on which to focus, asevidenced by the students' capstone projects.

Work is still being done to make global citizenship and intercultural learning evenmore explicit in the written curriculum. This will continue with the introduction ofLearningBoard next year. Although the School has a definition of interculturallearning and global citizenship, the visiting team believes that this could be betterunderstood throughout the school community.


RecommendationsDomain C Standard 3 – Theelementary leadership, along withgrade level leaders, ensure that thefaculty have a clear understandingof the school's written definition of

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intercultural learning and globalcitizenship.

Domain C Standard 3 – Theelementary leadership, along withgrade level leaders, create an age-appropriate written definition ofintercultural learning and globalcitizenship, based on the school'sdefinition.

Evidence Attachments4th Grade IC Trip Curriculum Connections.pngISK Aims Continua.Elementary School.pdf5th Grade Capstone-1 (1).m4vISK Literacy Program Beliefs.pdfIntercultural Trip photo.jpgCapstone Unit Plan.pdfCapstone picture.pdfLiteracy Meeting Agenda_2018-04-25 (1).pdfISK Definitions of Learning (1).pdfES_ML Unit 1_Gr 3-5_Getting to Know You.pdf

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Standard C4 - Team EvaluationThe curriculum promotes the development of digital citizenship.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya's definition of digital citizenship, which wascreated with input from elementary school students, is displayed around theschool. The school's definition highlights the importance of keeping safe onlinewhile balancing digital participation with other interests. Digital citizenship is atthe heart of learning about the digital world in the elementary school, asexemplified by the boot camp at the start of the academic year. In order foryounger students to have a better understanding of what digital citizenshipmeans, an age-appropriate definition is being introduced.


RecommendationsDomain C Standard 4 – Thetechnology integration coordinatorcompletes an age-appropriateversion of the digital citizenshipdefinition that is shared with thelower elementary students.

Evidence AttachmentsES_G3-5_RUA_17-18.docxGrade 3-5 Bootcamp Schedule 2018-2019.pdfDigital Citizenship Guide.docxISK Digital Citizen Graphic.pdfES iPad Pledge.pdf

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Standard C5 - Team EvaluationThe curriculum offers challenge, supports the students' academic, social, physical andemotional needs and fosters the development of skills, attributes and abilities relevantto their development.

Self RatingsMet


Evaluator Reason for RatingThe visiting team saw many examples of personalised learning during humanitiesand literacy lessons in the elementary school. For instance, some students hadbeen given a wide variety of choice regarding how to present their capstoneprojects, which in turn made the project more engaging for the students. Anotherexample of personalising learning could be seen in the students' preparations fora wax museum, whereby they were researching and preparing to act in role as aglobal contributor. The purposeful nature of these projects also providedmotivation for the students as they had a real audience for their work.

Personalised learning was less evident in most of the mathematics lessons thatwere observed by the visiting team. In many classes all of the students had thesame activity to complete, which was often a worksheet. The visiting team wouldencourage the elementary school to continue with its focus on the teaching ofmathematics, by considering how to differentiate tasks so that all of the studentsin the class can make progress.

It was evident to the visiting team that the physical needs of students are welllooked after. A variety of classroom furniture is available for student use. Thesensory integration specialist works collaboratively with the faculty to provideresources for brain breaks and other activities.


RecommendationsDomain C Standard 5 – Grade levelteams work on developing a wider

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range of differentiation strategies inmathematics.

Evidence AttachmentsES Art Gr. 5 Lesson Plans.pdf2018 Sept TA IMPACT_SI.pdfGrade 1- 2017-18 Topic overview. light and sound - Google Docs.pdfGrade 2 science (Plants) assessment - Google Docs.pdfPaper People Activity - Google Docs.pdfQ1 self assessment.docx - Google Docs.pdfSSGr3_Global Contributor Unit Plan - Google Docs.pdfD11_ Personalized Learning at ISK - Google Docs.pdfclassroom accomodations.pngCopy of Grade 3 unit 1 task 1 rubric math - Sheet1.pdfPL Planning 2014-2022 (1).pdf

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Standard C6 - Team EvaluationThe curriculum is reviewed and evaluated on a systematic and planned basis with theoutcomes of such review providing a means of developing the curriculum in line withthe students' changing needs.


Evaluator RatingsNot Met/Partially Met

Evaluator Reason for RatingThe elementary school (ES) has begun to build in regularly scheduledopportunities to review its curriculum. In collaboration with the director ofteaching and learning, the ES principal and ES grade level leadership teams aredeveloping a system for curriculum review. This will ensure that faculty have theresources, including time, to complete a thorough review. The InternationalSchool of Kenya's professional learning institutes (PLI) provide an opportunity forteachers to explore, and pilot, new curricula aligned with the school's educationalaims.

Communication to parents regarding the ES curriculum has been somewhatsuccessful. The visiting team recognises that this is also an area for improvement.


RecommendationsDomain C Standard 6 – The directorof teaching and learning, and theelementary school faculty,implements the curriculum reviewsystem, and ensure that it is sharedwith parents.

Evidence AttachmentsCopy of Curriculum Review Oversight - Sheet1.pdf

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Copy of Grade 2 planning Day August 31st.docxCopy of ISK Aims Continua.Elementary School.docxCURRICULUM Review for accreditation (1).pdfLiteracy Meeting Agenda_2018-02-14.pdf2018 November Literacy Review Day.pdfISKs Literacy Program Beliefs.pdf

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Standard C7 - Team EvaluationThe school offers a breadth of programmes and activities to complement the formalcurriculum in supporting the school's Guiding Statements.

Self RatingsMet


Evaluator Reason for RatingA wide variety of activities such as chess, dance, and parkour are available tostudents from grade 1. Parents and students' suggestions for new activities in theco-curricular programme are acted upon. The students that the visiting teamspoke with gave overwhelmingly positive feedback about the programme that theschool offers.

The elementary school has a student leadership group called "Pride Helpers". Anystudent from grade 3 to 5 can join, and their responsibilities include helpingyounger students, recycling, and tidying the classroom. Pride helpers are alsogiven training in conflict resolution, to help solve problems between students inthe playground.



Evidence AttachmentsPrivate Music Lessons List.pdfCopy of CoCurricular ES Q3.pdfCCA quarter 1 2018.pdfMOTHER TONGUE PROGRAM.pdfCopy of C7_Student Participation in CCA_s 2016-2018.pdfCo Curricular Guide_2017.pdf

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Planned Actions - Team EvaluationAs a result of the self-evaluation, the school identifies the actions necessary tostrengthen this aspect of school life. The Self-Study should be action-orientated, withevidence-based evaluation leading to informed planning and proposed actions, in linewith the school's Guiding Statements



Evaluator Reason for RatingThe school's planned actions are appropriate and have been effectivelyprioritised.



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Part 2: Domain C (Middle School) - Evaluative

Commentary - Team EvaluationThe school uses the Essential Questions and Guided Development Questions to informits investigation and support the gathering of evidence and self-evaluation againstthe Standards in the Domain.



Evaluator Reason for RatingOverall, the International School of Kenya middle school has created a strongcurricular and co-curricular programme that supports the development andgrowth of middle school students in alignment with the school’s vision, mission,and educational aims. Students are both challenged and supported in theiracademic and emotional development and growth through developmentallyappropriate courses, programmes, and activities. Student feedback is valued, andthere are numerous opportunities for student voice and choice in defining thecurricular and co-curricular programme.

Positive progress has been made in the formal review and documentation of thecurriculum. The development and integration of global citizenship andintercultural learning within the taught curriculum, while a work in progress, is adriving force in continuous curricular development.



Evidence AttachmentsCurriculum Policies.pdfInstruction and Assessment Board policy.pdfThe ISK Middle School Philosophy.pdfMS Teacher Schedule _ Time Table 2018-19 (1).pdf

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ISK Assessment Philosophy (2).pdfMS Round Square Activities 2018-19 Sem 1.xlsx - Sheet 1.pdfMS_Handbook_2018_19.pdfISK Definitions of Learning (1).pdf

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Part 2: Domain C (Middle School) - Standard

C1 - Team EvaluationThe documented curriculum is broad, balanced and sequenced in a way to promotestudents' access and progression, and is guided by the mission of the school and theneeds of the enrolled students.

Self RatingsMet


Evaluator Reason for RatingSince the preparatory report, a formal system for curriculum review has beendrafted, and a curriculum and assessment coordinator position has been added;both will be implemented during the 2019–2020 school year. The updated reviewprocess is based on a continuous review cycle of three to six years dependentupon subject area need, and is aligned to the school's design cycle andfoundation documents (school mission, vision, and educational aims). Theschool’s mission is embedded in the curriculum through the school’s educationalaims. These are currently being documented within LearningBoard.

CommendationsDomain C Standard 1 – The directorof teaching and learning fordeveloping a formal system forcurriculum review, aligned to theschool's design cycle and guidingstatements.


Evidence AttachmentsAdvisory Units Draft for 2018 - 2019.pdfC1_ISK Aims Continua.FINAL.pdfISK MS Gr. 7 _ 8 Electives Descriptions for New Students 2018-19.pdfES-HS Sci S-S and Performance Expectations PK - 10 - PK-10 Units of Inquiry.pdf

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ISK MS Electives Descriptions 2018-19.pdfMS SS Curriculum.doc.pdfMS English_Scope Sequence.pdfMission_Vision Poster_A4_x 3.pdfTLC Proposal_Curriculum Assessment Coord.pdf1. Mission _ Vision _ Aims.pdfES-HS Sci S-S and Performance Expectations PK - 10 - MS PerformanceExpectations.pdfMS HS Mathematics Scope and Sequence.pdfMS Schedule.pdfGrade 7 Parent Letter and Packing List.pdfGrade 6 IC Trip Parent Letter - Google Docs (1).pdf

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C2 - Team EvaluationThe scope and sequence of the curriculum is thoroughly documented and articulatedhorizontally and vertically.

Self RatingsMet


Evaluator Reason for RatingWhile subject areas are in different stages of the curriculum review anddocumentation process, there is recognition of the need to evaluate, update, andarticulate the documented curriculum. This is a work in progress, particularly assome subject areas (English, social studies, and the arts) have adopted newstandards.

Subject areas work together to choose and align power standards to create ascope and sequence based on existing courses that articulate from elementary tohigh school, with end-of-year expectations. LearningBoard, a new learningmanagement system, will link the planned curriculum to the grade book.Implementation will begin in the elementary first semester of the 2019–2020school year, with middle school to follow.

Input of units into LearningBoard is underway with the aim of having a morecollaborative platform for curriculum planning and assessment purposes. All unitsinclude essential questions and enduring understandings, power standards,assessments, and the school’s educational aims.



Evidence AttachmentsIMPACT WEDNESDAY FEBRUARY 14.pdf

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Math Vertical Meeting August 29, 2018.pdfMath Vertical Meeting March 7, 2018.pdfScience Working Group Notes and Ideas.pdfMS_HS Science Vertical departments meeting 29_08.pdfWednesday IMPACT Calendar 2018-19 - Sheet1.pdfCurriculum Review Oversight - Sheet1 (1).pdf

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C3 - Team EvaluationThe curriculum promotes the development of global citizenship and interculturallearning.

Self RatingsMet


Evaluator Reason for RatingThe school has embarked on a dedicated focus to heighten intercultural learningthrough a two-year commitment to whole school professional development, ledby an external consultant. The school has developed definitions of the termsglobal citizenship and intercultural learning with the goal of drawing uponstudents' cultures.

The Domain C committee members noted examples across the middle school thathighlight opportunities for students to make connections between macro globalissues that are explored through the micro lens of Kenya, and connection to thestudent’s home country or culture. Examples of "untapped potential" withinEnglish and social studies classes were noted, however, a restructuring to a purehumanities model should remedy this issue. The intercultural trips were alsonoted as ripe for extended connections, but time and competing responsibilitieswere mentioned as hindrances.

Integration of the school’s educational aims are a key aspect of the school’smission and vision, and are represented within the evolving curriculum. TheDomain C committee members noted that the common practice of havingstudents self-reflect on the aims is becoming more authentic as students betterunderstand them. Unit planners have been updated to include mapping of aimswhich are highlighted in each unit, and rubric prototypes which assess the aimsare in use.



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Evidence Attachments2017-2018 MS DRAMA Unit Plan ISK Drama 8 _Stock Characters_ LB.pdfMiddle School Round Square Activities Semester 1 - 2018-19.pdfMS Service Learning Program and Advisors 2018-19 - Sheet1.pdfMS SS7_Environmental Issues Unit Plan.pdfMS ENG8_1. Traditional Stories.pdfTechClub_Ver1a_small.mp4TechClub (1).pdfISK Definitions of Learning (1).pdf

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C4 - Team EvaluationThe curriculum promotes the development of digital citizenship.

Self RatingsMet


Evaluator Reason for RatingThe majority of digital citizenship is taught via the advisory programme, whichincludes lessons on cyberbullying, the use of social media, and cybersafety. Thisfocus on digital citizenship was confirmed to the visiting team by students, whoreported that there is more than adequate coverage of these topics throughouttheir middle school years, though additional student voice could be sought as thedigital citizenship curriculum is revised.


RecommendationsDomain C Standard 4 – Thecounsellor, middle school teachers,and technology integrationcoordinator engage with studentrepresentatives to align digitalcitizenship scope and sequencewith the evolving needs and usageof students.

Evidence AttachmentsDigital Citizenship.pngDigital Citizenship Integration Program 2018-2019 - Advisory Program.pdfReliable Sources_Fake News.pdfMS Handbook_Tech Policies.pdf

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C5 - Team EvaluationThe curriculum offers challenge, supports the students' academic, social, physical andemotional needs and fosters the development of skills, attributes and abilities relevantto their development.

Self RatingsMet


Evaluator Reason for RatingPersonalised learning is a school-wide learning pathway and is evidenced in thecurriculum. Domain C committee members shared examples of ways teacherspersonalise learning in the middle school through choice. This is achieved viastudent designed individual lines of inquiry in humanities classes, promotingartistic behavior rather than strictly developing skills in the arts, and project-based learning in the sciences.

When interviewed, students mentioned they were encouraged to advocate fortheir learning needs, were encouraged to think critically and make connections,and that teachers know them as individuals, and thus recognise their strengthsand areas of weakness. They note that teachers are available after school forextra help, and will challenge them individually by tailoring a lesson to theirindividual understanding, or give more responsibilities or opportunities forextended learning.

Though in its infancy, attending to highly capable learners (HCL) is included in thedefinition of inclusion. Beginning supports include schedule modification toattend higher level classes, co-planning, modifying learning standards, and onlinecourses. Additionally, some teachers who have received HCL training arebeginning to articulate a tiered instruction approach within the curriculum.Struggling students are supported directly by classroom teachers or short-termintervention via the response to intervention (RTI) programme (tier 2) throughsemester-long placement in mathematics learning lab or literature lab electiveswhere they learn content, set personalised goals, and receive assessment andfeedback on understanding gaps to catch up.

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CommendationsDomain C Standard 5 – The middleschool teachers for connecting withstudents as individuals to supporttheir personalised development aslearners.

RecommendationsDomain C Standard 5 – The middleschool teachers seek opportunitiesto expand their independent use ofstrategies and approaches thatsupport personalised learning for allInternational School of Kenyastudents.

Evidence AttachmentsMS Advisory program.pdfStudents of concern Meetings Grade 6 2018-2019 - Students Discussed.pdfELL Continuum G6-8.docxGLT7 TWAG w_ advisory lessons (2018-19).pdfSSS Referral Process @ ISK.pdfRTI Tier 1 Form.pdfRTI Tier 2 Form.pdf

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C6 - Team EvaluationThe curriculum is reviewed and evaluated on a systematic and planned basis with theoutcomes of such review providing a means of developing the curriculum in line withthe students' changing needs.



Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating and determines thatthe higher rating of Met is appropriate.

Middle school teachers are encouraged and supported in creating an innovativecurriculum in response to the needs of students. During the 2019–2020 schoolyear, the current humanities course will become fully integrated allowing for theintroduction of a quarter-long conceptual theme that will span all grade levels.The grade 8 capstone project is driven by student interest and passion, butsupported by teachers with mini skill-building lessons in support of project goals.

Electives provide an opportunity for teachers and students to collaborativelydesign courses. Many electives are student-driven and aligned to student interestvia survey data, which collects feedback on student interest and willingness toco-design elective courses. Within the advisory programme, students aresupported in designing and organising special assemblies and activities, such as"Proud To Be Me".

CommendationsDomain C Standard 6 – The middleschool teachers and students forcollaboratively designing innovativeprogrammes, grounded in studentinterest and need.


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Evidence AttachmentsLiteracy Review Work Day.pdfLiteracy Meeting Agenda_2018-04-25.pdfML - 2017-18 S2 - March working group.pdfPE Meeting Agenda_2018-03-07.pdfCURRICULUM Review for accreditation (1).pdfCurriculum Review Oversight - Sheet1.pdfDrama Department Template for 5-yr. planning.docx.pdfVisual Arts 5-yr. planning.pdfPaul Andersen Notes.pdf

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C7 - Team EvaluationThe school offers a breadth of programmes and activities to complement the formalcurriculum in supporting the school's Guiding Statements.

Self RatingsMet


Evaluator Reason for RatingThe School provides numerous after-school and co-curricular activities thatcomplement the formal curriculum and support the school's vision, mission, andeducational aims. Students report that they have many opportunities to beinvolved in sports and clubs, noting that there are clubs for different interests andactivities; they know how to start their own club if one does not currently exist tomeet their needs.

There are regularly scheduled assemblies, annual intercultural trips, Model UnitedNations, Global Scholars, and leadership opportunities available to students. Theschool’s mission, vision, and education aims are reinforced through the RoundSquare programme, and the newly formed house system was noted as beingparticularly important to growing opportunities for cross-grade pollination, andbuilding school community.

