Accreditation Report
Suriname International School
Mr. Edward Langlais, Director
Mr. Jagernath Lachmonstraat 164
Paramaribo
Document Generated On January 27, 2016
TABLE OF CONTENTS
Executive Summary
Introduction
2
Description of the School
3
School's Purpose
5
Notable Achievements and Areas of Improvement
8
Additional Information
10
Self Assessment
Introduction
13
Standard 1: Purpose and Direction
14
Standard 2: Governance and Leadership
17
Standard 3: Teaching and Assessing for Learning
21
Standard 4: Resources and Support Systems
27
Standard 5: Using Results for Continuous Improvement
31
Report Summary
34
Stakeholder Feedback Diagnostic
Introduction
36
Stakeholder Feedback Data
37
Evaluative Criteria and Rubrics
38
Areas of Notable Achievement
39
Areas in Need of Improvement
41
Report Summary
42
Student Performance Diagnostic
Introduction
44
Student Performance Data
45
Evaluative Criteria and Rubrics
46
Areas of Notable Achievement
47
Areas in Need of Improvement
49
Report Summary
51
AdvancED Assurances - American International
Introduction
53
AdvancED Assurances
54
Accreditation Report
Suriname International School
Executive Summary
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Suriname International School
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
The Suriname International School (SIS) is a Pre-K - 12 private day school located in Paramaribo, Suriname. It was founded by a group of
parents who believed that the country needed a true American-International school to provide both expatriate and local families with a quality,
secular, college preparatory education in English. Recognizing the school's importance to future development of the country, IAMGOLD
contributed significantly to the start-up of the school. The company contributed much of the technology that is still present in the school, as
well as helped to prepare the building for students. Beginning in 2013, Kosmos Energy became a second sponsor of the school contributing
financially to the operation of SIS during the following two school years.
SIS is governed by a volunteer Board of seven members. The Board is self-perpetuating with members serving terms of two years but there
is no limit as to how many terms they may serve. Included on the board are representatives from the U.S. Embassy and IAMGOLD. Most of
the board members are parents of the school but this is not a requirement. The board is currently comprised of four expatriates and three
Surinamese citizens. The board recognizes that a balance of nationals and foreigners is important to ensure sustainability.
In 2013-2014, a policy committee was established to write a Board Policy Manual. Prior to this the Board was guided by the founding statutes
that are registered with the government. The policy manual expands upon these statutes and serves to guide the board and the director in
the operation of the school.
The school started operation in August 2010 and is located at 164 Mr. Jagernath Lachmonstraat with the main student and parent entrance
at the back of the property on Calciumstraat. The current campus is a rented facility with a lease that has been recently extended for another
five years. The school is outgrowing this facility so a Property Search Committee was set up in January 2014 to find a new campus. The
committee is looking into a variety of possibilities including the purchase of land, a long term lease from the government, or a long term rental
of a school campus that currently exists. Depending on what this committee finds, the school will either move from its current location or
divide into two campuses.
The student enrollment as of January 2015 is 53 students. The student body is highly multicultural with nearly 20 countries represented.
Many students speak English as a second, third, or even fourth language. English is not only the language of instruction at the school but the
common language of interaction among students, faculty, and parents. The majority of students come from the expatriate community of
Suriname with a smaller number of students from Paramaribo. As such student turnover is quite high with most students studying at the
school for three years or less. It is not uncommon that students enroll in the school for only a partial school year while their family completes
a short term work contract in the country.
The majority of children enrolled at SIS come from professional working families who are in Paramaribo on contract with a local company. In
many cases, both parents are working. Most international families are used to travelling from post to post. Local families choose to enroll
their children at SIS because of the unique opportunities it provides them. There is no other school like SIS in the city that can provide our
type of quality academic education in a nurturing and safe environment.
The founding documents of the school define its additional role as a social centerpiece for the expatriate community. This idea has been
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expanded to include local and expatriate members of the SIS community. Many communications from the school are addressed to "Family
and Friends of SIS". The families of the school share a common interest in quality education for their children but also a desire to expose
them to a true multicultural environment. They learn not only to be tolerant of cultural differences but to celebrate them.
A beautiful thing about the school is that many school parents form strong friendships across cultural barriers. One will often hear parents
talking, laughing and sharing stories in English even though it is a foreign language for everyone in that group. The school enjoys a lot of
support from the parents with a very active PTA that sponsors a number of social activities throughout the year. Parents organize social
events, host canteens for students, help supervise field trips, and organize the school library among other activities. The enthusiasm of the
community for the school can be seen by visiting our very active Facebook page that allows families to share school activities with family
members around the world.
The faculty is also international. The school has teachers from Trinidad and Tobago, the Netherlands, South Africa, Suriname, the
Philippines, and the United States. The teachers are very dedicated to the school with many working long hours after classes end. Support
staff includes two office assistants, a plant maintenance manager, and a janitor.
A number of students, especially in the younger grades, begin their studies at SIS with limited or no English. Within months they can be
heard expressing themselves in English and by the end of the school year they are often fluent speakers. For many families this is a source
of great pride.
The international composition of the student body provides significant challenges as the school is continually working to secure student
enrollment for the future. This is becoming easier as the school's reputation for having a quality academic program and nurturing learning
environment increases. Still, the school needs to continue to find new ways to market itself to both the local and expatriate community. The
challenge to enrolling more students in the school lies in the fact that many people in Paramaribo do not yet understand that the benefits of
enrolling their children in a quality international school justifies the cost of tuition. A key component to school improvement is to develop new
marketing strategies.
Suriname:
Geographically, Suriname is the smallest independent country in South America with a population of just over 550,000 people. It borders
Guyana, French Guyana, and Brazil. It is also the only independent South American country that speaks Dutch as an official language.
Suriname is a member of CARICOM and considers itself to be a Caribbean nation. It is known for its ethnic diversity and acceptance of
multiculturalism as a way of life. The largest ethnic groups in the country are East Indian, Maroon, Creole/Afro-Surinamese, and Javanese.
There is also a large Chinese population and European population.
The country is beautiful with largely untouched rain forest and rivers. Eco-tourism is very popular. Economically, the country's main exports
are agricultural. There is also a significant mining industry of gold and bauxite. Suriname is a young, developing nation with a lot of
opportunity for foreign investment. As a result there is a large expatriate population, with many children in need of an international school
education.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
The Suriname International School offers a curriculum based on that of a standard U.S. elementary and high school with modifications made
to respect the unique international character of the school. The language of instruction is English. The school's primary focus is on
developing and preparing its students for entry into U.S. and international colleges and/or universities.
SIS was founded in 2010 because there was a demand in Paramaribo for a true international school where all students could feel safe and
comfortable regardless of their nationality or faith. The school's focus is on providing a quality standards-based education in a nurturing and
supportive learning environment. The aim of the school is to provide an academically rigorous, learner-centered, inquiry based program that
allows students to grow as well-rounded individuals. Although English is the primary language spoken at school, according to guidelines in
the founding documents students are free to speak in the language of their choice when socializing.
The school founders began the school based on the following principles that are set down in the foundation's statutes:
- The Foundation takes the equality of all religious and ideological movements as a basis, in order for the students to participate in society
according to their own beliefs and be tolerant in regard to those of others.
- It provides education that allows for the religious, ideological and social values of an international society and recognises the significance of
the diversity of those values. The education is provided with respect for everyone's religion or beliefs.
- The Foundation seeks to provide excellent international education. The Foundation intends to be more than a school: in addition to
providing education, the school will also be a 'home' for the international community and act as a pivot for the international target group in
order to promote multicultural understanding and international education in Suriname.
Over the years, the third principle has grown to include Surinamese families as well as international families who believe in the values of
living in a multicultural society. Since the school functions as a community beyond its academic program, social events for families are held
throughout the school year to give families a chance to bond in a social environment. It is very common in to hear people talk about our
school as the SIS family.
The school's mission, vision, and beliefs support and expand upon the three founding principles:
SIS Mission: Our mission is to provide a multicultural educational environment for our students in which they achieve success and personal
growth and become socially responsible, active global citizens with an appreciation of learning as a life-long process.
SIS Vision: Our vision is to create an academic environment that is internationally minded, culturally and ecologically coherent, technologybased, and quality-focused to prepare students to become leaders in a sustainable world.
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Core Values
1. Responsibility: Students are self-motivated and take responsibility for being life-long learners.
2. Critical thinking: Students can use the knowledge and skills they acquire in the classroom to solve complex problems in school and in the
real world. They are inquisitive and able to find answers to their questions.
3. Communication: Students are able to express themselves verbally and in writing. They can communicate effectively in more than one
language.
4. Integrity: Students act with honesty, fairness, and universal respect for mankind. They are advocates of economic and ecological
sustainability.
5. Cultural understanding: Students understand their own culture and are open to the cultures, perspectives, and traditions of others.
6. Balance: Students understand the importance of intellectual, physical, emotional, and spiritual balance as they develop a sense of self.
The student body takes great pride in being a multicultural school. When asked what they know about the mission statement or core beliefs,
it is almost invariably the first thing that is mentioned. The school has always taken great care in celebrating events from a variety of
countries and religions and hopes to expand upon this in the future.
In the first months of 2013, when the school began developing its own academic program the board, the administration and the teachers
used the school's purpose, mission, and beliefs as a starting point. The current academic program and curriculum under development has
been adopted with this in mind. The use of Singapore Math, Readers and Writers Workshops, Literacy Circles, Handwriting Without Tears,
and Guided Reading are all examples of programs that were adopted since March 2013 because they support the purpose and beliefs of the
school.
The move toward more learner centered educational activities has been with the intention of incorporating the school's beliefs into the
children's daily activities. Where once the primary focus of student assessment was on written tests and individual assignments, it has grown
to incorporate a wider range of activities. Visitors to the school often see students collaborating on creative projects that require them to apply
a variety of skills and knowledge. Lessons focus on helping students to make discoveries and to learn on their own so they can develop the
skills necessary to be life-long learners.
