Welcome to The Kintess School
At The Kintess School, every student thrives in a stimulating environment where an international education program is offered to all from the age of three.
While our program is distinguished by its rigor and quality, it goes far beyond mere academic performance. Above all, we strive to nurture curious, open-minded students with critical thinking skills, providing them with meaningful opportunities to reflect, explore, and actively engage in their learning.
That is why we emphasize inquiry, collaboration, and autonomy in our learning sessions. Through rich and diverse interdisciplinary modules, students develop their skills while making meaningful connections between different subjects and the world around them.
The Kintess School is a place where the joy of learning blossoms, mutual respect flourishes, and a genuine desire to actively contribute to the well-being of the community grows.
An Introduction to the International Baccalaureate (IB) Primary Years Program (PYP)
The IB Primary Years Program is a curriculum framework for children aged 3 to 12. At The Kintess School, we offer this program starting in preschool at age three.
The PYP aims to support the holistic development of each child by nurturing their ability to explore and inquire, both in the classroom and in everyday life. By placing the child at the center of their learning, it fosters not only intellectual curiosity and knowledge enrichment but also emotional growth, while actively engaging them to contribute to a more just and harmonious world. To achieve these goals, the program relies on several essential elements, which we present below.
The Attributes of the IB Learner Profile
At The Kintess School, every teacher and staff member is dedicated to fostering ten essential qualities in our students: inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and reflective. We believe this approach is fundamental to our educational mission. Our entire community—students, teachers, parents, and peers—collaborates to support and nurture the growth of these qualities in every child.
Agency
Agency is a student’s capacity to take full ownership of their own learning. This autonomy is supported by natural brain mechanisms that enhance intrinsic motivation, conscious decision-making, and emotional regulation. By encouraging students to ask questions, take initiative, and make thoughtful choices, we promote sustained and active engagement in their learning. Moreover, this approach extends beyond the individual: through collaboration with peers and teachers, students develop a strong sense of belonging as well as greater understanding and empathy for others.
Transdisciplinary Modules of Inquiry
At The Kintess School, each academic year is shaped by the exploration of interdisciplinary themes—four in early childhood and six in primary school—that connect various disciplines to real-world contexts. This approach makes learning vivid, grounded, and deeply meaningful for our students.
What sets our school apart is our holistic approach, focused on the child’s overall development: intellectual, emotional, social, and linguistic. We base our pedagogy on two fundamental cognitive development processes: assimilation, which enables students to link new information to prior knowledge, and accommodation, which encourages them to adjust their understanding when confronted with new or complex ideas. These mechanisms empower children to actively construct knowledge and adapt it to diverse situations, in depth.
In a bilingual environment like The Kintess School, these processes gain even greater significance. By shifting between languages, students revisit concepts from multiple perspectives, enriching their comprehension. This linguistic interplay broadens their vocabulary, deepens connections between ideas, and fosters greater cognitive flexibility. Bilingualism thus becomes a powerful driver of learning: it enhances their ability to transfer knowledge across contexts and languages while sharpening their worldview.
Throughout their primary education, students undertake around forty research projects that fuel their curiosity, strengthen their skills, and prepare them to thrive in an interconnected, multilingual, and ever-evolving world.
Approaches to Learning
To support this active and real-world approach, the program emphasizes the development of five essential skills: thinking, research, communication, self-management, and social skills. These competencies enable students to think critically, collaborate effectively, organize themselves independently, and adapt to new situations. They also contribute to the development of intrapersonal intelligence, helping each child better understand themselves, recognize their emotions, and regulate their actions, as well as interpersonal intelligence by promoting listening, empathy, and cooperation with others.
By cultivating these skills daily, students become engaged, responsible, and open-minded lifelong learners.
Concepts
The IB Primary Years Program is built on a conceptual approach, which is at the heart of deep learning. Rather than simply memorizing facts, students are encouraged to explore and reflect on seven key overarching concepts: form, function, causation, change, connection, perspective, and responsibility.
- Form: Understanding what something is like and its essential characteristics.
- Function: Discovering the purpose of an object, organism, or idea.
- Causation: Exploring why something happens and the reasons behind an event or phenomenon.
