Energized Engaged Empowered
Secondary Student Parent Handbook
Contents PRINCIPAL’S WELCOME
5
MISSION AND LEARNER PROFILE
6
THE SCHOOL DAY
10
ATTENDANCE EXPECTATIONS
12
STUDENT BEHAVIOR
24
DRESS AND STUDENT PRESENTATION
34
LEARNING BEYOND THE CLASSROOM
38
ACADEMIC PROCEDURES
42
COMMUNICATION
72
SAFEGUARDING POLICY
78
APPENDICES
80
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Principal’s Welcome Every new year brings with it exciting opportunities and experiences. 2016/17 will be a year where much growth takes place amid a learning environment that empowers our community to be engaged, energized and empowered. For a community to flourish there are a wide variety of elements that need to work in harmony and this is all encapsulated by the understanding that at all times safety is the only aspect that surpasses the opportunity to learn. To ensure the safety of our students at ISHCMC we set appropriate expectations and create practices that ensure a caring nurturing environment - one in which we care for others, ourselves, our world and realize that we are also cared for and supported whatever the situation. In any complex community, particularly one that transcends many cultures, it is important to have boundaries that ensure the safety of each and every individual. Communication is critical to the success of any community and this Handbook is an important tool in bringing together students, their families and our teachers. It is imperative that the lines of communication remain open and respectful at all times and therefore please take the opportunity to seek out a teacher for a dialogue about something that you think has gone particularly well or something where we can improve - we are all learners, whether we are parents, teachers or students. Learning takes on many forms and happens in the classroom, corridors, practice rooms, sporting venues, at home and in the virtual world. It is hoped that this year our students will take pride in developing new skills and honing others that are critical in developing 21st Century ready citizens who appreciate that they can make a difference through their actions and relationships. Everyone at ISHCMC looks forward to a year filled with positive interactions, engaging conversations and cultural understanding which ultimately leads to a sense of accomplishment and fulfillment. Please feel free to contact anyone in the Secondary school about any information contained in this useful Handbook.
Phil Rogers Secondary Principal
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MISSION AND LEARNER PROFILE
Mission
As an IB World School, ISHCMC constructs a Culture of Achievement in an environment where students are energized, engaged and empowered to become active participants in their communities.
Educational Goal
To educate students to construct an understanding of knowledge and of their world through carefully developed learning and social skills.
Vision
To be widely recognized as a school that nurtures a creative and collaborative learning environment in which students and teachers seek to achieve beyond their goals, flourish as individuals, display compassion, embrace challenge, take principled action on local and global issues and enjoy being part of their community.
Value At ISHCMC we value: • Individual learners • Creative and inquiring thinkers • Learning beyond the classroom • International Mindedness • Reflection and goal setting • Collaboration and connectivity • Environmental Sustainability • Healthy and Mindful choices • Honest and Principled actions
ISHCMC Principles of Learning • All learners are capable of achieving their goals in a guided environment where there is an appropriate balance of standards, challenge and support. • Learning builds on prior knowledge and experiences and is contextual, meaningful and valuable. • Learning is an active process that takes time and is strengthened through opportunities for errors, practice, reflection, and further revision of ideas. • Motivation is a key factor in learning. • Learning is effective when differentiated. • Learning should take place in a safe engaging environment. • Learning should encompass the personal, local and global, aiming to make for a better world. 7
IB Learner Profile ISHCMC is an International Baccalaureate World school; the only one in Ho Chi Minh City offering all three programmes. We are proud of this distinction. At the core of the IB is the Learner Profile which shapes and guides learning in our school. The Learner Profile permeates all that we do at ISHCMC: it is the backbone of academic, social and emotional development. Through the process of inquiry and the application of the essential elements we strive to be:
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. 8
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development. We regularly refer to the IB learner profile through our written/taught/assessed curriculum, school community behavior and expectations, and parent meetings/communication. Each classroom requires: • The learner profile to be posted clearly in the classroom • Essential agreements mutually agreed to by students and teachers that refer back to the learner profile.
Accreditation The school holds full accreditation status with the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC). ISHCMC is an IB World School. We are fully authorised by the International Baccalaureate Organisation to deliver all three IB programmes. ISHCMC is the only school in Ho Chi Minh City with this distinction. The school is also a member of the East Asia Regional Council of Overseas Schools (EARCOS), the Mekong River International Schools Association (MRISA) and COGNITA Pacific Asia. We are also a member of the National Association of College Admissions Counselors (NACAC)
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THE SCHOOL DAY
The School Day The Secondary School structure consists of Grades 6-12. We operate on a 10 day rotating period schedule. There are 4 periods each day. Regular classes meet for 80 minutes. Secondary Schedule 2016 - 2017: Monday, Tuesday, Thursday and Friday
Wednesday
7:45 Teachers in classrooms
7:45 Teacher in classrooms
8:15 Bell rings
8:05 Bell rings
8:20 - 8:25 Advisory
8:10 – 9:30 Period 1 Registration during Period 1
8:25 - 8:35 Mindfulness
9:30 – 9:50 Break
8:40 – 10:00 Period 1
9:50 – 11:10 Period 2
10:00– 10:20 Break
11:10 - 11:50 LUNCH
10:20 – 11:40 Period 2
11:50 – 13:10 Period 3
11:40 – 12:20 LUNCH
13:10 - 13:15 Cross over
12:20 – 13:40 Period 3
13:15 – 13:25 4A Mindfulness 13:25 -14:25 Advisory
13:40-13:45 Cross over
14:25 - 14:30 Cross over
13:45 – 15:05 Period 4
14:30 – 15:10 4B Creativity, Action, Service
15:15-16:00 ASA
15:15-16:00 ASA
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ATTENDANCE EXPECTATIONS
Attendance Expectations ISHCMC believes that attendance is an important aspect for learning. The goal of each student should be to attend 183 school days listed in the school calendar in order to optimise their learning opportunities. Persistent absences can result in: • Increased stress upon the student who must catch-up missed work. • Problems within student relationships if a student cannot fulfil group class/homework commitments. • Gaps in the student’s learning because a student does not receive the extended opportunity to be in a developmental learning environment. • Negatively impacting other students’ learning since teachers are engaged in helping absent students catch-up, rather than focusing on the whole class. Please be informed that the attendance is reported on all official transcripts. Universities around the world note the number of missed school days as an indicator of student persistence commitment and time management. Absences are one of the factors that predict success at University and can affect the admission process. Students and families should take great care and only obstruct school attendance when absolutely necessary. • In Secondary, registration will be at the beginning of each day with the Advisory Teacher from 8:20 - 8:25 except for early start Wednesday which will have attendance at 8:10 for doing registration during Period 1. • The subject teachers will mark attendance in every class. • Late students sign in on arrival with the front gate security. • Students who are late to class are directed to the Vice Principal office for a late slip and to sign in with the secretary. Students will give their teacher the late pass. • Secretary will call the parents of absent students if they haven’t received notification • and add an excusal response to ManageBac. • Teachers will assign initial consequences to the student for tardiness. • If a student has continuous attendance issues then the Vice Principal will meet with the parents. • Parents are notified that their child is in danger of not being promoted to the next • grade due to excessive absences.
Family Support
While every possible allowance is made for students who are absent due to illness, unavoidable doctor appointments, family emergency, religious observation, visa trips, or participation in a school-sponsored activity, we stress that absences resulting from extended vacation and family trips are inappropriate reasons to miss school. Parents are asked to contact the Vice Principal’s secretary at least 24 hours before any appointments that affect school attendance but generally, as far in advance as possible of a foreseen absence. The school will require medical documentation related to student absences. Without adequate 13
advance notice or if the reason for the absence is not satisfactory to the school, we reserve the right to record any absences as unexcused.
Minimum Graduation Attendance Requirements
To achieve grade level promotion, class credit or graduation, students are expected to attend 95% of classes over the academic year. We understand that events such as illness or representing the school in extra- curricular activities may impact school attendance. Please see below what are regarded as excused and unexcused absences. Note: students failing to meet the attendance requirements may not be promoted to the next grade level, receive credit or graduate.
Attendance Excused Absences
Unexcused Absences
Absences are considered excused when they meet any of the following conditions:
Absences are considered unexcused when they fail to meet any of the conditions listed under Excused Absences. Below is a list of absences that ISHCMC regards as illegitimate reasons to be absent from school:
• Attending school sponsored activities • Illness or injury prevents the student from physically attending school • Local health professional orders the isolation of the student • Death of an immediate family member • Emergency medical, dental or other similar emergency appointment approved by the Secondary Vice Principal • Student is observing an event specifically required by the religion of the student or student’s parents • Student is obtaining a visa or fulfilling other Vietnamese residency requirements • A reason not listed above that has been approved in advance by the Secondary Principal
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• Test preparation or assignment completion • Transportation problems • Educational courses or camps overseas or in country • Family vacations and visits • Attending family graduation ceremonies overseas • Healthcare visits that could be arranged outside school hours • A reason not listed deemed illegitimate by the Secondary Principal
Calls/Notes From Home Excusing Absences
Parents must notify the Secondary Vice Principal or the Vice Principal’s secretary before 8:00 am if their child will be absent. All absences will be listed as unexcused until a note is received. Students must submit a note to the Secondary Vice Principal within three (3) days upon returning to school. Please note: Doctor’s notes are required for health related absences of more than 2 days. Students who miss school for any reason (excused or unexcused) are responsible for making up all missed classwork. (See Late Work/Make-Up Work section below for further details). Note: Students failing to meet the attendance requirements may not be promoted to the next grade level, receive credit or graduate.
Consequences for unexcused absences are the following:
After 3 unexcused absences, students will receive a warning letter from the teacher.
After 5 unexcused absences, students will receive a detention fromt the teacher.
After 8 unexcused absences, parents will be called and the student will be put on a behavioral contract by the Vice Principal.
All students are expected to monitor their absences through ManageBac and notify immediately the Secondary office if there are questions related to attendance records.
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Pre-Planned Absence
If a student is going to be absent from school, it is the family’s responsibility to inform the school well in advance of the event and allow the student and their teacher time to prepare and collect the work they will miss. The student must also complete the Pre-Planned Absence Form (see appendices). The school reserves the right to call a meeting with parents to discuss the reasons and consequences of the absence. The school reserves the right to mark any absences as ‘Unexcused’.
Leaving School Early
If a student needs to leave campus before 15:05 their parents must inform the Secondary Vice Principal at least 24 hours before. Students who intend to leave campus prior to 15:05 and will, subsequently, miss lesson time, must complete the Short Term Absence form (see appendices) which is found with the Secondary VicePrincipal. That must ensure that they have notified the relevant teachers and collected any work. It is unacceptable to miss any tests or quizzes or exams for a short term absence. Please note that Grade 12 students eligible for Grade 12 Privilege are expected to follow the sign out procedure referred to in the Grade 12 Privilege section.
Planned School Trips and Activities
Students who are absent from a class for a planned school trip or activity are expected to completed a Planned Absence Form and made arrangements with individual teachers prior to the absence. Permission to participate in activities that require missing days from school will be decided on a case by case basis. A planned absence does not excuse students from classwork prior to the absence. If a major project, paper or test is due during a planned absence, the student should make arrangements with the teacher to complete the work prior to the absence. Changing due dates for existing classwork is at the discretion of the individual teacher.
Prolonged Excused Absences
Absences due to illness of more than two (2) consecutive days, students are required to present a medical certificate. After three (3) days of absence the school will provide the student with the 16
work they have missed, providing the student is well enough to complete it. Upon returning to school, the student will need to complete any Key Assessments missed in order to receive credit for the course. The type of work and the time frame within which it must be completed is at the discretion of the individual teacher and IB Coordinator.
Participation In After-School Activities
Students must be present for the whole school day in order to participate in after school activities scheduled for that day, unless they provide a valid written reason for their non-attendance to the Vice Principal.
Tardy For The Start Of School
Students are expected to be in school before 8:20 for the start of each school day with the exception of Wednesday in which students need to be in class by 8:10. It is an expectation that all students leave home at a time that ensures they arrive to school on time. If a parent knows a student will be tardy, they should notify the school. If a student arrives late to school they must immediately sign in and collect a late pass from the Vice Principal’s office. Students will be assigned an unexcused absence if they don’t sign in.
Tardy For Class
Students are expected to be on time for classes, at all times. If a student is late for class three times (3), the class teacher will give a detention. After a second detention, the teacher should notify parents. If the student continues to be late the student can be referred to the Vice Principal. However, for this type of lateness the Teacher can use their own discretion and can go straight to detention.
