GAIS Handbook Elementary School

School Year 2016-17

475 Pope Street Menlo Park, CA 94025

Phone: (650) 324-8617 Fax : (650) 324-9548

www.gais.org info@gais.org

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CONTENTS I Academic Program ................................................................................................................... 3 1 Primary Years Program – Kindergarten .................................................................................. 3 2 Primary Years Program – Grades 1-5 .................................................................................... 33 Curriculum Overview ............................................................................................................... 4 4 Daily Schedule for Regular Academic Program ...................................................................... 4 5 Language Program ................................................................................................................. 4 II Academic Policies ................................................................................................................... 6 1 Language Proficiency for Grades K-5..................................................................................... 6 2 Withdrawal From School ......................................................................................................... 6 3 Student Visitors and Short-term Enrollments .......................................................................... 6 4 Student Assessment and Reporting Procedures .................................................................... 7 5 Inclusion .................................................................................................................................. 8 6 Promotion and Retention Policy ............................................................................................ 10 7 Textbooks and Materials ....................................................................................................... 10 8 Homework Policy .................................................................................................................. 11 9 Home Reading Program, Grades 1-5 ................................................................................... 11 III Student Welfare, Behavior and Discipline ......................................................................... 12 1 Attendance and Punctuality .................................................................................................. 12 2 Acceptable Absences ........................................................................................................... 12 3 Behavior and playground expectations and guidelines ......................................................... 12 IV Communication .................................................................................................................... 14 1 Parent-Teacher and School Communication ........................................................................ 14 2 Parent Conference Days ....................................................................................................... 14 V Supplementary Programs, Activities and Special Events ................................................ 15 1 Field Trips ............................................................................................................................. 15 VI Addendum ............................................................................................................................. 16 1 Assessment Policy ................................................................................................................ 16 2 Language Policy ................................................................................................................... 23 3 Inclusion Policy ..................................................................................................................... 26 4 Behavioral Intervention and Support Plan ............................................................................ 32

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I Academic Program

1 Primary Years Program – Kindergarten

“Vorschule” — as Kindergarten is called in German — is designed for those children who will be attending first grade in the following year. Children who turn 5 by September 1 will be admitted to Vorschule. The Preschool teacher can recommend students to the Preschool Principal with birthdates that fall outside of this deadline for accelerated promotion following the same criteria for accelerated promotion throughout the school. This involves clear and demonstrated capacity to work and interact socially at a higher level. Such promotion is at the discretion of the Elementary Principal.

In Vorschule the children are expected to become more responsible for what they do. They are expected to start and finish a project. Activities include language arts (listening to, discussing and creating books), math (by measuring, sorting, etc.), science (conducting and predicting experiments), arts (projects that require fine motor skills), etc. Children in the Vorschule program need to be able to participate at the required level set by the teacher.

The GAIS Kindergarten program follows the guidelines of the International Baccalaureate Organization (IBO) Primary Years Programme. This program is divided into six themes, with the time and flexibility to explore these in considerable depth. We practice math via measurements, estimates, concepts, sequencing and science projects rather than simply memorizing numbers. We improve our language skills through presentations, stories, reading, music, theater and self-initiated, teacher-assisted writing introduction. We do not memorize the alphabet. By the end of the kindergarten year, the children are ready for the parallel introduction of formal writing in German and English in the first grade.

2 Primary Years Program – Grades 1-5

In Grades 1-5, students follow the guidelines of the International Baccalaureate Organization (IBO) Primary Years Programme. This program is divided into six trans-disciplinary themes entitled: 1) Who We Are, 2) Where We Are in Place and Time, 3) How We Express Ourselves, 4) How the World Works, 5) How We Organize Ourselves, and 6) Sharing the Planet.

At GAIS, we put great emphasis on students taking responsibility for their own work. Naturally, we still spend a significant time on skill-building and problem-solving techniques. But we also go far beyond that: we challenge the students from early on to take risks, to explore more deeply, to question the obvious, and to articulate their opinions in both German and English. At the same time we continue to nurture their creativity through art, music and physical education, which are an important part of the curriculum through Elementary School.

The children are introduced to writing in both German and English in the first grade. Linguistics plays a significant role in the early years. With the help of expert native-language-speaking staff, the students are immersed in a challenging yet very supportive environment.

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3 Curriculum Overview

Elementary School

In Grades 1-5 the homeroom teacher is responsible for teaching German, Math, Unit ofInquiry and Art. The following subjects are taught by single subject teachers:

SUBJECT Lessons per week English 6 Physical Education 2 Music 2 Information Technology 1*

* except Grade 1

4 Daily Schedule for Regular Academic Program

School Starts:

Vorschule 8:25 am Grades 1-5 8:20 am

School Ends:

Monday Tuesday Wednesday Thursday Friday Vorschule 1:55 1:55 1:55 1:55 1:55 Grades 1-4 2:50 2:00 2:00 2:00 2:00

5 Language Program

The GAIS language policy articulates the beliefs and values regarding language development, and the aims and objectives of language teaching. This policy is reviewed annually and revised if necessary. The purpose of the GAIS language policy is to:

• Achieve a common understanding of our aims and objectives for language teaching• Meet the standards of the IBO Primary Years Programme and transition to Middle

Years Programme• Identify the needs of the students at GAIS and concerns that have to be addressed by

the school regarding teaching German and English• Establish agreements on how to meet the needs and propose actions to address the

concerns that reflect the school’s values and vision• Provide the foundation of a whole-school language curriculum

Grade 5 2:50 2:50 2:50 2:50 2:00

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German in K-Grade 5

According to the structure of the GAIS academic program, with German as the official language of instruction, a sufficient command of the German language to follow the instruction is a necessary prerequisite to attend Grades 1-5. Non-native German-speaking students in the firstand second grades should reach a level of proficiency to attend classes independently by the end of the second school year as determined by the classroom teacher.

In general, non-native German-speaking students are provided with a language support program during the regular German lesson blocks. This support is usually in the form of in-class assistance. Occasionally students may be pulled from their regular class for intensive instruction. For students needing support with their German language skills, the school can also recommend that the parent provides additional help outside the regular school program.

English in Grades 1-5

Starting in Grade 1, English is taught as a native language, rather than as a foreign language. The language program follows a GAIS-specific adaptation of the International Baccalaureate Scope and Sequence. Students who enter GAIS with little or no knowledge of the Englishlanguage can receive language support in the form of English as a Second Language (ESL) lessons. These are generally offered starting from Grade 1 and are conducted in conjunction with the regular English classes. The participation can be noted on the report card as successful/not successful instead of a regular English grade.

