Parent/Student Handbook 2018/19 by Pechersk School International

PARENT/ STUDENT HANDBOOK 2018 / 2019

Pechersk School International Kyiv — 7a Victora Zabily, Kyiv, Ukraine, 03039 Phone: (380 44) 377 5292 Fax: (380 44) 377 5242 communication@psi.kiev.ua — www.psi.kiev.ua

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PARENT/ STUDENT HANDBOOK 2018 / 2019

Dear PSI Parents: Welcome to our Parent and Student Handbook! This publication is designed to help you understand how PSI operates. The parent section lays out the ‘nuts and bolts’ of the school day - from attendance to the cafeteria, from paying your fees to picking up your children. The Primary and Secondary sections should give you a clear understanding of our expectations for student behaviour and addresses some procedures and guidelines that are unique to each division. Please note that this is one of several publications available from PSI to help you understand our school. We hope you’ll visit our website (www.psi.kiev.ua) to read our Primary and Secondary Programme Guides, which give you complete overviews of our curriculum and assessment. Our website also contains back issues of our quarterly PSI Life Magazine and our weekly newsletters, both of which keep you in touch with the exciting ways that our students learn every day. Finally, for an online copy of this document with all the links, please visit the homeroom sites on MyPSI. In the meantime, we hope that you find this handbook useful and that you are able to use it often to answer your questions about how PSI works. Of course, we encourage you to contact the School any time you have a question that’s not addressed here. We’re always happy to speak with you further. Regards,

Rachel Caldwell Director

Sue Williams Primary Principal

Patricia Puia Secondary Principal

Table of content

General Guidelines

What can you tell me about PSI?

Who, how and when do i need to pay for tuition and services?

How are the school day and the school year organised?

What other services does the school provide?

How does the school manage communications with parents?

Who are the teachers and administrators who work with my child every day?

How does PSI make sure that students are safe and secure?

Guidelines for Primary Students and Parents

Guidelines for Secondary Students and Parents

How does the day work?

How important is daily attendance?

How does the school celebrate and reward students?

How are students encouraged to make good decisions?

What are the behavioural expectations for my child?

How does the school celebrate and reward success?

P E C H E R S K S C H O O L I N T E R N AT I O N A L

GENERAL GUIDELINES

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section I: What Can You Tell Me About PSI? d Dear PSI Parents:

Welcome to our Parent and Student Handbook!

This publication is designed to help you understand how PSI operates. The parent section lays out the ‘nuts and bolts’ of the school day - from attendance to the cafeteria, from paying your fees to picking up your children. The Primary and Secondary sections should give you a clear understanding of our expectations for student behaviour and addresses some procedures and guidelines that are unique to each division. Please note that this is one of several publications available from PSI to help you understand our school. We hope you’ll visit our website (www.psi.kiev.ua) to read our Primary and Secondary Programme Guides, which give you complete overviews of our curriculum and assessment. Our website also contains back issues of our quarterly PSI Life Magazine and our weekly newsletters, both of which keep you in touch with the exciting ways that our students learn every day. Finally, for an online version of this document with an access to all of the links, please visit your child’s homeroom site on MyPSI. In the meantime, we hope that you find this handbook useful and that you are able to use it often to answer your questions about how PSI works. Of course, we encourage you to contact the School any time you have a question that’s not addressed here. We’re always happy to speak with you further. Regards, Rachel Caldwell Sue Williams Patricia Puia Director Primary Principal Secondary Principal

GENERAL GUIDELINES FOR PARENTS AND STUDENTS 10

P A R E N T/ S T U D E N T H A N D B O O K

What Are The School’s Guiding Statements? Mission Pechersk School International is a diverse learning community which provides an academically challenging programme in a student-centred environment. As an IB world school, PSI is committed to developing wellrounded, global citizens by promoting personal excellence in the classroom and beyond. OUR MISSION

DEFINITION

LOOKS LIKE….

Learning Community

A spirit of collaboration pervades the school, with all members of the school community committed to student success and wellbeing as well as to their own lifelong learning.

–– Students, teachers, staff, and families working together to ensure student success –– Respectful and positive interactions among all stakeholders –– A focus on learning for all members of the community

Academically challenging programme

PSI is an IB World School offering all three programmes for students EC Grade 12. Students are prepared to attend universities that match their needs and abilities.

–– An IB curriculum framework –– Written, taught and assessed curriculum standards based on current best practices –– Frequent internal and external, formative and summative assessment –– A mother tongue programme

Studentcentered environment

Students engage in a wide variety of activities and experiences that promote powerful learning along with increased self-confidence, personal empowerment, and the freedom to explore personal passions.

–– An IB inquiry approach with the students at the centre of the learning –– Extensive libraries and IT resources that support a range of topics and interests –– A Secondary School Bring Your Own Device programme to connect students to a wider world –– Support for student-initiated action

Global citizens

PSI students and community members are global citizens, empowered to recognise and act on issues of importance in their local and international communities.

–– Appreciation of local and international cultures –– Positive engagement among students within and beyond their own nationality / background –– Acceptance and understanding of their own and other cultures –– Listening to others and respecting opinions / perspectives –– Expressing opinions respectfully –– Taking positive action on issues of local, national and global importance

Personal excellence

At PSI, students work with teachers to define their own standards for excellence both in academics and in areas of passion, and work to achieve those

–– –– –– –– –– –– –– –– –– ––

––

Student goal-setting Student led conferences, portfolios and showcases Student-Parent-Teacher Conferences Standards / Criteria-based reporting A variety of external and internal assessments, as well as self-assessment and reflection Recognising high achievement as well as personal effort A government-authorised Ukrainian Externum Programme An Academic Honesty Policy PYP Exhibition, MYP Personal Projects, and DP Extended Essay Sports competitions, theatrical and musical performances, Model United Nations, Maths Counts, Destination Imagination, and other opportunities that showcase student talent Placements at top rate universities around the world

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Vision Motto We grow. We lead. We succeed. A place where we belong

PSI Kyiv is committed to the safety and wellbeing of all children and young people in our care. We support the rights of the child and will act without hesitation to ensure a child-safe environment. We also support the rights and wellbeing of our staff and volunteers and encourage their active participation in building and maintaining a secure environment for all participants.

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The IB Learner Profile As a fully authorised IB World School, Pechersk School International Kyiv follows the philosophy and guidelines laid out by the International Baccalaureate, including its commitment to international education. The IB Learner Profile runs across all three IB programmes and, ‘is central to the definition of what it means to be internationally-minded’. (IB Learner Profile Booklet. March 2006). As we work with students on these concepts, it’s also important to look at the ways in which all of us are good models of the learner profile. Below are some ideas for parents.

Learner Profile

How Parents Can Help

As 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.

Parents who are inquirers ask for information when they don’t understand something. They call or email the teacher and say, ‘Can you help me understand the homework assignment?’ or ‘Can you tell me a little bit more about the unit of inquiry and how it’s set up?’ or ‘Can you explain the school’s attendance policy?’ NOTE: It’s important to ask questions as they arise, rather than making a list and asking them all at once.

When we are 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.

Knowledgeable parents spend time trying to understand the School and its programmes. They attend Open Houses, Back-to-School Nights, Parent Conferences, Parent EducationTuesdays and other school-sponsored events in order to get all the information they need. They read the Parent and Student Handbooks, the Programme Guides and the website and ask questions when they don’t understand something.

Thinkers use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Parents who are thinkers try hard not to jump to conclusions. They listen to what their children have to say and what the teacher has to say about a situation and then try to make the most objective decision possible. (This is a tough one when we’re talking about our own children, isn’t it?) They don’t automatically assume that the child is always right or that the teacher is always right. They take each situation as it comes.

Communicators 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.

Parents who communicate well always go right to the source. If it’s a classroom question, they go to the teacher. If it’s a bus question, they ask the bus monitor or the bus coordinator. They make appointments and let the people involved know what the subject of the meeting will be so that no one is caught off guard or unprepared. They make sure that all involved people (parents and school staff) are invited to meetings. They speak and listen respectfully.

P A R E N T/ S T U D E N T H A N D B O O K

Learner Profile

How Parents Can Help

Principled people 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 their consequences.

Principled parents work directly with the School when problems arise. They don’t engage in gossip or speculation but always seek the truth directly from the School. They treat everyone – students, parents, teachers and administrators – with respect.

As open-minded learners, 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.

Open minded parents recognise that PSI may offer curriculum and instruction that is very different from what they had at home. They are respectful of cultural differences between themselves and other families and between themselves and the school.

We demonstrate caring when 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 the world around us.

First and foremost, caring parents care about their children. This means that they are present in their children’s lives and treat them with love and respect. They create homes where children feel safe. Secondly, we hope that they will be caring in their relationships with our staff. This means finding things to praise as well as things to criticise. It means being empathetic and recognising that teachers are people, too – people who have strong feelings about the children in their care. Approaching a teacher as a potential friend and ally makes a world of difference!

Risk takers 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.

Risk-taking parents contact the school directly when they have a question or concern. They participate in school events like International Night, gala evenings, and PTA meetings. They present to classes about their home country or their jobs. They willingly consider strategies for educating children that may be different from their own experience or home country.

Balanced individuals understand the importance of balancing different aspects of our lives - intellectual, physical and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Well-balanced parents are interested in all aspects of their child’s education. They understand that the whole child – physical, intellectual, social and emotional – all interact together. They encourage their children to participate in sports and the arts, in work and play, in intellectual pursuits and in building friendships. They are also well-balanced in their own lives, with interests outside the school and the lives of their children.

We are reflective when 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.

Reflective parents look at what they can contribute to the school environment and to their child’s education. Rather than expecting the school to solve all problems and address all concerns, they say, ‘What can I do to help? How can I contribute to my child’s education?’ They listen at parent conferences and meetings and try to figure out the best ways that they can support what is happening in the classroom.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

B. Who is our Community and how are we Organised? Our School and School Community In 1995, a group of parents from the diplomatic and business community opened Pechersk School International Kyiv (PSI) with just 47 students. The name ‘Pechersk’ is taken from the area of Kyiv known historically as the city’s centre of learning, reflecting the discipline and integrity of the scholarship practiced at the famous Pecherska Lavra, now a UNESCO World Heritage site. The School’s motto is ‘A Place Where We Belong.’ Today, PSI is a modern, comprehensive, co-educational day school serving approximately 450 students from nearly 45 countries between the ages of 3 and 18 years of age from Early Childhood through Grade 12. Our staff is made up of 75 teachers from 15 different countries with the three largest national groupings represented by the USA (47%), Ukraine (17%), and the UK (11%). The remaining 24% represent 12 other countries! All hold degrees in their teaching area and many hold postgraduate degrees, including three doctorates. Admission is determined by the age of the student, previous school reports, an admissions screening procedure and the School’s ability to provide a suitable programme within class size limitations. The average class size is 16 students for Secondary homerooms and 18 students for Primary homerooms, allowing for significant personal attention. Classes are capped at 20 students. An English as an Additional Language (EAL) programme is available for non-native English speaking students to support their language development. The School has no special provision for children with significant learning disabilities, but does have two full-time Learning Resource teachers who offer support for students with mild special learning needs. Governance Pechersk School International is a not-for-profit entity incorporated outside and registered inside Ukraine. It is governed by a school board consisting of twelve voting members plus three non-voting ex-officio members who are appointed automatically each year: the director of the school, a teacher representative elected by the professional staff of the school, and a representative of the PTA. All voting Board members must be PSI parents. The PSI Board of Governors is responsible for the determination of the school’s policies, the approval of the school’s budget, setting the strategic priorities for the school and the appointment of the school’s director.

P A R E N T/ S T U D E N T H A N D B O O K

School Leadership The leadership and administration of the school are the responsibility of the director, principals, coordinators and administrative managers. The director reports to the board for the execution of board policy; the efficient observance of regulations by all employees; the administration, supervision and coordination of the work of the school sections and programmes; and for all other educational and community activities connected to the School. The management and educational leadership teams handle the day-to-day operations and decisionmaking in order to achieve the programme objectives and strategic goals in the School. The PSI Board Policy Manual is available to all students and parents on the PSI website (www.psi.kiev.ua). Parent Teacher Association (PTA) The PTA fosters the international community spirit at PSI by promoting closer relations between the home and school as well by supporting the endeavours of the school and students. All parents and teachers in the PSI community are automatically members of the Parent Teacher Association (PTA). PSI families can choose to become involved in many ways: as a classroom parent, a volunteer for one of the many PTAorganised events, or as a member of the PTA Steering Committee. This committee consists of a President, Vice-President, Secretary, Treasurer, CISRI Coordinator, Arts Coordinator, and Communications Coordinator & Newcomers Liaison, as well as a number of Members-at-Large. The committee also includes at least one PSI teacher designated as a liaison. There are two meetings a month that anyone in the PSI community can attend. General PTA meetings are held monthly in the We Belong Cafe. The PTA Steering Committee also meets at least once a month to provide support to the School, particularly as the PTA liaises with PSI teachers and administration, and to organise social events or fundraising activities. All PTA meetings have times and dates posted in the all-school activity calendar and in the Friday newsletter.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

C. How Does the School Ensure that it Continues to Grow and Improve? Accreditation and Authorisation Pechersk School International is authorised as an IB World School by the International Baccalaureate (IB), and offers all three IB programmes. It is also accredited by the New England Association of Schools and Colleges (NEASC) in the US and the Council of International Schools (CIS) in Europe. The school was re-accredited and reauthorised in 2018 after an extensive self study process and a weeklong visit from representatives of all three organisations. Our five-year renewal (the longest possible term for all three organisations) take us to 2023. In addition, PSI is a member of the European Council of International Schools (ECIS) and the Central and Eastern European Schools Association (CEESA). Strategic Planning The final step of the accreditation self study is the development of a new strategic plan for 2017 - 2022. That plan has been refined based on feedback from the IB and our accrediting agencies. The board and administration set annual goals each September with input from parents and students through our annual surveys and our strategic planning review process. The plan brings together all the important elements for our continuing improvement: the pillars of our mission statement, the standards of our accrediting agencies and the IB, and our on-going work of looking at the future our students will face. Facilities PSI has three buildings on its campus. Building A is the newest addition to our campus. It holds the Early Childhood (EC) programme, a dance studio, cafeteria and kitchen, gym, swimming pool, EC - Grade 12 art, music and drama classrooms, science laboratories and classrooms, student study space and the offfices of the director, Secondary counsellor and IB Diploma coordinator. Building B has Kindergarten - Grade 5 classrooms, the Primary library, the We Belong Cafe, the main reception area, admissions, the medical clinic and the offices of the Primary principal, deputy principal / PYP coordinator, and counsellor. Building C houses classrooms for English Language and Literature, English as an Academic Language, Language Acquisition, Individual & Societies and Design , as well as office space for ECAs, the Ukrainian programme, transportation and security. The Secondary library is also housed in Building C, as well as the offices of the Secondary principal, and deputy principal / MYP coordinator. In addition, the campus features wireless laptops networked with Internet connections. The two libraries combined contain more than 24,000 books and periodicals as well as computers designed for all age groups. The science laboratories have been equipped to serve as centres for IB Biology, Chemistry, Environmental Sciences and Physics. There are over two acres of outdoor area, including a covered football pitch, basketball courts and two playground areas, one for EC and Kindergarten, the other for Grades 1 - 5. The site is completely enclosed with a gated entrance under 24-hour surveillance by security guards. In addition, PSI uses a soccer pitch and running track, which is shared with a neighbouring local school.

