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Agency: An Inclusive Force at The Kintess School

Rooted in the belief that every child is innately capable, curious, and an active participant in their own learning, agency at The Kintess School extends far beyond theory. Aligned with the principles of the International Baccalaureate, we foster an environment where every learner is empowered with voice, choice, and ownership over their educational journey. This active engagement is not only a catalyst for deeper learning but is also supported by advances in cognitive and emotional neuroscience. Research consistently shows that when students feel they have a meaningful role and influence in their learning, their attention, memory, intrinsic motivation, and emotional regulation all improve—foundations for lasting, autonomous growth.

Agency rests on three essential pillars: voice, choice, and the power to act. It offers each student—including those who may not thrive within traditional academic models—the opportunity to express themselves, to be heard, and to have their needs acknowledged. By providing meaningful options regarding what they learn, how they learn, and with whom, we naturally support differentiation that honors individual rhythms, interests, and cognitive styles. This personalized pedagogy is a defining feature of The Kintess School, where we tailor educational practices to each learner’s unique profile in a spirit of true inclusion.

Agency also nurtures empathy, collaboration, and mutual respect. Through cooperative learning, exposure to diverse cultures, languages, and forms of intelligence, our students develop an appreciation for diversity and contribute to a climate of kindness and belonging. This work is reinforced by a strong partnership with families: each month, parents receive a detailed overview of their child’s learning journey, along with practical suggestions for supporting learning at home. Regular, open communication between school and home is a cornerstone of our inclusive approach. Additionally, individualized parent guidance sessions are available to support families in their educational role, tailored to each child’s specific needs.

Our commitment to inclusion is further strengthened by our collaboration with the Catholic University of Paris-Sorbonne. Through the faculty-led project Inclusive Educational Community, this partnership enriches our mission by exploring how each member of the school contributes to a learning environment grounded in cooperation, diversity, access to education for all, and the holistic development of every individual. It is a forward-looking, humanistic, and interdisciplinary reflection on the school of tomorrow—deeply informed by the evolving landscape of contemporary education.

To ensure that agency and inclusion truly flourish, The Kintess School is committed to providing a psychologically safe environment—one in which students feel free to explore, ask questions, make mistakes, and learn without fear of judgment. While choices are structured and guided, they allow students to progress toward clear goals while cultivating autonomy, creativity, and critical thinking. We also celebrate multiple forms of expression—oral, written, artistic, physical, and digital—to reflect the diverse intelligences within our school community.

Ultimately, at The Kintess School, agency is not merely a pedagogical tool—it is a driver of educational transformation. By empowering each student to become the author of their own path, we are building an inclusive, inspiring, and deeply human school—one that prepares every child to grow into a self-directed, open-minded, engaged, and fulfilled global citizen.

Philosophy and Teaching Approach

At The Kintess School, our pedagogical framework is inspired by the International Baccalaureate (IB) approach, designed to nurture curious, knowledgeable, and caring students. We strive to cultivate a classroom culture rooted in kindness, respect, and positivity, promoting critical thinking and holistic development through practical, engaging and hands-on learning experiences.