Because of the immersion situation living in an all-English-speaking community, those students can generally be integrated into the regular language program after one year. Should the command of the English language still be insufficient, it is the parents' responsibility to provide additional help outside the regular school hours. Students with two or more years of English language education in the U.S. or abroad prior to their entering GAIS generally take part in the regular language program at grade level.! Students who participate in English as a SecondLanguage (ESL) can receive a comment on their report cards noting successful/not successful participation in this program instead of a regular grade in English.

For further details about the academic program, please refer to the PYP Curriculum Guide.

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II Academic Policies 1 Language Proficiency for Grades K-5Elementary School (Grades K-5): As German is the official language of instruction for themajority of the curriculum, a sufficient command of the German language is a prerequisite to attend the Elementary School. Non-native German-speaking students can be admitted in 1st and 2nd grade and should reach required level of proficiency by the end of 2nd grade. Non-native German-speaking students in 3rd grade or higher may be admitted to the school after successfully undergoing a trial one week period of attendance in class and upon recommendation of both the pedagogical staff and school leadership team. This decision is reviewed after 6 months.

2 Withdrawal From SchoolThe enrollment contract with the school is a binding agreement for the school year that it encompasses. The Director will only release a family from this contract under thefollowing conditions:

Relocation: Families permanently relocating more than 50 miles from their current residence will be eligible for a complete release of all contractual obligations following cancellation. All cancellations have to be in writing and a 30-day notice is required. The deposit will be refunded if cancellation is made before the first day of school; however, the enrollment fee is non-refundable.

Diagnosed Medical or Learning Disabilities: Students for whom documentation is presented from a recognized professional in the field of medicine or learning disorders substantiating the student’s inability to successfully follow the School’s program of studies will, at the Director and Senior Leadership Team discretion, be eligible for:

a) Prior to the first day of school: A complete release of all contractual obligationswith the exclusion of the enrollment fee

b) During the school year: A release from their contractual obligations with the exclusion ofthe enrollment fee and tuition for period of attendance

3 Student Visitors and Short-term Enrollments

GAIS welcomes past students as well as students who are visitors of GAIS families to attend school for the purpose of experiencing the school environment and educational program. Shadow days and short-term enrollments are also welcomed under certain conditions.

In order to minimize disruption to regular classes, the following conditions will be applied to visiting student requests:

• Alumni and family visitors can attend school for up to two days free of charge.• Students attending classes for purposes of potential enrollment (shadow days) will not

be charged. These students must have completed an admission application form. The

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length of the observation period will be determined by the school administration on a case-by-case basis. Requests for visits and short-term enrollments must be made in the school office, at least one week in advance.

• All visits, short-term enrollments and shadow days are subject to approval by theDirector and Senior Leadership Team and should not have a negative impact on theregular classroom instructional program.

• All visiting students, short-term enrollments and shadow day students have to check inat the office prior to attending their first class.

• Emergency and Visiting Student Forms have to be completed before attending anyclasses.

4 Student Assessment and Reporting Procedures

Classes from Vorschule to Grade 5 receive a written report after the first semester and at theend of the school year. All reports are evaluated and ratified prior to the issue of each student report.

Measures of Academic Progress As GAIS covers different levels and programs, the reporting format will vary over the Grade levels.

Reports for Grades VS-5 are in the form of skills rubrics and written comments on thestudent’s progress in each subject area. The reports use the following rubric evaluation key:

EE: Exceeds expectations ME: Meets expectations PE: Partially meets expectations NE: Does not meet expectations

Approaches to Learning (ATL) Assessment These are core skills that are relevant to all subject areas in the PYP. ATL in the PYP are often referred to as transdisciplinary skills and are measured using the rubric evaluation key indicated above (EE, ME, PE, NE).

IB Learner Profile Assessment The Learner Profile attributes are transparent in all classrooms in Grades VS-5, and evident inthe general language of the school. Teachers will use various observation and assessment strategies and give periodic feedback to students in relation to the essential agreements established in each of the classes. The students will reflect on their own development during the Student Led Conference.

Standardized Testing

International School Assessment (ISA): Once a year the ISA is administered to all students in Grades 3 to 8. The ISA is based on the PISA standards and used commonly in international schools throughout the world. The students are not “taught to the test” and the teachers do not

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adapt their teaching to the specific range of knowledge, which may be included in the test. The students are prepared only for the multiple-choice structure of the test and with the typical language and terminologies. Please refer to page 16 for our complete ES assessment policy.

5 Inclusion

IB programs “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”’ (IB mission statement 2004) In the field of special education, the IB philosophy and practice are particularly significant.

Difference and diversity are central in IB World Schools where all students enrolled in IB programs should receive meaningful and equitable access to the curriculum. Enhancing the motivation to learn from multiple perspectives, through collaborative teaching approaches, can lead to positive outcomes for all students.

These outcomes include improved academic and social skills, increased self-esteem, and more positive relationships with others in the community. (“Special Education Needs within the International Baccalaureate Programmes” IB August 2010)

Students who require mild to moderate accommodations in order to have access to the curriculum have their needs met through our “Tiers of Support” model. This model requires a team approach of parents, students, teachers and administrators working together to ensure that students are challenged appropriately in order to meet their potential.

• Tier 1 involves teachers, students and parents documenting minor adjustments toteaching methods and materials

• Tier 2 involves the Special Support Coordinator, teachers, students and parents.Through an observation and consultation process, the team works together to developand record classroom accommodations that help achieve our goal of appropriatechallenge

• Tier 3 involves the Special Support Coordinator, teachers, students, parents and otherprofessionals as appropriate to work as a team to modify the written, taught andassessed curriculum. These changes are documented through Student Program Plans(SPP)

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Please note:

• Full disclosure of any educational testing and/or diagnosed special need (as defined inthe inclusion policy) is expected. If the school believes that they will not be able to meetthe student’s needs without the input of relevant professionals, the school will notify thefamily in writing and assist with the referral. The family will be asked to cover these

Tier 3

Student Success Team (SST)

Possible referral to other professionals

Student Program Plan

(SPP)

Tier 2

Tier 1

Action assessment meeting (teacher(s), SSC, Parent(s))

Tier 2 support referral completed Student/classroom observation(s)

Student observation feedback Specific accommodations/action

Action planning (teacher(s), SSC, Parent(s))

Student identified, teacher begins documentation and appropriate filing process.

Regular parental contact via meetings/email/phone calls discussion of basic accommodations.

Informal discussions with SSC as appropriate.

Tier 1 support document completed

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expenses. • If a family refuses to seek the assistance of relevant professionals, the school reserves

the right to refuse re-enrollment.• In circumstances where the school does not believe that it has the appropriate

resources, facilities or personnel to deliver an appropriate education for a student, thefamily will be notified in writing. If an appropriate educational setting can be achievedthrough the use of addition personnel (an instructional aide), assistive technologiesand/or resources, the family will be asked to cover these expenses in addition to tuition.

