EIS Behaviour and Discipline Policy 2.0

Purpose: Philosophy: Detailed Considerations:

Lateness Policy School Counselor: Major Misbehaviours:

Purpose:

Edubridge International School (EIS) has a behaviour and discipline policy to inform students,

parents, staff and outside authorities about the expectations of student behaviour. The purpose

is to promote positive behaviours and to promote a school environment that is safe, inclusive,

free from bullying, and conducive to learning.

Philosophy:

Edubridge International School is an inclusive school and we believe that all individuals and

groups should be treated with respect. Positive behaviours begin with the adults of a school

community because adults of all types, including family members, teachers, staff and other

significant adults influence the behavioural development of children. Children must be taught

that good and bad behaviour have consequences which increase or reduce immediate and

future choices. The behaviour policy and actions of adults should focus on the promotion of

good behaviour rather than the punishment of bad behaviour. However, there should be clear

and steadfast rules about the consequences of bad behaviour.

Positive and constructive school discipline is accomplished by :

1. Role modeling good behaviour

2. Explicitly teaching good behaviour to students

3. Preventing misbehavior before it occurs

4. Using effective interventions in response to bad behaviour

Positive and constructive school discipline enhances both school safety and academic success.

For this to occur, there must be positive relationships between the teachers, school staff and

students. The adults must be actively engaged in the lives and learning of the students. EIS’s

approach to student misbehavior is non-violent and non-punitive, and it promotes the

development of a positive school culture. We emphasize behaviours to be encouraged rather

than behaviours to be avoided, and we focus on the benefits of appropriate behaviour rather

than the punishments of inappropriate behavior.

The bedrock of positive and constructive school discipline is effective and caring classroom

instruction. Misbehaviour is minimized when students are actively engaged and enjoying

learning, and when lessons are fun, interesting and relevant.

Detailed Considerations:

Edubridge International School promotes positive behaviours. Positive behaviours include those

listed in the Learner Profile. In particular, students and adults at EIS strive to be:

Principled

Caring

Communicative

Open-Minded

Furthermore, EIS teaches children about sharing and kindness. EIS also emphasizes that

children should develop a set of personal values that may be informed by family or community

values. We also teach children to respect other people’s values even though they may be

different than one’s own values.

Whenever possible, minor misbehaviours should be dealt with by the classroom teacher in a

way that minimizes the disruption of learning, both to the student or students involved, and to

the other students. We do not engage in practices or behaviours that are demeaning to

students or their families. Teachers are trained in behavioural management and are given

strategies for promoting good behaviour. We use modern practices that are backed by

research.

EIS refrains from old-fashioned practices such as negative point systems, demerits, yellow cards

and the like, which cause stress for families and have no basis in behavioural science. We are

keenly aware of the importance of social and emotional learning. Every teacher is responsible

for promoting a positive social and emotional classroom atmosphere, and we recruit teachers

with calm and friendly demeanors who have professional understandings of the need to be

compassionate and respectful towards children.

All students are expected to attend school. Chronic lateness or absenteeism is a common

problem in schools. When a student exhibits chronic lateness or absenteeism, the homeroom

teacher contacts the parents and the school counselor to get to the root of the problem. An

intervention is designed by the student, the homeroom teacher, the parents and the school

counselor to address the lateness or absenteeism and its underlying causes. Lateness or

absenteeism is not considered a major disciplinary problem. The following guidelines should help

students, teachers, and parents understand the Lateness Policy:

Lateness Policy Guidelines

All students are expected to attend all lessons on time.

If a student arrives after the lesson has begun, the student is late. There is no "5-minute

grace period" or any such thing.

If a student arrives with a note from the Nurse, another teacher, the counselor, etc.,

then the teacher may decide that the student is not late. It is the classroom teacher only

who decides if a student is late.

If a teacher determines that a student is late, the teacher records that fact in the

student attendance database.

The number of lates is reported to the parents at the end of each semester. There may

be some acknowledgement or celebration of students who have never been late.

A student who is late is welcomed into the lesson. Being late is not cause for

punishment or humiliation.

If a homeroom teacher notices a pattern of chronic lateness, the homeroom teacher

speaks to the student, and then notifies the Section Coordinator and the parents.

Together, they develop a plan for arriving to lessons on time.

If a chronic lateness persists, the Section Coordinator and the Principal design an

intervention, with input from the student, the family, and the counselor.

Lateness is not considered a major misbehaviour.

When a student persists in lateness, the attitude of all school officials is to help the

student understand the importance of being on time as an self-management skill that

will help the student in school and in life.

School Counselor:

There will always be at least one school counselor at Edubridge International School. The role of

the counselor is to facilitate, nurture and promote a school environment that is safe, inclusive,

free from bullying, and conducive to learning. The school counselor is not the person who

punishes students or informs parents. The counselor is always there to listen to, understand,

and guide the students in their journey of personal development and achieving their personal

or academic goals. A counselor is an advocate for students, especially if a student has a conflict

with school authorities or his or her parents. A counselor is a coach who can help students

reach their potential, not an authority to warn and punish students. It is the duty of the school

administration, not the counselors, to fulfill the unhappy role of informing parents about their

children’s misbehaviours and imposing punishments, when required.

Major Misbehaviours:

Major misbehaviours include but are not limited to:

bullying of any kind, including cyber-bullying

violence, including self-inflicted violence

the use, possession or distribution of alcohol, tobacco, or drugs

theft

vandalism or the willful destruction of property

bigoted or hateful behaviour targeted at individuals or groups

A major misbehaviour results in an intervention. The purpose of the intervention is:

1. to make the student or students understand the consequences of their misbehaviour,

both to themselves and to others.

2. to prevent such misbehaviours from happening again.

An effective intervention addresses the root causes of the misbehaviour. The school

administration, including the Section Coordinator and the Principal, decides whether a major

misbehaviour has occurred and, if so, they inform the parents immediately. The school

administration, including the Section Coordinator and the Principal, prepares a one-page report

that includes:

1. Exactly what happened (including when and where)

2. Any circumstances or incidents leading up to the misbehaviour

3. Whether the misbehaviour is part of a pattern or a one-time occurrence

4. The student’s explanation

5. The school’s plan for intervention

6. How the intervention will be evaluated

The report is shared with parents and kept by the school for internal purposes only. In the

unusual circumstance in which` the report would be shared with others, such as local

authorities or university applications, the school must fully disclose this information to the

parents. The school administration works with the counselor to design an intervention. Ideally,

the intervention should minimize the disruption to learning. Therefore, EIS tries to avoid

suspensions and other punishments that remove children from their normal course of learning.

If a student is accused of major misbehaviour, the intervention should be immediate. Students

should not be forced to wait long periods of time while the punishment is decided, because

students then disassociate the misbehaviour and its consequences. The school counselor is the

first person contacted in the case of major misbehaviour. The school counselor must prioritize

major misbehaviours so that the accused student understands the immediate consequences of

his or her misbehaviour.

Communication with parents is essential. Parents have a right to know both the details of the

misbehaviour and the school’s plans for intervention. Misbehaviour at school is often related to

misbehaviours or issues at home, and therefore the school counselor and administration must

make every effort to involve the parents or guardians when designing an intervention.

Interventions can include:

discussions with parents

further counseling, with or without parents

modified seating arrangements or group assignments

modified assessment strategies

modified timetables or class schedules, possibly including detentions or quiet periods

during breaks

participation in stress-reducing activities such as yoga, mindfulness or taekwondo

student-developed plans for positive behaviours

time at home to reflect upon the consequences of the misbehaviour

Interventions will be evaluated after a predetermined period, usually ranging from a week to

several months. The student, parents, counselor and affected teachers should be aware of the

intervention and how its effectiveness is being evaluated.

The role of the counselor is to help the student understand the consequences of his or her

misbehaviour, and to help the student avoid misbehaviours in the future and to develop

positive attitudes and behaviours. The school counselor is not responsible for punishing the

student. If a punishment is required, it will be decided by the Principal and the parents.

Edubridge International School has an obligation to provide a safe environment that is free

from bullying to all of our students. In the 21st Century, schools have a special obligation to

educate students about cyber-bullying and to proactively develop programs that prevent

cyber-bullying. Again, “prevention is better than a cure.” Prevention of cyber-bullying is an

active component of the school’s curriculum, to be taught explicitly in Wellness or Personal,

Social and Health Education.

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EIS’s Information and Communication Technology Standards Policy

Purpose:

Edubridge International School (EIS) has an Information and Communication Technology

(ICT) Policy to state its philosophy about appropriate use of the School’s ICT facilities, as

well as to reiterate the values of fairness and respect. The policy is intended for prospective

parents and students, the administrative staff and teachers of EIS, and any accrediting or

governmental authorities.

Status of the ICT Standards Policy:

The ICT Standards policy is a “living document,” i.e. it is continuously evolving and informed

by research, best practice, and changes in the technology profile of the school.

Philosophy:

EIS makes intensive use of Information Technology throughout the school to provide an

interactive learning environment for all students. In doing so, students will use the school’s

infrastructure and technology facilities such as computers and computer programs,

multimedia resources and the Internet to enhance their learning experience. To make these

resources available to everyone, EIS expects that everyone using the school’s tools and

devices will do so in a way that is consistent with the school’s educational mission.

Educators will instruct students about what constitutes appropriate use and also model

appropriate use.

Definitions:

User: Any student, staff member, employee, parent or visitor who uses EIS’s ICT

facilities whether on or off campus.

EIS’s ICT Facilities: Any hardware or software purchased by Edubridge International

School, including but not limited to the school’s computer network, computers, media

labs, proprietary software, classroom technology including projectors, interactive

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whiteboards etc.

Standards for members of the school community:

School Leaders:

1 School leaders promote a positive and advanced ICT culture within the school and

model effective use of information and communications technology.

2 School leaders engage teachers, students, parents and partners in promoting the

effective use of ICT and the school's vision for information and communications

technology.

3 There are highly functional, easily accessible, and clearly defined systems available to

the school community for the implementation of information and communications

technology.

4 ICT implementation is driven by a desire to improve student learning and is improved by

reflective practice including an awareness of research and developing trends in

information and communications technology.

5 ICT training forms a significant part of the professional development of teachers.

6 Information and communications technology is implemented in a collaborative manner,

and teachers are given time to take chances with technology, alone and in groups, and

to design ICT-enriched learning activities through collective inquiry.

7 There is a clearly communicated school technology policy, as highlighted through

“Terms and Conditions of Acceptable Use of EIS’s ICT Facilities” given below.

Teachers and students are aware when they should use information and

communications technology, and when they should not use it.

Teachers:

8 Teachers design classroom activities that innovatively use ICT and allow students to

independently set learning goals that utilize information and communications technology.

9 Teachers collaboratively plan and develop classroom activities that innovatively use

information and communications technology.

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10 Teachers develop their ICT skills as part of individual and collective professional growth

plans that are clearly articulated.

11 Teachers demonstrate an awareness of the school policy that there are times when ICT

is appropriate and times when it is not, and they can manage classrooms such that

students know when to use ICT and when not to use it.

Students:

12 Students use ICT creatively and become innovators with information and

communications technology, not just users of ICT.

13 The use of ICT allows students to set independent goals and to extend their learning

beyond what would have been possible without information and communications

technology.

14 Students working together on group activities will use ICT facilities to accomplish goals

with information and communications technology.

15 Students share ideas and teach other about the use of information and communications

technology.

16 Students demonstrate a clear awareness of cyber wellness and appropriate use of

information and communications technology.

17 There is no evidence of cyber bullying within the school but students are clearly aware of

the dangers of cyber bullying and know how to react appropriately if it occurs.

18 A student must sign the Terms and Conditions of Acceptable Use before using any of

EIS’s ICT facilities.

Parents

19 There is a well-informed parent technology coordinator or volunteer parent technology

committee that regularly meets with school leaders to discuss and make suggestions

about the school's ICT policy and the implementation of effective ICT practices that

benefit student learning.