Core Principles

    1. Inquiry-Based Learning & Units of Inquiry
      Learning is student-centered, guided by each child’s innate curiosity and structured exploration within transdisciplinary units of inquiry. Students are actively encouraged to ask questions, conduct investigations, analyze information, and build their own understanding. Critical thinking and ongoing reflection are intrinsically woven into each step of the learning process, promoting deep conceptual understanding.
    2. Kindness and Positive Relationships
      All interactions within the school are grounded in principles of kindness, empathy, and mutual respect. Positive reinforcement and continuous encouragement are used to build students’ confidence and intrinsic motivation. Students are guided to express themselves constructively and to support one another within a collaborative and inclusive community.
    3. Hands-On, Concrete, and Experiential Learning
      The emphasis is placed on tactile and kinesthetic activities that support learning through direct engagement and real-world application. The use of manipulatives, artistic expression, scientific experiments, philosophical discussions, and role-playing significantly enhance student engagement. The integration of technology is deliberately structured: the use of videos or personal mobile devices (such as smartphones) is strictly prohibited during class hours, ensuring a strong focus on interpersonal interaction and active inquiry.
    4. Philosophy and Reflection
      Philosophical discussions are regularly held to encourage students to explore complex ethical questions, core values, and advanced reasoning skills. Daily reflection is institutionalized as a habitual practice, fostering metacognition and supporting continuous personal growth.
    5. Classroom Environment and Behavior Management
      This policy strictly prohibits punishment, physical discipline, or the use of negative language. Conflicts are addressed through restorative practices that emphasize constructive dialogue, empathy, and collaborative problem-solving. Classroom rules are collaboratively established with students to cultivate a sense of ownership and collective respect. Positive behavior is systematically reinforced through a comprehensive set of strategies, detailed as follows:
      – Specific and Descriptive Praise:
      Praise is used consistently, specifically highlighting students’ efforts, demonstrable progress, acts of kindness, and moments of creative thinking.
      – Public Recognition of Successes:
      Students’ accomplishments are formally acknowledged and celebrated through public recognition, including—but not limited to—awards, certificates, and designated praise during class.
      – Encouragement of Peer Recognition: 
      Peer recognition is actively encouraged through structured opportunities for positive affirmations and collaborative efforts that highlight mutual support and respect.
      – Fostering Intrinsic Motivation:
      Intrinsic motivation is nurtured by intentionally linking learning objectives to students’ individual interests and long-term aspirations.
    6. Professionalism and Communication with Parents
      All communication between staff and parents must maintain the highest standards of professionalism, respect, and a solution-focused approach. To ensure clarity and consistency, all communications with parents will be conducted via the school’s official email system. Face-to-face or phone conversations with parents will be facilitated through scheduled appointments, initiated by the school when deemed necessary. Confidentiality and discretion are paramount in all communications.
    7. Customizing the Pedagogy
      Recognizing the unique learning profiles of each student, The Kintess School is profoundly committed to personalized education through:
        • Teaching is tailored comprehensively to accommodate diverse learning styles, inherent strengths, and specific challenges.

        • Provision of suitable support through enrichment activities and flexible grouping arrangements, addressing the individual needs of each student.

        • Incorporation of the student’s voice in lesson planning, allowing meaningful choices in projects and research pathways.

        • Ongoing evaluation of student progress through formative assessments to enable timely and appropriate support.

        • Collaborating with specialists, counselors, and families to develop individualized learning plans when such measures are deemed necessary.

        • Ensuring an environment where every student feels genuinely valued, truly empowered, and fully capable of succeeding.

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Implementation Guidelines

AspectDescription
Inquiry FocusResearch questions serve as guiding principles for our lessons; students are empowered to conduct investigations using a variety of materials and to engage in in-depth discussions.
Critical ThinkingOpen-ended questions, structured debates, and complex problem-solving tasks are integral to developing sophisticated reasoning skills.
Philosophical ThinkingMonthly philosophy sessions, utilizing narratives, scenarios, and ethical dilemmas, are conducted to stimulate deep reflection and critical inquiry.
Hands-On LearningManipulative items, science experiments, art projects, and role-playing activities are extensively used to promote a tangible and deep understanding of concepts.
Technology UseThe use of videos or personal mobile devices (cell phones) is strictly prohibited during classroom hours to actively encourage direct participation and focused engagement.
Classroom CultureA positive environment is fostered through affirming language, specific kindness challenges, peer encouragement initiatives, and robust community-building activities.
Behavior ApproachRestorative circles are implemented to effectively resolve conflicts; students are guided to practice accountability and cultivate empathy towards their peers.
AssessmentFormative assessments emphasize a growth mindset and provide constructive, thoughtful feedback, clearly separate from any punitive measures.
Parent CommunicationAll communication with parents is conducted exclusively through the school’s official messaging system, ensuring professionalism and timely responses.
CustomizationDifferentiated instruction, opportunities for student choice, and personalized support are consistently provided to foster individual growth and development.

Admissions Policy

The admissions process at The Kintess School is designed to ensure a strong alignment between our educational philosophy and the unique needs of each child and their family. It takes place in two distinct yet complementary stages: a parental interview and a child assessment.

1. Parental Interview

This initial meeting allows our admissions team to engage in a structured dialogue with parents (or legal guardians) of the applicant. The objective is to gain a comprehensive understanding of:

    • The family’s educational expectations and long-term academic aspirations for their child.

    • The alignment between the family’s values and those of the school, especially regarding international education, cultural openness, and global citizenship.

    • The child’s previous educational background, where applicable, and any specific needs or talents identified by the parents.