• In the event that GAIS will not be able to provide an appropriate educational setting for astudent, the student will be counseled out in order to receive an appropriate educationelsewhere.

Please refer to page 26 for our complete inclusion policy.

6 Promotion and Retention Policy

GAIS operates on the principle that a solid foundation in the skills and knowledge taught in one grade level are a prerequisite for a student’s ability to profit from the subsequent grade’s academic program. The GAIS staff will endeavor to instruct, support and assist each student based on their individual needs and abilities, and together with the student and family work towards a grade level promotion at the end of each school year. There may, however, be circumstances where it is in the best interests of the child’s future to repeat a grade level. Determining factors vary according to the school section and grade level and in general are as follows:

Vorschule: The teachers may request to retain a child should the classroom observations and assessments coincide with the results of the school readiness assessment. Retention tends to be more successful in the lower grades. The final decision rests with the Head of School and Senior Leadership Team.

Grades 1-5: It is usual for students to move to the next grade on completion of the school yearas the PYP promotes differentiated instruction to accommodate a range of abilities, learning styles and interests. In exceptional circumstances, the deadline for initial identification of a student considered for retention or acceleration is the end of January. A plan of action including appropriate observation and assessment is established in consultation with the Special Support Coordinator. The plan will include monitoring the situation and consistent communication with parents. The final decision rests with the Director and Senior LeadershipTeam.

7 Textbooks and Materials

Textbooks and workbooks are supplied by the school. Textbooks are the property of the school and must be returned in good condition at the end of the school year. Workbooks become the property of the student and students are responsible for replacing them if lost or damaged. Students should bring to school their own pencils, pens, erasers, rulers, paper, notebooks and other consumable materials as may be requested by the class or subject teachers.

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8 Homework Policy

GAIS tries to carefully regulate the amount of work required after school hours. Students who do not complete their class assignments in school time may have to finish this work at home. Consequently, good use of school time is encouraged.

When assigned, homework is designed to be meaningful and support the lessons. It is up to the teacher to carefully monitor the time spent on this work so that the student's need for leisure time and rest is not compromised. As a daily average, students should not do more than:

20 minutes • Grades 1-2• Grades 3-4• Grade 5

40 minutes50 minutes

Parents should inform the class/homeroom teacher if their child regularly exceeds this amount. No homework will be given on the weekend (assignments given on Friday and due on Monday) although students may need to work on long-term assignments.

Homework assignments will be recorded in the classroom. Each student has a homework book provided by the school. Students will be taught how to use the homework book as an organization tool. It is the student’s responsibility to record all homework assignments in this book.

Homework not completed must be finished for the next day. Students should not lose their recess time to do homework. Parents will be informed when a student frequently does not complete his/her homework to an acceptable level. If a pattern emerges the parent will be called in to meet with the teacher and/or the Principal.

9 Home Reading Program, Grades 1-5

In order to further our academic goals and to instill a love of reading in our students, GAIS promotes a program of home reading for all students in Grades 1-4. Reading is an integral part of our daily lives and as such is a vital component of all curriculum areas at GAIS. It is expected that GAIS students will be involved in daily reading at school and at home. They should be engaged in meaningful reading that they understand and that is appropriate to their own personal level. Suggested times for home reading are:

Grade 1 30 minutes per language per week (guided or independent) Grade 2 40 minutes per language per week Grade 3 50 minutes per language per week Grade 4 + 5 60 minutes per language per week

These are minimum times over a one week period. Students can clearly divide this up as they please. The important thing is to read in both languages with a great deal of flexibility in terms of the kind of material read. It could be subject-related, a library book, book from home, or even a newspaper or magazine. First graders might not begin the program right at the start of the year but would eventually participate once they have developed some mastery.

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III Student Welfare, Behavior and Discipline

1 Attendance and Punctuality Classes start at 8:20 am for all Elementary School students except the Vorschule, which starts at 8:25 am. The classrooms will be opened by the teachers 5 minutes before the beginning of class. Students who come before that time should stay on the schoolyard.

Students must be on time. Elementary School students who arrive late go directly to the classrooms. An excused tardiness involves circumstances that are beyond the control of the parent such as emergencies or extraordinary traffic situations. Whenever possible, the parent needs to submit an attendance excusal on ManageBac or the office should be alerted by phone if such a situation occurs. An unexcused tardiness is noted on the school report card. After a 10th unexcused tardiness, the school administration will contact the parents and take whatever measures are necessary and appropriate to remedy the behavior.

Students missing more than 20 school days will not automatically be promoted to the next grade. Teachers’ assessments must demonstrate that a child has sufficiently covered all areas of the curriculum in order to be able to meet the expectations of the subsequent grade level.

2 Acceptable Absences The School's instructional program is based upon the assumption that students will attend school regularly. The consistent daily attendance of the student is necessary to ensure his or her academic progress. Therefore, students should be absent only for important reasons such as personal illness, family emergencies, impassibility of the way to school, or religious holidays. Should a situation arise where it is necessary for the student to be absent for an extended period, parents should inform the School in writing at the earliest opportunity.

For absences due to illness please refer to the General Handbook (Student Illness). For non-medical, family-related absences, a form is available from the school office and should be submitted to the administration. Students will be held responsible for all work missed.

If students are absent for a part of the day due to medical, dental or other appointments and arrive after the start of classes, they need to be signed in at the school office. Students leaving before the end of classes should likewise be signed out.

3 Behavior and playground expectations and guidelines

GAIS values tolerance and the respect of people and materials. Relationships with other members of the community and especially with other students must be based on these principles. Our goal is to help students see that when they are in school, they are part of a group that works together towards a larger goal (Learning). When students are not working toward that greater goal, it is our responsibility to help students think about their actions, recognize their responsibility and make decisions in an age appropriate manner.

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For further information about behavior and consequences please see the Behavioral Intervention and Support Plan in the addendum.

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IV Communication

1 Parent-Teacher and School Communication Parents will receive regular communications from GAIS, including: • Informational mail "News That Matters" (NTM) from the communications manager;• A unit newsletter from your child's homeroom teacher• Back-to-School information evenings;• Periodic parent coffee morning meetings;• Parent-teacher conferences; and• Student-led conferences.

For additional communication with teachers, the preferred method is email. You are also welcome to schedule an appointment. For general information, please check your mail folder in front of the office and our website www.gais.org regularly for information on upcoming events, announcements, items for sale, etc.

For additional information regarding parent-teacher communications, please refer to the Email policy section in the General Handbook.

