School Profile created by Maria Angelis

EDUCATION AND SKILLSINTERNATIONAL SCHOOL
SCHOOL PROFILE
2017-2018

Contents
1. Student/School Community 2
∙ Brief Description 2
∙ Parents/ Community Organizations 2
∙ Community Foundation Programs 2
∙ School Accreditation History 3
∙ School Vision Statement 3
∙ School Mission Statement 3
∙ Student Enrollment 4
∙ Special Need Students 5
∙ Attendance Statistics 5
∙ Socioeconomic Status 6
∙ Student Participation in Co/Extra-Curricular Activities 6
2. School Staff 7
∙ Staff Professional Development Participation 8
∙ School Safety, Cleanliness, and Facilities Conditions 8
3. Student Performance Data 9
∙ Academic Performance 9
∙ Teacher Survey 11
∙ Parent Survey 12
● StudentSurvey ……………………………………………………………………………………………..……………………………………………..19
4. School AchievementsHistory …………………………………………………………………………………………………………..……………….20

Education and Skills International
School Profile
1. Student/School Community
Brief Description
School’s History
Education and Skills International School is located in Riyadh, Saudi Arabia and has an enrollment of
357 students. We have been a fully functioning school for two years. Our school intends to make a
difference for our students, Saudi Society and Saudi Education. Our unique feature is that although
we are a new school, we have solid foundations that have been wisely obtained from the Ministry
of Education of Saudi Arabia and the education vision of 2030 which has groundbreaking, creative,
and innovative goals that have inspired us and have given us a strong sense of direction that rarely
can be found in a new school. We know where we stand and where we intend to go.
School Founder
Manal Al Jarboua is theschool founder. She has an established record of successful student and staff
leadership of about 30 years. She has a strong history of building excellent relationships between
schools and the broader community and brings a high degree of creativity and innovation. .
She has received her education from Saudi Arabia and the United States of America and is
continuously attending conferences searching for new methodologies and strategies to improve our
school.
School Structure
Our school is divided into three sections: Early Childhood section /department (KG1 - Kg3). Elementary
section/department (1-6), Middle School Section/Department (grades 7-8). Next year we are looking
forward to acquiring a high school (grades 9-12). Each section has its own Academic Coordinator.
Student Diversity
Although our student population is primarily comprised of Saudis, our students are taught to have respect
and tolerance of inter-cultural values, and to have full knowledge of the diverse world in which we live in
today. In order to ensure that students' needs are met, our curriculum includes events and activities that
include intercultural and communal experiences.
Curriculum

Education and Skills International School follows the American curriculum that is based on Common Core,
National and Next Generation Standards that have been aligned with Islamic values and Arabic traditions.
Our curriculum has been carefully designed to help students meet personal, local and international goals
and to become lifelong successful learners in a post-modern, globalized and multicultural world.
Staff
Our teachers have been carefully chosen from the local and international community to form a
multicultural diverse team that will prepare students to be open-minded and well-rounded
visionaries; albeit, helping them acquire both academic and personal success. Our school ensures
their ongoing professional development by providing them with vigorous training and learning
programs.
Facilities
Our school provides a safe, spacious and safely built environment. Our facilities include a swimming
pool, theatre, stem and science lab, a doctor’s office, a cafeteria, art rooms, two computer labs, an
outdoor patio, outdoor playgrounds, an indoor gym and ballet room. Our school is fully equipped
and has extensive resources so that it can be utilized to implement advanced curriculum with high
standards and to promote skills in all areas of learning acquisition. The stimulating environment is a
hub where our students can generate questions, explanations, conjectures and hypothesis,
alternative ideas and possible solutions in response to issues concerning all areas of knowledge.

Parents/ Community Organizations
‫ة‬
Education and Skills International School
Our school is in the process of organizing the Parent Council, and when it is finalized, the parent
council will support the following:
Parent Council Policy Rationale
Purpose
Structure & Role
The Parent Council is an organization conducted by parents and supervised by upper school
administrators. It is a representative structure through which parents work in partnership with
school leadership and staff for the benefit of the school and its students.
The purpose of Education and Skills International School Parent Council is to give parents an
opportunity to develop, to organize, and carry out school activities and service projects within the
school realm. In addition to planning and organizing events that contribute to the school’s vision
and mission statement, the Parent Council is the voice of theparent body so that parents share their
ideas, interests, and concerns regarding the school community.
The structure of the Education and Skills International Student Council is based upon a democratic
philosophy that allows all parents to equally participate in the council. Ideas are presented, voted
upon, and confirmed by the parent council. Any parent that is interested in leadership,
organizational behavior, event planning or becoming more involved in the school are welcome to
become involved.
Functions of the Parent Council
The parent council will consider individual policy issues and represent the Council’s views on those
issues to school management.