P A R E N T/ S T U D E N T H A N D B O O K

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section II: Who, How and When Do I Need to Pay for Tuition and Services?

P A R E N T/ S T U D E N T H A N D B O O K

A. How Do I Pay for Tuition? Tuition Fee Policy The board of governors sets annual tuition fees each March for the following year. Parents receive this information each April. Payment Schedule All school fees are due each year at the time each student enters or returns to the School. Fees not paid by 30th August or one month after a new student begins classes are subject to a late fee. Bank transfer fees should be included in payments. Unpaid fees result in withheld records and report cards; consistent non-payment may result in student suspension, expulsion or non-renewal. Late Entry and Early Withdrawal Students who enter PSI after the year begins or who withdraw early are charged in accordance with the School’s enrolment contract with the parents. Bursary The PSI boards offers a bursary fund that provides financial support for the payment of school tuition fees. This may be in the form of a discount of up to ⅓ on tuition fees payable, depending on the financial or other relevant circumstances of applicants. Bursary awards are subject to a review of parental means each year and may be varied upwards or downwards, depending on the circumstances. Parents must provide financial information, including an account of income, expenditures, assets and liabilities. Awards may vary upwards or downwards depending on individual parents’ / guardians’ circumstances (e.g., their savings, investments and realisable assets, as well as their income, the size of their family, any other persons dependent upon them and like factors), compassionate or other considerations. Requests for financial support usually fall into two categories: –– New applicants to the School, where a place has been offered but parents / guardians are unable to fund the tuition fees –– Existing pupils where a change in parents’ / guardians’ circumstances has resulted in difficulty in meeting tuition fees and may result in the child being withdrawn from the School Bursaries are awarded at the discretion of the PSI board, are reviewed annually, and are provided for a maximum length of three school years. Bursary applications should be lodged with the PSI business manager by 31st May each year. Additional information, as well as the full Bursary Policy and Bursary Application Forms, are available from the PSI business manager and the director.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

B. How Do I Pay for Other Services at the School? No Fees Books and School Supplies Students receive all textbooks, workbooks and notebooks free of charge. Textbooks and library books must be returned to the School at the end of the school year or when the student leaves the School. The student pays the replacement cost for lost or damaged books. Students may also bring other school supplies of their own, such as paper, pens and pencils, rulers, calculators, etc. PHE / Sports Uniform There is no official school uniform at PSI; however, a dress code of suitable clothing does exist for the school day. Students are expected to wear a PSI specific sports uniform for Physical and Health Education (PHE) lessons. We believe it is healthy and hygienic to change clothes for these lessons, as students do quite often get hot after physical exertion. Therefore, we have developed a set of PHE Uniform Expectations for all students. Grade 1 - Grade 10 students are required to wear the PSI sports uniform for all PHE lessons. Students in Early Childhood (EC) and Kindergarten are not required to wear the kit, but they are encouraged to do so. Please note that the minimum requirement for all students is the tee shirt, shorts, sweatshirt, sweatpants and the House Team tee shirt.These items are provided to all students annually and are free of charge. Other PHE uniform items are available for purchase, as are additional sets of the items above. Students in PHE are also welcome to wear any official PSI sports team uniforms or their PSI House Team tee shirt. Students should also have appropriate shoes. Students should also have appropriate swimwear for their time in the pool. This includes suitable swim wear for school (style and length), goggles, swim caps (if hair is longer than shoulders), towel, and flip flops or sandals. All of these should be in a swimming bag. Regular Fees Cafeteria Fee All students (Primary and Secondary) use their smart-card for all purchases in the cafeteria, both at lunch time and for a la carte purchases during the day, as the cafeteria does not accept cash during these times. Students simply swipe their cards at the card reader near the cash register, and the amount of the purchase is deducted from the card. A kiosk in the Building B reception area allows parents and students to read and update the card at any time. You must have the card with you to use the machine. Transportation Fee Students who opt to use the schoolâ&#x20AC;&#x2122;s bus service will be billed at the beginning of the school year or when they begin using the bus service.

P A R E N T/ S T U D E N T H A N D B O O K

Additional Fees Student Travel For CEESA travel or other competitions, the athletic director or the assistant athletic director sends information to parents about costs, and the cashier then bills parents for all travel expenses. Transferring to Another School All parents withdrawing their Primary or Secondary children from PSI should inform the Admissions Office (registrar@psi.kiev.ua), giving as much notice as possible. The School normally requires 7-10 days to process this information. PSI requires that parents submit the name of the person in the receiving school and the receiving schoolâ&#x20AC;&#x2122;s address, phone and fax details. Courier charges are at the expense of the parents and must be paid in advance of sending transfer documents. Students who need to take entrance tests are charged a small fee for supervision of those tests. Please note that all application forms and letters of reference are confidential and will be sent only to the receiving school.

A Grade 12 student becomes a risk taker on her Week Without Walls trip to Slovenia

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section III: How are the School Day and the School Year Organised?

P A R E N T/ S T U D E N T H A N D B O O K

A. How is the School Day Organised? The Daily Schedule The Primary and Secondary School schedules are very similar, with 40-minute periods as the norm. You will note that the Primary School contains a morning recess, while the Secondary School provides brief breaks between double blocks of time. Both programmes begin at 8:25 a.m. and end at approximately 3:00 p.m. Primary Period

Times

Morning Meeting/Homeroom

8:25 - 8:35

Period 1

8:35 - 9:15

Period 2

9:15 - 9:55

Period 3

9:55 - 10:35

RecessÂ

10:15 - 10:30 Recess Grade 2-5 10:45 - 11:00 Recess EC / Grade 1

Period 4

10:45 - 11:25

Period 5

11:25 - 12:05

Period 6 (G 2-5 Lunch and Recesss) (EC-1 class)

12:10 - 12:50

Period 7 (EC-G1 Lunch/Recess) G2-5 - classes)

12:55 - 1:35

Period 8

1:35 - 2:15

Period 9

2:15 - 2:55

Homeroom

2:55 - 3:00

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Secondary Period

Times

Homeroom

8:25 - 8:35

Period 1

8:35 – 9:15

Period 2

9:15 – 9:55

Break

9:55 – 10:05

Period 3

10:05 – 10:45

Period 4

10:45 – 11:25

Lunch

11:25 – 12:05

Period 5

12:05 – 12:45

Period 6

12:45 – 1:25

Break

1:25 – 1:35

Period 7

1:35 – 2:15

Period 8

2:15 – 2:55

Extra-Curricular Activities (ECAs) Our Extra-Curricular Activities (ECA) programme includes a scheduled period after school for children in kindergarten and older, beginning at 3:00 pm each day. Activities may run for one or two hours, depending on the activity and the age of the student. The School also offers a Saturday programme as part of our ECA offerings. In addition, some ECAs are offered during the school day. For example, both Primary and Secondary Student Council meet during their lunch times. Parents are welcomed and encouraged to join in activities that support the educational and extracurricular goals of PSI and to share ideas that have been successful in any of their previous schools Any parent who has special skills to offer and is willing to organise an after-school activity can contact the ECA Coordinator (eca@psi.kiev.ua). All instruction must be in English. All activities are included in school fees, including those that are run by outside providers. Students who are absent from school for any reason may not attend their ECAs on that day. Students who consistently skip an activity for which they have signed up may be dropped to make a place for another child who has been waitlisted. All up-to-date information on ECAs can be found on the PSI website and the ECA website.

P A R E N T/ S T U D E N T H A N D B O O K

ECA Cancellations If any activities are cancelled on a daily basis due to poor weather conditions, a city-wide emergency or other school events, parents are informed by email and our emergency SMS system. There are specific times when we do not run our ECA programmes due to public holidays, etc. These are planned ahead and are part of the published dates for each season. ECAs are cancelled at the following times: –– When there is a major event in the gym or auditorium requiring additional setup or cleaning –– When Primary or Secondary is cancelled and both divisions cancel to accommodate buses and pickup arrangements –– When there is an official public holiday on any weekday, as shown on the PSI calendar –– The day before we break for official school holidays in October, December, February and April Please note: –– ECAs are not cancelled on the Friday before a long holiday weekend (i.e., a Monday public holiday). –– When ECAs are cancelled, special arrangements (including use of the school bus) are made for citywide sports events to continue. These are communicated separately to the families involved. Super Saturday Sports Cancellations Saturday activities are cancelled: –– When there is a major event in the gym or auditorium on Friday or Saturday requiring additional setup or cleaning –– When there is a an official public holiday on a Saturday (as indicated on the PSI calendar) –– When there is a long weekend (i.e., a public holiday on Friday or Monday) –– On a Saturday when we break for official school holidays in October, December, February and April, and during those holiday periods NOTE: Super Saturday Sports are not cancelled when we have a pupil free day on a Friday.

B. How Do I Find out What’s Happening Throughout the Year? One Page School Calendar The School publishes a one-page calendar each spring that includes all holiday breaks. It’s available on the PSI website and the last page of this document. School Events Calendar A PSI Events Calendar provides information about school-wide events. It is updated regularly on the PSI website. Dates and details of events for approval must be presented to the appropriate principal as early as possible ahead of the event to be added to the calendar. No additions or alterations may be made to the calendar without prior consultation and administrative approval.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

C. How Important is Daily Attendance? Daily attendance and punctuality are critically important to academic and personal success at PSI. Board Attendance Policy PSI offers an IB programme that supports students in their cognitive, social, emotional, aesthetic and physical development. Attendance at school is central to progress in all developmental areas. The school closely monitors student attendance and provides both support and sanctions for students who have consistently poor attendance, including a contract to support improvement. Students who do not meet the provisions of the contract for two consecutive years may be retained at a grade level or exited from the School. The School makes provisions for students who are absent due to exceptional circumstances. Attendance Protocols Please note that protocols apply to both Primary and Secondary unless otherwise noted.

ISSUES

PROTOCOLS

Marking attendance

Both Primary and Secondary –– Homeroom teachers take attendance at 8:25 each day. Students who are not present at that time are marked as absent. –– Students who arrive between 8:25 and 8:35 should go directly to homeroom. They will be marked as late by the teacher. –– Students who arrive after 8:35 should check in at the Reception desk in the Primary building before going to their class. They will be marked late by the attendance secretary, with the time of arrival noted. NOTES: Students who leave before or arrive after 11:30 am will be marked as absent for the whole day Students who are absent from school during the day (excused or unexcused) are not permitted to attend after school activities or events. Secondary Teachers in Secondary also mark attendance at the beginning of each class period. See section on ‘skipping’ for more details.

Excused or unexcused

The School does not use ‘excused’ or ‘unexcused’ for routine absences. However, students who are gone for three or more consecutive days are asked to produce a doctor’s note or certification of a family emergency.

Skipping (missing school without school or parental knowledge or permission)

Skipping is a discipline issue. Students who are present in school but not attending certain classes are asked to spend additional time with the teacher, either during breaks or after school. Students who skip one day will spend a ½ day in-house suspension in the principal’s office and may also be asked to speak with the counsellor. Additional incidents will lead to a parent meeting and a specific contract for behaviour.

P A R E N T/ S T U D E N T H A N D B O O K

ISSUES

PROTOCOLS

Exceptional circumstances

Both Students involved in professional or amatuer pursuits that allow them to work or compete at national or international levels receive special consideration from the school, provided that they –– Apply in writing at least one week in advance –– Maintain passing grades in all classes, with a balance of at home and in school work –– Work proactively with teachers during their absences –– Do not exceed 20 absences Students who have long-term absences because of serious medical issues (hospitalisation, surgery, etc.) also receive special consideration from the school, as do students who have serious family emergencies. However, the school continues to track the days missed, and works with parents and students when the student exceeds 20 days.

Parent Communication and Follow Up

–– The attendance secretary contacts all parents who have not already contacted the School to confirm the absence. –– Emails are sent home to remind parents of the number of absences, as outlined below.

Pattern of Absences

At 10 absences in a semester (20 in a year), parents receive letters reminding them of the attendance policy. These are tailored to individual circumstances where possible. At 15 absences in a semester (30 in a year), the appropriate building principal meets with parents to discuss strategies to improve attendance. At twenty absences in a semester or in a year, the following occurs: –– May of Year 1: Parent meeting and contract. –– The following year: Attendance is monitored. –– May of Year 2: The contract is reviewed and additional strategies may be added. –– May of Year 3: Students who do not meet those targets for two consecutive years may end up on one of three paths: –– Students with fair and reasonable absences may be placed on an extended contract and will continue to the next grade. –– OR the educational leadership team (ELT) may decide to retain a child at his / her current grade level because s/he has not met the exit criteria for that grade. –– OR the ELT may recommend a review by the Expulsion Committee NOTES: –– The annual review of contracts includes an analysis by the leadership team to look at the reasons for the absences. Students who have fair and reasonable absences (as outlined above) are not further penalised. This may mean that even after two years, a student would not be referred to the Expulsion Committee on the recommendation of the school leaders. However, students may be retained at grade level if they have not meet the objectives for that year. –– A review by the Expulsion Committee does not automatically lead to expulsion. The Committee reviews a range of data, including the reasons for absences, the student’s academic record, discipline records, teacher input, parent interactions, etc. Students are only expelled when the Committee unanimously agrees. (Board Policy 5.140)

P E C H E R S K S C H O O L I N T E R N AT I O N A L

ISSUES

PROTOCOLS

Patterns of Absences in EC and K

Absences are monitored in EC3 and for EC4, and K students in their first year at PSI. No contracts are given to these students. However, parents whose children have more than 20 days out of school will meet with the principal in the spring, where the attendance procedures will be explained. If poor attendance continues in the second year, it will be viewed as part of a pattern, and students will be moved to contract.