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Terms and Conditions of Acceptable Use of EIS’s ICT facilities:

Intent of Use:

All users are expected to use EIS’s ICT facilities for educational purposes only. All users

are expected to use EIS’s ICT facilities with good intentions and not for causing harm to any

person or property.

Cyber Bullying:

One of the biggest problems in modern schools is cyber bullying. All users must refrain from

any and every form of cyber bullying. Users must be aware and respectful of the feelings of

other persons in their social networks. Users must be cautious about using humour and

aware that jokes and pranks can be misconstrued.

Illegal Activities:

All users must refrain from illegal activities.

Hacking:

All users must refrain from hacking into unauthorized accounts and must refrain from

acquiring other people’s passwords, codes or personal information. All uses must refrain

from breaching other people’s privacy. Users are prohibited from creating forgery or from

impersonating another user.

Vandalism:

Access to EIS’s ICT facilities is a privilege and not a right. All users must refrain from

misusing or causing damage to EIS’s ICT facilities, including the willful destruction of data.

Social Networking and Gaming:

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Using EIS’s ICT facilities for social networking and gaming is highly discouraged. This is not

a punishable offense. However, excessive social networking or gaming will result in

counseling and/or parent conferences.

File Transfer and Fair Use of Bandwidth:

All users must refrain from downloading materials which are not educational. All users must

be considerate of the school community when downloading or uploading; users are

prohibited from monopolizing the bandwidth, i.e. from greedy and excessive usage.

Inappropriate content:

All users must refrain from accessing, creating or sharing content that is offensive,

inflammatory, obscene, violent, racist, sexually explicit, morbid etc.

Business activities:

All users must refrain from using EIS’s ICT facilities to conduct personal business affairs.

References:

Media Awareness Network. (2003). Acceptable use policies for Internet use, available online at

http://mediasmarts.ca/backgrounder/acceptable-use-policites-internet-use. Retrieved December

15, 2012. NIST - New International School of Thailand. "Student Acceptable Use Policy and Agreement."

Policies & Procedures Handbook. 2011 – 2012

Singapore Ministry of Education. Benchmarking your ICT Practices for Excellence in Schools

3.0. 2011, available online at edtech.wiki.hci.edu.sg. Retrieved January 14, 2013.

EIS Academic Honesty Policy

EIS Academic Honesty Policy

Purpose

Status of the Academic Honesty Policy

Philosophy

Malpractice

Roles and Responsibilities

Examples and conventions:

Example from Grade 3

Example from Grade 5

Example from Grade 7

Procedures:

Academic Honesty Committee

Works Cited

EIS Academic Honesty Policy

Purpose Edubridge International School’s Academic Honesty Policy states its firm commitment to pursuing the best academic practices, and inculcating the values of respect and academic integrity within the entire learning community. This policy explains the roles of all the stakeholders in upholding the highest standards of academic honesty and outlines an action plan in the occurrence of malpractice. This policy is intended for prospective parents and students, the administrative staff and teachers of EIS, and any accrediting or governmental

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authorities.

Status of the Academic Honesty Policy The Academic Honesty Policy is a “living document,” i.e. it is continuously evolving and informed by research, best practice, external requirements, and by debates within the school. The Academic Honesty Policy is being written, revised, and edited by the Academic Honesty Policy Committee.

Philosophy Edubridge International School seeks to establish a culture of honesty, acknowledgement and recognition. Academic honesty means that all academic work should be produced honestly, i.e. the person or persons who produce a piece of academic work have done so independently, or when they have borrowed the ideas of others, they have appropriately acknowledged and recognized the others. Academic honesty is imperative in academia – it is the foundation stone upon which the Academy rests – a culture of honesty, acknowledgement, and recognition is essential to the intellectual exchange of ideas. The human endeavors of accumulating, organizing, and transmitting knowledge (academia) and then passing this knowledge on to learners (education) depend on academic honesty.

Academic dishonesty means lying, cheating, copying, or misrepresenting one’s academic work, usually by claiming another’s work as one’s own. Edubridge International School seeks to create an academic environment where every member of the learning community holds dear the values of academic honesty, and where incidents of academic dishonesty are very infrequent, or ideally, non-existent.

At Edubridge International School, academic honesty is not only vital to the learning community at large, but also to one’s own integrity. Therefore, each individual within the school community cherishes the values of academic honesty not only for the sake of the School, but also for the individual. As lifelong learners, the members of the Edubridge International School learning community treasure academic honesty not only at school but also for life.

Learning is a lifelong process in which individuals are immersed in continuous challenges, therefore at EIS we believe that recognizing and celebrating students’ academic honesty will contribute to a larger community. EIS believes in recognizing students whose attributes and attitudes reflect honesty and integrity.

At Edubridge International School, our Academic Honesty Policy is informed by the IB Learner Profile, which is a big part of our everyday life. All members of the Edubridge school community strive to be principled and to act with a strong sense of fairness, justice and respect for others. We also strive to be reflective and to take responsibility for our actions

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and the consequences that follow them. Every member of the learning community is knowledgeable and shares a common understanding of Academic Honesty including the technical requirements of acknowledging sources and an understanding of the expectations in each grade level.

Malpractice As an international school adopting the best practices worldwide in international education, the Academic Honesty Policy at Edubridge International School borrows heavily from the publication entitled Academic Honesty, published by the IBO and freely available online. According to the IBO, malpractice is defined as ‘behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component.’ Malpractice includes plagiarism, cheating on exams or tests, collusion, and duplication of work. (International Baccalaureate Organization, 2011)

The teacher or teachers who believe that a particular student has committed malpractice must duly inform that student. The teacher and the student should first have a discussion to seek a fair solution. If the matter cannot be resolved by this discussion, then the teacher or teachers should contact the relevant Academic Coordinator (Primary Years, Middle Years or Diploma Years). Then, the coordinator should meet with both the student(s) and teacher(s), separately and/or together to consider the evidence. If the Academic Coordinator determines that malpractice has occurred, then he or she must determine the punishment and notify the parents or legal guardians.

If the student(s) and his/her/their parents believe that the case has been decided unfairly, they have a right to appeal to an Academic Honesty Panel. The Panel should assign three members to hear the case, including a student, a teacher, and an administrator, all of whom are not yet involved in the case. The Panel can uphold the punishment, reduce it, or overturn the case and find the student not guilty. The panel can also increase the punishment after conferring with the Principal.

The judgment decided by the Academic Honesty Panel after appeal is the final judgment.

Roles and Responsibilities Principal: As the paragon of academic honesty, the Principal is responsible for:

Establishing an Academic Honesty Committee. The Academic Honesty Committee is then responsible for producing an Academic Honesty Policy.

Making sure that the policy is completed and communicated clearly to the entire school community, but especially to the students.

Establishing the School’s academic policies, for making sure the other school policies (such as the Assessment Policy or Technology Policy) are in line with the Academic Honesty Policy.

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Promoting good practice and a school culture of academic honesty. Delegating responsibility to various members of the school staff and for establishing

a school culture where all students are aware of both the importance of academic honesty and the serious consequences of academic dishonesty.

Teachers: Teachers are expected to model academic honesty and act as good role models for students by:

Being honest in their own work, such as when they write tests or create presentations, etc. If any teacher is suspected of academic dishonesty, he or she will be subject to the same disciplinary procedures as a student.

Keeping themselves updated about referencing styles and methods of promoting academic honesty.

Supporting and enacting the School's Academic Honesty Policy. Being vigilant towards malpractice, particularly towards plagiarism and cutting and

pasting from the Internet. Guiding students and actively promoting a culture of academic honesty.

It is imperative that teachers frequently remind students about both the importance and the methods of academic honesty and that they are not simply acting as watchdogs guarding against malpractice. They will support and act on the School’s policies on good academic practice and guide students accordingly whenever necessary. Teachers should be convinced that any work submitted to them is the all students’ own work, and when doubts arise, the teacher should first hold a discussion with the student or students.

Parents: Parents (or legal guardians) also play an important role in promoting academic honesty. Parents are often better able to establish the authenticity of their own children's work than teachers. Parents should:

Read the Academic Honesty Policy and discuss it with their children. Model academic honesty and serve as role models for their children. Constructively discuss academic honesty with teachers and school officials and

contribute to the school discourse about academic honesty and how to promote it.

As educators of academic honesty, the most important role of the school officials, teachers and parents is to teach students about academic honesty. By promoting a culture of academic honesty, the adults of the school community ensure that students are aware of both the importance and the methods of academic honesty.

Students: The students must make themselves aware of the Academic Honesty Policy (at age-appropriate levels) and take it seriously. Students must be particularly aware of:

Using the Internet correctly. Giving appropriate credit to anyone whose work has informed his or her own

work. Avoiding malpractice. Seeking advice from knowledgeable adults when they have a doubt about how to

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credit or reference a work.

Students must appreciate that academic honesty is an essential principle of education and is not merely about avoiding malpractice or avoiding getting caught.

Examples and conventions: The teachers of Edubridge International School guide their students in the rightful ways of acknowledging prior work of others when being cited or used as references within their coursework and assessments. This begins when students can understand the concepts of academic honesty and doing their own work, by Grade 3 at the latest. Through the 10th grade, students should normally follow the format provided by the Modern Language Association (MLA: www.mla.org). Proper techniques and examples are provided by subject teachers during class time, but the same is also accessible online. Edubridge International School recommends the Purdue Online Writing Laboratory (http://owl.english.purdue.edu). Examples of how to cite can be found at the Modern Language Association (MLA: www.mla.org). The “Works Cited” section below also gives examples of the MLA format.

Once students demonstrate appropriate levels of scholastic maturity and/or reach higher levels (Diploma Years), they are instructed about various other formats of citations (APA, Chicago, Turabian, etc.) and are allowed to choose that which is most pertinent to their subject and level of study.

When citing images, or when using citations during a slide show presentation, students should show the citation as a part of the image and/or on the same slide where the image is being presented. In slide show presentations, students should avoid showing all citations on the last slide of a presentation.

Example from Grade 3 A student gets help from his older sister on making a poster about rainforests. The students writes directly on the poster: “My older sister, Roshini Bhatt, helped me with this poster.” The teacher commends the student for his honesty.

Example from Grade 5 A student brings in an essay with advanced vocabulary. The teacher asks, “Did you write this yourself?” The students says, “No, my Mom wrote it.” The teacher points out, “You must do your own work -- now rewrite it yourself.” The student rewrites the essay, in her own words, and acknowledges her mother in the essay.

Example from Grade 7 A student completes a project at home with advanced expertise. The teacher has already spoken to the parents about the importance of the student doing her own work, rather than

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the tutor or the parents. Educating both the parents and the student is an ongoing process. However, the teacher assesses only what is done at school during class time.

Procedures: If a teacher observes a minor incident of academic dishonesty, the teacher may respond according to her professional judgment in an age-appropriate manner.

If a teacher becomes aware of a major incident of academic honesty, or a pattern of minor incidents of academic dishonesty, the teacher should report that to his or her coordinator. The coordinator will then consider all the facts, consult with the principal and other staff as required, and design an intervention. The purpose of the intervention is:

1. to make the student or students understand the consequences of their misbehaviour, both to themselves and to others.

2. to prevent such misbehaviour from happening again.

An effective intervention addresses the root causes of the incident of academic dishonesty. The school administration, including the Section Coordinator and the Principal, decides whether a major misbehaviour has occurred and, if so, they inform the parents immediately. The school administration, including the Section Coordinator and the Principal, prepares a one-page report that includes:

1. Exactly what happened (including when and where) 2. Any circumstances or incidents leading up to the misbehaviour 3. Whether the misbehaviour is part of a pattern or a one-time occurrence 4. The student’s explanation 5. The school’s plan for intervention 6. How the intervention will be evaluated

The report is shared with parents and kept by the school for internal purposes only. In the unusual circumstance in which` the report would be shared with others, such as local authorities or university applications, the school must fully disclose this information to the parents. The school administration works with the counselor to design an intervention. Ideally, the intervention should minimize the disruption to learning. Therefore, EIS tries to avoid

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suspensions and other punishments that remove children from their normal course of learning.