The athletics program has been expanded to include quality experiences formiddle school students, with the introduction of new leadership. Studentsexpress excitement as they transition from the elementary to middle school, asthey are able to participate in similar experiences to high school students. Thearts programme is similarly well positioned to enhance the school's studentexperience, through quality programming and opportunities for students toshowcase their passion and talent.



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Evidence AttachmentsMS Round Square Activities 2018-19 Sem 1.xlsx - Sheet 1.pdfMiddle School Student Leadership _ Committees.pdfMS service learning projects and permission forms 2018-19 Sem 1.pdfProud to Be Me Day 2019.pdfPeace Week-Monday 2018.pdf

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Part 2: Domain C (Middle School) - Planned

Actions - Team EvaluationAs a result of the self-evaluation, the school identifies the actions necessary tostrengthen this aspect of school life. The Self-Study should be action-orientated, withevidence-based evaluation leading to informed planning and proposed actions, in linewith the school's Guiding Statements



Evaluator Reason for RatingFurther additions are required to incorporate the recommendations in this reportinto the school's stated planned actions. The priorities are as follows.

The student support coordinator continue to support teachers in strategiesand resources to personalise learning for all school students.



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Part 2: Domain C (High/Upper School) -




Evaluator Reason for RatingOverall, the school's curriculum is challenging, broad, balanced, and relevant forall students. It reflects the school’s guiding statements. The visiting team largelyagreed with the school’s ratings on the standards in this Domain.

The International School of Kenya has sufficient and appropriate learningresources to ensure teaching and learning is effective. There is an urgency toimprove the school's integration of intercultural learning and digital citizenship inthe written curriculum, as well as the alignment of the school's curriculum acrossdivisions and departments.



Evidence AttachmentsHS Round Square Clubs and Wellness 2018-19 Sem 1.pdfCurriculum Policies.pdfHS Independent Study Agreement.pdfCURRICULUM Review for accreditation (1).pdfInstruction and Assessment Board policy.pdfISK Assessment Philosophy (2).pdfDigital Citizenship.pngISK_HS_Assessment_2018-19.pdf

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ISK Definitions of Learning (1).pdfISK Athletics MASTER SCHEDULE S1 18-19 (1).pdfHS Round Square Clubs and Wellness 2018-19 Sem 1 (2).pdfISK Online Academy 2018-2019 (1).pdfHS Schedule 18-19 (1).pdfCurriculum Review Oversight - Sheet1 (2).pdf18-19 HS Master Schedule_Teachers (2).pdf

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Standard C1 - Team EvaluationThe documented curriculum is broad, balanced and sequenced in a way to promotestudents' access and progression, and is guided by the mission of the school and theneeds of the enrolled students.

Self RatingsMet


Evaluator Reason for RatingSince the preparatory report, a formal system for curriculum review has beendrafted and a curriculum and assessment coordinator position has been added;both will be implemented during the 2019–2020 school year. The updated reviewprocess is based on a continuous review cycle of three to six years dependentupon subject area need and is aligned to the school's design cycle, andfoundation documents (school mission, vision, and educational aims). Theschool’s mission is embedded in the curriculum through the educational aims.These are currently being documented and embedded into the curriculum.

The International School of Kenya has designated staff in charge of the school-wide curriculum review and implementation. The profile for the director ofteaching and learning (DTL) is to provide oversight and review, and ensure theimplementation of the curriculum. The IB Diploma coordinator is in charge of theIB programme for grades 11 and 12. The introduction of the curriculum andassessment coordinator (2019/2020 academic year) is intended to enhance thecapacity of the teaching and learning center.

CommendationsDomain C Standard 1 – The directorof teaching and learning fordeveloping a formal system forcurriculum review aligned to theschool's design cycle and guidingstatements.


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Evidence AttachmentsIB DP Coordinator Profile.pdfC1_ISK Aims Continua.FINAL.pdfDirector of Teaching _ Learning Profile.pdfCourse Proposal Template.pdf1. Mission _ Vision _ Aims.pdfHOD Profile 2018-19.pdfTLC Proposal_Curriculum Assessment Coord.pdfISK Aims Continua High School .pdfISK Assessment Philosophy.pdf

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Standard C2 - Team EvaluationThe scope and sequence of the curriculum is thoroughly documented and articulatedhorizontally and vertically.



Evaluator Reason for RatingThe International School of Kenya has a broad curriculum that is tied to theschool's mission and vision, and allows multiple pathways to graduation. Forexample, the school provides core subjects (English, social studies, mathematics,modern languages, creative arts, and physical education) and integrated courses(technology, design technology, theory of knowledge, arts, and engineering) toenhance student's learning and academic progression. In addition to the rigorousacademic standards, which are evident through the admission process and IBresults, the school has implemented educational aims which outline bothcognitive and disposition skills for students. There is evidence that the schoolcontinuously evaluates the curriculum in a collaborative manner, for example, theworld civilizations course has recently been reviewed.

Parents expressed concerns regarding the alignment of the mathematicscurriculum between school divisions. Ensuring alignment between the middleschool, grades 9–10, IB, and non-IB pathways for students throughout thecurriculum is an important priority for the school, and has begun with theintroduction of additional non-IB courses in grade 11 and 12 English andmathematics.

CommendationsDomain C Standard 2 – The highschool leaders for beginning thework of developing learningpathways for all students as theschool becomes more inclusive.

RecommendationsC2.1 The Director of Teaching andLearning, Curriculum andAssessment Coordinator withDivision Principals and relevantteachers review the alignment of

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the curriculum across divisions anddepartments.

Evidence Attachments2018 Faculty Orientation_ Learning Board.pdfDP Evaluation report 2016.pdfWednesday IMPACT Calendar 2018-19 - Sheet1.pdfCourse Proposal Template.pdfLearningBoard Overview Jarrod Dale.pdfHS Math Standards Pathway_2017 - Sheet1 (1).pdfStudent Learning Data Teams 2018-2019 - Form Responses 1.pdfES-MS Sci S-S and Performance Expectations PK - 10 - HS PerformanceExpectations.pdf

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Standard C3 - Team EvaluationThe curriculum promotes the development of global citizenship and interculturallearning.

Self RatingsMet


Evaluator Reason for RatingFollowing the 2018 preparatory visit, the International School of Kenya set itselfthe goal of including a space for teachers to articulate the global learning links inits curriculum documentation. In view of this, high school faculty haveparticipated in two workshops on "Cultural proficiency". This has given themsome form of understanding on how to embed the concept of global citizenshipand intercultural learning into their teaching and learning. Review of IB unit plansfor IB chemistry, IB biology, IB English literature, and theory of knowledgeconfirms that faculty members are beginning to reflect on the ways in whichglobal citizenship and intercultural learning fit into in their lessons. This processshould continue through planned review of the documented curriculum to ensurethe school’s definitions of global citizenship and intercultural learning are fullyembedded beyond the service learning programme.

The visiting team noted concerns regarding the school's use of the local languageand culture to enhance students' learning. The International School of Kenya hasstructured its modern language programme to enable students to appreciatedifferent cultures, and there is a mother tongue programme as well as the IBDutch A1 language programme. The school has shown commitment to developinghome language by offering a local Kiswahili seminar and also ensuring that thedestination of its trips are primarily within Kenya. The International School ofKenya has instituted a scholarship program for Kenyans which aids thedevelopment of greater diversity among the student body, as well as enhancingthe school's links with the host country. The visiting team noted that Kiswahililessons are offered at a non-native level. A number of students expressedinterest in the addition of a broader range of Kiswahili courses. Students alsomentioned that additional opportunities to explore global cultures and students’home cultures would enhance their learning.

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CommendationsDomain C Standard 3 – Theleadership team for organisingworkshops on cultural proficiency,which has provided a valuablespringboard for discussions aroundglobal citizenship and interculturallearning.

RecommendationsDomain C Standard 3 – All educatorsin the high school collaborate withteachers and students to create anaction plan for embeddingintercultural learning and globalcitizenship in line with the school'sguiding statements. (Please also seeDomain D [High/Upper School]Standard 7).

Evidence AttachmentsParent Survey 2017_Domain C.pdfGlobal citizenship and intercultural learning in the HS curriculum.pdfWork Experience Program - Strategic plan.pdfService Learning Program Review (1).pdfISKYr7ServiceFieldTrip5days2017.pdfTS All School PD_Sept 2018.pdfRound Square Brief (1).pdfISK Definitions of Learning (1).pdfC3 Scholarship Admissions (1).pdf

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Standard C4 - Team EvaluationThe curriculum promotes the development of digital citizenship.



Evaluator Reason for RatingThe School has articulated its own definition of digital citizenship and hasidentified this is a priority area for improvement. At present, digital citizenship isprimarily instructed in the high school through the advisory programme, and byindividual teachers as necessary.

There is no documented curriculum for the instruction of digital citizenship in thehigh school beyond the advisory programme. The advisory curriculum wascreated as a collaborative effort between the high school assistant principal, highschool counsellors, the technology integration coordinator, and advisoryinstructors. There is evidence that students have had multiple lessons on digitalcitizenship. This is a positive first step toward improving the digital literacy andcitizenship provisions for students.


RecommendationsDomain C Standard 4 – The highschool counsellors and ITdepartment ensure articulation of adigital citizenship programme,including consideration for theevolving needs of students.

Evidence AttachmentsAccreditation_ Digital Citizenship.pdfDigital Citizen Graphic .pdf

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HS Tech Tools 2018-19.pdfK-12 ISK Digital Living - K-12 DigitalLivingTopics.pdfHS Responsible Use Agreement (1).pdf

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Standard C5 - Team EvaluationThe curriculum offers challenge, supports the students' academic, social, physical andemotional needs and fosters the development of skills, attributes and abilities relevantto their development.

Self RatingsMet


Evaluator Reason for RatingStudents are provided with multiple ways in which to personalise and makedecisions about their learning, with the exception of core course selection ingrades 9 and 10. Students choose from a variety of creativity, activity, service(CAS) options and non-core elective choices each year. In classroomobservations, students were seen choosing their own avenues for research basedon personal interest. Ample opportunity for self reflection on students’ learning,service and activity choices is embedded in the advisory programme andclassrooms. This helps students develop an awareness of their own learningstyles and needs.

The committee for Domain C has noted that students are able to apply forindependent study to supplement the taught curriculum at the school. Thishappens In the event that a student's interests go beyond current offerings, orwhen a student cannot be placed in their first choice of IB course. Independentstudy options include a student-devised curriculum, an externally-tutored IBcourse, and online courses.

There was widespread appreciation for the work of the high school guidancecounsellors in helping students choose courses and prepare for university. Thereare multiple family sessions held each year for grade 10 students as they makethese decisions. Some students choose not to pursue the full IB Diploma.

CommendationsDomain C Standard 5 – The high


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school counsellors and assistantprincipal for their excellent workfacilitating student course selectionand placement.

Evidence AttachmentsISK_High_School_Handbook_2018-19.pdfISK_Learning Definition + Principles.pdfHS COURSE SELECT FORMS 2018-2019.pdfHS Independent Study Agreement.pdfHS Course selection timeline High School.pdfLS Support Services (1).pdfHS Course Guide 2018-19.pdfISK_HS-CASL 2017-18 - A5.pdfHS ADVISORY PHILOSOPHY_ May 2018.pdf

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Standard C6 - Team EvaluationThe curriculum is reviewed and evaluated on a systematic and planned basis with theoutcomes of such review providing a means of developing the curriculum in line withthe students' changing needs.

Self RatingsMet


Evaluator Reason for RatingThere is a clear process through which teachers can request changes to existingcourses, or the addition of a new course. Proposals are approved by the highschool principal and director. Programmes, such as advisory, have been underrecent revision and changes are monitored by student learning data groups,which set annual goals and reflect on the impact of new programmes usingstudent data as evidence.

In 2019–2020 the school is beginning a STEM pathways programme which will beopen to some grade 10–12 students. It is a two-year project-based programme inwhich students design a pathway for their own learning in the STEM fields. Itenables students to extend their learning after writing a proposal, designing theirown project, choosing a mentor, and then maintaining a learning log to documenttheir learning.

The visiting team recognised the school's willingness to enter into pilot projects.There are ongoing discussions around prioritising initiatives. The high schoolprincipal supports a strategic approach to the selection of annual priorities.


RecommendationsDomain C Standard 6 – Schoolleadership, and the teaching andlearning center, consider a strategicand collaborative process forselecting when and how pilot

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programmes are implemented andmonitored.

Evidence AttachmentsCourse Proposal Template.pdfCurriculum Review Oversight - Sheet1.pdfDP Evaluation report 2016.pdfBoard Policy_Section 2 CURRICULUM AND INSTRUCTION POLICIES.pdfISK Aims Continua.FINAL (4).pdfCIS Survey All Faculty by Grade Level.pdfSTEM Engineering task.mp4Advisory Program_s Desired Outcomes.pdfAdvisory Philosophy.pdfWork Experience Program - Strategic plan.pdf

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Standard C7 - Team EvaluationThe school offers a breadth of programmes and activities to complement the formalcurriculum in supporting the school's Guiding Statements.

Self RatingsMet


Evaluator Reason for RatingThe school provides numerous after school and co-curricular activities thatcomplement the formal curriculum and support the school's vision, mission, andeducational aims. Students report that they have many opportunities to beinvolved in sports and clubs, noting that there are clubs for different interests andactivities, and they know how to start their own club if one does not currentlyexist to meet their needs.

There are regularly scheduled assemblies, annual intercultural trips, Model UnitedNations, Global Scholars, and leadership opportunities available to students. Theschool’s mission, vision, and educational aims are reinforced through the CAS,advisory programmes, and Round Square.

There is ample evidence which confirms that curricular and co-curricularprogrammes meet the needs of all students, providing appropriate challenge andopportunity for growth.



Evidence AttachmentsC7_Student Participation in CCA_s 2016-2018.pdfHS Intercultural Trips Descriptions.pdfHS Round Square Activities 2017-18 Sem 1 - Sheet 1.pdf

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C7_Athletics MASTER SCHEDULE S2.17-18.pdfHS Service Learning Program.pdfHS Round Square Clubs and Wellness.pdfIB CAS Student Handbook.pdfHS CASL Student Handbook.pdfCo Curricular Guide_2017 (1).pdf

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Evaluator Reason for RatingThe school’s stated planned actions are appropriate and should be acted on, withthose relating to core standards being a priority. The school should also prioritisethe following recommendation.

Standard C3: All educators in the high school collaborate with teachers andstudents to create an action plan for embedding intercultural learning andglobal citizenship into the written, taught, and assessed curriculum. (Pleasealso see Domain D [High/Upper School) Standard 7).



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Part 2: Domain D (Elementary/Primary) -




Evaluator Reason for RatingOverall, the elementary school (ES) has established curricular expectations,assessment strategies, and systems to collect, review, and analyse studentperformance data. During the 2018–19 school year, the ES continued to re-evaluate current practices in order to be better aligned to the educational aims,both vertically and horizontally.

The ES has a well-established programme for students who require additionalsupport, however, there continues to be a need to further develop services forstudents with other learning needs such as English language learners (ELL) andhighly capable learners (HCL).

The visiting team recognised an opportunity to improve communication with allstakeholders.



Evidence AttachmentsISK Moderation Protocols Guide.pdfISK Definitions of Learning (1).pdfCurriculum Policies.pdfInstruction and Assessment Board policy.pdf

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ISK Assessment Philosophy (2).pdfMay 2018 ES rdg db - 3SJ.pdfES_S1_2018-19_Grade_1.pdfSample ES MAP report.pdfG1 Powerschool Gradebook 2.pngG1 PowerSchool Gradebook.png

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Standard D1 - Team EvaluationTeaching enables all students to gain access to the curriculum and to have theopportunities for success in their learning, relative to their abilities.

Self RatingsMet


Evaluator Reason for RatingLearning support (LS) and English language learners (ELL) teachers workcollaboratively with the grade level teams for the planning and delivery ofspecialised instruction to students. LS and ELL services are delivered both in theclassroom and individual/small groups. There is common planning time for gradelevels, which LS and ELL faculty attend.

The elementary school (ES) leadership, including grade level leaders, are workingat building common curricular understandings and adapting Common Core StateStandards (CCSS) for English language arts and mathematics. The ES plan is tohave professional development delivered to all staff throughout the year utilisingthe "Impact Wednesdays".

The ES leadership, which includes grade level leaders, is developing a sharedunderstanding of the needs of highly capable learners (HCL) and strategies forsupporting these students. There is clear evidence that the elementary school isdeveloping improvement goals coupled with professional development.

CommendationsDomain D Standard 1 – Studentsupport services for continuouslyreviewing and updating the deliveryof support in alignment with thevision and mission, and evolvingneeds of the school learners.


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Evidence AttachmentsES D1 Gr. 3 Unit 1 - Place Value and Problem solving with units of measure.pdfES D1, D2, D11 Admission of ELL Students.pdfES D1, D2 Learning Support Admissions Process.docx.pdfES D1 Gr 4Erosion 4ESS3-2 Earth Processes Impact on Humans.pdfES D1, D2, D11 Response to Intervention (RTI) in the ES .pdfES D1, D4, D5 Gr. 5 Capstone Unit Plan.pdfES D1 ISK_Educational Aims 2018.jpgES D1, D2 ISK Elementary School Admissions Flowchart.pdfES D1 ML_Gr 1-2 Unit 1 Getting to Know You.pdfES D1, D2, D11 RTI 1 template.pdfES D1, D2 RTI Student Plan Template.docxES D1 IEP Template 2018_2019 .pdf

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Standard D2 - Team EvaluationThere are effective procedures in place, supported by policies, to identify the variedneeds of students, both at admission and whilst enrolled, to ensure that all studentsmay benefit from the school's programmes.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya admissions policies have recently beenupdated to reflect both the guiding statements and improved communicationsabout new students as they enter the School. Collaboration between theadmissions team, the principals, and the student support services coordinator hasbecome more intentional with clear expectations and guidelines. The school isopening a life centered education (LCE) class to expand its capacity to servestudents with more significant learning challenges. Parents reported to thevisiting team that they see this inclusivity as a positive for the entire school.