2 Parent Conference Days

GAIS schedules a conference day once per semester at which the parents and teachers have a chance to review and reflect on the student's work. In Grades 1 - 4, one of these conference days will take the form of a student-led conference at which the student will illustrate and assess his/her academic progress for their parents. The classroom teacher will be present to help guide the student and make comments about the student's presentation of the materials.

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V Supplementary Programs, Activities and Special Events

1 Field Trips

GAIS encourages field trips and the use of the local community to enhance learning. Field study trips are organized by our teachers for students at all levels. Some purposes of the field study trips are to:

• Support and enhance a unit of study.• Give students real, hands-on experiences to complement their studies.• Provide participation in a recreational and/or educational program.• Provide participation in activities that promote team-building and leadership skills.• Enhance the social cohesion of the group.

A Field Trip Authorization Form must be signed by a parent to allow their child to participate in school field trips. Transportation is by private automobile unless otherwise stated. Parents are expected to help with transportation for field trips. When asked by the teacher, Class Representatives will help with the organization of cars for their class. On all excursions, the GAIS Code of Behavior will be adhered to.

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VI Addendum

1 Assessment Policy

GAIS, as an international PYP school, follows the philosophy of the IB. We have an international transdisciplinary curriculum with internally created and updated Benchmarks to supplement our own versions that either match or supersede the PYP Scope and Sequence documents. Assessment at GAIS relates exclusively to these documents. With this academically challenging curriculum, our students are in an ideal place to transfer to American schools, German schools or other international schools. It is important to note that while our programme has natural overlap with the "Common Core" here in the US, in addition to the curricula of German speaking countries, we do not claim to be either a German school nor an American School (as our name may imply).

1.1 Philosophy Into Practice

What we believe about assessment

What we aim to do at GAIS How do we do this at GAIS

The main purpose for assessment is to guide instruction. Through ongoing assessment and systematic evaluation, teachers are empowered to support and enhance teaching and learning in their classrooms.

We assess a wide range of knowledge, concepts, skills, attitudes and actions in order to collect a wide body of evidence to inform teaching and learning.

At GAIS, we use a wide range of tools and strategies to assess student learning including but not limited to: • Observations• Performance assessments• Process focused

assessments • Selected response (tests and

quizzes) • Open ended tasks

The learning theory of constructivism, states that new understanding is built from previous understanding and through this process, students construct meaning. Therefore, it is important to ascertain what students already know, understand and are able to do prior to new learning.

We use frequent and on-going assessments in order to inform teaching and learning in a regular and systematic fashion

• Unit pre-assessment• Continuums• Running records (self

portraits, family portraits, name writing, reading etc.)

• Spelling inventories

Every student has strengths and weaknesses based upon their own learning style.

Whenever possible use multiple measures of assessments in addition to allowing choices in how students demonstrate their understanding

Assessment data is collected from various sources including but not limited to: • Authentic performance tasks• Standardized tests• Observations

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• Process focusedassessments

• Open ended tasksBy using assessment data in a systematic and thorough fashion, we can improve teaching and learning for all students across the curriculum.

Assessment data is used to make decisions regarding our curriculum delivery for individual students and groups of students.

Teachers use observations and formative assessment data to adjust their teaching on an ongoing basis.

Teachers bring assessment data to reflection/planning meetings and discuss findings and possible actions. (differentiation, flexible grouping etc.)

The ES Principal and PYP coordinator review the ISA results annually to look for trends and specific actions that may be taken.

To be reflective is one of the Learner Profile attributes and this specifically correlates to assessment. Students who reflect upon their learning recognize that learning is associated with increased motivation. Engaging students in such metacognitive strategies can increase self-esteem and improvement to their learning.

Students are given the opportunity and instruction necessary to reflect upon their own learning.

Portfolio routines have been established to ensure that students regularly and periodically reflect upon their work and achievement.

Students are involved in collecting data on their learning.

Goal setting routines have been established to review progress towards student selected goals.

Assessment data is not just important for teachers and students but everyone involved

Assessment data is shared with parents at conferences (fall and spring) and through report cards at the end of each semester. These include a range and balance of student learning outcomes from across the curriculum.

School/grade level Assessment data from the ISA results are communicated to the wider school community.

Parents are informed of individual assessment data through. • Open days when parents are

invited to share in student learning.

• Fall conferences focus onbaseline assessments and goal setting.

• Student Led conferences inthe spring focus on student progress towards goals.

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• Report cards that reflect thephilosophy of the PYP.

• Parental reports from theISA.

The wider school community is informed of assessment data through coffee meetings and informational meetings as appropriate.

1.2 Roles in Assessment

Teachers: • Develop a picture of the individual child• Develop success criteria• Gather and provide evidence• Plan in response to student inquiries• Collaboratively review and reflect upon assessment data• Reflect on the program and teaching style• Gauge the learning that is taking place• Assess knowledge, concepts skills attitudes, action and the learner profile• Collaborate with other teachers and implement strategies to improve performance• Provide direct and systematic practice for student self reflection, celebrate achievement

and success

Students: • Participate actively in the planning and creation of assessments• Share and demonstrate learning• Use a variety of learning styles• Know the success criteria• Reflect and analyze learning• Use self and peer assessment• Establish meaningful and achievable goals• Use feedback as a tool to improve• Celebrate achievement and success

Parents: • Look for evidence of learning (not only grades)• Develop an understanding of student progress• Familiarize yourself with GAIS benchmarks• Develop a holistic picture of your child• Develop and insight into the learning experiences of your child• Develop a dialogue around thinking and learning with your child and his/her teacher(s)• Implement strategies that will help improve performance (positive reinforcement,

organizational support, regular conversations)• Celebrate achievement and success

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Administration:

• Support teachers through ongoing professional development related to the bestpractices in assessment. (staff and grade level meetings)

• Support parental understanding through regular information meeting regarding thisassessment policy and the philosophy it represents. (informational evenings and coffeemeetings)

• Support teacher collaboration by allocating meeting time for teachers to discuss thisassessment practices and results.

• Support the conferencing and reports process by allocating time for reflecting upon andreporting.

• Provide teachers with feedback related to ISA results and classroom observations asthey relate to assessment.

1.3 Types of Assessment

• Pre-assessment: It is essential that all learning start with a picture of what students already know, understand and can do within the context of the planned learning experience. The results of pre-assessments should impact the learning strategies for students in terms of both what is to be taught and how it is to be taught.

• Formative assessment: The purpose of formative assessment is to provide teachers and students with information during the teaching and learning process that can be used to inform students and teachers on the progress toward the learning goal and make adjustments as necessary.