Supports

Primary Teachers can provide homework or study suggestions for absences. Parents who have planned absences should notify teachers and request homework or study suggestions prior to the absence. Parents should understand it will take teachers at least 24 hours to prepare assignments. Secondary Teachers at Secondary post all major assessments on MyPSI. Students and parents can access that information at any time and contact individual teachers with questions. For long term absences, the school sets up a Google doc with directions specifically tailored to each student.

Consequences

Primary Students who miss large portions of a unit of study will not be assessed on progress or report cards and will receive â&#x20AC;&#x2DC;Uâ&#x20AC;&#x2122; (Unable to Grade Due to Absences). Secondary- MYP At 10 absences in a semester, students are assigned a 2-hour after school Study Time Bank. At 20 absences, students are assigned to an all day mandatory Saturday Study Time Bank. Secondary - DP Students who miss 5 days attend a Saturday Study Time Bank, regardless of the reasons for the absence. This is to ensure that they are meeting all requirements of the IB DP. Secondary - Both Programmes On-going problems with attendance can also affect student participation in CEESA or other overnight programmes. This may include carryover from the previous school year. This will be a case-by-case basis that will also look at academic and behavioural performance.

P A R E N T/ S T U D E N T H A N D B O O K

Parent and School Responsibilities

Student’s Status

Parents Will

School Will

Student misses four or more periods in a day (leaves before or arrives after 11:30 am)

–– Call to explain late arrival or early departure –– Ensure that the adult taking the child home collects the checkout form from Reception.

–– Provide check out form for students leaving early –– Mark students as absent for the whole day

Routine absences

Call in with an explanation; no doctor’s note required

–– Mark students as absent –– Track all attendance on transcripts and report cards –– Call parents to confirm if parent has not contacted school –– Support students in understanding work that they missed

Three or more consecutive days of absence

Call in with an explanation; a doctor’s note is required for medical absences upon return

–– Call parents to confirm if parent has not contacted the school –– Support students in understanding work they have missed

Absent on exam/test, presentation, group project (Secondary)

–– Call in with an explanation; provide a doctor’s note

–– Allow students to make up work on their first day of their return. Students are responsible for contacting the teacher and arranging the appropriate time.

Absent during Week Without Walls (WWW) (Secondary)

–– Inform the School as soon as possible and provide a reason for the absence –– Provide a doctor’s note (as this will be more than three days of absence)

–– Students may have alternative assessments given during the Week Without Walls; however, they cannot duplicate work assigned as part of the WWW experience. This may affect their overall grade in some courses –– Students are marked as absent regardless of their reason –– School is closed to Secondary students during that week

10 DAYS of absence in a semester for any reason

–– Send a letter indicating the number of days absent and remind parents of future consequences –– Arrange a 2-hour after school Study Session (Secondary)

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Student’s Status

Parents Will

School Will

15 DAYS of absence in a semester for any reason

–– Meet with administration –– If absences continue, attend a workshop on attendance and the IB

–– Contact parents to set up a meeting

20 DAYS of absence in a semester or a year for any reason

–– Meet with administration; sign a contract for improved attendance

–– Draft a formal attendance contract In second year of a contract –– Reserve the right to retain a student at his/her grade level in the following school year –– Reserve the right to offer or deny enrollment the following school year

SPECIAL

CIRCUMSTANCE

ABSENCES

–– Professional or other obligations as outlined above

–– Provide the school with one week of advance notice –– Work with teachers to understand what work will be missed and what timelines there are –– Ensure that students are passing all classes

–– Work with parents and students to provide a timeline for work missed –– Work with the student to create opportunities for the student to share his/her experience with other students (in classes, at assemblies, magazine articles, etc.)

–– Long term illnesses

–– Provide the school with medical certificates and an estimate of number of days that will be missed –– Work with teachers to understand what work will be missed and what timelines there are

–– Work with parents and students to provide a timeline for work missed

–– Family emergencies (medical emergency in immediate family, death of a family member)

–– Notify the school of the circumstances

–– Work with parents and students to provide a timeline for work missed –– Provide counselling as appropriate

P A R E N T/ S T U D E N T H A N D B O O K

Tardy Protocols

ISSUES

PRIMARY

5 times late in one semester

SECONDARY Extra time with homeroom teacher (lunch or break time)

6 - 9 times late

Letter sent to parents, reminding them of the schoolâ&#x20AC;&#x2122;s start time.

7:45 am meeting with principal; scheduled within 48 hours

10 times late in a semester

Parents meet with Principal.

Students are assigned a 2-hour after school Study Time Bank.

11-14 times late

7:45 am meeting with principal

15 times late

Principal meets with parents Student serves a 2-hour after school Study Time Bank

16-19 times late

7:45 am meeting with principal

20 times late

Parents meet with Principal

Students are assigned to a half day mandatory Saturday Study Time Bank. Students are placed on a contract.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Late Work - Secondary Only

Guidelines

Students are still responsible for submitting work that has already been assigned, even if they are absent on the date that it is due. Students who submit work late receive a zero on those assignments. However, they are still expected to submit all summative assessments for review and feedback from the teacher. Students who have not submitted all summative assessments receive NG (no grade) in that subject area on report cards until all work is turned in. Please note that the submitted work does not replace the zero. –– For work assigned during the student’s absence and / or for exceptional circumstances, teachers will work with students to set appropriate deadlines for missed work. –– Work submitted by the due date but to the wrong location or with the wrong ‘share’ settings is also considered late work and falls under the same penalties. –– Students who are absent on the date of a group presentation may have several options. The teacher may allow the group to perform at a later date with no penalty to other group members. The teacher may also ask the group to perform as scheduled, with the absent person giving a separate performance at a later date. The teacher’s decision will be based on the nature of the assignment and / or the nature of the absence. –– Grade 6 students are allowed one late assignment, which is noted by the school and can be turned in for full credit. On the second incident - even if it is another class - the zero policy is in effect for them as well.

P A R E N T/ S T U D E N T H A N D B O O K

Responsibilities for Late Work - Secondary Only The Circumstances

Students Will

Teachers Will

Work was assigned when student was present in school

–– Turn in the work digitally by the assigned due date and time –– Send an email to the teacher to let him/her know that the work has been submitted

–– Check that work has been turned in on time –– Inform parents if a summative assessment is missing

Work was assigned when the student was absent from school

–– Check MyPSI to find out what was missed –– Talk to the teacher upon return to understand missed assignment(s) Note the due date of upcoming work and meet that deadline

–– Meet with the student upon request to explain the assignment

A test or presentation is scheduled on the day that a student is absent

–– Contact teacher directly, explain the absence, estimate the time of the absence (in days), and discuss an opportunity to reschedule

–– Reschedule within a reasonable timeframe provided that the reason for absence is appropriate (i.e., the student has not ‘skipped’ the class)

A group presentation is scheduled on the day that a student is absent

–– Contact the teacher directly with a cc to all group members, estimate the time of the absence (in days), and ask to reschedule

–– Reschedule within a reasonable timeframe provided that the reason for absence is appropriate (i.e., the student has not ‘skipped’ the class)

Due date passes with no assignment turned in or extension requested

–– Submit work for assessment even though the work will not be counted towards a grade

–– Assess all work and provide feedback –– Register a grade of ‘zero’ for the assignment –– Contact parents to let them know that the work was missed –– Give no grade on report cards until all work has been submitted

Grade 6 - first missed assignment NOTE: This is for one assignment only. A second missed assignment, even in another class, follows the guidelines listed in the line above.

–– Submit the work the following day

–– Assess and grade the work –– Note the missed due date for other teachers

Long Term Absences/Exceptional Circumstances

–– Inform the school of any exceptional circumstances for absences –– Work with the teacher on setting appropriate due dates

–– Set appropriate new deadlines for students –– Work with students to make sure that they understand work that has been missed –– Assess and grade all work that comes in by the new deadline

Planning Ahead

Work Not Submitted

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section IV: What Other Services Does the School Provide?

P A R E N T/ S T U D E N T H A N D B O O K

A. How Does My Child Get Fed Every Day? PSI offers a lunch programme provided by a private catering company. Alternatively, students may bring their lunch from home. Both Primary and Secondary students eat in the cafeteria during their assigned daily lunch periods. The School recognises that some students may have special nutritional needs or individual preferences, and encourages parents to prepare their child’s lunch when this is the case. Separate Dishes at Lunch Secondary students may opt to have separate lunch items as opposed to the full meal. In that case, their smart card is charged only for the purchases they make. A La Carte Options The We Belong Cafe is open from 8:00 a.m. - 4:00 p.m. each day. Parents may purchase items whenever they are in the building. Secondary students may purchase food or drink items during their break times, during DP students’ study periods and / or after the school day. However, food should be consumed in the cafeteria or the cafe only. Students should not bring food into the buildings or classrooms. Primary students are expected to bring their own snacks to school. In the event they have forgotten their snack, they may purchase items from the approved snacks list.

B. What Other Services Does the School Provide? Learning Support PSI offers limited support for children with identified special needs or learning difficulties. Typically, classroom teachers identify students who are struggling and work with the School’s learning support teachers, the administration, and the student’s other teachers to identify the child’s needs, develop strategies to support the child, and determine if further assessment is needed. Parents are always brought into these discussions so that the School can take a team approach with each child. Parents are also encouraged to contact the child’s homeroom or subject area teacher to discuss any on-going issues or concerns. Library Both the Primary and Secondary Schools have dedicated libraries with a combination of print materials and online resources. Students in EC - Grade 8 have scheduled library time, but all students can use the library. Parents are welcome to check out books for their children and themselves. Library Hours for Students Monday to Thursday 8.00 am – 4.00 pm Friday 8.00 am – 3.00 pm Library Hours for Parents Monday to Thursday 8.00 am – 8.45am 3.00 pm – 4.00 pm Loaning Books Early Childhood: One book at a time Kindergarten - Grade 5: Five books or four books and one DVD at a time Grades 6 - 12: 4 books (2 fiction, 2 nonfiction) If a student is involved in a particular unit, this can be increased at the librarian’s discretion. Students may check out new books whenever they have returned books they currently have on loan.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

The normal loan period is two weeks; this can be extended twice, giving a total of 6 weeks maximum loan before the book(s) must be returned to the library. The library reserves the right to recall any book or item if it is needed within the School for a particular unit of study. Parents may visit the library during the times listed above and check out books in the names of their children. If a book is not returned for renewal after the initial two-week period, the librarian sends a reminder. After that time, the School considers the book as lost and requires payment to cover replacement costs. The minimum charge is $15 up to a maximum of $50. If the book is later found and returned, the fee is fully refunded. Lost and Found Each building has a lost and found area, with a person(s) who accepts lost items. Building A: Gym office and pool office (PHE staff); items relocated to Building B each Friday Building B: Main reception area (receptionist) Building C: Entrance area closest to pitch (Secondary PA) Parents should clearly label lunch boxes, books, bags and clothes to make lost items easier to return to the appropriate owner. Students should not bring items of value to school. This includes large sums of money. We strongly encourage Secondary students to lock up any valuables in their lockers. The School cannot be held responsible for lost or stolen items. School Bus Transport Transport by bus between the School and home is available to students from EC3 to Grade 12 at an additional charge. Parents who decide to use the school’s transport service after they have paid for tuition should contact our bus programme coordinator, Lilya (bus@psi.kiev.ua). Each bus seats a maximum of 18 children. All buses are equipped with seat belts; all passengers must wear them at all times. The School has an adult monitor on each bus who speaks English and Ukrainian. Although the monitor may be different on afternoon bus runs, all monitors have a list of parent names and phone numbers. At the start of the school year and with each new ECA season, the bus programme coordinator informs parents of the name and mobile phone number of their child’s bus monitor and the time that the child will be collected from home each morning. In the evenings, Primary school children must be met at the bus stop by a known adult. As bus passengers, children at all grade levels must: –– Only get on or off the bus when it is fully stopped and they have been told to do so by the bus monitor –– Wear seat belts at all times –– Follow the directions of the bus monitor and ask for help if needed –– Report any concerns immediately to a bus monitor –– Stay seated and quiet during travel time –– Accept responsibility for being on time The bus schedule is organised so that the maximum journey time is 45 minutes, but traffic, road conditions, and weather can impact on this time. If the bus is likely to be late, the bus monitor calls parents in advance with a revised time. If the schedule is changed significantly in any way, the School calls or sends an SMS to parents. If there are any concerns about the bus programme, please contact the bus coordinator at bus@psi.kiev.ua. Students who wish to change their evening bus schedule for any reason must let the coordinator know by 10:00am the same day, or earlier if possible. Children riding the bus must have a written note from their parents if they are going home by any means other than their normal bus route.

P A R E N T/ S T U D E N T H A N D B O O K

Technology Computer and Internet Use The IT office and the libraries have up-to-date computers, which are supervised by adult staff members. There are grade level sets of I-Pads or Chromebacks for EC - Grade 2 and a one-to-one Chromebook programme for students in Grades 3 - 5. The Secondary School has a Bring-Your-Own-Device programme that asks students to bring their own laptops to school. All computers are networked and have access to a dedicated Internet line. These computers and the Internet access are meant to support the curriculum and provide students and staff with the modern technology necessary for research and communication in today’s world. In addition, we also encourage Secondary students to bring headphones to School, as these are often used for language activities and multimedia use. Students bringing these devices to School are expected to use them respectfully, following the PSI Responsible Use Policy (RUP) which is distributed and discussed on the first day of school. This includes following guidelines established by each teacher and may involve turning the devices off upon request. The students may not be on gaming sites during instructional or ECA time. They are not monitored for lunch time, breaks or on the bus. The School encourages students to play games that are age appropriate and nonviolent. Please note that the school is not responsible for lost or stolen items, so we encourage students to keep electronic devices with them or lock them up. Phone and Mobile Use Primary Parents should consider carefully if a phone is needed at school for students in the Primary School. PSI recommends that it is not needed but does understand that phones can be considered a ‘safety item’ while travelling in the city before and after school. It is school policy that Primary School students may not use their cell phones from 8:30 am - 3:00 pm for any reason. The Reception phone is always available for a child who needs to call home for an important issue. If a family wishes to send a phone with their child, it must stay in his / her school bag during the school day. Any phones used during the school hours listed above will be confiscated until the end of the school day. Any repeat offences will result in parents either needing to come to school to collect the phone or phones not being allowed at all. Secondary Mobile phones may be used as educational tools (e.g., for access to the Internet, as calculators, etc.) at the teacher’s discretion. They may not be used in class for non-educational purposes and must be turned off and put away upon teacher request. Teachers may take the phones of any students using them inappropriately. Repeated offences may result in the phone being turned over to administration, who may choose to hold them during the school day for a specified period of time.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section V: How Does the School Manage Communications with Parents?

