self-assessment report · 569 horizon international school 2018-2019 self-assessment report...

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HORIZON INTERNATIONAL SCHOOL

2018-2019

Self-Assessment Report

Abdullah Al Angary St., Al Worood District,

Riyadh, KSA +966114604646

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SECTION1

Student/Community Profile

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School Information

“You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future.” Steve Jobs

Horizon International School Leadership Team is comprised of the director, The development director , administrative

employees, and subject coordinators. Once the components, the standards and chairpersons were selected, committees

consisted of Horizon International School community members, faculty and parents were assembled; the process began.

Horizon International school staff met once a week to discuss the school improvement process and guided self-assessment .

Document editing and compilation of standards material were a continuous process throughout the guided self-assessment,

school improvement and accreditation process. A schedule was designed for the commencement of each committee.

Dates and minutes for each staff and committee meeting are documented. We were engaged in inclusion activities which

allowed us to celebrate our successes in completing this self- study. Treats were shared with the staff and appreciations were

given to committees.

Actually, when Horizon International School gets the full accreditation , we will hold a school wide celebration and this will be a

continuity of the school development that will pave the way to a bright future for the students and the school

Horizon International School is a twelve– grade school located in Al Worood District, Riyadh. The residential surrounding

neighborhood is composed mainly of rich Saudi families and other foreigners with high standard of living. Since the first day of

its beginning, the school administration was planning for providing the community it serves with best learning quality; so many

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plans have been set to continuously improve the school and ensure its progress. The school spends much of its funds to

support its needs. Until now, the school continues to pursue its mission and vision.

The school’s capacity over the past years kept up the full capacity. the students are foreigners and Saudi. Most of our students

come from the neighboring areas and are of diverse ethnic backgrounds which include Asia and Africa whose parents are

actively involved in the school.

Our guided self-assessment began in April, 2015 with members of our leadership team serving as chairs of each group. Many

stakeholders within our school community joined the study process. These members included principals, teachers, parents and

students. All members provided valuable comments and observations. This process strengthened our community. Our faculty

met to discuss, review and make decisions in the planning process for each task.

The parent support group and community stakeholders were given process and offered suggestions to various summaries,

analysis, and surveys, announcements and requests for participation and feedback allowed people , teachers, and

representatives the opportunity for involvement in the study process. The materials and procedures used in the self- study

were extensive. The materials included the assessment program, writing assessment results, reading and math tests.

Teachers, parents and students were surveyed. Testing and survey data were used extensively to analyze academic and non-

academic progress and establish plan goals.

Committee chairs provided outstanding leadership and dedication while working through long hours of locating, organizing, and

analyzing data. They provided guidance to committees as well as encouragement.

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Some of the School Activities

Co-curricular Activities: Extracurricular Activities

• Spelling bee • Sport activities

• Science fair • Field trips

• Academic trips • Anti-bullying Day

• Essay competition • Civil Defense Day

• Math competition • International Day

• Okaz market for Arabic poetry • Open Day

• Quran competition • Little leader

• Arabic poetry competition • The students is a teacher

• Others • Others

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Admission Process

Students regarded as suitable candidates will sit for diagnostic tests. Diagnostic tests are taken in the school.

Children applying for, KG2, and KG3 are accepted directly. Students applying for other grades sit for diagnostic tests in English and Math. The recommended grade level will be determined accordingly.

Diagnostic tests will not be administered before a vacant place is found available and all the required documents are submitted and registration procedures are completed.

The school does not guarantee or reserve places. Places are guaranteed only when the required fees are paid i.e. when parents are committed. Parents who delay registration may find no places available when they come to register.

Students who wish to use the school bus must provide a map showing clearly the location of their residence.

Some candidates may find that student expectations in our system vary from those of other schools in the region. Our system places considerable emphasis on student accountability, responsibility, and respect of self and others. Thus, our system strives to employ discipline in the school in order to facilitate student learning and promote good manners.

Therefore, students who are used to more liberal systems need to adapt to our code of behavior, discipline, and general appearances.

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School Services and

activities offered for all

students

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1. uality Education:

The offered education program, Including qualified teachers, quality curriculum, and adequate

resources, guarantees the achievement of the mission outcomes.

2. Smart Boards:

By using the interactive white boards, teachers demonstrate lessons and students learn them

more effectively.

3. Online Resources:

Students are accessed to the e-books and have the opportunity to participate and do homework

assignments online.

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4. School Website:

Parents and students can stay in touch with the school activities and latest news.

5. Library:

6.

Students can refer to the library to extend their reading skills and do their researches.

7. Science Labs:

Live scientific experiments can be done to make the learning process real and more effective.

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8. Computer Labs:

Wide and spacious, the computer lab is a comfortable place for practical computer lessons.

9. Sport Courts:

Different kind of sport activities are enjoyed by the students all over the year.

10. Theater :

Many curricular and extracurricular activities are performed in this magnificent place.

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11. Co/extracurricular activities:

A massive amount of activities are done every year to ensure effective learning and spread joy

and happiness among students.

12. Health Room:

By offering a well-equipped health room, any injury is dealt with seriously.

13. Canteens:

Healthy foods and drinks are served every day.

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14. Social Worker:

A person whose job is to ensure the social and passionate safety of the students

15. Student Counselor:

A person who works hard to guide the students to maintain their successful academic future

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Support

Service

Person in Charge Actions Timing

Library Teachers Reading and using resources for research Library periods & research time

Science Labs Science teachers Science experiments and activities Science periods

Computer Labs Computer teacher Computer lessons Computer periods

Sport Courts P.E. teacher P.E. classes & sport activities P.E. periods & sport activities

schedule

Co/extracurricular

Activities

Teachers, coordinators, and

supervisors

Curricular and extracurricular activities All over the year

Smart Boards Teachers and students Lessons and activities All over the year

Theater Teachers, coordinators, and

supervisors

Activities All over the year

Online Resources Teachers and students Homework assignments and activities All over the year

Canteens Canteen man/woman Buying foods and drinks All over the year

Social Worker Moh’dBigo Students social affairs All over the year

Student Counselor Ibrahim Q. Students academic affairs All over the year

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Map of the School Site and Buildings

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School Vision, Mission, and

Strategic Goals

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School Vision

We, at Horizon International School, guarantee an environment that fosters the students to acquire

an excellent education, focusing on quality not quantity, taking into consideration the significance of

their Arabic culture and their participation in an increasingly global society .

Mission Statement of Horizon international school

To guarantee an environment that fosters the students to acquire an excellent education, the school staff will use a variety ofways to achieve

the following beliefs.

16. producing quality services and activitiesthat participate in developing both the individual and the community

17. introducing quality values and skills to our students to be global citizens .

18. constructing a community that brings a variety of nationalities in harmony

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• List of strengths:

1. Our school has a world vision.

2. The mission statement is well-established.

3. The mission is developed and used effectively.

4. Measurement of mission statement is available.

5. Mission is reviewed regularly.

Possible Evidences:

• Posters, pamphlets, memos, surveys, handbooks, projects, activities, resources, programs

• Strategic plan

• List of stakeholders who participated in the mission statement and their minutes of meetings

• School purpose

• Minutes of the committee meetings to discuss the work of this standard

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The Educational Program

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To maintain our school’s integrity, the school council must make the school’s mission the guidepost for all major decisions. The school council is the body that delineates the mission, adopts the statement that describes the mission

f the school, and reviews both the vision and mission statement periodically besides the at the very beginning ocommittees and the stakeholders. They seek input from administrators, faculty, parents, and students.

standards and objectives besides the skills and the The school programs and courses are chosen carefully with their activities to be aligned with the mission of the school to create that unique citizen. Faculty fully understands the mission and its element and is always aware of putting them into action.

Our school pays much attention to the quality of what we produce, namely our graduates- as we do to the processes and content involved. This is the primary logic behind choosing a standard – based curriculum. Horizon International School teachers follow an international aligned standards-based curriculum that was developed by the curriculum committee at the end of the year. The Common Core Standards and some others were studied thoroughly by the coordinators and teachers. The CCSS were chosen to be the standards of the school, yet they have been modified to meet the students’ needs. The resources that have been elected are international and completely correlated to the CCSS. Lesson plans are built on those standards where we establish the SMART objectives for each lesson and each unit with their skills, activities and assessments. Journeys is a very good standards – based course with its scope and sequence, but we have made some kind of adjustments in the curriculum mapping to suit our teachers and students.

Curriculum is the planned and the guided experiences and intended learning outcomes. When we selected our books , we designed our curriculum and made the curriculum mapping putting in our minds that our curriculum should focus on the traditional areas in the traditional disciplines , the interdisciplinary topics that touch on a wide variety of fields , the processes such as problem solving , decision making and team work and on the goal of teaching students to be critical customers of information .We recently added a learner – centered curriculum regarding speaking and writing skills where we focus on certain aspects of the learners themselves. Different methods are used to achieve the goals like small group activities, peer work, role play, story- telling and others.

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We also can call our curriculum in all levels a problem – centered curriculum. It is engaging and authentic because the students have real purpose to their inquiry. When choosing and designing our curriculum, we put Taba' model and Tyler Model in front of our eyes especially when it comes to the needs of both the student and the society. The standards, the goals, the objectives, the school wide – learning outcomes, the curriculum mapping and the benchmarks all pour in producing the expected outcomes.

When we dealt with the books, we started with some processes exploring the books selecting the topics after deciding the standards. We had a model for work on that process that we gave to the teachers and the coordinators with columns for the standards, the objectives, the skills, the activities and the assessments for each subject to pave the way for the scope and the sequence. We all worked on that putting into our consideration our mission and the alignment of the topics of the lessons and the units to be able to establish the curriculum mapping.

Since the beginning, we were aware of the importance of lesson and unit objectives that lead the entire process inside the class and outside it. We were aware that the objectives should be established by the teacher and fulfilled by the students. We have been aware that the objectives according to Bloom's taxonomy are cognitive, psychomotor and effective. There was a training course about the SMART objectives including the ABCD (the audience, behavioral verb, the condition and the degree). The objectives were collected to guide the teachers and to build skills and activities accordingly and the assessments whether they are formative or summative were designed to monitor the fulfillment of the objectives. All this is done in the framework of the mission of the school and the standards of the curriculum

Differentiation and intervention are always here in the daily routines of the teacher. Every teacher has a very good idea about differentiation and intervention especially when dividing the class into groups whether they are big groups or small. Teachers also have remedial work for those students whose levels are low. They always detect the reasons behind the weakness and put the remedy with the help of the coordinator.

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Horizon International School is a student – centered school in which the development level of each student and the

interests of the students hold great precedent over what is being taught in the classroom. Differentiation of

development levels is addressed through planning instruction based on the assessed needs and abilities of each

student, not on the details of the written curriculum. The lessons are broken down for understanding at each

developmental level along with the consideration of appropriate tools for students at each stage of development.