The Parent Council will assist in organizing and developing sports and cultural activities within the
school, including, for example, sports days and drama or celebratory events.
The Parent Council will assist and organize fundraising events for charity and the community as
whole.
The Parent Council can organize events both within the school and involving the wider community,
for the purposes of raising money for designated charities.
Guidelines
The Parent Student Council election process adheres to the following guidelines:
• The Principal creates a PowerPoint presentation for an assembly to be held at the
beginning of the academic year. The presentation provides details about the role of
the Parent Student Council and their role to support the community.  
• Parents collect applications to run for positions for the Parent Council.  
Parents have the opportunity on the application to clarify which position
in the Parent Council they are applying for.
• Parents submit completed and signed application forms to the Principal.  
• After the deadline for applications, the Principal looks at the applications and meets with
the Parent Council in order to ask parents to take a vote for the applicants of the three
basic positions of President, Vice President, or Secretary.  
• Ballots are created and distributed during the meeting to each parent to ensure he/she
votes only one time.  
• The Principal and Vice Principal tally the votes together and save the results without
advertising the winning officers.

An all-school assembly is held to introduce the newly-elected Parent Council Officers and class
representatives to the parent body.
The Parent Council will announce all their meeting and their agendas ahead of time and after the
approval of the principal.
The principal or members of the upper management have to be present in every meeting.
Minutes have to be kept at each meeting.
All documentation regarding events and activities have to be documented in a binder.
Surveys are run on a regular basis to ascertain the proper functioning of the parent council.
Parents are always welcome to send an anonymous email to the school via the school website in
order to inform administrators of possible comments they may have.

Community Foundation Programs
Our school is in the process of organizing a cooperative education project with intent to support the Vision
of 2030 of the Ministry Education in our school. The project’s goal is to provide student support to improve
their values and behavior. The project is in collaboration with King Saud University that will provide us with
very soon to be graduate social workers. Several social workers will come to our school and become
mentors for approximately 100 students . Our school predicts that because the ratio of mentors to students
will be quite low, the mentoring will be much more intense and effective. To ascertain that the aforesaid
is true, all newly arrived social workers will be supervised by the school’s official senior school counselor
who will ensure that all mentoring motions are documented and analyzed so that the data is utilized for the
ongoing improvement of student behavior.
In the future, when our high school is formed, our school also plans to create a co-op program that will give
high school students the opportunity to acquire a term of real work experience in the real work force .
Students will be given a professional placement test. The placements will be arranged through the school’s
guidance counselor. Based on the placement test students will be assigned an internship under a
professional that will give them the opportunity to work in the same field. The student will be responsible
for completing reports each time they visit the location of their apprenticeship. This will be a very
competitive program and only 15 students will be selected per each semester.
School Accreditation History
Education and Skills International School is a newly formed school of two years that is in the
process of becoming accredited by several accreditation establishments. Although applying to
more than one accreditation establishment for a newly formed school may seem overly ambitious,
it has actually benefited our school greatly. Due to the aforesaid, all of the upper management
staff is familiar with a plethora of standards that they have applied, and which have brought about
enormous changes in our school. At the same time, management is working collaboratively using
standard- suggested innovative tools that has transformed our school tremendously.
School Vision Statement
We will fructify, conscientious and scholarly leaders who will utilize ethical and creative approaches
to solve problems effectively, always having their Islamic beliefs in mind.
.