This interview is also an opportunity for parents to ask questions about our program, our teaching methods—including inquiry-based learning and student-centered pedagogy—and our support systems. It lays the foundation for a transparent and collaborative relationship between the school and the family.

2. Student Assessment

Each child participates in an individual evaluation session conducted by a qualified member of our teaching team. The duration of the assessment ranges from 20 to 40 minutes, depending on the child’s age and developmental stage.

The assessment focuses on three key dimensions:

Academic Dimension: Foundational skills in reading, writing, and numeracy, logical reasoning, and language comprehension (in English, French, or Spanish, depending on the child’s prior exposure or program track).

Cognitive Dimension: Attention span, memory, problem-solving abilities, verbal and non-verbal reasoning.

Socio-Emotional Dimension: The child’s comfort level in interacting with the evaluator, communication skills, ability to follow instructions, emotional expression, and adaptability to a new environment.

The goal is not to judge or rank the child, but to build a clear and respectful picture of their current development and potential.but to create a clear developmental snapshot that reflects their current capabilities and potential.

3. Admission Decision and Developmental Feedback

Once both steps are completed, the admissions committee reviews all gathered information. If the child is admitted, the family receives a detailed report outlining the child’s psychological, cognitive, and social development at the time of the assessment.

This report provides:

An overview of the child’s readiness to enter the appropriate grade level.

Key observations to guide the pedagogical approach (e.g., learning preferences, strengths, areas requiring support).

Recommendations, if needed, to ensure a smooth transition into the classroom environment.

This feedback is both informative and constructive. It helps parents gain deeper insight into their child’s developmental profile and how it fits within the school’s context.

In addition, the data collected during the assessments is used internally to help the school balance class compositions in terms of academic profiles, language exposure, and socio-emotional maturity—creating an optimal learning environment for all.

Language Policy

1. Our Philosophy

The language policy of our school includes several key elements designed to ensure an inclusive and respectful learning environment that supports the linguistic development of all students, in alignment with the IB’s 2020 standards and practices.

1. Teachers’ Responsibility for Language Development:
We believe that every teacher, regardless of their subject, is a language teacher. This includes not only language instruction but also supporting the integration of students from diverse linguistic backgrounds. Through these responsibilities, our teachers initiate and participate in monthly multicultural celebrations, which enrich student knowledge and skills.

2. Additional Language Acquisition:
Our programs are fully bilingual. Students receive instruction in English three days a week, and in either French or Spanish two days a week, depending on their chosen track.

3. Support for Mother Tongues:
We value the mother tongue of each of our students through classroom discussions and projects. Our small class sizes allow us to personalize our educational support and honor each student’s native language.

4. Equal Access to IB Curriculum:
Students are fully immersed in a language that may not be their native tongue. Carefully designed instruction and transdisciplinary projects reflect our commitment to multiculturalism and bilingualism, ensuring that all students thrive.

5. Support for Multilingualism:
Our classrooms are equipped with a wide range of literary resources, learning tools, and project-based opportunities that support both linguistic development and academic growth in a second language.

6. Respect for Community Languages:
Our bilingual English-French or English-Spanish programs reflect the linguistic identity of our student body. Located in Texas, where English is the local language, we ensure that students are proficient in English while also embracing a second language.

7. Parental Involvement:
Parents are valued partners in our school community. We offer informational sessions, consultations, and tailored resources to help families support their children’s language learning journey.

8. Consideration of Sociocultural Contexts:
Beyond inclusive education, we are committed to understanding and honoring the specific sociocultural backgrounds of each student, adapting our approach accordingly.

9. Continuous Policy Review:
Our language policy is central to ongoing dialogue with both parents and educators. We regularly refine our program to reflect the evolving linguistic needs of our students, including adjustments to accommodate students who are beginners.

2. Context

Our school is located in Richmond, Texas, in the greater Houston area. Our environment reflects a highly diverse population. We are the only school in the area to promote community and linguistic diversity. Our families are very diverse, with few of them being originally from Texas.

Family Profile

    • Families with two nationalities: 80%

    • Families where English is not the first language: 0%

    • Families who speak two languages: 60%

    • Families who speak more than two languages: 20%

    • Families who do not speak French: 97%

    • Families who do not speak Spanish: 72%

3. Language Promotion

Proficiency in French and Spanish is cultivated progressively through our inquiry-based modules and in-class assessments, which lie at the heart of our pedagogical approach. Particular attention is given to the linguistic quality of student work, with the goal of fostering precise and rigorous language use.