If a student is accused of academic dishonesty, the intervention should be immediate. Students should not be forced to wait long periods of time while the punishment is decided, because students then disassociate the misbehaviour and its consequences.

Communication with parents is essential. Parents have a right to know both the details of the misbehaviour and the school’s plans for intervention. Misbehaviour at school is often related to misbehaviours or issues at home, and therefore the school counselor and administration must make every effort to involve the parents or guardians when designing an intervention.

Interventions can include:

discussions with parents further counseling, with or without parents no credit given for a piece of work a grade of INCOMPLETE for a semester in a course student-developed plans for positive behaviours home time (away from school) to reflect upon the seriousness of academic dishonesty

If there is pattern of major misbehaviour involving academic dishonesty, the family might be asked to withdraw the student from the school.

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Appendix The following information has been drawn form the IBO’s Academic Honesty Policy Document published in 2009 and updated in 2011.

Definitions

Plagiarism is defined as the representation of the ideas or work of another person as the candidate’s own.

Collusion is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.

Duplication of work is defined as the presentation of the same work for different assessment components and/or IB requirements.

IB learner profile

Inquirers Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

Critical thinkers They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

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Risk-takers They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Principled They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.

Open-minded Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Well-balanced They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self discipline.

Reflective They give thoughtful consideration to their own learning and personal development. They are able to analyse their strengths and weaknesses in a constructive manner.

Distinction between legitimate collaboration and unacceptable collusion: Candidates are expected to work independently but with support from their subject teacher (or supervisor in the case of extended essays). However, there are occasions when collaboration with other candidates is permitted or even actively encouraged, for example, in the requirements for some internal assessment. Nevertheless, the final work must be produced independently, despite the fact that it may be based on the same or similar data as other candidates in the group. This means that the abstract, introduction, content and conclusion/summary of a piece of work must be written in each candidate’s own words and cannot therefore be the same as another candidate’s. For example, if two or more candidates have exactly the same introduction to an assignment, the final award committee will interpret this as collusion (or plagiarism), and not collaboration.

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Malpractice

Malpractice may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component.

Malpractice includes:

• plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own

• collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another

• duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements

• any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record).

Any IB candidate who is suspected of malpractice and subsequently found guilty will not be awarded the IB Diploma or will have their Diploma Revoked.

For complete information on the IB regulations on Malpractice and other aspects of Academic Honesty, please refer to Section 2 (Malpractice) of the IBO Guide to Academic Honesty. 2009, updated 2011.

Academic Honesty Committee [2015] Mick Purcell

Disha Kerkar

Cecilia Flores

Prashant B Pandey

Gayle Stephens

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Works Cited

“A Culture of Honesty.” Academic Honesty at UGa. Office of the Vice-President for Instruction, University of Georgia. 15 May 2007. Web. 5 Sept. 2012.

“Academic Honesty.” Online Curriculum Centre. International Baccalaureate Organization. 1 July 2011. Web. 5 Sept. 2012.

“MLA Citation Style 7th Edition.” RDC Library. Red Deer College. 25 Oct. 2013. Web. 19 Nov. 2013.

Academic honesty IB. (2009) updated July 2011. Diploma Programme Academic Honesty. Cardiff: International Baccalaureate. IB. (March 2012).

policy updated April 2015

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EIS Admissions Policy Purpose: Edubridge International School (EIS) has an Admissions Policy to state clearly the philosophy about admissions and the procedures for admitting students to the school. This policy is intended for prospective parents and students, the administrative staff and teachers of EIS, and any accrediting or governmental authorities. Status of the Admissions Policy: The Admissions Policy is a “living document,” i.e. it is continuously evolving and informed by research, best practice, external requirements, and by debates within the school. The Admissions Policy is being written, revised, and edited by the Admissions Policy Team Members, subject to the approval of the whole school teaching staff and the School’s Governing Board. Philosophy: Edubridge International School (EIS) is a co-educational school that aims to create an all-encompassing, multicultural learning environment, welcoming students from India and abroad. EIS does not discriminate against any student or family based on caste, creed, race, religion, or nationality. We welcome applicants from all sectors of society. The Admissions Policy states its inclusive philosophy and outlines the School’s requisite terms and conditions regarding the admissions procedure. Admission is not automatic. The Admissions Policy is designed to ensure that all students who attend Edubridge have the capacity to succeed and benefit from all that EIS offers. Edubridge International School is committed to the IBO’s Learner Profile. EIS is a good match for families who want their children to become: Inquirers—their natural curiosity has been nurtured and they actively enjoy learning; Thinkers—they exercise initiative in applying thinking skills critically and creatively to solving complex problems; Communicators—they receive and express ideas and information confidently in more

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than one language; Risk-takers—they approach unfamiliar situations without anxiety and have the confidence to explore new ideas; Knowledgeable—they have explored themes that have global significance and have acquired a critical mass of knowledge; Principled—they have a sound grasp of the principles of moral reasoning and have acquired integrity, honesty and a sense of justice; Caring—they show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others; Open-minded—they respect the values of other individuals and cultures and seek to consider a range of points of view; Balanced—they understand the importance of physical and mental balance and personal well-being; Reflective—they give thoughtful consideration to their own learning by constructively analysing their personal strengths and weaknesses. IBO. "IB Learner Profile Booklet." Cardiff: International Baccalaureate Organization, January 2009. Practical Considerations: EIS is a day school located in South Mumbai. There are no boarding facilities. Therefore, any applicant to EIS must have a residence in Mumbai such that the family can assure that the student will attend school daily. Applications are accepted throughout the year. The medium of instruction is English.

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The curriculum is rigorous and challenging, and we expect that applicants to EIS, if transferring from another school, be in good academic standing. Although Edubridge International School recognizes the importance of standardized tests, and students at EIS learn the skill of test taking, we are not overly dependent on testing. Furthermore, as a school that admits very young children, there are limits on the amount of reliable information that admissions testing can provide. Therefore, there is no admissions testing or screening procedure at EIS, apart from those required in order for students to enter the IB Diploma Programme [specified in the DP appendix to this document]. The student and the parents are counselled by the admissions team to determine if EIS can offer the environment in which the child can thrive. There is also a placement test for students applying to Grades 6 - 10 to help the admissions team determine whether Edubridge is a good fit for the family and the child, and if so, whether the grade level placement suggested by the student’s year of birth is the appropriate grade level. EIS admits students to grade levels dependent on the calendar year in which they were born. This is in line with best international practices and it simplifies the process of determining which year level a student should join. However, we treat each student as an individual, and take into consideration the student’s school transcript, past records and family concerns. All documents are required before the application is reviewed. Once received, the school admissions team [consisting of administration representatives, the principal, relevant coordinators, special needs and counselling department members – where required] reviews the application, after which the school decides whether EIS is the best fit to meet the child’s needs. This process of application is used so all parties can make the best decision for both the child and the school. It is the aim of EIS to ensure that the school can adequately provide an environment in which every one of its students can thrive. The school realizes that EIS may not meet the specific requirements for every family. Edubridge International School is an inclusive learning community aiming to ensure that all students can be accommodated comfortably within the school. The school respects and supports diversity as part of its mission. EIS welcomes students with learning differences provided that EIS and its Learning Support Department can offer the required support. If a family knows or suspects that a child has special education needs, it is imperative that the family declares accurately and fully the extent of the child’s learning needs and shares all documents that could assist the school in the child’s placement, Admission Procedure: 1. Parent or guardian fills the enquiry form either from the School or the School’s website. 2. Parent or guardian receives a briefing & tour of the School as per their request.

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3. Parent or guardian obtains the Application Form (no application fee). 4. Parent or guardian fills the Application Form and submits it with all the other required documents, as listed below. 5. Failure at any stage of the application, to declare accurately and fully, the extent of a child’s individual learning needs, or documents that could assist the school in the child’s placement, may result subsequently in enrolment being denied or of parents being asked to withdraw their child because the school is unable to meet the child’s learning needs. This is a situation that the school is anxious to avoid, particularly as it may impact adversely on the child’s self-esteem and future learning. 6. The EIS Admissions Office reviews and checks the submitted documents. 7. The Principal, admissions personnel, the relevant coordinator, special needs coordinator and others as required will interact with the parents or guardians of the child. 8. For students applying to Grade 6 upwards, this interaction includes a brief placement test (Math and English) to determine if the student is at grade level, and to determine what type of support the student might require. 9. Parent or guardian pays the nonrefundable admission fees and tuition fees to secure the child’s admission. Documents required for admission: 1. Duly filled in Application Form, as mentioned above. 2. Two copies of a coloured passport size photograph with white background. 3. Scanned copy of the child’s birth certificate. 4. Scanned copy of the passport (Parent / Guardian & child). 5. Scanned copy of the child’s School Leaving Certificate/ and certified school transcript certified confidential teacher/principal reference. 6. Scanned copy of clinical reports, if there are any special educational needs. Note: Original documents required for verification (Point 3 – 6).

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Appendix A: IB Diploma Programme - specific Admissions elements: While generally Edubridge International School has no set admissions testing procedures, a counselling approach to the admission of students into the IB Diploma [years 11 and 12] provides for interviews with students to ascertain whether EIS and the IB Diploma are the right match for the student. The counseling procedure will therefore typically include:

Subject specific interviews/which include some component of a student’s preparedness for TOK as well as their preparedness for subjects offered or choices indicated;

A review of a student’s portfolio of past work, where these available and provided;

A review of any Personal projects undertaken by students - these should be

student-directed/student initiated and not part of a commercial programme or those provided by external organisations;

A 90-minute written test in three parts: Math, English, and Data Response.

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Works Cited: Tanglin Trust School, Singapore, http://www.tts.edu.sg/ 2013 American School, Dubai, http://www.aud.edu 2013 Admissions Policy Team Members:

Rraman Singh Saloni Ajmera Kiran Maini Marc Mesich Jessica Vargas Dinesh Rajput

Last updated on February 2015

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EIS Assessment Policy

Purpose Edubridge International School (EIS) has an Assessment Policy to state clearly the philosophy about assessments and the procedures for assessing students. This policy is intended for prospective parents and students, the administrative staff and teachers of EIS, and any accrediting or governmental authorities.

Philosophy Assessments are essential in evaluating how well students have not only increased their knowledge, but also refined their applied and communicative skills. Analyzing students’ performance provides educators with valuable feedback, and this enables them to work effectively to benefit the entire learning community. Thus, it is imperative to establish clear communication between students, parents and educators with respect to the expectations and outcomes of all forms of assessments.

Assessments will:

Bring out the strengths of the students. Be fair, just and open­minded. Display the process of ongoing learning. Determine an overall outcome of learning. Encompass the views and perspectives of individual stakeholders of the community. Cater to differentiated teaching methodologies and different learning styles and

capacities. Motivate students to grow and improve their performance.

The goal is to ensure that students are able to learn through various media; assessment is merely one medium. Instead of creating a one­dimensional assessment­intensive environment, EIS is a multi­dimensional creative environment where students become balanced learners who set and maintain high standards of performance both inside and outside of the classroom. To this effect, assessments shall:

Challenge each student at every age level appropriately. Be transparent, unbiased and show constructive criticism towards the needs of each

student. Be consistent with feedback for the community with regard to standardized practices. Bring about reflection within students, teachers and parents through an ongoing cycle. Provide students with results of learning and opportunities to excel. Make sense and be justified to individual stakeholders of the school community. Be student friendly and address the needs of differentiated teaching and learning styles

and methods. Encourage students to do better and instill a sense achievement.

Purpose of assessment:

Assessment at EIS is continuous and is a necessary and important part of the learning process. By assessing students, teachers identify student learning needs in order to better inform the learning process.

At EIS we assess our students learning for a number of reasons:

1. Assessment for Learning (Formative):

Formative assessment is essentially feedback both to the teachers and to the student about present understanding and skill development in order to determine the way forward to improve and accelerate learning. It serves as continuous assessment of the pupil’s performance.