P A R E N T/ S T U D E N T H A N D B O O K

A. What Strategies Does the School Use to Communicate with Me? Overview PSI promotes a positive partnership between teachers and parents as an important tool in ensuring student academic and behavioural success.Therefore, the School has put into place a number of procedures and events to foster this communication. Parents are encouraged to contact the staff and administration on a regular basis in order to be well-informed regarding their childâ&#x20AC;&#x2122;s progress. The language of instruction is English and all documentation is sent out in this language. Parents should make sure that they understand all our correspondence. Most often, we use email as a medium to contact parents, which is why it is extremely important that parents provide us with their current email addresses. Parents who need help understanding the content of any School communication should contact the sender as soon as possible for assistance. PSI has developed a comprehensive system for communicating student progress, news, and upcoming events. In order to keep parents from feeling overloaded, the School sends information home to groups of parents on Mondays and Fridays only. This includes class and school newsletters, announcements about field trips and other events, and requests for parent help. There are two exceptions to this rule. Emergency information (e.g., a school closure) will go out as needed. Teachers communicating with one parent regarding a studentâ&#x20AC;&#x2122;s academic or behavioural issues may also send out letters on an as-needed basis.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Publications and Announcements Below is an overview of strategies for helping parents stay well informed throughout the year.

What You’re Looking For

Where You Should Look

How You’ll Find It

An overview of the School’s ‘nuts and bolts’ for operation as well as major policies and procedures (for both Primary and Secondary School)

Parent and Student Handbook

Provided to new parents in hard copy Available on the website and MyPSI Available at reception

A weekly update from the homeroom teacher

Monday Homeroom Email

Sent by email on Mondays Grade level teachers will share the weekly, news, events, homework, etc.

Announcements of upcoming meetings and events; summaries of the week just past

PSI Weekly Newsletter

Sent by email on Fridays Posted to Facebook and the website Hard copies in Reception area

General announcements and reminders (including community news)

Reception Bulletin Boards

Reception area

Announcements and meeting / event reminders

Facebook and Twitter

Online

Descriptions of student learning and activities

PSI Life Magazine

Sent three times a year by e-mail Posted to Facebook and website Hard copies in Reception area

P A R E N T/ S T U D E N T H A N D B O O K

What You’re Looking For

Where You Should Look

How You’ll Find It

Curriculum and assessment (PYP or MYP / DP)

Primary Programme Guide Secondary Programme Guide

On our website Admissions Office

Programme information- cross-school

Back-to-School Night Primary / Secondary Assemblies Primary Learning Celebrations Special Events

Website, Facebook, MyPSI, newsletter advertise dates / locations

Daily and weekly classroom learning, homework, grades

MyPSI*

24/7 on-line system with a passwordprotected parent portal

Student progress

–– Primary Reports: January and June –– Secondary Reports: November, January, April and June Parent Conferences** Student Led Conferences / Showcases**

MyPSI parent portal

Emergency information - school closing, cancelled ECAs, etc.

SMS, Facebook, website

Text messages sent directly to parents’ phones, email follow up. Posted on Facebook and website

Important information - contagious diseases, etc.

Email and hard copy

Sent to parent emails. Primary students also take them home in hard copy

Website, Facebook, MyPSI and newsletter advertise dates and locations

*MyPSI All teachers now maintain a web presence on MyPSI, the School’s database and communication system. All parents have access to the appropriate grade level websites and are encouraged to check these regularly for information about student learning, upcoming events, and student progress. Parents experiencing difficulty with access should contact the IT Department (it@psi.kiev.ua). **Meetings with Teachers Each fall, PSI offers a Back-to-School or Curriculum Afternoon to help all parents understand more about the daily functioning of the School. In addition, parent-teacher meetings are scheduled twice a year, usually following report cards. Parents make appointments with teachers through an Internet sign up system. Appointments for Parent Conferences are usually 15 minutes for Primary and 10 minutes per subject teacher in Secondary. While we promote and use a homework diary (Primary) or on-line calendar (Secondary) to help in communication, direct contact is always best when a student is having difficulties. We ask that parents meet with teachers upon request. In addition, we encourage any parent who wishes a meeting to make an appointment with the teacher. **Student-Led Conferences / Showcases Students in EC - Grade 8 hold annual Student-Led Conferences / Showcases in which they present their work for the year and discuss their learning challenges and accomplishments. Parents are requested to attend these events. They are not opportunities to discuss student progress with the teacher. They are designed as a way for students to communicate directly with their parents about their own annual progress.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

B. What are the Best Ways for Me to Communicate with the School? We encourage parents to always start as close to the source of the issue as possible. For example, classroom issues should be addressed first with the classroom teacher before moving it to the administrative level. To assist in that process, we have identified some of the key people running various programmes throughout the School. Who’s Who At PSI?

If you have a question about:

Person responsible:

Method of contact:

Classroom issues: –– progress of your child –– class routines –– schedule –– homework

Class teacher / Homeroom teacher

–– Email or call the teacher for an appointment OR –– Email Primary school office at: primary@psi.kiev.ua –– Email Secondary school office at: secondary@psi.kiev.ua

Whole school issues, policy and development, safety and security

Rachel Caldwell, Director

rachelc@psi.kiev.ua

Booking an appointment with the director

Tanya Nagaychenko, Director’s PA:

directorspa@psi.kiev.ua

Primary school educational policies, organisation and routines

Sue Williams, Primary School Principal Glen Nicholson, Deputy Principal

suew@psi.kiev.ua deputyprincipalandpypc@psi.kiev.ua

Secondary school educational policies, organisation and procedures

Patricia Puia, Secondary School Principal Paul Horkan, Deputy Principal

patriciap@psi.kiev.ua paulh@psi.kiev.ua

PYP curriculum questions MYP curriculum questions DP curriculum / exam questions

Glen Nicholson, PYP Coordinator Paul Horkan, MYP Coordinator David Freeman, Diploma Coordinator

deputyprincipalandpypc@psi.kiev.ua paulh@psi.kiev.ua davidf@psi.kiev.ua

Extra-Curricular Activities (ECAs)

Alina Berezhna, ECA Coordinator

eca@psi.kiev.ua

Athletic events, CEESA events and teams

Ric Floyd, Athletic Director

athleticdirector@psi.kiev.ua

Guidance and College Counseling

Felina Heart (K- Grade 5) Michele Basu (Grades 6 - 12)

felinah@pai.kiev.ua micheleb@psi.kiev.ua

Mother Tongue Languages

Alina Berezhna

eca@psi.kiev.ua

Health Issues

Doctor - Tatiana Tkachuk Medical Assistant - Lera Zhukova

doctor@psi.kiev.ua leraz@psi.kiev.ua

Accounting and Billing

Anna Solopova, Cashier

cashier@psi.kiev.ua

NOTE: Individual teacher address are listed in this handbook in the section on Staff.

P A R E N T/ S T U D E N T H A N D B O O K

If you have a question about:

Person responsible:

Method of contact:

Changes in parent contact information (emails, phone numbers, etc) Withdrawal from school

Victor Kurbatov, Registrar

registrar@psi.kiev.ua

Booking of school facilities

Masha Zozimova, Receptionist

secretary@psi.kiev.ua

Bus service/routes

Lilia Gotvyanska, Bus Coordinator

bus@psi.kiev.ua

Security Cards

Andriy Sorokin, Head of Security

security@psi.kiev.ua

Absences

Victoria Ischenko, Attendance Secretary

absence@psi.kiev.ua

Written Communication with School PSI recognises the need for clear communication channels between parents and the school. We particularly support the opportunity for parents and teachers to communicate directly via email. Teachers’ email addresses are emailed to families separately at the beginning of the school year and are available in the Staff section of this handbook (page 35). Please note the following parental guidelines in the use of any email communication with the school: –– Emails can be used to inform the teachers of something that happened at home or to ask questions that require only a brief answer. –– If there are issues that require a discussion or a longer explanation, it is better to arrange an appointment with the teacher. –– The nature of some teacher schedules may result in some emails only being answered the next day, but we try to answer all correspondence within 24 hours. –– Any urgent issues that need to be dealt on the same day need to be communicated via the secretaries. –– Any communication between home and school should always be cordial and respectful. Procedure for Parental Concerns PSI recognises the need for the home and the school to address concerns effectively and provides them with a procedure for constructive discussion. The steps below are to be followed strictly. Step One: The parents should communicate with the subject or homeroom teacher. Step Two: The parents have the right to confer with the relevant subject or programme coordinator if, after seeing the teacher, they require further discussion. Step Three: If, after seeing the relevant coordinator, the matter is not resolved and the parents require further discussion, an appointment may be set with the principal. The parents may reasonably expect a response within five (5) working days. Step Four: If the parents feel the issue is not addressed, they may bring the matter to the director, whose decision is final. Once again, an appointment must be made through the director’s personal assistant (PA). The director will respond within five (5) working days.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Parent Conduct Policy PSI is an orderly and safe school, where relationships between staff and visitors, especially parents, must demonstrate mutual respect and a recognition of shared responsibility for students’ welfare and educational progress. Parental involvement is an important factor in the educational success and in dealing with emerging problems at an early stage. The PSI governing body is responsible for protecting the health and safety of school staff and students. Violence, threatening behaviour, and abuse against school staff or other members of the school community are not tolerated. All members of the school community have a right to expect that their school is a safe place in which to work and learn. Such acts include but are not limited to threatening or actual physical violence, intimidation, unwarranted verbal or written threats of legal or police action, shouting, swearing, inappropriate emails and acts of cyberbullying. Where such behaviour does occur, school staff must know that their employer will play a proactive role in taking all possible action to deal with it. These include the following stepped sanctions that will be applied according to the severity of the incident: –– A written warning to parents from the director –– Referral to the board, which may result in a parent being temporarily suspended from campus –– Referral to the board, which may result in expulsion of the student from the School

The School may seek the involvement of police and / or an employer or embassy if required. PSI staff receive advice on procedures to follow in dealing with such incidents.

C. How Does the School Work with Outside Tutors? PSI teachers and administrators are happy to work with students, parents and tutors on supporting students as they work at home. These guidelines are meant to provide some guidelines about the best ways for all of us to do that. Parents should: –– Help the tutor understand that the student must turn in his / her own work. Tutors and parents may not do work for students! At Primary, the student may be asked to re-do the work if it appears the tutor or parent has done the work. At Secondary, s/he will receive a zero. –– Provide the names, contact information, and subjects of any tutors to the classroom or subject area teacher. –– Send the school written permission to release information about the student to the tutor; PSI cannot release any student information without a signed release from parents. Tutors should: –– Keep in contact with the classroom teacher for clarifications, access issues, student needs and progress –– Access materials via the student’s MyPSI and / or through the classroom teacher –– Work with the students by supporting them in their efforts, but not doing the work for them –– Support and assist students with formative assignments, including some extra practice if needed –– Ensure that summative assessments are the student’s own independent work with no outside influence or assistance –– Recognise that assignments, rubrics, worksheets and resources are the intellectual property of PSI and may not be used for other purposes

P A R E N T/ S T U D E N T H A N D B O O K

Students should: –– Help tutors with access to MyPSI –– Keep track of their assignments and due dates –– Ask the teacher questions to make sure that all assignments are understood –– Ensure that all work completed is their own and not the work of a tutor, parent, other student, or outside source PSI will: –– Communicate with parents about student progress –– Communicate with tutors about students only with the written permission of parents –– Work with tutors to help them understand the IB programmes, requirements of assignments, and needs of the student

D. How Does PSI Help Me Communicate with My Child’s Next School or University? PSI will assist students and their families who are applying to other schools or universities. Typically, this involves requests for report cards, transcripts, predicted grades in DP, application forms and letters of reference. Please be aware that we work under the following guidelines: –– Parents should provide the admissions office with pertinent data prior to withdrawing their child. We encourage parents to begin the process as early as possible to ensure that we are able to help them meet any deadlines set by the receiving school. PSI needs 7 - 10 working days to process requests. –– The School provides time, space and a supervisor for exams from the receiving school. Parents are invoiced for this service. –– Parents must be in good standing with the school’s Finance Office. This means that all tuition fees, CEESA costs and other bills must be paid in full. Upon departure, all final fees - including lost books or resources, must be paid before a final release of records. –– Students receive a checkout form that must be signed by teachers, the librarian, the Finance Office and the principal to indicate that all materials have been turned in and all work is up-to-date. –– PSI sends transcripts, predicted grades, application forms and letters of reference only to the receiving school, university or organisation (e.g., UCAS). We will not release them directly to students, parents or agents of parents. This helps the receiving school ensure that the information is accurate and ensures that letters of reference are confidential. PSI releases prior report cards and letters confirming attendance dates to parents upon request. –– Parents who hire outside agents to assist with school or university searches must contact the principal and / or counsellor to provide the name and contact information of the agent. Again, PSI will not release paperwork directly to the agent, but we are happy to work with those individuals on preparing appropriate documentation for the receiving schools.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section VI: Who are the Teachers and Administrators Who Work with My Child Every Day?