Professional development is delivered through the International School of Kenya'sprofessional learning institutes, regarding the identification of student strengthsand needs. In discussions with the visiting team, faculty stated that they feelknowledgeable about identifying and serving students who require response tointervention and learning support. Faculty recognise that professionaldevelopment for the identification and support for students who are highlycapable is an area of need.

Students with sensory integration (SI) needs are better able to access theireducational programme through direct service. The SI specialist providesclassroom teachers with techniques, such as "brain breaks", that can be routinelyused to enhance student learning.

CommendationsDomain D Standard 2 [Major] – The


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board, the senior leadership team,and the student support servicescoordinator for expanding theadmission of students withexceptional needs.

Evidence AttachmentsES D2 Admission of Students with Learning Needs.pdfES D2, D11 SI Sensory Integration Screening .pdfES D2 Admissions Check List revised Feb 2017.pdfES D2, D11 SI Brief Screening Sheet.doc.pdfProtocol for HCL Referral and Action Plan_Draft.pdfES D2 Admission Board Policy.pdfES D1, D2, D11 Admission of ELL Students.pdf

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Standard D3 - Team EvaluationTeaching and the assessment of learning are monitored and evaluated in a plannedmanner in response to students' needs, data from varied assessment of students'learning and reflection upon pedagogy.

Self RatingsMet


Evaluator Reason for RatingMultiple sources of data regarding student performance are routinely collectedand analysed by grade level teams as well as by the director of teaching andlearning, student support services coordinator, assistant principal, and theprincipal. To a certain degree, these data reviews result in adjustments to thestudents' instruction. The elementary school (ES) will begin working with a writingrubric (Lucy Calkins) that will provide a change in how data is used. Teachers willlearn how to use the information as formative assessments that can have in-the-moment impact on teaching and learning.

The visiting team observed inconsistent use of differentiated lessons throughoutthe ES. The ES has developed a plan for the 2019–20 school year which willprovide opportunities to increase its capacity to differentiate for each and everystudent.



Evidence AttachmentsES D2 Admission Board Policy.pdfES D2, D3, D4 WP Scoring Process ES AUG 2018.pdfES D2, D3, D4, D9 MAP Intro for Teacher 2017.08.11.pdfInstruction and Assessment Board policy.pdf

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ISK Assessment Philosophy (2).pdfES D2, D3, D4, D9 Aug 18 ES rdg db.pdfES D2, D3, D4, D9 Aug 18 ES rdg db.pdf

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Standard D4 - Team EvaluationStudents' progress is tracked systematically, using a range of achievement data inorder to support the students in maximising their potential.

Self RatingsMet


Evaluator Reason for RatingThe elementary school (ES) systematically collects data from multiple sources,including external assessments such as Measures of Academic Progress (MAP),running records (Fountas and Pinnell, Learning A-Z), and ES readingassessments. How the data from these multiple sources are being used, and fromwhich sources, is currently under review. The ES is evaluating which assessmentsare the most informative and have the most impact on student learning.

ES parents receive information regarding their individual student's performanceon MAP. Additional information is provided to parents through twice yearlyconferences and report cards. Parents reported to the visiting team that teachersare accessible at any time of the year to address questions and concerns. Thelaunch of the LearningBoard platform promises to facilitate the systematic use ofstudent performance data to improve teaching and learning.



Evidence AttachmentsES D4 Gr. 1 Grade 1 December Rdg 2016-17.pdfISK Assessment.Philosophy.pdfES D4 Running Records Guide (1).pdfES D1, D4, D5 Gr. 5 Capstone Unit Plan.pdfES D4 Running Records Guide.pdf

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ES D4 Gr. 2 Assessment - Plants.pdfES D4 Gr. 4 Reading Growth 2018-2019 - Sheet1.pdfES D4 Gr. 4 Reading Growth 2018-2019 - Sheet1.pdfES D4 Gr. 4 Fractions Grade 4G-L Pre-assessment.pdf

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Standard D5 - Team EvaluationTeaching engages the students in their learning to ensure that planned learningoutcomes may be achieved.

Self RatingsMet


Evaluator Reason for RatingThe visiting team encountered highly engaged learners throughout their lessonobservations. During humanities lessons, for instance, students were verymotivated when working on individual and collaborative projects. Students wereable to clearly explain what they were doing and what they needed to do in orderto be successful. It was evident in observations that the students' work iscelebrated through a variety of different means, such as presenting to their peersor other members of the school community. In addition, students used rubrics toassess their own work and think about further improvements.

CommendationsDomain D Standard 5 – Theelementary school teachers forcreating authentic and meaningfullearning experiences for theirstudents, which are shared with arange of audiences.


Evidence AttachmentsES D5 ES_Portfolio Agree.pdfES D5 Gr. 5 Bootcamp (1).pdfES D5 Gr. 2 Games.pdfES D5 KG Books.pdf

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G1 M4 end of module assessment.pdfES D5 SSGr3_Global Contributor Unit Plan.pdfES D5 KG Books (1).pdfES D5 Gr. 5 Bootcamp.pdfES D1, D4, D5 Gr. 5 Capstone Unit Plan.pdfES D5 Gr. 4 Cubetto.pdfCopy of Learning Designs - Personalized Learning 2017.08.14.pdf

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Standard D6 - Team EvaluationThe assessment of students' learning and its reporting is based on clear, shared andintelligible criteria that represent the attainment of knowledge, understanding, skillsand behaviours.

Self RatingsMet


Evaluator Reason for RatingTeachers in the elementary school use Understanding by Design (UbD) to developunit planners and year-long goals. The pacing chart provides guidelines for whendifferent units are addressed. The standards are embedded in the report cardsprovided to parents.

In the upper elementary grade levels, students are leading their own learningconferences, which has led to a high percentage of students being able toarticulate their own learning strengths, accomplishments, and needs.

As the elementary school moves towards more differentiation and project-basedlearning, there are planned opportunities for vertical and horizontal alignmentincluding both homeroom teachers and specialists.



Evidence AttachmentsCurriculum Guide 17-18 Grade 1.pdfES D6 Gr 3 Standards Placemat.pdfES Parent Tea Sept 2018.pdfES D6 Gr 1-5 Report Card Letter - parents.pdfES D6 PE PE Curriculum_UES.pdf

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ES D6 Art ES Art Scope_Sequence 2014-2018.xlsxES D6 Gr. 5 2018 Space Summative Scoring Guide.pdfES D6 _16-17_KG_Report_Card 1.pdfES D6 Art ES Art Scope_Sequence 2014-2018 (1).xlsxES D3, D6 Cheetahs.movParent Night ES 2018.pdf

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Standard D7 - Team EvaluationTeaching draws on appropriate cultural and authentic contexts to provide meaning tothe students in their intercultural development.

Self RatingsMet


Evaluator Reason for RatingAs mentioned in Standard C3, the school provides many opportunities forstudents to develop their intercultural learning. These learning experiences areoften based around the students' host country and develop the students'shistorical, cultural, and geographical understanding of Kenya. The visiting teamobserved global issues such as overpopulation, air pollution, and food supplycovered in students' humanities' projects. Co-curricular clubs also enhancestudents' intercultural learning. For instance, the school offered a Mandarin clubto elementary school students this year.

The introduction of LearningBoard at the start of the next academic year willenable faculty to monitor the range of intercultural learning taking place acrossthe elementary school.



Evidence AttachmentsES D7 Gr. 1 Revised Apr 2018 Gr 1 Kenya Unit.pdfES D7 Gr. 3 SS_Gr 3 Culture Revised Unit May 18.pdfES D7 Grade 4 IC Trip to Coast Currriculum Connections.pdfES D7 Gr. 5 Colonial World UNIT PLAN.pdfES D7, D12 MOTHER TONGUE PROGRAM.pdfES D7 Gr. 3 ES Art Gr. 3 .pdf

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ES D7 ML_ES_Program_Curriculum_GR_1-2.pdf

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Standard D8 - Team EvaluationA range of high quality media and information technology is used meaningfully toenrich the quality of the students' learning.

Self RatingsMet


Evaluator Reason for RatingThe elementary school has moved from stand alone information technology (IT)lessons to an integrated model. The new model has supported faculty in thecontinuing development of IT skills. Teachers are initially shown how to useparticular aspects of IT by the elementary school technology integration teacher,and over time they are able to teach these skills independently with their class.This model also demonstrates the school's willingness to explore blended learningwithin the elementary school. Teachers are encouraged to share their ITexpertise.

Lesson observations and conversations with members of the school communityconfirm that students are able to use a wide range of technology confidently.Students have many opportunities to apply their IT knowledge in a purposefulway. For instance, the students are able to choose from a variety of media andinformation technology to present project work to an audience. Moreover, thenew "Maker space" will add an extra dimension to student learning in the future.

CommendationsDomain D Standard 8 – Thetechnology integration coordinator,and elementary school technologyintegration teacher, for thesuccessful implementation of anintegration model.


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Evidence AttachmentsES D3, D8 POLICY MANUAL 2018-19 - Revised 2018-05.pdfES D8 Summer Work - 2018.xlsxES D8 Gr. 4 Cubetto.heicES D8 Gr. 4 Math Talk.heicES D8 Gr 4 Google Earth Field Trip.pdfES D8 KG Book Creation.heicES D8 Learning A-Z.pngES D8 Library - Kindles, Folletshelf, Tumblebooks etc. .pngES D8 Library - Research Tools.pngES D8 2018-19 Faculty Handbook.pdfES D8 2018-19_ES_ iPad_Apps.xlsxES D8 Gr. 2 Lego WeDo.heic

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Standard D9 - Team EvaluationThere are formal processes in place for recording, analysing, and reporting evidenceof both school-wide achievement and individual student's performance to parentsand other appropriate stakeholders as a means of measuring success in meetingstated goals.

Self RatingsMet


Evaluator Reason for RatingThe elementary school assesses students' progress in a variety of ways. TheMeasure of Academic Progress (MAP) testing in reading, mathematics, andEnglish language use provides the school with a comparison of achievement withother schools around the world, as well as year-on-year progress. Students'writing is assessed internally. Regarding students who leave the school, recordsare scanned and kept by the school, although paper records are shredded.

Nearly 20% of parents reported in the community survey that the school did notreport students' progress satisfactorily. The school has responded to this with theintroduction of LearningBoard during the next academic year. Not only willparents be able to see their child's academic progress on this platform, they willalso be able to view their child's development regarding the school's educationalaims. Other benefits of LearningBoard include the fact that students can uploadwork for their parents to see.



Evidence AttachmentsES D2, D3, D4, D9 Aug 18 ES rdg db.xlsxES D9 ES_17-18_PreK_Report_Card.pdf

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ES D9 Gr. 1Unit Assessment.pdfES D9 Gr. 4 Grade 4 GR Reading Groups Quarter 1 18-19.pdfES D9 Parent Tea MAP Results 2017-19.pdfES D9 Rugby Rubric Gr 3-5 .pdfES D9_ES reporting procedures.pdfES D9_MAP Parent Letter Results_2017 October.pdfES D9 ES_S2_G1-5_Report_Card (1).pdfES D4, D9 Gr. 5 Capstone Environment Project Assessment Rubric Gr 5.pdfES D3, D4, D9 WP Scoring Process ES AUG 2018.pdfES D9 ES_17-18_KG_Report_Card.pdfScreen Shot 2019-02-05 at 11.58.49.pngCopy of MAP Intro for Teacher 2017.08.11.pdf

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Standard D10 - Team EvaluationThere is sufficient teaching time allocated throughout the school to enable theplanned curriculum to be taught effectively.

Self RatingsMet


Evaluator Reason for RatingThe elementary school schedule is well organised and has built-in time forinstructional blocks, specialists (such as art and physical education), learningsupport, modern languages, and common grade level planning time. The additionof built-in common grade level planning and preparation time was reported to thevisiting team as providing significant help to increase teachers' understanding ofstudent needs and aligning practices in the grade level.



Evidence AttachmentsES D10 ES Master Schedule 2018-2019.xlsxES D11 ELL Email to homeroom teachers and ML teachers.pdfES D10 ES Master Schedule 2018-2019.pdfES D11 SI Schedule 2018-2019.pdfES D10 ES Pacing Chart 18-19 - PK - 5.pdf

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Standard D11 - Team EvaluationStudents with specific learning needs, including gifted and talented students, aregiven support from suitably qualified personnel to gain access to the curriculum andto make suitable progress, relative to their capabilities.



Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating and determines thatthe higher rating of Met is appropriate.

Meeting the needs of students with mild to moderate learning challenges is well-established in the elementary school in terms of programmes, knowledge, skills,and application, and the elementary school has recently taken steps towardincreasing its inclusiveness for students needing alternative curricula for the nextschool year. Around 25% of ES faculty reported on the CIS community survey thatthey do not feel adequately supported in addressing the needs of highly capablestudents. The elementary school has worked with an outside consultant toincrease teacher capacity to develop differentiated lesson plans to meet theneeds of highly capable students.

The elementary school is moving more towards a project-based approach in orderto increase student engagement and personalised learning.

CommendationsDomain D Standard 11 [Major] – Theprincipal, assistant principal, andstudent support servicescoordinator for taking significantaction toward full inclusion, byopening a life centered educationclassroom in the elementary school


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in 2019–2020.

Evidence AttachmentsES D1, D2, D11 Response to Intervention (RTI) in the ES .pdfES D1, D2, D11 RTI 1 template.pdfES D1, D2, D11 IEP Template.pdfES D1, D2, D11 Admission of ELL Students.pdfES D11 Gr. 1 Planning M3.pdfES D11 Gr. 4 Personal Inquiry Project 2018.pdfES D1, D2 Learning Support Admissions Process.pdfES D11 Gr. 5 Math Letter to Parents for Newsletter.pdfES D2, D11 SI Brief Screening Sheet.pdfES D11 ML ES_ML_Gr 1-2 Unit 4 Safari.pdfES D11 Reading Jigsaw Groups.pdfES D2, D11 SI Teacher Observation Checklist.pdfES D11 PE Gr. 2 PE_LES_Gr 2_Ultimate ball_Unit Plan.pdfES D11 ES Art Gr. 2. .pdf

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Standard D12 - Team EvaluationStudents with specific language needs are given support from suitably qualifiedpersonnel to gain access to the curriculum and to make suitable progress, relative totheir capabilities.



Evaluator Reason for RatingThe International School of Kenya has responded to the challenge of a largeincrease in English language learners (ELL) in the elementary school in a numberof ways. A dedicated ELL teacher has been added to student support services, toprovide more support for ELL students. Support can be in-class for intermediateELL students or pull out sessions for beginners. ELL training has been given to allES teaching assistants and some homeroom teachers.

There are plans for all homeroom teachers to receive ELL training during the nextacademic year. According to the community survey, over one-third of theelementary school faculty felt that they had not received sufficient trainingregarding strategies to use in the classroom with ELL students.


RecommendationsDomain D Standard 12 – The studentsupport services coordinator tofacilitate training for all elementaryschool teachers to support Englishlanguage learners.

Evidence AttachmentsES D12 ELL 2018 Elementary School ELL Teacher Profile.pdfES D12 ESOL Program - ES, MS, HS.pdf

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ES D12 ESOL Student Profile TEMPLATE.pdfES D12 ELL Curriculum K-12.pdfES D12 ELL Exit Criteria.pdfES D7, D12 MOTHER TONGUE PROGRAM.pdfES D12 Admission of ELL Students.pdf

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Evaluator Reason for RatingThe school's stated planned actions are appropriate and should be acted on.



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Part 2: Domain D (Middle School) - Evaluative

Commentary - Team EvaluationThe school uses the Essential Questions and Guided Development Questions to informits investigation and support the gathering of evidence and self-evaluation againstthe Standards in the Domain.



Evaluator Reason for RatingOverall, the school’s assessment policies, procedures, and practices supportstudent access to the curriculum and achievement of their individual potential.The visiting team largely agreed with the school’s ratings on the standards in thisdomain.

The International School of Kenya's assessment is designed to support allstudents' attainment of the school’s vision, mission, and educational aims andthere is concerted effort to measure and communicate student progress.Professional development supports ongoing work around increasing proficiencyin differentiation, co-teaching, and support for highly capable learners.



Evidence AttachmentsISK Aims Continua.Middle School.pdfAdmission Board Policy.pdfMS_Handbook_2018_19.pdfCopy of ISK Assessment Philosophy.pdf

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Part 2: Domain D (Middle School) - Standard

D1 - Team EvaluationTeaching enables all students to gain access to the curriculum and to have theopportunities for success in their learning, relative to their abilities.

Self RatingsMet


Evaluator Reason for RatingPersonalised learning is one of three learning pathways at the school. Thelearning support programme includes response to intervention (RTI) supports aswell as a burgeoning co-planning/co-teaching model, delivered by the learningsupport (LS) and English language learner (ELL) teachers, in collaboration withsubject-area teachers.

There is common agreement amongst faculty that implementation of the co-planning/co-teaching model has had mixed results. Prioritising co-planning/co-teaching as a preferred model through mandatory training of teachers was notedas important to embedding this as standard practice. There is a plannedrestructure for the 2019–2020 school year to "specialise" co-teachers withaligned planning time to address time and expertise issues.

Students note that teachers provide multiple ways to learn; those who need morechallenge are given more responsibility or opportunity to extend learning. Choicein assessment task and project-based learning was noted by Domain Dcommittee members as modes of differentiation.

As noted in the self-study, addressing the needs of highly capable learners is awork in progress. Professional development in tiered instruction has beenprovided, though not all staff have attended these trainings so implementation islimited.

CommendationsDomain D Standard 1 – The student

RecommendationsDomain D Standard 1 – The senior

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support services for continuouslyreviewing and updating the deliveryof support in alignment with thevision and mission, and the evolvingneeds of school learners.

leadership team prioritise whole-school professional developmentthat is aligned to the learningpathways.