Students can meet one – on – one with the teacher or in small groups inside the class to discuss and revise work. The

one – on – one and small group instruction time incorporates the need of repetition of concepts or modified

instruction for each student. Students are also given time to work on their own pace.

When writing, students have the opportunity to choose their topic and create a piece that reflects their thought

processes and ideas. Along with learning essential skills, students have the opportunity to choose projects in order to

demonstrate what they have learned. These projects may take the forms of a research paper, power point program or

art work. These projects allow students to take initiative for their learning.

The school provides the teacher with all what he/she needs from the various instructional resources but the most tool

used everywhere in the school is the smart board which is connected with internet in each class and in labs. The

teacher always displays videos and audios making full use of the potentialities of the smart board and encouraging

his/her students to come to the board to work on it or sometimes to act as a teacher. Online resources are many and

various and related to the curriculum and the activities. The instructional resources are available in the library,

teachers’ rooms, computer labs, science labs, and classes proved to be effective.

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Our teachers form a lovely mix of new and experienced teachers. Teachers within the school are actively involved and

d to the school improvement process. Teachers are using a wide variety of assessment strategies in their are committe

classrooms to include samples of student work, rubrics, performance tasks, and student observations.

All teachers are well qualified and specialists in their fields with different degrees and certificates from different Arab countries graduate from different good universities with various experiences between two to 10 years.

In accordance with job description booklet that clarifies the responsibilities of every position in the school, the school follows clear and precise procedures in hiring its employees. Every applicant will not be approved unless they meet the requirements of the job they are applying for. New staff is required to fill an application form stating their credentials, years of experience and any training received. The leadership monitors the new staff regularly to evaluate their strength and weaknesses and develop a plan for their training.

To enhance the student-centered learning process that the school has recently adopted, our qualified teachers use a variety of strategies to guarantee their students’ engagement in the learning process and achievement of the expected learning objectives and outcomes. Project-based learning, problem-based learning, task-based learning, cooperative learning are examples of the strategies teachers use to implement the schools theory of the student-centered learning process. These strategies focus on guiding students to be knowledge seekers, critical thinkers, problem-solvers, and be able to apply what they learn in real life situations.

The school leadership applies a regular approach of monitoring and evaluating its staff and their professional growth. The process of evaluation is vital in the school and actually we proceeded in it from the point of view that is a way of developing. First, we began with a plan for evaluating teachers by visiting them in the classes and then holding meetings with them to talk about what had been noticed in the class. Simultaneously, peer class observations were held to exchange experiences among teachers. Recently, we have adopted Danielson Framework as a teachers’

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appraisal system. This framework consists of four domains, many components and a lot of elements .Each teacher is aware of the system’s components and they were lectured about how to be evaluated according to its rubrics. After evaluating all teachers, coordinators came to common recommendations noticed while observing teachers in classes and a training course was built to address such points. A copy of the appraisal outcomes was given to each teacher to evaluate himself/herself( self – assessment ).

The school leadership applies a regular approach of monitoring and assessing its staff and their professional growth, accordingly development plans are set depending on the results of the assessment analysis. Regular meetings, coaching and induction, training courses, lectures, and workshops all serve highly in the teachers’ development process and in turn pour in the growth and development of the students' performance. Also, each teacher has his own professional plan made by himself .some teachers have external training and they have certificates too.

Collaboration is ongoing with all teachers. Teachers are encouraged to observe and learn from one another. Some of the teachers go to workshops and conferences of their choice, and they are given the opportunity to expose their experiences and participate in giving workshops or lectures.

Teachers use means of technology very well and they have had training courses in the school by the IT manager as part of their professional development program. They practice using the smart board in each class letting the students work on it too. The smart board is connected to the internet so the teachers are able to deal with all the available websites that can help fulfill the objectives of the lessons. Besides, the teachers have their own laptops and they have a computer with a printer in each teacher's room. Our teachers effectively use all the online materials available including those provided by the publishers of any instructional materials they may use. They also give students opportunities to access online educational materials to further explore topics outside of the classroom.

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Assessment

going process and -Assessment is an important means of evaluating students’ achievements and experience. It is an on

students’ understanding y formative assessment to measure the needs updating regularly. Our teachers perform dail

of the skills taught. This assessment occurs in the form of discussion or question/answer strategy. After every chapter

the based written assessment is conducted to ensure -in math or science or after every story in English, a standard

achievement of the lessons skills. A test takes place at the end of each quarter as a summative assessment as well. At

based evaluations take place every term. Teacher’s observation, quizzes and oral presentation -least two group project

s of assessment used to evaluate the student learning and achievement of the curricular standards. are others form

The results of the assessment, formative or summative, are analyzed by the teachers and coordinators to be the

ability of the curricular standards, the resources adopted and the source of determining the validity and account

instructional strategies used. The curriculum development committee meets at the end of the year to study the

riculum, resources and strategies used.assessment results and build its decision toward modifying and refining the cur

Regarding assessment, we work on two kinds of assessment all the year round: The formative assessment and the summative assessment in order to achieve our objectives and to see how to develop our students ' potentials.

Formative Assessment:

Formative assessment implies that the results will be used in the formation and revision process of an educational effort. Formative assessments are used in the improvement of educational programs. This type of assessment is the most common form of assessment used here.

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Summative Assessment: Summative assessment is used for the purpose of documenting outcomes and judging values. It is used for providing feedback to instructors about the quality of their students’ performance. Most studies of this type of assessment are rarely summative in practice, and they usually contain some aspects of formative assessment.

Each student has his/her own student’s profile that includes their works, performances, and assessment results. All these are documented and shared with the parents regularly. Means of communication are too many and parents are always in acquaintance with their kids outcomes.

• List of strengths

: 1. All school programs are mission driven and standard-based.

2. Curriculum mapping and scope and sequence are available.

3. Grade content goals are established.

4. Intervention and remedial plans are conducted.

5. Instructional materials are adequate.

6. Teachers are qualified.

7. Teaching strategies surely achieve the expected outcomes.

8. Teachers’ appraisal system is in practice.

9. Students’ assessment system is established and designed.

10. Students’ performance is regularly communicated.

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Evidences

• Schedules

• Curriculum scope and sequence

• Curriculum mapping

• Lesson Plans

• Student’s Assessment policy

• Plan for Co-curricular activities

• Teacher Portfolio

• Sample of student work (projects, assignments, quizzes, exams, group activities)

• Teacher’s Appraisal System

• Professional development plan (internal)

• Report cards

• Students Remedial Plan

• Student's progress sheet

• The school achievement profile (Students’ performance analysis, surveys analysis, etc…)

• Grade content goals

• Course Description

• Resources and materials

• Job description

• Progress Reports

• Technology Tools

• Means of Communication

• Minutes of meeting on:

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Administrative and Facility

Support

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Administrative and Facility Support

The school has its organizational chart published and developed the position descriptions of the entire faculty and the staff in all fields. All employees know their positions and aware of their responsibilities very well.

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Parents’ Survey Analysis

Rating Rubrics:

A strongly agree B agree C Disagree D Strongly disagree

Question no. 1

The School is friendly and welcoming.

Total number of

participants

Total number of those who

agree


disagree

659 293 1

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Chart Description Recommendations

The chart shows that most of the parents

feel that the school is friendly and

welcoming, yet some parents (18 parents)

don’t.

Real investigations about the reasons

should be taken by the school staff.

0

100

200

300

400

500

600

700

Total number ofparticipants

Total number of thosewho agree

Total number of thosewho disagree

610

Question no. 2

The school principal and leadership team do a good job.

Total number of

participants


agree


disagree

659 270 37

0

100

200

300

400

500

600

700




611



agree that the school is managed well, yet

some parents (37 parents) don’t agree.



Question no. 3

I can approach the school staff if I have any questions or problems.

Total number of

participants


agree


disagree

659 240 73

612



think that they can approach the school

staff easily, yet some parents (73 parents)

think that it is not easy to approach the

school staff if they have any questions or

problems.



0

100

200

300

400

500

600

700




613

Question no. 4

The school values my opinions.

Total number of

participants


agree


disagree

659 235 87

0

100

200

300

400

500

600

700




614



think that the school values their opinions,

yet some parents (87 parents) think that

their opinions are not valued or

appreciated by the school staff or

leadership.

More effective communication with the

parents.

Question no. 5

The teaching is good at Horizon School.

Total number of

participants


agree


disagree

659 284 34

615



agree that the teaching is good, yet some

parents (34 parents) don’t agree.

Question no. 6

The school helps the students achieve as well as possible in their studies.

0

100

200

300

400

500

600

700




616

Total number of

participants


agree


disagree

659 260 54


0

100

200

300

400

500

600

700




617


agree that the school helps the students

achieve good results in their subjects, yet

some parents (54 parents) don’t agree.


parents.

Question no. 7

I am kept well informed about my child’s progress.

Total number of

participants


agree


disagree

659 169 141

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are kept well informed about their

children progress, yet 141 parents don’t.


parents, or send regular reports about the

students’ progress.

0

100

200

300

400

500

600

700




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Question no. 8

The school helps my child when s/he finds learning difficult.

Total number of

participants


agree


disagree

659 235 73

0

100

200

300

400

500

600

700




620



agree that the school helps their children if

he/she finds learning difficult, yet some

parents (73 parents) don’t.



Question no. 9

My child enjoys school (or my child is happy and at ease while in school).

Total number of

participants


agree


disagree

659 270 42

621



agree that their children enjoy school, yet

some parents (42 parents) don’t.



0

100

200

300

400

500

600

700




622

Question no. 10

Students at Horizon School are safe and well cared for.

Total number of

participants


agree


disagree

659 290 20

0

100

200

300

400

500

600

700




623



agree that their children are safe in the

school, yet some parents (20 parents)

don’t agree.



Question no. 11

The school deals effectively with any infraction of discipline rules.

Total number of

participants


agree


disagree

659 268 33

624



agree that the school staff deal effectively

with unaccepted behavior, yet some

parents (33 parents) don’t agree.



0

100

200

300

400

500

600

700




625

Question no. 12

My child is encouraged to become mature and independent.

Total number of

participants


agree


disagree

659 243 65

0

100

200

300

400

500

600

700




626



agree that the school encourage their

children to become mature and

independent, yet some parents (65

parents) don’t agree.


parents.

Question no. 13

I am pleased that my child is attending this school.

Total number of

participants


agree


disagree

659 276 35

627



are pleased that their children are

attending Horizon School, yet some

parents (35 parents) are not.


parents.

0

100

200

300

400

500

600

700




628

Horizon International School

Code of

Conduct

School Purpose

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School Vision

We, at Horizon International School, guarantee an environment that fosters the students to

acquire an excellent education, focusing on quality not quantity, taking into consideration the

significance of their Arabic culture and their participation in an increasingly global society .