2. Assessment of Learning (Summative): Summative assessment provides evidence of student achievement for the purpose of making a judgment about student competence or the program effectiveness. Student achievement is evaluated through a culminating activity generally at the end of a unit of study or at the end of a semester. It is represented in a bi­annual report to parents.

3. Assessment as Learning (Peer and self assessment): Assessment as learning involves students setting goals and assessing their own and peers work. In this type of assessment students focus on both process and outcome and thus acquiring knowledge and understanding of concepts learned.

Types of Assessment:

Students are assessed continuously during the course of each semester using a variety of assessment tools and strategies such as rubrics, checklists, portfolios, performances, anecdotes etc.

Recording and Reporting Assessments:

Assessments are recorded and reported at EIS. Written reports are followed by three way meetings.To further establish the fairness of this policy and to inculcate a culture of compassion, understanding and consideration, EIS has its own Homework Policy, as provided on the following pages.

Homework Policy

Philosophy

The purpose of homework is to enhance learning and to build upon or to reinforce what the child is learning at school. At Edubridge International School, the primary responsibility for educating the child falls on the school, not on the parents, the home, or the tutors at home. Whereas EIS recognizes that homework has value, we also recognize that homework can be excessive, burdensome, or tedious, and that too much homework can interfere with learning and cause stress within a family. Homework should be relevant and fully integrated with the child's learning in the classroom. Edubridge International School takes a “middle path” approach to homework – homework should be neither too much nor too little.

Definitions Homework: Any academic work assigned by a teacher to any or all of the students in

a class with the expectation that the students will complete that work outside of class time, whether at school, at home, or any other place.

Assessed homework: Homework that will be submitted to and/or evaluated by a teacher and will be assigned a grade or form part of the teacher's evaluation of that student.

Home learning: Project or portfolio based homework, which is not a specific assignment but where the student chooses how to display and provide evidence of his or her learning.

Action Plan There should be no homework for students before second grade. Instead, parents and guardians should be encouraged to read with their children, play with their children, and engage in other such activities that promote learning, eye­hand coordination, spatial and physical skills, social skills, sharing and caring, family values, etc. Parents are encouraged to become aware of school activities by using the class blog and discussing these activities with their children.

Beginning in second grade, teachers can assign a maximum of about 15 minutes per day of homework to children. In each subsequent year of Primary School, there can be a maximum of another 10 minutes per day, up to a maximum of 45 minutes hour per day in fifth grade.

Table 1: Maximum homework time per day in Primary School

Grade Max. Homework time ( Minutes)

2nd 15

3rd 25 4th 35 5th 45

In Secondary School, with so many subjects, there tends to be more homework.

Table 2: Maximum homework time per day in Secondary School

Grade Max. Homework Time 6th 1 hour 7th 1 hour and 15 minutes 8th 1 hour and 30 minutes 9th and 10th 1 hour and 45 minutes 11th and 12th 2 hours

If a parent observes that his or her child is spending more than the maximum homework time on any given day, the parent has the right to tell the child to stop doing homework, and there will be no academic penalty for the incomplete homework. The parent should discuss this first with the teacher who assigned the homework. If the parent feels that this discussion does not resolve the problem of too much homework, the parent should then discuss the issue with the School Counselor, the relevant Programme (Primary Years, Middle Years, or Diploma Years) Coordinator, or the Principal.

Academic Honesty One of the most important principles of the Homework Policy is that it must support, reinforce, and promote the Academic Honesty Policy. Any homework assigned to a student must be completed by the student himself or herself, not by a parent, tutor, friend, or relative. Teachers, students, and parents must be continuously vigilant and honest to ensure that the Academic Honesty policy is followed. Thus, assessed homework is discouraged. Home learning is preferable to assessed homework, especially as it allows for differentiation. Students should be primarily assessed in class where the teacher can be sure that the assessed work is the authentic work of the student. There are exceptions when homework is highly personal, such as blogs, journals, art portfolios, exercise books in mathematics, or similar types of assessments that require some external input. Edubridge International School absolutely wants to avoid any competition between parents or families over grades, prizes, accolades or other awards given to assessed homework.

Such competitions put a terrible burden on families, particularly on families that cannot afford home tuitions, and are not conducive to learning. Home tuitions are discouraged, unless they are specifically to enhance learning, and not for increasing grades or achievement levels. For further clarification, please refer to EIS’s Academic Honesty Policy.

Late or Incomplete Homework

Since assessed homework is discouraged, there should be very little tension or stress for students, parents, or teachers about late or incomplete homework assignments. Every teacher has a right to declare his or her homework policy as long as that policy is clearly communicated to students and parents and it is in accordance with the EIS Homework Policy. If a homework assignment is late, there should not be an academic penalty. Teachers should assess students on what they have done, not on what they have not done. If a student shows a repetitive pattern of late or incomplete homework, then the teacher should inform the parents and report that student to the counselor and the relevant Academic Programme Coordinator.

Monitoring of Homework

All teachers must comply with the Homework Policy. Teachers must collaborate to make sure that too much homework is not being assigned at a particular time. It is the responsibility of the Primary Years Coordinator, the Middle Years Coordinator, and the Diploma Years Coordinator to enforce the Homework Policy and to make sure that homework is relevant, meaningful, and not excessive. When a student is finding it difficult to cope with the amount of assigned homework, the School Counselor will work with the student and the teachers to develop a plan that allows the student to complete his or her assignments within the maximum time. That plan may or may not involve modified homework assignments.

Academics at home

Although EIS limits the amount of homework, the school is not limiting academic pursuits. One of the purposes of limiting homework is to give students the freedom to pursue their own academic interests and to develop the habits of a lifelong learner. If a student loves mathematics, loves to learn languages, loves to play the violin, or loves to write poetry, etc., we highly encourage the student to pursue those academic interests at home, with or without the help of the parents. In particular, EIS encourages reading for pleasure, and we encourage students to read for pleasure during the times vacated by our light homework policy. We also encourage to students to be reflective about their reading habits and to keep a reading log.

Assessment in the Primary Years at EIS

PYP Definition of assessment

Assessment in the Primary Years at Edubridge International School follows the guidelines set out in the IBPYP documentation. Teachers at EIS believe that assessment is integral to all teaching and learning. Assessment provides information about student learning and development, as well as a framework for planning, self­reflection, and collaboration. The prime objective of assessment is to provide feedback on the learning process. “Assessment involves the gathering and analysis of information about student performance and is designed to inform practice. It identifies what students know, understand, can do, and feel at different stages in the learning process. Students and teachers should be actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self­assessment skills.” The assessment component of EIS curriculum can be subdivided into “three closely related areas: • Assessing—how we discover what the students know and have learned. • Recording—how we choose to collect and analyse data. • Reporting—how we choose to communicate information.” (Making the PYP Happen, 2009)

What do we assess? The PYP approach to assessment recognizes the importance of assessing the process of inquiry as well as the product(s) of inquiry, and aims to integrate and support both. Assessment aims to evaluate if program goals are being met and it also measures the development of the five essential elements of learning in our students:

the acquisition of knowledge the understanding of concepts the mastering of skills the development of attitudes the decisions to take action

The teacher records the detail of inquiries initiated by students in order to look for an increase in the substance and depth of the inquiry. To accomplish that, the teacher needs to consider if the:

nature of students’ inquiry develops over time—if they are asking questions of more depth, that are likely to enhance their learning substantially

students are becoming aware that real problems require solutions based on the integration of conceptual understandings that span and connect many areas

students are demonstrating mastery of skills students are accumulating a comprehensive knowledge base and can apply their

understanding to further their inquiries successfully students are demonstrating both independence and an ability to work collaboratively

Additionally, feedback is provided on the attributes listed in the PYP Student Profile : Inquirer, Communicator, Thinker, Risk­Taker, Knowledgeable, Principled, Caring, Open­Minded,Well­Balanced, Reflective. This profile serves to increase the children’s awareness of, and sensitivity to, the experiences of others beyond the local or national community, thus promoting an awareness of the commonality of human experiences. At EIS, we assess performance and progress in each of the following subject areas: English language arts, Spanish, French,Hindi, Math, Science, Social Studies, Physical Education, Art ,Music, social skills and work habits. We continue to incorporate student attitudes and attributes to everyday learning.

Who is involved in student assessment ? Everyone concerned with assessment ­ students, teachers, parents, administrators, and board members ­ must have a clear understanding of the reasons for the assessment, what is being assessed, the criteria for success, and the method by which the assessment is made. (Making the PYP Happen, 2009)

What are the characteristics of effective assessments in the PYP at EIS? Effective assessments are those assessments that:

Have criteria that are known and understood in advance Allow children to synthesize and apply their learning, not merely recall facts Promote student reflection and self­evaluation Focus on the production of quality products or performances Highlight children’s strengths and allows them to demonstrate mastery and expertise Allow children to express different points of view and interpretations Provide feedback regarding every stage of the learning/teaching cycle Based on student needs, interests and learning styles (student­driven) Involve collaboration between students and teachers Produce evidence of student growth and learning that can be clearly reported and

understood by children, parents, teachers and administrators

Identify what is worth knowing Begin with the end results in mind (backwards design – what students should be able to

know or do by the end of a learning unit, lesson or process) (Making the PYP Happen, 2009)

When and How Do We Assess? Assessment is something that occurs every day in some form. A variety of assessments demonstrates our belief that children learn in different ways, at different rates, and at different times. The result of assessment is considered a critical element that influences teacher decision­making and guides student learning.

Types of Assessments

Pre-Assessment • All teachers assess students’ prior knowledge and experience before embarking on new learning experiences in an appropriate way.

Formative Assessment • Through a variety of methods, ongoing and regular assessment is used during the teaching and learning process to inform teachers and students about how the learning is developing. Formative assessment and teaching are directly linked and provide feedback that is responsive to student needs and informs teaching practice. • Formative assessments may take a variety of formats (including, for example, anecdotal records, student reflections, student/teacher feedback, peer to peer evaluations, student conversation, classroom participation, individual and group information or progress, skill development, etc.).

Summative Assessment • Summative assessment happens at the end of a teaching and learning process or experience and is planned for in advance. The assessment is designed so that students can demonstrate their learning in authentic contexts and apply it in new ways. This allows the teacher to measure the understanding of the central idea and inquiry points, but also can inform and improve student learning and instruction. • Summative assessments may take a variety of formats (including, for example, tests, examinations, reports, essays, presentation, projects, etc.).IB Learner Profile

The IB learner profile is transparent in the classroom, and evident in the general language of the school. Teachers might use informal observations to give feedback to students, but actual assessment is only done as student self­ assessment. The students should reflect on their development on a regular basis, on targeted or selected aspects of the profile. This reflection will vary according to age groups and language abilities.

How do we collect and analyse the data?

Assessment Strategies and Tools Assessment strategies and tools form the basis of a comprehensive approach to assessment and represent the school’s answer to the question “How will we know what we have learned?” The strategies are the methods or approaches that teachers use when gathering information about a student’s learning. Teachers record this information using a variety of tools, which are the instruments used to collect data. When choosing appropriate strategies, it is important to take into consideration which tools are most applicable and relevant to that strategy. This helps to ensure that an effective assessment of the learning experience takes place. A variety of strategies and tools should be used (Making the PYP Happen 2009).

Assessment Strategies (How do students demonstrate learning at EIS?) • Observations: All students are observed regularly with a focus on the individual, the group, and/or the whole class. Records such as checklists and note taking are common methods of recording observations. • Performance Assessments: These are assessments of goal­directed tasks with established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response. • Selected Responses: These are single occasion, one dimensional exercises. Common examples are tests and quizzes. • Open­Ended Tasks: Students are presented with a challenge or stimulus and asked to provide an original response. The response could be a brief written answer, a drawing, a diagram or a solution. • Process­focussed Assessments : The students’ development of transdisciplinary skills are observed often and regularly.

Assessment Tools (How do teachers at EIS record student progress?) • Rubrics: An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers. • Checklists: Lists of information, data, attributes, or elements that should be present.