School Mission Statement
School Goals
Our school intends to bring forth ongoing learners who will have an intense and genuine interest in
education and who will transition into a knowledgeable society, becoming indispensable assets in all fields.
Education and Skills International School Graduates will contribute to our nation’s reconstruction and
economic development because our school has adopted key initiatives, partnerships, and collaborations
which will enrich our students’ progress towards becoming an educated and ingenious generation.
Our school, the heart of the educational process,will support students with an optimal education comprised
of impeccable tools, laboratories, clubs and programs. Therefore, parents will feel comfortable to depend
on us and to share with us their worries and responsibilities regarding their children’s future.
In order to ensure the quality of education in our schools, we closely monitor performance indicators and
utilize feedback to fuel our continuous search for the latest academic and scientific methodologies that
encourage creativity and innovation among all our students, future members of a developed and globalized
community.

Student Enrollment
Student Enrollment since last year has pleasantly increased. We have noticed intense enrollment in the lower
grades rather than the upper ones. Our smallest class this year, initially was our grade eight middle school
class that in the first term had only one student. In the second term, the number of grade eight students
increased to three, a show that our school is continuously growing. We believe our hard work and dedication
is continuously paying off.
Number of Students Enrolled*
Year KG1 KG2 KG3 G1 G2 G3 G4 G5 G6 G7 G8
2016/2
017
2 6 1 3 0 0 0 0 0 0 0
2017/2
018
30 57 63 73 54 38 9 17 4 9 3
In comparison to last year, we had a sudden and high influx of students in the lower elementary levels. The
highest one being in grade 1 with 73 students. The second highest influx of enrollments was in the early
childhood department with the highest being at the KG3 level. There is a huge gap of enrollment between
the lower elementary grades and the upper elementary grades with the grade 8 being the lowest one. We
believe the underlying cause of the aforesaid phenomenon is due to demographics.

Number of Students Enrolled by Nationality
Year Saudi
Egypti
on
Jorda
nian
Libane
se
British
Bahrai
ni
Sudan
ese
Syrian
Sumal
i
Yama
ni
2016/20
17
11 0 1 0 0 0 0 0 0 0
2017/20
18
315 9 12 1 4 2 5 5 1 1
The majority of Education and Skills International School students are of Saudi nationality. The remaining
minority of students are Jordanians, Egyptians, Lebanese, British, Bahraini Sudanese, Syrian, Somalis and
Yemenis. Regardless, of student nationalities, our school aims to produce well-rounded students who are
knowledgeable of the global world and their Islamic faith so that they acquire superior character and high
academic success. More importantly, we teach our students about “international- mindedness,” inter-
cultural values, and the diverse world.

Special Needs Students
We have a few special needs student in the elementary and early childhood section. Special needs
students in our school are accompanied by “shadow teachers” that help the student participate in
as many activities as possible. The objective of the shadow teacher who is under the supervision of
the homeroom teacher and the school social worker is to allow students to function as meaningfully
and as independently as possible. The shadow teacher collaborates with administrators, parents
and homeroom teachers in frequent meetings so that they tend to the child’s academic and physical
progress.
Number of Special Needs Students Enrolled*
Year KG1 KG2 KG3 G1 G2 G3 G4 G5
2016/2017 1 0 0 0 0 0 0 0
2017/2018 0 2 3 1 0 0 0 0
* Create new tables if you have more grades.
chart
Between the years 2016- 2017 our school welcomed one special need student. The following year between
2017 and 2018, our school enrolled a total of six special need students.

Attendance Statistics
Average Daily Rate of Attendance ‫نسبة‬‫الحضور‬
Year Kg1 Kg2 Kg3 Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8
2016/2
017
95% 90%
89%
93% 0 0 0 0 0 0 0
2017/2
018
94% 93%
94%
95% 95% 97% 95% 97% 93% 97% 95%
Attendance betweenthe years 2016 - 2017 was quite consistent withsome slightly
significant absences inKG2 and KG3. Betweenthe years 2017-2018 attendance was also
consistent withsome slightly excessiveabsencesinthe KG section.