Mission Statement of Horizon international school

To guarantee an environment that fosters the students to acquire an excellent education, the school staff will use a variety ofways to achieve

the following beliefs.

19. producing quality services and activitiesthat participate in developing both the individual and the community

20. introducing quality values and skills to our students to be global citizens .

21. constructing a community that brings a variety of nationalities in harmony

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Our Beliefs/ Values

Our school is a place where everyone pays a close attention to highly valued excellence. We are

concentrated on the values that push the quality of our work toward the top of the pyramid of

education. We are:

• a source of a highly estimated work constructed to develop the personal and educational skills of the

students

• a complementary role of the family’s work

• a role model for the students and the community

• a place of constructing the students’ dreams and their attainment

• a workshop where we appropriate the international curriculum to our own culture

School-wide Learner's outcomes

We expect our students to graduate from our school holding the appropriate characteristics that enable

them to adapt to the real life in a perfect way. Our students are expected to be :

• creative

• problem solvers

• global citizens

• excellent communicator

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Introduction

To be an integral part of your school, you are obliged to comply with its laws, regulations, and

discipline. A school is a place that promotes responsibility, respect, civility and academic excellence in

a safe learning and teaching environment. All students, parents, teachers and staff have the right to be

safe, and feel safe, in their school community. With this right comes the responsibility to be law

abiding citizens and to be accountable for actions that put at risk the safety of others or oneself. The

Horizon International School Code of Conduct sets clear standards of behavior. It specifies the

mandatory consequences for student actions that do not comply with these standards. The clearly set

standards of behavior apply not only to students, but also to all individuals involved in the school

system – parents or guardians, volunteers, teachers and other staff members – whether they are on

school property, on school buses, or at school-authorized events or activities.

Guiding Principles

• All participants involved in the school system – students, parents or guardians, volunteers, teachers

and other staff members –are included in this Code of Conduct whether they are on school property, on

school buses, or at school-authorized events or activities.

• All members of the school community are to be treated with respect and dignity, especially persons

in positions of authority.

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• Responsible school citizenship involves appropriate participation in the civic life of the school

community. Active and engaged citizens are aware of their rights, but more importantly, they accept

responsibility for protecting their rights and the rights of others.

• Members of the school community are expected to use non-violent means to resolve conflict.

Physically aggressive behavior is not a responsible way to interact with others.

• The possession, use, or threatened use of any object to injure another person endangers the safety of

oneself and others.

• Insults, disrespect, and other hurtful acts disrupt learning and teaching in a school community.

Members of the school community have a responsibility to maintain an environment where conflict

and difference can be addressed in a manner characterized by respect and civility.

Roles and Responsibilities

1. Leadership Members

They provide directions to their schools that ensure opportunity, excellence, and accountability in the education system.

They are to:

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• develop policies that set out how their schools will implement and enforce the Code of Conduct and

all other rules that they develop as related to the standards for respect, civility, responsible citizenship,

and physical safety,

• seek input from school committees and review these policies regularly with students, staff, parents or

guardians, volunteers, and the community,

• establish a process that clearly communicates the Code of Conduct to all parents, students, and staff

in a manner that ensures their commitment and support,

• ensure an effective intervention strategy and response to all infractions related to the standards for

respect, civility, responsible citizenship, and physical safety,

• provide opportunities for all staff to acquire the knowledge, skills, and attitudes necessary to develop

and maintain academic excellence and safe learning and teaching environments.

They take a leadership role in the daily operation of a school and provide this leadership by:

• demonstrating care and commitment to academic excellence and a safe teaching and learning

environment,

•holding everyone, under their authority, accountable for their behavior and actions,

• communicating regularly and meaningfully with all members of their school community.

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2. Teachers and school staff

Under the leadership of their principals, they maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behavior.

As role models, staff upholds these high standards when they:

• help students work to their full potential and develop their self-worth,

• communicate regularly and meaningfully with parents,

• maintain consistent standards of behavior for all students,

• demonstrate respect for all students, staff, and parents,

• prepare students for the full responsibilities of citizenship. 3. Students

They are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behavior.

Respectand responsibility are demonstrated when a student:

• comes to school prepared, on time, and ready to learn,

• acknowledge and support everyone's right to learn,

• demonstrates pride in their school,

• is aware of safety,

• takes responsibility for cleanliness,

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• shows respect for themselves, for others, and for those in authority,

• refrains from bringing anything to school that may compromise the safety of others,

• follows the established rules and takes responsibility for his or her own action.

4. Parents

They play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students.

Parents fulfill this responsibility when they:

• show an active interest in their child’s school work and progress,

• communicate regularly with the school,

• help their child be neat, appropriately dressed and prepared for school,

• ensure that their child attends school regularly and on time,

• promptly report to the school their child’s absence or late arrival,

• become familiar with the Code of Conduct and school rules,

• encourage and assist their child in following the rules of behavior,

• assist school staff in dealing with disciplinary issues.

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5. Community members

They are essential partners in making our schools and communities safer. Community members need to support and respect the rules of their local schools.

Standards of Behavior

1. Respect, civility, and responsible citizenship

All school members must:

• respect and comply with all the applicable laws,

• demonstrate honesty and integrity,

• respect differences in people, their ideas, and opinions,

• treat one another with dignity and respect at all times, and especially when there is disagreement,

• respect and treat others fairly, regardless of their race, ancestry, place of origin, color, ethnic origin,

citizenship, religion, gender, sexual orientation, age, or disability,

• respect the rights of others,

• show proper care and regard for school property and the property of others,

• take appropriate measures to help those in need,

• respect persons who are in a position of authority,

• respect the need of others to work in an environment of learning and teaching.

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2. Physical Safety

Weapons


• not be in possession of any weapon, including but not limited to firearms,

• not use any object to threaten or intimidate another person,

• not cause injury to any person with an object.

Physical Aggression


• not inflict or encourage others to inflict bodily harm on another person,

• seek staff assistance, if necessary, to resolve conflict peacefully.

Mandatory Consequences

Administration will be involved, and the student will be immediately suspended and proceed to an expulsion hearing for the following:

• use of a weapon to cause bodily harm, or to threaten serious harm,

• physical assault causing bodily harm requiring professional medical treatment.

Immediate Suspension will be the minimum penalty faced by a student for:

• uttering a threat to inflict serious bodily harm,

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• acts of vandalism causing extensive damage to school property or property located on school

premises. In these instances, police will be involved, as required, and conditions to return to school

will be specified in accordance with school board policies,

• swearing at a teacher, or other person in authority.

Discipline Code

To maintain an environment that fosters the students to acquire an excellent education, both the

teachers and the students are required to be committed to the school rules that ensure respect in every

corner of the school. Any misbehavior is treated seriously by the administration to keep on the healthy

atmosphere of the whole school.

The knowledge of the school rules and regulations is the responsibility of the students and teachers,

and any violation will send the doer under the process ofinvestigation and remedy. Every member of

the school is accountable of knowing and respecting the rules and regulation of the school.

Unacceptable student behavior may include:

• bullying, fighting, and harassment

• refusal to comply with the direct teacher commands

• inappropriate bus behavior

• possession of a dangerous weapon

• repeated tardiness

• repetitive unacceptable classroom behavior

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• incomplete assignments

• vandalism

Discipline Procedures Take orderly steps:

It is the responsibility of the teacher to make correction and finish the problem inside the classroom,

yet if the problem was extended outside the classroom, the following steps take place:

1. Teacher conference with student

2. Correction- preferably given in private and in kindness, sincerity and firmness by the teacher

3. Social Worker /teacher conference

4. Social Worker / students conference

5. Social Worker/ teacher/student conference

6. Social worker/ teacher/ parent conference

7. Detention

8. In school suspension

9. Suspension from school for a period of time

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Essential School Policies

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Equal Opportunity Policy

The school’s vision and mission statement commits the school to accept, embrace and celebrate

cultural diversity, whilst promoting the values of respect, honesty, compassion and kindness. We

appreciate ourselves and others as individuals with rights and responsibilities, acting as conscientious

global citizens. The principle of equal opportunities is at the heart of this belief and is, therefore, an

essential part of the ethos of the school.

The aims of this policy are to:

• help all students, staff and members of the HIS community to develop a positive self-image as a means towards

achieving their highest potential,

• ensure quality of opportunity for all, regardless of race, ethnicity, religion or other background factors,

• establish an environment in which different cultures, beliefs, and backgrounds are respected and seen as a

potential source of enrichment for the school,

• prepare students for life in a culturally plural society,

• eliminate harassment, unfair discrimination, and injustice towards any member of the school.

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Roles and responsibilities

The School administration will ensure that:

• All staff are aware of this policy and that it is implemented across the whole school.

• The positive values of a diverse society are reflected in all aspects of school life.

• Unfair discrimination of racial harassment are treated as a serious disciplinary matter.

• All members of the school community are treated with respect, and that their merits as individuals are

appreciated.

• All members of the school community feel that their culture is valued.

• They will instigate and maintain the program of training in equal opportunity matters.

• They take action when incidents arise.

Academic coordinators will ensure that:

• Curriculum content, documentation and delivery are reviewed to ensure that no prejudice is reflected in the

teaching and learning materials.

• The curriculum and its delivery are planned taking into account the age, ability, gender, ethnicity, background

and special needs of students.

• Teaching materials are maintained and developed, as far as is possible, to a broad and positive multi-culture

approach.

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Teachers will ensure that:

• Students are listed in alphabetical order in mark books and register without any ethnicity discrimination.

• The policy is monitored through their care for the welfare of each student.

• They report to the section supervisor all problems, potential problems and incidents of unfair discrimination,

injustice or harassment.

Students will ensure that:

• They support the school policy on equal opportunities, and that they respect others regardless of race, ethnicity,

religion, learning abilities or any other factors.

• They report to their class teacher any incidents of unfair discrimination.

Parents will be asked to ensure that:

• They support the school policy on equal opportunities, and that they respect other regardless of race, ethnicity,

religion, learning abilities or any other factors.

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Safe Environment Policy

It is part of the school vision to guarantee an environment that fosters the students to acquire en

excellent education appropriately. Accordingly, the school is setting a complete system that ensures

the following points:

o The playground floor is carpeted with a rubber blanket that is 12cm thick and high-temperature proof.

o 27 fire hydrants are available at the school campus.

o Every section has an active fire alarm.

o A fire system is installed in every room.

o The roof has been changed from fake ceiling into concrete cement.

o Every classroom has a wide window, along with an air condition.

o Any bas or post in the playground is covered with rubber to protect students from injuries.

o In every science laboratory, a sink, and a portable sand box are available.

o All the chemical materials are kept out of the reach of the students.

o Teachers are committed to their duties to assure the students’ safety during breaks.

o Break times for lower grades is separated from the upper grades break times to avoid jam and injuries.

o A complete first aid kit is available.

o A fire hose is available as well.

o The roof is slanting slightly to give air passage to the building.

o A path is set for the Rain water to float outside the campus.

o The playground of both sections is covered with a roof for protection from sun heat.

o A net is surrounding the schools’ atmosphere to prevent dust.