• Summative assessment: The purpose of summative assessments is to demonstrate student learning over time. They can take a range of forms and are designed to take into account varying learning styles. A grade level agrees upon the summative assessment for a unit of inquiry before the unit begins. Summative assessments usually occur at the end of a learning period.

• External (standardized) assessment: GAIS conducts an external (sent away for evaluation) tests for the PYP Grades 3 - 5, to help gain a clearer picture of student learning and program effectiveness. In February, students in Grades 3 - 5 sit the International School’s Assessment (ISA test) in English and mathematics. As a measure of individual progress, this provides the school with a benchmarking opportunity, as well as data for use in curriculum development. When choosing external assessments, care is taken to consider the:

o Relationship between what is being tested and the school’s programo Impact the test has on teaching and learningo Usability of the data produced

• Internal diagnostic assessment: The purpose of an internal diagnostic assessment is to pinpoint student achievement in relationship to expectations. This data is intended to be used to differentiate and individualize instruction so that appropriate academic challenge

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as achieved. Baseline math and literacy assessments such as PROBE (Prose Reading Observation Behaviour and Evaluation of comprehension) and the German Reading analysis (Kriterien-Vorlesen), Developmental spelling inventories, running records etc. are examples of internal diagnostic assessments. (These are found in the “Internal Diagnostic Assessment folder in Google drive)

1.4 Feedback

An essential element of formative and summative assessment is to provide feedback to students to enable them to adjust their learning tactics. Effective feedback, which may be oral and/or written, has four attributes:

• Effective feedback is skill focused; feedback should clarify what each individual studentmust do in order to proceed toward mastery of the curricular aims being sought.

• Effective feedback is directive; feedback should provide students with one or moredirections about what they might do to narrow the gap between where they currently areand where they need to be.

• Effective feedback is timely; feedback needs to be given to students early enough in thelearning process so they have time to adjust their learning tactics before it isinstructionally too late.

• Effective feedback is simple; rather than running the risk of overwhelming students,feedback needs to identify the most important of a student’s weaknesses and strengthsand make these the focus of improvement-oriented feedback. (Popham, 2009, Pp.16-119)

1.5 Assessment Strategies

Assessment strategies are systematic ways of gathering evidence of students’ learning. These strategies allow us to identify what has been learned. It is the How do we know what we have learned? component of our curriculum. Assessment strategies are a planned course of action. They are used to accomplish specific goals.

The following assessment strategies have been identified as central to the work of primary school teachers. They cover a broad range of approaches, from the more subjective and intuitive to the more objective and scientific. It is essential that they be seen as a package since they have been selected in order to provide a range of approaches and therefore to provide a balanced view of the child. All assessment strategies can be included in the student portfolio.

Observations- students are observed often and regularly. When observing teachers take a focus from various viewpoints. These include:

• Wide angle – focusing on the whole class• Close up – focusing on one student or one activity

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• Participant – as a part of the activity• Nonparticipant – as an external observer

Performance Assessments- Performance assessments are the assessment of goal-directed 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. They are usually multimodal and require the use of many skills.

Process focused Assessments- This is the assessment of transdisciplinary skills. The skills are observed often and regularly and the observations are recorded by:

• Noting both typical as well as non-typical behaviors• Collecting multiple observations to enhance reliability• Synthesizing evidence from different contexts to increase validity.

Useful tools for recording process-focused assessment include: • Checklists• Inventories• Narrative descriptions eg. learning logs• Note taking and record keeping

Selected response- These types of assessments are single occasion, on dimensional exercises these could be administered as a class or grade level

• Tests• Quizzes• Dictation

Open ended tasks- these are collections of students work that are designed to demonstrate an original response this strategy is used to assess success, growth, higher order thinking creativity and reflection. Open-ended tasks show an active mind at work. Open-ended tasks include:

• Written response• A drawing• A diagram• A solution (written or oral)

!

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Assessment Tools and Strategies matrix

Rubrics Exemplars Checklists Anecdotal records

Continuums

Observations X X X X

Performance assessments X X X X

Process-focused assessment

X X X X

Selected responses X X X

Open-ended tasks X X X X

!1.6 Student Reports

All report grades and comments must be based on and supported by concrete evidence from a variety of assessment strategies that are linked to benchmark and/or scope and sequence documents and moderated as appropriate to ensure consistency in allocating grades.

• In PS and VS, reporting is tied to the PYP Transdiscilpinary skills• In VS through grade 5, the grading scale relates to grade level expectations. (EE is

exceeding expectations, ME is meeting expectations, PE is partially meeting expectations, NE is not meeting expectations.

• Formally communicating student progress happens at the end of each semester. GAIS uses ManageBac to create comprehensive grade 1-5 reports relating to:

o Learner Profileo Transdisciplinary Skillso Units of inquiryo Disciplinary subjects

1.7 Yearly overview of Math and Language assessment

In order to ensure that we assess all of our Language and Math Benchmarks, teachers record the tools and strategies used to assess each benchmark. These are called assessment benchmark calendars and provide evidence of this assessment policy in action as it related to our school generated benchmarks.

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2 Language Policy

2.1 Purpose of language policy

• Achieve a common understanding of our aims and objectives for language teaching• Meeting the standards of the IBO Primary Years Program• Identifying the needs of the students at GAIS and concerns that have to be addressed by

the school regarding teaching German and English on a Native level.• Establish agreements on how to meet the needs and propose action to address the

concerns that reflect the school’s values and vision• Provide the foundation of a whole-school language curriculum

2.2 Language Philosophy

At the German American International School all teachers are language instructors. All students are language learners, regardless of what language they speak. Each student has his or her own background and their unique contributions, which is crucial for defining their cognitive development and in maintaining their cultural identity. At GAIS we make a commitment to our students and parents to provide a learning community that promotes and supports language development in a bilingual environment that fosters confident, creative and responsible learners through inquiry based instruction.

2.3 Language and Admissions

In Pre-School and Kindergarten we do not require any prior German or English language skills in order for children to start the program. Since our primary language of instruction in grade 1-8 is German a sufficient command of the German language is a necessary prerequisite to attend grades 1-8th. Non-native German-speaking students can be admitted in 1st and 2nd grade and should reach required level of proficiency by the end of 2nd grade. Non-native German-speaking students in 3rd grade and older may be admitted to the school after successfully undergoing a trial one week period of attendance in class and upon recommendation of both the pedagogical staff and school leadership. This decision is reviewed after 6 months.

2.4 Languages of Instruction

German and English in Kindergarten: Kindergarten provides a German language immersion environment that will give students the linguistic foundations needed for further study at GAIS. The children, however, speak both English and German among each other. In the beginning of the school year, circle times are sometimes held in both languages to familiarize new children with no prior German skills and to get them comfortable with their new environment. As the year progresses, English explanations decrease. Matters concerning safety and other essential information will always be announced in both languages.