Evidence Attachments7.1 SEL - Cooperation 2018.pdfMS Teacher Schedule & Time Table 2018-19 - MS Schedule.pdfMS SSS Semester 1, 2018-19.pdfCopy of Copy of MS SS7_Environmental Issues Unit Plan.pdfCopy of MS Drop-In Observation.pdfScreen Shot 2019-02-13 at 08.18.00.pngScreen Shot 2019-02-13 at 08.18.00.pngScreen Shot 2019-02-13 at 08.23.35.png

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D2 - Team EvaluationThere are effective procedures in place, supported by policies, to identify the variedneeds of students, both at admission and whilst enrolled, to ensure that all studentsmay benefit from the school's programmes.

Self RatingsMet


Evaluator Reason for RatingAn updated admissions process was implemented in response to an identified gapin communication of additional learning needs. This was noted during the self-study. Domain A committee members have confirmed that lines ofcommunication have improved in this area.

There are clearly defined levels of learning support available, and the referralprocess for existing students is defined with individualised educational plans(IEPs) being followed/written. IEPs outline strengths and challenges, and provideaccommodations and goals. This is implemented on a case-by-case basis.

Support for students formally identified as highly capable learners (HCL) is in thetrial stage. Currently, two students in the middle school have modified schedulesallowing them to pursue mathematics at a higher grade level; a third will be addedduring the 2019–2020 school year. A draft protocol for identifying HCL studentsexists, but adequate resources are not in place to offer a fully developedprogramme at this time. The school is exploring staffing specific to HCL.



Evidence AttachmentsMaths Placement Assessment Gr 9 and 10 - April 9 2018.pdf

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English Placement 9 -10.pdfAdmission of Students with Learning Needs.pdfAcceptance Letter.pdfAdmissions Procedure Feb 2017.pdfCopy of IEP.pdfCopy Student RTI Form 2017.pdfDoes ISK Fit Your Family's Needs - Educational PhilosophyAgreeement_Approved(1).pdfEligibility for Enrollment in Learning Support.pdfISK's Levels of Learning Support.pdfReferral to Learning Support Procedure.pdfISK Confidential Report.pdfISK Welcome Letter.pdfSSS Referral Form.pdfStudent Exit Plan.pdfSpecial Edition of the London Times!.docxSpecial Edition of the London Times!.docxSpecial Edition of the London Times.pdf

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D3 - Team EvaluationTeaching and the assessment of learning are monitored and evaluated in a plannedmanner in response to students' needs, data from varied assessment of students'learning and reflection upon pedagogy.

Self RatingsMet


Evaluator Reason for RatingThe school-wide assessment policy characterises assessment as a continuousprocess that informs decisions to enhance student learning. Domain D committeemembers report formative assessment is a regular component of assessmentpractices across the middle school, however, widespread differentiation ofteaching and assessment strategies was not consistently observed by the visitingteam.

There are formalised protocols used to analyse student work, including data-driven dialogue, examining assessments, collaborative assessment, andmoderation for data analysis. Ongoing work includes designing commonagreements and understanding using protocols to analyse student work, andusing results to plan instruction accordingly. The visiting team observed astudent work analysis protocol meeting. Teachers discussed their use of results(diagnostically, to measure growth over time) in order to target individual needs,set goals, and inform instruction.

CommendationsDomain D Standard 3 – The directorof teaching and learning, and themiddle school principal, forestablishing a culture of protocolusage to facilitate data-driveninstruction.

RecommendationsDomain D Standard 3 – The studentsupport services provide ongoingprofessional development for allteachers in preferred differentiationstrategies.

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Evidence AttachmentsCopy of Instruction and Assessment Board policy.pdfCopy of MAP Test Data Fall 2017.xlsxMAPFAQ (1).pdfISK Moderation Protocols Guide.pdfISK HOL RubricTool 2014 Onwards.pdfISK Assessment Philosophy.pdfProtocol_Examining Assessments.pdfProtocol_Data Driven Dialogue.pdfProtocol_LASW Learning from Student work.pdfProtocol_Student Work_Thinking_Collaborative Assessment.pdf

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D4 - Team EvaluationStudents' progress is tracked systematically, using a range of achievement data inorder to support the students in maximising their potential.



Evaluator Reason for RatingStudents in the middle school take the Measures of Academic Progress (MAP) testtwo times per year; results are tracked and benchmarked against similarinternational schools. Teachers use protocols to examine results with a beginningyear focus of identifying what students already know in order to compactinstruction; end-of-year analysis is reflective in nature. MAP data is one datapoint used in the referral process for learning support and highly capable learners.

Student achievement is shared with parents via open grade books inPowerSchool, during bi-annual student-parent-teacher conferences, and viaindividual student progress reports at the conclusion of bi-annual MAP testing.When meeting with the visiting team, some parents expressed dissatisfactionwith PowerSchool as an effective communication channel about their child’sprogress, noting inconsistency in grade book updates and quality of narrativecomments as teacher dependent. Domain D committee members confirm thatindividual teachers determine the frequency of grade book updates, with a rangeof frequency noted.


RecommendationsDomain D Standard 4: The middleschool leadership team, incollaboration with teachers, createcommon agreements related to thefrequency and quality of grade bookupdates.

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Evidence AttachmentsCopy of Copy of MAP Test Data Fall 2017.xlsxCopy of 2018 BOY MS_Writing Database.xlsxCapstone Rubric.pdfCapstone Intro.pptx17-18 SLD MS_HS SSS.pdfMS ENG7_4. Non Fiction Writing.pdfSelf-Evaluation.pdfScreen Shot 2019-02-13 at 12.59.45.pngScreen Shot 2019-02-13 at 13.00.26.pngReflection for game Science.docxEnvironmental Game rubric vs 2.docScreen Shot 2019-02-13 at 12.59.18.pngCopy of Special Edition of the London Times!.docxScreen Shot 2019-02-13 at 13.02.35.pngScience board game.docx

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D5 - Team EvaluationTeaching engages the students in their learning to ensure that planned learningoutcomes may be achieved.

Self RatingsMet


Evaluator Reason for RatingThe school is in the process of integrating the educational aims into unit planswith the goal of teaching, assessing, and reporting on the associated cognitiveskills and dispositions. The educational aims represent the school mission, vision,and values. Students engage in self-assessment of the aims using division-specific rubrics.

Domain C committee members confirmed to the visiting team that students haveample opportunity to share their learning, noting examples such as bringing theart and music classes together to engage in peer critique and feedback, whilestudents in the combined grade 6/7 PE class will design, organise, and present a"Circus" unit to an audience of peers.



Evidence AttachmentsCopy of D5_MS Parent SLC Letter.pdf_E-folio reflections English.pdfD5_MS Student Led Conferences.pdfCopy of SMART Goals 2016-2017 - Anna.pdf

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D6 - Team EvaluationThe assessment of students' learning and its reporting is based on clear, shared andintelligible criteria that represent the attainment of knowledge, understanding, skillsand behaviours.

Self RatingsMet


Evaluator Reason for RatingThe school provides opportunities for parents to develop their assessmentliteracy and understanding of standards-based assessment and grading throughteacher emails, parent teas, and bi-annual conferences. During the visiting teammeeting with parents, most indicated they felt student-led conferences providegood information about their child's progress and achievement, and there wasagreement that teachers are available to discuss their child at any time.

During meetings with the visiting team, middle school students were articulate inexplaining their understanding of the role of assessment in their learning and thefour-point assessment scale used by the school. Students discussed the use ofrubrics by teachers to communicate learning expectations, noting that they havethe opportunity to use rubrics to self-assess before and during summativeassessment. Students feel encouraged to meet or exceed expectations, engage inregular self-reflection of their understanding, and receive written and verbalfeedback from teachers about their progress and achievement. Studentsexpressed satisfaction with student-parent-teacher conferences as a means toexplain their understanding.

CommendationsDomain D Standard 6 – The middleschool teachers and students forengaging as partners in learningthrough regular opportunities toself-assess and reflect on learning.


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Evidence AttachmentsMoore, Poppy Sem. Gr 8 1718 (1).pdfMS Humanities 16-17 StudentLearningDataTemplate.pdfMoore, Tiffany Sem. Gr 7 1718 (1).pdfMS Parent Tea (Proficiency) 10.9.18 (1).pdfSTUDENT-PARENT-SCHOOL EXPECTATIONS and COMMITMENT.pdfMS Expository Rubric (4 pt scale) G7-8.pdf2017-18 MS Portfolio Sites Advisors.xlsxStudent goal setting example.jpegExpectation and Goal setting display.jpegExpectation and Goal setting display.pdfStudent goal setting example.pdf

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D7 - Team EvaluationTeaching draws on appropriate cultural and authentic contexts to provide meaning tothe students in their intercultural development.



Evaluator Reason for RatingWith an ongoing focus on intercultural learning, the middle school programme isexpanding opportunities to engage with the host country and other cultures.Within the taught curriculum, there are many examples of courses that draw fromthe local and global cultures, providing students opportunity to draw connectionsto their own culture. During an interview with the visiting team, studentsconfirmed that the school’s diversity and the ability to make connections to theirown culture were positive aspects of their schooling experience. Co-curricularprogrammes provide additional engagement with Kenyan culture via after schoolclubs, service learning, and activities.

Domain D committee members expressed to the visiting team that work isongoing in defining interculturalism, and suggested a need for division-specificdefinitions. They noted "untapped" potential for deeper intercultural connectionsin the current humanities course, and are eager to explore this area with a courserestructure planned for the 2019–2020 school year. Likewise, there is anexpressed desire to make deeper connections between initial year interculturaltrips and the core curriculum.

In the self-study, the advisory programme was noted as an area of opportunity toexplore intercultural understanding, skills, and dispositions. However, teachersreport there are varying degrees of buy-in and comfort in teaching some topics,as well as a lack of time to realise the full potential of the current programmestructure.


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None at this time.Domain D Standard 7 – The middleschool counsellor and facultyconduct an audit of the advisoryprogramme, to maximise itspotential impact.

Evidence Attachments4 - Turnitin.pdf6 - THROUGH THE EYES OF THE MAASAI.pdfD7_MS SS7_Environmental Issues Unit Plan.pdfMSSci8_Water.pdfMS ENG7_4. Non Fiction Writing (1).pdfTHE TEMPEST BY SHAKESPEARE - ANIMATED PLAY SUMMARY.mp4D7_MSSS8_Unit2GlobalIssues.pdfShakespeare Quotes.pdfMS CASL Handbook .docx.pdfDay of the Dead celebration copy.pdfDiversity Working Group 2018_19 (Definition & Goals).pdfKiswahili Unit 1 Plan_Greetings.pdf

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D8 - Team EvaluationA range of high quality media and information technology is used meaningfully toenrich the quality of the students' learning.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya is device-rich, with a 1:1 programme in themiddle school. A comprehensive technology plan, current through the 2018–2019school year, was provided during the self-study stage and includes a timeline,curricular scope and sequence, and budget.

The SAMR model (substitution, augmentation, modification, and redefinition)guides technology integration. The visiting team observed technology use by coreteachers as a means to deliver content mainly at the substitution andaugmentation levels, though notable exceptions exist. Students noted that schoolprovided devices were mainly used to access learning platforms (GoogleClassroom, Moodle), textbooks, and to collaborate on group assignments; but alsonoted that elective classes (3D design, music, and robotics) and some coreclasses offer more robust integration (at the modification and redefinition level).There is a commitment to deepening technology integration through a morerobust tracking of integration scope and sequence, curating of exemplars, and amore consistent coaching delivery model for the 2019–2020 school year.

The library is an inviting, open, and well-resourced space. The middle schoollibrarian follows an integration approach through co-planning and co-teaching tosupport student development of library media skills, although not all teachersengage in this.

CommendationsDomain D Standard 8 – The boardand leadership team for supporting

RecommendationsDomain D Standard 8 – The middleschool teachers apply the strengths

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the 1:1 device programme in themiddle school.

of the co-teaching model to supportthe integration of technology andmedia, and information literacy.

Evidence Attachments2016-2019 Technology Plan (1) (1).pdfLibrary Sites.pdfMS SS7_Environmental Issues Unit Plan.pdfMedia Usage in Language.pdfCopy of G7 Etiquette for the 21st Century.pdfCopy of Digital Citizenship Integration Program 2018-2019.xlsxNew Fitness Log Word Version_18_19.pdf

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D9 - Team EvaluationThere are formal processes in place for recording, analysing, and reporting evidenceof both school-wide achievement and individual student's performance to parentsand other appropriate stakeholders as a means of measuring success in meetingstated goals.

Self RatingsMet


Evaluator Reason for RatingSchool-wide results from the Measures of Academic Progress test are comparedto the US norm sample as well as other international schools. Comparativeinformation is presented to parents bi-annually at parent teas, hosted by thedivision principal and director of teaching and learning. Individual performanceresults, including an explanatory cover letter, are shared with parents after eachtest.

The school conducts exit interviews with graduating seniors aligned to theeducational aims as one means to inform programmatic changes, and feedbackfrom grade 9 and 10 teachers regarding student preparation is also considered.

Students and parents have access to an open digital grade book, PowerSchool;population of assessment results and habits of learning is inconsistent acrossgrades levels and the whole of the middle school. (Please also refer to Domain Ccomments in this regard).



Evidence AttachmentsCopy of MAP Intro for Teacher 2017.08.11.pptx

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Copy of 2017-18 MAP Proctors Directions.pdfMS Parent-Student-Teacher Conferences Semester 1 2018-19.pdfD9_MS Reporting to Parents.pdfCopy of Parent Tea MAP Results 2017-19.pdfPOLICY_MANUAL_2018_19_Revised_2018_19.pdfCopyofHCLPlanning.pdfScience6 (1) (1).pdfD9_MAP Parent Letter Results_2017 October.pdfD9_MAP Results_Board 2017-10.pdf

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D10 - Team EvaluationThere is sufficient teaching time allocated throughout the school to enable theplanned curriculum to be taught effectively.



Evaluator Reason for RatingThe current middle school schedule was created through a collaborative process,based on an evaluation of contact minutes for each class, design principles,research into best practice, and faculty and student feedback. A rotating blockschedule minimises disruptions and course lengths (quarter, semester) reflectlearning priorities.

Currently, there are procedures for making up lost instructional time due tounforeseen events. The school establishes a case-by-case plan with boardapproval, such as reverting IMPACT Wednesdays to full days of instruction. Withthe potential adoption of Google Classroom as a preferred instructional platform,opportunity exists to establish online schooling as a formal strategy to minimiselost instructional time.

CommendationsDomain D Standard 10 – The middleschool principal and schedulingcommittee for engaging in acollaborative and well-researchedprocess.


Evidence AttachmentsMS Teacher Schedule & Time Table 2018-19 - MS Time Table.pdfCopy of 17-18 SLD MS%2FHS SSS.pdf

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2018 BOY MS_Writing Database.xlsx

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D11 - Team EvaluationStudents with specific learning needs, including gifted and talented students, aregiven support from suitably qualified personnel to gain access to the curriculum andto make suitable progress, relative to their capabilities.

Self RatingsMet


Evaluator Reason for RatingTwo years of professional development in differentiation strategies has beenprovided by an external expert; expectation of participation has ranged fromrequired, based on role, to voluntary. Internal training in tiered instruction hasbeen provided as a supporting strategy; primary implementation has beenthrough the student support services department. Training has also been offeredto support the instruction of highly capable learners.

Intensive training on use of equipment and facilities related to sensory integrationwas provided to staff during the initial introduction of the programme, and attimes of expansion. The school continues to provide annual training as staffingchanges and students needs dictate.

It has been noted to the visiting team by Domain D committee members, andother teachers, that professional development related to strategic priorities wouldbenefit from clear prioritisation, including mandatory attendance for all staff andtime for implementation.

Commendations RecommendationsDomain D Standard 11 – Theleadership team prioritise andsupport whole-school participationin professional developmentinitiatives that are aligned toinclusion.

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Evidence AttachmentsD11_E. Kamara - IEP 2017-18.pdfD11_SSS Referral Process.pdfD11_Student Profile Kezi Kaufman.pdfD11_Specialists in Nairobi 2016-17.pdfMS After School Activity Attendance A-H Sem 1 2018 - Ambassadors.pdfD11_ Personalized Learning at ISK.pdfMS Teacher Schedule & Time Table 2018-19 - MS Schedule.pdfD11_Response to Intervention Process .pdfD11_Supporting the Needs of Highly Capable Learners at ISK.pdfCopy of ISK Inclusion Timeline 2013-2019.pdf

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D12 - Team EvaluationStudents with specific language needs are given support from suitably qualifiedpersonnel to gain access to the curriculum and to make suitable progress, relative totheir capabilities.

Self RatingsMet


Evaluator Reason for RatingStudent support in the middle school is in alignment with the school’s mission,vision, educational aims, and evolving student population needs.

Teaching assistants are invited to participate in faculty meetings and IMPACTWednesdays when relevant to their role. External consultant contracts include aprovision to develop and deliver tailored professional development for teachingassistants; this is in addition to teacher-focused workshops. All teachers andassistants have access to annual professional development funds and can applyto attend regional workshops and conferences.

A mother tongue language programme is offered after school for a fee; thebreadth of offerings vary by interest. French, Spanish, and Kiswahili are offered inthe formal curriculum, though some parents have expressed dissatisfaction inprovisioning for native speakers. As demographics fluctuate, offering a formaland more robust mother tongue programme will continue to be a challenge.

CommendationsDomain D Standard 12 – The directorof teaching and learning fororganising a robust programme ofinternal and external professionaldevelopment for teachers andteaching assistants.