However, inspired by Ellen Bialystok’s research on bilingualism and neuroscience, we recognize that language learning—whether in French or Spanish—is fundamentally a cognitive process, where mistakes are not only expected but essential to the development of linguistic competence.

Through engaging students in research-based activities, collaborative exchanges, the development of technical skills, and cognitively rich contexts, we support their growth into well-rounded learners while guiding them toward progressive mastery of the language.

Students who encounter specific challenges in acquiring language skills receive targeted support. Our Director, a specialist in psychology and neuroscience, provides scientific expertise to guide the teaching teams and assist families in understanding the intricacies of the learning process.

A range of differentiated measures are offered, both within and outside the school, to address the individual needs of each student in a targeted manner.

4. Agreements and Partnerships

Our agreement with the ICP (Institut Catholique de Paris) allows us to host university interns from Paris, who bring their expertise in the French language to our classrooms. Similarly, our collaboration with a school in Mali enables us to coordinate linguistic projects with French-speaking students and share experiences. For our Spanish program, we work with local associations to go beyond the school walls and establish community projects in Spanish.

5. Teaching Staff

Our teaching faculty is composed of 90% bilingual educators, all of whom actively contribute to the promotion of bilingualism and multiculturalism within our school community. They fully embrace the principle that language learning is a fundamental right for every student, and they are equipped with a wide range of both physical and digital pedagogical resources to support this mission.

6. Parents

As part of the International Baccalaureate (IB) Primary Years Programme, our school places a strong emphasis on its commitment to an inclusive language policy—one that celebrates linguistic and cultural diversity within the school community. This policy is rooted in the fundamental belief that every member of the community holds both rights and responsibilities with regard to language use and language learning.

Our aim is to foster an environment in which multilingualism is not only seen as an asset but also as a source of cognitive development, intercultural understanding, and personal growth.

In alignment with the IB framework, our language policy clearly defines the rights of all members of the school community—students, teachers, administrators, and families. Students have the right to learn and develop proficiency in multiple languages, according to their individual profiles, and to receive appropriate support tailored to their specific needs. Teachers, in turn, are entrusted with implementing this policy by creating high-quality language learning opportunities and nurturing a culture of inclusion and respect for linguistic and cultural diversity.

Moreover, the policy underscores the collective responsibility of all community members to support language acquisition and usage in a spirit of mutual respect and appreciation for diverse linguistic competencies. It also actively encourages family involvement, recognizing parents and guardians as essential partners in their child’s language development. Families are invited to contribute by valuing and maintaining the use of their home languages, thereby strengthening the child’s cultural identity and promoting authentic engagement with language learning.

This holistic approach is designed to empower students to thrive within an international and multicultural environment, in full alignment with the IB’s core values of open-mindedness, critical thinking, and global citizenship.

7. Rights and Responsibilities of School Leadership, Teachers, and Students

Within the framework of the International Baccalaureate (IB) Programme, the language policy at The Kintess School holds paramount importance in ensuring an inclusive and multilingual education. This policy aligns closely with our core values of cultural openness and the intellectual development of our students.

The responsibility for implementing and managing this policy is shared among key members of the school community—namely, the leadership team, teachers, and students. These rights and responsibilities are clearly defined and interconnected to foster a linguistically and culturally enriching learning environment.

1. School Leadership

    • Responsibilities:

      • Developing the School’s Language Policy: Our school leadership is responsible for designing and implementing a language policy that fosters a multicultural and multilingual academic environment. This policy must comply with the fundamental principles of IB, which include promoting language learning, appreciating different cultures, and recognizing the linguistic diversity of students. The leadership must ensure that the language policy takes into account the languages spoken by the students and the academic requirements of the program.
      • Teacher Training and Professional Development: It is the responsibility of The Kintess School’s leadership to support the continuous professional development of teachers on linguistic and intercultural issues. This includes training on teaching methods adapted to multilingual students and the integration of languages across various disciplines. The leadership must also ensure that teachers have the necessary resources to implement the language policy effectively.
      • Ensuring Equal Access to Languages: The leadership must ensure that all students have equitable access to language learning opportunities, especially those who are not yet proficient in the language of instruction. This includes implementing linguistic support programs such as additional language courses, extracurricular activities to improve language proficiency, and adaptation strategies to meet the specific needs of students in terms of language skills.