P A R E N T/ S T U D E N T H A N D B O O K

Who are the teachers? PSI recruits teachers from around the world. All of our teachers have college degrees in the areas of their teaching assignment and nearly two-thirds have advanced degrees. Candidates go through a rigorous selection process that includes multiple interviews, reference checks and policy security clearances. Administration Name

Nationality

Position

Credentials

Rachel Caldwell

UK / Ireland

Director

–– MA International Leadership and Change (Hong Kong Institute of Education - Hong Kong) –– PGCE in Education / Multicultrualism (Avery Hill College, London) –– BA - English and Drama (University of London, UK)

rachelc@psi.kiev.ua

Sue Wiliams

USA

Primary Principal

–– Certificate of Advanced Study in Educational Leadership (Cortland University - USA) –– M.Ed Reading (Binghamton University - USA) –– B.Ed Elementary Education/Middle School Social Studies (Cortland University - USA)

suew@psi.kiev.ua

Glen Nicholson

New Zealand

Primary Deputy Principal PYP Coordinator

–– Bachelor of Education and Diploma of Teaching (University of Waikato, New Zealand)

deputyprincipalandpypc@ psi.kiev.ua

Bryan Reardon

New Zealand

Assistant PYP Coordinator

–– BEd (Auckland University. New Zealand)

bryanr@psi.kiev.ua

Patricia Puia

USA

Secondary Principal

–– MA Ed Leadership (Western Michigan Univ – USA) –– BS Secondary Education – (Eastern Michigan Univ – USA)

patriciap@psi.kiev.ua

Paul Horkan

Ireland

Secondary Deputy Principal MYP Coordinator

–– BA (Univ. College Galway, Ireland) –– Higher Diploma in Education (Galway, Ireland)

paulh@psi.kiev.ua

David Freeman

USA

IB Diploma Coordinator DP English

–– D.Ed Educational Leadership (University of Sth. Mississippi, USA) –– MA English, BA Spanish (Florida Atlantic University, USA)

davidf@psi.kiev.ua

Ric Floyd*

Australia

Athletic Director –– Bachelor of Teaching, PE Major (University of Central Queensland, PHE HOD Australia) MYP PHE teacher

athleticdirector@psi.kiev.ua

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Name

Nationality

Position

Credentials

Brent Zeise

USA

IT Director

–– Master of Arts in Educational Technology (Michigan State University, USA) –– Bachelor of Science (Minnesota State University Moorhead, USA) –– Bachelor of Arts (Saint John`s University, USA) –– Educational Specialist (Major: School Administration) - Concordia University (USA)

brentz@psi.kiev.ua

Primary Teaching Staff

Name

Nationality

Position

Credentials

Anna Belokon

Ukraine

Art

–– MEd (Framingham State College, USA) –– MA (Kyiv Linguistic University)

annab@psi.kiev.ua

Kimbelry Brown

USA

Grade 2

–– MA Bilingual/ESL/Multicultural Education/ELL certification Grades 1-6 ( University of Massachusetts, USA) –– Professional Elementary Education Certification for Grades 1-6(Bridgewater State College, USA) –– BA (Ithaca College, USA)

kimberlyb@psi.kiev.ua

Sarah Browne

Grade 5

–– Bachelor of Arts (Bedford College of Higher Education, UK)

sarahb@psi.kiev.ua

Clare Cannon

USA

–– MA of Arts in Teaching (Belmont University, USA) –– BFA (Belmont University, USA)

clarec@psi.kiev.ua

Sharon Cofer

USA

EAL

–– ESOL Endorsement Georgia Professional Standards Commission Athens, Ga., USA –– BS/ECE (Early Childhood Education) Valdosta State University Valdosta Ga., USA

sharonc@psi.kiev.ua

Gonzalo CurbeloCantera

USA

Grade 3

–– M.A., Literature, Minor: Education and History (Plattsburgh State University of New York, NY USA) –– B.A., History (Northeastern University, Boston USA)

gonzaloc@psi.kiev.ua

Gretchen Foster

USA

Music

–– Master Degree, Music Education, (University of South Florida, USA)

gretchenf@psi.kiev.ua

P A R E N T/ S T U D E N T H A N D B O O K

Name

Nationality

Position

Credentials

Melissa Hutton

UK/Turkey

Kindergarten

–– BA in Early Childhood (Boston College, USA)

melissah@psi.kiev.ua

Olga Ivanova

Ukraine

Ukrainian

–– MA in Teaching Foreign Languages and Literature (Taras Shevchenko National University, Ukraine)

olgai@psi.kiev.ua

Kendall Jackson

USA

Kindergarten

–– Bachelor of Science in Elementary Education, University of Illinois at Urbana-Champaign, USA

kendallj@psi.kiev.ua

Nora Karr

USA

EAL

–– Certification/Postgraduate Professional License PreK-12 ESL/Visual Arts, (Commonwealth of Virginia, U.S.A.) –– MA in Teaching English to Speakers of Other Languages (SIT Graduate Institute, Vermont) –– B.A. Art Education/English minor (Fort Lewis College)

norak@psi.kiev.ua

Bree Kraft

USA

Grade 1

–– MA Education: Emphasis in National University –– Teaching Credential (Sonoma State University) –– BA English (University of California, Los Angeles)

breek@psi.kiev.ua

Laura Lamb

USA

Grade 1

–– Masters of Elementary Education (The University of Southern Mississippi,USA)

laural@psi.kiev.ua

Javier Larrauri

Spain

Spanish

–– MA Cultural Management (University of Alcalá, Spain) –– BA (University of Alcalá, Spain)

javierl@psi.kiev.ua

Mikel Lataburu

Spain

Spanish

–– Georgia Assessment for the Certification of Educator: Spanish Language Teacher Education –– South Carolina State Board of Education: Educator Certification; Spanish. –– MA Philology у Mikel

mikell@psi.kiev.ua

Jane Leuders

Grade 4

–– M.A. in Critical and Creative Thinking, (University of Massachusetts, Boston, MA, USA)

janel@psi.kiev.ua

Lisa Monkus

USA

Grade 2

–– BA University of Colorado Denver

lisam@psi.kiev.ua

Pinar Nicholson

New Zealand/ Turkey

–– Teaching Diploma in Early Childhood Education (Tertiary College, New Zealand)

pinarn@psi.kiev.ua

Alla Polianska

Ukraine

Russian

–– BA, 2011, Kiev National Pedagogical University of Dragomanova, World Literature and English Language –– MA, 2012, Kiev National Pedagogical University of Dragomanova, German and English Language, World Literature

allap@psi.kiev.ua

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Name

Nationality

Position

Credentials

Bryan Reardon

New Zealand

Grade 5

–– BEd (Auckland University. New Zealand)

bryanr@ps.kiev.ua

Andres Rodriguez

Columbia

PHE

Kimberly Shannon

USA

KG-2 EAL Language Coordinator

–– MA of Arts in Education (University of Colorado, USA) –– BA of Arts (Metropolitan State College of Denver, USA)

Natalya Sosunova

Ukraine

Russian

–– Masters Degree (Pedagogical University, Kyiv) –– Master of education (Framingham State College, USA)

natalyas@psi.kiev.ua

Nicola Tapara

New Zealand

Grade 2

–– BA Social Sciences (Psychology) –– Diploma in Teaching

ntapara@psi.kiev.ua

Molly Unterseher

USA

Grade 3

–– Master of Arts in Childhood Education and Special Education (New York University, USA) –– Bachelor of Arts in Communication, Minor: Business (Universityof Aizona, USA)

mollyu@psi.kiev.ua

Nigel Woods

Grade 4

–– Masters Degree in Educatio (Open University) –– Postgraduate Certificate of Education (International) (PGCEi) (University of Nottingham) –– Bachelor of Arts Degree ( Open University, UK). –– Certificate of introduction to the Teaching of English as a Foreign Language.

nigelw@psi.kiev.ua

Valeria Yermolenko

Ukraine

Physical and Health Education (PHE)

–– Masters Degree (European University, Kyiv) –– Bachelor Degree (Pedagogical University, Kyiv)

valg@psi.kiev.ua

–– MA Business Administration – Sports Management ( Barcelona, Spain) –– BA Physical Education and Sport (Bogota, Colombia)

andresr@psi.kiev.ua

kimberlys@psi.kiev.ua

P A R E N T/ S T U D E N T H A N D B O O K

Secondary Staff Name

Nationality

Position

Credentials

Tito Basu

USA

MYP Individuals and Societies DP History and TOK

–– AB English and Philosophy (Dartmouth College, USA) –– PhD Philosophy (Duke University, USA) –– JD Law (West Virginia University, USA)

titob@psi.kiev.ua

Olga Berezhna*

Ukraine

MYP/DP French Languages HOD*

–– MA (Gorlovka State Linguistic University, Ukraine)

olgab@psi.kiev.ua

Olga Busenko

Ukraine

MYP/DP Russian

–– MA (Taras Shevchenko National University of Kyiv)

olgab@psi.kiev.ua

Paul Christopher

USA

Grade 7 Homeroom MYP English MYP Drama

–– MA of Art (University of Wisconsin-Milwaukee, USA) –– Bachelor of Science Education (University Wisconsin-Madison USA)

paulc@psi.kiev.ua

Julie Constance

USA

G6 Homeroom MYP and PSI Maths

–– MA in Curriculum and Instruction In Maths (University of Phoenix, USA)

julieb@psi.kiev.ua

Amy Davis

USA

G10 Homeroom MYP/DP Maths

–– BA, Secondary Mathematics (University of South Florida, USA)

amyd@psi.kiev.ua

Nicholas De Dios*

USA

G10-12 MYP/DP Design Secondary tech integration

–– MA, Ed Tech and Leadership (Lamar University, USA) –– BA, Business Management (CUNY, USA)

nicholasd@psi.kiev.ua

Christel Droulez

France

G9 Homeroom G6-12 MYP/DP French

–– PGCE, Modern Languages (Lancaster University, England) –– MA, French (University Lumiere, France) –– BA, English (University Lumiere, France)

christeld@psi.kiev.ua

Jane Ellys*

USA

MYP EAL EAL HOD

–– MA Science in Education and Reading (University of New York) –– Bachelor of Arts in French / Secondary Education (State University of New York, USA)

janee@psi.kiev.ua

Chip Faircloth

USA

MYP Individuals and Societies DP Geography

–– BA, History; MA Learning Disabilities (College of Charleston, South Carolina, USA)

chipf@psi.kiev.ua

Ric Floyd*

Australia

MYP PHE PHE HOD Athletic Director

–– Bachelor of Teaching, PE Major (University of Central Queensland, Australia)

athleticdirector@psi.kiev.ua

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Name

Nationality

Position

Credentials

Cory Haugen

USA

G9 Homeroom MYP English

–– BA, Education (University of Wisconsin, USA)

coryh@psi.kiev.ua

Peter Hausz

Hungary

Physical and Health Education (PHE) ECA Coordinator Assistant Athletic Director

–– Master of Physical education (Semmelweis University, Hungary)

peterh@psi.kiev.ua

Mark Helman

USA

G11 Homeroom MYP Individuals & Societies DP Economics

–– MA, Ed Leadership (University of Illinois, USA) –– BA, History (Lycoming College, USA)

markh@psi.kiev.ua

Michael Holland

USA

MYP Science DP Environmental Systems

–– BA of Arts (University of California, USA)

michaelh@psi.kiev.ua

Katy Hourston*

Scotland

MYP Individuals and Societies Personal Project

–– MA International Relations (St Andrews Univ, UK) –– PGCE (Sunderland Univ, UK) –– CELTA (International House, UK)

katyh@psi.kiev.ua

Tatiana Isakova*

Ukraine

DP Mathematics Maths HOD DP CAS

–– PhD Mathematics (Academy of Science, Ukraine) –– MA English , MA Mathematics (Taras Shevchenko National University of Kyiv)

tatianai@psi.kiev.ua

Matthew Jason

USA

G10 Homeroom MYP Individuals & Societies DP Economics

–– B.Science - Anthropology (Michigan State University, USA)

matthewj@psi.kiev.ua

Kelli Karg*

USA

G11 Homeroom MYP/DP English

–– Ms.Ed (University of Illinois Urbana Champaign Global Studies , USA) –– Ba.Ed (University of Northern Colorado, USA)

kellik@psi.kiev.ua

Maggie Kessel

USA

MYP / DP Art

–– BA - Anthropology / Art (University of Massachusetts, USA) –– MA - Education (Montana State University, USA)

margaretk@psi.kiev.ua

Brian Lamb*

USA

MYP Science DP Chemistry

–– Masters of Science (The University of Southern Mississippi,USA)

brianl@psi.kiev.ua

John Landucci

USA

MYP Design

–– Masters of Education (National University, USA) –– Bachelors of Science, Business (California State University, USA)

johnl@psi.kiev.ua

P A R E N T/ S T U D E N T H A N D B O O K

Name

Nationality

Position

Credentials

Ron Livecchi

USA

MYP / DP Mathematics

–– B.S.Ed - Mathematics (Ohio University, USA)

ronl@psi.kiev.ua

Marta Martinez Ferrero

Spain

MYP / DP Spanish

–– MA - Spanish and Comparative Lit (University Leon, Spain) –– BA & MA - English Language and Lit (University Leon, Spain)

martam@psi.kiev.ua

Rory Parsons

G8 Homeroom MYP Science DP Biology

–– PGCE - Teaching (Reading University, UK) –– B.S - Biological Sciences (Reading University, UK)

roryparsons@psi.kiev.ua

Annahita Sarty

USA

G8 Homeroom MYP/DP Spanish Extended Essay Coordinator

–– Master of Science, Multidisciplinary Studies, (Buffalo State University, USA)

annahitas@psi.kiev.ua

James Spencer

–– –– –– ––

jamess@psikiev.ua

MYP EAL

-Teaching Diploma, English Language & German, (Paedagogische Akademie der Erzdioezese Wien, Austria)

Shawna Sturk

Canada

G7 Homeroom G6-12 Learning Resource

–– BA, Human Ecology / Special Education (University of Alberta, Canada)

shawnas@psi.kiev.ua

Sylvain Verges

France

G6 Homeroom MYP Music

–– MA, Music Education (Cefedem Aquitaine, France) –– PGCE, Music Performance (Conservatoire National de Region de Bordeaux (France) –– BA - English (Universitée de Pau et des Pays de l’Adour (Franc)

sylvainv@psi.kiev.ua

Zina Volkova

Ukraine

MYP/DP Russian

–– MA (Taras Shevchenko National University of Kyiv)

zinav@psi.kiev.ua

Dan Whalley

Canada

MYP Sciences DP Physics

–– BSc Physics (Queen’s University, Canada) –– B.Ed Education (Trent University, Canada)

danw@psi.kiev.ua

Erik Zambrano*

USA / Mexico

MYP Drama DP Theatre Arts

–– MA, Performance and Interactive Media Art (Brooklyn College, USA) –– BA, Theatre Directing (Fordham University, USA)

erikz@psi.kiev.ua

*HOD - Head of Department

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Learning Support

Name

Nationality

Position

Credentials

Michele Basu

USA

Grades 6 - 12 Counsellor

–– MA Counsellor Education (University of South Florida, USA) –– BA Psychology and Art, University of South Florida, USA)

micheleb@psi.kiev.ua

Felina Heart

USA

EC - G8 Counsellor

–– MEd. in Counseling (Sam Houston State University, USA) –– BA Speech Communications (Sam Houston State University, USA)

felinah@psi.kiev.ua

Kimberly Holland

USA

K - Grade 5 Learning Resource Teacher

–– Master of Education, Special Education, (University of California, Santa Barbara, USA)

kimberlyh@psi.kiev.ua

Polina Spencer

Russia

G6-12 Librarian

–– Master Degree in Foreign Philology –– German Language and Literature (Moscow National University)

polinas@psi.kiev.ua

Shawna Sturk

Canada

Grades 6 - 12 Learning Resource Teacher

–– BA Human Ecology/Special Education (University of Alberta - Canada)

shawnas@psi.kiev.ua

Pam York

EC - G8 Librarian

–– Bachelor of Education and Humanity (University of Wales, UK)

pamy@psi.kiev.ua

P A R E N T/ S T U D E N T H A N D B O O K

P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section VII: How Does PSI Make Sure that Students are Safe and Secure?