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Evidence AttachmentsAdmission of students to the English for Speakers of Other Langauges (ESOL) (1).pdfCopy of ISK Inclusion Timeline 2013-2019.pdfD11_ELL Student Profile.pdf

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Part 2: Domain D (Middle School) - Planned

Actions - Team EvaluationAs a result of the self-evaluation, the school identifies the actions necessary tostrengthen this aspect of school life. The Self-Study should be action-orientated, withevidence-based evaluation leading to informed planning and proposed actions, in linewith the school's Guiding Statements



Evaluator Reason for RatingFurther additions are required to incorporate the recommendation in this reportinto the school's stated planned actions. The priorities are as follows.

1. The leadership team prioritise and support whole-school participation inprofessional development initiatives that are aligned to inclusion.

2. The middle school leadership team, in collaboration with teachers, createcommon agreements related to the frequency and quality of grade bookupdates.

3. The middle school counsellor and faculty conduct an audit of the advisoryprogramme, to realise this programme's fullest potential.

4. The middle school teachers build on the strengths of the co-teaching modelto support the integration of technology, media, and information technology.



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Part 2: Domain D (High/Upper School) -




Evaluator Reason for RatingThere is strong alignment between the written, taught, and assessed curriculumin the high school. The International School of Kenya has demonstrated that thecollection and analysis of student data, as well as open communication withfamilies about their children's learning, is a strength for the school. The highschool learning support team uses a co-teaching and response to interventionmodel which enables all students to learn. The development of additionalpathways for students who are not prepared for the IB Diploma Programme is awork in progress as the school becomes more inclusive.

Opportunities to engage beyond the classroom abound at the school. Studentsare able to select and create their own athletics, creative arts, and designtechnology activities, in addition to clubs which are scheduled during the advisoryprogramme. Students have an opportunity to engage with members of the localand regional community through sports, arts, and trips.

It is important for high school leaders to prioritise a careful, consistent, andintentional implementation of the LearningBoard platform, a full review of Englishlanguage learners (ELL) provisions, and the strategic integration of interculturallearning in collaboration with students.



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Evidence AttachmentsAdmission Board Policy.pdfISK High School Handbook 2018-19.pdfCurriculum Policies.pdfISK Assessment Philosophy (2).pdfHS Independent Study Agreement.pdfCurriculum Review Oversight - Sheet1.pdfISK Online Academy 2018-2019.pdfISK Athletics MASTER SCHEDULE S1 18-19.pdfCURRICULUM Review for accreditation (1).pdfHS Schedule 18-19.pdfHS Round Square Clubs and Wellness 2018-19 Sem 1.pdfInstruction and Assessment Board policy.pdfISK_HS_Assessment_2018-19.pdf18-19 HS Master Schedule_Teachers.pdf

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Standard D1 - Team EvaluationTeaching enables all students to gain access to the curriculum and to have theopportunities for success in their learning, relative to their abilities.

Self RatingsMet


Evaluator Reason for RatingThe high school classrooms are characterised by respect, and provide a positiveand engaging learning environment for students. Observations and discussionsconfirmed that a variety of learning strategies are used in order to enable allstudents to be successful.

The learning support team has implemented a co-teaching model based onresponse to intervention, along with study skills lessons and individual, or smallgroup, support. This ensures that high school students’ needs are met within thetaught curriculum. Students are encouraged to advocate for their own learning,and teachers have an open-door policy for feedback and support.

The school has offered workshops, sometimes annually, on co-teaching,differentiation, and reaching highly capable learners. This training is sometimesmandatory and sometimes by choice. Teachers confirmed that these sessions arevery helpful, and that school leadership should continue these offerings withstrategic decisions about who should attend.

Learning support instructors noted that differentiation commonly appears asdifferentiated output rather than as input/instructional pedagogy. Theyarticulated that ongoing professional development would help teachers build theconfidence to differentiate instruction, even when unaccompanied by a co-teacher.

Classrooms are welcoming and often feature flexible seating in order to facilitatevaried teaching strategies, and accommodate students' learning styles andneeds.

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CommendationsDomain D Standard 1 – The highschool teachers for developingstrong relationships and arespectful learning environmentwhich enables all students to learn.

Domain D Standard 1 – The highschool co-teaching teams forimplementing a strong co-teachingmodel which enables students toaccess the taught curriculum.


Evidence AttachmentsCF HS9-10 Happiness (Well-Being).pdfCF HSSci9 Causation (Forces and Interactions).pdfRTI Tier 1 HS Form (1).pdfAcademic Courses in High School.pdf

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Standard D2 - Team EvaluationThere are effective procedures in place, supported by policies, to identify the variedneeds of students, both at admission and whilst enrolled, to ensure that all studentsmay benefit from the school's programmes.

Self RatingsMet


Evaluator Reason for RatingThe school has responded appropriately to recommendations from thepreparatory evaluation on this standard, including a review of its admissionsprocedures and revisions of the process. This includes steps such as additionalpersonnel and mini-profiles for new students, which will be fully implemented in2019–2020. There has been thought given to streamlining the admissions andenrollment process, such as items that need to be completed before a studentcan attend class. This is an ongoing process, and teachers expressed hope thattheir familiarity with new students will improve as some of these new practicestake hold.

The response to intervention model is clear and involves close collaboration withlearning support, as students are monitored in tiers 1 and 2. Teachers, parents,and the learning support team all articulated that additional ongoing training onteaching students with various learning needs would be beneficial, particularly inlight of the decision to become a more inclusive school. Individual education plans(IEPs) and highlighted accommodations are shared with teachers, along withshort videos in which students speak about who they are and what their learningneeds are in order to encourage teachers to view students with IEPs asindividuals.

The Domain D committee found there is not yet a sufficient programme forsupporting English language learners in the high school. Please also see StandardD12.

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CommendationsDomain D Standard 2 – The highschool learning support team forfinding creative ways to introduceteachers to students’ individualneeds, including a spreadsheet withaccommodations and students’video introductions.

RecommendationsDomain D Standard 2 – Theadmissions team, high schoolprincipals, and learning supportteam collaborate to ensure thatinformation about the new arrival ofstudents is shared consistently withappropriate teachers.

Evidence AttachmentsEnglish Placement 9 -10.pdfSpanish Placement Assessment.pdfMaths Placement Assessment Gr 9 and 10 - April 9 2018.pdfEnglish Placement Gr 11 - 12.pdf11_12 Math Diagnotic Assessment.pdfHS French Assessment .pdf

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Standard D3 - Team EvaluationTeaching and the assessment of learning are monitored and evaluated in a plannedmanner in response to students' needs, data from varied assessment of students'learning and reflection upon pedagogy.

Self RatingsMet


Evaluator Reason for RatingThere was evidence of differentiation in high school classrooms. The visiting teamnoted, and it was confirmed in discussions with teachers, that differentiation ismore commonly evident in student output rather than in instructional pedagogy.It is recommended that teachers engage in further reflection on opportunities todifferentiate instruction and assessment according to student need and interest.It would be appropriate to consider how creative use of technology may be able tosupport differentiation.

The International School of Kenya has a school-wide assessment policy and adefinition of learning. Observations and discussions with students, teachers, andparents confirm that teacher practice and student learning are positivelyimpacted by these shared understandings. Teachers participate in studentlearning data groups, to reflect on the impact of teaching and school programmeson student learning.


RecommendationsDomain D Standard 3 – The highschool teachers adopt additionalmodes of pedagogicaldifferentiation for all learners, withthe support of high schoolleadership.

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Evidence AttachmentsISK_HS_Assessment_2018-19 (1).pdf2018 Sept G9 Class Data.pdfD3_Evidence_HS Teams Goal Tracker 2017-18.pdf

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Standard D4 - Team EvaluationStudents' progress is tracked systematically, using a range of achievement data inorder to support the students in maximising their potential.

Self RatingsMet


Evaluator Reason for RatingThere is significant evidence that assessment data are used to inform teachers’and school leaders’ approach to developing content, and understanding students’needs in the high school. Co-teaching and co-planning time between teachersand learning support instructors ensures data informs instruction. Teacher-selected SMART goals and participation in student learning data groups enableteachers to monitor the impact of their programmes on students, using studentdata.

The school currently uses PowerSchool as a platform for reporting academicprogress to parents and students. Parents and students have expressed concernthat PowerSchool is not consistently used by teachers. This is an area of concernthat may be addressed when the school’s new LearningBoard platform is fullyimplemented. Parents and students also expressed gratitude that the high schoolnow issues comments one month in advance of high school exams, because itenables families to act on suggestions in time for examinations.



Evidence Attachments2018 MAP_Math G9 Quadrant Report.pdfExample of Grade 9 MAP result Sept 2018.pdfPSAT summary 2017-12-14T10_08_54.pdf

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Standard D5 - Team EvaluationTeaching engages the students in their learning to ensure that planned learningoutcomes may be achieved.

Self RatingsMet


Evaluator Reason for RatingClassroom observations, and discussions with teachers and students, confirmedthat learning goals are well understood, reflection is a common practice, andlearning is in line with the school's guiding statements.

There was significant evidence of students sharing their learning in the form ofexhibitions and performances. This was observed within classrooms. The highschool has begun a trial of a parent-teacher-student conference model, in whichgrade 11 and 12 students lead a reflection on their learning.

Parents and students expressed to the visiting team that they are challenged inthe classroom, and this belief was demonstrated in the CIS community survey.Classroom observations revealed challenging lessons in which teachers used avariety of strategies to ensure all students were able to access the content. Studyskills lessons for students receiving learning support are built into the response tointervention (RTI) programme, with the philosophy that students will be exitedfrom the lessons when they demonstrate the ability to engage moreindependently in the learning process.



Evidence AttachmentsCopy of BBFmuseumrubric_2016-17.pdf

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Copy of Trig Project 2017-18.pdfCopy of TnT Passionate Graduation Speech SUMMATIVE.pdfCopy of Lit Circle Roles.pdfCopy of LL Willpower Visual .pdfUnidad Didactica _EL QUIJOTE_.pdfLAS AMERICAS (1).pdfCopy of CF HSSci9 Causation (Forces and Interactions).pdfCopy of CF HS9-10 Happiness (Well-Being).pdf

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Standard D6 - Team EvaluationThe assessment of students' learning and its reporting is based on clear, shared andintelligible criteria that represent the attainment of knowledge, understanding, skillsand behaviours.

Self RatingsMet


Evaluator Reason for RatingFeedback from the survey indicates that parents and students understand theschool's assessment criteria and results. Follow-up discussions with high schoolstudents and parents confirm that the school's assessment and reporting isbased on clear and shared criteria that represent attainment of knowledge,understanding, skills, and behaviors. The school's scale 1–7, and other rubricsused to assess students' learning and academic progression, is clearly explainedin the high school handbook.

Generally, students feel encouraged to meet or exceed expectations, engage inregular self-reflection of their understanding, and receive written and verbalfeedback from teachers about their progress and achievement. Studentsexpressed satisfaction with parent-teacher-student conferences as a means toexplain their understanding.

Classroom observations and discussions confirmed that students are largely ableto explain their learning and the connection between their learning processes andassessment results.




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.DS_Store3 Math Exploration Assessment Rubric.pdfMath 1-2-3 Exploration Rubric.pdfIB PSYCH RUBRICS_EXTERNAL .pdf~$Math Exploration Assessment Rubric.docxPaper-1-HL-1-Rubric.pdf17-18 ISK Rubric .pdfPaper 2 Rubric SL.pdf3 Math Exploration Assessment Rubric.pdfPaper 2 Rubric SL.pdfPaper-1-HL-1-Rubric.pdfIB PSYCH RUBRICS_EXTERNAL .pdf17-18 ISK Rubric .pdfMath 1-2-3 Exploration Rubric.pdfISK Aims Continua.High School .pdf

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Standard D7 - Team EvaluationTeaching draws on appropriate cultural and authentic contexts to provide meaning tothe students in their intercultural development.

Self RatingsMet


Evaluator Reason for RatingStudents in the high school are exposed to a variety of cultures primarily in theform of co-curricular activities and in the social sciences. International School ofKenya courses which intentionally feature a variety of cultures include worldcivilizations, international relations, English and IB geography. The school hasrobust offerings in their CAS programme which contribute to experiences withKenyan culture; this includes the opportunity to participate in athletics andperforming and visual arts opportunities, where students engage with childrenand adult members of the broader Kenyan community. This includes local sportsleagues and International Schools of Southern and Eastern Africa (ISSEA)tournaments.

Students participate in intercultural trips, where students explore their hostcountry. The intercultural trips were highlighted as an example of interculturallearning by students, however, they also expressed a desire for interculturallearning to be more intentionally and explicitly embedded in their experience atthe school.

The visiting team notes that the school has taken steps to develop interculturallearning, including beginning to articulate links to global citizenship in curriculumdocuments, and providing training on cultural proficiency to teachers.

CommendationsDomain D Standard 7 – The athleticsand creative arts departments forproviding a wide variety of enriching

RecommendationsDomain D Standard 7 – All educatorsin the high school collaborate withstudents to create an action plan for

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opportunities for InternationalSchool of Kenya students to engagewith other students in Kenya, andthe region.

embedding intercultural learningand global citizenship in the written,taught, and assessed curriculum.(Please also see Domain C[High/Upper School] Standard 3).

Evidence AttachmentsWorld Civ Unit 1_ Lesson Plan and Brainstorming.pdfCopy of ISK_SL18-19.pdfHS Round Square Clubs and Wellness 2018-19 Sem 1 (3).pdfEng Grade 10 Course Syllabus 19.pdfInter-Cultural Trip Philosophy .pdf

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Standard D8 - Team EvaluationA range of high quality media and information technology is used meaningfully toenrich the quality of the students' learning.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya has a technology plan for 2018–2021. Itincludes reference to learning goals for students and an integration plan for thenext three years. High school students are required to provide their own laptops,and loaner devices are available on campus when necessary. The technologyinfrastructure is able to support the 1:1 laptop programme.

The visiting team confirmed through classroom observations and discussionsthat technology is used meaningfully to support learning in the high school. Ofparticular note is the development of opportunities to learn design technologythrough the "Fab Lab" and a range of STEM courses. The librarian pushes into highschool classrooms to support learning and enable students to access the widerange of media available in the commons. The commons is an invaluable hub oflearning and activity at the school. Students were consistently observed makinguse of the space and resources that are provided in the commons.

There is a technology integration coordinator who serves the whole school. It willbe important to consider in the future how this role may be leveraged to supportteachers in the use of technology for differentiation, perhaps by drawing on a co-teaching model.


RecommendationsDomain D Standard 8 – The highschool teachers apply the strengthsof the co-teaching model to supportthe integration of technology,

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media, and information literacy.

Evidence Attachments2018-2021 Technology Plan.pdfGoogle classroom update2019-03-02 at 13.39.42.pdfHS Teacher presentation.pdfSTEM 1 Design - Syllabus.pdfArt 3D Fabrication_Concept Design...18-19 HS Course.pdf

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Standard D9 - Team EvaluationThere are formal processes in place for recording, analysing, and reporting evidenceof both school-wide achievement and individual student's performance to parentsand other appropriate stakeholders as a means of measuring success in meetingstated goals.



Evaluator Reason for RatingFindings from the survey and discussions with stakeholders indicate that there isa high level of satisfaction with the school's procedures used in communicatingstudents’ academic progress and achievements.

The parent-teacher-student conferences provide a regular opportunity forparents and students to engage in conversations about students’ achievement.Parents praised faculty members’ availability, including providing clarification onassessment data when necessary and distributing end-of-year report commentsone month before examinations. Parents and students felt that this enablesstudents to take action with enough time to improve their exam results.

The IB coordinator leads collaborative analysis and reflection sessions on IBresults to drive teaching practice. IB results are shared in the school’s annualreport, which gives several stakeholders the opportunity to access the school-wide results. The principal reflected on careful consideration of the school'smission and inclusivity when comparing IB data with other schools.

School-wide results from the Measures of Academic Progress (MAP) testing areanalysed with teachers, including comparative data. This information is presentedto parents bi-annually at parent teas, hosted by the divisional principal anddirector of teaching and learning.

The Domain D Committee mentioned that the School’s multiple reportingplatforms (Google Classroom, Moodle, PowerSchool, and Managebac) pose anavigational challenge for parents and students. The school is introducingLearningBoard to replace PowerSchool. This will require a very strategic roll out,

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which is being led by the hIgh school assistant principal. The school isencouraged to move forward with plans to simplify the use of online classrooms(currently Moodle and Google Classroom).

CommendationsDomain D Standard 9 – The seniorleadership team and faculty forproviding consistent support toparents and students, to promoteunderstanding of the school'sassessment practices.


Evidence AttachmentsD9_Evidence_IB Results_Annual Report.pdfReflections on IB results.pdfISK AR_2017-18_proof 10.pdfD9_Evidence_ISK High School Report Card.pdfIB Parent info.pngWebsite info.png

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Standard D10 - Team EvaluationThere is sufficient teaching time allocated throughout the school to enable theplanned curriculum to be taught effectively.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya has a high school schedule which providessufficient learning time, and avoids recurring interruptions to specific subjects.There is a dedicated period reserved for advisory and enrichment activities tosupport students' social-emotional and academic learning, and their well-being.

During the most recent IB authorisation process, the school received feedback onthe amount of time dedicated to Standard and Higher Level courses (SL and HL).In response, the IB coordinator and assistant principal have found creative waysto more closely align the schedule with IB requirements. This includes the releaseof SL students in some courses, and the addition of extended blocks for HLcourses. Each course has an extended block once per semester on Wednesdayafternoons. This careful planning is an ongoing process of reflection for theschool.

The Domain D committee reported that the school makes use of Pamoja onlinecourses to supplement course offerings.



Evidence AttachmentsD10_Evidence_HS Schedule 18-19.xlsxD10 evidence_Schedule_ HL Extended Time on Wedensday.pdf

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Standard D11 - Team EvaluationStudents with specific learning needs, including gifted and talented students, aregiven support from suitably qualified personnel to gain access to the curriculum andto make suitable progress, relative to their capabilities.