        • Continuous Review and Adjustment of the Language Policy: Leadership must regularly evaluate the school’s language policy to adapt practices and respond to emerging challenges. This evaluation involves gathering feedback from teachers, students, and parents on the policy’s effectiveness and adjusting strategies based on observed needs.

    • Rights:
      • Defining the Language Policy: Our school leadership has the right to establish and regulate the language policy within the school, based on the needs of the students and the pedagogical objectives of the IB program. This includes the ability to decide on the languages of instruction, management, and communication used in the school.

        • Making Strategic Decisions: Leadership has the power to define priorities for the languages to be taught, considering local contexts, student needs, and IB program requirements, while also facilitating a school environment that values linguistic diversity.

2. Teachers

    • Responsibilities:

      • Implementing the Language Policy in the Classroom: Our teachers play a fundamental role in implementing the language policy daily. They must adopt pedagogical approaches that allow all students to progress in their language skills, both in the language of instruction and in an additional language. This involves pedagogical differentiation to meet the specific needs of students, including those with varied language skills.
      • Integrating Language Skills into Subject Teaching: In addition to language instruction, teachers at The Kintess School must ensure the integration of language skills across all disciplines. This may involve using precise terminology, promoting oral and written interaction in the classroom, and adapting content so that students can understand and use languages in a broader academic context.
      • Promoting Linguistic Diversity: Teachers have the responsibility to promote the recognition and appreciation of linguistic diversity. This includes using students’ mother tongues as an asset to enrich learning and creating an environment where the use of multiple languages is encouraged. They must also encourage intercultural exchange and ensure that all students feel included, regardless of their proficiency level in the language of instruction.

        • Assessing Linguistic Progress: Teachers must continuously monitor students’ linguistic progress in all the languages they are studying. This includes using appropriate assessment tools to measure progress in language acquisition, as well as adapting teaching methods to support students who are facing difficulties in their language learning.

    • Rights:
      • Pedagogical Freedom: Our teachers have the right to adopt pedagogical methods adapted to the linguistic needs of their students while respecting the school’s language policy. This includes the right to choose varied teaching strategies and to experiment with innovative approaches to facilitate language learning.

        • Access to Continuing Education: Teachers have the right to access professional training concerning language teaching and best practices for multilingual classes. This allows them to hone their skills and adapt their approach based on the evolving linguistic needs of students.

3. Students

    • Responsibilities:

      • Engagement in Language Learning: The students of our school are responsible for their own language learning. They must actively participate in class, seek to improve their skills in the language of instruction, and invest in learning additional languages. This includes regular practice of languages outside of class hours and participation in linguistic and cultural activities.
      • Respect for Linguistic Diversity: Students at The Kintess School must show respect for the other languages and cultures in their school environment. Open-mindedness and recognition of the richness of different languages and traditions must be part of their daily behavior. They must also be aware of the importance of language in building their own identity and that of others.

        • Use of Languages in Diverse Situations: Students must be able to use the languages they are learning in various contexts, whether in school activities, social interactions, or group projects. They must also seek to overcome linguistic barriers and show perseverance in practicing the target language.

    • Rights:
      • Access to Language Resources: Students have the right to access educational resources adapted to their linguistic level, as well as pedagogical support, such as tutoring or support classes, to help them progress in learning the language of instruction or additional languages.
      • Choice of Study Languages: Depending on the options offered by the school and the requirements of the IB program, students have the right to choose certain languages they wish to learn, within the limits of available resources and pedagogical possibilities.

        • Fair and Equitable Assessment: Students have the right to a fair evaluation of their language skills that takes into account their level of proficiency and their progress over time. The assessment must be transparent and provide constructive feedback, allowing students to better understand their strengths and areas for improvement.

In the framework of the International Baccalaureate language policy, the roles and responsibilities of school leadership, teachers, and students at The Kintess School are clearly defined and complementary. Leadership is responsible for creating an inclusive policy and providing the necessary resources. Teachers are responsible for the pedagogical application of this policy. Students must actively engage in their language learning. Together, they contribute to building a school environment that values linguistic diversity and prepares students to become competent global citizens who are open to other cultures.