Late Work/Make-Up Work/Missing Exams and Summative Assessment Pieces
Students who are absent from school or class, regardless of the reason, are responsible for making up all missed classwork. It is the responsibility of the student to meet with individual teachers and make arrangements to complete missed work.
Missing Formal Internal Examinations
Unless there are exceptional circumstances, students who miss formal internal examinations will not be able to make them up outside the published examination schedule. The Absence Appeals Committee (see below) will meet to decide on such cases. Students who missed and were unable to make-up their formal internal examinations will: • Be allocated a No Grade Awarded (NGA) comment on their semester Evaluation of Learning (EL). • Have their Evaluation of Learning withheld. Please note that as part of the examination schedule there are ‘’Make-Up Days’’ placed 17
immediately following the final examination date. This is to allow students with examination clashes or acceptable legitimate reasons to sit their examinations within the published examination schedule. For Diploma Exams please see the IB Handbook.
Missing Key Assessment Pieces
Key Assessment pieces for each Secondary course must be completed by all students. If a student is absent on the day of a summative assessment(s), it (they) will be expected to be completed within 2 days of the student returning to school.
Behavioral Contract
Students with repeated tardiness and/or poor attendance may be placed on a Behavior Contract (please refer to Behavioral section).
Absence Appeal Committee
During the course of the year there may be events that are beyond a students’ control that may cause excess absence from school. Due to this the Absence Appeal exits.
Absence Appeal Committee
In the event of extraordinary circumstances the Absence Appeal Committee, comprising of the Secondary Principal, the relevant Counselor and IB Program Coordinator will consider any appeals against a decision. The Absence Appeals Committee will base its decisions on factors below:
The progress of a student in class. The time-management with regard to completing assignments is important as well as the grades achieved.
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Their number of absences incurred over the year.
Their ability to deal with increased stress levels.
All students have the right to appeal to this committee. All decisions are binding.
The student’s record of responsible behavior regarding the completion of class work if they have previous absences due to activities or commitments.
Student Welfare, Safety And Security The pastoral and academic well-being of our students is very important and we seek to ensure the welfare and care of students is constantly maintained. The school will take all reasonable steps to ensure that, through appropriate procedures and training, our students are provided with a safe learning environment. We recognize that the safety and welfare of all our students, whatever their age, gender, ability, culture, ethnic origin, religion or social status is vital. All our students have a right to a safe and secure environment. ISHCMC has a duty to care for all of our students, incorporating safeguarding, risk assessment, health and safety procedures and pastoral care.
Student Support Services
The Secondary Student Support Services monitor student progress and initiate strategies to support student welfare, achievement and opportunities. The team is comprised of:
Academic Learning Support
Secondary Vice-Principal
Student Support Services
Counselor: Personal, social and emotional well-being
Counselor: College and University
Grade Level Leader
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Welcoming New Students At the Start of the Year
Orientation Day - Saturday before first day of school • New parents and students welcomed to the Campus • Advisory and subject class lists posted in canteen area • Student Ambassadors available to meet new students • Campus Orientation (scavenger hunt) • Breakout sessions for students and parents in their grade levels (advisory, mindfulness, student procedures, field trips, handbooks) Week 1 - 3 • Buddies assigned on Day 1, to help adjust for the first few weeks. • HELP Desk in canteen area during breaks and lunch • New Student Welcome Lunches in Grade level groups
Arrivals after the start of the school year
Student should meet with counselor and IB coordinators before first day of school. Introduction Day • Advise subject choices and set timetable • Introduction to Secondary Principal • Collect uniform Orientation Day • Meet student (and family if they also attend) • Guide student through their schedule and school procedures • Introduce student to advisory teacher and ensure advisor has selected a buddy • Collect school laptop • Students will have MAP Test (if they have not done yet or they have not had results from previous school)
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First Day of Class • Student will arrive at 8:00am to Mr Grist’s office, Room 322 • Advisory teacher will meet student and will walk them to class • Student is introduced to buddy who will help them through the day
Timeline for New Students Arriving at the Beginning of the School Year
New Student Orientation Introduction to ISHCMC school life Led by Principals, Counselors, Grade Level Leaders & student ambassadors
First Day of School
Timeline for New Students Arriving During the School Year
Introduction Day Meet with IB Coordinators for scheduling and overview
Orientation Day
Advisory Classes – Overview of schedules and school policies New students assigned buddies to guide them in first week Led by Advisory teachers & student ambassadors
Overview of schedule and school life, receive computer New students meet buddies to guide them in first week Led by Counselors & IB Coordinators
First Two Weeks of School
First Week of School Advisory buddy will stay with new student all week Daily check-ins with advisor
Counselor and Advisor check-ins to support positive transition Student ambassadors host a Help Desk during break time
New Student Lunch Social event to welcome new students to ISHCMC and reflect on their transition Led by Counselors, Grade Level Leaders & student ambassadors
Second Week of School Counselor and Advisor check-ins to support positive transition
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Academic Support
The Academic Support team provides targeted support in three different areas for students who would benefit from it: • Learning Support (LS) • Additional English Support (AES)
Learning Support (LS)
The LS teacher aims to develop student self-management and self-advocacy skills needed for independent learning in order to successfully access the mainstream curriculum. Support for students is established through a consultative process working with students, parents and staff. The support services team believes that students are best helped when there is a team approach based on individual needs and involving the classroom teacher. Support provided in Grades 6-10 is a combination of in class and pull out support. In Grades 11-12 support is on a student initiated basis. Learning Support Services: • Share responsibilities with subject teachers to create an environment that supports the needs of all students. • Ensure student learning needs are supported by differentiated instruction, development of learning strategies and after school support. • Communicate with parents, students and teachers as well as outside agencies as needed. • Provide opportunities after and before school for students to access support in some of their academic subjects.
AES
The Additional English Support programme aims to identify those students who may have difficulty in accessing some, or all, of the mainstream curriculum and supports their English language development in order to improve their learning outcomes in general.
Counseling
ISHCMC employs two full-time Counselors. Our Counselors work closely with the Student Support Services Team and with teachers; often in group meetings to ensure that students at each grade level receive the information and support they need to achieve their goals at ISHCMC. The counselors offer support and direction in the following areas: 22
Personal, Social and Emotional Development Counseling Provides students with: • Support in their social development • Support in developing social skills, inter-personal skills and achieving academic goals. • The skills to deal with the range of challenges faced as growing adolescents.
College and University Counseling Provides students with: • Support in their academic development • Information and assistance when seeking to attend college or university • Post-secondary career/educational information and choices • Information on course selection, application writing and testing
Advisory Groups Advisory and mindfulness class meets every day for 10 minutes and once every 5 day rotation for 60 minutes. Advisory class is designed to help students: • Develop personal and emotional skills and understandings. • Develop approaches to learning skills. • Develop a deeper understanding of the Learner Profile and its place within their lives. • Develop mindfulness with their lives.
Advisory Placement
We recognise the importance of the Advisory grouping for the social development of our students. We endeavour, where possible, to ensure a balance of genders and nationalities whilst ensuring friendship groupings are maintained.
Grade Level Leaders
Each grade level has a designated Grade Level Leader who is a teacher responsible for coordinating student concerns and advisory activities.
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STUDENT BEHAVIOR
School Code Of Conduct And Discipline
ISHCMC provides a positive academic, and caring social environment that emphasizes the development of the whole child, within an intercultural community To this end, we support and encourage an attitude of individual and group responsibility towards maintaining the quality of life within the school community. The code of behavior expected from our students rests on three basic rules:
BASIC RULES
Respect for one self Respect for others
Respect for the property of all
School regulations are logical extensions of these three basic expectations. All our students have the right to a quality education. No one should interfere with this process. Students are expected to be respectful, responsible and should be reflective of their actions.
Discipline Regulations And Procedures
Disciplinary procedures are designed to foster good behavior rather than react to inappropriate behavior. Disciplinary procedures involve consideration for individual circumstances within the context of respect for the safety and well-being of the entire school community. Teachers will do their best to address and resolve discipline issues which come to their attention. The Principals together have the responsibility to make the final decision in relation to consequences for severe inappropriate behavior. The behavior modification procedures of our school will be educational in nature, and are designed to ensure all students enjoy learning in an environment free from distraction and intimidation.
Our discipline procedures aim to: • Recognize and promote responsible and positive behavior. • Provide a consistent approach to managing inappropriate behavior by applying fair and logical consequences. • Encourage students to take responsibility for their own behavior by teaching and promoting problem solving, conflict management skills and the IB learner profile. • Encourage students to learn to reflect on their own behavior. • Promote the IB learner profile attributes in order to encourage students to have a positive influence in our community by being respectful and responsible citizens at the school community 25
School Rules As we are a community, it is important we have a set of clearly articulated rules to help guide behavior and convey respect for all. Below is a list of our school rules: • Students must adhere to the dress code of ISHCMC. Students are expected to be in correct ISHCMC uniform each school day and while attending school activities held outside school hours. If not in school uniform students will be sent home. • Students are expected to be on time for school in the morning and for all classes during the school day. • If a student is absent a written excuse or a phone call must be provided by the parent to the Vice Principal’s office. If a student is absent more than 2 days a medical certificate is required. • Because English is the common language of all ISHCMC students and to avoid students from feeling excluded, English should be spoken in all ISHCMC classes except modern language classes or with the teacher’s permission. • Students should not bring expensive, non-essential electronic items or other valuables • to school. • Students are expected to take care of all school books and property. They may be fined for damaged or lost texts and library books. • Secondary School students may not have food or drinks, except for water, in the school buildings, unless sanctioned by a teacher. • Smoking, drugs and alcohol are strictly forbidden. This includes possession or use, in or around ISHCMC or ISHCMC-sponsored events and school trips. • Fighting of any kind is not allowed in or around ISHCMC or at any ISHCMC sponsored events. ISHCMC does not allow “play” fighting. • Mutual courtesy and respect between students as well as absolute respect for ISHCMC teachers, security personnel and staff is expected at all times. Offensive or disrespectful language will not be tolerated. • Students may not leave the school during the day for any reason without the express 26
written permission from the Vice Principal. Students must present a note from the parents when asking to leave school, unless they qualify for Senior Privileges. • Upon dismissal, students are to go home immediately unless involved in a school sponsored extra-curricular activity, studying in the library, or working with a teacher. • Students wearing the school uniform on and off campus, must uphold and respect the school Code of Conduct as well as school values. • Good sportsmanship is expected of all students who participate, either as athletes or as spectators, in any form of school-related sports activities.
Discipline Procedures
Infractions of school expectations or breaches of discipline shall be dealt with by following set consequences, which appropriately meet the seriousness of the offense. Teachers are usually the first group to deal with discipline issues they come across. Below are the typical procedures that will be followed: 1. Teacher Warning The student is interviewed by the teacher who warns the student of the matter to be addressed. 2. Detention of student Detention may be imposed by a teacher or administrator. The detention may involve staying on after school hours or during lunchtime or recess. If the detention is after school parents will be notified prior to the detention. 3. Behavior Contract Students may be placed on disciplinary probation following a conference between the student, parent(s) or guardian, and the administration. (See Appendices) 4. Suspension of student Behavior that deviates from accepted standards as judged by the administration will lead to suspension from one to a maximum of five school days by the Vice Principal. A suspended student cannot return to school until a conference is held between the administration and the student, parent(s) or guardian. Work missed during a suspension must be made up. 5. Expulsion of student Very serious and/or multiple offenses may lead to expulsion. This action shall only be taken after due consideration and consultation between the Headmaster, the student, and the parent(s) or guardian. The final decision concerning expulsion lies with the Headmaster. 6. Forfeiture of tuition Fees If a student is suspended or expelled, tuition fees for the period of suspension or for the remainder of the term after expulsion will not be refunded.
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Behavioral Consequence Chart
Teachers and staff members will adhere to the following chart to guide their classroom management. The levels listed below serve as general guidelines for assigning consequences for inappropriate behavior. Depending on the severity and frequency of an offense, the Vice Principal or the Principal may deviate from these guidelines at their discretion.
Infractions and Consequences Actions
Consequences
Unauthorized or inappropriate use of Electronic Devices in class, assembly, on school grounds (mobile phones, laptops, Mp3 players, video games), on field trips or during other learning activities.
1st offense: Teacher warning or confiscation of item until the end of the school day 2nd offense: Teacher Led Detention 3rd offense: Student is sent to the Vice Principal
Violation of Dress Code
Students that are out of uniform will be asked to change by the Teacher. Those students who do not have the proper uniform will be sent to the Vice Principal’s office where parents will be called and asked to bring in the proper uniform. If parents can’t be reached, the student will be required to either purchase a new uniform or they will be required to wear a uniform that is provided by the office, (if available). Repeat offenders may be put on Behavior Contracts.