Responsibility and integrity are important components of classroom management at SIS. We work hard to treat conflicts or disagreements
between students as learning experiences where students are encouraged to take responsibility for their actions and work toward making
amends.
The school's vision will guide the school in its future development. For example, although economic considerations have made it difficult to
develop the technologically-rich environment envisioned by the founders, working toward this goal will take on greater importance in the
years to come. The importance of the place of technology in a modern educational environment was identified as a priority by all stakeholder
groups.
The mission, vision and beliefs were reviewed by all stakeholder groups during the 2013-2014 year. There was overwhelming support for
maintaining the mission statement and belief statements as is. Some minor corrections to the wording of the vision statement, but not its
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meaning or intent, were identified as necessary. This will be completed in time to include the updated wording on publications for next school
year.
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
SIS has undergone many changes in the last two years of its operation. In February 2013, Dr. Judith Fenton visited the school to provide
guidance on the changes the school needed to implement in order to fulfill its role as a true international school in Paramaribo. These
resulted in significant changes to the school's educational program as well as its governing policies and practices.
The board sought out a director with experience in international schools to help lead the school toward meeting requirements for
accreditation. Due to financial constraints of limited enrollment the school had not been able to hire an international director since its first year
of operation. Thanks to corporate sponsorship secured by the board in May 2013, a director was hired.
Also based on the recommendation of Dr. Fenton the school proceeded to make sweeping, rapid changes to its academic program. During
its first three years of operation the school used the Calvert program. This served the school well in its startup phase because the community
required an accredited program to allow students to transfer easily to schools in other countries when families needed to move.
Unfortunately, Calvert did not meet the school's vision and core beliefs for the type of learning environment that SIS wanted to develop.
The mission, vision, and core beliefs of the school indicate a progressive school environment of student-centered, inquiry based learning. A
study was conducted to find new methodologies, standards, and curriculum documentation that fit this vision. Programs such as Lucy
Calkins' Readers and Writers Workshop and Singapore Math were adopted. The master schedule was reorganized so that students could be
grouped by ability rather than by grade for the new vocabulary/phonics program (Words Their Way) and for the world language classes.
Reading A to Z was adopted and classroom libraries were purchased to give the children access to engaging reading material at their ability
level.
During the 2013-2014 school year teachers were provided training in the basics of standards-based unit plan design. Significant time was
dedicated to learning and understanding the Common Core standards. In this transition year, teachers focused on developing the literacy
and mathematics programs. In the 2014-2015 school year teachers began developing full unit plans for other subjects. In the future, the
school hopes to introduce cross-curricular projects and units to all students.
The school also invested in significant professional development to help teachers with this transition including visits from Vincent Ventura and
Dr. Judith Fenton, as well as professional development trips to Curacao and Florida. In February 2013, a five year curriculum plan was
adopted to guide development of SIS curriculum. Currently English and Math programs have been implemented and this year a curriculum
framework is being developed for Science. This initial phase of curriculum development will serve as a foundation for ongoing curriculum
improvement.
The use of MAP testing to measure student learning was adopted in Fall 2012. The test is administered twice a year during the Fall and the
Spring sessions. It is also used for admissions to help determine student ability levels. SIS administers MAP tests to all students in
kindergarten and above regardless of their level of English. During the 2013-2014 school year teachers were provided training on how to use
the student reports to help differentiate instruction for students. This training was reinforced during the first weeks of the current school year
with the redesign of the MAP system.
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In 2013-2014, the school began a process of formalizing its financial practices. The current Board Treasurer and the Vice-President provided
guidance on proper bookkeeping and spending practices, as well as local financial and labor laws to ensure the school is in full compliance
with Surinamese law. A purchase order system was developed that requires the signature of the director in addition to a board member. The
record keeping was revised to allow for greater transparency and clarity of financial records, as well as give the director more control over
school expenses. Although formal policy documents still need to be created, the system is clear to multiple members of the staff, the
Treasurer, and the Board President. In November 2014, a new external auditor was approved by the board to conduct a full financial audit of
the past three years of operation.
In June 2014 a comprehensive Continuous Improvement Plan was completed. It was presented to the school community in August. The plan
contains short term goals and long-term strategic goals as well as operational and academic goals. The plan will be revised each school year
to replace completed goals with new ones and to alter specific action plans for the following year. The current plan includes a commitment to
the development of a school wide curriculum framework, developing a student-focused learning environment, increasing student enrollment
and ensuring future financial stability, seeking a long-term campus for the school, and the development and implementation of a strategic
technology plan. This plan does not currently include specific KPI's (Key Performance Indicators) for student performance but they will in the
future as the academic program evolves.
Other plans for the future include continuing the school's commitment to serious professional development and increasing school income to
allow the hiring of additional teaching positions and support staff. These positions include a full-time counselor, an EFL teacher, a full time
music/art teacher, an ICT support person, a business office manager, and a second academic administrator. It is very possible that
individuals may be hired to fill multiple positions. For example, an EFL teacher who is also a counselor or an ICT expert would be an ideal
hire.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
The success of Suriname International School is the result of the dedication and hard work of many parents and teachers. Even though
families come and go frequently, the philosophy of the school as a community has remained constant. Much of the work currently being done
at the school involves building an institutional memory so that the school can function with a sense of continuity regardless of the teacher or
student turnover.
In its first years of operation the school was supported by donations and loans from a variety of sources. Many parents invested or loaned
significant sums to set up the school. In the last two years much of this money has been returned thanks to the improved student enrollment.
It is hoped within the next two or three years the school will have finished paying these debts and be in a position to invest in its future.
Parents also donated their time and skill when possible. Parents with technical knowledge and resources have devoted their time to work on
such things as maintaining the computers and server, the buildings electrical system, construction and remodeling of the building, and
landscaping.
Due to the size of the school, the board has had to take a much more active role in school administration than is typical. For example, the
treasurer helps with the financial records and the president coordinates with local businesses. The board respects the integrity of the
director's role and his working relationship with the board is very positive and professional. The board gives the director the leeway to do his
job but also holds him accountable. There are monthly board meetings. The Finance Committee does not have a scheduled meeting time,
but as it consists of only three members (the president, the director, and the treasurer) communication is frequent. One of the goals of the
school is to soon be able to hire more administrative personnel so the board can step back from managerial aspects of the school and
assume its proper role as a governing body.
The school receives a great deal of support from the U.S. Embassy, IAMGOLD, and Kosmos Energy. This support has allowed the school to
improve its security, hire an international director, be equipped with contemporary technology, have modern teaching materials for its
children, and landscape the school grounds.
The school has networked computer stations in each class room; interactive digital boards in most classrooms, campus wide Wi-Fi, a
computer server, and computers for the teachers. This equipment has served the school well during its first years of operation, but is now
starting to show its age. This year the school is developing a strategic technology plan to prioritize future acquisitions and properly budget for
future expenditures.
Communication with the community has been a priority over the past two years of operation. In February 2013, a communication plan was
developed that was revised in 2014. Monthly director's newsletters are sent out to all community members. School newsletters are sent
home bi-weekly with updates sent when necessary. Report cards are sent home four times a year. MAP testing reports and other academic
testing reports are sent home following the testing periods. Annual climate surveys have been administered in October for the past two years.
Other surveys are sent home when necessary soliciting feedback on such things as the Mission and Vision statements, quality of and time
spent on homework, and quality of school services.
Since the school started, the renovation of the school building and grounds has been a priority. The small green area at the back of the
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school was tastefully landscaped. A parking area was built at the back with an entrance for students and families. Security fencing was built
around the perimeter and concrete security barriers built to protect the children.
There have been a number of relatively minor, yet important, improvements over the past two years. The electric system of the school has
been improved to allow for appliances such as microwaves and refrigerators to be used in the building. Hygienic soap and towel dispensers
have been installed in the washrooms. A security door has been installed at the front entrance. Gates have been placed around the sides of
the building to prevent students from wandering into potentially dangerous areas of the school. Security has been hired to protect the school
in the evenings. The school is currently working with advisors to prioritize future improvements.
This year the school contracted a counselor from a local psychology and therapy clinic. The counselor is visiting the school once every two
weeks with an agreement to visit more often if needed. The first few months were spent becoming acquainted with the school, the students,
and the parents but the goal is to provide the basic counseling services that all schools have. During the second half of the school year, IEPs
will be developed for those students that need them and support will be given to both students and parents. The counselor is also available to
provide emotional support for students and their families when needed.
In order to support the school's mission and core beliefs beyond the classroom, the after school program has been expanded and revised.
Activities are chosen with thought to their relevance regarding the school's beliefs. There are several clubs and activities that students can
enroll in for the entire school year including music, dance and volleyball. The choir classes are taught in conjunction with a local music
school. The school can also provide a band coach if there are a sufficient number of interested students in the future.
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Self Assessment
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Introduction
AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the
accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in
purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement
efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's
ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential
component of the preparation process for the institution's External Review.
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Standard 1: Purpose and Direction
The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and
beliefs about teaching and learning.
Overall Rating: 2.67
Indicator
1.1
Statement or Question
The school engages in a
systematic, inclusive, and
comprehensive process to
review, revise, and communicate
a school purpose for student
success.
Response
The school's process for review,
revision, and communication of the
purpose statement is documented. The
process is formalized and implemented
on a regular schedule. The process
includes participation by representatives
from all stakeholder groups. The
purpose statement focuses on student
success.
Evidence
•Survey results
Rating
Level 3
•Examples of
communications to
stakeholders about the
school's purpose (i.e.
website, newsletters,
annual report, student
handbook)
•Documentation or
description of the process
for creating the school's
purpose including the role
of stakeholders
•Purpose statements past and present
•Questions from April 2014
parent review of Mission
and Vision, Board Policy
outlining review of Mission
and Vision, email
discussion about the
drafting of the original
mission statement, PPT
from board meeting during
mission review 2014,
samples from various
handbooks and manuals.