- Change: Observing how things evolve over time.
- Connection: Identifying the links and interactions between different things, people, or ideas.
- Perspective: Considering different viewpoints and experiences to better understand a situation or topic.
- Responsibility: Reflecting on one’s actions and their impact on oneself, others, and the environment.
These concepts serve as a guide to organize learning and help students construct meaning across different subjects, fostering a broad and integrated understanding of the world around them. By encouraging reflection on these big ideas, the program develops their ability to think critically and see beyond factual knowledge, grasping the complex issues related to their environment, society, and their own role as responsible individuals.
This conceptual approach thus enables students to become autonomous learners, capable of transferring their knowledge to various situations, adopting multiple perspectives, and becoming aware of their responsibilities in an interconnected world.
Action
Within the IB Primary Years Program, action holds a central place as the natural extension of learning. It is not just the acquisition of knowledge that matters, but also how students apply their learning to make a positive impact on their environment. Action reflects students’ ability to engage actively and responsibly by turning their reflections and discoveries into concrete steps.
This action can take many forms: it may be individual, such as a personal commitment to adopt respectful behaviors or to deepen a topic they are passionate about; or collective, for example when they collaborate on a group project aimed at improving their school or community. It can also be occasional, like an initiative tied to a specific event, or part of a long-term effort through a continuing project that evolves over time.
Action in the Primary Years Program is always thoughtful and intentional. Students are encouraged to evaluate the impact of their actions, understand ethical and social issues, and act with awareness and respect. For instance, they might advocate for a social cause, participate in environmental initiatives, or create projects that promote justice and solidarity.
This practical dimension of learning is supported and valued by the entire educational community—teachers, parents, and peers—who guide students throughout these endeavors. This support fosters not only self-confidence and a sense of responsibility but also a deep commitment to the Program’s core values, such as altruism, open-mindedness, and cooperation.
Thus, action enables IB Primary Years students to become active citizens, aware of their role in a complex and interconnected world, ready to contribute positively to their local and global communities.
Throughout their primary journey, students develop these skills and qualities through inquiry modules, a broad range of disciplines, as well as in their everyday life at school and at home. This path culminates in a final exhibition in the sixth year, showcasing their progress.
We wish you a rich and inspiring journey at The Kintess School!
The Kintess Team
Mission
Here is the official mission of the International Baccalaureate (IB):
IB aims to develop engaged, curious, and open-minded students. It encourages critical thinking, intercultural understanding, and respect. The program fosters rigorous and balanced learning, focused on knowledge and human values. It prepares young people to address global challenges responsibly. Finally, it promotes a spirit of action to contribute positively to society.
IB aims to develop engaged, curious, and open-minded studentsinquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.
Our Vision
At The Kintess School, our mission is to foster the success of every student by providing a stimulating, nurturing, and inclusive environment. To realize this ambition, we invest deeply in the ongoing professional development of our staff, focusing not only on the rigorous standards of the International Baccalaureate but also on the latest advances in clinical neuroscience, developmental psychology, and, notably, the cultivation of emotional intelligence. This comprehensive approach enables our educational team to better meet the holistic needs of each child and to support their full flourishing.
Our Values
Our core values guide every decision and action at The Kintess School, ensuring strong educational coherence and consistent excellence throughout our community. These values rest on four fundamental pillars: Respect, Engagement, Collaboration, and Well-being to Do Well.
Respect: Inspired by the work of Professor Jim Cummins, a leading expert in bilingual education at the University of Toronto, we deeply value cultural and linguistic diversity, recognizing the richness it brings to our international community. Respect means honoring the dignity and worth of every individual, fostering a climate of openness and inclusion.
Engagement: According to Stanislas Dehaene, Professor at the Collège de France, specialist in cognitive neuroscience and Chair of the Scientific Council for National Education in France, active engagement is one of the four fundamental pillars of learning, alongside attention, feedback, and consolidation. It refers to a student’s ability to consciously mobilize their cognitive resources to learn and understand. At The Kintess School, we highly value this engagement by encouraging every member of our community to participate fully—with energy and purpose—in the construction of shared knowledge and collective success.