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Healthcare Policy

The school is aware of maintaining the students' physical and mental health since it is vital for all

students to live in a healthy atmosphere that helps in acquiring an excellent education. To put this

vision in implementation, the school considers the points below:

o The school doesn’t provide a nurse, yet the students’ supervisor performs the nursing process. He holds a

certificate in first aid course.

o A mini fridge contains medicine for injuries and emergencies such as bruises, wounds, fever, and

stomachaches.

o Every injury or sickness case is treated seriously, the student is sent to hospital on the school bus if needed, and

parents are informed immediately.

o The classrooms’ floors, corridors, and bathrooms are cleaned and sterilized frequently every day.

o Liquid soap and cleaners are provided daily

o Teachers are aware about cautioning students about general and personal cleanliness through lectures.

o Teachers are always alert for their students’ personal cleanliness.

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Health and safety Guide

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School employees include teachers, administrative staff, facility management personnel and

maintenance staff.

These employees perform a wide range of tasks, manyof which can cause bodily injuries or

illnesses. You can prevent such injuries and illnesses by following safe work practices and using

proper protective equipment.

Examples of some injuries and illnesses are:

✎ cuts and amputations from the use of machine equipment in shops and gardening tools

✎ bruises and abrasions from plants and trees

✎ burns from hot soldering irons, burners, heaters, and hot engines in auto shop

✎ electrical shock or electrocution from contact with live electrical parts or electric power

lines

✎ slips and falls in wet and/or cluttered areas

✎ soreness and pain in hands, wrists, shoulders or backas a result of doing repetitive work,

working in an awkward posture, applying too much force over andover again, operating

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vibrating equipment or lifting heavy loads improperly

✎ itching, swelling, redness of the skin as a result ofexposure to very hot or very cold

weather, or contact with plants and animals

✎ burns and skin disorders as a result of contact with laboratory chemicals, cleaning

solutions, pesticides, or contact with plants and animals

✎ illness as a result of a contact with people with infectious diseases or contaminated

biological wastes

✎ allergies as a result of dust inhalation, contact with plants and animals, and insect bites

and stings .

This Guide provides ways of working safely to prevent these injuries and illnesses.

Many health and safety behaviors are learned by example.

Children and youth model what they observe.

Comprehensive safe school plans and programs should focus attention on the strengths and

experiences of students, teachers, administrators and other school

personnel.

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General Safety School Date

✔Satisfactory ✗Unsatisfactory, requires attention

ITEM INSPECT FOR ...

❏Floors Clean, dry, uncluttered, non-skid

❏Ceilings, walls, windows Clean, dry, dust/mould-free

❏Furniture Good general condition

❏Stairways Tidy, uncluttered, well illuminated

❏Exits and signs Visibility, illumination

❏Ladders Proper type, condition, access,

❏Illumination Intensity, glare

❏Temperature Thermal comfort of occupants

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❏Ventilation Condition and noise

❏Fire extinguisher Proper type, location, inspection/maintenance

❏Waste disposal Waste disposal containers, recycling containers

❏Clean-up routine Established responsibilities, frequency

❏Electrical equipment Power outlets, extension cords, portable electrical equipment

❏First aid procedure(s) Posted, first aid box accessible, staff adequately trained

❏Emergency procedures Posted, clear, staff trained

❏WHMIS Labels, MSDS/SDS, training provided

❏Safety rules Posted, clear, understood

❏Hazard warning signs Posted, visibility

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Attendance and Absence policy

Basic Rule

Absence

Parents are expected to contact their child's school on the day of the child's absence to inform the

school of that absence. Any notification from the parents about their child's absence will enlist the

absence as an excused absence. The school administration considers the following kinds absence as

excused.

1. Illness: when a student fails to attend school because of illness, the parent is responsible for contacting and

informing the school about that absence.

2. Chronic/ extended illness: When the absence of the student needs more than one single day due to an

extended illness, parents are to bring an written permit from an official hospital indicating that his/her child's long

absence is essential.

Attendance on a daily basis is a mandatory requirement for all students.

All students must be present at 6:45 am. to attend the assembly and

then start the first period at 7:00 am. The school day ends at 12: 45 pm.

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3. Family death or emergency (May God forbid): In this case the parent or any of the student's relatives has to

inform the school.

4. Religious Observances: Absence as a result of religious holidays should be prearranged with the school

administration by the parents.

5. Travel: If the family is in a vital reason for travelling aboard, the parents have to inform the school at least one

day before the travel.

Unexcused Absence:

When a student fails to report to the school and no indication has been received by the school, that absence is

consider unexcused, and the student loses all his rights of the make- up work.

Tardiness

Students come to school late are to be asked by the administration. If there is no reasonable excuse is reported, a

punishment might fall on the student, and his/ her parents will be informed.

Make-up Work

Whether the absence is excused or not, quizzes, tests, and exams will NEVER be repeated. An overall evaluation

takes place instead.

The student has the right to receive all the sheets that have been given to class during his/ her absence. The teacher

rearranges his/ her schedule to compensate the loss of classes the student achieves during his/her absence.

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Dress Code

To maintain discipline, students are requested to come to school wearing the school uniform every day. Teachers are

also obliged to wear decent uniform that represents their respectful position as role models for the students in

commitment to decency and respectful appearance. Commitment to the school uniform shows the student's respect

to the school rules and regulation. Unity of the school members, love and loyalty to the school system are all

purposes of establishing such a policy.

Assembly Rules

• Every teacher is to stand in front of his class with a decent gesture.

• Every teacher should keep his/her eyes on the students to make sure they are attentive to the school broadcast.

• The teacher should look active and fresh.

• No hot or soft drinks are allowed during the assembly.

• No side talks are allowed.

• No cell-phone to be used.

Teacher’s Duties

It is part of the teacher’s job to watch out for the students’ performance during the recesses. Every

teacher has to ensure the student’s safety. Every teacher must stop and prevent any harmful bullying. If

so happens, serious procedures should be taken. Kindly refer to the administration to know your duty

schedule.

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Appeals and complaints:

The policy of appeals and/or complaints is clear and available. All stakeholders know very well what to do or where to go if they are handling any appeal or complaint. Below is the complaint policy at school.

Complaints Procedures

Horizon International School believes that good communication between home and school is essential because

school, queries arise on a daily without this, students’ needs are not best met. With this number of students in the

basis and it is in the best interest of all concerned that concerns are addressed speedily and appropriately.

If a parent has a concern or complaint:

ident;It is important to notify the school as soon as possible after the inc •

Staff at the school will respond to all communication within 24 hours. Due to the complex nature of some issues it •

may not be possible to resolve matters within this time frame, but staff will acknowledge any communication and

ing with the matter;indicate who is deal

mail concerns where possible so that a record may be kept. Because of teachers’ class contact. It -Parents should e •

is often difficult to speak to an individual during the school day;

the name of the person most appropriate to address an issue.The reception office staff can advise parents of •

Please note:

It is not always possible to come into school without a prior appointment and meet with staff. To avoid

disappointment, please book an appointment.

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Concern or Complaint?

If a concern is raised and not dealt with, it becomes a complaint. Concerns and routine matters can be discussed

Complaints of a serious nature should be addressed to one of the leadership team, or if the Teachers.with Class

pal.complaint refers to the Princi

In some circumstances it is necessary for the line manager to pass down an issue to a member of staff. This does not

mean that the school is taking concerns any less seriously. Through appropriate delegation the school will try to

are dealt with as quickly as possible, and by the right people. ensure that concerns

How can parents help?

Keep the school up to date with contact numbers as work, home, mobile, fax, and email; •

When telephoning, please be aware that most staff will be teaching and that on some occasions you will be asked •

n ask the operator to find you a senior member of staff who to leave a message. If the matter is urgent then you ca

will be able to help you;

Know who to contact .In the primary school, if a parent has a concern or complaint: •

being of a child), or an -eneral wellThe first point of contact if it is about a pastoral matter, (i.e. it concerns the g

academic matter, should be the child’s class teacher.

The School places great emphasis on the role of the class teacher as it is he or she who is with a child for the

nce, academic performance and his or her general welfare. majority of the school day, and who monitors attenda

For this reason, if parents have a query or a concern, they should contact the class teacher first.

The Deputy

y can make immediate the deputy,If a parent has a complaint which they feel should be considered at by the

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contact to make an appointment. It is always useful if the deputy is made aware of the nature of the complaint

before he meets with parents as it enables some initial investigations on your behalf.

The Principal

e Principal with any serious issue. An appointment should be made through the Principal’s Parents may contact thPersonal Assistant. In the School, if a parent has a concern or complaint:

directly. If the matter is If a parent has a concern or a complaint about one subject, they should contact the teachernot dealt with to their satisfaction, they may then contact the principal.

Formal Complaints

try to resolve matters speedily but if parents are not satisfied with the teacher’s School willThe staff at our

response (or with the Principal’s actions) they may make a formal complaint to the school council. This should be made in writing to the council Chair, care of the School. The Principal will contact the parent to discuss the problem, and arrange a meeting. A parent may wish to bring a friend or someone else with you. The council Chair will then carry out an investigation of the complaint and respond

.in writing The school has its own policies regarding a lot of fields in the school and they are all published in the handbooks and on a board in the school. All the stakeholders have an idea about the school policies.

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School Finances:

The school is generally funded by the owner providing all the ongoing programs and activities in all the corners of the school including the instructional resources, the books, the worksheets, the libraries and labs needs besides the trips. Actually, fund is adequate to guarantee achieving the expected learning outcomes.

Financial Management:

The school has a distinguished financial system with qualified accountants and these documents are always reviewed by recognized and specialized firms. Every detail is documented.

Student Safety:

The school has its emergency plans and its emergency handbook is available for all upon request. Drills are made and there is always a schedule for such actions. Students and teachers participate in such drills to feel the seriousness of the situation.

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Facility Cleanliness and Upkeep:

The school has a team for maintenance and cleanliness who have their own schedule monitored by an administrator. They are provided with all the needed materials and tools to insure the cleanliness and safety of the school environment.

List of strengths, List of Possible Evidence

• List of strengths

1. The organizational chart of the school is available.

2. The school administrative and academic staff holds regular meetings.

3. Student code of conduct is available.

4. The school policies and procedures are well-established, communicated, and implemented.

5. The school finance is adequate and assures the achievements of the expected goals.

6. Financial management is set and well-organized.

7. Students feel safe and comfortable inside the school premises.

8. The school environment is clean and safe.

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Evidences

• School organizational chart

• Surveys

• Parent meetings reports

• Communication means

• Parent group file

• Appeals and complaints policy

• Regular minutes

• Code of conducts

• Handbooks

• Memos

• Financial files and plans

• School policies

• Emergency policy

• Clean environment policy

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The Student Support Services

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The Student Support Services

External to the classroom, a multitude of services are provided to support student success. These services include availability of up-to-date media resources and integration of technology in the curriculum. Assistance is given for students who are performing below or above grade level. The school also has available counseling services or referral information to families needing the support. The school has a health room that is available for students who become ill or are in need of medical attention and that is staffed by a qualified health care provider. Further, the school makes available for students co-curricular activities and opportunities for community involvement and service.