Indicator
1.2
Statement or Question
The school's leadership and staff
commit to a culture that is based
on shared values and beliefs
about teaching and learning and
supports challenging, equitable
educational programs and
learning experiences for all
students that include
achievement of learning, thinking,
and life skills.
Response
Commitment to shared values and
beliefs about teaching and learning is
evident in documentation and decision
making. This commitment is regularly
reflected in communication among
leaders and staff. Challenging
educational programs and equitable
learning experiences are implemented
so that all students achieve learning,
thinking, and life skills necessary for
success. Evidence indicates a
commitment to instructional practices
that include active student engagement,
a focus on depth of understanding, and
the application of knowledge and skills.
School leadership and staff share high
expectations for professional practice.
Evidence
•Agendas and/or minutes
that reference a
commitment to the
components of the
school's statement of
purpose
Rating
Level 3
•Survey results
•The school's statement of
purpose
•Climate survey results,
minutes from faculty
meetings, examples from
school activities and
lessons.
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Indicator
1.3
Statement or Question
The school's leadership
implements a continuous
improvement process that
provides clear direction for
improving conditions that support
student learning.
Response
School leaders implement a continuous
improvement process for improving
student learning and the conditions that
support learning. Some stakeholder
groups are engaged in the process.
School personnel maintain a profile with
data on student and school
performance. The profile contains data
used to identify goals for the
improvement of achievement and
instruction that are aligned with the
school's purpose. The process includes
action planning that identifies
measurable objectives, strategies,
activities, resources, and timelines for
achieving improvement goals. Most
interventions and strategies are
implemented with fidelity. Some
documentation that the process yields
improved student achievement and
instruction is available.
Evidence
•The school data profile
Rating
Level 2
•Communication plan and
artifacts that show twoway communication to
staff and stakeholders
•The school continuous
improvement plan
•PPTs from parent
orientation meetings,
examples of individual
student improvement
goals, example faculty
meeting minutes.
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
Suriname International School has established a strong mission statement that encourages all students to reach their highest level of
performance in global citizenship, multiculturalism and appreciation of lifelong learning. Our mission is displayed in all classrooms and
published in many school materials including our school handbook, school agenda, and on our school website. Stakeholders are aware of
our purpose as it relates to this mission.
The school mission statement was developed by the founders of the school in 2010. A process for revision has been set in which
stakeholders are given the opportunity to provide input and consequently vote on acceptance of the mission statement every five years. A
review of the mission took place in 2014 in which students, parents, and staff, as well as board members and other relevant stakeholders
participated. They provided constructive feedback on our mission statement. Our goal is to continue and improve positive communication
among students, parents, staff, business partners, and our community.
In October and November 2013, Suriname International School conducted meetings with the student body to discuss the meaning of our
mission statement and to allow students to ask questions about it. Afterwards they took part in an educational activity to demonstrate their
knowledge of the mission statement.
Suriname International School developed a new curriculum plan in 2013 with the objective of moving from a home schooling curriculum to a
curriculum more in line with the school's values in which students are self motivated and learn concepts that are applicable to real world
situations. Our new programs include Handwriting Without Tears, Words Their Way, Readers and Writers Workshops, Singapore Math for
the elementary and K12 programs for high school. For foreign languages we offer Dutch and Spanish Classes with the hope of expanding
our selection in the future. K12 students can choose from Spanish, French, Italian, Latin, German, and Mandarin.
In line with our mission statement SIS demonstrates multiculturalism through diverse events and activities. We celebrate such diverse
holidays as Halloween, American Thanksgiving, Christmas, Diwali, Chinese New Year, Valentine's Day, Holi Phagwa, and Spanish
Language International Day. The school has an after school activity plan that includes sports, arts and other non-athletic activities. These
activities include culinary arts, yoga, soccer, volleyball, music, dance, choir and chess. Additionally, the Student Council celebrates several
spirit days throughout the year.
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Our lesson plans reflect the high standards that we have for our students. All students have set long term goals with high expectations.
Teachers and students work together to monitor and evaluate student achievement. We have also developed continuous improvement plans.
Suriname International School adopted the communication plan in 2013-2014. This plan details how communications will be implemented at
our school. The school distributes a weekly newsletter via email. Our newsletter informs stakeholders of relevant events and activities
pertaining to the school. Quarterly report cards are also distributed to parents. Additionally, Suriname International School makes use of
online grading systems in which parents can monitor their children's progress. Concerning communication with staff, meetings are held
every Tuesday afternoon.
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Suriname International School
Standard 2: Governance and Leadership
The school operates under governance and leadership that promote and support student performance and school effectiveness.
Overall Rating: 2.67
Indicator
2.1
Indicator
2.2
Statement or Question
The governing body establishes
policies and supports practices
that ensure effective
administration of the school.
Statement or Question
The governing body operates
responsibly and functions
effectively.
Response
Policies and practices support the
school's purpose and direction and the
effective operation of the school. Policies
and practices promote effective
instruction and assessment that produce
equitable and challenging learning
experiences for all students. There are
policies and practices regarding
professional growth of all staff. Policies
and practices provide requirements,
direction for, and oversight of fiscal
management.
Evidence
•Student handbooks
Response
The governing body ensures that its
decisions and actions are in accordance
with defined roles and responsibilities,
are ethical, and free of conflict of
interest. Governing body members
participate in professional development
regarding the roles and responsibilities
of the governing body and its individual
members. The governing body complies
with all policies, procedures, laws, and
regulations.
Evidence
•Governing body minutes
relating to training
Rating
Level 3
•Governing body policies,
procedures, and practices
•Staff handbooks
•School handbooks
•PPT outlining school
policy proposal for revised
curriculum.
Rating
Level 2
•Proof of legal counsel
•Governing body policies
on roles and
responsibilities, conflict of
interest
•Governing code of ethics
•Code of Ethics
Document, Evidence of
multiple board training
sessions
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Suriname International School
Indicator
2.3
Statement or Question
The governing body ensures that
the school leadership has the
autonomy to meet goals for
achievement and instruction and
to manage day-to-day operations
effectively.
Response
The governing body protects, supports,
and respects the autonomy of school
leadership to accomplish goals for
improvement in student learning and
instruction and to manage day-to-day
operations of the school. The governing
body maintains a distinction between its
roles and responsibilities and those of
school leadership.
Evidence
Rating
•Roles and responsibilities Level 3
of school leadership
•School improvement plan
developed by the school
•Stakeholder input and
feedback
•Maintenance of
consistent academic
oversight, planning, and
resource allocation
•Survey results regarding
functions of the governing
body
•Agendas and minutes of
meetings
•Climate survey results for
past two years, board
policy documents
regarding roles
Indicator
2.4
Statement or Question
Leadership and staff foster a
culture consistent with the
school's purpose and direction.
Response
Leaders and staff align their decisions
and actions toward continuous
improvement to achieve the school's
purpose. They expect all students to be
held to high standards in all courses of
study. All leaders and staff are
collectively accountable for student
learning. School leaders support
innovation, collaboration, shared
leadership, and professional growth. The
culture is characterized by collaboration
and a sense of community.
Evidence
Rating
•Examples of collaboration Level 3
and shared leadership
•Survey results
•Examples of decisions
aligned with the school's
statement of purpose
•Examples of decisions in
support of the school's
continuous improvement
plan
•Faculty meeting minutes
of shared decisions,
proposal to board about
program adoption, history
of professional growth
opportunities
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Indicator
2.5
Indicator
2.6
Statement or Question
Leadership engages stakeholders
effectively in support of the
school's purpose and direction.
Statement or Question
Leadership and staff supervision
and evaluation processes result
in improved professional practice
and student success.
Response
Leaders communicate effectively with
appropriate and varied representatives
from stakeholder groups, provide
opportunities for stakeholders to shape
decisions, solicit feedback and respond
to stakeholders, work collaboratively on
school improvement efforts, and provide
and support meaningful leadership roles
for stakeholders. School leaders' efforts
result in measurable, active stakeholder
participation; engagement in the school;
a sense of community; and ownership.
Evidence
•Minutes from meetings
with stakeholders
Rating
Level 3
Response
The criteria and processes of
supervision and evaluation include
references to professional practice and
student success. Supervision and
evaluation processes are implemented
at minimal levels. The results of the
supervision and evaluation processes
are used sometimes to monitor and
effectively adjust professional practice
and improve student learning.
Evidence
Rating
•Governing body policy on Level 2
supervision and evaluation
•Copies of surveys or
screen shots from online
surveys
•Survey responses
•Communication plan
•Examples of PTA
contributions to school
improvement, examples of
communication,
stakeholder homework
and mission/vision
surveys, examples of
community building
activities.
•Job specific criteria
•Representative
supervision and evaluation
reports
•Supervision and
evaluation plan and forms
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
In the first months of 2014, a Board Policy Manual was written to establish official policies for the operation of SIS. The manual includes
policies on governance, fiscal management of the school, the academic program, hiring practices, and management of the school building
and grounds. During this same period the school handbooks for parents, faculty and staff were completely rewritten so that all documents
support one another. Additionally, the director worked with the treasurer to establish procedures to better ensure the proper fiscal
management of the school.
SIS employs academic practices to meet the needs of all its students. For example, students who are learning English or those who have
special needs are provided with extra support or alternative methods of completing assignments. Students are grouped according to ability
rather than grade level for the "Words Their Way" program and the leveled reading program allows students to find engaging reading
material that is appropriately challenging for their personal reading level.
The new Board Policy Manual clearly defines responsibilities of the board and includes a section on conflict of interest. The board is
committed to being held accountable to all policies contained within this document. A Code of Ethics was adopted by the board in June 2013
and board members signed this document at the beginning of the current school year. Board training sessions have been offered twice over
the past three years and the board received external advice during the initial set up phase of the school. Work is being done with an external
accounting firm to confirm that the school is in line with current Surinamese tax laws. The school's position within Suriname is as a Stichting,
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or a non-profit foundation. The Ministry of Education recognizes SIS's authority to operate as a private school. There is no guidance or
expectations from the ministry because private schools fall under a section of the law governing home schooling.