German and English in Grades 1-5 Our students’ grades 1 through 5 become skilled and knowledgeable in the main subject area:

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mathematics, social studies, German language arts, science and technology, personal and social education and the arts in German, as our official language of instruction.

Starting in Grade 1, English is taught as a native language, rather than as a foreign language. The language program follows a GAIS-specific adaptation of the American language curriculum. Because of the immersion situation in an all-English-speaking environment, it can be assumed that those students can generally be integrated in the regular language program after one year. Should the command of the English language still be insufficient, it is the parents' responsibility to provide additional help outside the regular school hours. Students with two or more years of English language education in the US or abroad prior to their entering in the GAIS generally take part in the regular language program at grade level.

Non-Native Language support:

1) German

In Grades Kindergarten/Vorschule – Gr 5, non-native German speaking students are provided with a language support program called Academic Support (AS). For students with weaknesses in their language skills, the school can also recommend that the parent provides additional help outside the regular school program.

2) English

GAIS admits German-speaking students at any Grade level regardless of their English language abilities. The school provides an English as a Second Language (ESL) program for students with limited English. Lessons are conducted in parallel to the regular English language instruction and given a number of times per week. The school can also recommend that the parent provides additional help outside the regular school program.

2.5 Language Profile

The school conducts a yearly survey to determine the GAIS language profile.

2.6 Language Beliefs

• Language acquisition is supported by a language-rich environment• Language is learned in a context where risk-taking is encouraged and error-making is

considered inevitable and necessary• Teachers are models of language usage and attitudes to language and literature• Language is seen as a transdisciplinary element throughout the curriculum• Talk in the classroom is fundamental to learning. Discussions, rehearsed talk and social

talk all play a role in language acquisition• Language skills are acquired most effectively from using language in meaningful contexts,

for real reasons and from experiencing real, multicultural literature

2.7 Practices that Reflect our Beliefs

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• As a school we work on providing a wider range of books, including a selection from thelibrary, to make them available in every classroom

• The classroom environment is rich in print with labels, signs, explanations, teacher andstudent writing

• Reading is taught using both anthologies as well as fiction and non-fiction books.• Children are given plenty of experience accessing information from books, reference

materials and multi media resources with the goal of developing independent learners.• Children write for authentic purposes• Students are given the experience of using a variety of media, drama, oral presentations,

exhibitions and multimedia presentations• Books in different languages are available and students are encouraged to read for

pleasure in their home language and in other languages during sustained Silent readingtime

• Reading at home is promoted through the use of reading logs or other schemes whichcontain an accountability component.

• Teachers read frequently from both fiction and non-fiction books• Children are engaged in subject discussions as well as social conversations as appropriate• Children communicate their understandings and learning both in writing and orally• Children are given opportunity to express opinions and feelings and explicitly taught to use

language responsibly and respectfully.• Provisions are made for sharing reading and writing• A variety of approaches and teaching styles are employed to cater to individual needs• Children are involved in a variety of literature studies, exploring different genres, authors,

styles of writing• Teachers model writing, reading strategies, listening skills, appropriate speech• Teachers actively foster respect for and interest in other languages. They acknowledge and

build on the knowledge of languages of their students.

2.8 Language Assessments

• The learning and assessment of our language program is based on oral (listening andspeaking), written (reading and writing) and visual communication (viewing and presenting)strands.

• Throughout instructions the teacher will establish a language skill level to create anappropriate language learning plan for the students.

• A range of appropriate assessment methods such as portfolios, conferencing, writingsample analysis, writing journal, self and peer assessment are used

• A range of assessment strategies and tools are used based on our assessment policy• Process (note taking, drafting, editing etc.) as well as product are assessed• There is a continuity from class to class in the use of editing marks and tools, the use of the

six traits program and teaching skills.• All teachers consider language development in their planning and assessing and support

language acquisition in their teaching

2.9 Roles and Responsibilities

• Elementary Principal, PYP Coordinator and teachers are involved in the development and

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agrees on the language policy • Language policy needs to be reviewed and revised yearly, at the beginning and the end of

the school year.• All staff is responsible to ensure that the language policy is a working document, that it

is refereed to and cross-referenced with any other working documents in the school• Elementary Principal is responsible to communicate the language policy to all the school’s

constituents• All teaching staff is responsible to research recourses for classroom and school library. The

ordering will be done with approval of the head of school through the office• Elementary Principal and PYP Coordinator are responsible to ensure language policy

is implemented• Elementary Principal and PYP Coordinator are responsible for professional development

regarding language teaching and learning• Teachers are responsible to communicate language policy to students and parents• Regular evaluation by the end Elementary Principal as well as class and school

presentations ensures, that teachers are using good practices that support our language policy

3 Inclusion Policy

3.1 Philosophy

GAIS believes that all learners possess their own set of unique skills and abilities. Our goal is to provide meaningful learning experiences for all students that work to meet their individual strengths and challenges. Our school uses a process of differentiated instruction that ensures that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level. The educational climate is adapted to students level and pace of learning. (Educational Leadership, 2010). Internationally minded schools celebrate diversity.

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3.2 Principles and Understandings

• An internationally minded curriculum addresses cultural awareness, multilingualism andglobal connectedness and student diversity, individual differences are seen as a means toenrich learning.

• Knowledge and consideration of students’ strengths, learning styles/modalities andcapabilities are of key importance to their access to the curriculum.

• Special educational needs include a wide spectrum that ranges from students with talentsand gifts in certain areas to students with severe learning barriers.

• Differentiation promotes an environment in which each student comes to understand, ownand value his or her capacity as a learner.

• Student assessment allows for self-reflection and peer review, which enhances andsupports all learners in gaining independence and becoming advocates for their ownlearning.

• Transformational learning can take place, enabling the majority of students to expresstheir deep understanding and critical thinking in a variety of ways.

• U.S. Law as it pertains to GAIS:

o Selection 504 of the Rehabilitation Act of1973 and the Americans with Disabilities Act(ADA) of 1990 are major federal legislative acts that are designed to protect the civilrights of individuals with disabilities. The intent of these two laws is to prevent anyform of discrimination against individuals with disabilities who are otherwise qualified.Section 504 applies to entities that receive federal funds, and the ADA applies tovirtually every entity except churches and private clubs. GAIS fully complies withADA and strives to meet the requirements of Section 504 even though GAIS doesnot receive federal funds.

o The Individuals with Disabilities Education Act (IDEA) is the federal law thatguarantees the right of public school students to attend school and access theregular education curriculum in their school. IDEA guarantees children the right to apublic education, not a private one. But IDEA does require school districts to identifyall children with disabilities, regardless of whether they attend public or privateschools. GAIS works with local school districts for consultation and review ofservices as appropriate.