Lateness to Homeroom or Class
1st offense: Advisory Teacher or Class Teacher warning 2nd offense: Homeroom Teacher or Class Teacher notifies the parent. 3rd offense: Student is given a detention with the teacher. Multiple offenses may lead to the student being sent to the Vice Principal, Parents called into school, student put on a behavioral contract and/or In-School Suspension.
Misuse of class time, disruptive, inappropriate behavior or defiant.
1st offence: Teacher Warning 2nd offence: Teacher led detention 3rd offence: Referred to Grade Level Leader
Academic Dishonesty
Consequences range from detention to out-of-school suspension (Please check the Academic Procedure Section for details)
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Behavior offenses that Undermines the ISHCMC Community Actions
Consequences
Forgery / Identity Theft (example: posing as a parent when communicating with the school)
Sent to Vice Principal’s office (depending on the severity of the situation, can range from Behavior Contract to expulsion)
Vandalism
Teacher discretion. Depending on the severity of the action, Vice-Principal may be involved and an Action Plan drawn up (student may have to pay for damage)
Use of Obscene Language, Materials, Actions, or Gestures
Consequences range from teacher warning to Behavior Contract
Assault, Fighting, Bullying, Sexual Harassment
Sent to Vice Principal. Consequences will range from detention to expulsion. Depending on the severity of the action, the Principal may be involved and a Behavior Contract created.
Burglary/Theft, Bribery, Arson Bomb Threat, Causing a False Fire Alarm
Sent to Vice Principal. Consequences will range from In School Suspension to expulsion.
Narcotics, Alcoholic Beverages, Smoking, Drugs, Dangerous Weapons and other such instruments
Sent to Vice Principal. Consequences will range from a Behavior Contract up to expulsion.
Public Displays of Affection (PDA)
ISHCMC is an international school which is home to students of many different cultures. It is important that students demonstrate an attitude and behavior regarding interpersonal relationships that is acceptable to people of various cultural and ethnic backgrounds. The school recognizes that genuine feelings of affection may exist between students; however, public display of such affection on campus is not acceptable. Students should refrain from inappropriate behavior such as intimate embraces, and similar actions which might be offensive to our students, parents or faculty and staff. This applies on campus, on school transportation, and at all school events.
Skipping Class
Skipping class is a serious offense as it impacts the learning potential of the student. As well as the academic consequences, students will be allocated a detention by the teacher and the incident(s) are documented in the student’s file. Parents will be informed by the class teacher. A student is regarded as having skipped class if he or she is in school but misses a scheduled class without notifying: • The Principal or Vice Principal • The Teacher 29
Student’s Rights and Responsibilities
Each student in our School has the right to be treated with respect, courtesy and consideration by every other student, teacher, school employee, or other adult in the School. He/she has the right to know what the rules are; to appeal to higher authority when he/she feels unfairly treated, or when he/she thinks that no objective hearing has been allowed. However, it must be accepted that persons in charge of classrooms and of the School as a whole must have the authority to carry out their work for the benefit and safety of everyone concerned without argument or disruption. If a student feels that a particular rule or judgment is unfair, he/she may express such complaints as described below.
Student Complaints and Grievances
Most complaints and grievances can and must be resolved at the level at which they arise; between the student and the teacher or other School employee, or as necessary with the help of the relevant Section Vice Principal. In all cases student complaints should be dealt with courteously and promptly, preferably within two school days after the student raises the matter. If the Section Principal cannot resolve any matter, the student may consult the Headmaster.
Searches
A search of student property in school or during school sponsored activities - including but not limited to lockers - may be made at the discretion of the Section Vice Principal, if a reasonable suspicion arises of suspected theft or that items considered illegal, dangerous, disruptive, or a general nuisance to the educational process are being kept at school. Personal searches of students may be made only in the presence of two adults, one should be of the same sex as the student being searched.
Behavior of Students Off-Campus
The behavior of students off-campus is fundamentally the responsibility of the individual student and parents. Students must continually be aware, however, that they are always the representatives of ISHCMC in the larger community and should conduct themselves in such a manner. Behavior off the campus that impairs the harmony or efficacy of the School community may be dealt with by the School administration. The School reserves the right to take whatever disciplinary action it deems appropriate including suspension or expulsion.
Bullying
At ISHCMC we recognize that bullying can have a significant impact on student safety, learning and the school climate. Therefore bullying is one of the offenses for which suspension or expulsion will be considered as a consequence.
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Our students may be suspended for bullying and/or may be considered for expulsion. Possible reasons for suspension or expulsion may include the following: • Violent acts. • Previous suspension for bullying. • If the student’s continuing presence at ISHCMC creates, in the school’s opinion, an unacceptable risk to the safety of another person. In this situation, the ISHCMC administration may suspend or expel the student. Acts of bullying may include, but are not exclusive to bullying that is motivated by:
Bias
Any similar factor
Socioeconomic status
Race, Nationality, Ethical, Origin, Language Acts of Bullying Gender Expression
Prejudice/ Hate Appearance
Students who are bullied, who bully others, or who witness bullying will receive the necessary support so they can learn effective strategies for interacting positively with others and for promoting positive peer dynamics.
Definition of Bullying
Bullying means aggressive and typically repeated behavior by a student. The behavior is intended to: • Cause harm, fear or distress to another individual, which may include physical, psychological, social or academic harm, can also include damage to the individual’s reputation or to their property. • Create a negative environment at ISHCMC for another individual that may or may not include the use of technology. 31
Cyber-bullying
Cyber-bullying is being cruel to others by sending or posting harmful material or engaging in other forms of social cruelty using the Internet or other digital technologies. Cyber-bullying can take different forms, including: • Flaming. Online “fights” using electronic messages with angry and vulgar language. • Harassment. Repeatedly sending offensive, rude, and insulting messages. • Denigration. “Dissing” someone online or in some other public forum. Sending or posting cruel gossip or rumors about a person to damage his or her reputation or friendships. This includes sharing “opinions” about students, teachers, or school in public forums. • Impersonation. Breaking into someone’s account, posing as that person and sending messages to make the person look bad, get that person in trouble or danger, or damage that person’s reputation or friendships. • Outing and Trickery. Sharing someone’s secrets or embarrassing information or images online. • Tricking someone into revealing secrets or embarrassing information which is shared online. • Exclusion. Intentionally excluding someone from an online group, like a “friend list.” • Cybertalking. Repeatedly sending messages that include threats of harm or are highly intimidating. • Engaging in other online activities that make a person afraid for his or her safety. • Cyberthreats are either direct threats or distressing material that raises concerns or provides clues that the person is emotionally upset and may be considering harming someone, including harm to self. • It does not include opinion statements made to friends verbally or critical opinions made online or in print that are made in an appropriate and respectful manner in a proper forum.
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Examples and Mediums of Bullying
Bullying may be intentional or unintentional, direct or indirect. It can take many forms, including physical, verbal, digital and social.
Physical
Verbal
Social/Relational
Digital
pushing
name calling
very subtle
slapping
mocking
gossiping
text/instant messaging
tripping
insults
spreading rumours
blogs/personal websites
hitting
threats
excluding others from a group
online personal poling websites
punching
racist/excluding: use of other language
humiliating others with public gestures, graffiti
social networking websites
or any similar acts
sexist/homophobic/ transphobic
shunning/ignoring
or any similar acts
Reporting Bullying Incidents to Staff and Consequences
In cases of bullying, the incident(s) will be recorded by staff following the ISHCMC Student Support Services Referral Process or in the case of serious bullying the Counselor and the Vice Principal will be informed of this immediately. In these serious cases parents will be informed and asked to come in for a meeting to discuss the problem. Bullying behavior or threats of bullying will be investigated promptly and measures taken to stop the bullying. Attempts will be made to help the bully (bullies) change their behavior. Counseling and/or other support will be offered to those who have been bullied, to empower them so that they may be able to stop bullying before it begins. ISHCMC understands that students often feel fear and are reticent in reporting an incident and therefore pledge to implement protective measures. The safety of the student reporting an incident of bullying will be a driving factor in the school’s response. The school has a range of measures to use in our response to a bullying or harassment incident. These can include, but are not limited to: counseling, parental involvement and permanent expulsion from the school.
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DRESS AND STUDENT PRESENTATION
Dress Code ISHCMC students are responsible for being neat, clean and dressed appropriately. All uniforms are available from the school shop. Students are expected to wear current school uniform styles. Items of clothing that have not been purchased from the school shop are not acceptable. Students who are out of uniform may be sent home or asked to purchase the appropriate uniform.
Daily Dress Expectations: • School polo shirt must be worn at all times even if sweaters or school jackets are worn over them. (Grades 6-10 blue, Grades 11-12 white). Only grade 12 students are allowed to wear the Senior Hoodies. • Footwear must not be a safety hazard to the wearer or others. It must be closed toe, have a back and laces tied or Velcro straps. Elevated heels are not acceptable. • Athletic shoes may be worn but must be clean and neat. • Flipflops/beach sandals are not allowed at any time. • Skirts and shorts must reach mid-thigh or extend beyond the fingertips of the wearer when the student has their hands by their sides, whichever is longer. • Pants for boys or girls must be straight legged, colored gray or navy-blue. Denim or tight fitting pants are unacceptable. • All attire must fit appropriately, not too loose or too tight. • At certain times during the year ISHCMC may declare a Non-Uniform Day. Dress Code expectations for such events are below.
Non-Uniform Expectations: • Clothing is to be neat, clean, and of proper fit and not frayed, tattered, or torn. • Any slogans or logos on clothing must not be inappropriate. • Skirts and shorts must reach mid-thigh or extend beyond the fingertips of the wearer when the student has their hands by their sides, whichever is longer. • Beachwear, and lycra/spandex is not permitted. • Shoulders must be covered. • Midriff region of the body must not be visible. • Sleepwear pyjama pants are not permitted. • Footwear must not be a safety hazard to the wearer or others. It must be closed toe, have a back and laces tied or Velcro straps. Elevated heels are not acceptable. 35
Uniform Protocols for Physical Education Classes
For Physical Education classes, boys and girls wear the school’s Physical Education T-shirt with navy PE shorts. These are available from the Uniform Shop. Appropriate sports shoes are to be worn. All students are expected to have hats for all lessons. If students have PE class scheduled for the first period of the day, they are permitted to wear their school PE uniform to school. Students are required to bring their school uniform to change into after their class. Students must change, at the end of PE class, into their school uniform for the rest of the day. When students have Physical Education in periods 2 or 3, they are to change into their PE uniform during the break before class and change back into their school uniform after class. If students have PE during Period 4 they are not required to change back in to school uniform.
Uniform Health and Safety
Students need to wear a hat when outside playing on the basketball court and the field. If they do not, the break of lunch supervising teacher will ask the students to wear one or sit in a covered area. Students are also encouraged to wear sunscreen when out doors. They must bring a water bottle. In the event of cool weather students can wear the school blue cardigan, or sweater available through the Uniform Shop, or official Rhino Hut gear available from the PTO. Students are also encouraged to shower after any sporting activities. Earrings and jewellery should not represent a health risk of any sort.
General Appearance
Make-up, natural hair coloring and nail varnish are acceptable but must be understated. They should be subtle and natural looking. Hair must be kept neat, clean and conservative. No visible tattoos or excessive piercings.
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LEARNING BEYOND THE CLASSROOM
Learning Beyond the Classroom Students who participate in activities beyond the classroom enjoy a wide range of benefits such as: academic achievement, school attendance, self-confidence, character development and social adjustment.
Before and Afters-chool Activities
The Secondary School programme offers numerous clubs and activities during the school year. Two different sessions/terms of clubs are offered each semester, with each session lasting six – eight weeks. These activities usually meet on various weekdays from 15:00 - 16:00, with some meeting during the lunch period also. At the beginning of each term, a list of afterschool learning opportunities is posted online for students to sign up for. Please find below a sample of the types of activities that we offer: • Various sporting activities including: soccer, volleyball, basketball, track and field, swimming, cricket, rugby, flag football, ultimate Frisbee, cross country running • Model United Nations (MUN) • Global Issues Network (GIN) • Jazz Band • Theatre Productions • Maths club • Homework club • Development Bank • Writing Club • Yoga • Gardening • Scuba diving
Maintaining the Right Balance for Afterschool Activities
It is important to ensure a balance between afterschool activities and academic responsibilities. To support students maintain this equilibrium between their multiple commitments, the school will provide counsel to any students who may need additional guidance in maintaining a successful balance. Please refer to the Eligibility Policy below for further details .