In 2013, the board found a new corporate sponsor that donated the funds to hire an international director. The director was tasked with being
the chief administrator of the school. The Board Policy Manual clearly outlines the director's responsibilities. Since the school does not
currently have the resources for administrative positions such as a business office, the board continues to help the director with hands on
support in managing school finance and legal matters. The board has been very careful not to overstep its bounds in these tasks and
operates under guidance of the director. The positive relationship between the board and the director has allowed the school to function both
ethically and efficiently. Board members will be relieved of these extra responsibilities as soon as it is financially viable to do so.
In February 2013, the school made the decision to develop its own standards based academic program. A five-year curriculum adoption
cycle was designed and implemented. The Language Arts and Math programs are aligned with U.S. Common Core Standards. Other
subjects will be based on established standards, such as those provided by McRel. Programs that are recognized as "best practices" were
adopted and implemented at the beginning of the 2013-2014 School Year. The school's commitment to providing teachers with proper
professional development for these programs is evidenced in professional development sessions in faculty meetings, the visit of the Pre-K/K
teacher to Florida for Handwriting Without Tears, the visit of two teachers to the International School of Curacao, the recent visit of Vincent
Ventura for Writer's Workshop training, and a second week-long visit by Judith Fenton in March 2014 for a variety of workshops in learnercentric lessons. Frequent teacher meetings, both formal and informal are held after school to co-plan and to learn from each other. Future
commitment to improved classroom environments include helping teachers learn to plan better units, expanding the faculty's understanding
of inquiry/problem/project-based learning, and the effective use of formative assessment for learning.
Beginning in October 2013, the AdvancED climate survey has been and will be used annually to provide feedback about the state of the
school to the director and the board. Additionally surveys or questionnaires about specific topics such as homework and the mission
statements were administered in 2014. Several other formal and informal channels have been developed to allow parents to provide
feedback about the school. These include the monthly open PTA meetings and morning meetings with the director throughout the year.
Examples of policies that were changed or implemented because of feedback are the development of drop-off/pick-up procedures for
parents, the establishment of homework guidelines, and a revision of the vision statement scheduled for later this school year. Regular
communication goes home to parents as weekly newsletters, monthly director's newsletters, and Facebook postings. Parents volunteer to
help support school events, field trips, and activities as well as to keep the library organized. Beginning in May 2015, the board will host
annual general assemblies to provide parents with information about the state of the school.
The teacher supervision and evaluation process for teachers was revised during the 2013-2014 school year and full implementation began in
August 2014. Since the process is new, there is no data about its effect on student performance. The process is inspired by the work of
Charlotte Danielson and includes formal and informal classroom observations, peer observations, and the gathering of artifacts as evidence
of teaching performance. The process will be evaluated annually with respect to student learning and the overall ambiance of the educational
environment.
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Standard 3: Teaching and Assessing for Learning
The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.
Overall Rating: 2.58
Indicator
3.1
Statement or Question
The school's curriculum provides
equitable and challenging
learning experiences that ensure
all students have sufficient
opportunities to develop learning,
thinking, and life skills that lead to
success at the next level.
Response
Curriculum and learning experiences in
each course/class provide all students
with challenging and equitable
opportunities to develop learning skills,
thinking skills, and life skills. There is
some evidence to indicate curriculum
and learning experiences prepare
students for success at the next level.
Like courses/classes have equivalent
learning expectations. Some learning
activities are individualized for each
student in a way that supports
achievement of expectations.
Evidence
•Survey results
Rating
Level 3
•Lesson plans
•Posted learning
objectives
•Representative samples
of student work across
courses
•Course schedules
•Descriptions of
instructional techniques
•Various schedules,
Running Record samples,
Grading System,
Curriculum Action Plan,
Math and Language Arts
Curriculum Documents
Indicator
3.2
Statement or Question
Curriculum, instruction, and
assessment are monitored and
adjusted systematically in
response to data from multiple
assessments of student learning
and an examination of
professional practice.
Response
Using data from student assessments
and an examination of professional
practice, school personnel monitor and
adjust curriculum, instruction, and
assessment to ensure vertical and
horizontal alignment and alignment with
the school's goals for achievement and
instruction and statement of purpose.
There is a process in place to ensure
alignment each time curriculum,
instruction, and/or assessments are
reviewed or revised. The continuous
improvement process ensures that
vertical and horizontal alignment as well
as alignment with the school's purpose
are maintained and enhanced in
curriculum, instruction, and assessment.
Evidence
•Curriculum guides
Rating
Level 3
•A description of the
systematic review process
for curriculum, instruction,
and assessment
•Products – scope and
sequence, curriculum
maps
•Lesson plans aligned to
the curriculum
•2014 Curriculum Action
Plan, Language Arts and
Math Curriculum
Documents, Social Studies
Scope and Sequence,
Five Year Curriculum
Review Cycle
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Indicator
3.3
Statement or Question
Teachers engage students in
their learning through
instructional strategies that
ensure achievement of learning
expectations.
Response
Teachers plan and use instructional
strategies that require student
collaboration, self-reflection, and
development of critical thinking skills.
Teachers personalize instructional
strategies and interventions to address
individual learning needs of students
when necessary. Teachers use
instructional strategies that require
students to apply knowledge and skills,
integrate content and skills with other
disciplines, and use technologies as
instructional resources and learning
tools.
Evidence
•Teacher evaluation
criteria
Rating
Level 3
•Agenda items addressing
these strategies
•Professional development
focused on these
strategies
•Examples of teacher use
of technology as an
instructional resource
•Student work
demonstrating the
application of knowledge
•Findings from supervisor
walk-thrus and
observations
•Examples of various
professional development
and training sessions,
evidence of various
instructional strategies.
Indicator
3.4
Statement or Question
School leaders monitor and
support the improvement of
instructional practices of teachers
to ensure student success.
Response
School leaders formally and consistently
monitor instructional practices through
supervision and evaluation procedures
to ensure that they 1) are aligned with
the school's values and beliefs about
teaching and learning, 2) are teaching
the approved curriculum, 3) are directly
engaged with all students in the
oversight of their learning, and 4) use
content-specific standards of
professional practice.
Evidence
•Supervision and
evaluation procedures
Rating
Level 3
•Peer or mentoring
opportunities and
interactions
•Administrative classroom
observation protocols and
logs
•Process and forms for
teacher evaluation process
Indicator
3.5
Statement or Question
Teachers participate in
collaborative learning
communities to improve
instruction and student learning.
Response
Some members of the school staff
participate in collaborative learning
communities that meet both informally
and formally. Collaboration occasionally
occurs across grade levels and content
areas. Staff members promote
discussion about student learning.
Learning from, using, and discussing the
results of inquiry practices such as
action research, the examination of
student work, reflection, study teams,
and peer coaching sometimes occur
among school personnel. School
personnel express belief in the value of
collaborative learning communities.
Evidence
•Common language,
protocols and reporting
tools
Rating
Level 2
•Agendas and minutes of
collaborative learning
committees
•Log of teacher
collaborative meetings,
minutes from faculty
meetings.
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Suriname International School
Indicator
3.6
Indicator
3.7
Indicator
3.8
Statement or Question
Teachers implement the school's
instructional process in support of
student learning.
Response
All teachers use an instructional process
that informs students of learning
expectations and standards of
performance. Exemplars are often
provided to guide and inform students.
The process includes multiple measures,
including formative assessments, to
inform the ongoing modification of
instruction and provide data for possible
curriculum revision. The process
provides students with specific and
timely feedback about their learning.
Evidence
•Examples of learning
expectations and
standards of performance
Rating
Level 3
Statement or Question
Mentoring, coaching, and
induction programs support
instructional improvement
consistent with the school's
values and beliefs about teaching
and learning.
Response
Some school personnel are engaged in
mentoring, coaching, and induction
programs that are consistent with the
school's values and beliefs about
teaching, learning, and the conditions
that support learning. These programs
set expectations for school personnel.
Evidence
Rating
•Records of meetings and Level 2
walk thrus/feedback
sessions
Statement or Question
The school engages families in
meaningful ways in their
children's education and keeps
them informed of their children's
learning progress.
Response
Programs that engage families in their
children's education are available.
School personnel provide information
about children's learning.
Evidence
Rating
•List of varied activities
Level 2
and communications
modes with families, e.g.,
info portal, online,
newsletters, parent
centers, academic nights,
open house, early release
days
•Examples of
assessments that
prompted modification in
instruction
•Samples of exemplars
used to guide and inform
student learning
•Due to the small nature of
the school, mentoring and
coaching is "informal", but
teachers and
administration commit to
the induction and training
of new personnel when the
need arises.
•Calendar outlining when
and how families are
provided information on
child's progress
•Communications Plan,
evidence of parent
involvement, minutes from
PTA Meetings, examples
of activities where parents
participate.
Indicator
3.9
Statement or Question
The school has a formal structure
whereby each student is well
known by at least one adult
advocate in the school who
supports that student's
educational experience.
Response
School personnel participate in a
structure that gives them interaction with
individual students, allowing them to
build relationships over time with the
student. Most students participate in the
structure. The structure allows the
school employee to gain insight into the
student's needs regarding learning skills,
thinking skills, and life skills.
Evidence
•List of students matched
to adult advocate
Rating
Level 2
•Description of formal
adult advocate structures
•Advocate plan
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Indicator
3.10
Statement or Question
Grading and reporting are based
on clearly defined criteria that
represent the attainment of
content knowledge and skills and
are consistent across grade
levels and courses.
Response
Teachers use common grading and
reporting policies, processes, and
procedures based on clearly defined
criteria that represent each student's
attainment of content knowledge and
skills. These policies, processes, and
procedures are implemented
consistently across grade levels and
courses. Stakeholders are aware of the
policies, processes, and procedures.
The policies, processes, and procedures
are regularly evaluated.