• Anecdotal Records: Anecdotal records are brief, written notes based on observations of students. • Exemplars/Benchmarks: Samples of students’ work that serve as concrete standards against which other samples are judged. Benchmarks/ Exemplars can be used in conjunction with rubrics and continuums. • Checklists : These are lists of data, information, attributes , or elements that should be present. • Portfolios : A portfolio is one method of collecting and storing information that can be used to document student progress and achievement. It is a record of students’ involvement in learning and is designed to demonstrate success, growth, higher­order thinking, creativity, assessment strategies and reflection. (Making the PYP Happen 2009) • Documentation: The documentation of the evidence of student learning is an assessment strategy relevant to all students throughout the PYP, particularly significant in the early years (3–5 years). Teachers use a range of methods to document student learning as a means of assessing student understanding. This may include, but is not limited to, videos, audio, photographs and graphic representations. Teachers may also use written records of student conversations, comments, explanations and hypotheses as well as annotated pieces of student work that may form part of a student’s portfolio. How do teachers analyse the data? Teachers use their professional judgment to interpret and use assessment information. Teachers monitor progress on the indicators they are responsible for teaching. Teachers regularly ask these four questions:

What do I want my students to know and do? Where do my students know already? What evidence do I have to know that? What do I plan to do about it?

Reporting

How do we choose to communicate information about assessment? Reporting on assessment is about communicating what students know, understand and can do. It describes the progress of a student’s learning, identifies areas for growth, and contributes to the efficacy of the programme.

Effective reporting should: •involve parents, students and teachers as partners •reflect what the school community values •be comprehensive, honest, fair and credible •be clear and understandable to all parties •allow teachers to incorporate what they learn during the reporting process into their future teaching and assessment practice (PYP Assessment document ). All the essential elements should be included in the reporting process to ensure that all stakeholders have a holistic view of the student’s learning journey.

Conferences The purpose of conferences is to share information between teachers, students and parents. These conferences may take a formal or informal structure.

Student Led (student-parent) The purpose of the student­led conference is to celebrate the students’ learning journey through the year, as represented by the portfolio and other evidence. It is a chance for parents to see the sorts of learning engagements their children are involved in at school. The experience encourages students to become aware that they have a personal responsibility for their education. It helps them to understand the importance of school and taking charge of their own learning. They develop organizational and oral communication skills. The students are also practicing the skills of self­evaluation and reflection. The students plan and practice their presentation prior to the conference by showing their teacher or peers their work. They are given guidelines on how to present examples of the PYP Learner Profile as well as a range of academic work.

Parent - teacher - student (PTSM) These are designed to give the parents information about the students’ progress development and needs, and about the school’s programme. Teachers use this opportunity to gather background information, to answer the parents’ questions, to address their concerns, and to help define their role in the learning process. In the Elementary, these are held twice a year – once in Semester 1 and once in Semester 2. In addition to these scheduled conferences (formal), teachers and parents are encouraged to arrange meetings any time there is a need (informal). Parents are always welcomed at the school. Edubridge International School makes a deliberate effort to make parents feel welcomed and encourages parents to participate in the education of their children. In the rare case where a parent confronts a teacher inappropriately, the school administration steps in to calm down the situation and resolve it amicably.

Written Reports The written report is designed to provide parents with a comprehensive guide to their child’s development. The written report gives information about each student’s personal development as well as progress against the standard expectations for their grade level. “Not Applicable” is indicated when an area of work has not yet been covered or a student was not in school when a Unit of Inquiry was taking place. The following are the descriptors used in the report : Teachers use a “best­fit” approach. These are not a complete set of descriptors, and not every descriptor applies to a particular student. Emerging: Grade level expectations are rarely met. We see this in the classroom: • The student exhibits basic and inconsistent understanding of concepts and learning material. • The student requires constant guidance and assistance from instructors. • Learning exercises are attempted, but rarely completed without extensive assistance and correction. • The student is often inattentive and distracted, and staying on task is always a challenge.. • Skills are emerging but require considerable growth and refinement. Developing: Grade level expectations are developing. We see this in the classroom: • The student is developing understanding of concepts, but has not yet fully understood them. • The student usually requires instructional attention but is developing independence. • Classroom learning tasks are attempted but the student often requires assistance. • Classroom work is sometimes incomplete and often requires revision. • The student works diligently but is not able to work independently. Consistent: Grade level expectations are met consistently. We see this in the classroom: • The student consistently completes work and exhibits understanding, but does not seek extra challenges. • Learning tasks are completed at an acceptable but rarely an optimal level. • The student works well in class with occasional support and conferring with the teacher. • Understanding of skills and content is displayed but deeper understandings are not pursued or conveyed. • The student usually completes work and stays on task. Blossoming: Grade level expectations are met and sometimes exceeded. We see this in the classroom • The student requests extra challenges from the teacher after classroom work is completed. • Learning is not only absorbed but applied and interesting connections are pointed out. • All work is completed with diligent care and proofread thoroughly. • The student takes responsibility for his or her learning and asks good questions. • The student actively attempts to help others and share his or her understanding.

Accomplished: Grade level expectations are consistently exceeded. We see this in the classroom: • The student independently pursues extra challenges at a very high standard • Written work and conferences reflect thought that is rigorous and insightful • All work is extraordinarily thoughtful and elegant. • Questions are not only answered but interpreted, demonstrating deeper understandings • The student not only helps others but adds insight to the teacher’s explanations Modified: Grade Level expectations have been modified because of an identified learning difference. Not Applicable: Grade Level expectations are not applicable in this situation. There is a written comment section for the Homeroom Teacher, which describes the overall progress of the students. At the end of the report, students complete a self­reflection about their learning and this is also included as part of the written report. Students reflect on how they have demonstrated the attributes of the IB Learner Profile: inquirer, open­minded, communicator, caring, thinker, balanced, knowledgeable, risk­takers, principled and reflective. Student self­reflection is an important element of their development.

The PYP Exhibition (The PYP Exhibition will be incorporated after the school is authorized). The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP. In the students’ final year of the PYP there are five units of inquiry and the exhibition. The exhibition unit takes place under any transdisciplinary theme at the discretion of the school. Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real­life issues or problems. The central idea selected must be of sufficient scope and significance to warrant a detailed investigation by all students.

Assessment aligned with ESL and SEN English as Second Language (ESL) Students falling into the ESL category will be assessed on language as per the ESL criteria until they are able to participate in the mainstream assessment activities. For the other subject areas, ESL students will be assessed as per the scope and sequence objectives however the mode of assessment may be differentiated to suit ESL requirements. Special Educational Needs (SEN)

Student falling into the SEN category will have an Individualised Education Plan (IEP) for which, in certain cases, will result in a modified curriculum. In these cases the SEN department will report on student progress as per the reporting requirements.

Monitoring and Evaluation The assessment practice and effectiveness will be monitored by the PYP coordinator and management team through teacher reflections, teacher assessment sessions and parent surveys/feedback. Any changes to the assessment policy will be made in collaboration with the staff and management. All teachers will maintain student assessment records in their Assessment Folders on the School Drive. The assessment data will then be evaluated and reported twice a year as follows ­ January and June: These reports are detailed records of specific achievements in the subject areas, units of inquiry as well as progress in the Learner Profile, integration of attitudes and learning styles.

Assessment in the MYP at EIS Definition of assessment “Assessment is a process that helps students to learn. Assessment is the collection and effective use of information in the twin processes of teaching and learning. The most important feature of Assessment in the MYP is that it is designed to support and encourage student learning." ­­ Mick Purcell What do we assess? Assessment for Learning is an important part of the MYP. Each subject group is assessed at each year of the course. Each subject group has its own set of subject criteria which are specific to each subject. Now each subject has 4 subject criteria A­D. Each criteria is graded 1­8 using specific objectives which have been developed by the MYP and are age specific. Each assessment has a supporting set of descriptors which are specific to each task. IB states each criteria has to be assessed a minimum of twice per year. We recommend twice per semester. Who is involved in student assessment ? Everyone ­ students, teachers, parents, administrators, and board members ­ must have a clear understanding of the reasons for the assessment, what is being assessed and the criteria for the assessment.

When and How Do We Assess? Types of assessment

Formative assessment is the ongoing and continuous process of identifying the students’ knowledge and skills, giving feedback to students about how to improve, reflective conversations with students about their learning, and the use of this information to make changes in instruction so that students meet with success.

Summative assessment is a culminating task at the end of a unit, or after a definite period of study, that measures and records the overall achievement of the student.

Frequency of Assessment

The pupils’ progress is monitored against specific learning objectives as identified in the unit plans; personal and social skills are continually observed. Summative assessment takes place at clearly specified times [refer to Google calendars MAC MY1­MY5]; formative assessment is continuous and throughout the year. Schedule of Summative Assessments carried out during the year: Examinations conducted end of first semester in December Summative tests at specified times [refer to Google calendars MAC MY1­MY5] during the two semesters at the end of unit/units. These could include one or many topics. MYP performance week during the 3rd week of May­ these may be summative assessments of the following type­

Projects to be handed in and presented. Projects could be Web based Research projects Projects involving data collection with questionnaires Making scrap books Making charts, posters, powerpoint presentations Making videos Making models A combination of some of the above

Assignments involving investigation Laboratory activities (performing experiments, computer practical) Skits/role plays Debates, Socratic Seminars, or Guided Discussions Musical or other compositions Performances (e.g. in Music, Drama, or PHE) Creations of solutions or products in response to problems

All summative assessment grades should be recorded on the EIS assessment folder.

Professional judgement When determining a final grade, the teacher uses all the data available, including both formative and summative assessments, to determine the most appropriate final grade for each of the criteria. The teacher must use his or her professional judgment to arrive at the grade that best fits the student’s achievement. These grades are discussed with co­teachers, department members, or the Coordinator in a formal or informal moderation meeting. The teacher may consider improvement, and that a student might, for example, be better in that subject in May than she was in January. It is imperative that assessments have been well explained and well designed, giving students the opportunity to improve. Teachers must spend class time explaining a rubric and making sure that each and every student reads and understands the assessment criteria, including task­specific clarifications. Peer Assessment and Self Assessment Edubridge International School strongly supports the use of Peer Assessment and Self Assessment as part of the assessment process. There are many reasons for this, but one reason is to provide a check for consistency with teacher­designed assessments. Middle Years students have a pretty good idea about who is good and who is not­so­good in a subject, and they often demonstrate a surprising level of candor and sophistication when asked to make self and peer assessments. Encouraging and developing such candor and sophistication also makes students better learners. Averages Assessment in the MYP is not norm­based. We do not compute averages to arrive at a final grade. We also do not rank students or limit the number of students who can achieve a high grade. Procedure of Assessment and Late or Missed Work ­ add in the staff handbook Assessment and Late or Missed Work If a student is absent, the student must take the responsibility to find out from teachers or a classmate what learning was missed and how to make up any assignments. If a student misses an assessment, it is the teacher’s option to either: a) not include the assessment task, or b) provide a make­up assessment task Edubridge International School strongly encourages full and complete attendance, and we do not advise that students go on holiday during school time. If parents opt to take their children out, any work missed is solely the student’s responsibility. Teachers are not required to provide extra classes, makeup tests or specific work to be completed. If a student misses an assessment and/or evaluation tasks (such as tests or assignments) the report grade may be “INCOMPLETE”. If this becomes the case, teachers will inform the MYP Coordinator via a Progress Report (Google Form).

Reporting in the MYP Reporting is the concise summary of both summative and formative assessment as it is reported to parents and written to a student’s transcript. Reporting Format Report Cards­ The report cards indicate a final overall grade reported on a scale of 1 to 7. Comments are written for all subjects. The grades are cumulative, meaning that we continue to report student achievement as it increases throughout the year. Thus, the second semester grades are a combination of work from the previous semester. Report cards are issued at the end of each semester. There are 2 semesters in the school year. The end of Semester 1 is January 2nd week (report on last week of January). The end of Semester 2 is June first week (report on first week of June). In addition to report cards at the end of each semester, a settling in report is issued in October. This is comment based and informs the parents of how the student has settled in the new grade.