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ISHCMC Goes Wild
Each year during December, all Secondary students, with the exception of Grade 12, travel to various parts of Vietnam. The experience is known as ISHCMC Goes Wild. ISHCMC Goes Wild is an incremental experiential programme where the students participate in various activities and challenges which produce a range of outcomes such as: • Developing self-awareness • Building confidence and self-esteem • Cultural awareness • Social connections • Fostering various skills such as independence and teamwork
Experiential Learning Cycles Act Concrete Experience Facts (What Happened?) Theory of Action
Reflect Relective Observation Feelings (What Did I Experience?) Assess Behavior & Consequences
Apply Active Experimentation Futures (What Will I Do?) Implement Revised Theory
Conceptualise Abstract Conceptualisation Findings (Why Did This Happen?) Revise Theory
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Extra-Curricular Eligibility Policy Before you participate, you must be eligible. Please review the following checklist with your parents. For questions, see your Principal or Athletic Director. • I am in acceptable academic and behavioral standing, as decided upon by the Secondary Principal • My parents and I have signed the ISHCMC Parental Consent, Code of Conduct Form and the Secondary Parent Student Handbook acceptance slip Lists of potential participants on extra-curricular trips will be sent to the relevant teachers two weeks before the departure dates. If there are certain concerns raised by a teacher or teachers, a student may not be allowed to participate in the stipulated trip. Participating students must be aware that they are responsible for collecting work they will miss during the trip and for completing this work on a date agreed with their teacher(s). Failure to do so may jeopardise participation in future trips. Additionally, inappropriate behavior at school or away from school may lead to the suspension of extra-curricular privileges. Please refer to the Code of Conduct for further details.
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ACADEMIC PROCEDURES
Academic Procedures At ISHCMC teaching and learning is guided by our Principles of Learning. These principles underpin what we describe as expert practice. They inform planning and, in the very best teaching, ‘interleave’ together to give the impression of classroom learning which is smooth, immersive and sustained. Expert teachers no longer need to draw on these principles in a mechanistic way. They do not jump from one to the other. Their appreciation of what is at the core of great learning has evolved - allowing them to plan, deliver, evaluate and improve classroom learning whilst being fully focused on the needs of the learners.
ISHCMC Principles of Learning ISHCMC Principles of Learning • All learners are capable of achieving their goals in a guided environment where there is an appropriate balance of standards, challenge and support. • Learning builds on prior knowledge and experiences and is contextual, meaningful and valuable. • Learning is an active process that takes time and is strengthened through opportunities for errors, practice, reflection, and further revision of ideas. • Motivation is a key factor in learning. • Learning is effective when differentiated. • Learning should take place in a safe engaging environment. • Learning should encompass the personal, local and global, aiming to make for a better world.
All learners are capable of achieving their goals in a guided environment where there is an appropriate balance of standards, challenge and support.
It is expected that all students will make the effort to progress in their learning and achieve their goals. Clear learning goals and performance objectives will be set for and by students. These objectives and goals involve meaningful performance criteria and answer genuine questions that challenge students to make an effort to attain their goal. A growth mindset will be purposefully developed by teachers in the classroom as they nurture curiosity and higher order thinking in their students. Students will be provided with exemplars, models and formative rubrics to support their learning.
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Learning builds on prior knowledge and experiences and is contextual, meaningful and social.
Students do not learn isolated facts and theories in an abstract state of being separated from the rest of their lives: they learn in relationship to what else they know, what they believe, their prejudices and their fears. Learning should be purposeful, age appropriate and personal to the students, drawing on and valuing their prior knowledge and experiences. The more students know, the more they can learn. Prior learning provides a context to new learning whilst at the same time providing a degree of ownership of the learning process. It is expected that students use what they already know to construct new meanings. Teachers will model effective questioning routines for and with students to construct meaningful, trans-disciplinary learning experiences in order to guide the student to see the value of what they are learning in the wider world and ask students to demonstrate their understanding through “real world� applications that genuinely use the knowledge and skills that have been acquired in an authentic setting.
Learning is an active process that requires practice, making mistakes, reflection and self-adjustment.
It is generally accepted that learning is not the passive acceptance of knowledge which exists but that learning involves the learner engaging with the world through real world applications of their learning. For significant learning to take place it is important that students are given plenty of time and the opportunity for trial and error, practice, pondering, reflecting, drafting and redrafting their ideas. Reflection and metacognition will be required of all students. This should be guided by the teacher, be meaningful, natural and lead to progression of learning through continuous self-assessment and self-adjustment. Learning is seen as a continuous process that when effective produces life-long learners.
Motivation is a key factor in learning.
Motivation is seen as essential for learning. Learners’ motivation to learn and sense-of-self affects what is learned, how much is learned, and how much effort will be put into the learning process. Three important components of motivation are: Purpose, Autonomy and Mastery. Hence, it is important that teachers explain clearly the learning objectives of each class, provide opportunities for students to learn independently and at their own pace, whilst providing students with the opportunity to display their learning in different ways. In order to maintain student motivation it is expected that teachers will provide authentic feedback that students can use to build their mastery of concepts and knowledge.
Learning is most effective when differentiated.
It is important to recognize that learners have different strategies, approaches, patterns of abilities and learning styles. Hence, learning is most effective when it is differentiated. Learning activities and assessments should accommodate individual differences, drawing upon a rich repertoire of teaching and assessment strategies matched to learning goals. Teachers should develop innovative ways of teaching using: learning styles, multi-sensory approaches, experiential learning, providing student choice and engaging minds as well as hands. 44
Learning should take place in a safe engaging environment.
Learning is a social activity that is most effective in a safe, scaffolded environment that encourages students to: feel able to take risks, collaborate, be creative and learn from each other. Social interactions exert an influence on learning. The teacher should create a socially, emotionally and physically welcoming and inspiring environment that encourages the well-being and flourishing of students through the use of positive language and expectations. The teacher will encourage learning by providing regular and timely formative feedback to students that drives continued engagement and growth.
Learning should encompass the personal, local and global, aiming to make for a better world.
By relating learning to real world scenarios and asking students to use their understanding and skills to problem solve, students become more engaged in the learning process. This process is best achieved if one begins with the: “I” and moves systematically to the “us” and the “we”. Through this experience students will develop a greater empathy and compassion for others as they develop their international mindedness. Teachers can facilitate this growth by using inquiry pedagogy; valuing student experiences; introducing global examples; inviting outside consultants to share their knowledge and connecting students to communities beyond the classroom.
Sources: • Wiggins and McTighe, Schooling by Design: Key Learning Principles • Lauren Resnick, Principles of Learning, Development Center University of Pittsburgh • Committee on Programs for Advanced Study of Mathematics and Science in American High Schools, Seven Principles of Learning, • Survey of K-12 USA teachers, Characteristics of Best Learning Design, published by Wiggins and McTighe • http://www.cmu.edu/teaching/principles/learning.html • Daniel Pink, Drive • Carol Dweck, Mindset • Alistair Smith and John Turner, Step Up
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IB at ISHCMC The International School Ho Chi Minh City is an IB World School. We offer all three programmes, the PYP, MYP and the DP. In the Secondary School we deliver the MYP and DP.
What is an IB Education?
An IB education is unique because of its rigorous academic and personal standards. IB programmes challenge students to excel not only in their studies but also in their personal growth. The IB aims to inspire a lifelong quest for learning hallmarked by enthusiasm and empathy. To that end, the IB gathers a worldwide community of supporters who celebrate our common humanity and who share a belief that education can help to build a better world. The IB connects this higher purpose with the practical details of teaching and learning. A global community of IB World Schools puts these principles into practice, developing standards for high-quality education to which they hold themselves mutually accountable. An IB education represents a testament to the power of this collaboration. Education is an act of hope in the face of an always-uncertain future. An IB education calls forth the very best in students and educators alike. The IB believes that together we can help to prepare students for living and working in a complex, highly interconnected world.
Middle Years Programme Overview (IBMYP)
The Middle Years Programme (MYP) is a curriculum framework that supports and challenges students to foster the attitudes and actions of global citizens and nurture lifelong learning skills. It is an academically rigorous programme which equips students with the skills, knowledge and understanding to adapt to a rapidly changing world. Three fundamental concepts underpin the MYP framework: holistic education, intercultural awareness, and communication. The MYP builds on the work of the Primary School (the IB Primary Years Programme) and prepares students for entry to the IB Diploma Programme. The programme model of the MYP places the learner at its centre. The global contexts and approaches to learning (ATL) surround the learner and connect to the subject groups. The ATL are a set of skills that help students better understand how to learn and think effectively, how to process information and how to manage their emotions. Global contexts ensure that learning is relevant and meaningful.
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Group Description
Course Offerings
Group 1
Language and Literature (5 periods per cycle)
English, Korean, Vietnamese
Group 2
Language Acquisition (4 periods per cycle)
Group 3
Physical and Health Education (4 periods in a cycle)
Group 4
Sciences (5 periods in a cycle – Gr.6-8) (6 periods in a cycle – Gr.9-10)
Group 5
Arts (4 periods in a cycle)
English, Spanish, French, Mandarin
Visual arts, Music, Drama
Group 6
Individuals and Societies (Humanities) (5 periods in a cycle)
Group 7
Design (3 periods in a cycle)
Group 8
Mathematics (5 periods in a cycle)
Visual Arts, Theatre, Music
All students study all subject areas in each year of the programme. In addition, in the final year of the programme (Grade 10), students are required to complete a Personal Project – a significant body of work produced by the student over an extended period. The Personal Project provides students with the opportunity to produce a truly personal piece of work of their choice and allows them to demonstrate the skills and knowledge they have acquired over the course of the MYP. Please refer to the MYP Handbook for further information.
IB Middle Years Programme Model
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The IB Diploma Programme (IB DP)
The IB Diploma Programme is an academically rigorous two-year university and college preparatory programme for Grades 11-12 where students study six courses concurrently, of which 3 are chosen at Higher level and 3 at Standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in Languages, Humanities, the Sciences and Mathematics. The sixth subject may be an Arts subject chosen from Group 6, or the student may choose another subject from Groups 1 to 5. In a 10-day school cycle, students attend 6 lessons for their Higher Level subjects and 4 lessons for their Standard Level courses. Student learning is supported by formative assessments (assessments FOR learning) and detailed feedback as well as summative assessments (assessments of learning). While a large portion of final assessments are carried out through written examinations at the end of the second year, internal assessments include oral presentations, performances, reflections and long-term projects.
IB Diploma Programme Model
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Course offerings for the IB Diploma programmes at ISHCMC are as follows:
Group Description
Course Offerings
Group 1
Literature or Language & Literature
English, Korean, Vietnamese
Group 2
Language Acquisition
English B ,Chinese B, French B , Chinese Foundation, Spanish Foundation
Group 3
Individuals & Societies
History, Geography, Business Management, Economics
Group 4
Sciences
Chemistry, Biology, Physics, Sports, Exercise & Health Science
Group 5
Mathematics
Studies, Standard, Higher
Group 6
The Arts
Visual Arts, Theatre, Music
In the IB Diploma Programme, there is an emphasis on multiple languages. Each student must study their chosen ‘best’ language for Group 1. For Group 2, students may choose a language to acquire at a level that provides an appropriate challenge. An alternative is to choose a second language to study as a Group 1 course. Students will be awarded a ‘bilingual diploma’ if they study two languages as a Group 1 course, or, if their Group 1 language is different from the language of instruction for Groups 3-5 subjects.
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The IB DP Core Central to the IB Diploma Programme are the three following core elements: Theory of Knowledge (TOK) This course encourages students to reflect on the nature of knowledge by critically examining reallife situations. The course is assessed through a presentation and a TOK Essay.
Extended Essay This is a 4000 word essay which is an opportunity for students to engage in independent, detailed research, relating to one of the subjects they are studying.
Creativity, Action, Service (CAS) Students engage in new challenges and actively reflect on new skills relating to sporting activities, creative learning and community service with a consideration of global applications.
Taken as a whole, the Diploma curriculum provides a balanced education that helps our students become, in the words of the IB mission statement, “caring young people who help to create a better and more peaceful world through intercultural understanding and respect.� The attributes possessed by such young people are articulated in the IB Learner Profile. Please refer to the Diploma Course Selection Handbook for further information.
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ISHCMC High School Graduation Requirements From Grades 9-12, all students attending ISHCMC are expected to fulfill the ISHCMC High School graduation requirements. At the conclusion of this four-year period, a student graduating from ISHCMC will have earned a minimum of 25 credits. Students, during their progression through Secondary School, should regularly meet with the school Counselors and IB Programme Coordinators in order to review and plan the subjects that they take. Subject choices can impact later available options.