Self RatingsMet


Evaluator Reason for RatingThe learning support programme in the high school is based on a co-teachingmodel. Teachers are expected to differentiate for all learners and accommodatethe needs of tier 1 students in the classroom without pull-out support fromlearning support teachers. There is a protocol in place for monitoring tier 1 and tier2 students, and adjusting support as required. The International School of Kenyais engaged in an ongoing effort to update curriculum, teaching, and assessmentpractices as the school moves toward greater inclusion.

There have been early discussions and some training on the support of highlycapable learners, and this has been identified by the school as an area needingfurther growth.



Evidence Attachments2018 HS LRC Teacher Profile.pdfCopy of Personalizing Learning for all Students.pdfCopy of Grade 11 IEP 2018-19.pdfCopy of HS Learning Support Program (1).pdfCopy of Accommodations-Modifications Procedure.pdfCopy of HS Learning Support Program.pdf

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Copy of Grade 9 IEP 2018-19.pdfCopy of Admission of Students with Learning Needs.pdfCopy of Proposal for introduction of an Intensive Needs Program 1 (1).pdfCopy of Response to Intervention Process .pdfCopy of HS Co-Teaching Handbook.pdfCopy of Specialists in Nairobi 2015-16.pdfCopy of RTI Tier 1 Strategies TEMPLATE.pdfCopy of Study Skills Course Overview 18-19.pdfCopy of ISK's Inclusive Education Policy.pdfCopy of SSS Referral Process.pdfCopy of Inclusion At ISK .pptxHS COURSE SELECT FORMS 2018-2019.pdf

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Standard D12 - Team EvaluationStudents with specific language needs are given support from suitably qualifiedpersonnel to gain access to the curriculum and to make suitable progress, relative totheir capabilities.



Evaluator Reason for RatingSupport for English language learners (ELL) in the high school is a self-identifiedarea requiring attention at the International School of Kenya. There are currentlyseven high school students requiring language support, and one ELL instructor ona 20% contract. The learning support team articulated that they are currentlysupplementing this ELL provision with their team. This has the potential to divertthe resources of the learning support team, and risks leaving students withoutthe specific support required. Although ELL provision will increase to a 40%contract in the next school year, it will be important for teaching and learningleaders in the school to reflect on the purpose and desired outcomes for an ELLprogramme, and then proceed to implement an action plan to meet the needs ofthose students. The school may elect to provide additional training for subjectteachers, to supplement ELL instruction.


RecommendationsDomain D Standard 12 – The seniorleadership team, high schoollearning support team, and studentsupport coordinator conduct a fullreview of provisions for Englishlanguage learners in the high school.


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Copy of Admission of ELL Students.pdfCopy of ELL Lesson Plan using SIOP Strategies.pdfCopy of ELL Program MS&HS.pdfCopy of Grade 9-12 ESOL Continuum .pdfCopy of ISK Philosophy of Inclusion and Admissions to Learning Support and ESOLPolicy.pdfCopy of ELL Curriculum HS.pdfCopy of PeP- HS ESOL Profile - Semester 2.pdf2018 HS SSS with Languages Part Time Profile.pdfCopy of Admission of students to the English for Speakers of Other Langauges(ESOL).pdfCopy of ELL Lesson Plan Guidelines.pdfCopy of PePHSESOLExitPlan.pdfCopy of ELL Exit Criteria.pdf

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Evaluator Reason for RatingThe school’s stated planned actions are appropriate and should be acted on, withthose relating to core standards being a priority. The school should also prioritisethe following recommendations.

Standard D7 – All educators in the high school collaborate with teachers andstudents to create an action plan for embedding intercultural learning andglobal citizenship, in the line with the school’s guiding statements. (Pleasealso see Domain C [High/Upper School] Standard 3)

Standard D12 – The senior leadership team, high school learning supportteam, and student support coordinator conduct a full review of provisions forEnglish language learners in the high school, including but not limited to:admissions policies; training for teachers; necessary personnel.



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Part 2: Domain E - Evaluative Commentary -




Evaluator Reason for RatingThe International School of Kenya has a clearly defined understanding of studentwell-being, which is tangible across the school. Students and staff talkarticulately about both physical and emotional safety and clearly express feelingsof being secure and included within the school community. Opportunities areprovided for students to share their voices and opinions.

Overall, the school has well developed policies and practices regarding studentlearning and well-being. In general, the child protection policies and proceduresexceed the standards. Due to the continued growth of the school, there is a needto explore the role of a centralised child protection officer.

The visiting team recognises that when the Domain E committee identified areasof need, there was often immediate action to remedy.



Evidence AttachmentsISK Child Protection Manual 2018-2019 (1).pdfASB CONSTITUTION Draft (1).pdf

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Part 2: Domain E - Standard E1 - Team

EvaluationThe school environment is characterised by openness, fairness, trust, and mutualrespect to support students' learning and well-being, listen to their views and developtheir leadership qualities.

Self RatingsMet


Evaluator Reason for RatingThe school provides multiple opportunities to foster students' leadership andvoice across all three divisions through student leadership programmes such as"pride helper" (elementary school), "student ambassadors" (middle/high school),"student climate committee" (middle school), "associated student body" (highschool), and monthly round table discussions (middle school). Additionally, highschool students are involved in the diversity working group which includesparents and faculty. Middle school students led workshops at the lastinternational day around the theme of "Proud to be Me", which is another exampleof student voice.

A focus on integrating school-wide service learning, environmental stewardship,and community partnership is evident in multiple facets of the school. Examplesinclude Project Imagine, Plastiki Rafiki, and intercultural field trips where studentscomplete community service projects off campus. Students have the opportunityto lead the direction in which the service learning projects take shape.



Evidence AttachmentsE1_Leadership Training for Students Meeting - February 26, 2018.pdfE1_ISK MS Ambassador Program 2017-2018.pdf

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2019 Student Climate Survey (1).pdfES kelso letter.pdfHS 2018 _ 19 Club and Project Leaders and Roles.pdfHS ADVISORY PHILOSOPHY_ May 2018.pdfMiddle School Student Leadership _ Committees.pdfMS Leadership Round Table 2018-19.pdfMS Student Climate Committee 2018-19.pdfES PRIDE HELPERS.pdfHS Leadership Training Program 2018.pdfHS Student Leadership Training_ April 25, 2018.pdf

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EvaluationThe school has documented effective written policies to safeguard and promote thewelfare of all enrolled students.



Evaluator Reason for RatingThe International School of Kenya conducts annual child protection trainingsessions for all staff, as well as external professionals such as coaches. Theschool has further extended child protection training into the wider communityby inviting household staff of school families, and empowering them to take theknowledge into their own communities in Nairobi. The school has taken a leadership role within the regional international schoolnetwork by establishing and maintaining the Child Protection Advocacy Network(CPAN). A multidisciplinary team (MDT) meets regularly with CPAN and representsmedical and other professionals from the expatriate community. The schoolshares its extensive knowledge and experience in this area with the region via theAssociation of International Schools in Africa (AISA).

CommendationsDomain E Standard 2 – The seniorleadership team and counsellors fordeveloping meaningful and effectiverelationships with Nairobi CPAN andAISA, in order to provide appropriatesupport and advice on mattersrelated to child protection.



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E2_Non-Teaching Staff Child Protection Training PSM-5.pptx.pdfE2_CPAN Meeting Feb. 2017 Final.pptx.pdfE2_Behavior Pyramid ES.pdfE2_High_School_Handbook_2017-18.pdfE2_Traffic Lights of Sexual Behaviours .pdfE2_FCD Schedule 2018.pdfAISA Child Protection Adult Training Booklet .pdfCopy of CPAN Specialists in Nairobi 2018-19.docx.pdfCIS MDT Contact List 2018-2019.pdfGDPR Training Presentation .pdfFaculty Child Protection Training w VOICE OVER 2018.mp4

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EvaluationThe school implements policies and procedures in relation to anti-bullying, childprotection, complaints, security, safeguarding, behaviour, discipline, sanctions,rewards and restraint, health education and health records.

Self RatingsMet


Evaluator Reason for RatingSchool board policy regarding child protection is shared publicly through theschool’s website, in each division handbook, and in parent communications at thebeginning of the school year. The school has a comprehensive and easilyaccessible child protection manual, that is introduced during annual childprotection trainings. Specific lessons regarding child protection are taught tostudents by counsellors, physical education and health teachers, and through theadvisory programme.

Students, parents, staff, and volunteers agree to behavioral expectations bysigning the International School of Kenya educational philosophy agreement.Students report that situations requiring discipline are generally handled fairlyand confidentially.


Evidence AttachmentsE3_RUA_2016.pdfE3_Board Policy Student Conduct.pdfDigital Citizenship.pdfGDPR Presentation Aug. 6, 2018.pdf2018_2019 Advisory Program_s Desired Outcomes.pdfMS Advisory Units 2018 - 2019.pdf

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HS ADVISORY PHILOSOPHY_ May 2018.pdfSST Form Template.pdfHS PE AND HEALTH CURRICULUM.pdfISK Counseling Handbook updated May 2018.pdfRTI Tier 1 HS Form.pdfG8 How to Deal Cyberbullying1.pdfDigital Citizenship Integration Program 2018-2019 - Advisory Program.pdfHealth Clinic Manual 2018-2019.pdfHS Responsible Use Agreement.pdfHS STUDENT CODE OF CONDUCT.pdfMS Handbook_Tech Policies (1).pdfMS STUDENT BEHAVIORAL EXPECTATIONS.pdf2018_2019 Advisory Program_s Desired Outcomes.pdfGDPR Presentation Aug. 6, 2018.pdfDigital Citizenship.pdfG8 How to Deal Cyberbullying1.pdfISK Counseling Handbook updated May 2018.pdfMS Advisory Units 2018 - 2019.pdfRTI Tier 1 HS Form.pdfSST Form Template.pdfHealth Clinic Manual 2018-2019.pdfHealth Clinic Manual 2018-2019.pdfG5 Puberty Unit Plan.pdfHS PE AND HEALTH CURRICULUM (1).pdf

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EvaluationThe standards of health, safety and security are supported by written policies andeffective procedures, which exceed, where possible, local regulatory requirements.



Evaluator Reason for RatingThe International School of Kenya upholds the highest standards of health,safety, and security and is a leader in the region in this area. The safety andsecurity manual 2018–2019 outlines the national and international standards thatare in place for crisis and emergency management, including on and off-siteevacuation and procedures for ensuring the safety of students in transit onschool buses. (Please also see related comments in Domain G).

Students reported to the visiting team that while they are aware of potential risksin the country, they feel very safe and protected at school. These reports aresupported by student survey data which show that over 87% of respondents feltthat the school was a healthy and safe environment, over 82% of respondents"know what to do in an emergency at my school", and over 88% feel safe going onschool trips.

CommendationsDomain E Standard 4 – The safetyand security manager for robustcrisis and emergency managementprocedures that are stored in asafety and security manual, which isupdated annually and shared withkey personnel in the school andsecurity partners outside of theschool (regional security officers –US Embassy and Canadian High


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Commission). (Please also refer toStandard G1)

Evidence AttachmentsE4_ISKCampusEvacuationPlanAugust2017.pdfE4_Campus Evacuation Drill Feedback 2017-18.pdfE4_Safety Policy.pdfE4_Health Clinic Manual 2017 2018.pdfSafety & Security Manual 2018-19 (No Appendices) .pdfE4_Evacuation Drill Practice Feedback S1 2018-19 - Sheet1.pdfE4_Health Clinic Manual 2018-2019.pdfE4_Ind Health Plan_Diabetes.pdfE4_ISK Campus Evacuation Procedures 2018-19 (1).pdfE4_Virtual Learning Plan HS.pdf

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EvaluationThe school has policies and procedures in place to provide safety against hazardssuch as fire, earthquake or intruders: these exceed, where possible, local regulatoryrequirements.

Self RatingsMet


Evaluator Reason for RatingAs per Standard E4, the visiting team is confident that the school's safety andsecurity manual thoroughly covers likely emergency and crisis scenarios,including those stated in the standard. The manual outlines the decision-makingprocess between the safety and security manager and the director in the decisionto close the school and implement "virtual school". There is also a board policy onschool closure and virtual learning plans for the high, middle, and elementaryschools which address closure scenarios for differing periods of time. Whenever itis securely possible, the primary objective is to keep the school open.



Evidence AttachmentsE5_Virtual Learning Plan HS.pdfE5_Board Policy School Closure.pdfE5_Emergency Response Plan_Field Trips.pdfE5_Health and Safety Procedures_Duck and cover.pdfE5_Virtual Learning Plan ES.pdfE5_ISK Emergency Procedures (1).pdf

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EvaluationThe school provides health care and health education to support students' well-beingand enhance access to learning opportunities.

Self RatingsMet


Evaluator Reason for RatingWhen a student visits the school's health office, parents receive an emailcommunicating the reason for the visit. The health office also alerts parentsregarding any local pandemic, epidemic, or communicable diseases within thecommunity. Students who have major health concerns have a health plan, whichis shared with relevant staff. The school has developed extensive partnershipswith health providers within the local expatriate community.

The visiting team observed a lack of consistency over the wearing of hats duringoutside play.



Evidence AttachmentsE6_HS Health Courses 17-18.pdfE6_MS Health CurricMap_2016.pdfE6_Wednesdays at ISK_HS.pdfE6_Executive Functioning Parent Tea.pdfE6_Project Imagine outline and details .pdfE6_Wellness Day Nov. 21, 2018 Signup.pdfE6_SC_Gr 4 Maintaining a Healthy Body.pdfES Saturday Activities at ISK.pdfE6_Love and Logic Parent Session.pdf

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EvaluationThere is an effective and implemented written policy and procedures, including riskassessment, to support the health, safety and security of students on activitiesoutside the school.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya has effective, well-established, and written riskassessment protocols. As an example, elementary intercultural field trips werecanceled earlier this year when the risk assessment indicated a possible threat tostudents’ safety. The school has documented policies, procedures, andagreements when hosting students from other schools. Clear and comprehensiveprocedures are in place for emergencies when students are on and off campus.



Evidence AttachmentsE7_OutsideKenyaTripPlanningProcess.pdfE7_Risk Assessment Outside Kenya Trips.pdfE7_Risk Assessment Within Kenya Trips.pdfE7_WithinKenyaTripPlanningProcess.pdfE7_Chaperones_ Teacher Guidelines.pdfE7_Copy of IC Trip Descriptions_ 2016-17.pdfE7_AWARENESS ON ORS USE ON OVERNIGHT ISK TRIPS (4).pdfE7_Authorization to Administer Medication and Dietary Restriction Forms.pdfE7_ISK Hosting Policy.pdfE7_Host Agreement Form.pdfE7_Work Placement Plan for the Work Experience program (March 2019).pdf

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E7_Work placement agreement form (March 2019).pdfE7_emergency medical response.pdfE7_Emergency Response Plan ISK.pdfE7_ISK Hosting Expectations _ FAQ Letter (3).pdf

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EvaluationThe school offers university/college counselling, assessment, referral, educationaland career planning guidance suitable to the age/maturation of all the students in itscare.

Self RatingsMet


Evaluator Reason for RatingMiddle and high school students indicated to the visiting team that they areregularly given the opportunity to provide feedback regarding the advisoryprogramme curriculum. Student feedback has been authentically considered byfaculty, and has resulted in changes to the programme. The school conducts exitinterviews with seniors to gain insight into the effectiveness of the high schoolcounselling programme.

Student climate survey data indicates that the effectiveness of theuniversity/college counselling, personal counselling, and academic supportwarrants careful review by the school. This was mentioned to the visiting team byboth parents and students. The student support services coordinator hasdeveloped a four-year plan for the high school, which includes recommendationsfor the counselling programme.

CommendationsNone at this time.Th

RecommendationsDomain E Standard 8 – The seniorleadership team use the outcomesof the annual reviews of bothcounselling personnel and staffing,in order to effectively deliver bothsocio-emotional and collegecounselling services to meet theneeds of a growing and inclusiveschool population.

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Evidence AttachmentsE8_Life after ISK (FINAL 2017).pdfE8_Board Presentation - 2018 University Statistics.pdfE8_ISK HS Work Experience Program - Strategic plan for 2016-18 .pdfE8_12th grade transition ppt (2).pdfE8_Proposal for Cooking Club.pdfE8_sr packet scan.pdfE8_Work Experience Program overview.pdfE8_ISK Senior Exit Survey.pdfE8_Senior Exit Survey Data 2012-18.pdf

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EvaluationThose students and families making transitions between divisions of the school, andin and out of the school are supported effectively through advice, counselling andappropriate information.

Self RatingsMet


Evaluator Reason for RatingThe transition processes of joining and leaving the school are well managed,specifically at the beginning and end of each school year and semester (pleasealso see Standard H1). Feedback from students who joined mid-semestersuggests that these types of transitions are less well planned and intentional.Identifying and including information about diagnosed, or undiagnosed, learningor language needs as part of transition into the school has been in focus over the2018–2019 school year. In general, there is a reported increase in the quantity andquality of information that is shared with teachers, prior to a new student joiningthe school. This promotes good transitions.

Transitions between divisions within the school have recently been reviewed andupdated. Systems and practices are now in place that specify which division leadsthe transition activities and how it will be managed. Student well-being is at theforefront of any decisions around class placement, meeting learning needs,differentiation in the types and timings of transition, and communication withparents.



Evidence AttachmentsE9_ISK 5th to 6th Grade TransitionDRAFT.pdf

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E9_12th grade transition ppt.pptx.pdfE9_8th to 9th grade transition presentation for parents.pdfE9_8th to 9th grade transition 2018 for students.pdfE9_ES Movin On, Transition PowerPoint-1.ppt.pdfE9_RAFT Transition booklet.pdfE9_Helping Students Navigate Their Digital Worlds.pdfE9_New Family Welcome Orientation - 2019-01-14.pdfE9_ES Movin On, Transition PowerPoint-1.ppt.pdfE9_MS Parent Night 2018.pdf

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Part 2: Domain E - Planned Actions - Team

EvaluationAs a result of the self-evaluation, the school identifies the actions necessary tostrengthen this aspect of school life. The Self-Study should be action-orientated, withevidence-based evaluation leading to informed planning and proposed actions, in linewith the school's Guiding Statements



Evaluator Reason for RatingFurther additions are required to incorporate the recommendations in this reportinto the school's stated planned actions. The priorities are as follows.