Parent ­ teacher ­ student (PTSM) These give the parents information about the students’ progress development and needs, and about the school’s programme. Teachers use this opportunity to gather background information, to answer the parents’ questions, to address their concerns, and to help define their role in the learning process. In the MYP, these are held thrice a year – once after 2 months of school reopening for the new academic year [October], second one in January [end of first semester] and last in June [end of academic year]. In addition to these scheduled conferences (formal), teachers and parents are encouraged to arrange meetings any time there is a need (informal). Parents are always welcomed at the school. Edubridge International School makes a deliberate effort to make parents feel welcomed and encourages parents to participate in the education of their children. In the rare case where a parent confronts a teacher inappropriately, the school administration steps in to calm down the situation and resolve it amicably.

Progress reports When students take an MYP course, the teacher has an ethical and professional responsibility to explain how the students will be assessed. The teacher should point out that the primary purpose of assessment is to encourage learning and that MYP assessment is continuous. The teacher should assume that each and every student is a competent learner capable of achieving a passable standard in the course. As soon as a teacher has evidence otherwise, and believes that a student is in danger of receiving a 1 or a 2 as a final grade, the teacher should inform the MYP Coordinator and the teacher’s homeroom teacher via a Progress Report. The MYP Coordinator and the teacher will then decide the best course of action, which might include a communication to the parents, a meeting with the student, or a meeting with the learning support team.

Works Cited "Homework Tips for Parents­­ Pg 1." Homework Tips for Parents­­ Pg 1. U. S. Department of Education, 26 Apr. 2006. Web. 19 Oct. 2015. Making the PYP Happen: A Curriculum Framework for International Primary Education. Rev. ed. Cardiff, Wales: International Baccalaureate Organization, 2009. Print. MYP: From Principles into Practice. Cardiff, Wales: International Baccalaureate Organization, 2014. Print. "Rockridge Secondary School Assessment Policy." Rockridge School District. Http://rockridgeschools.org/, 2015. Web. 5 May 2015. <http://rockridgeschools.org/>.

Assessment Committee Asheka Tenzin

Tapaswini Poricha

Uzma Khan

Benedicte Meyssan

Abigail Fernandes

Ramon Ornelas

Shashikant Boricha

Updated on May 5, 2015

Edubridge International School

Language Policy

Purpose

Edubridge International School (EIS) has a Language Policy to state its philosophy about language learning and to provide an action plan for the effective teaching and learning of language. The Language Policy aims to create a better understanding and learning of each and every language that is taught at EIS. This policy is for students and parents, the administration, staff and teachers of EIS, as well as for any accrediting or governmental authorities.

Language Learning Environment in Mumbai

A typical student in Mumbai is exposed to several languages. As an infant, the first exposure is to the language spoken at home, which may or may not be the Family’s Heritage Language/s. Soon a child is exposed to Hindi which is not only the National Language, but also widely used in Mumbai. Simultaneously a child could be exposed to the local language, which is Marathi, through care givers and the local community and this may or may not be the Heritage Language.

Definitions:

“Mother Tongue” is a confusing term in the Indian context. Therefore, the EIS Language Policy avoids the usage of this term.

First language: the language first learned when a student was a child, between the ages of one and five. Usually, it is the language most frequently spoken at home.

Heritage language: the language of the student's parents, grandparents, native place, or family origin which may or may not be used widely at home. Parents often refer to the heritage language as their mother tongue.

World Language: Any modern language other than English that is spoken or taught at the school is referred to as a World Language. The World Languages taught at Edubridge International School include Hindi, French and Spanish, although this list of languages may grow or change over time.

English as an Additional Language (EAL): the subject of English as taught to and learned by students whose first language is not English.

Status of the Language Policy:

The language policy is a “living document,” which is continuously evolving and informed by research, best practice and changes in the language profile of the school. The Language Policy is being written, revised and edited by the Language Policy Committee and shared with the school community.

Philosophy:

Language is central to all learning, and language learning is one of the most important activities of any school. Edubridge International School places a special emphasis on language learning. Both Mumbai and India are multilingual, so the language policy of EIS celebrates and fosters multilingualism. Closely

related to an appreciation of multilingualism is the awareness of diversity and appreciation of multiculturalism that is promoted by the EIS Mission Statement. However, we also recognize the importance of teaching and learning English at a very high standard.

Action Plan

Primary mode of Instruction:

The primary mode of teaching and learning at EIS is English. English is a widely used language, a language of business and opportunity in the globalized world, one of India’s constitutional and legal languages. It is also the language of many of the world's best universities, and is most in demand by the parents at Edubridge International School. EIS recognizes that English has emerged as the language of business and opportunity in a globalized world. To this end, teachers and other staff actively promote the use of English amongst the students. Teachers ensure that students receive sufficient practice in English, in terms of reading, oral and written communication, coursework, etc.

Legal and Cultural Implications:

Edubridge International School is following all the pertinent laws regarding language instruction. When/if new local laws regarding language are passed, EIS will follow the law.

Hindi is the national language of India and is widely spoken throughout the region and the country. Edubridge International School promotes the teaching and learning of Hindi. It is taught as one of the World Languages (Language Acquisition) from grade 2.

Marathi is the language of the state of Maharashtra and is widely spoken in Mumbai. Edubridge International School promotes the teaching and learning of Marathi.

Modern World Languages:

EIS encourages students to continually pursue the acquisition of more than one language, including languages taught at the School and other languages. We believe in language choice and multilingualism, and, wherever possible, we highly encourage language continuity and in-depth language knowledge and use. In order to achieve this:

Every student receives instruction in the World Language chosen by him or her, in separate, dedicated language acquisition classes from the second grade level.

There are no prohibitive or punitive practices which discourage students from learning a language or expressing themselves in a language in which they are comfortable.

In collaboration with parents and the school community, the school supports ancestral language activities, such as an after school conversational club, whenever possible.

English as an Additional Language (EAL):

EAL Students may face some learning challenges. In order to accommodate such students, EIS recruits teachers who are specialists in the teaching of English as an Additional Language and provides time in the timetable for students who need instruction in English as an Additional Language. Moreover, Edubridge International school also believes that, since English is the medium of teaching and learning, every teacher is, in essence, an English Language teacher.

If students have difficulty in English, which is the medium of instruction at Edubridge, EIS does everything possible to address their needs and bring them up to grade level expectations:

Any student who is not at or above grade level in English from second to tenth grade is placed on a roster for EAL.

Any student on this roster receives support from an experienced EAL teacher. The EAL teacher collaborates with the homeroom teacher to ensure that the homeroom

lessons are accessible. Assessments for EAL students are differentiated. All teachers are trained in recognizing the EAL needs of our students.

EAL Philosophy:

Edubridge International School appreciates the fact that since English is not the first language for many families, some students may struggle to develop a level of proficiency in English that is comparable to that of their peers. Since EIS aims to set high standards of linguistic skills in English, the School will develop a programme to assist students to gain a suitable level of competence and thereby integrate themselves fully in all aspects of school life. For this purpose, an English as an Additional Language (EAL) Department, consisting of homeroom teachers, subject teachers, learning specialists and counselors will work collaboratively to support the learning needs of students at EIS.

Objectives of the EIS EAL Programme:

To help students learn, and encourage them to improve their communication skills in English - listening, speaking, reading, writing, and thinking.

To encourage students to read both inside and outside the classroom. To assist the students in building their vocabulary and using words effectively. To set realistic levels of achievement and ensure progress throughout the students’

involvement within the programme with relevant assessments. To support the students’ learning and make them confident communicators. To develop the students’ morale and encourage them to actively contribute to the

international learning community. To provide students various avenues to improve with the help of quality materials,

technology integration, experiential learning and sharing best practices.

Implications of the EIS EAL Programme:

There must be Differentiation in the curriculum Outside help and additional costs may be involved Parental involvement may be required

Heritage Languages:

EIS offers classes in Heritage Languages (such as Gujarati, Bengali, or Punjabi) which are led by

parent or teacher volunteers. These classes are free and open to all members of our school community. These are usually before-school and twice per month, but these classes are organized on a needs basis. The list of Heritage languages offered by the school will be updated as the school community changes and grows.

Further considerations: For students with identified learning differences, in extenuating circumstances the school

will work with the parents or legal guardians to discuss the possibility of an exemption from the requirement to study a World Language.

EIS will make every effort to support students who demonstrate a significant aptitude for pursuing further studies in a language different from the World Language currently offered by the School.

Students who speak and write several languages fluently have a special set of skills that will enable them to be successful at University and beyond. EIS takes extraordinary measures to accommodate students with demonstrated fluency in several languages by giving them time and space to master those languages.

When required, the School will assist students (and parents) in finding external learning environments or tutors, to ensure the students’ continuity and success in languages that are not taught at EIS.

EIS attempts to provide instruction in a third language, from Grade 3, for those families who require it.

Language Acquisition Policy in relation to the Primary Years

In the Primary Years, an additional language is introduced to students by the age of 7 (Grade 2), where a student chooses one of the world languages offered by the school. In the event of a student having to switch to a different World Language, he or she will have a maximum time frame of 6 weeks from the time he or she begins the study of the same.

Language Acquisition Policy in relation to the Middle Years

Middle Years students must register in two languages for the MYP certificate; EIS highly recommends that students continue to study the World language learnt during the Primary Years. In the event of a student having to switch to a different World Language, he or she will have a maximum time frame of 6 weeks from the time he or she begins the study of the same. Languages are offered at phases 1, 2, 3 and 5.

Process for the Choice and phase of Language Acquisition

In the first three weeks of the new academic year, students of grade 6 and new students in grades 7 and 8 will be taken through a three-week Language course where they will have a few lessons each of Hindi, French and Spanish. At the end of the 3 weeks, students will choose a language in collaboration with parents & teachers and decide on language appropriate for them. Parents, teachers and student will sign a consent form for the same. This also indicates that there has been a process that has been observed to make this choice and, no changes can be made until they complete grade 10.

Students enrolling in grade 9 / 10, must choose a language that he/she is at phase 2 level proficiency when they join the school.

Language Policy in relation to the IBDP

IBDP students must study two languages— a “best” language and a “second” language— to achieve full diploma. The language ab initio course is a language acquisition programme only for students with little or no experience of the language. In the case where a student has studied a world language previously and wants to continue studying the same, he or she can only opt for the Language B course. In the event of a student having to switch to a different World Language, he or she will have a maximum time frame of 6 weeks from the time he or she begins the study of the same.

Continuous Improvement of the Language Policy

The annual process of reviewing and revising the School Language Policy is:

1. The School Administration appoints a Language Committee from the school community. 2. The Language Committee reviews the School Language Policy. 3. The Language Committee solicits input from the wider school community about the School

Language Policy. 4. The Language Committee reviews current literature about language learning and best

practices at international schools. 5. The Language Committee cross-checks the Language Policy against other school policies,

such as Assessment and Special Needs, and makes the required linkages. 6. The Language Committee revises the Language Policy, if required. 7. The Language Committee submits the revised Language Policy to the School Administration

for approval. If the Language Committee and the School Administration feel that the Language Policy has undergone a major revision, then the new policy is submitted to the Governing Board for approval.

8. The School Administration communicates the revised and approved Language Policy to the school community.

Appendix

The Language Profile of EIS As part of their Humanities Unit “Where do we come from? What are my origins?”, students of Grade 7, in 2014, conducted a survey to study the Origins, Gender, Occupations and Language profile of the school community. They interviewed 141 people in the school, including students, teachers, admin and support staff and find out the first language spoken. The findings with respect to language were as follows: At Edubridge International School, 20 languages are spoken: There are 5 foreign languages and 15 Indian languages spoken as first language.

1. ¼ of the people speak Gujarati 2. ⅙ of the people speak English 3. ⅙ of the people speak Hindi 4. Almost ⅙ of the people speak Marathi

Language Policy Committee

The first set of members of the Language Policy Committee were

Mr. Michael Purcell

Ms. Nirmala Balasubramanian

Ms. Sangeeta Deshwal

Mr. Siddharth Mehta.