Explanations of Credit Requirements
Credit will be given upon successful completion of an MYP / DP class. Students in Grades 9 and 10 are expected to follow all eight MYP subject areas in each year of the programme. Students in Grades 11 and 12 are expected to follow all six subject areas in each year of the Diploma Program, as well as complete relevant aspects of the DP core. Students who elect to follow the IB Certificate or ISHCMC High School Diploma pathway are given flexibility to take five subjects and TOK and Extended Essay requirements would become optional. To achieve the minimum conditions in order to be awarded an ISHCMC High School Graduation Diploma a student must: 1. Obtain a grade of 3 or above in each subject in each year of the MYP and DP. 2. Attend 95% of classes during any semester from Grade 9 onwards. 3. Successfully complete the IB Community and Service and CAS requirements. In exceptional circumstances some of these requirements may be waived for individual students, particularly one-year seniors, who may be exempted from certain requirements at the school’s discretion, subject to the approval of the Secondary School Principal. The transcripts of incoming students shall be evaluated by the Administration. Credits from similar schools may be transferred. The evaluation of credits will be based on certified, previous school records. Academic accomplishments at other schools shall be converted to equivalent credits. Please refer to the Attendance Expectations, Section 8 for further details.
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Credits Required for Graduation
The International School Ho Chi Minh City High School Graduation Diploma is awarded at graduation upon successful completion of 25 course credits, distributed in the following way:
Graduation Requirements English
4
Language Acquisition
2
Individuals and Societies
3
Sciences
3
Mathematics
3
The Arts (Performing or Visual)
2
Physical Education
2
Design
2
Electives
4
Total
25
Course Selection Procedure for IB Diploma Students
The process for course selection and registration begins in February/March for both Grade 8 and Grade 10. At this time, the Secondary School will host a Course Selection evening where both parents and students are provided with information about the courses on offer in the Secondary School, for both IB programmes. Soon afterwards, during school time, individual Grade levels will then be provided with the opportunity to hear further details about the courses from the teachers of specific courses. Students will then have one week to complete the course registration forms and hand these to their Homeroom teachers. Students and parents are recommended to choose their respective courses following the process described above and in consultation with teachers, Counselors and IB Programme Coordinators.
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COURSE REGISTRATION TIMELINE February / March
Course Selection Evening for parents and students
Assembly and Homeroom time on registration procedures and subject choice information.
Forms to be completed and handed in to Advisory teachers
Selections processed and schedules created Please be aware that the school administration has the final say on student course selections. For more information please see the MYP and DP Curriculum Handbooks.
Changes to Student Schedules
Students can add/drop courses within a period of 20 teaching days, at the start of the academic year. A student has the right to request to add or drop a course during this 20-day period, if he or she obtains written permission from parents, teacher(s), and the IB Programme Coordinator. The Secondary Principal has the final say on any decision. If a student does wish to add/drop a course, teachers, students, parents, Counselors and IB Programme Coodinators should all be involved in the process. Once a programme of study has been initiated, changes to selections should occur only if: • A student has been misplaced. • A student finds the course is not meeting his or her expectations. • Any further issues deemed academically relevant. Grade 12 students wishing to drop a course after transcripts have been sent to colleges and universities must notify each institution of the modification to their academic programme. 53
Assessment Philosophy
At International School of Ho Chi Minh City (ISHCMC), our assessment principles are in line with the spirit of the IB Middle Years and Diploma Programmes. The main purpose of assessment is to improve teaching and learning and remain in-line with our school’s mission, vision, and stated Principles of Learning. ISHCMC believes assessment is an integral component of all teaching and learning. It has a positive impact on student attitude, motivation and self- knowledge. Assessment provides regular feedback on the learning process for students by allowing them to demonstrate their learning through a variety of differing tasks. The data obtained from assessment is used to inform teacher planning and classroom practice, update parents on their children’s learning, and provide feedback for students on the progress of their learning.
Assessment for Learning Cycle at ISHCMC ISHCMC believes it is the School’s responsibility to students and parents to provide consistent, valid and reliable assessment information across all Grades, subjects and classes.
Daily/Weekly Planning
Record and Analyze data
ISHCMC Students
Formative Assessment (Assessment for Learning)
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Teaching
What is Assessment?
Assessment is the process of gathering and analysing data in order to improve teaching and student learning.
Makes learning expectations explicit and public and helps in setting appropriate learning goals for individual students
Involves systematically gathering, analysing, and interpreting evidence to determine how student learning matches subject criteria and expectations
Is an ongoing cyclical process, which drives all teaching and learning in ISHCMC
Assessment:
Creates an academic culture dedicated to continually improving the quality of teaching and learning
Enables teachers to gather data that can be used to document, explain, and improve student learning
Forms of Assessment
Pre-Assessment: Where teachers assess students’ prior knowledge and experience before embarking on new learning experiences. Formative Assessment: Where 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. A variety of methods can be used. Summative Assessment: Summative assessment happens at the end of the teaching and learning process and is planned for in advance. The assessment is designed so that students can show their understanding in authentic contexts and apply it in new and flexible ways.
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Principles of Assessment Assessment should be:
• Regarded by teachers and students as an integral part of the teaching and learning process. • Common throughout equivalent teaching groups in terms of the criteria used. • Standardized by the teaching team to ensure its validity. • Made against published criteria. • Clearly understood by and communicated to students and parents (i.e. dates, tasks, results). • A collaborative process at all stages, from design to making judgments of student learning, to applying assessment results to curriculum and instruction. • Regular, well documented, recorded and transparent. • Used to contribute to course evaluation and modification of teaching strategies. • Used to give effective feedback and provide the opportunity for reflection in order to motivate students, build upon strengths and improve weaknesses. • Monitored to ensure its adherence to stated outcomes and school policy. • Varied in its methodology. • Based on criteria which are known to the students prior to the learning on which the assessment is based. • Designed at the start of the curriculum planning process. • Diverse and offer a range of different assessment tasks over a period of time.
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Effective Assessments
Below is what effective assessments enable students to show:
Understand what is expected of them when ask to complete the assessment
Reflect on their learning
Demonstrate the range of their conceptual understandings, their knowledge and skills
Synthesize and apply their learning, not merely recall facts
Draw on real-life experiences that can lead to other questions to ask or problems to solve
Students Can:
Express different points of view and interpretations
Produce work to the best of their ability Highlight their progress
Below is what effective assessments allow teachers to observe: Provide positive feedback to students in order to develop future student learning Take into account different cultural contexts and different ways of learning and knowing
Reflectively analyze the data, both collaboratively and individually ,in order to improve curriculum and instruction Teachers Can: Critically reflect on and evaluate the teaching and learning process
Use recording methods that are both specific and holistic
Produce information that can be reported and understood by students, parents, teachers, and the wider school community 57
Design of Assessment
Teachers should design assessments to ensure that students are given the opportunity to show their learning in a range of ways for a range of purposes.
Where relevant, help prepare students for assessment in the IB Diploma
Where appropriate, break down complex assessment tasks into manageable chunks or checkpoints for students
Include task-specific clarifications that are aligned with MYP/DP criteria
Support ISHCMC’s philosophy of assessment
Encourage authentic performances of understanding and call for critical and creative thinking based around concepts.
Are aligned with MYP and Diploma objectives and assessment criteria and Aero Standards and Benchmarks
Effectively designed assessments:
Provide students with an opportunity to earn the highest achievement levels for each criterion that is assessed
*Please note that, in line with MYP practice there is no additional weighting given to any assessment in Grades 6-10.
Key Assessments
Internal assessment must be regular and allow for feedback to individual students to ensure learning is focused on specific goals. In the MYP Grades, each Unit taught must have at least Two Key Assessments within them to support learning. Within each Semester, each criterion must be assessed at least twice.
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IBDP Scaffold Assessments
Throughout the year, identified assessments, made Grade level appropriate, must also replicate the IB DP assessments that students experience in Grades 11 and 12. These are meant to provide students with experience of the type of assessment that they will be required to do in the IB DP. All assessments are required to follow ISHCMC assessment guidelines.
Standardization of Grading Policy
The purpose of standardizing of grading is to ensure quality assurance of grading standards applied by teachers to students’ work that has been assessed using the published IB MYP and IB DP criteria. Key Assessment grades are internally standardized by teachers within each course and department to ensure that grading is equitable and transparent.
Externally Standardized Assessment at ISHCMC
Standardized tests are designed to give a common measure of students’ performance. Because large numbers of students take the same test, they give educators a common yardstick or “standard” of measure.
Measure how well our students perform in relation to students who attend “other like schools” or other students around the world
Evaluate the effectiveness of programmes
Acquire a picture or snapshot of the skills and abilities of an individual student or a group of students
ISHCMC uses standardized tests to:
Evaluate curriculum and instruction
Measure the growth of a student’s learning over a period of time
Provide students with strategies to improve their learning
Help students set data driven goals for their learning
The Secondary School administers the following standardized assessments:
Measure of Academic Progress Test (MAP)
The MAP test is a computerised adaptive test which helps teachers and administrators improve learning for all students and make informed decisions to promote a child’s academic growth.
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At ISHCMC, students in Grades 6-10 take MAP tests in Maths and English. MAP tests are held near the commencement of Semester 1 and in the middle of Semester 2.
MAC II
The MAC II test is a test of English language proficiency. It is used by our EAL teachers to help place students new to the school and can be used for current students to determine if a previous placement requires changing.
Scholastic Achievement Test (SAT and SAT II)
The Scholastic Assessment Test (SAT) is administered to students in Grades 11-12. This test is recommended for those students wishing to attend North American Universities or Colleges. ISHCMC is an authorised SAT testing centre.
School-Based Examinations Internal Formal Examination Assessments – Grades 8 - 11
Students take internal formal examination assessments during Semester 2 in most of their subjects. Formal examinations are important for numerous reasons.
Experience taking an array of subject-specific assessments under examination conditions in order to prepare them for future external examinations such as the IB Diploma, PSAT, SAT and College/University examinations
Demonstrate conceptual understanding of their learning experiences
Develop the approaches to learning necessary to be successful under examination conditions Develop revision techniques
Internal examinations provide students with the opportunity to:
Demonstrate important subject-specific knowledge, understanding and skills of the learning objectives of the courses studied
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Demonstrate the capacity to write under timed conditions, including handwriting clarity
Convey the capability to apply knowledge to meet the requirements of different kinds of questions
Grade 12 IBDP Mock Examinations
IBDP Mock Exams will be administered to students in Grade 12 in February. At this time, IB students will write exams to provide practice for the official May examinations. The purpose of Mock Exams is to prepare students for the IBDP Exam experience in May and to inform student preparation for these exams. ISHCMC will report student results to parents three weeks following the administration of the Mock Exams.
Grade 12 International Baccalaureate Diploma External Examinations
Students take the individual IBDP Exams in May after completing their two-year course of study in Grades 11 and 12. These assessments are externally assessed and moderated which means there is a high degree of objectivity and reliability. Results for IBDP Examinations are generally available on-line in July.
Provision of Additional Time in Examinations and Diploma Assessments
In Grades 6-10, students who have been identified by the Student Support Services as benefiting from additional support in examinations may be provided with it. This may include up to 25% extra time. In the Diploma, if the recommendation for additional support is approved by the IBO, it will be provided for all IB assessments where in appropriate.
Evaluations of Student Learning
At ISHCMC our evaluations of student learning reflect our approach to assessment. The Evaluation of Learning system is designed to provide: • Regular and substantive reporting on academic achievement and effort. • A teacher’s judgment of each student’s performance based upon the collection and evaluation of assessment data. • An understanding of a student’s areas of strength and challenges for each subject.
ISHCMC Grading of Engagement
ISHCMC distinguishes between a student’s engagement and academic achievement when evaluating student performance. Consequently, students earn a mark for both achievement and engagement on a 4-point scale. Please refer to the appendices in the back of this handbook for the Engagement rubric.
ManageBac
ISHCMC uses ManageBac as its online data recording system. On it, all student grades, assessment data and attendance are recorded. All parents and students are provided with an individual password so that they can access grades and assessment data at any time.
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Managebac and Feedback
At ISHCMC we believe that regular and timely written feedback on specific assessments is the most effective way to influence student learning. Such feedback helps students deepen their learning within each of the subjects they study. It also gives parents the opportunity for a dialogue with their child about performance in specific assessments. Rather than the traditional end of semester information on student progress we provide targeted and individualised written comments specific assessments and place this in Managebac. This ensures that comments are more regular, current and live and removes the time lag between students undertaking important assessments and the feedback being accessible to parents. It also ensures that feedback becomes immediate and available for the students to use.