The senior leadership team use the outcome of the annual reviews ofcounselling personnel and staffing, in order to effectively deliver both socio-emotional and college counselling services to meet the needs of a growingand inclusive school population.


Evidence AttachmentsDomain E Action Plan.pdf

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Part 2: Domain F - Evaluative Commentary -




Evaluator Reason for RatingOverall, the International School Of Kenya's employment practices are ethical andbeneficial to faculty and support staff. The visiting team found a general sense ofopenness, professional respect, and collegiality among the school’s employees.Policies, procedures, and contracts are transparent and consistently implementedand reviewed. This contributes to the well-being of the school community.

The visiting team largely agreed with the school’s ratings on the standards in thisdomain, with all rated as "Met" or "Exceeded". Professional development is an areaof strength for the school, and is also an area the board and leadership team maywish to explore further as the school seeks to define itself as a leader in theregion in relation to its guiding statements.



Evidence AttachmentsLake, Jodi Resume_March 2018.pdfRegistrar Profile.doc.docxIT Technician Profile.doc.docxIB Coordinator Profile 17-18 onwards.docxHealth Clinician Profile.doc.docxES LIbrarian Profile .doc.docx

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Alexa Schmid CV.pdfDavid Henry CV.pdfRobert Blanchard CV.pdfPrincipal Contract Template.docxISK Faculty PD Plans and Policy.docxISK Faculty Appraisal Plans and Policy.docxPolicy Manual.pdfISK Faculty PD Plans and Policy.docx.pdfISK Faculty PD Plans and Policy.docx.pdf2018-19 Faculty Salaries and Benefits Handbook.pdfISK Org Chart (2018-19) .pdf2018-19 Support Staff Handbook.pdfMatthew Woodward.pdf2018-19 Faculty Academic Qualifications.xlsx.pdf

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Part 2: Domain F - Standard F1 - Team

EvaluationThe faculty and support staff is sufficient in numbers, experience, qualifications, andcompetencies.



Evaluator Reason for RatingThere is evidence to show that teachers are very experienced and highlyqualified. The school has sufficient staff to meet the needs of the students.Students' needs are also taken into account during the year and extra teachersare hired when necessary, for example in the provision of additional learningsupport staff in grades 6 and 7.

There are regular professional learning opportunities for all staff and faculty. Theprofessional learning offered includes cultural competency, annual childprotection training, first aid, teamwork and leadership, hygiene, life-saving, andspecific educational training. This meets the needs of all staff and faculty as wellas the learning needs of students. The senior leadership team has created a newposition to support English language learners (ELL) in the elementary school, andis considering ways to bolster ELL provision in the high school.

CommendationsDomain F Standard 1 [Major] – Thesenior leadership team forsupporting the regular professionaldevelopment of all staff and facultyto ensure that teaching and learningis effective, and the well-being ofstudents is enhanced.


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Evidence AttachmentsISK Staff Code of Ethics.pdf2018-19 ISK Housing Guidelines for OH-Hire Teachers.pdf2018-19 Faculty Salaries and Benefits Handbook.pdf2018-19 Faculty Handbook.pdfCopy of Part I - Faculty and Administration.pdf2018-19 Faculty Academic Qualifications.xlsx.pdf

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EvaluationPrior to the appointment of all staff (including volunteers), appropriate backgroundchecks have been carried out to confirm their identity, medical fitness, right to work inthe country, previous employment history, character references and, whereappropriate, qualifications and professional references. This information been takeninto account in determining whether their appointment will be confirmed.

Self RatingsMet


Evaluator Reason for RatingThere is a rigorous and regular background check for all staff, faculty andvolunteers, as well as casual workers. This is a requirement prior to employmentand all staff must produce Kenyan police clearance every five years. This wasconfirmed by members of staff and faculty around the school.

The human resources department has installed a database to ensure the timelyreminder for the renewal of background checks. It is also mandatory for schooldrivers to have annual background checks.

The International School of Kenya is prepared to explore future aspirations in thisstandard, including considering methods for evaluating the effectiveness ofthese regular background checks, as they impact child protection andsafeguarding efforts at the school.

CommendationsDomain F Standard 2 – The humanresources department for ensuringthat all staff, faculty, and volunteersregularly receive backgroundchecks.


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Evidence AttachmentsF2_Support Staff Appointment Letter Template.pdfF2_New Faculty Info Letter.pdf2019 OH Teacher Contract Template.pdfKaribuni 2019.pdfOperations PERMANENT contract BLANK.pdf

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EvaluationThe school provides for the continuous professional development of faculty and staffthat relates to school priorities, the professional needs of the staff and contributes tothe students' learning.

Self RatingsMet


Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating of Met anddetermines that a rating of Exceeds is appropriate.

The school leadership team and the director of teaching and learning have placedgreat emphasis on the importance of professional learning for all faculty andstaff. A new incentive model has been introduced in which teachers receivepoints toward a salary increase for sharing their professional learning withcolleagues at school. Support staff also have access to professional development,and may use up to five days of release time for this purpose. In addition toprofessional learning for staff and faculty, the school has increased its regionalpresence by offering Professional Learning Institutes (PLI) workshops inpartnership with the Association of International Schools in Africa (AISA).

International School of Kenya leaders have articulated ongoing reflections on howto begin monitoring and evaluating the impact of the point system for faculty,enabling support staff to share their learning, and strengthen the alignmentbetween the school’s strategic plan and guiding statements, and its PLI's. Giventhe abundant evidence that this is a significant area of strength for the school,the visiting team has rated this standard as "Exceeded".

CommendationsDomain F Standard 3 – The schooldirector for beginning a new systemlinking the sharing of professional


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learning with the salary scale forfaculty.

Domain F Standard 3 – The boardand senior leadership team forsupporting professional growth forsupport staff.

Evidence Attachments17-18 StudentLearningDataTemplate.docxHS Teams Goal Tracker 2017-18.docxIndividual_Funds_Guidelines.docSSS Session Kenya 2016.pdfinclusion presentation.pptxF3_IMPACT 2017-2018.pdfPL Planning 2014-2022.pdfES_MS_HS SLD Teams Goal Tracker 2017-18.pdfAssessment @ ISK + Tom Schimmer.pdfISK Support Staff PD Plans and Policy.docx.pdf

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EvaluationStaff recruitment and retention is managed in accordance with the CIS Code ofEthics.

Self RatingsMet


Evaluator Reason for RatingThe CIS code of ethics is evident throughout the school’s recruitment andretention practices. Staff indicated that they feel secure in their positions in theschool and trust that due process is followed.

The school has practices in place which enable it to determine staffing needsearly in the recruitment cycle. This in turn has a positive effect on studentlearning by enabling the school to recruit highly qualified and experiencedteachers. The salary and benefits package is regularly reviewed and staff andfaculty agree that benefits are substantial and competitive, including pensioncontributions and healthcare for dependents. This clearly influences staffretention, which in turn impacts students' learning and well-being.

The faculty council raised concerns about communication between theleadership team (referred to as "admin"), and faculty and staff. They posed anexistential question about their role as faculty council at the International Schoolof Kenya. The role is explicitly stated in board policy (policy 7.14 – faculty council)which emphasises facilitating "effective communication between theadministration and teachers" and "reporting on policy or compensation-relatedmatters of concern to teachers". The School's ongoing unresolved tax status wasa key element in the discussion.



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Evidence AttachmentsSupport Staff Positions Recruitment Check List.doc.docxAssistant HS Principal Profile.doc.docxDirector of Advancement Profile.doc.docxChief Accountant Profile.doc.docxArts Centre Coordinator Profile.docxHOD2017-18 RecruitmentProfile.docxDirector of Teaching and Learning Profile.doc.docxDirector of Technology Profile.doc.docxFood Services Customer Rep Profile.doc.docxES Homeroom Teacher Profile.docxMS Grade Level Team Leader Profile.docxHS Science with IB Chemistry Profile.doc.docxSI Teaching Assistant Profile.docxSecurity and Safety Manager Profile.doc.docxMS Principal Profile.docxOperations Manager Profile.doc.docxSSS Coordinator Profile.doc.docxTeaching Assistant Profile.doc.docxTransport Supervisor Profile.doc.docxCasuals, Food Services & Operations Staff Recruitment Process.pdff4- ISK Emergency Executive Succession Planning Manual Final 2018-05 (1).pdfDirector of Teaching and Learning Search Announcement.pdf

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EvaluationThe appraisal/performance management system is defined and implemented for allfaculty and staff, based on pre-determined, explicit criteria and is supported by aprogramme of professional development and/or training which is linked to appraisaloutcomes and other school priorities for students' learning.

Self RatingsMet


Evaluator Reason for RatingTeachers set annual targets for themselves, which are regularly reviewed with amember of the senior leadership team. Continuing professional development(CPD) and teachers' targets are linked to areas of development from the school'sstrategic plan. In the case of a teacher not meeting the school's professionalstandards, the school also has a professional improvement plan, which providesclear guidelines regarding the steps that should be taken. Teachers not meetingthe standards are mentored by a senior leader and given appropriate targets.Teachers and support staff confirmed that their evaluation process is clear andimplemented consistently and ethically.

Aspiring leaders have opportunities to develop their leadership skills. For example,they can be mentored by more senior colleagues through a new program called "APracticum for Educational Administration" or apply for one of the manyprofessional development opportunities.



Evidence AttachmentsF5_17-18 TGA HS Drop-in.pdfF5_17-18 TGA Document.pdf

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F5_Peer Visit Form.docxF5_TGA Professional Improvement Plan Template.pdf2018-19 SSS Teacher GG_A Template.pdf2018-19 TGA Document.pdf2018-19 Librarian GG_A Template.pdfAdmin Assistants GG_A Template.docx.pdfTeaching assistant TAGA Doc 2017-18.pdf2018-19 Counselor GG_A Template.pdfTGA Professional Improvement Plan.pdf2018-19 TGA Supporting Doc.pdfDTL GG_A Template.pdfNetwork and System Managers G_A Template.docx.pdf

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EvaluationWritten policies and guidelines establish expectations for the performance of all staff-faculty and support staff -which are applied consistently.



Evaluator Reason for RatingDiscussions with staff and documents provided confirm that job descriptions areclear, well-suited for each role, and understood by all members of faculty andstaff. Handbooks clarify policies and procedures for all staff and faculty. In linewith the school’s guiding statements and the work of a diversity working group,cultural competencies have been included in job descriptions for recruitment ofoverseas faculty. A school-wide survey indicated stakeholders' priorities inrecruitment. The visiting team believes this step, taken in response to concernsraised by community members, will positively contribute to intercultural learningand student well-being over time.

The roles of staff and faculty are regularly evaluated in response to changingstudent needs, and faculty and staff handbooks are very clear and widelyunderstood. Considering additional ways to incorporate student voice in theevaluation of faculty and staff roles and responsibilities may be a valuable nextstep.

The faculty council expressed a desire for clearer communication regarding anychanges to the existing organisational structure or changing roles within theschool when they occur.

CommendationsDomain F Standard 6 – The diversityworking group, which includesfaculty, staff, parents, and studentsfor entering into a dialogue in


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response to community concerns.

Evidence AttachmentsCopy of Copy of High_School_Handbook_2017-18.pdfCopy of 3. MS Handbook 2015.docx, updated Aug. 12 (1).pdfSurvey Overview.pdf2018-19 Faculty Handbook.pdf2018-19 Support Staff Handbook.pdfMS_Handbook_2018_19.pdfISK High School Handbook 2018-19.pdf

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EvaluationAll staff is employed under a written contract or employment agreement which statesthe principal terms of agreement between the employee and the school, and whichprovides for salaries and other benefits that are appropriate to the position and to theschool's context.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya has written contracts for all staff. Salaries andbenefits are transparent and documented in the faculty salaries and benefits'handbook. Employees of the school understand the contract, salaries, andbenefits due to them. The school has a compensation committee and a roundtable committee with representatives from all sectors of the school that meetperiodically to discuss employee compensation and contract terms andconditions.



Evidence AttachmentsDirector Contract TEMPLATE - Accreditation Report.doc.pdfFaculty Salaries and Benefits Handbook 2017-18.pdf

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Part 2: Domain F - Planned Actions - Team




Evaluator Reason for RatingThe school's stated planned actions are appropriate and should be acted on,which those related to core standards as a priority. In addition, the seniorleadership team and board may choose to reflect on next steps regarding theschool's position of regional leadership in the area of professional learning.



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Part 2: Domain G - Evaluative Commentary -




Evaluator Reason for RatingThe International School of Kenya comfortably meets or exceeds the CISstandards in this domain. Through constant oversight and review of policies andpractices, as well as grounds and equipment, the school ensures that nationaland/or international standards are being met which promote safety, security, andthe school's mission, vision, and educational aims. All educational and operationalteams have shared priorities and work together to make the school a safe andhappy learning environment. Items of concern highlighted through the self-studyhave already been partially or fully addressed, or are planned for the very nearfuture.



Evidence AttachmentsLand_Rates.jpg2018 FINAL ISK OSHA.pdfSafety & Security Manual 2018-19 Complete.pdfFOOD SERVICES.pdfISK KK Security contract final - January 8 2019.pdfISK Emergency Plan - Fire Evac.jpgISK Emergency Procedures.pdfISK Emergency Plan - Fire Evac (1).jpg

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NCC Business Permit.pdfCOLOURED MASTER PLAN 1.pdfHealth and Safety Checklist - ISK SS.pdf

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Part 2: Domain G - Standard G1 - Team

EvaluationThe school maintains accommodation, grounds, facilities, services and equipment toenable it to fulfil its mission, provide the curriculum in full and offer a safe, secure,clean and healthy environment for the students and adults at the school.

Self RatingsMet


Evaluator Reason for RatingThe evaluation team disagrees with the school's self-rating of Met anddetermines that the higher rating of Exceeds is appropriate.

The International School of Kenya resides in a well-maintained, beautiful campus.The school enjoys excellent facilities, services, and equipment in their play,sporting, creative arts, food service, and the majority of their academic areas. Thecurrent middle school is housed in older buildings that impose restrictions on thecreative and effective use of space. In the case of the science laboratories,concerns were raised about health and safety. These concerns are beingaddressed in the up and coming middle school building project, and theforthcoming temporary housing of the middle school. Plans for the new andtemporary science laboratories address logistical concerns, specificallyaccounting for health and safety concerns arising from the current lab set up,use, and chemical storage. The design of the new middle school has incorporatedthoughtful consideration of the school's mission, vision, and educational aims. Adesign committee, along with student and parent working groups, went through aprocess of considering the above, along with what they value about the way thatstudents learn, and how learning can be advanced through the environment.

The International School of Kenya employs 250 operational staff, and contractsKK Security to provide 24 hour security on and around the perimeter of thecampus. Safety and security of students and staff on campus is of the highestpriority, and is stringently managed by the security and safety manager. Allexpected procedures, policies, and protocols related to both emergency and crisissituations and the secure day-to-day running of the campus, are followed withprecision. They are updated and reviewed regularly.

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The International School of Kenya operates in a context which can be unstable.The school is involved in extensive networks in the city and region to ensure thatthe most up-to-date data is informing school safety decisions. These networksinclude the Overseas Security Advisory Council for Kenya, Kenyan Association ofInternational Schools (KAIS), and strong relationships with the US Embassy andthe Canadian High Commission. The school also maintains a network of schoolsacross the city that can work together to provide a "safe haven" for studentsduring an emergency.

CommendationsDomain G Standard 1 [Major] – Thesecurity and safety manager forutilising national and internationalnetworks to ensure the higheststandards of security and safety inthe school, and for sharing theInternational School of Kenya'sexpertise with other schools in theregion. (Please also see Domain EStandard 4)


Evidence AttachmentsLaboratory Safety Student Handbook .pdfISK MASTERPLAN OCT 2018- MIDDLE SCHOOL.pdfLaboratory Safety Contract.pdfScience Department Safety Handbook.pdfScience Lab Tech rubric.pdf5- LTFP-FMP Revised & MS Building Tab - 2019-02-18.pdf2018 FINAL ISK OSHA (1).pdf

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EvaluationThe technology infrastructure and data systems support the school's teaching,learning and managerial needs.

Self RatingsMet


Evaluator Reason for RatingThe information and communication technology provision at the InternationalSchool of Kenya supports learning, teaching, communications, and securitythroughout the School. Digital media complement, and on occasion replace, printresources in ways which benefit the school. Examples include online applicationforms, digital sign-up for after school activities, and cashless payment for theschool cafeteria. The security needs of the school use extensive digital resources,specifically the CCTV. The school has accommodated for this by installing andrunning a parallel network, so that the demands of the security requirements donot negatively impact learning.

The technology department has just completed a three-year upgrade plan for Wi-Fi within the school, and the campus now has close to 100% Wi-Fi coverage. Twonetwork providers are used as a failsafe and files are stored largely in the cloud.There is a high level of awareness of international data protection laws, includingthe European Union General Data Protection Regulations. The school views thisregulation as good practice and uses this regulation as a tool to carry out a fullinformation audit on how, when, where, and why personal data is stored, and willcarry out data protection impact assessments as required.




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2018-2021 Technology Plan.pdfInternational School of Kenya Mail - [ISK] Welcome to ISK from the TechnologyDepartment.pdfInventoryasof10dec acc2018 - Sheet1.pdfPrivacy Policy - International School of Kenya.pdfPrivacy Notice - International School of Kenya.pdfTech Plan Progress 2018-19_.pdfTech Plan Progress 2017-18_.pdfNote regarding Backup of Financial Data, from ISK Business Manager_.pdfISK_Design_Cycle_ES-MS_FINAL (1).pdf

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EvaluationThe school provides or arranges for auxiliary services as required to support itsmission and the education programmes offered, and ensures that such services meetacceptable standards of safety, efficiency and comfort.