Collaboration: We draw on the research of Olivier Houdé, a professor of psychology at Sorbonne University and a member of the prestigious French Academy of Sciences. His work highlights three key modes of thinking: an intuitive system that is fast but often impulsive; a logical system that is analytical but sometimes rigid; and a third cognitive control system that enables individuals to inhibit automatic responses and engage in flexible, critical, and reflective thinking.
At The Kintess School, this understanding of cognitive mechanisms directly shapes our pedagogical approach. Our teachers actively encourage students to engage this third system in their interactions and learning. By fostering listening, cooperation, and shared reflection, we cultivate a culture of collaboration that develops enduring skills—essential for thriving in an interconnected and ever-evolving world.
Well-Being to Do Well: At The Kintess School, emotional well-being lies at the heart of the educational experience. Inspired by the work of Dr. Marc Brackett, psychologist and founding director of the Yale Center for Emotional Intelligence, we recognize the critical importance of a harmonious balance between academic, cognitive, and emotional dimensions to foster lasting learning. For this reason, we are committed to creating an environment where every student feels heard, respected, and supported—enabling them to thrive fully and learn under the best possible conditions.
IB Learner Profile
At The Kintess School, the International Baccalaureate Learner Profile serves as the cornerstone of our educational approach. It embodies the core values we strive to instill, guiding our students to become open-minded, responsible individuals capable of critical thinking and positively engaged in society. This framework encompasses ten fundamental attributes that are nurtured and strengthened throughout the students’ academic journey, contributing to their intellectual, emotional, social, and personal growth. Our teaching team is dedicated to cultivating these qualities daily within a stimulating and supportive learning environment. Parents also play a vital role by reinforcing and valuing these attributes within the family setting.
At The Kintess School, we cultivate in each student a set of essential qualities inspired by the IB Learner Profile and enriched by our holistic and bilingual approach. These ten dimensions form the foundation of our educational commitment, preparing our students to become open-minded, responsible, and fully flourishing global citizens.
Inquirer
Our students cultivate an innate desire to understand and explore the world around them. This passion for discovery is evident in their ability to ask meaningful questions and maintain a constant enthusiasm for learning, both in the classroom and at home. This natural curiosity can extend to family discussions, reading, or shared explorations, reinforcing their appetite for knowledge. In their daily lives, this curiosity drives our students to actively engage with their environment and seek answers on their own.
Knowledgeable
Our students develop a broad and deep understanding, weaving connections across disciplines, cultures, and global realities. Experiences shared within the family—such as exploring traditions or current events—enrich this integrated perspective. In daily life, this ability enables them to grasp the complexity of the world with nuance and to make meaningful connections between areas of knowledge.
Thinker
At the core of their learning is the ability to think rigorously and creatively, enabling our students to analyze complex situations with discernment. We incorporate Olivier Houdé’s theory of the three thinking systems, placing special emphasis on the reflective, critical, and flexible system. Discussions at home—whether about everyday situations or debates—provide an ideal setting to develop this skill. On a daily basis, this critical thinking guides their decisions and helps them solve problems independently and responsibly.
Communicator
Proficiency in multiple languages, both spoken and written, is complemented by active listening and respectful collaboration. Our approach also values nonverbal communication, as well as interpersonal and intrapersonal intelligence. At home, family interactions provide an ideal setting to practice these forms of expression and attentive listening. These skills enrich daily relationships, facilitate cooperation with peers, and promote a deeper understanding of oneself and others.
Principled
Honesty, respect, and a strong sense of responsibility guide our students’ behavior, nurtured through consistent values shared between school and family. The principles upheld at home reinforce this moral awareness. In their daily lives, this integrity is reflected in taking responsibility for their actions and treating others with fairness and kindness.
Open-Minded
Inspired by the work of Jim Cummins on bilingualism and cultural diversity, our students learn to embrace the richness of diverse cultures, perspectives, and experiences with respect. Family conversations about differences and values help to deepen this openness. This quality enables them to navigate multicultural environments with ease and to broaden their understanding of the world.
Caring
Driven by empathy and solidarity, our students are encouraged to take meaningful action for the common good—an engagement supported by a dynamic and inclusive school community where parents and families play an active role. Family experiences centered on sharing and mutual support further reinforce this commitment. These values are reflected daily in their actions through gestures of care and assistance toward both their immediate and extended community.