8. Resources for Parents

Before enrolling their children, parents are fully informed of the language policy implemented at our school, in accordance with the requirements of the International Baccalaureate (IB) program. This informative approach is essential to ensure that parents fully understand the educational framework in which their child will evolve and the linguistic objectives they will be exposed to.

In a spirit of transparency and commitment, the school communicates regularly with parents. Every week, parents receive communication detailing available resources, including internet links and/or QR codes that provide access to educational audio materials. These resources are made available to allow parents to actively follow their child’s language learning and support their progress at home.

Furthermore, at the beginning of each month, a detailed schedule is shared with parents, specifying the themes and content that will be covered in each subject. This communication allows parents to stay informed about the academic content and proactively support their child’s learning, while understanding the specific objectives of each discipline in connection with the school’s language policy.

Assessment Policy

1. Philosophy Statement

At The Kintess School, our assessment system is thoughtfully designed to align with the expectations of the International Baccalaureate (IB) Programme. It aims to promote both academic and personal growth in a balanced and meaningful way, while respecting each learner’s individual pace and unique profile.

Our approach is learner-centered, positioning assessment as an ongoing, integrated, and reflective process. Within every unit of inquiry and through each pedagogical action, we place a strong emphasis on developing both intrapersonal and interpersonal skills, while fostering a trusting environment built on ongoing dialogue between students, teachers, and the wider educational community.

Our primary objective is to support the holistic development of each student throughout their demanding learning journey. In this spirit, assessment is seen as a dynamic and thoughtful process—one that involves making informed judgments about learning based on data that is collected, analyzed, and interpreted with care.

These insights not only allow us to measure student achievement but also enable us to adapt our teaching practices to better meet their evolving needs and support continuous progress.

2. Guiding Principles

The guiding principles of assessment at The Kintess School aim to support the holistic development of the student, encourage critical thinking, and guide their continuous learning.

    • Assessment for Learning: Assessment supports continuous learning, guides students in their progress, and informs pedagogical strategies.

    • Diverse Assessment: Assessment uses a variety of methods to reflect different learning styles and allow students to demonstrate their skills in multiple ways.

    • Learner-Centered Assessment: Assessment is individualized, taking into account each student’s needs, interests, and learning pace, fostering their autonomy and reflection.

    • Equity: Assessment is fair and inclusive, offering every student equal opportunities for success, regardless of their cultural, linguistic, or personal background.

    • Communication: Although assessments are confidential, parents are kept informed with complete transparency.

3. Assessment Goals

At The Kintess School, we see assessment as a tool for three key purposes.

First, assessment is considered a part of the learning process itself. This approach is based on the idea that assessment is intrinsically linked to learning. Rather than being a simple measure of what a student has achieved at the end of a unit, it becomes an active tool that supports reflection and metacognition. Students are encouraged to self-assess, analyze their own progress, and identify their strengths and areas for improvement. This empowers them to take an active role in their learning and to develop autonomy by adjusting their learning strategies accordingly. For example, self-assessment and reflection activities help students better understand their learning processes and redirect their efforts as needed.

Next, we place great importance on assessment of learning. This refers to the formal dimension of assessment, where students’ acquired knowledge and skills are measured. These assessments are often summative and aim to evaluate student performance at the end of a unit or program. In our pedagogical approach, such assessments may take the form of projects, tests, portfolios, or other work products that allow teachers to gauge the depth of student learning. Assessment of learning also helps determine whether learning objectives have been achieved and produces results that can be measured against clear, objective criteria. This includes end-of-program assessments or final-year projects designed to evaluate a student’s ability to apply knowledge in new and varied contexts.

Finally, at The Kintess School, assessment is regarded as a compass for the curriculum. This refers to the role of assessment in the ongoing refinement and improvement of the educational program. The data gathered from all types of assessments—diagnostic, formative, or summative—provide essential feedback for teachers and the school, enabling adjustments to teaching and learning strategies. If assessment results show that students are facing challenges in a particular area, the curriculum can be adapted to better meet their needs. In this way, assessment becomes a regulatory tool, supporting a more personalized and effective educational approach. For example, if a formative assessment reveals that certain key skills are not yet mastered, the teacher can modify instruction to reinforce those skills before moving on to a summative evaluation.

4. Assessment Dimensions

Monitoring Learning Progress
At The Kintess School, assessment primarily serves to measure the progress students make throughout their learning journey. This monitoring determines whether educational objectives have been met and whether students have mastered the skills and knowledge targeted by the curriculum. This process includes summative assessments, such as final exams and projects, which serve to objectively measure student achievements. These checks help ensure that students are developing in a manner consistent with pedagogical expectations and provide clear feedback on their results.