P A R E N T/ S T U D E N T H A N D B O O K

A. How Does the Pick Up and Drop off System Work? The road that runs in front of the school is a busy one. It is used by many residents who live (and park) in the area as well as by school parents. The guidelines below are aimed at helping us work together to the advantage of all PSI community members. The safety of the students on the street is paramount. Street Speed Please be mindful of many cars on the street and students who might walk out from between them. Always drive at a speed that allows you to stop easily. Small children entering or exiting the campus may not always use the pedestrian crossing. Drive in a manner to keep them safe at all times. Your increased vigilance is very important every day. Traffic Movement and Flow Shkil’na and Victor Zabily Streets are narrow, with residential parking on both sides. To avoid traffic blockages, drivers are kindly asked to use the following route of movement at all times. –– Go up from Holosiivska Street to Shkil’na Street to drop off / pick up students just after the main gate / zebra crossing and then go from the main gate (Shkil’na Street) onto Viktora Zabily Street and away from the school. This ‘one way’ circulation will help all vehicles move as quickly as possible and without blocking the area outside the main gate. –– NOTE - Please do not enter Shkil’na Street and approach the school from the Victor Zabily direction as we consider it ‘one way’ for traffic flow purposes.

7a, Viktora Zabily St.

Front Gate and School Crossing Please do not park or wait in front of the school’s main gates. Drivers must keep moving as much as possible and ‘loop around’ a second time if the pickup cannot be made automatically. We ask everyone to keep moving, as this area is a no parking zone. Observe the pedestrian / zebra crossing in front of the School. The crossing allows people to walk across the street safely. Cars should not park or stop (for drop off or pickup) on the crossing itself at any time. Please stop just before or just after the marked crossing for maximum safety. Drivers are reminded to please be patient and allow pedestrians to cross first, as they have the right of way on the crosswalk.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

General Parking The slowing of traffic often comes from people parking on corners, ‘double ranked’, parking across driveways and generally in a manner that limits the road space. Please park with traffic movement in mind and not in these places. Parents or drivers bringing students to and from school or visiting the school for other reasons are asked to park on Victor Zabily. Longer Term / All Day Parking If you have a driver waiting for your child during the school day, please ask your driver to park a little further away and have students call them to the gate when required. In particular, this refers to drivers who park at School for many hours or all day. In these cases, do not park in front of the length of the school building (on Shkil’na Street). Please keep the nearby parking area clear for visitors and parents with younger children.

B. How Does the School Manage Arrival and Departure of Students in a Safe Way? PSI Security System / Security Cards Staff, students, parents and parent representative (relatives, drivers, nannies, personal security staff, etc.) must all apply for and have PSI Security Cards to enter the school campus. All pedestrians enter the school campus at the front / main gate only. Staff, students, parents, parent representatives and bus students must have their Security Card with them each day, when arriving to and leaving from the school campus. The School’s expectation is that representatives (nannies, drivers, etc.) will spend a minimal amount of time on campus. They may be here only for drop offs in the morning, to deliver lunches to the reception area, and again at pickup time at 2:30. PSI Security and Security Card policy information is provided on enrolment and can be accessed at any time from the PSI Security Manager: security@psi.kiev.ua Mornings Morning Arrival Time - Prior To 8:45 am Parents / parent representatives are required to accompany EC and KG students into the school campus front / main gate. Morning Arrival / Afternoon Departure Primary School students must have designated adults who are registered and responsible for dropping them off and picking them up from inside the school campus. These adults must apply for and obtain a PSI Security Card for this purpose. Early Childhood and Primary School students are not permitted to leave the campus alone or to walk out to drivers and cars unaccompanied. Secondary students may arrive to and leave from campus unattended unless otherwise instructed by parents. Late Arrival to School We ask parents to ensure that all children are on campus by 8:15 a.m. in order to arrive in their homerooms no later than 8:25 am. In Primary, students who arrive late should report immediately to the Reception Desk and then go to their homerooms. In Secondary, students who arrive between 8:25 and 8:35 should go first to their homerooms, where they will be marked late. After 8:35, Secondary students should sign in at the Reception Desk and then proceed to their scheduled classes.

P A R E N T/ S T U D E N T H A N D B O O K

School Day Limited Campus Access Times - Parent Representative Only Parent representatives (relatives, drivers, nannies, personal security staff, etc.) have limited access to the school campus between 8:45 am and 2:45 pm, daily. Parent representatives: –– Will be stopped at the front / main gate and their ‘school business’ checked –– Report to PSI Reception regarding their business in all cases when entering the campus –– Are not permitted in the general buildings and corridors during the school day, including to drop off lunches –– Are not permitted to be waiting in the general school grounds, playground or in PSI Reception during the school day Lunch Drop Off Parent representatives (relatives, drivers, nannies, personal security staff, etc.) are permitted to enter the school campus to drop off student lunches. For both the Primary and Secondary School, this is done only at PSI Reception, where a table is established and labelled for lunch drop off. Parent representatives leave lunches here and then leave the school campus without waiting. Students are responsible for taking their own containers, etc. home at the end of each school day. Early Departure from Campus We ask parents not to take their children out of school earlier than the usual dismissal time. However, if students are sick or have an appointment that cannot reasonably be scheduled at another time, students must follow the checkout procedure. In Primary, students need to be signed out at Reception. Parents should confirm their permission by email to their child’s homeroom teacher, principal and reception in Primary. The email should included the time of departure and indicate who will pick the child up. In Secondary, students must have a form signed by their classroom teacher(s) and an administrator in order to leave the campus. Parents should confirm their permission by email to their child’s homeroom teacher, principal and her PA in Secondary. The email should included the time of departure and give permission for students to leave unattended. Students at all grade levels will not be released until we have confirmed parent permission. Late Departure Afternoon Leaving Time - After 2:45 pm (Primary) Parents / Representatives are required to retrieve Primary School children from inside the school grounds and leave with them. Parents / Representatives in EC 3 and EC 4 are asked to pick up students directly from the child’s classroom. Staying On Campus Beyond the School Day Students who do not have Extra Curricular Activities (ECAs) after school should leave campus at the end of the school day. As there is no supervision after 3:10 for Primary students who are not enroled in an ECA, students should leave campus accompanied by thier parents / representative at the end of the school day. The campus is officially closed at 5:00 pm, Monday to Friday. Students cannot be on campus after this time without supervision. When official school programmes, special events and sporting events, etc,. take place beyond 5:00 pm, a teacher or ECA leader supervises the students involved and areas of the campus being used for that event. After 5:00 pm, unattended students must remain with the PSI security staff or under their supervision in the reception area until their parents arrive to collect them.

P E C H E R S K S C H O O L I N T E R N AT I O N A L

General Departure (Primary) Leaving Campus with Adults (Primary) Each Primary student should have designated adults who are responsible for picking students up from school. Those adults must submit photo identification when they have their security cards issued. They should carry their security cards at all times. On occasion, parents may want their child to go home with another adult. In that case, parents must email PSI Reception with the name of those parents and give their express permission for their child to go home with that person. If this does not happen, PSI will keep the child on campus until we are able to contact parents and confirm.

C. How Does PSI Ensure Safety on Campus During the School Day? Student Visitors Students not enrolled in the School must have special permission to be on campus during school hours. Permission to bring a guest must be obtained from the Secondary or Primary principal at least one day in advance. The studentâ&#x20AC;&#x2122;s homeroom teacher should also be notified in advance. All visiting students are expected to abide by school rules and protocols. Student visitors may spend no more than two school days on PSIâ&#x20AC;&#x2122;s campus. Safety Protocols PSI has emergency evacuation procedures that are reviewed annually. Every classroom contains a diagram demonstrating the proper exit should an emergency occur. Teachers practice these procedures with their students and all-school emergency evacuation and lockdown drills are held each semester. It is essential that parents provide updated home and emergency addresses and contact phone numbers in the school office for use in an emergency situation. Medical Care The School employs a doctor and a medic who are in our first aid room, which is located on the ground floor of the Primary building. The medic is on call during school hours and during our after school activity programme. Parents are notified immediately if their child requires medical attention. PSI also employs the Borys emergency ambulance service should this be necessary. Students taking prescription, non-prescription or homeopathic medication should have a signed form on file that indicates either that they have parental permission to self-medicate or that the doctor or medic has permission to give them their medication as directed by the prescribing physician. Please speak with the doctor if your child must see her more than three times a day for medication.

D. How does psi work to ensure safety on campus beyond the school week? After Hours, Weekend and Holiday Campus Use PSI families are welcome to use the outdoor and sporting facilities after hours and on weekends. Students can only be on campus if they are fully supervised by a school parent (unless they are part of an official and supervised school activity). Facilities must be booked with the school reception office, who logs these bookings with school security. Families must not enter buildings and classrooms. Booking ahead with the school staff is important, as there are often many bookings made for weekends. Families with official bookings have the priority to use the gym, football pitch and other outdoor facilities. Please note that some parts of the campus may be unavailable during holiday weeks when capital building projects are underway.

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Saturday Super Sports Classes Students should arrive 15 minutes before their session begins and leave within 15 minutes of the activityâ&#x20AC;&#x2122;s completion. Because these are official PSI activities, a teacher / tutor will be on campus to supervise the students during this period of time. Outside of this period of time, students are the responsibility (and must be supervised) by a school parent to be on campus. If this does not occur, students will remain with the PSI security staff or under their supervision in the reception area until their parents arrive to collect them. Pool Use PSI has hired two aquatics teacher assistants who also act as lifeguards and work in shifts to ensure that there is a lifeguard on duty any time that the pool is open. PSI / Litsey Track and Football Field Access to the Litsey field from PSIâ&#x20AC;&#x2122;s campus is prohibited unless students are accompanied by a PHE teacher, or a team coach and a security guard. The single gate that connects the two campuses is locked except when used by classes.

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E. How Does PSI Ensure Safety for Students in School-Related off Campus Activities? Field Trips Teachers must apply to take field trips and complete a risk assessment for each trip. This includes a review of the proposed site of the trip to determine that it is safe and healthy for children, an identification of the nearest hospital, and a plan for handling emergencies. All trip leaders travel with a first aid kit and a phone. All field trips must observe a 10:1 student : teacher ratio. In addition, a PSI security guard accompanies all day trips. Other adults - including nannies, drivers and bodyguards - are not allowed on PSI field trips. Overnight Trips Teachers and coaches complete a risk assessment for all trips, as indicated above. At least two teachers accompany each trip, regardless of the size of the group. On the Week without Walls, the 10: 1 ratio is observed as a minimum requirement. At least one teacher on the trip is trained in basic first aide. All trip leaders travel with a school phone that parents may contact in an emergency. For CEESA and local league athletics, a trained medical person (doctor, nurse or emergency medical technician) is present at all games. Other adults - including nannies, drivers and bodyguards - are not allowed on PSI overnight trips.

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F. What Steps has PSI Taken to Ensure that Issues of Child Protection are Appropriately Handled? Child Protective Behaviours Handbook A team of teachers, counsellors and administrators has completed a Child Protective Behaviours Handbook . This manual provides detailed protocols for the School, parents and students to handle a range of issues related to child safety and security. We encourage you to read this manual carefully to understand your role and the Schoolâ&#x20AC;&#x2122;s role in protecting children at risk. Reporting Procedures The School provides a range of options based on a variety of factors, including Ukrainian / non-Ukrainian cases, degree of risk / injury, local support services available, who the perpetrator is (school / non-school). This flowchart outlines the steps we take when a report is made.

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In School Follow-up after Identification

Inform Parents

Inform Director

Inform Principal

Yes

Teacher

Cause for concern?

Disclosure

Counsellor

No further investigation

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School based response team

External referral

Police or MDT

Internal support

Local students

Expatriate students

Report to authorities

Contact embassy or empioyer

Engage social services

Engage MDT

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Any member of the school community should immediately report suspicions of abuse, self-injury, suicidal ideation or other behaviours or statements that raise concerns for an individual’s safety / well-being. Reports should be made in person to the appropriate building principal and / or counsellor on the same day and in a timely manner (before student dismissal). At that point, the reporting person will be asked to complete the report form. Please note that all staff members are required to report suspicions. Parents and students can complete a safety net form through MyPSI. Once a report has been made, the administration works through a number of steps, outlined in the Child Protection Handbook. The School works with the family as well as with a range of outside services and support systems, including embassies, employers, social workers, psychologists and police officers. We encourage parents to attend Parent Education Tuesdays (PETs) that will be offered throughout the year to further explain the system and everyone’s responsibilities. Confidentiality Employees MUST report suspected incidents and behaviours to an administrator or counsellor. This includes all formats of communication (conversations, email, letters, written survey results, etc.). The employee is not allowed to discuss the situation with anyone beyond an administrator or school counsellor. Training PSI trains all employees in child protective behaviours protocols and asks all employees - including substitute teachers and ECA providers - to sign a code of conduct pledging to ensure child safety. Counsellors and administrators receive additional training through regional workshops provided by CEESA, the Council for International Schools and other international organisations. Counsellors provide parent workshops through the School’s Parent Education Tuesday (PET) programme. Those presentations are advertised in advance through the Friday newsletter. Educating Students The K-10 homeroom curriculum includes specific and age-appropriate instruction for all children about how they can keep themselves safe. This includes but is not limited to internet safety, ‘stranger danger,’ identifying and coping with abuse, and reporting procedures. Guardianship If both parents are out of Kyiv for more than one day, the School must be informed of a nominated guardian for their child via the appropriate building secretary. The parents must provide the name of the guardian, the address (if different than the student’s usual address) and a phone number and email of the guardian. The intent of this policy is to insure that students have adequate supervision, medical and health care, and that the school has appropriate adults to consult in case of injury, accident and / or behavioural or learning problems. Students admitted to PSI are expected to have usual and customary parent / and or guardianship supervision during their tenure at PSI. They should be domiciled with a parent or guardian over the age of 25 years who is known to the School. Guardians must be officially declared to the satisfaction of the School. If PSI administration determines that a student is not domiciled as described above, s/he may be withdrawn from attendance at PSI. A permanent change in guardianship should be reported to the School, or the student may be subject to withdrawal.