Indicators and Rubrics:

Adequate Funding:

The school has support services and necessary funding for the instructional resources, means of

technology, installing smart boards in each class from grad 1 to grade 12. Also there is a health room

for all students who need health help or who are sick or need medical attention. The support and the

funding are well seen in the co-curricular activities including trips and competitions with other

schools.

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Support Staff:

Inside the school and during the school day, we provide all the needed services to our students. We have our own

scheme in supporting our secondary students by bringing our students to the school every Saturday to tuition them

again. We support our students by the remedial work and by the separate sitting with teachers to ask about something

or the teacher brings him to explain something to him alone. Students make differentiations and invention too. All of

the programs and services are supervised by a number of staff who has everything documented and scheduled.

: Availability of Technology

We have a very good technology department that always find solutions for our technological problems and giving

courses to both teachers and students on how to use technology in the field of education and how to make them

control the means of technology.

In the school we have a department for technology and an entire network. We also have smart boards in all classes

connected with internet.

Transcripts:Student Records and

The students’ records and transcripts are always documented and kept in a safe place. The old records are also stored

in a safe place. Parents have the access to the records at any time they wish and they are always helped by the school

administration to be exposed to their kids’ records.

Grading Policy:

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Our school uses a variety of assessments as tools for evaluating students’ strengths, weaknesses and academic

progress. In addition to formal evaluation tools, classroom teachers use observations, project work, writing

samples, quizzes to assess students’ knowledge and skills. The data gathered from ongoing formal and informal

assessments provide the evidence for marks on the school report cards. Students also earn marks on participation

and behavior. Besides we have our own grading Policy .

Counseling Services:

The school is very interested in the student even after his/her graduation. The academic councilor always talks with

the students and their parents about after the graduation. The students in the high school have a very good idea about

where they should go depending on what they are provided with from the school. After many meeting with the

academic councilor, the parents are aware of their kids’ future and aware of the requirements asked from the

universities.

Health Room:

We have a health room for treating students in case they feel something wrong. There is one doctor who is actually

very smart and clever. The health room has its own equipment.

Community Service:

The school has a clear idea that the relation between both the school and the community should be strong. We

recommend some projects for the students to be in touch with the community.

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1. Funding for services is adequate.

2. Students’ records and transcript are safe and accessed by parents.

3. Academic counseling is available.

4. Health room is available.

Evidences:

1. Financial files

2. Support staff files

3. Student’s profile

4. Test store

5. Grading policy

6. Counseling files

7. Health room

8. Community projects and activities

9. Technology plan and services

10. Job description

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Quality Management and School

Improvement

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Management and School Improvement

A school must have an internal system for quality management. The organization is committed to conducting a comprehensive and continuous evaluation for educational and administrative domains to identify areas of strength and assure sustainability, as well as areas of weakness and work on improvement. A School/Student Improvement Plan is developed after the school has completed a comprehensive school/student profile that indicates the nature of the students the school serves, the community in which the school exists and the performance of students. This profile is then used to develop the School/Student Improvement Plan that has goals that if accomplished will demonstrate improvement for all students. When students improve, the school improves. All school improvements must be centered on student improvement.

Indicators and Rubrics:

School/Student Profile:

We have developed a school profile and this can be seen in the handbooks and online in the school website. It has details about the school and some idea about the students and their results or their opinions about certain topics in the surveys. Also we have an individual student profile .The profile is considered to be a picture of what is going on in the school and it is displayed online in the school website .It has information about the school , the students and their parents, and the teachers as well.

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Goals:

The school built its development plan on what is happening in the school including the students in different subjects like English, math and science .Some goals in the plan are established for improving the performance of the students. Everything in the profile is considered when planning. We decided to have a goal for collecting and analyzing data when it was hard for us to do that with the profile. We also have goals for improving the performance of the students in English, math and science after graphing and analyzing the students’ results in the profile.

Strategies:

The strategies in the plan are working well and they lead to good results in the field of growing and improving the levels of the students and the use of technology. The strategies are put to help us fulfill our goals and to pave the way for a better improvement for the welfare of the entire community of the school, putting in our consideration their growth.

Measurements: We assess applying the improvement plan and the plan itself according to the results we get at hands. Measures are set to insure the validity of the plan. We really have some improvement in the use of technology, collecting data and the performance of the students in the fields of English, math and science besides the performance of teachers too.

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Timelines:

The improvement plan has general goals that lead to validation of improvement and has time lines for the goals .We planned to achieve all the goals of the plan according to the time frame whether it is long or short. We decided when, how and who. When will the goals be achieved? How will they be achieved and who will be able to carry out the entire process.



1. School/student profile is available.

2. The school improvement plan has clear goals, strategies, and timeline.

3. Most of the stakeholders are involved in the improvement plan.

Evidences:

1. School / student profile

2. Improvement plan

3. Survey

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Curriculum

670


Course Descriptions

2019 / 2020

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Horizon Graduate Profile

A graduate of Horizon International High School is expected to:

* demonstrate an understanding of major disciplines necessary for success in college .

* read critically , listens carefully , writes effectively and speaks confidently .

* exhibit personal integrity , principled work habits and ethical behavior.

* demonstrate effective teamwork and leadership qualities.

* recognize and respects personal and cultural differences .

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Curriculum Framework

Curriculum Mapping

Unit Design

Scope and Sequence

Common Core state Standards

SMART objectives

Methods of Teaching

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Using the Horizon Course Description Booklet

All students are required to complete the Course Request Worksheet. Students are reminded to choose their courses

carefully. Courses should be chosen that will challenge and prepare students for their future in colleges and universities

Students will be scheduled into the courses requested unless:

* the course does not meet the students' graduation requirements.

* the student does not meet the course prerequisites.

* the course does not fit their schedule or the course is cancelled.

Counselors make every effort to aid students in planning their academic high school programs and projecting these

programs towards long – term college and career goals . The counselors will work hand in hand with the students and the

parents.

Course Prerequisites

Please read the course descriptions . Prerequisites are listed in this booklet to help students and parents make the best

educational decisions . Students must meet these prerequisites before they may enroll in certain courses.

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Electives

Students select their elective courses for the entire year.

Schedule Adjustments

The need of schedule adjustments is kept to a minimum .

Valid reasons for requesting an adjustment are:

* Graduation requirement needs

* Has not meet the prerequisites for the course.

* Did not request the course.

* Counselor recommendation

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Course Descriptions

Physical Education and

Health

Social Studies Mathematics English

Health ( grades 9 to 12)

physical Education

Ancient world History

Modern world History

( 9 – 12 )

Algebra (7 – 8 )

Geometry ( 7 , 8 , 9 )

Algebra 2 ( 9 – 10 )

Pre- Calculus ( 11 )

Calculus ( 12 )

English RCV ( 1-5 )

Literature ( 6 – 12 )

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Global Languages Ministry of Education

Requirements

Technology Science

French

( 1- 12 )

Grade (9 and 12) :

History , Geography and Arabic

Grade 11 and 12 :

Islamic Culture and Arabic Conversation

Technology Principles

Computer aided design

Publications and video editing

Web page design

Programming

Biology

Chemistry

Physical science ( 7 – 8 )

Physics ( 9 , 10 , 11 , 12 )

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English (RCV )

This is a required full year course in which students will explore a variety of genres and styles including

nonfiction, novels, short stories, poetry, and persuasive texts. There will be a number of different focal

points in this course, including approaching and analyzing text, developing written and oral

communication skills, developing critical thinking skills, establishing research skills, and improving

grammar and vocabulary skills. Students will utilize a formal, structured writing program in order to

develop their written communication skills. Students will write expository, analytic and persuasive essays

in addition to completing various research projects and presentations throughout the course.

Grade Level: 1 - 5

Literature (6 – 12 )

American Literature is an eleventh-grade course designed to provide an overview of the progression of

American literature from the 17th century to present day. Throughout the course students will read

about, analyze, and discuss different eras in American literature with the purpose of identifying distinct

features in order to broaden their understanding of how the writing reflects American experience.

Students will write argumentative essays, complete a research paper, contribute to projects and

discussions, and deliver oral presentations throughout the course.

American Literature, Various American Novels and Dramas

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Arabic (My Beautiful Language)

This is a basic Arabic course for students who have no Arabic background. The four aspects of the

language are limited; speaking is limited to short dialogs, listening is limited to following prompts, reading

is limited to basic texts, and writing to simple structured sentences. While students must grasp the unique

orthographic nature of Arabic, they do not deal with any complexity of the language yet.

Arabic II/Islamic Culture (My Eternal Language )

This is an introductory course for students who completed our Arabic I course, or the equivalent to that

level. Students gradually start forming their speaking, listening, reading and writing skills. This level

explains some major grammar concepts, introduces a wide range of simple vocabulary in context, and

allows students to converse in an adequate manner. Students have a feel of the complexity of the

language, while structure remains simple. The focus of learning Arabic mainly remains communicative.

Arabic Islamic Culture (ArabicLanguage)

Students reinforce and improve their skills in the four aspects of the language focusing on the

communicative skill. Students will answer comprehensive questions, respond to listening passages, and

conduct real life dialogues. The focus of this level is to expand and broaden vocabulary, solidify grammar,

and enhance communication. The language approach remains simple while students deal with some

complexity of the language.

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French 1

This is an introductory French course for students who have had no prior high school level French. All four

aspects of language are developed: listening, speaking, reading comprehension, and oral reading and

writing. Students are introduced to francophone culture through their textbook, films, media, and

supplementary activities.

French II

This course is progressively more advanced than French I in grammar, conversation, and conjugations

leading to increased proficiency in the four aspects of language learning. The use of increased vocabulary

assists the student in oral presentations and essay writing. Students are encouraged to think critically

about language and culture via engagement in a variety of projects and presentations.

French III

This course is progressively more advanced than French II in grammar, conjugations, vocabulary and

conversational skills leading to increased proficiency in the four aspects of language learning. Theteacher

will continue to expand on cultural studies through authentic readings, videos, media and a variety of

supplementary activities.

French Language and Culture

This is a full-year college level course. This course will focus on the four aspects of language skills:

listening, reading, speaking and writing. Students will develop the ability to read and analyze complex

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literary texts, magazine articles and online materials. Students will be able to express themselves with

reasonable fluency and accuracy in both written and spoken French. Students are also expected to

demonstrate intercultural engagement with French language and Francophone cultures.