Socioeconomic Status
Number of students Receiving Reduce Fees
Year Number
Percent of
Enrollment
2016/201
7
1
9%
2017/201
8
3
1%

Student Participation in Co/Extra-Curricular Activities
Student Club
Quran club
Our school’s Qur’an club encourages and trains students to abide by the rules of Islam, to uphold the good
manners in Islamand to recite Qur’an. Our school’s goal is to reach the highest possible level of excellence
in the field of Islamic studies and Qur’an recitation through abiding by the rules of Islam and by learning
from the moral values from the Holy Qur’an.
Reading/Book Club
Our book club targets all levels of students. Students have access to books in both hard and digital copy.
Computers have been placed in the library so that students can read within the library’s realm. It is important
to note that our school is in the process of organizing a reading mentor and mentee program. Middle School
and upper elementary students will be given the title of “Reading Mentor” and the he/she is paired up with
a mentee that will be a child from the lower grades.
Athletics
Ourstudentsbalancetheirlivesbetween academic and physicalchallenges. OurschoolprovidesSaturday
Athletics Program and extracurricular activities
Education and Skills International School Saturday School Activities (9:00-1:00)
The purpose of Education and Skills International Activities program is to give all students an opportunity
to get involved in physical activities, socialize with fellow schoolmates, and develop athletic abilities to
improve themselves in an environment of group athletic activities. All students are welcome to attend
and participate in the Education and Skills International School Saturday Program.
Athletic Activities are likely to change from quarter to quarter depending on the number of participants.
Students have the options of getting involved in the following activities:
Swimming Girls / Boys
Basketball - Boys/Girls
Ballet ( girls only)

Pilates (girls only)
Zumba (boys/girls)
Art / Arts and crafts ( boys/ girls)
Football (boys only)

2. School Staff
Number of Certified Staff by Nationality ‫المعلمين‬‫طبقا‬‫لجنسياتهم‬
Year
American
s
Saudi
s
Jordania
n
Egyptia
n
Syria
n
Pakistani Algerian Sierrleone
2016/201
7
0 4
3 1 0 0 0 0
2017/201
8
1 18
11 5 8 4 1 1
Education Level of Certified Staff ‫الدرجات‬‫العلمية‬‫للمعلمين‬
Year
Doctorat
e
Master Bachelor Total
2017/201
8
0
3 41 44
Chart

Teachers’ Experience
Year 2017/2018
Less than 2 years 12
2 to 5 years 25
5 to 10 years 9
More than 10 years 4
Chart

The majority of our teachers have two to five years of experience (25 teachers). The minority of teachers
have more than 10 years of experience (4 teachers). Our goal for next year is to increase the number of
English native speakers so that the English Language is further supported. It is important to note that in
addition to their credentials, our teachers are tech-savvy and feel very comfortable with utilizing and
incorporating technology into their curriculum.

Staff Professional Development Participation
Kindergarten - Elementary –Middle School
Training
Topic
Number of
participants
Affiliations
Effectiveness
Bullying 37 M. ANGELIS Pending- Under Observation
Self-
Regulation
35 M. ANGELIS
This workshop was very effective. Students relating to
the colored zones and were less reluctant to tell their
teachers how they felt
Vision
2030 36 M. ANGELIS
Teachers were informed the Vision 2030 of the
Ministry of Education. Teachers were given a small
formative assessment. Results were commendable.
Smart
Board
This workshop was quite effective. It is quite obvious
in teacher observations.
Teachers use the smart boards consistently and
interactively with their students. They prepare
activities and share them on the smart board with
their class.
Differenti
ated
Learning
Mc Graw
By the end of the workshop the teachers had a
“common sense” definition for differentiated
instruction, and they had practical strategies for
differentiating instruction in the classroom.
The
Leader In
me
36 M.Angelis
Pending to be implemented
The MAP
TEST
36 M. Angelis
Survey will be run in order to see parent opinion on
whether teachers were effective explaining the results

Our staff is continuously being challenged with live and online workshops.
Teachers are certified after having taken an online test to ascertain their level of understanding.
School Safety, Cleanliness, and Facilities Conditions
We have recently devised, planned and written a very extensive safety plan. We intend to enforce the plan
for teachers and students with parent teacher’s meetings and online instructional videos and workshops.
Evacuation procedures are posted in every class and an evacuation plan is in place. Our children’s safety is
very important, and we will do everything to maintain it. More importantly, our school has zero tolerance
for physical and verbal abuse, and harassment.
Our school is very adamant about cleanliness. It is important to note that most stakeholders that took a
survey strongly agreed that our school is well- maintained and serious about hygiene. We have 20 cleaning
attendants that keep the school very well- maintained and cared for. We have 16 in-service bathrooms
and they all have wash basins with running water. Soap and antiseptic is always available. All bathrooms
have simplified instructions posted on the wall showing students how students to wash their hands and
use antiseptic. Toilet paper and napkin holders are continuously replenished. All bathrooms are new and
have been meticulously tiled so that they are easy to clean and maintain. There is always a cleaning
attendant outside each bathroom observing bathroom activities. Classrooms are also continuously cleaned
and organized. Students are not allowed to eat in class and their belongings are kept in individualized
cabinets. All homeroom teachers are instructed to keep their classrooms clean by asking students to
participate in daily tidying up sessions.