Evidence
•Evaluation process for
grading and reporting
practices
Rating
Level 3
•Survey results
•Sample report cards for
each grade level and for
all courses
•Sample communications
to stakeholders about
grading and reporting
•Policies, processes, and
procedures on grading and
reporting
•Grading system
document, examples of
communications to
families, documentation
related to the various
school programs
Indicator
3.11
Indicator
3.12
Statement or Question
All staff members participate in a
continuous program of
professional learning.
Statement or Question
The school provides and
coordinates learning support
services to meet the unique
learning needs of students.
Response
All staff members participate in a
continuous program of professional
learning that is aligned with the school's
purpose and direction. Professional
development is based on an assessment
of needs of the school. The program
builds capacity among all professional
and support staff. The program is
systematically evaluated for
effectiveness in improving instruction,
student learning, and the conditions that
support learning.
Evidence
•Brief explanation of
alignment between
professional learning and
identified needs
Rating
Level 3
Response
School personnel use data to identify
unique learning needs of special
populations of students based on
proficiency and/or other learning needs
(such as second languages). School
personnel are familiar with research
related to unique characteristics of
learning (such as learning styles,
multiple intelligences, personality type
indicators) and provide or coordinate
related learning support services to
students within these special
populations.
Evidence
Rating
•List of learning support
Level 2
services and student
population served by such
services
•Examples of past
professional development,
policies from manuals.
•Data used to identify
unique learning needs of
students
•Examples of
assessments used to
identify learning needs,
counselor schedule to
identify interventions,
example of IEP format.
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
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Suriname International School is committed to a total quality curriculum plan, which was identified as an improvement goal in 2012-2013. The
plan is research based, grounded on curriculum design, planning and instruction, varied assessments and feedback, record keeping, and
reporting to students and parents. Its implementation takes place in a 5-year span, each year with a different but complementary stage. Its
main goal of improving student learning is wholly consistent with the schools´ goals and principles to provide a multicultural educational
environment for our students in which they achieve success and personal growth, and become socially responsible, active global citizens
with an appreciation of learning as a life-long process.
An official set of K5-8 standards-based curricular documents was first started in 2013. This set of documents has been revised, adjusted, and
updated. Scope and sequence documents are being constructed by subject area in order to provide vertical and horizontal alignment.
Curriculum Frameworks have been written to support the Language Arts and the Math programs. A Science Framework is being completed
this school year and a Social Studies Framework is planned for 2015-2016. These documents help us assure that like courses/classes have
equivalent learning expectations and provide all students with challenging and equitable opportunities to develop learning skills, thinking
skills, and life skills. Different sets of data (MAP tests, Running Records, IPT, Word Work) that have been analyzed demonstrate that student
learning has had steady growth since their implementation first started.
Curriculum and instruction alignment are more developed at this point; however, assessment alignment still needs future work. Common
rubrics linked to benchmarks are in place in some areas, and others are in process of development.
The Director and the Curriculum Coordinator formally and consistently support teachers and monitor instructional practices through
supervision and evaluation focused on student learning. As a result of the curricular development, the implementation of a school-wide
teacher evaluation system and the use of the electronic grade book (grades 3-12) a degree of teacher accountability has been established.
Collaboration among staff takes place regularly. Teachers reflect upon their practice, share successful strategies, and will eventually promote
action-research to find ways to improve instruction and student learning. Collaboration is highly regarded by our teachers who see learning
communities as a way to strengthen teaching practices, giving priority to its collective nature over traditional individualistic practices.
Parents are informed of their children´s academic performance and educational processes in different ways. Grading and reporting through
the electronic grade book (grades 3-8) provides for systematic, opportune, and reliable information about student achievement. Additionally,
several activities are done to engage parents in their children's education. These include information about programs and teaching methods,
newsletters, and most recently student-led conferences about performance. Parents also participate through the PTA.
Beginning this school year, students´ educational experience is supported through a structure by which they engage in long term interactions
with school personnel and meaningful adults including classroom teachers, homeroom teachers, and a counsellor. All students may be
included and participate in this process. It allows staff to gain insight into student needs regarding learning skills, thinking skills, and life skills.
The professional development program currently focuses on school wide needs regarding curriculum. A variety of workshops and PD has
taken place over the past two years in which all members of the staff participate.
Suriname International School has a plan to meet the learning needs of students at both ends of the spectrum, those who require specific
support and those who require additional challenges. Decisions about students are based on several measures of student performance. In
addition to the support provided by our counselor, classroom teachers also deliver strategies that differentiate instruction, using internal and
external assessment data as a reference and upper-elementary and MS teachers offer after school reinforcement sessions for any student
who needs extra support.
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Suriname International School
Standard 4: Resources and Support Systems
The school has resources and provides services that support its purpose and direction to ensure success for all students.
Overall Rating: 2.0
Indicator
4.1
Statement or Question
Qualified professional and
support staff are sufficient in
number to fulfill their roles and
responsibilities necessary to
support the school's purpose,
direction, and the educational
program.
Response
Policies, processes, and procedures
describe how school leaders are to
access, hire, place, and retain qualified
professional and support staff. School
leaders determine the number of
personnel necessary to fill the roles and
responsibilities necessary to support the
school purpose, educational programs,
and continuous improvement. Sustained
fiscal resources are available to fund
most positions critical to achieve the
purpose and direction of the school.
Evidence
•School budgets for the
last three years
Rating
Level 2
•Policies, processes,
procedures and other
documentation related to
the hiring, placement and
retention of professional
and support staff
•Documentation of highly
qualified staff
•Job descriptions, new
action plan for hiring
personnel, board meeting
minutes related to hiring
personnel.
Indicator
4.2
Statement or Question
Instructional time, material
resources, and fiscal resources
are sufficient to support the
purpose and direction of the
school.
Response
Instructional time, material resources,
and fiscal resources are focused on
supporting the purpose and direction of
the school. Instructional time is protected
in policy and practice. School leaders
work to secure material and fiscal
resources to meet the needs of all
students. School leaders demonstrate
that instructional time, material
resources, and fiscal resources are
allocated so that all students have
equitable opportunities to attain
challenging learning expectations.
Efforts toward the continuous
improvement of instruction and
operations include achieving the school's
purpose and direction.
Evidence
•Examples of efforts of
school leaders to secure
necessary material and
fiscal resources
Rating
Level 3
•School schedule
•School calendar
•Board meeting minutes
relating to school
resources, 2013
presentation to board
about new educational
programs, school budget,
excerpts from manuals
relating to class schedules
and attendance policies.
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Indicator
4.3
Statement or Question
The school maintains facilities,
services, and equipment to
provide a safe, clean, and healthy
environment for all students and
staff.
Response
School leaders have adopted or created
clear expectations for maintaining safety,
cleanliness, and a healthy environment
and have shared these definitions and
expectations with stakeholders. School
personnel and students are accountable
for maintaining these expectations.
Measures are in place that allow for
continuous tracking of these conditions.
Improvement plans are developed and
implemented by appropriate personnel
as necessary to improve these
conditions. Results of improvement
efforts are evaluated.
Evidence
•Records of depreciation
of equipment
Rating
Level 3
•Documentation of
compliance with local and
state inspections
requirements
•Documentation of
emergency procedures
such as fire drills,
evacuation and other
emergency procedures.
•Maintenance schedules
•Excerpt from board
meetings regarding health
and safety, fire drill debrief
report, cleaning and
maintenance schedule and
checklists.
Indicator
4.4
Indicator
4.5
Statement or Question
Students and school personnel
use a range of media and
information resources to support
the school's educational
programs.
Response
Students and school personnel have
access to limited media and information
resources necessary to achieve most of
the educational programs of the school.
Limited assistance may be available for
students and school personnel to learn
about the tools and locations for finding
and retrieving information.
Evidence
•Budget related to media
and information resource
acquisition
Statement or Question
The technology infrastructure
supports the school's teaching,
learning, and operational needs.
Response
The technology infrastructure meets the
teaching, learning, and operational
needs of most stakeholders. School
personnel have a technology plan to
improve technology services and
infrastructure.
Evidence
•Technology plan and
budget to improve
technology services and
infrastructure
Rating
Level 1
•Data on media and
information resources
available to students and
staff
Rating
Level 2
•Assessments to inform
development of technology
plan
•Action plan for the
development and
implementation of
technology plan, board
minutes relating to
technology grant.
Indicator
4.6
Statement or Question
The school provides support
services to meet the physical,
social, and emotional needs of
the student population being
served.
Response
School personnel attempt to determine
the physical, social, and emotional
needs of some students in the school.
School personnel sometimes provide or
coordinate programs to meet the needs
of students. School personnel rarely or
never evaluate programs. Improvement
plans related to these programs are
rarely or never developed.
Evidence
•Agreements with school
community agencies for
student-family support
Rating
Level 1
•IEPs designed by
counselor, records of tasks
completed by the
counselor
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Indicator
4.7
Statement or Question
The school provides services that
support the counseling,
assessment, referral, educational,
and career planning needs of all
students.
Response
School personnel endeavor to determine
the counseling, assessment, referral,
educational, and career planning needs
of students in the school. School
personnel provide or coordinate
programs to meet the needs of students
when possible. School personnel
evaluate all programs. Improvement
plans related to these programs are
sometimes designed and implemented
to meet the needs of students.
Evidence
•Description of IEP
process
Rating
Level 2
•Description of referral
process
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
The Suriname International School is dedicated towards ensuring that its staff and students have the necessary resources available to create
a learning environment. Given the small size of the school, there were challenges in acquiring resources but with creativity and dedication
from the staff and parents, the school was able to procure the resources necessary to provide a first rate learning experience at SIS.
Presently, there are policies that describe how the director is to access, hire, place and retain qualified professional and support staff. The
standards committee assigned a fairly low grade because the process for hiring is new and untried. While SIS hired a Physical Education
teacher and a Guidance Counselor to round out the learning experience, the school still needs to hire staff to advance subjects in music and
art. Also, the school would like to add a person dedicated to the technology infrastructure of the campus. As the school enrollment
increases, more funding will be available to support these positions.
