AIA Objectives

  • IAI strives for excellence in academic instruction in a dual curriculum (American Curriculum in English Language Arts, Math, Science and special subjects, and IRAQI National Curriculum in Islamic Studies, Arabic, and National Studies).
  • The school shall endeavor to maintain or exceed the academic standards of California Common Core State Standards of Education as long as these regulations do not conflict with the philosophy of the school or Iraq.
  • The school shall encourage students to adhere to the moral standards set forth by Jordanian culture, and to support and nurture the child in spiritual growth and commitment.
  • Rollout and implementation of the moral education program and ensure our students are encouraged to have the highest level of moral education and practice.
  • The school shall adhere to the policies and procedures set forth by Iraqi Ministry of Education.
  • All curricula taught in the school shall be under the direct supervision, authority, and approval of the School Executive Director and will be reviewed on regular basis.
  • All curricula must be thoroughly sequenced and integrated within the grades, from section to section, and across grade levels in an ascending order. Curricula used in each class shall be documented, organized, monitored, and maintained by the heads of department(s) or curriculum coordinator(s)

 School Expectations for Student Learning

Academic Expectations

  • Students will analyze, interpret, evaluate and think logically to solve problems using a variety of resources and strategies.
  • Students will communicate effectively to a variety of audiences.
  • Students will create works using a variety of communication forms.
  • Students will develop skills and knowledge to reach personal and career goals.
    Social Expectations
  • Students will work cooperatively to achieve objectives.
  • Understand and carry out their responsibilities as members of the community.
  • Understand physical, mental and social health strategies.
    Civil Expectations
  • Students will demonstrate self-respect, understanding and appreciation for the diversity, internationalism and interdependence of all peoples.
  • Students will recognize and fulfill their duties and obligations as students and global citizens.



assessment is used to promote learning through timely feedback that informs future teaching and learning and builds students’ confidence in their ability to learn. Principal, vice principal, teachers, students, and parents all use assessment information to support improvements in student learning.

Assessment is a purposeful, systematic, and ongoing collection of information that is used as evidence in making reliable and consistent judgments about student learning and in reporting to parents. 

Assessment designed to fit the purposes:

IAI teachers use assessment that is designed to meet three broad purposes:

  • Assessment for learning— enables teachers to monitor student knowledge, understanding, and skills development so as to target their teaching to support students’ progress to meet learning goals.
  • Assessment as learning— enables students to reflect on and monitor their own progress to inform their future learning goals.
  • Assessment of learning— assists teachers at the end of learning experiences to gather evidence of student knowledge, understanding, and skills as described in the relevant achievement standards for the grade level.

Student progress is monitored using a variety of assessments including:

  • Standardized Assessment (designed so that the questions, conditions for administering, scoring procedures, and interpretations are consistent; and administered and scored in a predetermined, standard manner, e.g., Standardized assessments such as MAP assessments or SAT & ACT Assessments).
  • Standard-based Assessment (internal assessments are aligned with both Common Core and Next Generation Science Standards). Questions and are targeting specific standards so the learning outcomes are precisely evaluated.
  • Skill-based Assessment(Internal Assessment is aligned with the major skills taught in lessons. For instance, the major assessed skills in language subjects are reading, listening, speaking, and writing as per the Common Core and MOE standards. In Science, the major three dimensions suggested by the NGSS are assessed, both in written, as paper pencil assessments or authentic through rubrics.
  • Performance Assessment(In addition to the paper pencil assessment, the school uses alternative assessing techniques to evaluate our students’ performance. Rubrics with clear criteria are used to evaluate authentic work such as Lab work, projects, roleplays, presentations, reciting, Etc.)
  • Diagnostic/Formative Assessment (measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning.) Formative assessment – Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as “educative assessment,” is used to aid learning. Formative assessment might be a teacher (or peer) or the learner, providing feedback on a student’s work, and would not necessarily be used for grading purposes. Formative assessments are also diagnostic.
  • Focused Observation
  • Discussion (recorded in teacher notations)
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