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3.3 Differentiation, Accommodation and Modification

• Differentiation at GAIS is defined by differentiating the content*, process or productaccording to student readiness, interest and learning profile. This is applied for all studentsat the teacher’s discretion. Flexible grouping, learning contracts, communication menusare examples of differentiation.

• Accommodation at GAIS is defined by changes in the way students are expected to learn.Accommodations provide a means to access the curriculum. Students who regularlyrequire accommodations for success across subjects need to be documented through theStudent Support Process. Sustained accommodations on MYP summative assessmentswill only be available to students who have a diagnosed special need. A scribe, acalculator, extra time for assessments, and textbooks in audio format are examples ofaccommodations.

• Modification at GAIS is defined by a significant change in the curriculum. A modification is“what” a student is expected to learn. Curriculum is modified to ensure appropriatechallenge. Only students who have a diagnosed special need are eligible for modifications.An example of a modification is often related to development. In some cases it would notbe appropriate to teach a student long vowel patterns when they have not yet graspedinitial and ending consonants. Teaching long division prior to a working understanding ofmultiplication would not be logical. Modification is far beyond the scope of differentiation.

* Differentiation of content would be students following their own personal inquiries. Somestudents may investigate one aspect of a topic while other students investigate a differentaspect of that same topic.

3.4 Inclusion Practices

• Tier 1: Classroom Level

o Teachers assess in order to determine students’ strengths and specific learningneeds. General tasks/requirements are adapted as necessary (either to make thetask more challenging or more simple).

o Flexible grouping is used for instructional purposes with consideration of students’strengths and learning needs.

o Graphic organizers, student planners, visual aides and other learning tools areutilized to meet different instructional needs.

o Teachers create a plan of action, including:• Use reports and previous documentation• Request peer observation lessons to see the student in a different

learning situation.• Discuss strategies with colleagues in team meetings

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o Academic support is provided 3x per week in each homeroom class.

o Teachers keep records of student needs, strategies implemented and conferencewith parents regarding the support and differentiation needs. If teachers suspect thatfurther strategies and accommodations will be necessary, the records will be kept inthe Tier 1 section of the Student Support Process form.

• Tier II: Further Strategies and Accommodation

o Teacher(s) should contact the Special Support Coordination (SSC) and theadvisory/homeroom teacher to continue the Student Support Process.

o The Tier II section of the Student Support Process form will be completed by theteacher(s) and approved by the SSC.

o The Tier II Support Process form will be shared with parents and the student (ifappropriate) during a parent-teacher (student) meeting. Parents will, at this point, beinformed of the process and agree to support from the SSC. This will involveobservations and basic academic assessments of the student as necessary.

o The SSC will conduct observations/basic assessments and complete the Tier IIsection of the Student Support Process form including suggestions.

o The homeroom/advisory teacher will schedule a meeting with parents, the SSC andthe student if applicable to discuss suggestions and decide upon further strategiesand accommodations.

o Following the parent-teacher meeting, the SSC will create a list of strategies andaccommodations. The SSC will share the Student Support Process form (Tiers I andII) will be shared with and implemented by the staff.

o Homeroom/Advisory teacher will monitor progress and ensure that the strategies andaccommodations are followed through.

• Tier III: Student Program Plans (Documented Accommodations/Modifications)

o In cases where Tier II strategies and accommodations are not sufficient to meetstudent needs, or if the student is diagnosed with Special Needs (See Section 3) theStudent Support Process is moved to Tier III.

o A meeting will be held including parents, teachers, and administration in order to planfor further assessment of the student. Once a Special Need (see Section 3) isdiagnosed, the student is eligible to for a Student Program Plan (SPP) to be writtento detail specific goals, objectives and modifications. These modifications mayinclude:

• Modification of learning activities and/or requirements.• Extra time and/or modification of assessment tasks.

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• In some cases, students may not receive a grade in subjects which objectives cannot be assessed due to the diagnosed special need.

• Approaches to Learning (ATL) requirements may be modified.• Enrollment in 6 or 7 concurrent subjects of the required 8 subjects

per school year.

o The SSC will inform all teachers of the details contained in the SPP in order toassure proper implementation.

o The student will receive a notation on their school reports that states the presence ofa SPP.

o Subsequent meeting(s) will be arranged in order to review and reassess the SPP.Adjustments can be made during parent-teacher meetings as necessary.

• Diagnosed Special Needs (Tier III)

o Definition: A special need is any permanent or temporary diagnosed need that couldput a student at a disadvantage and prevent him or her from being able todemonstrate skills and knowledge adequately.

o Eligibility and Assessment: Identified special needs must be reported by thestudent’s legal guardian to the school principal (IMS, ES, or PS) as early as possibleafter diagnosis. Full disclosure of any educational testing and/or diagnosed specialneed is expected. Following full disclosure:

• If the school believes that they will not be able to meet the student’sneeds without the input of relevant professionals, the school will notify thefamily in writing and assist with the referral. The family will be asked tocover these expenses.

• If a family refuses to seek the assistance of relevant professionals theschool reserves the right to refuse re-enrollment.

o Planning for inclusion Students with diagnosed special needs are eligible for aStudent Program Plan (SPP) to be written that details specific goals, strategies,accommodations and modifications specifically for that student. Following completionof the SPP:

• In circumstances where the school does not believe that it has theappropriate resources, facilities or personnel to deliver an appropriateeducation for a student, the family will be notified and writing. If anappropriate educational setting can be achieved through the use ofaddition personnel (an instructional aide), assistive technologies and/orresources, the family will be asked to cover these expenses in addition totuition.

• In the event that GAIS will not be able to provide an appropriateeducational setting for a student, the student will be counseled out inorder to receive an appropriate education elsewhere.

• The PYP Coordinator must inform the IB Organization.

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• PYP Coordinator, SSC and IB Organization will work together in order todetermine appropriate assessment objectives and plan for the student.These may become part of the SPP if necessary.

3.5 Student Records

• Reporting practices: Student progress is reported 4 times per year, twice through reportcards and twice through conferences. The goal of these reports and conferences is to informall parties of the progress students are making towards GAIS benchmarks (PYP) and MYPassessment criteria. Communication of accommodation and modification practices will alsobe included in reports and conferences.

• Accommodations - If a student requires accommodations for them to access the regularGAIS PYP benchmarks or MYP assessment criteria; these accommodations will be listed inthe comments section of the report. To avoid repetition, accommodations that transcend allsubjects will be included in the overall comment section. Sustained accommodations onMYP summative assessments will only be available to students who have a diagnosedspecial need. A scribe, a calculator, extra time for assessments, and textbooks in audioformat are examples of accommodations.