Data and Information Collection
Assessment at The Kintess School is based on a collection of diverse data that helps us better understand students’ needs, strengths, and areas for growth. This includes diagnostic, formative, and summative assessments, which provide detailed information on each student’s individual progress. This data allows teachers to track each student’s evolution, identify areas where additional effort is needed, and adjust teaching accordingly. The use of this data is essential for tailoring the pedagogical approach and ensuring personalized follow-up throughout the year.

Screening and Remediation Our regular assessments help us to identify students’ learning difficulties early on, through systematic screening of their needs. When a student encounters difficulties in a particular area, remediation actions are implemented to help them overcome these obstacles. Remediation may include individualized support sessions, additional activities, or pedagogical adjustments to strengthen the understanding of certain concepts. The goal is to ensure that all students, regardless of their initial level, can progress and meet the program’s objectives.

Use of Assessments via School Reports and Parent Meetings
Assessments also play a key role in communicating with parents, particularly through school report cards and regular meetings. School report cards offer a detailed overview of a student’s progress, allowing parents to follow their child’s development and learn about their successes as well as areas needing special attention. Parent-teacher meetings, based on assessment results, provide an opportunity to discuss a student’s progress, evaluate the effectiveness of teaching strategies, and implement joint actions to support the student’s learning. These exchanges strengthen the collaboration between the school and the family, creating an environment conducive to the student’s success.

5. Rights and Responsibilities

1. Rights and Responsibilities of School Leadership
Our school’s leadership plays a fundamental role in the organization, management, and supervision of the assessment process. They are responsible for establishing a clear and consistent framework for assessment, ensuring it is aligned with the program’s pedagogical principles. The leadership must also guarantee that all teachers and educational staff are properly trained and informed about the assessment goals and criteria, to maintain a fair and high-quality learning environment. They must also oversee compliance with assessment policies, ensure process transparency, and make sure that assessment practices meet the program’s rigorous standards. Furthermore, the leadership organizes regular meetings with teaching teams to analyze assessment data, adjust educational strategies, and address any difficulties students may face. The leadership also has a key role in managing communication with parents, ensuring that information related to assessments is disseminated clearly.

2. Rights and Responsibilities of Teachers
Teachers are the primary figures in the implementation and management of assessments within our program. They are responsible for planning, designing, and carrying out assessments—whether diagnostic, formative, or summative—ensuring alignment with the program’s learning objectives. Teachers have the right to exercise their professional judgment in assessments. Teachers ensure that assessment criteria are explicitly communicated to students, providing them with a clear understanding of expectations and requirements. They are responsible for providing regular, constructive feedback that not only informs students about their progress but also helps them identify areas needing improvement.

3. Rights and Responsibilities of Non-Teaching Staff
Non-teaching staff, while not directly involved in academic assessment, play an essential role in the ease of the assessment process. This includes various functions such as administrative assistance, student supervision, and the management of material and technological resources. For example, administrative staff are responsible for the logistical management of assessments, organizing exam schedules, communicating results to families, and managing student records.

4. Rights and Responsibilities of Students
Students, as the main agents of their own learning, have a crucial role in the assessment process. They are responsible for actively engaging in their assessment journey, respecting assessment criteria, and participating in self-assessment and reflection on their own progress. Students must be proactive in using the feedback provided by teachers to improve their performance and overcome obstacles. They also have the responsibility to ask for help when they are struggling and to communicate openly with their teachers about their specific needs. Autonomy and managing their own learning, including time management and preparation for assessments, are essential skills they must develop. Finally, students must adhere to behavioral standards during assessments, ensure academic integrity, and maintain the confidentiality of results. Students have the right to a fair and equitable assessment.

5. Rights and Responsibilities of Parents
Parents are informed about their children’s skill development and the assessment schedule. They are responsible for providing a conducive environment for study at home, ensuring their child has access to necessary resources, and encouraging them to develop effective work habits. Parents must also follow their child’s progress through school report cards and teacher feedback, participate in follow-up meetings, and discuss results constructively, collaborating with teachers to implement improvement strategies when necessary. They must support their child in case of learning difficulties and ensure that the child can access specific accommodations if needed, based on the recommendations of teachers or educational staff. Furthermore, parents have the responsibility to respect the confidentiality of assessment results and to actively collaborate with the school to promote their child’s success within a shared educational approach.