3. Student Performance Data
Academic Performance
The school has two semesters or terms. For a year and a half, we have had one report card per eachsemester
total. This upcoming term besides having a report card from the Ministry of education there we intend to
follow a standard based report card during the interim. The grading is out of 100. Successful and perfect
completion of the first term is worth 50 % and successful completion of the second term is also worth 50%.
School Overall Performance Results*
Average Score Percent
Year G1 G2 G3 G4 G5 G6 G7 G8
2016/2017 94 0 0 0 0 0 0 0
2017/2018 96 94 94 90 93 91 96 99
The graph reflects a high academic standing of our school. Grade eight is especially high due to the fact that
there was only one student in the class. The student received extremely high grades because the student
was taught one on one. This term we have three grade eight students so the performance results will reflect
more than one student.

School Subjects Performance Results*
Subject
Average Score Percent
Year G1 G2 G3 G4 G5 G6 G7 G8
English
Language
Arts
2016/20
17
97 - - - - - - -
2017/20
18
96 89 94 90 88 78 96 97
Mathemati
cs
2016/20
17
98 - - - - - - -
2017/20
18
97 93 94 93 91 82 97 99
Science 2016/20
17
97 - - - - - - -
2017/20
18
96 90 92 76 94 96 98 100
Local Grades are consistently commendable however there were gaps discovered between the local grades
and the MAP test. We believe that this occurred because it was the first time for our students to take the
MAP TEST. We believe that after the next time our students take the Map test we will be able torealistically
compare the local tests with the external ones.

Surveys
Teacher Survey
The survey was carried out with a sample of 80 teachers including the KG Department., Elementary and
Middle School. All surveys were run using a Five-point Scale (Strongly Agree, Agree, Neither Agree or
Disagree, disagree, strongly agree). However, because very few participants used “strongly disagree” , so
“disagree” and “strongly disagree” was merged into one point. There are two sections to our survey. The first
part includes points regarding the school environment and teacher/student behavior and approach. The
second section rates utilization of technology, teacher feedback, critical thinking, differentiated learning and
acknowledgement of accomplishments.
Statements
Strongly
Agree
Agree Neutral
Disagree
Section A % % % %
1. I like being at this school. 54.2 25 20.8 0
2. I motivate students to learn. 41.6 54.2 4.2 0
3. I provide useful feedback to my students about
their school work.
50 45.8 4.2 0
4. Students behavior is well managed at this school. 12.5 37.5 29.2 20.8
5. The school is clean, well maintained and provides a
pleasant atmosphere.
62.5 20.8 16.7 0
Section A Total 44.16 36.66 15.02 4.16
Section B % % % %
6. I use computers and other technology in my
classrooms for learning.
79.2 20.8 0 0
7. I challenge my students to think. 50 37.5 12.5 0
8. I clearly explain what is required in school work to
my students.
50 37.5 12.5 0
9. I use variety of styles and resources to help
students learn.
58.3 33.3 8.3 0
10.I show care and concern for my students. 75 16.7 8.3 0