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Health & Safety Documents You can find all of these documents in MyPSI! Area

Description

Health & Safety Responsibilities

Health & Safety - (Role & Responsibilities)

Crisis Management Plan

The school and community plan for a major incident or crisis

Emergency Communication Plan

How we communicate emergency situations (including school closures) to the community during a school day or after hours

Annual Emergency Drills Timeline

The plan for a range of emergency drills for each quarter of the school year

Campus Evacuation / Fire Policy

Protocols for evacuating the buildings in any emergency

Campus Lock Down Policy

Policy to â&#x20AC;&#x2DC;lock downâ&#x20AC;&#x2122; the school in an emergency regarding a security threat to the campus.

Child Protective Behaviours Handbook

Guidelines and protocols for dealing with issues related to child safety

Data Protection Protocols

A draft version will be available in the 2nd semester

G. What Steps has PSI Taken to Ensure Privacy and Digital Safety? General Data Protection Regulations (GDPR) The European Union (EU) has enacted a set of guidelines and protocols to protect the privacy of all EU citizens, both at home and abroad. These laws include specific guidelines for protecting digital data. Although Ukraine has not yet adopted these regulations, PSI is aware of its responsibilities to protect the data of all members of the community. The School is working with the CEESA network of schools to develop policies and protocols to ensure that all data and images are as safe as possible. We expect there to be regular updates in the 2018-2019 school year as we begin implementation of these changes.

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P A R E N T/ S T U D E N T H A N D B O O K

GUIDELINES FOR PRIMARY STUDENTS AND PARENTS

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Section I: How Does the Day Work?

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A. How Does the School Manage Recess and Snack Time? School Day: Our school day begins at 8:25 and ends at 3:00pm. Students are marked late if they come in after 8:35. Family representatives, drivers and nannies, can be on campus unti 8:45am and again after 2:45pm when dropping off or picking up students. Parents are welcome to be on campus during the school day, but they should refrain from interrupting lessons and classes to talk with their child. Our goal is to minimise disruptions to teaching and learning for all children. If your child arrives late to school or leaves early, we ask that Early Childhood (EC) and Kindergarten (KG) parents pick up or drop off their child at their homeroom classes during the school day. Grade 1 Grade 5 students should be dropped of at security or reception to sign in and can make their own way to their classroom. Recess and Lunch Breaks The School feels it is of utmost importance for children to play outside on a daily basis. The health and academic benefits of fresh air and active play are well researched. For that purpose, there is a fifteenminute morning recess and a forty-minute lunch with recess. When weather permits, students will play in the playground behind the Primary Building; if it is raining just a bit, students play under the covered pitch. Students are watched by teachers, teaching assistants and / or administration during recess times. Students must stay in the play area during recess and lunch break. Recess rules prohibit pushing, shoving, or fighting of any sort. The throwing of snowballs is not permitted. When weather conditions prohibit the use of the outside play areas, Primary students remain in their homerooms under the supervision of the homeroom teacher, monitor or teacher assistant (TA). Recess and Weather There are times when children cannot play outside. PSI practice is as follows: –– Children are inside on days with heavy rain and thunderstorms. The administration makes the decision and informs teachers. –– Children play outside when it snows. –– If there is snow on the ground, only children with snow pants and boots (as well as mittens and hats) may play in the snow. Other children are limited to the covered pitch. –– When temperatures are between -10C and -15C, the decision to be inside or outside is based on the wind chill factor. –– Children are inside when the temperature falls below -15C Snack Time All Primary School students are asked to bring in a healthy snack for their morning snack time that takes place in their homeroom. Healthy snacks include sandwiches, fresh vegetables, cheese, yogurt, fruit and the like. Students are not to bring in chocoloates, lollies, other types of candy or ‘junk food’ for snacks. Eating something healthy helps children stay focused and gives them energy to continue to work and play. All students should also have a reusable water bottle that they can fill at our water dispensers around the school and throughout the day. Morning snack times are determined by the homeroom teacher/grade level teams; but are typically before or after morning recess and last between 10-15 minutes.

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B. How Much Time Does My Child Get with Specialist Teachers? Early Childhood Physical EducationÂ for EC3 and EC4: 2 x 40 minute periods a week Music: 1 x 30 minute period a week Art: 1 x 30 minute period a week Kindergarten Physical Education 3 x 40 minute periods a week Music 2 x 40 minute periods a week Art 3 x 40 minute periods a week Additional Language (Ukrainian, Spanish, Russian, EAL) 3 x 40 minute periods a week Grade 1 Physical Education 1 x 40 minute and 1 x 80 minute periods a week Music 2 x 40 minute periods a week Art 1 x 80 minute periods a week Additional Language (Ukrainian, Spanish, Russian, EAL) 3 x 40 minute periods a week Grade 2 through 5 Physical Education 1 x 40 minute and 1 x 80 minute periods a week Music 2 x 40 minute periods a week Art 1 x 80 minute periods a week Additional Language (Ukrainian, Spanish, Russian, EAL) 5 x 40 minute periods a week Library and IT skills are provided to students through integrated projects and lessons. The school librarian and the IT Integration Specialist work in collaboration with grade level teams throughout the year. Children are allowed to check out books when needed or during scheduled classes.

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P E C H E R S K S C H O O L I N T E R N AT I O N A L

Section II: How Does the School Celebrate and Reward Students?

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What Do I Need to Know about Student Parties and Celebrations? Birthday Celebrations In consideration of children’s feelings, we ask that printed invitations be sent to school ONLY if all the children in the class / grade (or all the boys / girls) are invited. If you are unable to accommodate large numbers for parties, please contact families privately via email or phone. If you would like the class to share in a simple, easy-to-serve birthday cake (or cupcakes) for your child, please speak to the class teacher at least three days prior to make an arrangement for the most suitable time on the lesson timetable. We aim to keep this process as simple and unobtrusive to the learning programme as possible. Please do not supply fizzy soft drink, lollies, gift / lollie bags, presents and additional food as part of these birthday celebrations at the school. Invitations are not required and will not be distributed by the teachers. Changes to the Regular Leaving Routine: Birthday Parties, Play Dates and other Special Arrangements Birthday parties are managed by parents. It is the responsibility of parents to inform the school about any changes in pick up or bus routines at the end of the day. Responsibilities: The Parent/s organising the party: Inviting Only Select Students Please be sensitive to the emotions of children who might not be invited to the party. If the entire class or grade has not been invited, please make arrangements not connected to the school. Inviting the Whole Class –– The homeroom teacher will be happy to forward the invitation for you only if you are inviting the whole class. –– Remind invited families to inform the school about who will be collecting their students on the day of the party. –– Supply the school with the list of who is attending the party so it can be double checked with security. If this list is provided in advance, Reception can make sure all parents on the list have given permission for children to leave with you. This will make the departure from school smooth and efficient. The parents of invited students: –– If your child rides the bus, email Liliya Gotvyanska, our Bus Coordinator at bus@psi.kiev.ua to inform her that on the day of the party, your child will go home with the family organising the party. Send a copy of this email to Reception. –– If your child is picked up from school, email the homeroom teacher and inform him / her that on the day of the party, your child will go home with the family organising the party. Send a copy of this email to Reception. The school will: –– Forward any emails regarding the party to reception and / or the organising family when whole classes or grades are invited. –– Provide Security with the list of students who have confirmed parent permission to leave with the family for the party.

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Assemblies Primary school assemblies are scheduled bi-weekly and all grade levels, EC3 - Grade 5 attend. Assemblies are held to give students opportunities to present their work, share what they have learnt, practice presentation skills and learn proper audience behaviour. Assemblies take place in the auditorium and parents are welcome to attend.

B. What Awards Can Students Earn in Primary? Abby Hulka Award Presented to a Grade 5 student who demonstrates the positive qualities exhibited by Abby Hulka, a fifth grade student at PSI who tragically died in a car accident in October 2001. Abby was known for her friendliness, compassion, fairness, willingness to share, excellent academic work, and a positive attitude towards others. Sportsmanship Award Presented for ability and a sense of fairness in athletics to a student in Grades 2 - 5. Ingerson Award Awarded to the EC3 - Grade 4 student who best exhibits action related to learning and the world. Sharon Ingerson was a long-serving Primary principal at PSI. The winner is chosen on the following criteria: 1. There is a direct connection between what is studied and the action taken by the student. 2. The action is self-generated and possibly not related to any class or summative work. Students are nominated by teachers. A committee of volunteers reviews the nominations and makes a decision by 1st June. The awards are presented at a whole school assembly on the last day of the school year. The recipients receive a certificate. In addition, The Ingerson Award recipient has his / her name placed on a plaque located in the main entrance.

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Section III: What are the Behavioural Expectations for My Child?

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A. What is the School’s Philosophy about Student Discipline? Overview PSI is a place where we all belong. In order to create this atmosphere, we must have a school culture that promotes caring and acceptance. Our aim is to have a school culture in which all students are treated with respect and are given the opportunity to learn in an environment that is engaging, nurturing and safe. This includes students, parents and staff. The core of our beliefs comes from the IB PYP learner profile and attitudes. The development of these characteristics is embedded in all we do. They are at the heart of the PSI Behaviour Code of Conduct, because we want to develop students who are balanced, caring, communicators, inquirers, knowledgeable, open-minded, principled, reflective, risk-takers, and thinkers. The attitudes we want students to exhibit are appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance. Action is another essential element of the PYP. Students in PSI learn to take action to extend their learning and to make the world a better place. An additional definition of action is for students to understand that behaviour is an action, a choice they make, and an outcome of learning and understanding. With the diversity of culture and language, it’s important to have a common way of communicating with students about behavioral expectations.The learner profile gives us a common language and foundation on which to build our school culture and values. The learner profile and attitudes of the PYP cover the most important core values we want our students to learn and live out. Parents can also be involved by using these words at home with their children. By recognising when their children are showing great behaviour or guiding them to make responsible choices, we can work together to promote self-awareness, self-efficacy and responsibility. 001 Promoting Positive Behavior The best way to seek positive student behaviour is to actively encourage it. We do this by: 1. Modelling appropriate behaviour 2. Using praise and verbal recognition 3. Involving students in decisions that affect them 4. Having clear and consistent expectations Clear and Consistent Expectations If students know what is expected of them, they are better able to work and play together. The rules and guidelines have been developed by students, teachers and teaching support staff. Cultural Differences We understand that there are cultural differences in how children are taught to respond to physical aggression. Our goal is to remind students that they must follow the rules of the environment they are in. For example, we stress that at PSI, ‘giving change’ (‘zdacha’) or returning a punch or hit, is not an acceptable response.

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B. How are Students Encouraged to Make Good Choices? Student Problem Solving At the beginning of the school year and through assemblies, teachers and the counsellor teach and review the following problem-solving strategies. Using these concepts, the students develop the learner profile attributes and put them into action. Our goal is always to help children work out problems for themselves. Through example and experience, the children are taught to differentiate between a small problem and a big problem. Any time a big problem happens (such as physical aggression), students are taught to go directly to an adult they trust. For disagreements and smaller problems, the following steps should be followed by the students before going to an adult. Adults also guide students to use these steps before the adult intervenes to solve the problem for the student. Panther’s Choices (for KG to Grade 2) –– Talk it out - Use an ‘I message’ –– Walk away –– Ignore it –– Tell the person to stop –– Apologise –– Make a deal –– Wait and cool off –– Go to another game –– Share and take turns OR 002 The Panther’s Win/Win Guidelines (for Grades 3-5) 1. If you are angry or upset, take a minute to cool off. 2. Tell the person how you feel and what you want using an ‘I message’ 3. Listen to the other person carefully 4. Take responsibility for your part of the problem 5. Think of solutions 6. Choose the best solution for both of you. Remember: If it’s a big problem, students should tell an adult they trust right away. (This can be the teacher on recess duty, class teacher, counsellor, or principal.) Breaking rules or engaging in totally unacceptable behaviour (physical aggression or hurtful and abusive language) may result in disciplinary action. A common approach might be a detention during lunch recess or an ECA, or at times an in-school suspension in the principal’s office. Very serious or repeated offences can lead to expulsion.

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C. How Do Teachers and Administrators Support Students in Making Good Choices? When helping students solve problems, teachers and the principal might … –– Help students talk and listen to each other when solving a problem –– Listen to the reporting student and write a report of the incident –– Talk to the person who initiated the problem –– Remove the person(s) from the class or yard –– Send the person(s) to the principal if it is repeated or totally unacceptable behaviour –– Speak to the parents about the behaviour When dealing with problems, teachers and the primary principal will always … –– Listen to both sides of the story and all the students involved (including any observers) –– Let students know that reporting is sensible –– Work out the best way to handle the situation together with the student –– Let students know the result –– Report incidents and results thoroughly to families for their information.

D. What are the Consequences for Students who Make Poor Choices? Level One - Inappropriate Behaviour (Classroom / Teacher Level) It is understood that children at this age are learning how to behave and interact with others outside the family. At times, children test limits or simply do not how to make a the right choice. They may get frustrated or angry and may not react in a socially acceptable way. These are called ‘inappropriate behaviours’. At Level One, all classroom teachers and specialist teachers establish their own classroom expectations, grievance procedures, and consequences.They also issue appropriate re-directions, warnings and counselling. Teachers determine whether specific behaviours are significant enough or repeated often enough that they require further action at the administrative level. Level Two - Unacceptable Behaviour (Primary Principal / Deputy Principal Level) This may include refusal / not following a staff member’s directions, physical aggression, inappropriate language, and / or repeated inappropriate behaviours. When a teacher sends a student to an administrator for a behaviour issue, the meeting is divided into two parts: Learning from our mistakes and accepting consequences for our actions. Wherever possible, consequences are meant to reinforce the behaviour that needs correcting. Consequences can vary depending on the maturity level of the child. For example, students in Grades 4 and 5 are considered old enough to refrain from physical aggression on campus at all times, so consequences are more serious. Repeated unacceptable behavior will lead to the student and his / her parents meeting with the Primary principal, after which the student may be placed on a behavioral contract.