Standardization Policy: Secondary Division The Purpose of Standardization
Standardization is the process by which teachers in ISHCMC share their expectations and understanding of common criteria and standards with each other in order to improve the consistency of their decisions about student learning. Moderation helps teachers to increase the reliability and consistency of the assessment data they gather. It improves the decisions teachers make about student learning that can be used to inform knowledge and student understanding and teaching practice. Standardization ensures that teachers are accountable for accurate and consistent assessment of student work.
Internal Standardization
This is the process by which the judgements of a teacher are quality assured by another colleague(s) from the same subject or course. It is the process where teachers share their understandings of grading criteria in order to improve the consistency of their assessment across classes and grade level. Internal Standardization takes place to ensure that the grading is uniform and shares a consistent interpretation of the criteria of the IB MYP and IB DP. There are two types of Internal Standardization:
Teacher to Teacher Standardization
Here, teachers will arrange a mutually agreed meeting time and venue in order to share a range of graded Key Common Assessments that have been completed by their students. 62
• Copies of the graded work, devoid of comments and grades will be brought to the Standardization meeting by the teachers involved. • This sample of assessments must be reflective of the grade ranges produced by the students during this assessment task. • The standardising teachers will grade the assessment tasks previously graded by their colleagues, using the appropriate rubric and compare grades. It is important that no moderators are aware of grades awarded prior to the standardization process or by others participating in the standardization process. • A discussion will then take place on the results of the standardization. • This process should be a pre-cursor to the grades being published to students and formally documented. Please note that if a course is delivered by a single teacher it is the expectation that the grading of Key Assessments is still standardized according to above protocols.
Student to Student Standardization
Here teachers empower students to grade their peers’ work using the same process detailed above. Please note that Student to Student Standardization does not need to adhere to the final bullet point of Teacher to Teacher Standardization. For student to student standardization to be successful it is important that students are taught how to use criteria referencing; are carefully guided through the criteria; are provided with the guidelines for a best fit approach to criteria and discuss the use and definitions of wording used in the criteria descriptors. Student to Student Standardization is an important student-centred tool for learning. Teachers guide the standardization between students and help them to develop their understanding of the assessment criteria and expectations. Student to Student Standardization has a direct, positive impact on teaching and learning as both teacher and student develop shared expectations and understanding of what quality work looks like and what criteria define it. Both students’ and teachers’ assessment capability can be powerfully enriched.
Standardization of Key Common Assessments
At ISHCMC each course within a subject is required to set a minimum of two Key Assessments
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for each learning unit. It is the expectation that teachers use the Teacher to Teacher Standardization method to internally standardise at least one Key Assessment every unit.
The Benefits of Standardization for Teachers
Making reliable and valid decisions across different points in the learning process is important; particularly when teachers teach shared courses, publish Learning Updates and Evaluations on student progress or compare cohort data with historical information. Standardization ensures that teachers make consistent grading decisions over time. Consistent and secure standardization protocols over time can prevent unreliability in grading in a number of ways: • Applying the same standardized protocols ensures consistency across the Secondary School. • It allows the creation of exemplars to be built up, that can become external references used each year for benchmarking different levels of student achievement. • These exemplars can also be used for teaching purposes with the students. • Exemplars can be shared with new teachers so they can quickly acclimatize themselves to the teaching standards within the school. Teachers change over time but the standard and consistency of assessment must remain consistent if transcripts and school reports are to remain valid.
Late Work Policy
At ISHCMC it is the expectation that all assessments and homework are completed and submitted by set deadlines. All students must make the utmost effort to adhere to set deadlines. Below are the procedures ISHCMC implements in the case of late work.
Assessments
If a student misses an assessment deadline, without a school validated excused absence, they will receive a compulsory and automatic detention. This detention will take place on the nearest Monday, Wednesday and Thursday following the missed assessment deadline. The detention will run from 15:15 – 16:15. By the end of the detention, the student will be expected to submit the assessment task, whether it has been completed or not. This submitted piece of work will be graded by the relevant subject teacher. If the work is completed before the detention, the student must still attend the detention as a consequence for missing the deadline. Parents will be informed via email or phone call. The detentions are centrally administered by the Vice-Principal’s office. 64
If a student is absent on the day of an assessment, the student will be required to complete this assessment after school in room 419 on the first day back at school. This make up session will run from 15:15 – 16:15. *If a student is absent on the day an assessment is due, the student is responsible to upload the assessment to Managebac **Parents will be responsible for transporting their children home once the detention or make up session is completed.
Internal Assessment for the IB Diploma Programme
After check-in deadlines issued by teachers and/or Leaders of Learning, should a student miss a DP Internal Assessment (IA) deadline without a school validated excused absence they will receive a compulsory in-school suspension. At the Vice Principal’s discretion , detentions before or after school may be issued in lieu of an in-school suspension. Parents will be informed via email or phone call. This suspension will take place on the day following the missed assessment deadline. By the end of the suspension, the student will be expected to submit the IA task, whether it has been completed or not. The detentions are centrally administered by the Vice-Principal’s office. If the student is unable to complete the IA within the negotiated time frame, the student may forfeit their registration for the full IB Diploma. If a student misses the Extended Essay (EE) or Theory of Knowledge (TOK) deadlines, they will receive an automatic detention to take place the next day after school. The parents will be notified and will be responsible for arranging transportation home. If the student is unable to complete the EE or TOK piece within the negotiated time frame the student may forfeit their registration for the full IB Diploma. If a student misses an Individual Oral Commentary (IOC) for group 1 or 2, the student will be given a detention and an alternative time will be set up with the teacher. If a student fails a second time to attend the IOC, then they may forfeit their registration for the full IB Diploma.
Homework
Students who do not complete homework on time will be given a detention by the subject teacher; at break, lunch or after school in which time the missing work should be completed. Regularly incomplete homework becomes a behavioral issue and an e-mail will be sent to the parents and the Vice-Principal. *Regular lateness for homework and assessments will be treated as a behavioral issue (Student Parent Handbook page 56). Regular lateness in homework and/or assessments may result in the student being placed on a behavioral contract. Please note: Student Teacher Communication • Students are expected to respond in a timely manner to all forms of communication 65
from teachers, including email. • If a student contacts the relevant teacher at least one day before the assessment due date, with a valid reason for an extension, it will be up to the discretion of that teacher to allow an extension.
Retaking Assessments and Extra Credit
In the Secondary school we believe that assessments given by teachers to students over a term and semester should be plentiful enough to provide a clear picture of a student’s achievement and provide sufficient data for the Learning Update and Evaluation of Learning.
Retaking Assessments
Unless there are exceptional circumstances, there is no opportunity provided for students to retake assessments that have been graded. Once an assessment has been graded, the grade is final.
Extra Credit
There is no provision for students to gain Extra Credit. Extra Credit is defined as an opportunity offered by a teacher which allows students to improve their current overall grade or a grade received in a specific assessment.
Types of Feedback on Student Learning
Teachers provide students and parents with three main types of formal written learning evaluations. These are: Progress Updates Progress Updates are sent home whenever a teacher feels there is a matter relating to an individual student’s progress that merits parents being informed. Progress Updates are designed to be used to communicate both positive performance and areas of concern. Students will be informed verbally prior to a Progress Update being sent home. The purposes of the Progress Update are: • Affirmation of student success • Concern over student progress • Potential for a grade 3 or below on a Learning Update or Evaluation of Learning One important function of the Progress Update is to inform parents of any information they need
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to know prior to the publication of the Learning Update, Evaluation of Learning or attendance at the Parent Teacher Conference. Grades and comments on these documents must not come as a surprise to either students or parents.
Learning Updates
Learning Updates provide a current update on a student’s learning. They are not formal, summative comments. They are created as a formative method to provide a mid-semester update on a student’s current development. For the MYP Grades each subject teacher provides an Engagement grade and Criteria grade, where appropriate, for current progress. In Grades 11 and 12, each subject teacher provides a holistic IB grade out of 7. Advisory teachers write a comment on each of their students which offers a brief overview of current progress. Learning Updates are completed at the end of Term One and Term Three.
Evaluation of Learning
There are two end-of-semester Evaluations of Learning, which are sent to the parents of each student. Teachers provide grades on student progress in every subject that the student takes. These Evaluations of Learning always provide objective information on current student attainment. Key Assessment Feedback in Managebac Over the course of the year teachers provide detailed, individualised comments on key assessments submitted by their students. This is placed within Managebac, which is open to parents. Please be aware that: • Feedback is placed within Managebac 10 days of the assessment’s due date • All students receive detailed, indvidualised feedback comments on a minimum of 4 assessments each semester
Late Work and Learning Updates and Evaluations of Learning
If a Key Assessment has not been handed in at a period when a Learning Update or Evaluation of Learning is published, the Learning Update or Evaluation of Learning will be withheld by the school until that assessment(s) has been handed in and graded by the teacher(s).
Criteria for a Contract for Learning
After teachers have completed the Learning Updates and Evaluations of Learning for students, administration will analyse the grades for each criteria within courses. If there are low scores within the criteria bands the IB Programme Coordinator will contact the teacher(s) and ask for their judgement concerning the reasons and whether a Contract of Learning (CoL) benefits the student. Depending on the outcome of the teacher’s professional advice, a student may be provided with 67
a CoL. This CoL will consist of a detailed schedule aimed at enabling the student to manage their learning. The CoL is created by teachers in conjunction with the IB Program Coordinator and will focus on creating an individualized plan for learning. The CoL for the students will then be managed by the Secondary Principal who, with the relevant Program Coordinator, will liaise with the student and parents to evaluate and monitor the student’s progress. The student is responsible for fulfilling the contract terms. If the teachers involved in the contract details are concerned that the student is not fulfilling these terms, the Secondary Principal must be informed by the relevant party. The CoL is a formative document whose purpose is to support the student’s learning and provide strategies for improvement.
Homework
Homework is one of many tools that help students learn. Homework is part of the formative process of learning. Although it does not take the place of effective teaching, it supports students’ learning by re-enforcing, extending and enriching classroom learning.
Emphasize quality, rather than quantity
Have a realistic time schedule for completion
Be clearly understood by the student
Homework should always: Be followed by formative feedback that scaffolds student learning
Be assigned for learning purposes
At the beginning of each year, teachers are expected to inform students of departmental protocols on how formative feedback will be provided and how homework contributes towards the Learning Updates and Evaluations of Learning. 68
Homework Time Management
It is expected that students will be set homework in the Secondary School. This homework will increase as the students move from Grades 6-12. Students are expected to manage their homework schedules and should not leave work to the very last minute to be completed. If students are faced with too much homework at any given time, they are encouraged to talk to their teachers in order to resolve the issue and adjust deadlines.
Academic Honesty Procedures
ISHCMC values honesty and academic integrity. We encourage all students to conduct themselves in a responsible way. ISHCMC believes that instruction in academic and personal honesty is a fundamental part of a student’s education. Honesty and integrity are basic, desirable character traits as recognised in our Code of Conduct and the IB Learner Profile. Academic dishonesty is generally defined as cheating or creating a false impression of one’s work and performance. In order to support students, we teach them how to avoid academic dishonesty through teaching them the use of the Modern Languages Association (MLA) format for crediting sources. It is expected that students will demonstrate academic honesty at all times as outlined in school policy. Each student in the Secondary School is asked to sign-off on this policy on enrolment at the school.
Turnitin
It is the expectation that all ISHCMC students are informed about the use of turnitin.com by their teachers. Students are expected to use turnitin.com to check their own work and to ensure that it is correctly referenced.
Consequences of Academic Dishonesty in the Secondary School
There are serious consequences levied by the International Baccalaureate Organization for academic malpractice. If there is a concern about academic honesty the IB Coordinator should be notified immediately. Students found to have submitted plagiarized or dishonestly produced academic work assessed by the IBO will fail to receive a grade in the subject concerned, and will fail to receive an IB diploma as a result. IB DP students will be expected to formally acknowledge the IB Academic Honesty Policy. As an IB World School, ISHCMC takes this matter very seriously. We expect students who are in violation after failing to follow these guidelines to face serious consequences. ISHCMC students found to have committed academic malpractice will result in teachers imposing the following internal sanctions: Level 1: Level one infringement includes but is not limited to: • copying homework • looking on another’s test or quiz • letting another student look on a test or a quiz 69
• using other secretive methods of receiving or giving answers on a test or quiz • taking information from another source that is not properly attributed • working with others on an assignment that was meant to be done by individuals Level one infringement will lead to the following course of action: First Instance Any work produced dishonestly will be penalized with a regular detention administered by the relevant teacher. A notification of the violation will be sent to the Secondary Vice-Principal and IB Coordinator. A letter sent by the teacher to the student’s parents explaining the violation and consequences of any further academic dishonesty. The piece of work will need to be resubmitted to a satisfactory standard within two (2) days of the event. A record of the malpractice is kept on file by the Vice Principal’s secretary.
