The International School of Ulaanbaatar

the only fully-authorised and internationally-accredited school in Mongolia

INTERNATIONAL SCHOOL

AUTHORISATION AND ACCREDITATION

Process and Standards – 8th Edition

CIS 8th Edition Standards & Indicators

Approved 30th Oct 2009

Approved on 30 Oct 2009

COUNCIL OF INTERNATIONAL SCHOOLS (CIS)

SCHOOL IMPROVEMENT THROUGH ACCREDITATION

Guide to School Evaluation and Accreditation - 8th

Edition

STANDARDS AND INDICATORS

SECTION A

SCHOOL GUIDING STATEMENTS

Note: The term “governing body” includes any school ownership structure.

STANDARD A1

The school shall be guided by clear and broadly accepted Guiding Statements of vision, mission,

and educational objectives (or the equivalent using the school’s chosen nomenclature and format)

for students.

INDICATORS RELATED TO STANDARD A1

A1a

The school’s Guiding Statements establish clear expectations for student learning and guidelines for the

well-being of the whole school community.

A1b

Monitoring procedures exist which show that the school’s Guiding Statements enjoy a high degree of

support from the governing body, school leadership, staff, parents and students with this support being

demonstrated by the actions of all these school sectors.

A1c

There is evidence which shows that the school’s Guiding Statements drive decision-making, planning,

action and review at multiple levels of school life.

A1d

There are periodic, data-driven reviews of the school’s Guiding Statements which involve the broad

school community and which ensure that the statements remain vibrant and relevant.

A1e

A formal process and defined indicators are used to assess the school’s success in achieving its aims as

laid out in its Guiding Statements

New England Association

of Schools and Colleges

Purposes of Authorisation & Accreditation

catalyse school

improvement

external expert

validation

claim to excellence

build professional

culture

strategic & future

planning

Standards in Seven Domains

STUDENT LEARNING

A Philosophy &

Objectives mission, vision internationalism

B Teaching & Learning curriculum & assessment

C Governance &

Leadership Board of Trustees

& senior administration D

Faculty & Support Staff staffing structure,

appraisal & training

E Learning Support counseling,

language support, admission

F School

Culture & Partnerships with parents, local

& international communities

G School

Operations finances,

facilities, health & safety

24-30 MONTH PROCESS

Preliminary Visit

2 days / 2 visitors

Self-Study 18-24 months – community surveys followed by 7 self-study committees

Team Visit 10-15 visitors focusing on alignment to self-study and standards

Subsequent procedures…

3-months report on Significant Recommendations (if any)

2-Year Report on Progress and Planning

5-Year Report on Progress and Planning

Surveys

curriculum data

internationalism and interculturalism audit

student academic performance

opinion surveys from each sector of school community

health, safety, & security audit

Determining school’s alignment with the standards

school’s self study

visiting team’s evaluation

Typical Standards

From Section B: Teaching and Learning

STANDARD B2 Students shall have access to a curriculum that provides challenge but also supports varied developmental, academic, social, physical and emotional needs and fosters the development of skills and abilities that prepare students for lifelong learning.

Typical Standards

STANDARD B8 The school shall have formal procedures and defined criteria to effectively and regularly assess the impact of teaching strategies and the level of student performance.

STANDARD B9 Curriculum review and revisions shall be completed at periodic intervals, and changes shall reflect the school’s mission, current educational practice, and the results of student assessment, with the goal of enhancing student participation and performance.

Indicators for evidence STANDARD B3 Teaching and learning shall be guided by comprehensive curriculum documentation that reflects horizontal and vertical articulation that provides students with meaningful connections and continuity among disciplines. INDICATORS RELATED TO STANDARD B3 B3a Written curriculum materials specify expected learning outcomes in terms of what students should know, understand, and be able to do. B3b Written curriculum materials indicate content and sequence for each course/grade.

Indicators for evidence INDICATORS RELATED TO STANDARD B3 (cont’d) B3c Written curriculum materials include references to the methodologies, teaching materials and resources that are used. B3d Written curriculum materials include references to the assessments that are used to measure student progress. B3e Written curriculum materials include references to links within and across disciplines.

Indicators for evidence INDICATORS RELATED TO STANDARD B3 (cont’d) B3f The written curriculum describes multi-disciplinary experiences and/or activities, where appropriate, to foster authentic learning. B3g There is clear designation of responsibility for overseeing effective school-wide curriculum planning, design, articulation, implementation, and review. B3h Teachers meet with colleagues, as necessary, to strengthen vertical curriculum articulation and to ensure a logical sequence that minimizes overlap or gaps in content.

Evaluation Rating the school against the indicators and standards

On the basis of the evidence, the school is rated as follows against each Indicator for each Standard:

Evaluation Based on the evidence rating for each Indicator, the school’s overall alignment with a Standard is then evaluated using the progressive scale:

Decision on Accreditation

Award Accreditation (or Re-accreditation)

Award “ “ “ - with specific qualifications

Postpone “ “ “ – with specified reason(s)

Not award Accreditation or Re-accreditation