Because of strict oversight on costs and expenses and a dedication to ensuring results with spending, the administration and board were
able to ensure that material and fiscal resources were sufficient to support the purpose and direction of the school. With school enrollment
growing by more than 70% from last year, the prognosis for the school looks brighter as more funding will be available to secure more books
and other assets used to advance learning. Additionally, grants and sponsorships are also coming in which will help further the
administration's ability to make SIS a better school.
Providing a clean, safe and healthy environment for everyone on campus not only protects the well-being of all involved but also promotes a
deeper commitment to being a better citizen when safeguarding the environment. The school not only sends out a message to all parties
that cleanliness is important, it also employs a cleaning staff who are dedicated to maintaining the facility grounds and building. Checklists
for each room were developed and are completed by the cleaning staff and reviewed either by a teacher or the supervisor of the cleaning
staff.
Computers and technical equipment are available to enhance the learning experience for both teachers and students. While many of the
computers have been purchased, the school is expecting to receive more computers from donations and grants. These computers will
augment the school's approach towards embracing technology use in education. The area of concern for this Standards Committee is the
lack of dedicated personnel who can act as a full-time advisor and technical expert. As resources become more available, the school will
look to either hiring a part-time contractor or full-time employee who can address day-to-day needs and advise staff and students of the
various tools available that would promote learning at the school and at home.
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Currently, the school has WiFi capability on the grounds and computers in the classrooms. Outside assistance is available from the US
Embassy and IAM Gold, two entities which have many of their school aged children attending. A technology plan is written up and was
reviewed by the Board of Directors. A Technology Steering Committee was also established to review the financial constraints of the plan as
well as develop an assessment of the technology needs. From that point, needs will be prioritized and a final Strategic Technology Plan
drafted and implemented.
Recently, SIS hired a guidance counselor who comes in once every two weeks or more frequently, if necessary. At this point, the counselor
is getting to know the students and assess their needs. The counselor will develop Individual Education Plans for the children with special
needs. Additionally, the counselor will utilize techniques that foster cooperative learning and develop social and interactive skills among all
the students.
Career planning resources are available through the K-12 Curriculum Program. In addition to that, external college counselors are
accessible through the school for students who are looking ahead to college. These college counselors can meet through email and Skype
with high school students. They assist in not only school selection, but also planning what courses to take. Although these counseling
sessions are informal, they will turn to more formal discussions with all segments being documented and action plans written.
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Standard 5: Using Results for Continuous Improvement
The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness
and uses the results to guide continuous improvement.
Overall Rating: 2.4
Indicator
5.1
Statement or Question
The school establishes and
maintains a clearly defined and
comprehensive student
assessment system.
Response
School personnel maintain and use an
assessment system that produces data
from multiple assessment measures,
including locally developed and
standardized assessments about
student learning and school
performance. The system ensures
consistent measurement across
classrooms and courses. Most
assessments, especially those related to
student learning, are proven reliable and
bias free. The system is regularly
evaluated for reliability and effectiveness
in improving instruction, student
learning, and the conditions that support
learning.
Evidence
•Documentation or
description of evaluation
tools/protocols
Rating
Level 3
•Brief description of
student assessment
system including range of
data produced from
standardized and local
assessments on student
learning and school
performance
•Evidence that
assessments are reliable
and bias free
•Extended school profile,
faculty manual, examples
of various evaluation tools
and student records.
Indicator
5.2
Statement or Question
Professional and support staff
continuously collect, analyze, and
apply learning from a range of
data sources, including
comparison and trend data about
student learning, instruction,
program evaluation, and
organizational conditions.
Response
Some processes and procedures for
collecting, analyzing, and applying
learning from data sources are used by
professional and support staff. Data
sources include limited comparison and
trend data about student learning,
instruction, the effectiveness of
programs, and organizational conditions.
School personnel use data to design,
implement, and evaluate continuous
improvement plans.
Evidence
•Written protocols and
procedures for data
collection and analysis
Rating
Level 2
•List of data sources
related to student learning,
instruction, program
effectiveness, and
conditions that support
learning
•Examples for various
evaluation tools being
used across the school.
Indicator
5.3
Statement or Question
Professional and support staff are
trained in the evaluation,
interpretation, and use of data.
Response
Most professional and support staff
members are assessed and trained in a
professional development program
related to the evaluation, interpretation,
and use of data.
Evidence
•Documentation of
attendance and training
related to data use
Rating
Level 2
•Minutes from faculty
meetings and orientation
sessions for various
evaluation tools and
metrics in use.
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Indicator
5.4
Statement or Question
The school engages in a
continuous process to determine
verifiable improvement in student
learning, including readiness for
and success at the next level.
Response
A process exists for analyzing data that
determine improvement in student
learning, including readiness for and
success at the next level. Results
indicate mixed levels of improvement,
and school personnel sometimes use
these results to design, implement, and
evaluate the results of continuous
improvement action plans related to
student learning, including readiness for
and success at the next level.
Evidence
•Agendas, minutes of
meetings related to
analysis of data
Rating
Level 2
•Description of process for
analyzing data to
determine verifiable
improvement in student
learning
•Evidence of student
readiness for the next level
•Evidence of student
growth
•Evidence of student
success at the next level
Indicator
5.5
Statement or Question
Leadership monitors and
communicates comprehensive
information about student
learning, conditions that support
student learning, and the
achievement of school
improvement goals to
stakeholders.
Response
Leaders monitor comprehensive
information about student learning,
conditions that support student learning,
and the achievement of school
improvement goals. Leaders regularly
communicate results using multiple
delivery methods to all stakeholder
groups.
Evidence
Rating
•Communication plan
Level 3
regarding student learning,
conditions that support
learning, and achievement
of school improvement
goals to stakeholders
•Executive summaries of
student learning reports to
stakeholder groups
•Samples of
communications to
stakeholders about
student achievement,
report card schedule, MAP
reports and similar
evaluation reports.
Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following
questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.
Cite sources of evidence External Review team members may be interested in reviewing.
To facilitate continuous improvement, the Suriname International School (SIS) employs a comprehensive assessment system that generates
a range of data about student learning and school effectiveness. Our framework has evolved over time. In June 2013, SIS parted with the
Calvert Curriculum in favor of creating its own academic program based on Common Core State Standards (CCSS) for instruction in
Language Arts and Mathematics. In August 2014, the school began the process of incorporating McRel Standards into the science and
social studies programs. We use a variety of assessment tools to continuously measure and recalibrate student progress and teaching
effectiveness to meet or exceed CCSS and McRel standards. Surveys of the school's parents, teachers, and students reveal an improving
performance trend.
SIS maintains and uses an assessment system that produces data from multiple, internationally recognized, standardized assessments as
well as locally developed standards of student learning and school performance.
Our Faculty Handbook defines locally developed grading procedures that promote consistency across class rooms and grade levels. The
grading document in the SIS Faculty Handbook describes a process for analyzing data that determines verifiable improvement in student
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learning including readiness for success at the next level. The grading document correlates test results to specific grades. Since we just
started data analysis, we have a limited data set to draw from. Future plans include moving to standards-based grading and reporting.
Our assessments include: Measures of Academic Progress (MAP) testing, Words Their Way/Word Work, Running Records and Idea
Proficiency Tests (IPT) to sustain a positive feedback loop of continuous improvement. MAP Testing generates RIT (Rasch Unit) scores for
students in math, language and reading based on their performance in online, adaptive exams that conform to each student's needs. Word
Work is a spelling, vocabulary and phonics program administered with pen and paper in the classroom. Running Records measures fluency,
accuracy, and comprehension based on a reading assessment administered orally to students in the classroom. IPT testing enables
students to measure their English language proficiency online through reading, writing and oral exams. This assessment tool discerns
students' strengths and weaknesses to generate specific information about phonics awareness and comprehension skills as well as fluency.
SIS staff systematically collects, analyzes and applies knowledge from multiple data sources throughout the year to improve student learning.
SIS administers the MAP test at the start of the school year to determine a baseline for each student. Teachers then use MAP scores and
reference material provided by the Northwest Evaluation Association (NWEA) to enable differentiated teaching tailored to each student's
individual needs throughout the course of the school year. Based on their quarterly Word Work performance, students are grouped together
by ability into one of six levels which are in turn subdivided into early, middle and late. Frequency of the Running Records testing varies
based on age: pre-K to K tests every four weeks, grades one and two every six weeks, grades three through eight every eight weeks.
Running records enables students to choose appropriate readings based on ability and grade level. SIS administers IPT once per year for all
students who are non-native English speakers and as needed for new students to assess English abilities. Teachers use the results to
inform their lesson planning.
Most SIS staff is trained in how to assess, evaluate and interpret data from the aforementioned sources. Although there has been local
professional development on interpreting MAP results and using MAP data to improve student learning, a systematic program needs to be
established. There is a need for teacher training in the interpretation and use of graphed and statistical data.
School leaders constantly monitor comprehensive information about student learning, conditions, and goals and communicate their findings
regularly with stakeholders in multiple ways. Paper report cards, MAP test results, email bulletins from the Director, and face-to-face parent
teacher conferences insure a steady, two-way flow of information. SIS weekly updates, info on the website, and meetings at the beginning of
the academic year to inform the whole school community regarding the academic progress of the school also help. On-line surveys of
parents, teachers, and students have also provided a wealth of data. These improvements have enabled the school board to move away
from "putting out fires" to "developing strategy".
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Report Summary
Scores By Section
Section Score
1
2
3
Standard 1: Purpose and Direction
2.67
Standard 2: Governance and Leadership
2.67
Standard 3: Teaching and Assessing for
Learning
4
2.58
Standard 4: Resources and Support
Systems
2
Standard 5: Using Results for Continuous
Improvement
2.4
Sections
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Stakeholder Feedback Diagnostic
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Introduction
The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that
need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the
institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each
survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to
broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be
used in the same manner by the institution as it engages in improvement planning.