Second Instance A second academic dishonestly offense will be penalized with an In-School Suspension administered by the Secondary School Vice-Principal. The student will also be placed on a Behavioral Contract. The school will meet with the parents and provide them with a copy of the contract. The student and parents will be informed of the consequences of any further malpractice. The piece of work will need to be resubmitted to a satisfactory standard at the end of the in-school suspension. The original record of the malpractice will be updated and kept on file.
Third Instance Any work produced dishonestly for the third occasion will be penalized with a one day suspension from school. The event will be placed on the permanent record of the student and included on any college or university transcript that is requested. Additionally, no letters of recommendation will be provided to the student from her/his teachers. The piece of work will need to be resubmitted to a satisfactory standard within two (2) days of the event. The original record of the malpractice will be updated.
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Level Two: Level two infringements are severe and will be dealt with by the teacher, the Vice Principal and Programme Coordinator, and/or the Principal and Deputy Head. Level two violations include, but are not limited to: • cheating in a formal examination • taking papers from the Internet, other publications, or other students • taking any part of a test to use or give to others • submitting a computer program that has been developed by another Level two infringements will lead to the following course of action: Students: • Receive a zero on the suspected assignment • Receive an In School Suspension • Be placed on a Behavioral Contract • Be ineligible for any academic awards at the end of the year Level Three: Level three violations are extreme and will be investigated by the senior administration of the school. Level three infringements would be but are not limited to: • Stealing examinations • Entering a teacher’s computer without permission • Altering grades on a computer database • Falsifying school reports or transcripts Level three infringements will lead to the following course of action: Students: Await a decison made by the Head of School Please refer to the Academic Honesty policy for further information.
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COMMUNICATION
Communication Communities that communicate freely and with transparency are effective ones. It is important that all members of our community understand where to go to for assistance, advice and how to find pertinent information concerning learning in ISHCMC. Making use of the appropriate channels of communication helps to facilitate efficient use of time and provides maximum support for the learning in our school.
ISHCMC to the Home
The Secondary school uses a wide array of ways to provide the community with general and specific information concerning learning. The main ways we communicate are listed below: • Virtual Learning Environment: MyISHCMC • Secondary Student run ISHCMC Inquirer • School calendar • Phone Calls, Official Letters and Emails • Parent Information Evenings • Coffee Mornings • ManageBac* • Student/Teacher Daily Bulletin • Parent Teacher Conferences * • Student Led Conferences * • Progress Updates * • Learning Updates * • Evaluation of Learning * * Please see Academic Procedures section for further details
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Home to ISHCMC
There are always times during a school year when community members will need to contact school. This is absolutely encouraged to ensure transparency and openness in our communication. Please use the chart below to help the process:
WHO DO I NEED TO SPEAK TO?
Student Welfare
Advisory Teacher
Grade Level Leader
College, Personal, Social and Emotional Counselor Paul Gordon
College and Personal and Social Counselor Matthew Szweda
Secondary Vice Principal Kevin Curran
Principal Philip Rogers
Learning Support Jasmine Wandell
Subject Concerns
Activities
Absence
Subject Teacher
Athletic Director Matt Gollins
Secondary Vice Principal’s Secretary Ms. Trinh
Grade Level Leader
Principal Philip Rogers
Secondary Vice Principal Kevin Curran
IB Coordinators Martin Grist Janelle Codrington
Principal Philip Rogers
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Principal Philip Rogers
Health Services Health Center Staff
The International School Ho Chi Minh City employs professionally trained and licensed medical personnel. They serve the school by providing first aid assistance for students requiring attention in the event of a minor injury while they are at school. Health records are maintained on all students and are kept in the Clinic. If any child becomes unwell or injured while at school, the Clinic staff will provide basic First Aid care to the student. In case of an emergency, parents will be called to pick up the students, or in severe cases, an ambulance will be called and the student will be escorted to Family Medical Practice, District 2.
Safety and Security The safety and security of all our students is of paramount concern. ISHCMC is dedicated to providing a safe and secure learning environment for all our students. All entrances to the campus are monitored by our security personnel, who will ask for identification from all entries to the campus. To further ensure that the school maintains such a secure learning environment we operate closed campus protocols from 8: 20 until 15:05 Students should be off campus by 15:15 unless they are in an ASA or supervised activity. After the activity is finished parents should pick up their child immediately.
Safe Movement on the staircases
Students moving up and down staircases will keep to the right side and will move single file. Students are to travel at a safe speed.
Personal Property We believe that ISHCMC is a safe school whose students are respectful of each other and each other’s property. However, as in any social environment, we also stress that individuals should still be vigilant with regard to ensuring the safety and security of their personal property. ISHCMC is not responsible for valuables that are lost or stolen on campus or when on school trips.
Procedure for Thefts
All members of our community must help prevent theft by looking after their belongings and contributing to a community of trust. In case of theft students should: • Report immediately to the Secondary Vice-Principal. • The Vice-Principal will investigate by contacting security and teachers who might have been in the area and check CCTV evidence. 75
Lost and Found
The school does operate a Lost and Found deposit. The main Secondary one is located opposite the Staff Lounge on the third floor there are others, shared by both Secondary and Primary placed around the campus. Items of personal property that are lost and consequently recovered can be collected here.
Always keep their belongings with them or in their locker Remember electronic devices are not allowed to be used during class time, unless with teacher approval
Ensure their lockers are locked and the combination number is private Students Should:
Never interfere with property that is not theirs, even as a joke
Put their names on personal belongings
Not bring to school more money than they require for the school day
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Student Transport Parents and students are expected to be aware of the Vietnamese laws with regard to students transporting themselves school. The laws are:
Motorcycles: • 50 CC and below, the rider must be 16 and over. There is no license required. • Above 50 CC, the rider must be 18 and over. A license is required. • All riders must wear a helmet, when they are driving or a passenger.
Cars: The driver must be 18 or over. A license is required. Bicycles: All riders should wear appropriate helmet protection ISHCMC regards these rules as extremely important as it is our responsibility for the safety of our students.
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SAFEGUARDING POLICY
Cognita policy statement
Safeguarding children describes the action we take to promote the welfare of children and to protect them from harm. We believe that safeguarding children is everyone’s responsibility and that everyone who comes into contact with children and families has a role to play. We define safeguarding as • Protection children from maltreatment • Preventing impairment of children’s health or development • Ensuring that children grow up in circumstance consistent with the provision of safe and effective care and • Taking action to enable all children to have the best outcomes (Cognita Safeguarding policy and guidelines manual 2014) Seven key areas of safeguarding • Child protection • Attendance, positive behavior and anti-bullying • Curriculum provision, including digital citizenship • Extra-curricular provision - ASA, Visits and trips, including sports events • Site security and Health and Safety • Safer recruitment • Staff code of conduct and professional expectations.
Key message for staff, students and parents We are a listening school using the 3 P’s approach • Protect • Prevent • Promote
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Appendices IB Grading Explained Grade
Descriptors
Grade 1 (Very poor)
Minimal achievement in terms of the objectives.
Grade 2 (Poor)
Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.
Grade 3 (Mediocre)
Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.
Grade 4 (Satisfactory)
A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.
Grade 5 (Good)
A consistent and thorough understanding of the required knowledge and skills, and ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.
Grade 6 (Very Good)
A consistent and thorough understanding of the required knowledge and skills, and ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.
Grade 7 (Excellent)
A consistent and thorough understanding of the required knowledge and skills, and ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.
NA
No grade awarded due to the student not yet having completed the requirements of a specific course(s)
S
Satisfactory completion - Ungraded course.
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ISHCMC Engagement Grade Rubric Exceeds expectations (shows active and positive engagement in learning)
Meets expectations (shows positive engagement in learning)
Beginning to meet expectations (sometimes engaged in learning)
Not yet meeting expectations (shows little engagement in learning)
Participation in class
• Actively and willingly volunteers ideas and insights • Always actively and willingly participates in discussions • Always has a positive and enthusiastic attitude • Always demonstrates a positive level of energy • Always displays curiosity and asks questions to probe for deeper understanding
• Often volunteers ideas and insights • Participates in discussions willingly • Usually has a positive attitude • Usually demonstrates a high level of energy • Usually demonstrates a positive level of energy • Usually displays curiosity and asks questions to probe for deeper understanding
• Sometimes gives ideas and insights, but generally only when directly asked • Sometimes participates in discussions • Attitude fluctuates • Sometimes demonstrates a positive level of energy • Sometimes displays curiosity and asks questions to probe for deeper understanding
• Only gives ideas and insights when directly called upon • Comments are frequently irrelevant or inappropriate • Very little / no participation in discussions • Negative attitude • Rarely demonstrates a positive level of energy • Rarely displays curiosity or asks questions to probe for deeper understanding
Quality of work
• Care is taken • Care is taken to produce the to produce student’s highest quality work quality work • Some extra • Extra effort in effort in presentation is presentation is obvious noticeable • Answers are
• Some care is apparent in the work • Work is sometimes untidy and careless
• Very little / no care is apparent in the work • Presentation is often untidy and careless
(daily work, assignments, homework)
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extremely detailed and thorough
Responsibility for own learning
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• Always asks for help when necessary • Always focused and on-task • Regularly initiates positive action when given the opportunity • Willingly selects challenging tasks to work on • Always willing to persist with difficult tasks • Always handles mistakes, setbacks, anger, and frustration constructively
• Answers are usually detailed and thorough
• Answers are sometimes detailed and thorough
• Answers are rarely detailed or thorough
• Usually asks for help when necessary • Usually well focused and on-task • Usually initiates positive action when given the opportunity • Usually selects challenging tasks to work on • Usually willing to persist with difficult tasks • Usually handles mistakes, setbacks, anger, and frustration constructively
• Sometimes asks for help when it is needed • Sometimes distracted and needs to be refocussed • Sometimes initiates positive action when given the opportunity • Sometimes selects challenging tasks to work on • Sometimes willing to persist with difficult tasks • Sometimes handles mistakes, setbacks, anger, and frustration constructively
• Rarely asks for help • Often distracted and needs to be refocused • Rarely initiates positive action when given the opportunity • Rarely selects challenging tasks to work on • Rarely willing to persist with difficult tasks • Often handles mistakes, setbacks, anger, and frustration in an unconstructive manner
ISHCMC Grading Equivalency Chart
USA
IB DP / IB MYP
UK
GPA
7
A+
A*
4
6
A
A
3.75
5
B
B
3.25
4
C
C
2.75
3
D
D
2.00
2-1
F
U
0
Please note Level 3 and above are passing grades.
MRISA Code Of Conduct For All Participating Students and their Parents 1. Inappropriate behavior: Smoking, drinking alcohol, drug use and / or possession, or extremely inappropriate behavior will not be permitted at any time during a MRISA Tournament. a. Penalty: In the case of an infraction, the Host School Head (or his / her representative) will remove the student from the event. The Host School Head will consult with staff conducting the event and with the visiting student’s School Head. Following that consultation, the Host School Head may recommend the following disciplinary action to the MRISA President. b. The student will be sent home at the student’s expense, and the student will not be allowed to participate in MRISA events for the following 12 months. The student’s Head of School will have the final decision on disciplinary action and inform the MRISA President on discipline imposed. 2. Local transportation: Transportation must be in a public transportation or familyprovided vehicle accompanied by an qualified adult. In no case are students allowed to drive other students. Seatbelts in cars must be worn at all times, both front and back seats. Students are not to be transported in cyclos or motorbikes. Exceptions, if any, will be communicated to visiting schools by host schools in advance of the Tournament. Within compounds, the use of golf carts may be permitted by a hosting school, though visiting students may not drive any vehicle at any time.
