• Learning Difficulties Program
• Learning Support program
• Bi-Lingual Program (English- Arabic)
• Curriculum
• Evaluation/ Assessments and Reports
• Class Size Policy
• School Hours

This program is designed to bring students exhibiting mild to moderate degrees of learning difficulties - especially those characterized as “at risk”- into the educational mainstream ( Dyslexia, ADD, ADHD, Expressive & Receptive language Delays) .

It allows LD students to re-integrate to any International Schools whenever they are ready. The Canadian Curriculum includes: English Language Arts, Mathematics, Science, Social Studies, Technology, and Physical Education. The Arabic Curriculum includes: Arabic Language Arts, Social Studies, Science, Islamic Studies and Quran.

The school implements a Canadian Curriculum for International Schools by offering a full range of subjects and activities of a regular full-day school program. Students use textbooks and materials that are being used in the mainstream schools. In addition, CCIS integrates its programs by using the most advanced educational perspectives, learning tools, and educational software.

The teaching program combines highly researched intervention practices of Ontario Curriculum and the superb practices of the Montessori Method.

The Curriculum in the English Program includes : English, Language Arts, Mathematics, Social studies, Science, Math, Health, Computer Technology, Life Skills, Social- Emotional Development, Physical Education, Arts Education and IEPs.

The Curriculum in the Arabic Program includes : Arabic Language Arts, Science, Social studies, Computer Technology, Life Skills , Islamic Studies, Qur’an.

Primary assessments are done during the first two weeks of school (after an initial period of getting to know the student). These primary assessments help teachers, with the collaboration of specialists, to write down students' IEPs during the [IEP] multi-disciplinary meeting. These assessments cover academic, non-academic areas and based on an actual performance level are written for the IEPs.

Individualized Educational Plan

All programs are based on Individualized Education Plan (IEP) for each student which serves as an educational blueprint for each student's instructional program. It represents a customized program tailored to individual educational, psychological and physical needs. This plan defines the goal and objectives for the student's academic year and outlines how the individual learning challenges will be addressed.

IEP's are reviewed with the parents three times a year. In this manner, parents are kept informed of both academic and social progress of their child. It allows an opportunity for parents to receive individual advice on how best to work with the challenges they are facing at home, and how best to enhance their child's learning experiences at home and school.

IEP meetings dates

Progress Reports

Students will receive a progress report three times per year (end of first semester, end of second semester, end of year). These reports give the results of each student’s continuous assessments, and help diagnose the student’s progress. Parents are invited to meet their son’s/ daughter’s teachers to find ways to help improve their student’s performance.

The evaluation of student achievement is based on informal observation, supervision of class work and homework. Portfolios shows student’s work and any accomplishments that he/she has achieved, are kept on file, in order to help monitor his/ her progress and ability to meet the IEP goals.

Formal assessments

Include oral recitations, presentations, quizzes, periodical achievement tests to check students' academic performance, announced tests, projects, reports, and term examinations.

Finally, by the end of the year, Brigance Inventories are used as standardized Assessment Instruments that help identify the student's:

CCIS class sizes consist of eight to nine students, depending on the age and educational ability, learning styles, and the level of behavioral challenges of the various students. Students therefore benefit from more one-on-one attention from his / her teacher and teaching assistant. Students also develop the necessary friendships and positive peer relations, in a more close-knit and familiar learning atmosphere .