Mathematics

Mathematics Sequencing

Grade 12 Grade 11 Grade 10 Grade 9 Level

calculus Pre -

calculus

Algebra 2 Algebra2

and

Geometry

University – level

preparation for

Mathematics

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Geometry This course is intended for students who have completed Algebra I. This course may be taken

concurrently with Algebra II for more advanced students. The purpose of this course is for students to

better understand the mathematical properties that govern the physical world, develop logical and

rational thinking skills, as well as visualize, draw, and construct figures.

The units for the courses are:

• Geometry Foundations

• Geometric Reasoning

• Parallel and Perpendicular Lines

• Triangle Congruence

• Properties of Triangles

• Polygons and Quadrilaterals

• Similarity

• Right Triangles and Trigonometry

• Extending Perimeter, Circumference and Area

• Spatial Reasoning-Three Dimensional Figures

Intermediate Algebra

This course is intended for students who have completed but not yet mastered the skills and concept in

Algebra I and/or Geometry, and who are not ready for Algebra II. This course may be taken after the

completion of Algebra I and Geometry. This course may NOT be taken concurrently with any other

course. The purpose of this course is for students to revisit basic algebraic and geometric skills and

knowledge in order to develop improved mastery. This course will use the Algebra I, Geometry, and

Algebra II textbooks.

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• Fundamental of Algebra

• Linear Equations and Inequalities

• Graph and Functions

• Systems of Equations and Inequalities

• Polynomials and Factoring

• Rational Expressions, Equations and Functions

• Radicals and Complex Numbers

• Quadratic Equations, Functions and Inequalities

• Exponential and Logarithmic Functions

• Sequences, Series and the Binomial Theorem

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Algebra II

This course is intended for students who have mastered Algebra I and Geometry and is required for any further math courses. This course may be taken concurrently with Geometry for more advanced students. The purpose of this course is for students to master both graphing functions and solving equations. These two skills represent the most fundamental requirements for success in further math courses. Furthermore, students will master the use of the graphing calculator.


• Foundations for Functions

• Quadratic Functions

• Polynomial Functions

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• Rational and Radical Functions

• Properties and Attributes of Functions

• Sequences and Series

• Trigonometric Functions Page 27 of 67

College Algebra

The purpose of this course is to revisit Algebra II topics. The course extends and develops topics covered

in Algebra while preparing students for Pre-Calculus. This course is for students who have completed

Algebra II, but need reinforce of Algebra II concepts.


• Algebra Prerequisites

• Functions and Inequalities

• Polynomial and Rational Functions


• Trigonometric Functions on the Unit Circle

• Right Triangle Trigonometry

• Systems of Equations an Inequalities

• Sequences and Series

• Counting and Probability

Pre-Calculus

This course is intended for students who have mastered Algebra II and whom

are intending on taking AP Calculus AB. This course is required for any further

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math courses, and may be taken concurrently with AP Statistics. The purpose of this course is for students

to master the advanced graphical properties of

functions, including domain, asymptotes, and extrema. Also, students will

master trigonometry, including the graphs of sine and cosine and the use and

manipulation of trigonometric identities.


• Fundamentals

• Functions



• Trigonometric Functions: Unit Circle Approach

• Trigonometric Functions: Right Triangle Approach

• Analytic Trigonometry

• Conic Sections

• Sequences and Series Calculus

This course is intended for 12th grade students who are college or university

bound. This class may be taken concurrently with AP Statistics. The purpose of

this course is to expose students to the main concepts and skills of calculus,

including differentiation and integration.


• Functions and Their Graphs


• Limits and Their Properties

• Differentiation

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• Applications of Differentiation

• Integration

• Logarithmic and Exponential Functions

• Logarithmic and Exponential Functions and Calculus DHAHRAN HIGH

Introduction to Probability and Statistics

This is a semester course, which is intended for all students who wish to be

exposed to the concepts of data organization and presentation. Many jobs or profession require a

person to make objective decision based upon statistical data. This course is designed to help make

these kinds of decisions, and this course shows how to collect, analyze, and interpret data correctly. The

course also shows how to present data to other people in ways that are clear and accurate.


• Probability

• Displaying and Describing Categorical and Quantitative Data

• Understanding and Comparing Distributions

• Standard Deviation as a Ruler an the Normal Model

• Scatter plots, Association, and Correlation

• Linear Regression

• Re-expressing Data

• Hypothesis Testing and Presentation

DHAHRAN HIGH Se 31 of 67

General Physical Education

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This required course is a General Physical Education course in which students

will learn basic fundamentals skills, rules and etiquette necessary to be

successful in each activity. The students may be introduced to the following

activities: volleyball, badminton, table tennis, basketball, cricket, netball,

wrestling, dance, handball and softball. Students will maintain/improve fitness

throughout the year. Boys’ and girls’ sections will be offered.

PHYSICAL EDUCATION AND HEALTH 32 of 67

Weight Training and Fitness

This PE course is designed to offer students an opportunity to develop an

optimal personal fitness level using primarily the weight training practices, basic anatomy. Students will

design, implement, undertake and evaluate a personal training program. Boys’ and girls’ sections will be

offered .

Science

Course Offering Overview

Physics Chemistry Life Sciences Subject area

Physics Chemistry Biology Introductory

Course Offerings

( Full Year )

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Biology

This full-year course focuses on the following topics in biology: cells, genetics,

evolution, ecology and the diversity of life. Students will learn basic laboratory

skills based upon the stages of scientific investigation and develop their

scientific writing skills. This is a lab science.

Chemistry

This full-year course focuses on the following topics in chemistry: namely atomic theory, bonding,

reactions, energy, gas laws, solutions and acid base chemistry. Emphasis is placed on the development

of strong problem solving skills. Integrated laboratory experiments are designed to develop a wide

range of lab skills, and to reinforce chemical concepts. This is lab science.

Physics

This full-year course is designed as a vertical step for students interested in

taking Advance Placement Physics 1 or 2. The course is intended to produce

competence in experimental skills, observation, and understanding of physical phenomena and the

ability to put observation and analysis into mathematical terms. This course will provide an introduction

to the physical laws fundamental to all sciences, namely motion, force, gravity, momentum, work,

energy, wave motion, sound, light, electricity, and magnetism. Basic trigonometry is introduced and

applied. This is lab science.

Environmental Science

This full-year course is an interdisciplinary approach to understanding the

environment, humanity’s place in it, and humanity’s impact on it. The course

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focuses on the Earth System, Ecology, Human Population Dynamics, Water and Air Resources and

Pollution, Climate Change, Land Use and Mineral Resources, Energy Resources and Human Health and

Risk Analysis. There is an emphasis on labs, activities and projects from across the spectrum of science.

This is lab science. Page 36 of 67

Social Science

12 11 10 9 Grade Modern

history

Ancient and

Modern

history

Modern World

history

Ancient

World History

General

social

Science

Ancient World History

Ancient World History is a year-long 9th grade course that provides an analysis of the social, political,

economic, and cultural history of the world from the beginning of human civilization to the Age of

Enlightenment. Students learn how people, resources, conflicts, wars, governments, religions, migration,

immigration, science, and technology have sculpted history over time. Major themes in this course

include: The Peopling of the World; The First Age of Empires; Classical Greece; Ancient Rome and Early

Christianity; Indian and Chinese Empires; African Civilizations; Byzantines, Russian, and Turks; East Asian

Empires; The Formation of Western Europe; The Expansion of the Muslim World; The Age of Exploration

and Isolation. Study skills and critical thinking will be incorporated throughout the program.

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Modern World History

Modern World History is a year-long course that provides an analysis of the

social, political, economic, and cultural history of the world from the Age of

Enlightenment to the present day. Students learn how people, resources,

conflicts, wars, governments, religions, migration, immigration, science, and

technology have sculpted history over time. Major themes in this course

include: Enlightenment/Absolutism, Revolutions, Industrialization, Nation States, Imperialism, World War I,

Between the Wars, World War II, Decolonization, and the Cold War. Study skills and critical thinking will

be incorporated throughout the program.

Technology

Course Flow Chart

Graduation Requirements : 1 Credit

Technology Principles

Semester Required ( Grade 9 – 10 ) – 0.5 credit

Computer Science Branch

Programming 1 : Visual Basic

Computer Application Branch

Webpage design

Graphic design

Publications and video editing

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Introductory Course:

Computers & Information Management

This is a REQUIRED introductory semester course which focuses on managing

information through in-depth studies of spreadsheets and database software

features. This class focuses on developing proper keyboarding techniques

including form, speed, and accuracy. Along with keyboarding, the class will

begin with an overview of the Windows operating system. Students will look at

the Internet and the social and ethical implications of computing. Microsoft

Office Suite and Typing Master Pro will be the software used in this class.

Computer Science Focus:

Programming I

This semester-long course is an introduction to structured programming through Visual Basic. Students

will learn how to write application programs while developing a fundamental understanding of a

structured approach to

problem solving through programming. In addition to learning the Integrated

Development Environment of Microsoft Visual Basic software, students will learn the syntax of the

language and good programming style. The class will cover variables, constants, decision and looping

structures, procedures and

functions. The specific programming skills introduced are transferable between different languages and

systems.

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Programming II

In this semester-long course students will continue to develop their structured

programming skills using Visual Basic. In addition, students in this class may

work together to complete a major class project using a team-oriented

approach. Application programs will necessarily require more in-depth

development through studies of arrays, sequential and random-access files,

classes, sorting and searching, menus, dialogs and multiple forms. Instruction

may also cover integrating program applications with other applications as

well as graphics, color and sound.

Health

This course consists of three volumes. Each volume consists of twenty units. In general,These units talk

about health issues. Students learn how to improve their mental health and their physical health too.

Other units teach students about how to avoid bad habits that can cause a lot of damage to their

health. The book directs the students' attention to the environment and its safety .The course is divided

into three stages and based on well organized skills. The first edition starts in grade 9 . the course ends in

grade 11 . The course has a lot of activities and projects that can help students build their characters to

be responsible , healthy . confident and sociable.

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Curriculum

To maintain our school’s integrity, the school council must make the school’s mission the guidepost for all major decisions. The school council is the body that delineates the mission, adopts the statement that describes the mission at the very

f the school, and reviews both the vision and mission statement periodically besides the committees and the beginning ostakeholders. They seek input from administrators, faculty, parents, and students.

standards and objectives besides the skills and the The school programs and courses are chosen carefully with their activities to be aligned with the mission of the school to create that unique citizen. Faculty fully understands the mission and its element and is always aware of putting them into action.