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a. Penalty: The consequences of this violation will be suspension from all activities for 24 hours. If the violation occurs on the last day of the Tournament, the student will be suspended from all activities on the last day. It will be at the option of the student’s home school to impose further appropriate disciplinary action b. Responsibility: Host School Head 3. Unscheduled Activities: Any sightseeing or travel in the host city will be done only with the permission of the student’s chaperone. Students may not participate in unscheduled activities on their own or in groups without the express permission of their respective chaperone and the Event Organizer, and then only with a confirmed destination and return time. a. Penalty: The consequences of this violation will be suspension from all remaining activities, at the Tournament Coordinators and Lead Chaperone’s discretion b. Responsibility: Host School Head 4. Curfew: Each Middle School and High School student must be in the host family’s home by 22:00 at the latest during Tournaments, or at an alternative earlier time as designated by the Tournament Coordinator. a. Penalty: The consequences of this violation will be suspension from all remaining activities, at the Tournament Coordinators and Lead Chaperone’s discretion. If the violation occurs on the last night of the Tournament, it will be at the option of the student’s home school to impose appropriate disciplinary action. b. Responsibility: Host School Heat. 5. General: a. If any behavior violation occurs, the Tournament Coordinator will communicate the details of the violation, in writing, to the guest student’s Lead Chaperone, Coach, AD, Divisional Principal, and School Head. b. Where possible the Host school will endeavor to team host families with similar aged children to those of the visiting students. c. Host families can require students to remain at home rather than attending an unscheduled activity. Each guest student is responsible to his / her host parent and must keep those parents informed of his / her specific whereabouts at all times. d. Hosts cannot leave guests unsupervised in homes. e. The Lead Chaperones should encourage students to seek advance assignments from their teachers prior to departure. The host school will set aside times and locations for student study. f. Guest Participating students and their Lead Chaperone/Coach will receive a list of details for each activity. Students are expected to follow the rules and must attend the scheduled activities as listed in the Activities Program 84
g. Students may not use any medications unless prescribed and / or administered by a licensed medical physician, host school medical personnel or cleared and recorded by the Tournament Coordinator. h. Guest Students and parents may not contact the host school or the host family to change assigned housing. Housing is the sole responsibility of the host school. i. Guest Students and parents may not contact the host school or the host family to change assigned housing. Housing is the sole responsibility of the host school. j. All students are expected to carry medical insurance for any MRISA event, either as a permanent or short-term policy, and to bring proof of such with the chaperone. In the event that medical treatment, emergency care or evacuation is needed for the student, payment is the responsibility of the visiting school and the student’s parents will reimburse the student’s school in full for expenses incurred. PARTICIPATING STUDENT I have read the above and I willingly accept the MRISA Activity Rules and Regulations as expressed here in the MRISA Code of Conduct. Name of Student (print): Signature of Student:
Date:
PARENTS OF PARTICIPATING STUDENT As the parent/guardian of a student participating in / traveling to a MRISA tournament, I have read the above and I willingly accept the MRISA Activity Rules and Regulations as expressed here in the MRISA Code of Conduct. I agree and have discussed with my child his/her expected behavior whilst at the tournament. Name of Parent (print): Signature of Parent:
Date:
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Secondary School Trip - Code of Conduct All ISHCMC school rules apply to all ISHCMC students who travel. Students are expected to conduct themselves at all times in such a manner as to reflect credit to themselves, their school and their school community. Trips are an extension of the classroom outside of school: any inappropriate behavior during the event and whilst in transit will have the same consequences as those inside the classroom and may jeopardise any future involvement in school events. When travelling, students are expected to remember that they are representatives of the school and their country. School-related travel is a privilege, and ISHCMC reserves the right to prevent students from travelling. Students are expected to remember: 1. All laws of the host country must be observed. 2. Students must abide by specific rules and travel specifications as pertains to the specific trip they attend. 3. Students’ behavior will be polite and courteous at all times. 4. Students will follow the itinerary at all times unless changes are announced by a chaperone. All time restrictions will be followed as indicated by the itinerary or communicated by a chaperone. 5. Students are responsible for their personal belongings and are expected to dress appropriately at all times. 6. Any regular medications taken should be reported to the trip leader before the trip. In the event of any medical incident or injury, the trip leader should be notified immediately. 7. Student conduct, while on the buses and planes, is expected to be safe and orderly. Students must use headsets on all personal music devices. Students are expected to remain in their seats while the buses are in motion and refrain from unnecessary noise and/or loud talking. Students may bring food items; however, students are responsible for all trash and necessary cleanup. All beverages must be in a sealed plastic container. Opened bottles, cans, or glass will not be permitted. 8. Students should stay with group at all times, unless permission is given from trip leader. If permission is granted, students should be with a buddy, not alone.
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9. All lights out will be adhered to and students will be expected to use lights-out time for sleeping Telephone calls, visitations, and other activities will not be permitted once lights are out. 10. If in a hotel, students must be in the hotel room by the curfew time set by the teacher. 11. If in a hotel room, the teacher reserves the right to enter the room on any occasion after giving notice of the intent to enter. 12. Boys and girls will not be allowed in the same hotel rooms without adult supervision. 13. Students must leave the door of the hotel room unlocked at all times prior to curfew. 14. Teachers are empowered to make an appropriate search of a student if there is reasonable belief that the student has in their possession an item that contradicts school rules. Any searches will always be conducted in the presence of another teacher. 15. Smoking or any other use of tobacco, the drinking of alcohol and the use of non-prescription drugs are not permitted. 16. No motorbike driving or riding. 17. If housing arrangements have been made by the host school, they must not be changed. 18. If students Homestay, they must be in the home of the host parent by the curfew set by the host school, in conjunction with the ISHCMC teacher representatives which is usually 22:00 (unless otherwise specified by the tournament director/official supervisory adult(s)). 19. School uniform is expected attire for ISHCMC boys and girls, for sporting trips this may include the school provided team attire. 20. These regulations apply to all students, to those from the host school, as well as to those visiting. These regulations are applicable to the entire duration of the trip, including the journey to and from the event. 21. If an offense is committed on a trip which would normally incur suspension or expulsion, that affected student may incur a travel ban if the offense takes place during participation in an extra curricular activity. The travel ban may last for the rest of the semester in which the offense took place, and/or for the entire semester following the offense. If feasible a student will be sent home,
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at their parent’s expense, if their behavior is regarded as having been serious enough. 22. Students who have been previously excluded from extra-curricular participation for behavioral infractions, may not be eligible to travel. 23. All students must meet the guidelines outlined above. Moreover, sponsors of the activities may provide additional guidelines and rules specific to their activity. If any of these rules are broken the individual(s) can face the consequence of removal from the specific activity. This will be determined on an individual basis by the supervisors involved. Parents will be responsible for the cost of early transportation home in extreme situations. Such situations may include, but are not limited to: hurting others or breaking the laws of Vietnam. 24. Failure to adhere to the ISHCMC Trip Code of Conduct may result in disciplinary action. Depending on the nature of the offense, discipline will range from verbal reprimand, detention, a travel ban, exclusion from extra-curricular participation, a meeting with parents, to an immediate suspension, as deemed appropriate by the school administration. 25. Participating students must be aware that they are responsible for collecting work they will miss during the trip and for completing this work on a date agreed with their teacher(s). Failure to do so may jeopardize participation in future trips.
Student Signature:
Date:
My child has permission to participate in this field trip, as detailed in this authorization. Parent Signature:
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ISHCMC Grade 12 Privileges At the International School Ho Chi Minh City, we recognise that Grade 12 students need to be prepared for the learning environment of college and university. With the increased burdens of study upon Grade 12 students, who often stay up late completing deadlines, a degree of flexibility in time management can be helpful in supporting sensible study habits. One of the ways in which we at ISHCMC do this is to offer a Grade 12 privilege system. The privilege system for Grade 12 students at ISHCMC is as follows: • Students who do not have scheduled class Period 1 are not required to be on campus until the commencement of Advisory. Students will register attendance in Period 2. • Students who do not have a scheduled class Period 4 can leave campus at the end of their Period 3 class. Students must sign-out at the Vice Principal’s office before leaving and must sign-in at the Vice Principal’s office, if they return. When they leave school they must leave their ID card with the guard and collect it when they return to enter school. • Students who have a free period may go to the DP Lounge, library, or cafeteria during periods 1-4. • Each Friday, Grade 12 students are entitled to a “Casual Friday” where they are not required to wear school uniform, unless this conflicts with a school event. Clothing worn on “Casual Friday” must adhere to Non Uniform dress code expectations (see page 57). Please be aware that the privileges of leaving campus early or arriving after 7:45am does not apply when: • There are special schedules involving shortened periods due to school assemblies or school wide events. • A teacher requests to meet the student to discuss an issue. Students participating in the procedure that arrive late or leave early are responsible for their own transportation. Eligibility: • Parents have given their permission for their child to participate. • A Grade 12 privilege must be earned. Only students who matriculate from Grade 89
11 in good academic and behavioral standing are eligible to start Grade 12 with this privilege. • Good academic and behavioral standing is defined as the student not having been placed on a Contract for Learning or Behavioral Contract during the second Semester of their Grade 11 year. • Students must maintain good academic and behavioral standing to remain eligible • Student eligibility is assessed and reassessed during periods where Learning Updates and Evaluations of Learning are published. Grade 12 Privileges can be earned or lost over the duration of Grade 12. Reasons for their loss may include but are not limited to: • Being placed upon a Contract for Learning or a Behavioral Contract. • Any contraventions of the Code of Conduct that are deemed to serious enough to warrant a loss of the privilege. • Any abuses of the Grade 12 Privilege. Students can have privileges reinstated by: • Receiving positive Learning Updates and Evaluations of Learning. • Demonstrating that they are consistently meeting the guidelines placed in their Behavior or Academic contract as determined by the Secondary Administrative team. Please note that Grade 12 students: • Who have lost their privileges are still entitled to participate in “Casual Friday”. • Who are free during periods 2 and 3, including lunch time, must stay on campus. Students are trusted to use the time when they are not expected on campus wisely. We ask them to remember that, at all times, they are to adhere to the Code of Conduct and remain role models for our school. The ultimate decision on eligibility lies with the Secondary School Administration, in conjunction with the DP Coordinator and the relevant teachers.
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Behavioral Contract Example Student Behavior Contract November 10th 2014 ________________ has persistently violated the attendance policy. Students are expected to be in Homeroom no later than 7.45am at the start of each school day. It is an expectation that all students leave home at a time that ensures they arrive to school on time. If a parent knows a student will be tardy, they should notify the school when possible. Test preparation, transportation problems, and oversleeping are not legitimate excuses for being tardy. Student Name has been tardy 5 days to Homeroom this semester. Because of his attendance, ___________________ will be placed on probation. Any violation of the terms of his probation will result in an immediate in-school suspension followed by additional consequences. The probation shall last for length of his ____th Grade year. As part of his probation, ____________________will agree: 1) To be present at Homerooms at 7:45. (He shall not be tardy to school, for any reason for the next three weeks). 2) He shall not be late to school more than two more times for the rest of this Semester. 3) To attend all classes promptly when he is at school. (In the case of illness, he shall go directly to the nurse.) We believe that attendance is the most vital component of learning. Absences and tardiness diminish learning. We expect all of our students to treat their learning with respect and commitment. It is the student and parent’s responsibility to get to school on time and be prepared.
_______________________ Student
______ Date
____________________________ Parent of Student
_______ Date
_______________________________ Secondary Vice Principal
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Contract for Learning Example Student Name: Contract for Learning November 10th 2014
After the publication of the Learning Updates on October 28th we have recognised that Student Name would benefit from additional support in Humanities and Mathematics. In the Learning Update, Student Name earned a level 2 in three criteria in Humanities and Level 1 and 2 all criteria in Mathematics. Due to these grades, it has been decided to place Student Name on a Contract for Learning. After discussion with Student Name, her parents, teachers, the MYP Coordinator and the Secondary Principal, Student Name has agreed to: 1) Receive additional help from her Humanities teacher on Wednesday 3:00-3:15pm and attend Maths Club on Monday and Thursday, 3:00-4:00pm. 2) Turn in all assignments in a timely manner. 3) Meet twice a week with her Personal Project Advisor, at a mutually convenient time. Student Name is responsible for fulfilling the contract terms. If the teachers involved in the contract details are concerned that the student in not fulfilling these terms, the Secondary Principal must be informed by the relevant party. This contract will last until the Evaluation of Learning published at the end of Semester One. At this time it will be reviewed and a recommendation will be made to continue or end its terms.
___________________________ Student
______________________________ Parent of Student
___________________________ Secondary Principal
______________________________ IB Programme Coordinator
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Confirmation of Receipt and Compliance I hereby confirm that I have read and understood International School of Ho Chi Minh City’s Parent Student Handbook and agree to uphold and follow the regulations stated within the document. Name: __________________________________________________________ Signed __________________________________________________________ Parent Date…………………………………… Name: __________________________________________________________ Signed __________________________________________________________ Student Date…………………………………… Name: __________________________________________________________ Signed __________________________________________________________ Student Date……………………………………. Name: __________________________________________________________ Signed __________________________________________________________ Student Date……………………………………..
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NOTES
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An International School for children aged 2 -18
International School Ho Chi Minh City 28 Vo Truong Toan Street, District 2, Ho Chi Minh City, Vietnam Tel: +84 (8) 3 898-9100 Email: admissions@ishcmc.edu.vn www.ishcmc.com