11.I celebrate student achievement. 58.3 37.5 4.2 0
Section B Total
Overall Total 54.2 33.32 12.09 1.89
Based on the surveys collected from our teachers, approximately more than half of the teachers love being
in our school and they feel that our school has a clean and well-maintained environment. Slightly less than
half believe that our staff motivate students to learn and provide feedback to students regarding their work.
However, teachers feel that student behavior is not well managed. Therefore, our school is in the process of
devising a school improvement plan that will address behavior issues.
Parent Survey
The survey was carried out with a sample of 300 parents including parents of KG , Elementary and Middle
School students . The survey was run using a Five-point Scale (Strongly Agree, Agree, Neither Agree or
Disagree, disagree, strongly agree). However, because very few parents used “strongly disagree,” “disagree”
and “strongly disagree” was merged into one point. There are two sections to our parent survey. The first
part includes points regarding the school environment and teacher/student behavior and approach. The
second section rates utilization of technology, teacher feedback, critical thinking, differentiated learning and
acknowledgement of accomplishments.
Statements Strongly
Agree
Agree Neutral
Disagree
Section A % % % %
1. I like my son/daughter being at this school. 43.3 40. 20 0
2. The teacher at this school motivates my
son/daughter to learn.
48.5 33.3 12.1 6.1
3. The teacher at this school provides me and my
son/daughter with useful feedback about my student’s
school work.
42.4 36.4 21.2 0
4. Student behavior is well managed at this school. 42.4 33.3 15.2 9.1
5. The school is clean, well maintained and provides a
60.6 24.2 12.1 3
Section A Total 47.44 33.44 16.12 3.64

Section B % % % %
6. My son/daughter uses computers and other
technology at this school for learning.
30.3 36.4 24.2 9.1
7. The teachers challenge my son/daughter to think. 51.5 24.2 21.2 3
8. The teachers clearly explain what is required in
school work.
54.5 36.4 9.1 0
9. The teacher’s use a variety of styles and resources
to help students learn.
54.5 33.3 9.1 3
10. The teachers show care and concern for my
son/daughter.
48.5 42.4 6.1 3
11. This school celebrates student achievement. 36.4 27.3 24.2 12.1
Section B Total
Overall Total 46.27 33.6 15.7 4.4
Nearly half of parents are happy that their children are attending school with us and believe that their
children remain motivated and are behaving properly. More than half of parents believe that our school is
well-maintained, clean and provides a pleasant environment.

Student Survey
Students from the elementary and Middle School Section were surveyed on two sections. The first section
asked their opinion on whether they enjoy being in our school, whether teachers motivate them and provide
the proper feedback, whether student behavior is well-managed and whether our school is maintained. The
second section of the survey asked about the usage of technology, the curriculum, teacher sensitivity to
student need and the celebration of achievement.
Statements
Strongly
Agree
Agree Neutral Disagree
Section A % % % %
12. I like being at my school. 8 75 17 0
13. My teachers motivate me to learn. 8.3 41.7 50 0
14. My teachers provide me with useful feedback
about my school work.
50 8.3 33.3 8.3
15. Student behavior is well managed at my school. 8.3 8.3 41.7 41.7
16. My school is clean, well maintained and provides a
41.7 41.7 8.3 8.3
Section A Total
Section B % % % %
17. I use computers and other technology at my
school for learning.
75 25 0 0
18. My teachers challenge me to think. 58.3 8.3 33.3 0
19. My teacher clearly explains what is required in my
school work.
66.6 16.7 16.7 0
20. My teachers use a variety of styles and resources
to help me learn.
58.3 25 8.3 8.3
21. My teachers show care and concern for me. 16.7 75 0 8.3
22. My school celebrates student achievement. 16.7 8.3 8.3 66.7
Section B Total
Overall Total 37.08 30.3 19.7 13

The student survey showed that the great majority of students enjoyed being in our school which they
mostly agreed is clean and well-maintained. Most students also agreed that teachers motivate them,
challenge them to think, and provide them with the proper feedback. They also agreed that technology
and a variety of curriculum is used consistently for learning. On the other hand, most students believe that
our school faces behavior issues and that we fail to celebrate achievements attained by students and/or
teachers.
School Achievements History
Our school was selectively chosen and was rigorously assessed by KFF -IB based on various criteria such as
infrastructure, the quality and approach of administration, curriculum and management. The KFF- IB
program involves the International Baccalaureate (IB) in collaboration with the King Faisal Foundation
(KFF) in order to promote access to an international education experience in Saudi Arabia and the Arabic
speaking world. Once our school’s assessment was completed, the KFF-IB PYP Project selection committee
approved our school for a PYP candidacy on December 1, 2017. Currently, our school is in the process of
implementing the PYP program.
Please see the attached presentation for more information and visual aids.

School Profile created by Maria Angelis

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