Courageous
When faced with challenges, our students demonstrate confidence, creativity, and thoughtful boldness. Our pedagogical approach, grounded in Vygotsky’s Zone of Proximal Development (ZPD), supports this gradual development of initiative. At home, an environment that values effort and autonomy can further nurture this courage. This inner strength empowers them to face obstacles with determination and seize new opportunities every day.
Balanced
Physical, intellectual, and emotional well-being are central to our students’ success. The use of tools such as Marc Brackett’s Mood Meter and RULER framework, integrated both at school and at home, supports a shared approach to emotional regulation. This balance is reflected in their lives through mindful attention to overall health and harmonious relationships.
Reflective
Self-awareness, which enables students to recognize their strengths and areas for growth, is nurtured through open dialogue among students, teachers, and families. This ongoing self-inquiry supports a sustained commitment to their personal development. On a daily basis, this introspective capacity helps students adjust their behavior and grow positively in response to their experiences.
This learner profile serves as a true compass guiding both learning and daily life at The Kintess School. In close partnership with families, it aims to nurture well-rounded, responsible global citizens prepared to meet the challenges of an ever-evolving world.
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
- 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. - 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. - 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. - 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. - 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. - 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. - 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.
- Inquiry-Based Learning & Units of Inquiry
Implementation Guidelines
| Aspect | Description |
| Inquiry Focus | Research 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 Thinking | Open-ended questions, structured debates, and complex problem-solving tasks are integral to developing sophisticated reasoning skills. |
| Philosophical Thinking | Monthly philosophy sessions, utilizing narratives, scenarios, and ethical dilemmas, are conducted to stimulate deep reflection and critical inquiry. |
| Hands-On Learning | Manipulative items, science experiments, art projects, and role-playing activities are extensively used to promote a tangible and deep understanding of concepts. |
| Technology Use | The use of videos or personal mobile devices (cell phones) is strictly prohibited during classroom hours to actively encourage direct participation and focused engagement. |
| Classroom Culture | A positive environment is fostered through affirming language, specific kindness challenges, peer encouragement initiatives, and robust community-building activities. |
| Behavior Approach | Restorative circles are implemented to effectively resolve conflicts; students are guided to practice accountability and cultivate empathy towards their peers. |
| Assessment | Formative assessments emphasize a growth mindset and provide constructive, thoughtful feedback, clearly separate from any punitive measures. |
| Parent Communication | All communication with parents is conducted exclusively through the school’s official messaging system, ensuring professionalism and timely responses. |
| Customization | Differentiated 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.
- Rights:
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.
- Rights:
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.
- Rights:
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 GRADE | Roots and Respect | The Journey of Change: Understanding Progress | Reflections in Expression | The Forces of Change: How We Adapt | Steps to Success | Resources and Responsibilities: Sharing Our Earth |
| 9-10 years old 4th GRADE | Growing through Challenges | Respect and Change: Adapting to Our World | Speak to Spark | Understanding Weather and Climate: Forces of Nature | Organized for Success | Exploring Resources: Their Importance and Use |
| 8-9 years old 3rd GRADE | Rights, in Action | Exploring the Past: Learning from History | Needs to Innovation | Natural Disasters: Forces of Change | Connection Through Order | Exploring Consumption: How We Use the Earth’s Resources |
| 7-8 years old 2nd GRADE | Different but Together | Exploring History | The Story We Share | Understanding Natural Disasters and Their Impact | The Power of We | Recycling: Protecting Our Earth’s Resources |
| 6-7 years old 1st GRADE | Choices Shape Connections | What are the changes from the past, the present and the future? | My Choices, my Voice | How the World Changes Over Time | Our Place, Our People | The Balanced Ecosystem: How do living things work together? |
| 5-6 years old KG | Making 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 PK4 | Friends, Family, and Me | Me and My Choices | Let’s Go ! Exploring Transportation | All Around Us: Life in Nature | ||
| 3-4 years old PK3 | Me, You and Us | Ways We Share | Sense and Discovery | Little Life, All Around |