The Current Language Policy Committee members are

Ms. Nirmala Balasubramanian

Ms. Sangeeta Deshwal

Ms. Jessica Vargas

Ms. Siya Lund

Mr. Pierluca Pineroli

Ms. Nerisha Bhansali

Mr. Michael Purcell

Language Policy Committee 2017

Tracy Waller

Sangeeta Deshwal

Deepa Balasubramanian

Siya Lund

Works Cited:

International Baccalaureate Organization. "Guidelines for developing a school language policy." IBO. Cardiff, April 2008.

NIST - New International School of Thailand. "Admissions Procedures." Policies & Procedures Handbook. Bangkok, 2011 - 2012.

"School Approaches to the Education of EAL Students." Executive Summary. The Bell Foundation. April 2014: p5.

Edubridge International School Inclusive Education Policy

Purpose: Edubridge International School’s Special Education Needs Policy states its firm commitment towards supporting the varied learning needs of different students. EIS understands that some students may need specialized assistance at different stages and for different amounts of time. This policy highlights the measures undertaken by the school to cater to the special education needs of its students to the best of its abilities. This policy is intended for prospective parents and students, the administrative staff and teachers of EIS, and any accrediting or governmental authorities.

Status of the Special Education Needs Policy: The Special Education Needs Policy is a “living document,” i.e. it is continuously evolving and informed by research, best practice, external requirements, and by debates within the school. The Special Education Needs Policy is being written, revised, and edited by the Special Education Needs Committee.

Philosophy: Edubridge International School aims to create an inclusive learning environment, and it recognizes the fact that students have different strengths and learning needs. Inclusive is a welcoming philosophy and a state of mind that is open and friendly. An inclusive person, or an inclusive organization, is open­minded and curious about the world, and accepts and appreciates diversity. An inclusive state of mind is an awareness that we have social responsibilities as a school: that we are fair, that we understand and appreciate differences; that we are compassionate to those families who have particular needs. Our mission statement has many signals that we are an inclusive school. The school will thereby counsel students and families to identify learning differences and decide the best possible course of action to continue to support the student, be it for short periods of time or throughout his or her time in school. EIS will rely on specially trained teachers, other qualified staff and family members and, if required, outside experts to help students realize their full potential.

Action Plan

Learning Support for Students with Identified Learning Differences:

Any student admitted to EIS is welcomed in a safe and supportive environment. All students have learning differences; however, there are some students with identified

learning differences who require resources not needed by most students. Students with identified learning differences have the same rights to education as other

students of the same age. In order to meet the needs of students with identified learning differences, EIS staffs

a Department of Learning Support and a Resource Room. Students with identified learning differences benefit from early intervention, research

based intervention and data­based decision making. The education of every student with identified learning differences is considered

individually. EIS and its Department of Learning Support works with the family and teachers to

develop an Individualized Education Plan for every student with identified learning differences.

For every student with identified learning differences, EIS and its Department of Learning Support works closely with the student’s family and carefully considers the impact of linguistic and cultural influences on the child’s education.

EIS strives to meet the educational needs of students with identified learning differences inclusively, that is, in the student’s normal classrooms and around other students of a similar age.

In order to best meet the needs of students with identified learning differences, EIS will promote staff training about inclusion and differentiation for all of its teachers.

EIS provides psychological/psycho educational assessments when necessary and/or refers to a centre outside the school.The learning support team coordinates with the centre to help the child with the best of facilities.

There may be times when EIS and its Department of Learning Support determine that an educational assessment is required from a psychologist or centre that specializes in analysis of learning differences. EIS maintains contact with the best psychologists and assessment centres in Mumbai and can help parents coordinate the assessment. Our Learning Support teachers maintain a list of the psychologists and centres that we recommend. The cost of such an assessment is borne by the parents.

SSP: a 21st Century school writes individualized plans for particular students to help them succeed. Various acronyms are used (e.g. IEP: Individualized Education Plan, ILP: Individualized Learning Plan, SSP: Student Success Plan, etc). At Edubridge we use SSP: Student Success Plan. This is not a legal term but a term that we have chosen internally.

In order to best meet the needs of every student at EIS, the Learning Support Department coordinates with other professionals in the areas of:

Admissions: Learning Support Department analyzes data submitted by the parents to the admission team and shares the analysis with the head of school. (Refer to the admissions policy for further details).

Assessments: The Learning Support Department helps to write differentiated assessments based on the special needs of the students and the SSP's prepared for them.

Language: Some students with an SSP may be required to study one language instead of two. The Learning Support Department counsels students and parents about the reasons and implications of this decision.

EAL: EAL (English as an Additional Language) support will be provided by the school to help the student if required.

Special Needs Procedures Graphical Overview

Works Cited: NIST ­ New International School of Thailand. "Special Education Needs Policy" Policies & Procedures Handbook. 2011 – 2012 DSB International School – Deutsche Schule Bombay. “Special Education Needs Policy” DSB Teaching and Learning Policy. May 2012. The EIS SEN Policy committee is: Pramila Sen Harjyot Malhrotra Sakina Gadiwala JB Fauchille Jorge Lugris Maya Mhatre Delnaz Panthaki Last updated on 14th February 2015

Edubridge Attendance and Lateness Policy 5.0 At Edubridge International School, students are expected to attend school regularly. Regular attendance is essential to ensure students are successful in their studies. EIS values punctuality and works towards creating an environment of order and discipline. For this purpose, students are expected to arrive on time daily. In the case where a student must miss school, parents are requested to notify the school as early as possible. The parents have to send an email/whatsapp message on the EIS group notifying the student’s absence before 8:00 am. Students are expected to be seated in their homeroom for registration at 8:20 am. If a student arrives late this will be recorded by the front desk and the homeroom teacher. For every student from Grades Sr. KG - 12:

The number of lates and the number of absences will be accurately recorded and reported on the student’s report cards and academic transcript

After three late marks are recorded, the parents receive an email informing them of this lateness.

For the 4th late and every subsequent late, the student along with the attendant should report at the front office. The student will then be sent back home.

The system will operate over a semester period. All students will have a clean slate at the start of every semester.

Doctor's appointments should be scheduled during weekends or after school hours. Furthermore, for students in Grades 6 - 12:

For any student who is absent more than 10 times during a year, the Programme Coordinator and the Principal will review the student’s case history, including medical records, to determine whether the student should be promoted to the next grade level.

Edubridge International School reserves the right to deny promotion to any student who is absent more than 10 times, or late more than 20 times, during a calendar year.

If students are unwell, they should stay at home and rest for the whole day even if there is an assessment at school.

No student will be allowed to come to school half day.

Edubridge Attendance Essential Agreement

For Students and Parents, Grades 6 - 12

I, __________________________________, will abide by the following expectations regarding school attendance: I will attend all classes daily I will be on time to school I have read and understood the Attendance and Lateness Policy If I need to be absent for any reason, prior notice will be submitted to the homeroom teacher and Programme Coordinator I will be prepared for class and have the appropriate materials As a parent, I will actively monitor my child’s attendance, discipline, and achievement by being in touch with my child’s homeroom teacher. if my child needs to be absent for any reason, prior notice will be submitted to the homeroom teacher and Programme Coordinator. I will make sure that my child has transportation to school daily so he/she will be on time to school. I acknowledge that school begins at 8:20. sharp. Student signature: __________________________________Date: ___________ Parent signature: ___________________________________Date: ___________ Programme Coordinator signature: _____________________Date: ___________

EIS Course Selection / Promotion Policy

Version 2.0

*Updated 19.04.2017*

Introduction:

Admission to IB DP in Grade 11

Course Selection:

Definitions

Course / Level Changes:

Promotion Policy from Grade 11 to Grade 12:

Introduction: The major purpose of this document is to outline the process by which students are admitted to the Diploma Programme, select courses within the programme, and are registered for their Diploma exams in October/November of the senior year. This document explains the process, responsibilities and timelines for these decisions. The main goal for the IBDP at EIS is to provide students with a world class education and holistic development that will enable them to achieve their individual dreams both at university and in their careers. We support students so that they can achieve to the best of their ability while understanding their different aspirations, talents, and limitations. We take every step to ensure that students are in courses where they have a realistic opportunity to succeed.

Admission to IB DP in Grade 11 The requirements for an Edubridge student to be promoted from Grade 10 to Grade 11 are as follows. The student must: The requirements for an Edubridge student to be promoted from Grade 10 to Grade 11 are as follows. The student must:

Score at least 3 (out of 7) in each of these 8 subjects: English Language and Literature Language Acquisition (either Hindi, French, or Spanish) Individuals and Societies Integrated Sciences Mathematics Arts (Visual Arts or Music), Design or PHE (choose the best grade out of these

three subjects) Personal Project Interdisciplinary Learning

Score a total of at least 32 (out of 56) points Meet the requirements of Community Service Complete the Personal Project

Any student who chooses to complete the eAssessments, and achieves an MYP Certificate, is automatically promoted to Grade 11. Any student who scores a total of at least 40 (out of 56) points is allowed to choose his or her own courses in the IB DP. For any student who scores a total of 32 to 39 points (out of 56), the IBDP Coordinator will meet with the student and the parents and design the course selection for the student in Grade 11. This will be an optimum pathway that gives the student the fullest opportunities for success. For a student to choose HL Mathematics, HL Music, or HL Visual Arts, the student must receive permission from the teacher after the teacher assesses the student’s skills in that subject.

Course Selection: The process of selecting courses will be different for students who are already members of EIS compared with newly admitted students. In the case of new students course selection / recommendation is based upon the following criteria:

1. Examination of prior knowledge test results

2. Past report cards 3. Individual meetings / consultations with the IBDP Coordinator / University Counsellor 4. Individual consultation with the respective classroom teachers

The vast majority of students admitted to grade 11 at Edubridge will be on track for the full IB Diploma, including six courses (Three HL and Three SL), the Extended Essay, CAS, and ToK. Where required, a student who attended Grades 9 and 10 at Edubridge may be admitted to Grade 11 and placed in classes on a ‘Certificate’ basis, where the students and the IB Coordinator design a customized learning program matched to the student’s needs, goals, and abilities. To help a student choose the best pathway through the IB Diploma Programme, EIS will consider information from past achievement records in addition to individual consultation with course instructors. Where students achievement levels are in question they will need to seek the advice of particular teacher and attain their approval to study in particular Higher Level courses. The ultimate decision for course selection will fall upon the Diploma Coordinator in consultation with the IBDP teaching team.

Definitions Subject group: one of the six subject groups defined by the IBO: language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts. Subject: within each subject group there are subjects; for example, Economics, Visual Arts, or Biology are examples of subjects. Level: Most subjects can be studied at either Higher Level of Standard Level (HL or SL). Each IB Diploma student is required to take three subjects at Higher Level. In exceptional cases, a student might study four subjects at Higher Level. Course: A subject and a level combine to make a course; so for example, HL Mathematics, or SL French Ab Initio are examples of courses. There are some courses that are offered at SL only. DP 1: the first year of the Diploma Programme, commonly called Grade 11 or Standard XI. DP 2: the second year of the Diploma Programme, commonly called Grade 12 or Standard XII.

Course / Level Changes: At the start of the academic year in Grade 11, students have six weeks to confirm their choices of subjects. Within this six week period, a student may change one, or at most two, subject choices if the student receives written permission from his or her parents, the IBDP coordinator,

and the classroom teachers. The IBDP Coordinator will provide guidance and the written forms for the student. After six weeks, students may not switch their subject choices. A student may also change the level of each subject within the first semester of the program. After this point a change in levels will require explanation and significant reason. It is important to note that many classes have significant difference between the HL and SL. A change later in the year could lead to significant challenges with both content and assessment. As such level changes will be kept as much as possible to a minimum.