Our school pays much attention to the quality of what we produce, namely our graduates- as we do to the processes and content involved. This is the primary logic behind choosing a standard – based curriculum. Horizon International School teachers follow an international aligned standards-based curriculum that was developed by the curriculum committee at the end of the year. The Common Core Standards and some others were studied thoroughly by the coordinators and teachers. The CCSS were chosen to be the standards of the school, yet they have been modified to meet the students’ needs. The resources that have been elected are international and completely correlated to the CCSS. Lesson plans are built on those standards where we establish the SMART objectives for each lesson and each unit with their skills, activities and assessments. Journeys is a very good standards – based course with its scope and sequence, but we have made some kind

of adjustments in the curriculum mapping to suit our teachers and students. Curriculum is the planned and the guided experiences and intended learning outcomes. When we selected our books , we designed our curriculum and made the curriculum mapping putting in our minds that our curriculum should focus on the traditional areas in the traditional disciplines , the interdisciplinary topics that touch on a wide variety of fields , the processes such as problem solving , decision making and team work and on the goal of teaching students to be critical customers of information .We recently added a learner – centered curriculum regarding speaking and writing skills where we focus on certain aspects of the learners themselves. Different methods are used to achieve the goals like small group activities, peer work, role play, story- telling and others. We also can call our curriculum in all levels a problem – centered curriculum. It is engaging and authentic because the students have real purpose to their inquiry. When choosing and designing our curriculum, we put Taba' model and Tyler

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Model in front of our eyes especially when it comes to the needs of both the student and the society. The standards, the goals, the objectives, the school wide – learning outcomes, the curriculum mapping and the benchmarks all pour in producing the expected outcomes.

When we dealt with the books, we started with some processes exploring the books selecting the topics after deciding the standards. We had a model for work on that process that we gave to the teachers and the coordinators with columns for the standards, the objectives, the skills, the activities and the assessments for each subject to pave the way for the scope and the sequence. We all worked on that putting into our consideration our mission and the alignment of the topics of the lessons and the units to be able to establish the curriculum mapping.

Since the beginning, we were aware of the importance of lesson and unit objectives that lead the entire process inside the class and outside it. We were aware that the objectives should be established by the teacher and fulfilled by the students. We have been aware that the objectives according to Bloom's taxonomy are cognitive, psychomotor and effective. There was a training course about the SMART objectives including the ABCD (the audience, behavioral verb, the condition and the degree). The objectives were collected to guide the teachers and to build skills and activities accordingly and the assessments whether they are formative or summative were designed to monitor the fulfillment of the objectives. All this is done in the framework of the mission of the school and the standards of the curriculum

Differentiation and intervention are always here in the daily routines of the teacher. Every teacher has a very good idea about differentiation and intervention especially when dividing the class into groups whether they are big groups or small. Teachers also have remedial work for those students whose levels are low. They always detect the reasons behind the weakness and put the remedy with the help of the coordinator. Horizon International School is a student – centered school in which the development level of each student and the

interests of the students hold great precedent over what is being taught in the classroom. Differentiation of development

levels is addressed through planning instruction based on the assessed needs and abilities of each student, not on the

details of the written curriculum. The lessons are broken down for understanding at each developmental level along with

the consideration of appropriate tools for students at each stage of development.

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Students can meet one – on – one with the teacher or in small groups inside the class to discuss and revise work. The one –

on – one and small group instruction time incorporates the need of repetition of concepts or modified instruction for each

student. Students are also given time to work on their own pace.

When writing, students have the opportunity to choose their topic and create a piece that reflects their thought processes

and ideas. Along with learning essential skills, students have the opportunity to choose projects in order to demonstrate

what they have learned. These projects may take the forms of a research paper, power point program or art work. These

projects allow students to take initiative for their learning.

The school provides the teacher with all what he/she needs from the various instructional resources but the most tool used

everywhere in the school is the smart board which is connected with internet in each class and in labs. The teacher always

displays videos and audios making full use of the potentialities of the smart board and encouraging his/her students to

come to the board to work on it or sometimes to act as a teacher. Online resources are many and various and related to the

curriculum and the activities. The instructional resources are available in the library, teachers’ rooms, computer labs,

science labs, and classes proved to be effective.

within the school are actively involved and are Our teachers form a lovely mix of new and experienced teachers. Teachers

committed to the school improvement process. Teachers are using a wide variety of assessment strategies in their

ions. classrooms to include samples of student work, rubrics, performance tasks, and student observat

All teachers are well qualified and specialists in their fields with different degrees and certificates from different Arab countries graduate from different good universities with various experiences between two to 10 years.

In accordance with job description booklet that clarifies the responsibilities of every position in the school, the school follows clear and precise procedures in hiring its employees. Every applicant will not be approved unless they meet the requirements of the job they are applying for. New staff is required to fill an application form stating their credentials, years

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of experience and any training received. The leadership monitors the new staff regularly to evaluate their strength and weaknesses and develop a plan for their training.

To enhance the student-centered learning process that the school has recently adopted, our qualified teachers use a variety of strategies to guarantee their students’ engagement in the learning process and achievement of the expected learning objectives and outcomes. Project-based learning, problem-based learning, task-based learning, cooperative learning are examples of the strategies teachers use to implement the schools theory of the student-centered learning process. These strategies focus on guiding students to be knowledge seekers, critical thinkers, problem-solvers, and be able to apply what they learn in real life situations.

The school leadership applies a regular approach of monitoring and evaluating its staff and their professional growth. The process of evaluation is vital in the school and actually we proceeded in it from the point of view that is a way of developing. First, we began with a plan for evaluating teachers by visiting them in the classes and then holding meetings with them to talk about what had been noticed in the class. Simultaneously, peer class observations were held to exchange experiences among teachers. Recently, we have adopted Danielson Framework as a teachers’ appraisal system. This framework consists of four domains, many components and a lot of elements .Each teacher is aware of the system’s components and they were lectured about how to be evaluated according to its rubrics. After evaluating all teachers, coordinators came to common recommendations noticed while observing teachers in classes and a training course was built to address such points. A copy of the appraisal outcomes was given to each teacher to evaluate himself/herself( self – assessment ).

The school leadership applies a regular approach of monitoring and assessing its staff and their professional growth, accordingly development plans are set depending on the results of the assessment analysis. Regular meetings, coaching and induction, training courses, lectures, and workshops all serve highly in the teachers’ development process and in turn pour in the growth and development of the students' performance. Also, each teacher has his own professional plan made by himself .some teachers have external training and they have certificates too.

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Collaboration is ongoing with all teachers. Teachers are encouraged to observe and learn from one another. Some of the teachers go to workshops and conferences of their choice, and they are given the opportunity to expose their experiences and participate in giving workshops or lectures.

Teachers use means of technology very well and they have had training courses in the school by the IT manager as part of their professional development program. They practice using the smart board in each class letting the students work on it too. The smart board is connected to the internet so the teachers are able to deal with all the available websites that can help fulfill the objectives of the lessons. Besides, the teachers have their own laptops and they have a computer with a printer in each teacher's room. Our teachers effectively use all the online materials available including those provided by the publishers of any instructional materials they may use. They also give students opportunities to access online educational materials to further explore topics outside of the classroom.

Assessment

going process and -Assessment is an important means of evaluating students’ achievements and experience. It is an on

m daily formative assessment to measure the students’ understanding of the needs updating regularly. Our teachers perfor

skills taught. This assessment occurs in the form of discussion or question/answer strategy. After every chapter in math or

d written assessment is conducted to ensure the achievement of the base -science or after every story in English, a standard

-lessons skills. A test takes place at the end of each quarter as a summative assessment as well. At least two group project

uizzes and oral presentation are others forms of based evaluations take place every term. Teacher’s observation, q

assessment used to evaluate the student learning and achievement of the curricular standards. The results of the

urce of determining the assessment, formative or summative, are analyzed by the teachers and coordinators to be the so

validity and accountability of the curricular standards, the resources adopted and the instructional strategies used. The

cision curriculum development committee meets at the end of the year to study the assessment results and build its de

toward modifying and refining the curriculum, resources and strategies used.

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Regarding assessment, we work on two kinds of assessment all the year round: The formative assessment and the summative assessment in order to achieve our objectives and to see how to develop our students ' potentials.

Formative Assessment:

Formative assessment implies that the results will be used in the formation and revision process of an educational effort. Formative assessments are used in the improvement of educational programs. This type of assessment is the most common form of assessment used here.

Summative Assessment:

Summative assessment is used for the purpose of documenting outcomes and judging values. It is used for providing feedback to instructors about the quality of their students’ performance. Most studies of this type of assessment are rarely summative in practice, and they usually contain some aspects of formative assessment.

Each student has his/her own student’s profile that includes their works, performances, and assessment results. All these are documented and shared with the parents regularly. Means of communication are too many and parents are always in acquaintance with their kids outcomes.

List of strengths

: 1. All school programs are mission driven and standard-based.

2. Curriculum mapping and scope and sequence are available.

3. Grade content goals are established.

4. Intervention and remedial plans are conducted.

5. Instructional materials are adequate.

6. Teachers are qualified.

7. Teaching strategies surely achieve the expected outcomes.

8. Teachers’ appraisal system is in practice.

9. Students’ assessment system is established and designed.

10. Students’ performance is regularly communicated.

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Horizon International schools

Program Monitoring Report

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Curriculum assessment

Our Assessments for English Subject and social Studies Subject lead to adjust intended to improved results are formative assessments, in contrast with those made at the end of a teaching unit, which are summative assessments. Formative assessments are an ongoing part of daily activities. Throughout lower grades, teachers assess a student’s progress through recall and discussion of content that’s been presented. In the lower grades in particular, curriculum-related experiences are valuable in and of them; an experience may be a primary goal outside of any particular end or outcome and is a basis for assessment. Teachers may also use quizzes, midyear tests and final exams / or homework to assess specific knowledge or proficiencies. Parents receive a Mid-year Report and an End-of-year Report. These formal assessments are aimed at supporting further learning and are a benchmark on a continuum of learning as opposed to an endpoint. Each child is assessed in reference to curriculum standards and the assessments typically include references to the following goals:

• Engagement in English subject related activities. • Engagement in Social Studies subject related activities. • Subject-related content mastery and skill acquisition. • Development the English language aligned with the Social Studies. • Development of dispositions, capacities, and capabilities in all domains, including social skills • Artistic immersion and expression.

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Instructional Strategies Assessment

Assessment practices are fair and equitable for all students. Students must know and understand the criteria and methods

that will be used when assessing their work. Teachers must use assessment methods that are designed to provide students

with opportunities to demonstrate the full extent of their learning. Flexible, varied, and inclusive methods of assessment

allow all students an equitable opportunity to demonstrate their learning. As a professional, life-long learner and reflective

practitioner, teachers understand the critical role of assessment and engage in ongoing professional development to

enhance their assessment literacy. Professional development surrounding assessment literacy may include collaborative

data analysis, working with exemplars, moderated marking, lesson study and analysis of student work.