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Stakeholder Feedback Data
Label
1.
Assurance
Did you complete the Stakeholder Feedback
Data document offline and upload below?
Response
Yes
Comment
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Attachment
Student Feedback
Document
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Evaluative Criteria and Rubrics
Overall Rating: 3.0
1.
Statement or Question
Questionnaire Administration
Response
Rating
Most required AdvancED questionnaires were Level 3
used by the institution to receive stakeholder
feedback. The minimum response rate for each
population was met (parent questionnaire:
equal to or greater than 20%, student
questionnaire(s): equal to or greater than 40%,
staff questionnaire: equal to or greater than
60%). Questionnaires were administered with
reasonable fidelity to the administrative
procedures appropriate for each assessment. In
most instances, the stakeholders to whom
these questionnaires were administered mostly
represented the populations served by the
institution. Appropriate accommodations were
provided for most participants.
2.
Statement or Question
Stakeholder Feedback Results and Analysis
Response
Rating
All questionnaires had an average item value of Level 3
3.20 or above (on a 5.0 scale). Results of
stakeholder feedback collected by the institution
were acceptably analyzed and presented with
reasonable clarity.
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Areas of Notable Achievement
Which area(s) indicate the overall highest level of satisfaction or approval?
Standard 1 is rated highly by all stakeholders. Additionally the three indicators for this standard are all in the top five rated indicators
according to all stakeholder groups. A great deal of effort has been put into communicating the school's mission, vision and core beliefs over
the past two years. Additionally, it is clear within the school community that the school is committed to improvement. The school's academic
initiatives that started in August 2013 have received a great deal of support from parents and students as the level of student learning has
become evident.
Here are the ratings for the three standard 1 indicators:
(4.37) 1.3 The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that
support student learning.
(4.35) 1.1 The school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose
for student success.
(4.29) 1.2 The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and
supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking
and life skills.
The other indicators in the top five were 3.2 and 5.1.
(4.43) 3.2 Curriculum, instruction and assessment are monitored and adjusted systematically in response to data from multiple assessments
of student learning
and an examination of professional practice.
There was a dramatic increase in teachers' agreement with this indicator. It jumped from a "3" on the 2013 climate survey. This most likely
reflects the continued focus on using data over the previous year. The school made a strong effort in improving its use of data from
assessments to adjust educational practice. This has been far more obvious to teachers than parents because the teachers are the
stakeholder group that is puts in the time and effort in this regard.
(4.29) 5.1 The school establishes and maintains a clearly defined and comprehensive student assessment system.
The entirety of standard 5 saw a huge increase in teacher opinion this school year. It reflects our commitment to using data for improvement.
This indicator reflects the school's commitment to the programs that were adopted in 2013. They have provided a solid foundation for
continued improvement in the years to come.
Which area(s) show a trend toward increasing stakeholder satisfaction or approval?
All standards showed an increase from all stakeholder groups over the past year with the exception of standard 4 for teachers. Parents saw
the biggest increases in Standard 2 and Standard 4. This appears to indicate an increased confidence in the governance and administration
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of the school. Teachers saw the biggest increase in standard 5, which reflects the emphasis that has been placed on this area during the last
calendar year.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
Standard 1 is consistent with the results of last year's stakeholder questionnaire about our mission and vision statement. In the review,
parents were asked to comment on the school's mission and vision. They were asked about their agreement with the statement, if they felt
school practice reflected the mission, and if they agreed with the wording. The results almost unanimously supported the statements with
some minor concerns about wording of the vision statement. A revision of the statement will be carried out before the end of the school year.
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Areas in Need of Improvement
Which area(s) indicate the overall lowest level of satisfaction or approval?
Standard 4 indicates the lowest level of approval. This reflects the nature of where the school is currently as standard 4 is also the lowest
rated standard by the self-study committees. Parents rated standard 4 as the second lowest standard while teachers rated it the lowest.
Parents rated standard 3 the lowest with indicator 3.9 the lowest of all indicators for this stakeholder group. The school did start a formal
advocacy program this year, but it is still in a testing phase. Since teachers are more aware of this program than parents the results in this
area seem logical. Standard 3 was the second lowest standard for teachers. This reflects the fact that the school is still young and has only
been developing contemporary teaching practices since June 2013.
The five indicators with the lowest score on the climate survey are all from standards 3 and 4:
(3.14) 3.7 Mentoring, coaching and induction programs support instructional improvement consistent with the school's values and beliefs
about teaching and learning.
(3.43) 4.6 The school provides support services to meet the physical, social and emotional needs of the student population being served.
(3.48) 3.11 All staff members participate in a continuous program of professional learning.
(3.60) 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students.
(3.62) 4.5 The technology infrastructure supports the school's teaching, learning and operational needs.
Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?
There is no decreasing trend at the moment.
What are the implications for these stakeholder perceptions?
The implications are that the efforts put into school improvement over the previous year are visible to all stakeholders in the community. It
would be reasonable to expect a leveling off in future surveys as the school settles in to its new format of student learning. It is also important
that school improvement efforts continue to focus on the quality of the instructional environment and, most importantly, school resources.
Which of the above reported findings are consistent with findings from other stakeholder feedback sources?
Standard 4 is also labeled as an area in need of improvement from the standards committees. In a sense this is natural because many of the
indicators in standard 4 require a level of financial investment that the school hasn't been able to meet until now. If school enrollment
continues to improve the school will be able to invest in resources in the future.
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Report Summary
Scores By Section
Section Score
1
2
Evaluative Criteria and Rubrics
3
4
3
Sections
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Student Performance Diagnostic
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Introduction
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is
significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment
results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment
of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external
review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same
manner by the institution as it engages in improvement planning.
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Student Performance Data
Label
1.
Assurance
Did you complete the Student Performance
Data document offline and upload below?
Response
Yes
Comment
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Attachment
Student
Performance Data
Document
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Evaluative Criteria and Rubrics
Overall Rating: 3.25
1.
Statement or Question
Assessment Quality
Response
Rating
The array of assessment devices used by the
Level 3
institution to determine students' performances
is sufficiently aligned so that valid inferences
can be reached regarding students' status with
respect to the majority of those curricular aims
regarded as high-priority instructional targets.
The documentation provided in support of this
alignment is relatively persuasive. Most of the
assessments used are accompanied by
evidence demonstrating that they satisfy
accepted technical requirements.
2.
Statement or Question
Test Administration
Response
Rating
Most of the assessments used by the institution Level 3
to determine students' performances have been
administered with reasonable fidelity to the
administrative procedures appropriate for each
assessment. In most instances, the students to
whom these assessments were administered
are essentially representative of the students
served by the institution. Appropriate
accommodations have been provided for most
assessments so that valid inferences can be
made about most students' status with respect
to most of the institution's targeted curricular
outcomes.
3.
Statement or Question
Quality of Learning
Response
Rating
Evidence of student learning promoted by the
Level 3
institution is acceptably analyzed and presented
with reasonable clarity. In comparison to
institutions functioning in a similar educational
context, students' status, improvement, and/or
growth evidence indicates that the level of
student learning is at or above what would
otherwise be expected.
4.
Statement or Question
Equity of Learning
Response
Rating
Evidence of student learning indicates no
Level 4
significant achievement gaps among
subpopulations of students, or the achievement
gaps have substantially declined.
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Areas of Notable Achievement
Which area(s) are above the expected levels of performance?
a) Reading Scores: Reading scores over the past two MAP testing periods have improved. All indicators demonstrate this. The overall
percentile scores on the MAP tests as well as the average growth scores vs. projected growth scores, and the percentage of students who
met their projected growth indicate high levels of performance. The guided reading improvement supports this information as well. Another
factor to consider is that there was no drop in MAP scores, percentile or growth scores in the Fall 2014 testing period, unlike for Math and
Language.
b) Overall there was an improvement in growth scores for Math and Reading on the MAP tests for the Spring 2014 and Fall 2014 periods
compared to the growth scores on the tests from one year earlier. It can be hypothesized that despite the drop in percentile scores for the
Fall 2014 tests, there is an improvement in student learning happening.
Describe the area(s) that show a positive trend in performance.
It is not possible to draw conclusions about trends until we have more years of data to draw from; however the following appear to be positive
results:
a) The Fall to Spring MAP growth scores for the 2013-2014 school year all show improvement over the previous school year. It should be
noted that the school changed its program during this period, moving away from the Calvert system to our own Common Core aligned
program.
b) Guided Reading scores and MAP reading scores both showed evidence of retention of skills during the Fall 2014 testing. It is possible that
the new guided reading program and the classroom libraries filled with high interest reading material has led to a higher interest in reading
among the student population. This combined with the required reading journals at all grade levels during the vacation period has resulted in
higher scores. This is an area that deserves to be observed in the future.
Which area(s) indicate the overall highest performance?
The overall highest performance was in the MAP results for the reading test during the previous two testing periods.
Which subgroup(s) show a trend toward increasing performance?
EFL students are showing improved performance in Reading and Language based on the growth score graphs on page 7 and 8 of the data
document. They have been showing much stronger gains in the area of Language, but both areas show improvement.
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Between which subgroups is the achievement gap closing?
Overall, the percentile score data does not show an area where the achievement gap is closing. Looking at the growth score graphs on
pages 3-6 it appears that Strong English Speakers consistently perform better than English learners. However, when looking at the growth
scores and the percentages of students meeting growth score projections it can be seen that both the Reduced Tuition and EFL subgroups
fare at least as well and in some cases better than the main student body on tests. For example, looking at the graphs on pages 9 and 10 it
can be seen that a larger percentage of these subgroups meet their growth projections than the overall student body. Positive improvement
for both groups can be seen in the growth data for Guided Reading results (page 11) as well. Whereas their overall scores may be lower,
gain scores are often quite close.
Which of the above reported findings are consistent with findings from other data sources?
With the small student population and high turnover rate, the most that can be done with any of the results is identify areas for further inquiry.