Promotion Policy from Grade 11 to Grade 12: It is the goal of EIS to encourage all students to complete a full diploma. This includes six courses (Three HL and Three SL), the Extended Essay, CAS, and ToK. As such we will strive to provide students with support, encouragement and guidance to reach this end. There will be cases where we determine that it is not likely or possible that a student will be able to achieve a full diploma. These conditions include:

1. A student scores less than 12 points total in the three HL classes is at risk of an IB Failing Condition

2. Poor Attendance: a student who has 10 or more absences in a semester is at risk of an Edubridge Failing Condition

a. Late counts as one-third an absence. b. In the case of a genuine medical problem that requires a student to miss school,

the IBDP coordinator might make an exception based on the advice of doctors, the School Nurse and School Psychologists

3. Limited effort, poor attitude, and failure to respond to feedback. a. A students who has not responded to warnings about limited effort, poor attitude,

and failure to respond to feedback is at risk of an Edubridge Failing Condition b. Students must show satisfactory efforts and good attitudes in the Core elements

of the Diploma Programme: ToK, CAS, and the Extended Essay Upon the completion of the first semester in DP1, student who find themselves in one of the three above conditions will be either A) Placed on a Learning Agreement or B) Advised that they will be removed from the Diploma Track and placed into certificate courses upon consultation with families. In case A), after a consultation with the student, family, IBDP teaching staff and senior administration, the IBDP Coordinator will engage with students to create a detailed and comprehensive Learning Agreement. The student will be given a semester to improve and adjust. At the conclusion of the semester the student will meet again with the Coordinator and the learning support team to determine the next course of action.

Edubridge International School Health And Safety Policy Purpose Edubridge International School is fully committed to a safe and healthy school. The purpose of the Health & Safety Policy to provide all members of our school community with guidelines for ensuring the health and safety of everyone in the school community, and for sharing good practice at an international standard.

Philosophy Edubridge International School envisions a safe, healthy, and happy school, where all members of the school community are knowledgeable about healthy practices and caring about the health and safety of others. Edubridge International School does its utmost to ensure the health and safety of its entire school community, including students, staff, parents, visitors and contractors, and others by complying with health and safety legislation, and adhering to international standards.

Section 1: General Principles To achieve our vision:

1. The Governing Board and the Principal demonstrate commitment to continuous

improvement in health and safety. 2. The Governing Board and the Principal demonstrate continuous commitment to

complying with all relevant health and safety legislation and with international standards. 3. All members of our school community take individual responsibility for health and safety. 4. A Health and Safety Committee (H&SC) is established and its members are

assigned tasks for ensuring the health and safety of our entire school community. 5. The names of the members of the Health and Safety Committee are prominently

displayed. 6. The Health and Safety Committee includes (minimally) the Director, the Principal,

the Operations Manager, the School Nurse and at least one teacher and one parent. 7. Routine risk assessments are practiced and documented. 8. All staff are informed of, understand, and accept their responsibility for eliminating or

minimizing the potential for harm to people at our school, including students, teachers, parents, contractors, other staff and visitors.

9. The staff is consulted on, and given the opportunity to participate in, health and safety

management. 10. Other employee representatives, such as representatives of the Security and

Housekeeping staff, are consulted regarding health and safety management. 11. The school has an effective and regular method for identifying hazards. Significant

hazards are then controlled by: a. Elimination b. Substitution c. Engineering d. Administration e. Personal Protective Equipment

12. The Governing Board and the Principal are committed to creating and maintaining a safe school environment. This includes providing facilities for the health and wellness of staff and students.

13. There are plans and procedures for managing emergencies or disasters. 14. The school’s administration monitors transportation to and from school, away from

school, and in the school’s car park. 15. There are policies and procedures for Field Trips, whether near or far, and those

policies are reviewed and updated. 16. There is appropriate training and supervision for staff and students. 17. There are effective procedures for the hiring and monitoring of contractors and being

accountable for their safety and for the safety of students around them. 18. Injuries, or incidents that might have caused injuries, are accurately recorded,

reported and investigated. 19. Injured employees are guaranteed a safe and timely return to work.

Section 2: A Safe and Healthy School This section of the Health and Safety Policy refers to the school, its community and its campus, in the here and now. It addresses the day-to-day concerns of creating and maintaining a safe and healthy school.

1. The school is committed to recruiting and retaining at least one School Nurse, who

is proactive in setting the school's health and safety procedures and will be a member of the Health and Safety Committee.

2. The school is committed to recruiting and retaining at least one School Counselor, who helps students achieve a healthy mindset.

3. The school is committed to recruiting and retaining at least one School Psychologist, who is specially trained to help students with learning difficulties and/or physical or emotional disorders.

4. Accurate medical records are kept of all students, including their vaccination records.

5. Teachers and other staff members are informed of particular medical concerns, such as students with allergies, diabetes, epilepsy, etc.

6. There are regular risk-assessment walk-throughs of the campus by the assigned subcommittee of the Health and Safety Committee; the walk-throughs are documented together with any hazards that are identified.

7. Every classroom has a functional first-aid kit. 8. The Science Laboratories are maintained by a qualified lab technician, who has

experience and expertise in handling chemicals, heating instruments, biological agents, radioactive materials, etc.

9. The school leaders, teachers, and parents diligently pursue a positive and healthy school environment that is relatively free from stress, strife, conflict and negative conditions that give rise to psychological and emotional distress.

10. Wellness, health and safety are taught in the school curriculum. This includes Internet safety, puberty, anti-bullying, tobacco, drug, and alcohol awareness, etc.

11. The school leaders emphasize Physical Education and ensure that students have frequent and active Physical Education lessons.

12. There are frequent breaks, and teachers are not allowed to occupy students during break times.

13. Students are not punished or penalized for addressing their health concerns, including social and emotional health, even if it requires missing lessons.

14. All members of the school community are encouraged to stay home when they are sick. 15. Frequent hand-washing is both encouraged and taught to students from the age of two. 16. In case of an outbreak of illness, such as influenza, head lice, or the common cold, the

school's administration communicates honestly with parents and prioritizes health and safety over other concerns.

17. Students are taught how to prevent the spread of germs, such as washing before meals or when they return from the playground, or sneezing into their arms instead of their hands, and adults model these behaviours.

18. The school playground is monitored by responsible adults whenever children are playing.

19. Students and teachers are taught the ergonomics of using computers and modern technologies, and the ICT staff is trained to help students and teachers avoid the repetitive stress injuries of frequent computer use.

20. The use of tobacco, alcohol, or recreational drugs (such as marijuana) is strictly forbidden on campus, and appropriate disciplinary measures are set and enforced to maintain this rule.

21. Students, teachers, and staff are encouraged to eat healthy snacks and a healthy lunch, and the excessive consumption of sweets, snacks, and processed foods is discouraged.

Section 3: Field Trips and Transportation Edubridge International School wants children to experience a wide range of activities, including

field trips off campus. Health and safety measures are meant to minimize the risks in activities, not to prevent activities.

1. Managing risk is an important part of life, and children must learn to assess and manage risk as part of their activities.

2. Common sense is important in assessing and managing the risks of any activity breaks 3. Health and safety procedures must be proportionate to the risks of an activity. 4. Staff are trained so they can keep themselves and children safe and manage risks

effectively. 5. In case of an accident or serious injury, staff are trained to make sure themselves and

others are safe before rushing to the aid of the victim. 6. The car park is continuously monitored by responsible adults, and offenders who drive

fast or ignore child safety are banned from entering the premises. 7. On every school bus there are at least two adults, including a male driver and a lady

attendant. 8. School bus rules and regulations are in compliance with the local laws and ordinances. 9. School bus policy is published and available to all. 10. Field trips are an important means of learning for all students. Field trips will thus be an

integral part of the school’s curriculum. 11. Every field trip has a staff member in charge, usually a Coordinator or teacher. 12. For any trip outside the school, the route should be clearly established and mapped

before the trip. 13. Field trips must be organized with advanced planning:

a. one week for trips within Mumbai b. one month for trips within India c. four months for overseas trips

14. All students are expected to participate in such field trips unless there are extenuating circumstances.

15. Field trips will be announced sufficiently ahead of time, if not already scheduled at the beginning of the school year.

16. All students must obtain signed parental consent forms prior to embarking on a field trip. 17. Communication with parents is of utmost importance on Field Trips. Students and

teachers should keep up to date contact information. 18. Day trips (excursions within Mumbai only) are included within the school tuition fees. 19. Mandatory domestic field trips (including overnight trips) are not included within the

school tuition fees. 20. Overseas trips are optional, and will not be included within the school tuition fees. 21. The safest and the most convenient mode of transportation is arranged, depending upon

the location. 22. All students are expected to obey predetermined rules of conduct during a field trip.

Neither the School nor its staff members will be held responsible for accidents or unexpected events that may result from the students disobeying instructions.

23. Parents are expected to allow the school staff to administer medical attention as required

in the case of an emergency, if the parents cannot be contacted beforehand. 24. During school trips, a student is not allowed to leave the group for any reason (such as

visiting family or friends). With sufficient advanced notice, the trip leader can grant permission to a student to be released for a short time to a parent in exceptional circumstances.

Section 4: Emergency Preparedness This section addresses the preparedness of Edubridge International School to manage emergencies. An emergency is an unplanned event that threatens the safety of any members of our school community and requires a significant and coordinated response. Emergencies can be natural or man-made. A few examples of emergencies are:

a typhoon, tsunami, cyclone or tropical storm severe flooding from any source an earthquake or tsunami a death or serious accident a fire the spillage of chemical or hazardous waste a terrorist attack a building collapse an outbreak of disease

This list is not complete and there are many other types of emergencies. We use guidance from the United Nations Institute for Disaster Risk Reduction and we gratefully acknowledge their good advice and online publications, in particular: Guidance Notes for School Emergency and Disaster Preparedness Our emergency preparedness plan outlines the four stages of managing emergencies:

1. Prevention 2. Preparedness 3. Response 4. Recovery

Prevention

There is an established Emergency Preparedness Committee Risk Assessment is thorough and continuous

Science Labs are licensed and regularly checked School medical records are up-to-date Building structure is certified and maintained School security structures (such as gates and walls) are sturdy Fireproofing and fire alarm system are established and maintained

Preparedness

Emergency evacuation plans are in place Every classroom has a highly visible evacuation plan posted on its wall Disaster management team is in clearly identified Phone trees and communication systems are widely known Fire safety system is in place with appropriate staff training Fire drills and/or evacuation plans are periodically practiced and updated Communication channels with local authorities are clear and easy

Response

Disaster Management team has line of command Community involvement in policy Priorities are set for closing or evacuating school Communication channels with parents are open Decision-making processes by local authorities are clear

Recovery

Established school counselors and/or school psychologists Network of local counseling professionals Fiduciary commitment from the School Board for continuation of school Financial planning for emergencies Insurance policies are reviewed and updated

Section 5: Communication and Review This section addresses the need for continuous updates, reviews, and renewals in the Health and Safety Policy.

1. There is ongoing review and updating of the Health and Safety Committee, the health and safety policies, and the compliance with our own policies and relevant legislation, standards, and international codes of practice.

2. Staff and student training are continuously refreshed and kept up-to-date.

3. At the beginning of an academic year, the Principal appoints or re-appoints new members to the Health and Safety Committee.

4. The Health & Safety Policy is published and prominently displayed.

References:

New Zealand Ministry of Education. "Action Guide 1: Creating a Health and Safety Framework for Schools." New Zealand Education. New Zealand Ministry of Education, 13 Dec. 2013. Web. 23 Dec. 2013. NZ Ministry of Education School Safety NIST International School of Thailand. Policies & Procedures Handbook, 2011-12. Bangkok: NIST International School of Thailand, 2012. Print. "School Emergency and Disaster Preparedness: Guidance Note." UNISDR News. United Nations Office for Disaster Risk Reduction, 2010. Web. 13 Dec. 2013. Guidance Notes for School Emergency and Disaster Preparedness UK Department for Education. "Departmental Advice on Health and Safety for Schools."Departmental Health and Safety Advice on Legal Duties and Powers for Local Authorities, Headteachers, Staff and Governing Bodies. UK Department for Education, 3 June 2013. Web. 23 Dec. 2013. UK Dept for Education Advice for School Safety

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