• Overall comment example: “X uses various fidgets, chair bands, and preferred seating toincrease focus. These accommodations, in addition to frequent feedback and remindersfrom the teacher/educational assistant have helped X access the regular classroomcurriculum”.

• Math example: “With the assistance of a calculator for basic operations, X is able to solvemultistep mathematical problems.”

• Language example: “With the assistance of a scribe, X is able to communicate his/her ideasin a clear and succinct manner.”

• Modifications - If a student has a diagnosed special need and the student’s program hasbeen modified to an extent that he/she is not working towards the regular GAIS PYPbenchmarks or MYP assessment criteria this will be marked by an “ * ” in the report (PYP)and NA (MYP). Details of the modifications will be included in the comments section.

• Example: “X is progressing towards the goals stated in his/her Student Program Plan, hehas begun to put spaces between words and is beginning to master the first 100 sightwords”.

• Student Program Plans: Students with a diagnosed special need that requires curricularmodification are eligible for a Student Program Plan (SPP). The SPP is not a legally bindingdocument and does not meet the requirement of an IEP or 504 plan. It is a document forcommunication between teachers, parents and students that is flexible and adaptable. AnSPP applies to one calendar year. A mid year assessment will be conducted and specificprogress towards stated goals will be communicated through a meeting with the parents,teachers and the Student Support Coordinator (SSC). An SPP can be modified and updatedat any time. In any event:

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• All records will be stored in the student files.• An electronic copy will be circulated to all relevant teachers and staff.• All staff will be trained in the importance of maintaining the confidentiality

of maintaining these student records.

3.6 References

The main sources of information used in creating this document are as follows: • "The Rehabilitation Act of 1973 (Section 504) as Applied to Private Schools."• Findlaw. N.p., n.d. Web. 31 Mar. 2014.

<http://corporate.findlaw.com/litigationdisputes/the-rehabilitation-act-of-1973-section-504-as-applied-to.html>.

• Smith, Tom E.C. "Section 504, the ADA, and Public Schools." LD OnLine: The world'sleading website on learning disabilities and ADHD. N.p., n.d. Web. 31 Mar. 2014.<http://www.ldonline.org/article/6108/>

• Primary Years Programme Workshop Handbook, 2012.• Meeting students where they are. Educational Leadership, 2010.• What Research Says About Differentiated Learning. Educational Leadership, 2010.

4 Behavioral Intervention and Support Plan

Is it Safe? Is it Respectful?

Our goal is to help students see that when they are in school, they are part of a group that works together towards a larger goal (Learning). When students are not working toward that greater goal, it is our responsibility to help students, think about their actions, recognize their responsibility and make decisions in an age appropriate manner.

Level 1 Behaviors include:

• Inappropriate Language• Making fun of someone’s characteristics that are out of their control. See note about

teasing below.• Horseplay/Rough housing/running at inappropriate times• Pushing/Shoving• Defiance, disrespect, insubordination, non-compliance• Lying• Disruption, excessive talking• Not prepared for class• Technology Violations• Being late in from “Pause”

PLEASE NOTE: Teasing is okay as long as it fits this definition:

• A way of fitting in or talking to our friends and everyone involved is getting an equalshare of the teasing. (Kids are not ganging up on one person.)

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• People are not making fun of someone’s disabilities, ethnicity, faith, or othercharacteristics that are out of the person’s control.

• As not repeated over and over again. It is one thing to be called short, but it is another tobe called short on a daily basis. That gets old.

• Is not meant to harm anyone in any way, and if the person was asked to stop, theywould

Level 1 behaviors are to be handled by the classroom teacher or staff member witnessing such behaviors according to their professional judgment. Students and staff members use the prompts “Is it safe?” and “Is it respectful? “ to foster reflection. Determine an appropriate response (apology, reflection sheet, time out, sit and watch, natural consequence i.e. fix/replace/clean damaged property, etc.)

Level 2 Behaviors include:

• Physical Altercations (fighting)• Abusive Language• Theft• Property Damage• Harassment, Taunting

o Is intended to harm.o Involves humiliating, cruel, demeaning, or bigoted language thinly disguised as jokes.o Includes laughter directed at the target, not with the target.o Is meant to diminish the sense of self-worth of target.o Induces fear of further taunting or can be a prelude to physical bullying.o Is sinister in motive.o Continues especially when target becomes distressed or objects to the taunt.

• On-going, repeated Level 1 behaviors

For on-going Level 1 behaviors or Level 2 behaviors, the teacher or staff member needs to involve parents and administration.

1. Fill out “Need of Assistance for Behavior Related Issue” form and email the ElementarySchool Principal and cc the PYP Coordinator. The student needs to fill out a reflection sheetthat is deemed appropriate by that grade level.

A. An administrator will come for the student when an administrator is available. On thesame day of the incident, the teacher or staff member witnessing the Level 2 behaviorshould communicate the details (from their perspective) to the parents by phone oremail.B. If the student is unable to stay in a supervised classroom, teachers will use the callbutton to request an administrator. Teachers should assist (to escort student to theoffice) when able.

2. If this is an ongoing level 1 behavior and the teacher or staff member suspects an underlyingissue, begin the Student Support Process (consult with the PYP Coordinator if necessary)Level 3 Behaviors include any action that is detrimental to themselves, others or the schoolfacilities.

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• Continuous physical altercations (aggressive and sustained fighting)• Intentional harmful behavior towards others• Arson-setting fires• Bullying

o There is a pattern of behavior establishedo The bullying behavior has a negative impact on the target\victim.o An imbalance of power is established.

Level 3 behaviors should be referred to the office immediately (call button, accompany students to the office).

Teachers should complete the Incident Form on the day of the Level 3 behavior and place in the Elementary School Principal’s box. Consequences for students who engage in level 3 behaviors will include removal from the classroom for a period of time. An administrator will notify parents and decide upon further action.

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Behavior Report-Reflection

Name: ____________________ Date: ___________

Grade: _________

Students involved: ___________________________________________

This is What Happened:

This is how I should have acted and how I will act in the future:

Teacher notes and consequences:

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ES Student in Need of Assistance for Behavior Related Issues

When completed, please deliver to the Elementary School Principal.

Student Name: _______________________________ Grade: __________

Teacher: __________________________________

Referring Teacher: ____________________________________________

Date of Referral: _______

Briefly describe inappropriate behaviors including frequency, duration and setting:_________________________________________________________

_________________________________________________________

_________________________________________________________

Parent Response:

_________________________________________________________

_________________________________________________________

_________________________________________________________ Student in Need (Follow-up)

Administration Follow Up

_________________________________________________________

_________________________________________________________