Assessment practices are regularly reviewed and refined, such as reflective practitioners examine assessment practices and

data through various lenses including accuracy, efficiency, effectiveness and equity as criteria for success. When teachers

review assessment practices they consider planning assessments with the end in mind and use assessment data to

determine instructional starting points, ways to scaffold student learning and as checkpoints for further instruction.

The classroom presentation is an assessment that requires students to verbalize their knowledge, select and present

samples of finished work, and organize their thoughts in order to present a summary of learning about a topic.

Resources assessment:

No Child Left Behind Act, it is both important and mandatory to assess English language learners level of English language proficiency to determine their growth from year to year. It is important to check not just for fluency, but for comprehension as well. Many Students can be deceptively fast and accurate in their reading. Yet, they may demonstrate little understanding of the text.

http://www.colorincolorado.org/educators/background/nclb

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We try not to provide instruction in fluency that focuses primarily on developing students' reading rates at the expense of reading with expression, meaning, and comprehension. Students may read fast, but with insufficient comprehension. Fluency without comprehension will require instructional intervention in vocabulary and comprehension skills.

Since fluency is multidimensional, it is important to teach and monitor the following skills:

1. Accuracy in word decoding 2. Rate (automatic recognition of words in connected text) 3. Expressive and meaningful interpretation of text

English and Social Studiesboth Subjects materials and resources for providesDepartment The English

Learners that help educators improve academic outcomes for diverse learners and those diverse Language

Academic Literacy Instruction for The include :nlineOCentralThinkas,such learners with learning disabilities

Adolescents: A Guidance Document from the Think Central on Instruction.

Also, we provide booklets that include worksheets and activities that are related to our skills and to improve

the low-level students.

We have ongoing Social Studies projects and activities to improve and strength the students' worldwide

skills.

Higher Order Thinking Skills Assessment

Two of the most important educational in our goals that we use are to promote retention and to promote

transfer (which, when it occurs, indicates meaningful learning) … retention requires that students remember

what they have learned, whereas transfer requires students not only to remember but also to make sense of

and be able to use what they have learned.

http://www.colorincolorado.org/educators/teaching/vocabulary

http://www.colorincolorado.org/educators/content/comprehension

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Our assignments and assessments that we require are intellectual work and critical thinking is associated to

increase the students' achievement. These increases have been shown on a variety of achievement

outcomes, including standardized test scores, classroom grades, and research instruments, as the studies

described here illustrate. These increases have been demonstrated in reading, writing, grammar, spelling

and social studies.

Curriculum Development

The curriculum team attends to the set of standards around which the course is written , instructional strategies and

technology . Attention is focused on the course's purpose and the students as well as the course's organization .

The course is organized according to a curriculum mapping , unit design and scope and sequence.

Each school year brings the implementation of the same curriculum or some new texts books that need much attention to

analyze and organized . the curriculum is revised and the teachers give their feedback and reflection .

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Developing Higher level of thinking

The following five – step process for the development of higher level thinking skills can be implemented in

any teaching or training setting to create a more active learning environment and to move learners toward

higher level thinking.

1- Determine Learning Objectives

2- Teach through Questioning

3- Practice before Assessment

4- Review , refine and improve

5- Provide feedback and assessment of learning

1- Determine Learning Objectives

A teacher should carefully identify key learning objectives that recognize what students should know and should do. To

make higher level thinking happen , these learning objectives as well as the activities and the assessments , must require

students to perform and demonstrate higher level thinking. A well – written lesson plan should target a specific behavior.

The development of well – written objectives will accelerate the learner's movement into higher level thinking. Bloom's

Revised Taxonomy of cognitive objectives is useful in planning curriculum that incorporates low to high level thinking

activities.

The progressive levels of Bloom's Revised Taxonomy include remembering , understanding , applying , analyzing ,

evaluating and creating .

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Students who interact in the upper three levels are practicing higher level thinking.

Remembering requires an answer that demonstrates a simple recall of information .

Understanding requires the explanation of ideas or concepts. Applying requires the use of information in another

familiar situation .Analyzing requires an answer that demonstrates the ability to see patterns and to classify information ,

concepts and theories into component parts .

Evaluating requires the justification of a decision or course of action .Creating requires the generation of new ideas ,

products , or ways of viewing things.

2-Teach Through Questioning

Questioning is a vital part of the teaching and learning process. The art of questioning begins with establishing what is

known and allows the teacher to extend beyond to develop new ideas and understandings. The level of student thinking is

directly proportional to the level of questions asked.

Questions can be categorized in a number of different ways. One simple method is to use the general categories of

convergent and divergent questions.

Convergent questions seek one or more very specific correct answers.

Divergent questions seek a wide variety of correct answers.

Convergent questions apply to Bloom's lower levels of Remembering,Understanding and Applying.

Divergent questions apply to Bloom's higher levels of Analyzing, Evaluating and Creating.( They are generally open – ended

).

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Teachers must become highly skilled questioners.

As a clever questioner, you should pose concise questions, you should be prepared to rephrase questions . You should be

prepared to draw further responses from participants, use a variety of techniques, redirect questions and responses ,

provide feedback and reinforcement without repeating the answers and spread questions around the class.

3- Practice Before Assessment

To make learning more effective, teachers need to add experiential learning and opportunities for reflective dialog. For

students to participate in higher level thinking, they must pose arguments , state opinions and critique evidence using

primary and secondary sources.

Students must have the opportunity to practice the knowledge,skills, attitudes and behaviors that will be evaluated.

4- Review, Refine and Improve

Teachers should refine their courses to ensure that their instructional techniques are moving students toward critical

thinking. Students become responsible for their learning when teachers monitor class activities, create a supportive

environment and track student participation.

5- Provide Feedback and Assessment of Learning

Student feedback and assessment provide an immediate source of information for the outcomes – based assessment

process in evaluating instructional techniques , student achievement, specific learning activities , and the course .

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Teachers should provide good feedback to their students through frequent opportunities to practice whatever they are

expected to do at the assessment time . Teachers should spend ample time helping students to understand what the criteria

and the standards are and what they mean . This helps students to distinguish between satisfactory and unsatisfactory

performance.

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Accreditations

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Value of Accreditation

Whether a school is accredited is one of the most important decision parents can make in choosing the right school for their sons and daughters. Accreditation will give each student who is graduated from that school a boost in being accepted in colleges and universities.

When a school gets accredited, it has to demonstrate that it is a quality school and that the school conforms to accepted standards that are accepted and recognized by other quality school s.

Quality accreditation means that the school has gone through a rigorous review by qualified educators, verifying that the school meets certain standards of operation. Standards of accreditation monitor how the school selected the curriculum , the certifications and qualifications of the staff, the operating procedures, the financial strength of the school, the school improvement plan that the school has been developed, and other such key standards that demonstrate that the accredited school is a quality school and follows the best proven practices of the best schools.

To parents and community, the benefit of a school gaining accreditation is that the certificate of accreditation represents a value statement showing the school is recognized for meeting high standards.

As the school goes through the accreditation process, it is required to understand and answer the following questions.

• Who are you as a school community? • How well are you doing? • How well are your students performing? • Why are you getting the results you are getting? • Are these the results you desire—if not, what will you do to improve? • How does your program offer increased opportunities for students? • How can you use the accreditation process to maximize your effectiveness as a school?

709

WASC The Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC) is one of six regional

accrediting associations in the United States. The Accrediting Commission for Schools, WASC, extends its services to over 4,500 public, independent, church-related, and proprietary pre-K-12 and adult schools, works with 16 associations in joint accreditation processes, and collaborates with other educational organizations.

The ACS WASC accreditation process fosters excellence in elementary, secondary, and adult education by encouraging school improvement. WASC accreditation recognizes schools that meet an acceptable level of quality, in accordance with established, research-based WASC criteria. Horizon International School was accredited by the WASC in May, 2013. This accreditation grants the official form to the school as anInternational school, and the school graduates are accepted as official international students since their report cards are stamped by the official logo of the association. The report cards of the school graduates will be formed in accordance with the requirements of the international universities. This process enables them to get officially admitted into any university they prefer to join.

The ACS WASC accreditation process fosters excellence in elementary, secondary, and adult education by encouraging school improvement. WASC accreditation recognizes schools that meet an acceptable level of quality, in accordance with established, research-based WASC criteria.

710

The American International Accreditation Association of Schools and Colleges (AIAASC) is the school

accreditation arm of American Educational Consulting Associates, Ltd. (AEC). AEC is filed with the State of

New York pursuant to the applicable provisions of the Education Law, the Not-for-Profit Corporation Law, the

Business Corporation Law, and the Limited Liability Law of New York. AIAASC is governed by a Commission

Board that jointly serves ECA and AIAASC. The Board is led by a Pres ident, Vice-President and three at-large

members. To be eligible for membership on the Commission, a person must have been actively involved in the

profession of education either as a teacher or administrator and have experience in the issues relating to

international schools and accreditation.

Horizon International school was accredited by the American

International Association Accreditation of schools and Colleges in 2015

SAUDI ARABIA Advanced Generations International Schools


Riyadh Saudi Arabia

711

Al-Awaeel Schools

SchoolRiyadhSaudi Arabia

Al-Fayzeen International School

HomeJeddahSaudi Arabia

Alfaysaliya Private School

SchoolJeddahSaudi Arabia

AmjadQurtoba Private School


Arab International Schools


ARWA International School


Bright Life International School


Coral International School

712

AdvancED( Cognia )

AdvancED is the largest community of education professionals in the world. It is a non-profit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. While the expertise is grounded in more than a hundred years of work in school accreditation, AdvancED is far from a typical accrediting agency. The goal isn’t to certify that schools are good enough. Rather, the commitment is to help schools improve.

Combining the knowledge and expertise of a research institute, the skills of a management consulting firm and the passion of a grassroots movement for educational change, we serve as a trusted partner to 32,000 schools and school systems—employing more than four million educators and enrolling more than 20 million students—across the United States and 70 other nations. AdvancED was created through a 2006 merger of the PreK-12 divisions of the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools on Accreditation and School Improvement (SACS CASI)—and expanded through the addition of the Northwest Accreditation Commission (NWAC) in 2011.

713

Online Resources

714

Online (Teacher)

720

Student online

724

Parents Online

735

E-learning Online

741

E-learning (Student)

Data Analysis System

777

Student's level (Subject Comparison) 2017-2018

779

Student's level (Subject Comparison) 2018-2019

782

Student's level (Subject Comparison) 2019-2020(First Term)

785

Student's Monthly progress (Written Exams) 2017-2018

787

Student's Monthly progress (Written Exams) 2018-2019

789

Student's Monthly progress (Written Exams) 2019-2020(First Term)

791

Student's yearly progress (Two terms) 2017-2018

792

Student's yearly progress (Two terms) 2018-2019

793

Student's yearly progress (Two terms) 2019-2020(First Term)

self-assessment report · 569 horizon international school 2018-2019 self-assessment report...

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