6. Assessment Standards and Procedures

1. Assessment Planning
The teaching team determines a schedule for school report cards, which is posted on the school calendar. Parent meetings are also scheduled during specific weeks. The frequency of assessments and the subjects evaluated are considered during annual planning.

2. The Assessed Skills Table
Students are assessed according to a skills matrix. This skills matrix is used for report cards for the first years of elementary school. From 4th grade onward, we use a letter-grade system.

    • Exceeded grade-level standards: 90% +

    • Met grade-level standards: 80-89%

    • Partially met grade-level standards: 70-79%

    • Did not meet grade-level standards: 0-69%

3. The Assessment Standards
The teaching team has chosen these assessment standards, which accurately reflect our school’s assessment policy. Since pedagogical differentiation is at the heart of our teaching, this grid allows for greater flexibility in expectations.

4. Retention of Assessments
Assessments are kept for the duration of the school year. The school report cards are stored in the school’s archives.

5. Assessment
Assessment is the ultimate responsibility of the teacher and, when necessary, is shared with other language teachers. This process reflects a collaborative relationship within the school team. The teacher’s judgment is based on relevant and meaningful information gathered through various forms of assessment data.

6. Decision-Action
Throughout the school year, educational activities and projects are implemented to support learning progress and reinforce the knowledge acquired. The goal is for our students to develop cognitive skills that allow them to transfer learning from one language to another and from one subject to another.

7. In Case of Absence
All absences must be justified. If a student is unable to complete their assessment, we provide them with another assessment of the same difficulty upon their return.

8. The Portfolio
Every Friday, students go home with their portfolio, which allows parents to follow their child’s progress.

The Transdisciplinary Research Program (Information)

1. Who We Are

This unit explores identity, health, beliefs, values, and human relationships. Students learn to better understand themselves and others.

2. Where We Are in Place and Time

Students explore history, origins, journeys, and explorations. They reflect on their place in the world through time and across cultures.

3. How We Express Ourselves

This unit develops creativity and communication. Students explore different forms of expression such as art, music, drama, and writing.

4. How the World Works

Students observe the natural world, inventions, scientific laws, and technologies. They seek to understand how things work around them.

5. How We Organize Ourselves

Children explore social systems, rules, professions, and organizations. They learn how communities work and how people collaborate.

6. Sharing the Planet

This unit addresses coexistence, natural resources, conflicts, and environmental protection. Students reflect on their responsibility toward the planet.

 Transdisciplinary Theme Who We Are   Where We Are in Place and Time How We Express Ourselves  How the World Works How We Organize Ourselves Sharing the Planet
 Age
 10-11 years old 5th GRADERoots and RespectThe Journey of Change: Understanding ProgressReflections in ExpressionThe Forces of Change: How We AdaptSteps to SuccessResources and Responsibilities: Sharing Our Earth
 9-10  years old 4th GRADEGrowing through ChallengesRespect and Change: Adapting to Our WorldSpeak to SparkUnderstanding Weather and Climate: Forces of NatureOrganized for SuccessExploring Resources: Their Importance and Use
 8-9  years old 3rd GRADERights, in ActionExploring the Past: Learning from HistoryNeeds to InnovationNatural Disasters: Forces of ChangeConnection Through OrderExploring Consumption: How We Use the Earth’s Resources
 7-8  years old 2nd GRADEDifferent but TogetherExploring HistoryThe Story We ShareUnderstanding Natural Disasters and Their ImpactThe Power of WeRecycling: Protecting Our Earth’s Resources
 6-7  years old 1st GRADEChoices Shape ConnectionsWhat are the changes from the past, the present and the future?My Choices, my VoiceHow the World Changes Over TimeOur Place, Our PeopleThe Balanced Ecosystem: How do living things work together?
 5-6  years old KGMaking Choices and Building Friendships Sharing Traditions: What Makes Us Unique Around our Community: Understand Professions Living and Non-Living Things: Exploring the World
4-5  years old PK4Friends, Family, and Me Me and My ChoicesLet’s Go ! Exploring Transportation All Around Us: Life in Nature  
     3-4  years old PK3Me, You and Us Ways We ShareSense and Discovery  Little Life, All Around