Perhaps as data continues to be collected and the size of the school increases there will be enough evidence to develop further
subcategories.
The findings appear to be internally consistent. Student turnover reflects difficulty in marking trends and the inconsistencies across years.
Gain and growth data is the only real trend data SIS can use in its current incarnation. Percentile scores are used as a measure to provide
feedback on general educational performance. Obviously we want our students to perform at a higher level.
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Areas in Need of Improvement
Which area(s) are below the expected levels of performance?
Overall Fall 2014 Math scores dropped on MAP tests from the previous two testing periods and with Strong English Speakers. The
percentage of students meeting projected growth on the MAP test dropped significantly from 67% to 37% on the most recent test even
though the average growth score only dropped two points. This seems to imply that that a small number of students achieved significantly
high growth to offset the number of students who did not meet their growth.
The Language MAP scores on the Fall 2014 test also dropped from the previous testing period. The growth scores were very high for EFL
students at 26 points but the percentage of students meeting projected growth scores was quite low at 45% compared to 77% during the
Spring 2014 testing period. This seems to imply that although the Strong English Speakers performed low on this test they learned a
significant amount of English during this period.
Describe the area(s) that show a negative trend in performance.
It is not possible to draw conclusions about trends until we have more years of data to draw from; however the following appear to be
possible negative trends:
a) The overall Language MAP scores imply a negative trend over the previous three testing periods, even though the drop in scores for
Strong English Speakers only appears on the most recent testing period. The growth scores for EFL speakers are consistently very high.
This seems to suggest that since August 2013, the school has accepted a group of students who have lower English abilities upon
admission. In their first few months at SIS, students tend to improve their English abilities quite rapidly as noted in the growth scores. They
tend to take longer to achieve full proficiency as is evidenced in the IPT scores.
b) The number of students taking the IPT also increased from June 2013 to June 2014. This could be because the school now has a larger
EFL population, but it could also be because testing policies were changed to require a greater number of students to take the test. The
numbers for this area should be monitored closely in the future.
Which area(s) indicate the overall lowest performance?
The Math scores on the most recent MAP test seem to be the overall lowest performance area currently. The scores and a comparison of the
various graphs is described in question one. The issue of greatest concern in this area is the drop of 30% of students not achieving their
growth score (p. 8) and the percentile scores for the Grade 3 - 5 group which were 38 and 41 for Strong English Speakers.
Which subgroup(s) show a trend toward decreasing performance?
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a) Reduced tuition students seem to have declined in meeting growth projections for Math on the MAP tests. Their overall average growth
scores show a steady drop over the past three testing periods. The percentage of students meeting their goals in Math also dropped during
this period. It is important to note that this occurred during a period when a greater percentage of students were accepted as reduced tuition
students. Future examination of these scores is needed.
b) Students in the Grade 3 to 5 subgroup performed below expectations on the most recent MAP test. The scores in this subgroup were so
low that they affected the overall school average on all three tests. This has been investigated by the teachers of those groups. Several
students in this group have been identified with learning challenges. Strategies are being put in place to help them.
Between which subgroups is the achievement gap becoming greater?
Percentages of the overall student population who met their MAP goals are lower on recent testing. When looking at the graphs on pages 9
and 10 it can be seen that the overall student population fared worse than the EFL and Reduced Tuition subgroups on all three tests in the
two most recent MAP testing periods. This is an area that should be looked at carefully in the future.
Which of the above reported findings are consistent with findings from other data sources?
The unique nature of the SIS student population makes it difficult to compare our available data with other sources. With the small student
population and high turnover rate the most that can be done with any of the results, either positive or negative, is indicate an area of further
inquiry. Perhaps as data continues to be collected and the size of the school grows there will be enough evidence to develop further
subcategories.
One area that has stood out is the grade 3 to 5 recent results. We know that several high achieving students in those grades left the school
last year. Several of the students who remain are known to have learning difficulties. Teachers are working with the school counselor,
parents, and the students to find the best ways to help this group improve.
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Report Summary
Scores By Section
Section Score
1
2
Evaluative Criteria and Rubrics
3
4
3.25
Sections
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AdvancED Assurances - American International
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Introduction
AdvancED Policies and Procedures outline certain requirements that all institutions must meet in order to be in compliance. Institutions are
required to verify whether or not they meet these requirements by answering a series of questions and in some cases, attaching evidence for
review.
By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not
meet each of the Assurances for Accreditation.
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Suriname International School
AdvancED Assurances
Label
1.
Assurance
The institution has read, understands, and
complies with the AdvancED Policies and
Procedures.
Response
Yes
Comment
Attachment
The director reads and reviews
the policies periodically. The
board was last updated about
policies and procedures during
the 2013-2014 school year. New
board members will be briefed by
the director or board members
when they are first elected.
Label
2.
Assurance
Response
The institution has reported all substantive
Yes
changes in the institution that affect the scope
and/or have an impact on the institution's ability
to meet the AdvancED standards and policies.
Such changes include, but are not limited to:
- Restructuring (merging, opening, or closing) of
the institution or institution(s) within its
jurisdiction
- Mission and purpose of the institution
- Governance structure of the institution,
including changing to a charter school/school
system, being the subject of a state takeover, or
a change in ownership
- Grade levels served by the institution
- Staffing, including administrative and other
non-teaching professionals personnel
- Available facilities, including upkeep and
maintenance
- Level of funding
- School day or school year
- Establishment of an additional location
geographically apart from the main campus
- Student population that causes program or
staffing modification(s)
- Available programs, including fine arts,
practical arts and student activities
Comment
Label
3.
Assurance
Response
The institution implements a written security
Yes
and crisis management plan which includes
emergency evacuation procedures and
appropriate training for stakeholders. Attach the
security and crisis management plan. (optional)
Comment
Attachment
The current Emergency
Emergency
Procedures Manual was drafted Procedures Manual
between April 2013 and October
2014. The school consulted the
U.S. Embassy in the drafting of
this document. It will be reviewed
and revised each school year or
as necessary. We are still
upgrading some areas of the
school to be able to comply with
the procedures we have written.
For example, we need to hang
new curtains in the classrooms in
the case of an emergency lock
down.
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Attachment
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Accreditation Report
Suriname International School
Label
4.
Assurance
Response
The institution monitors all financial transactions Yes
through a recognized, regularly audited
accounting system.
Comment
Attachment
The school did have a financial
consulting firm during its first
three years of operation but the
firm did not complete its
obligations to the school and did
not provide proper financial
advice. Upon the failure of the
firm to produce the documents
that would enable the school to
comply with this assurance, the
school ended its relationship with
the firm.
A new firm, contracted in October
2014, currently completing audits
for the previous three years of
operation. It is hoped that those
documents will be available prior
to the external review visit.
Annual audits are planned for the
future.
Label
5.
Assurance
Response
The institution engages in a continuous
Yes
improvement process and implements an
improvement plan. Attach the improvement plan
if the plan is not located in AdvancED's
Adaptive System of School Improvement
Support Tools (ASSIST).
Comment
Attachment
Attached is a the school
SIS Improvement
improvement plan summary. This Plan
document was distributed to the
school community at the
beginning of the school year.
Label
6.
Assurance
The Board meets only when the Director is
present except when it acts on the Director's
salary and/or performance.
Response
Yes
Comment
Attachment
Label
7.
Assurance
The institution head oversees the allocation of
financial, human, and material resources.
Response
Yes
Comment
Attachment
Label
8.
Assurance
Response
The institution grants secondary course credits Yes
based on defined course criteria and sufficient
instructional hours to meet international college
and university entrance requirements.
Comment
SIS partners with K12 Academy
to provide an accredited high
school program. All school
requirements are outlined in the
Parent Student Handbook.
Attachment
Label
9.
Assurance
Response
The institution requires all professional
Yes
personnel to earn at least six semester hours of
credit or the equivalent during each five years
of employment.
Comment
Attachment
As the school is in the middle of
its fifth year of operation, this has
not become an issue. The school
is committed in both policy and
practice to ongoing professional
development for its faculty.
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Label
10.
Assurance
The institution maintains class sizes that
facilitate and support the learning process.
Response
Yes
Comment
Attachment
Classes sizes are naturally small
at SIS. If classes reach more than
fifteen students, which has
happened in the younger grades,
then an assistant is considered. If
a class approaches twenty
students it will be split into two
groups.
Label
11.
Assurance
Response
The leadership includes in the master schedule Yes
sufficient planning time unencumbered by
instructional or supervisory responsibilities for
each classroom teacher.
Comment
Teachers have planning time
when their classes are attending
P.E. and they have forty-five
minutes at the end of every
school day.
Attachment
Label
12.
Assurance
The institution employs personnel, including
administrative, instructional, counselors, and
media specialists who are qualified in their
assigned fields and meet all applicable
governmental regulations.
Response
Yes
Comment
All teachers meet local
expectations. We are currently
obtaining letters from the
government to confirm this.
Attachment
Label
13.
Assurance
The institution ensures that paraprofessionals
are trained and supervised to perform in their
areas of responsibility.
Response
Yes
Comment
Attachment
Label
14.
Assurance
The institution adopts and implements
personnel policies that cover job descriptions,
recruitment, employment, assignment,
retention, retirement, termination of services,
and sick and/other leave for all institution
personnel.
Response
Yes
Comment
Job Descriptions, contracts, and
Personnel Manuals were written
and updated for the current
school year.
Attachment
Label
15.
Assurance
The institution is compliant with applicable
governmental personnel regulations.
Response
Yes
Comment
Attachment
The school meets the few
regulations regarding the
operation of private schools in
Suriname. The school also meets
local regulations for a non-profit
foundation.
1. The school is currently working
with a financial adviser to ensure
compliance with wage taxes and
social security. This is expected
to be completed during the month
of February.
2. At the advice of Dr. Klumpp,
teachers degrees and certificates
were submitted to the local
ministry of education in October.
The school is still waiting for the
return of the these papers.
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