Self RatingsMet


Evaluator Reason for RatingThe school provides or arranges for auxiliary services as required to support itsmission, and the educational programmes offered. Practices are in place toensure that such services meet acceptable standards of safety, efficiency, andcomfort.

Transport services, custodian services, food services, building maintenance, andvehicle maintenance are all provided in-house by the school. All these servicesand the personnel involved are held to, and compliant with, national orinternational standards with regard to health, hygiene, safety, and childprotection. All certificates and qualifications are in place and displayedappropriately. A cycle of review for monitoring auxiliary services is in place.

The visiting team noted the extensive care and attention that is put into the foodservice for the school community. The CIS community survey demonstrated aextremely high level of satisfaction with the food service at the school. Ininterviews with the visiting team, the food service manager discussed theconsideration that is put into efforts to represent the international community infood offerings. Furthermore, the outlet, Valentine's, has become a genuinecommunity hub through the high-quality breakfasts offered.

Full-time, part-time, and casual operations staff are provided with training beforestarting work at the school, which includes the philosophy and ethos of theschool, logistical aspects of their job, school security protocols, campus accessprotocols, engaging with students and community members, and in-house childprotection training. Further trainings are provided during the summer and otherbreaks for operational staff.

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All adults who interact with students on a paid or voluntary basis have to undergoa police clearance check, which is repeated every five years. (Please also seeStandard F2).

CommendationsDomain G Standard 3 – The foodservice team for providingexemplary food choices that meetfood safety standards and whichadd value to the international andcommunity feel of the campus.


Evidence AttachmentsOperations PERMANENT contract BLANK.docOperations Staff evaluation form.docOperations Staff Performance appraisal template Sept 2017.docxOperations ANNUAL contract BLANK.docISK Personal Data Form for ISK Non-Staff campus users.docDriveCam Report.pdfISK Campus Evacuation Procedures 2018-19.pdfDriveCam policy.pdfParent Survey Data - Safety.pdfParent Survey Data - Canteen.pdfISK KK Security contract final - January 8 2019.pdfVehicle Inspection.pdfISK Personal Data Form for ISK Non-Staff campus users.pdf_Health and Safety Checklist - ISK SS.pdfStudent canteen menu 18th -22nd Feb 2019.pdfVehicle Inspection Log 2.pdfVehicle Inspection Log 1.pdfVehicle Inspection Log 3.pdfVehicle Inspection Log 4.pdfFood Safety _ Hygiene Course - ISK .pdfFood Handlers Medical.Report.pngISK Food Policy (1).pdf

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Part 2: Domain G - Planned Actions - Team




Evaluator Reason for RatingThe school's stated planned actions are appropriate and should be acted on, withthose relating to core standards being a priority.



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Part 2: Domain H - Evaluative Commentary -




Evaluator Reason for RatingOverall, the International School of Kenya has developed a culture where parentsare invited, included, involved, and valued as partners in the school community.Steps have been taken to resolve issues identified with home-schoolcommunication, and the presence of increased bonds between the parentteacher organization and school leadership have supported this. The campus is alively and happy place with learning at the core. The guiding statements aredisplayed throughout the campus.

The school has well established links with the local community and wider regionat many different levels. It has well-sustained community partnerships datingback almost ten years, and continues to develop new relationships which benefitnot only International School of Kenya students but local children, families, andorganisations.

The visiting team noted, through discussions with parents, a good level ofengagement, positive support for the school, and a growing satisfaction withcommunications (though this can be dependent on the division and/or anindividual teacher).



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Evidence AttachmentsH1_ISK AR_2017-18.pdfMS_Handbook_2018_19 (1).pdf2018_ESHANDBOOK.pdfISK High School Handbook 2018-19 (1).pdf

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Part 2: Domain H - Standard H1 - Team

EvaluationEffective communications foster a productive home-school partnership and a positivelearning community.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya had previously identified a concern around“over-communication”, as noted in the self-study. The 2018–22 communicationplan addresses the issues identified in the bi-annual communications survey,leading to a more streamlined, intentional approach to communications. Thishighlights four main hubs of communications: parent engagement; internalcommunications; media and community relations; crisis communications. Theschool solicits not only parent viewpoints on the school and educationalprogramme, but also invites them to be contributors to the school community.Parents are involved in the board, an active parent teacher organization (PTO),and numerous committees and working groups. The school creates layers ofopportunities for parent involvement. Domain H committee members reportedthat the PTO has been extremely effective and engaged in the 2018–19 schoolyear.

Three comprehensive divisional handbooks for students and their parents areavailable. They are updated annually and there is a parental agreement to theschool's educational philosophy, that is signed upon enrollment. The visiting teamexperienced the positive, open attitude and approachable demeanor of facultyand staff, which mirrors the experience of parents. Teachers are viewed as beingaccessible to parents through parent/teacher conferences and are available byappointment at other times. Divisional principals and the director host parent teasfour to six times per year, that all parents are invited to attend. The school has anumber of avenues to communicate with parents about their child's learning;however, the use of these was reported by parents and students to beinconsistent across the school, especially the use and value of PowerSchool as amethod of reporting both formative and summative feedback and grades in atimely manner.

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Early in the admission process, the school begins positive interactions withprospective parents. As soon as a family is admitted, they are considered to be an“ISK family" and are invited to join the closed International School of KenyaFacebook group, run by the parent teacher organisation (PTO), and further schoolsocial media. Families are introduced to relevant counsellors, and are connectedto appropriate offices within the school. They are also contacted by the PTO andoffered a "buddy family". Feedback is sought from new families after enrolmenton their experience thus far.

Families are farewelled in the same manner. Leaving packets are prepared bydivisional offices once a withdrawal has been confirmed. Families are contactedafter they have left and asked to complete a survey asking about their overallexperience at the school, and then again after three months to inquire how theirchild is settling at their new school, and if they feel the International School ofKenya has adequately prepared them for the transition to their new school. Theseactions all help facilitate smooth transitions in and out of the school. TheInternational School of Kenya communicates with a large number of alumni andformer families to ensure that their connections to the school last a lifetime.


RecommendationsDomain H Standard 1 – The seniorleadership team and the PTO, inpartnership, identify the strengthsbehind the recent effectiveness ofthe PTO in order to sustain success.

Evidence AttachmentsISK Facebook Page.pngOpenDay Poster2018.jpgH1_Parental Agreement to ISK Educational Philosophy.pdfH1_06-TheLink_30-01-18 (1).pdf2019 Staff Climate Survey Results.pdf2019 Student Climate Survey.pdfPTO Executive Committee 2018-2019.pdfES Student-led Conferences_ 01-02 March 2018.pdfLink Lite February 1, 2019.pdfParent Survey 2018 (graphs).pdfISK Communications Plan 2018-2021.docx.pdfMS Weekly Parent Note February 22, 2019.pdf

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Part 2: Domain H - Standard H2 - Team

EvaluationThe school establishes partnerships and networks with other schools, locally andbeyond the country, to enrich the learning opportunities available to the students,including, for example, service, mentoring, internships and the development ofstudents' leadership.

Self RatingsMet


Evaluator Reason for RatingThe International School of Kenya employs a communications director, a registrar,two assistants, and a director of advancement. Their roles are to manage externalcommunications with parents before, during, and after their time at the schoolunder the auspices of the advancement office. The communications plan 2018–2022 guides the communication between the school and parents at all levels fromthe classroom to the weekly school newsletter (Link Lite), and the monthlynewsletter (The Link). Steps have been taken to remove duplicate emails and toensure that there are social media guidelines and a social media strategy in place.

The International School of Kenya has well-established networks andrelationships in its immediate community in Nairobi and beyond. Thesepartnerships and networks benefit school students as well as the communitiesthey serve by extending opportunities for enrichment of lives (educational,medical, and relational). These programmes also support student leadershipdevelopment and intercultural understanding. There is a dedicated member ofstaff to coordinate the service learning, non-academic trips, IBDP CAS, workexperience, and further opportunities. The parent teacher organization (PTO)models strong relationships with community organisations through their on-campus shop, PTO Duka Parents involved with the shop demonstratecommitment, and give their time and relevant skills generously.

. .

The school has identified a need to embed service learning into the curriculum,and is currently developing a plan for how this may be completed within theteaching and learning office. Overall, there is extensive "buy-in" in the school, andthe community is proud of these networks and they are celebrated widely acrossthe school.

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CommendationsDomain H Standard 2 – InternationalSchool of Kenya students fordemonstrating leadership,commitment, creativity, andentrepreneurship in their servicelearning activities within theSchool's partnerships and networks.

Domain H Standard 2 – The PTO fortheir exemplary modelilng ofsustained and creative support oflocal organisations.

RecommendationsNone of this time.

Evidence AttachmentsH2_PTO Exec Meeting Notes, February 6, 2018.pdfPTO Organization.pngH2_MS HS Service Learning Descriptions and Goals - ISK.pdfH2_HS Work Experience program - Letter of application.pdfH2_ES PRIDE application .pdfH2_17 - 18 ES Service Learning Projects.docx.pdfH2 2017-18 Grade 10 Student List - for Work Experience week March 2018 - off-campus students .pdfH2_ES PRIDE application .pdfH2 Scholarship Admissions.pdfH2 CPAN Meeting Notes Jan. 2019.pdfHS Round Square Clubs and Wellness 2018-19 Sem 1 (1).pdfH2 Helping Hands- Connexions AISA Magazine.pdfH2_MS HS Service Learning Descriptions and Goals - ISK.pdfISSEA Handbook 2018-19.pdfH2_PTO Exec Meeting Notes, February 6, 2018.pdfH2_HS Work Experience program - Letter of application.pdfOpen Day Presentation - 2019-02-13.pdfMiddle School Round Square Activities Semester 1 - 2018-19 (1).pdfSL Audit Report_2018.pdf

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Part 2: Domain H - Planned Actions - Team




Evaluator Reason for RatingThe school's stated planned actions are appropriate and should be acted on, withthose relating to core standards being a priority.



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Part 3: Conclusions - Team EvaluationAn opportunity for the school to summarise the self-reflection and self-evaluationprocess.



Evaluator Reason for RatingA reflection on the quality of the school's self-study process and suggestions forA reflection on the quality of the school's self-study process and suggestions forimprovement in the future.improvement in the future.

The International School of Kenya completed a comprehensive self-study within ashort timeline between the preliminary visit in April 2018, and the self-studyreport in March 2019. There was broad representation across the schoolcommunity with faculty, staff, board, leadership team members, parents, andstudents involved. It was noted that more student voice may have enhanced thebreadth of input. In the domain follow-up meetings during the team visit therewere no students present. The students were however engaged and open duringthe lunch sharing meetings from Monday to Wednesday, in classrooms andaround campus. The students are a tribute to the school.

All the members of the community that the visiting team met were open, well-informed, and welcoming. There was a high level of knowledge about theaccreditation process.

The school's mission, vision, and educational aims are well known and broadlyunderstood by stakeholders. The guiding statements drive decision-making at theschool.

A reflection of what the school has learned about itself during the self-studyA reflection of what the school has learned about itself during the self-studyprocess, reflecting in particular on the impact of the four drivers.process, reflecting in particular on the impact of the four drivers.

The International School of Kenya is a school with a tangible sense of pridemanifested throughout the community. The self-study highlighted purpose anddirection, governance, and staffing as significant strengths at the school. There isa congruence between what the school says about itself and what the visitingteam has experienced on campus during the team visit. The school is a self-aware

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institution guided by clear mission, vision, and educational aims and overseen bya clearly articulated and transparent board structure. The school is led byexperienced leadership and administration teams together with a talentedteaching faculty, who are in turn supported by an engaged and positive parentcommunity. The local staff offer support and leadership in equal measure across arange of services on campus that are quite exemplary by any standard. Putsimply, the International School of Kenya students and teachers are driven to andfrom school, fed, and kept safe on a clean campus with beautifully tendedgrounds by a large group of Kenyan staff, sharing their hospitality with a sense ofpride.

In understanding where the school is, it is important to be explicit in order to setthe context for planning a desired future. The International School of Kenya isexperiencing school growth; there are two new principals on the senior leadershipteam, and the school admits a more diverse student body through itscommitment to inclusion. The school is engaged in a myriad of initiatives, notleast of which are campus building projects and the development ofLearningBoard. These are without doubt further opportunities; however, this maybe a moment for the school as an organisation to consider the pace of change.

The four drivers for the accreditation process offer both the school, and thevisiting team, a lens through which the International School of Kenya can takestock of where the school presently is, and plan for a desired future.

Purpose and directionPurpose and direction

The International School of Kenya's mission and vision are clearly understood, anddrive decision-making at all levels. The educational aims are a newer part of theguiding statements. They are clearly articulated and displayed with the missionand vision throughout the campus. The senior leadership team has beensuccessful in highlighting the educational aims, which respond to values anddispositions related to student learning and student well-being, as drivers inboard level discourse. There is a genuine desire to have learning discussions atthe centre of all decision-making.

The visiting team suggests that the board and leadership consider the importanceof inclusion as an explicit part of future guiding statements. The concept ofinclusion gives context to discussion about values, while addressing diversity atthe school. This could build on excellent work already being done by teachers andstudents at the school.

Student learningStudent learning

There are a plethora of examples of good practice in classrooms, laboratories,studios, performance spaces, sports fields, and under the shade of trees in which

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students and teachers are fully engaged. The work on the learning pathwaysdefined as "personalised, experiential, and Integrated", has been led by theteaching and learning center. Personalised learning has had the greatest focus asthe school responds to a changing student population. The new elementary andmiddle school principals have arrived at an ideal time to be able to contribute theirskills and knowledge to this process. The experience of the long serving highschool principal brings institutional memory to all discussions. The work of theassistant high school principal and the technology integration coordinator inleading the development and implementation of LearningBoard will also becomplemented by the changes in the teaching and learning center.

The faculty of talented teachers has a professional opportunity to further developskills as teachers of a more diverse range of students, building their capacity asteachers for all. The huge school investment in professional developmentdemonstrates purposeful support for capacity building.

Student well-beingStudent well-being

Campus security, together with systems and networks to support safety beyondcampus, illustrate the importance given to student well-being. This is a strengthat the International School of Kenya.

There are vibrant conversations amongst teachers across ages and stagesfocused on student well-being. The conversations, broadly speaking, focus ontwo areas: delivery of student support which considers the actual programmes,and resources which consider staffing balance. The visiting team encouragesteachers and school leaders to take these conversations to their logicalconclusion, which will lead to programmes that respond to student needs andstaffing levels that support these programmes. The work led by the principals ofthe middle and high school, with their counselling colleagues, is of particularnote.

Global citizenshipGlobal citizenship

The self-study highlighted global citizenship as an area for further development.There has been a consultative process to define intercultural learning with arecently designed one page document, with a clear explanatory graphic. The teamvisit has occurred during the process of roll-out and refinement to ensure theshared definition explanations are age appropriate. This is an excellent example ofhow the school has used the self-study process to recognise an area fordevelopment, and then set to work on it. The visiting team applauds the school'seducational community for its willingness to move ideas to actions.

There are discussions about the school's relationship with the host culture. Thewish to embed global citizenship into the students' learning experiences at school

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includes discussions about local culture and language. The co-curricularprogrammes also offer great opportunities for students to play sport with hostcountry students here on campus or at their schools, to engage in meaningfulservice and entrepreneurial activities within the Kenyan context, and to enjoy theinfluence of Kenyan culture through the vibrant music and arts programme.

SummarySummary

As a visiting team we have recognised some strengths and highlightedsuggestions, which include the following.

The school board continue to use the mission and vision as an impetus for alldecision-making, and continue the practices of good governance. Thisincludes clear understanding of the roles of the board and the director.

The school staff, faculty, and students maintain the respectful and friendlycampus environment which they already contribute to, and is so apparent, atthe school.

As part of the move towards full inclusion with the opening of a life centerededucation classroom in the elementary school in 2019–-2020, a landmarkdecision has been made at the International School of Kenya. The visitingteam suggests there be consideration given to finding a place to explicitlyrecognise inclusion within the school's guiding statements.

The financing of regular professional development of all staff and faculty inorder to ensure that teaching and learning is effective, and enhances thewell-being of students. This includes growing faculty capacity when workingwith a changing student body.

The security and safety manager's use of national and international networksto ensure the highest standards of safety and security in the school, and forsharing this expertise with other schools in the region, is a great strength.

A reflection on how effectively the findings have been integrated to the school'sA reflection on how effectively the findings have been integrated to the school'sstrategic planning.strategic planning.

The International School of Kenya has a clear process for updating the strategicplan. The school's rolling strategic plan drew upon the findings of the CISpreparatory report. The board and school director are committed to using thefindings from the self-study and the visiting team report for future updates. TheInternational School of Kenya is integrating the CIS process of schoolimprovement in to their systems.

Planned actions Planned actions

Due to the short period between the preliminary visit and the writing of the self-

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study report, the school has not had the time to write a comprehensive set ofaction plans. On receipt of the CIS/MSA accreditation report, the InternationalSchool of Kenya will have the opportunity to write action plans based on thecurrent situation at the School. These should be based on the commendationsand recommendations within the report.

Final commentsFinal comments

It has been an honour for the visiting team to be part of the journey of thismagnificent school. Jodi Lake and Karen Moore have helped the InternationalSchool of Kenya put their best foot forward. The Kenyan staff in all areas of theschool have greeted us with smiles, respect, and warmth.



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Documents

Table of Contents · Part 2: Domain F - Standard F4 - Team Evaluation Part 2: Domain F - Standard F5 - Team Evaluation ... Part I SW Student Achievement.xlsx IB Results 2004-2018.pdf