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Level Three – Totally Unacceptable Behaviour (Primary Principal / Deputy Principal Level) This may include fighting, excessive physical behaviour, violence, biting, repeated harassment and / or repeated refusals to follow an adult’s instruction. Suspension Suspensions of students occur for serious offenses and can vary in length. In these instances, students are immediately and officially suspended from school. An official letter of suspension is issued to the family involved. The student is sent home for one or more days. This means that s/he cannot attend any school events during the time of that suspension, but s/he is expected to keep current in class work. Both victim and bully receive support from the guidance counsellor based on their needs. In order to return to school, the parents and the child must meet with the Primary Principal. The student must exhibit a willingness to return to class. A behavioural or probationary contract is developed for a period of one month / or to the rest of the school year. This is reviewed before the student moves to the next grade level. PSI reserves the right to deny any student an enrolment for the next school year if the student and / or parent does not demonstrate a commitment and support to the child’s behavioural development. Please note that the School reserves the right to increase the consequences listed above based on the severity of the incident and the pattern of behaviour for individual students. It is important to note that two suspensions within one calendar year results in an automatic referral to the school’s Expulsion Committee. Level Four – Expulsion (Primary Principal / Deputy Principal / School Director / Board Level) Expulsion of students occurs for any acts that seriously threaten the safety of students and staff and / or for repeated acts of misconduct despite other disciplinary actions. The School convenes an Expulsion Committee made up of the homeroom teacher or PYP coordinator, the director, and at least one board member. The student or parent may also request a specific teacher to serve as an advocate; this teacher is a non-voting member of the committee. Based on evidence presented and input from the parents and other teachers, the committee decides whether or not to expel. The decision to expel must be unanimous. Students who are expelled are not allowed to return to PSI at any time, either to re-enrol or to visit the campus. 003 Examples of behaviour that may result in expulsion: 1. Violence or repeated incidents of fighting 2. Repeated refusal / defiance to follow the instructions of teachers and / or adults 3. Gross violation of the Code of Conduct above 4. Use, sale or distribution of drugs, tobacco or alcohol on campus 5. Possession of a weapon on campus 6. Other illegal acts 7. Suspension/s from the school in one calendar year NOTE: The school also reserves the right to immediately move past the first three steps for serious incidents. Under serious circumstances, the school administration may choose to suspend or expel without going through all the steps involved.

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P A R E N T/ S T U D E N T H A N D B O O K

GUIDELINES FOR SECONDARY STUDENTS AND PARENTS

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Section I: How Important is Daily Attendance?

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A. What are the Rules and Procedures Regarding Attendance? The School takes student attendance very seriously. The guidelines below are a brief summary. We encourage you to read the full version on pages 17 - 26. The important things to remember are as follows: –– Parents should always contact the school (attendance@psi.kiev.ua) any time a student is absent. We cannot accept communication from the student. –– Students absent three or more consecutive days should return with a doctor’s note or verification of the reason for their absence. –– DP students who miss five or more days of school must make up that time in a Saturday Time Bank. This is to ensure that all DP standards are being met. –– Students are responsible for knowing what they missed. They should connect regularly to MyPSI, email their teachers, and ask questions as needed. –– Students are expected to turn in summative assessments on their due date, even if they are absent from school. Failure to do so results in a zero on that assessment. –– In the case of prolonged absences or exceptional circumstances, teachers can adjust deadlines. This is dependent on the circumstances and the commitment of the student to proactively seek those solutions. –– For more information about late work, please see page 26.

B. What Happens if I Arrive Late to School? Procedures Students should plan to arrive at school no later than 8:15 in order to be on time for homeroom at 8:25. Students arriving between 8:25 and 8:35 must go directly to homeroom, where they will be marked late by their homeroom teacher. Students arriving after 8:35 are checked in at the guard house, where their arrival time is noted by the turnstile system. The guards send updated arrival information to the Attendance Secretary and those times are recorded in the student’s on-line attendance record. Students then check in with the Reception desk before going to their class. A system is in place for helping students make up missed time through a series of early morning detentions or other consequences. For a full explanation, see page 24.

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Section II: How are Students Encouraged to Make Good Decisions?

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A. How Does the School Help Students Balance Their Rights with Their Responsibilities? PSI expects students to work towards their full academic potential and behave in a manner that will bring respect and honour to the School, their families, their own communities and their personal development as responsible learners. It is our aim to nurture well-balanced, mature individuals who are able to take responsibility for their own actions and who will grow to be valued members of the international community. Students at PSI are encouraged to recognise that rights bring with them equivalent responsibilities. Student rights are balanced against responsibilities in the following ways: Students have the right to

Students have the responsibility to

Learning

Learn to the best of their ability in well-taught, productive classes

Do their best work and help others do their best. This includes listening and following directions, asking for explanations when needed, disturbing no one in class, arriving to class on time, and turning in neat, carefully planned and completed work

Respect

Be happy and to be treated with understanding and respect as individuals

Respect others, treat them with understanding and not hurt their feelings

Expression

Hear and be heard and be free to express their opinions, feelings and ideas

Respect othersâ&#x20AC;&#x2122; opinions, feelings and ideas and to listen to others

Safety

Be safe and secure in school with rules developed to support these rights

Respect othersâ&#x20AC;&#x2122; right to safety, treat others with the same kindness they would expect themselves, and obey school rules

Property

Bring their belongings and materials to school and utilise school materials

Look after their own possessions, respect other peopleâ&#x20AC;&#x2122;s property, and use and share school materials in an appropriate manner

Dress Code

Wear clothes of their choice to school

Wear clothes that are decent, inoffensive, and appropriate and take care of their clothing

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B. How Does the Homeroom Programme Help Students Make Good Choices? All students in Grades 6 - 10 have 80-minutes per week of homeroom time, usually divided into two fortyminute blocks. One of those periods is set aside for special projects like the Week without Walls, service projects, and student portfolios. The other forty-minute block is PSI’s Personal and Social Education (PSE) programme. Students learn about and discuss important issues that are age appropriate like bullying, social relationships, dating, stress management and drug / alcohol abuse. Some of these sessions are led by homeroom teachers, others by the counsellors. In sensitive issues like reproduction and sexuality, classes are split by gender to allow for more open discussions, and Science teachers may be included. These units are all designed to help students make safe, healthy and ethical choices.

C. What are the Standards for Student Behaviour? PSI encourages all students to demonstrate self-discipline and respect so that the School can function as a caring and supportive institution. An essential element of this goal is to ensure that this policy is known throughout the School and is implemented by all. Behaviour is judged by the extent to which the attitudes and actions of the students contribute to or restrict the effective learning in the classroom, as well as the quality of life and functioning of the School as a caring and involved community. The intent is to provide a cooperative, supportive and safe environment where each individual feels respected, valued, and secure. To achieve this, the following standards have been established to encourage good relationships between pupils, teachers, and parents –– Good classroom practice –– A framework that enhances good behaviour –– A positive manner encouraging good behaviour rather than simply punishing the unacceptable To this end, there is in place a clear system of rewards and sanctions that focuses on: –– An ordered and calm atmosphere within the School where pupils and teachers feel respected –– A consistent pattern when dealing with unacceptable behaviour –– Explicit equal opportunity –– Respect for other cultures and values –– Positive social skills –– Clear standards of behaviour during times outside the classroom, making explicit what is and what is not acceptable –– A whole school approach to discipline, encouraging all teachers to adopt the same approach when dealing with matters of discipline It should be noted that in case of a disagreement between staff and students regarding suitability, the teacher makes the final decision. Classroom Expectations –– Respect others –– Engage in positive behaviours –– Be polite and helpful to your teachers, fellow students and others –– Use appropriate language at all times –– Speak English as the language of inclusion, except in classes designed to teach or support other languages –– Ask a teacher or other staff member for help if you do not understand what you have been asked to do –– Tell your teacher or another staff member if you or another student is upset or being bullied –– Have your laptop with you and use it every day 90

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D. What is the Code of Conduct? The administration, board and staff at PSI expect that all members of the school community will demonstrate respect for self, others and the environment at all times. This includes any time that they are on campus and any time that they are away on school-sponsored trips. When students fail to do so, the administration and board reserve the right to take appropriate disciplinary action for activities that are considered detrimental to the welfare of the school, student body or individual. PSI students are subject to disciplinary action for incidents of misconduct occurring during school or while attending school-sponsored activities, whether on the school campus or off the campus. These rules include but are not limited to the following: Academic Dishonesty/Plagiarism - All students are expected to maintain academic integrity with respect to their academic work. It is unacceptable to submit someone else’s work as their own work, give their work to someone else to use, copy homework, or to use notes, signal or talk during a test. It is also unacceptable to use cell phones or other devices to obtain or share information during a test. It is important to note that students who help someone else cheat are held to the same standard and the same set of consequences. The IB defines academic malpractice as behaviour that results in the candidate or any other candidate gaining an unfair advantage in one or more assessment components. Malpractice includes: a. Plagiarism: Representing the ideas or work of another person as the student’s own; b. Collusion: Supporting malpractice by another student, as in allowing one’s work to be copied or submitted for assessment by another; c. Duplication of work: The presentation of the same work for different assessment components and/or Diploma requirements; and d. Any other behaviour that gains an unfair advantage for a student or that affects the results of another candidate (for example, using a language translation device or website, taking unauthorised material into an exam room, misconduct during an exam, falsifying a CAS record, disclosure or receipt of confidential information about exams). A complete explanation of the definitions, the roles and responsibilities for all parties, the consequences and the support systems may be found in the Secondary Academic Honesty Policy and Protocols document. Alcohol, Drugs or Tobacco - Possession and / or use of alcohol, drugs, tobacco or related paraphernalia (including electronic cigarettes) on campus or at school-sponsored events will result in a suspension while the administration considers expulsion. Students caught distributing or selling any of these items are automatically referred to the Board Expulsion Committee. Bullying – Bullying is defined as continuous intimidation, excessive teasing or physical aggression against other students, especially when one student has greater power (social or physical, real or perceived) over another. It includes racial slurs, gestures and remarks. Students will formally apologise to injured parties and parents will be contacted. Students involved in bullying may be suspended; repeated incidents and / or acts of physical bullying may lead to expulsion. When the School has evidence of cyber-bullying or activities that occur off campus, administration will notify parents and provide that evidence. We ask parents to follow up on such off-campus behaviours.

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Closed Campus All students should carry their swipe cards with them and use them for entering and exiting the campus through the main gates only. Students who lose their cards must replace them at a small cost. Students are not allowed to leave campus and then come back in the same day. This includes the time between the end of classes and the start of ECAs. Students who leave for the day must complete the permission form and have it signed by all teachers whose classes will be missed as well as by the principal or an IB coordinator. Displays of Affection – PSI recognises that general feelings of affection may exist between students. Public displays of such affection, however, should not offend fellow students, faculty, staff or guests. Students should refrain from inappropriate behaviour such as intimate and prolonged embraces, kissing, and similar actions on campus, school buses and school events. Repeated incidents will lead to a parent conference. Dress Code – Students must dress appropriately for school. Clothing that is too revealing, too tight, or otherwise too suggestive is not acceptable. We also do not accept tee shirts or other apparel that have obscene or offensive language or pictures, or any clothing that advertises alcohol, drugs or tobacco in any language. Clothing must also be safe. For example, ‘wheelie’ shoes are not appropriate in the school environment. Students dressed inappropriately may be asked to wear a lab coat, to turn clothing inside out or to go home to change. The administration has final say in determining appropriate dress. Students must dress in full kit for all PHE classes. Electronic devices – PSI is a Bring Your Own Device (BYOD) school. All Secondary students must have their own laptops. In addition, we allow Secondary students to bring cell-phones, MP3/4 players, tablets and other devices for educational purposes. We also encourage them to bring headphones to school, as these are often used for language activities and multimedia use. Students are expected to use these devices respectfully, following the PSI Responsible Use Policy (RUP) which is included on MyPSI homeroom sites. This will include following guidelines established by each teacher and includes turning the devices off upon request.The students may not be on gaming sites during instructional time or ECAs. They are not monitored for lunch time, breaks or on the bus. The School does encourage students to engage in games that are age appropriate and nonviolent. Students who inappropriately use electronic devices in class may have those items confiscated. A typical sequence is as follows: –– First offence: Teacher confiscates item and returns it to the student at the end of the class –– Second offence: Teacher confiscates item and turns it over to administration; student picks it up at the end of the day –– Third offence: Student turns it over to the principal at the start of a school day for a specified number of days; the phone or device is returned at the end of the day. Parents are contacted Fighting - Any deliberate, aggressive physical contact with another person that might result in an injury is considered fighting. ‘Play fighting’ or ‘horsing around’ can also result in injury and is also prohibited. Fighting will result in a suspension for all students involved. A severe incident and / or repeated incidents may lead to expulsion. Food - Students may have water bottles in school and in classes, but they should not bring food into any of the School buildings. All food should be eaten outdoors or in the cafeteria. Students are not allowed to order food for delivery from outside suppliers without administrative approval. Drivers or other adults bringing students their lunches must take them directly to the designated table in the cafeteria, where students may pick them. Students are then responsible for taking food or food containers home with them.

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Inappropriate Behaviour – Teachers have the right to stop any behaviour that disrupts the learning opportunities or threatens the safety of others. Insubordination – Students are expected to follow a staff member’s directions. Laboratory Safety - Creating an unsafe situation in the Science or Design lab could harm not only the student involved but also others, and will result in disciplinary action. Late Work - It is important to consistently submit work on the assigned dates. We expect that all students who are absent will contact classmates and / or teachers immediately to determine what work they have missed; it is the student’s responsibility, not the teacher’s responsibility, to follow up after absences. For more information on attendance and turning in work, please review our attendance protocols on page 24. Grade 6 students are allowed one opportunity to turn in one late summative assessment, provided that the work is submitted at the date and time established by the teacher. As with the Academic Honesty Policy, parents will be contacted and the student’s name will be entered on a spreadsheet available to all Grade 6 teachers and to administration. They will not be given a second opportunity to turn in late work, even if it is for another class. In the case of excused absences (e.g., CEESA, doctor-excused medical absences), teachers will provide revised due dates that are reasonable, given the length of absence involved. Obscenities and Profanities - All students are expected to use appropriate, inoffensive language. This also refers to wording and slogans on clothing. Penalties range from parent contact to detention. Language aimed at an individual may be viewed as an act of bullying and could result in suspension. This rule applies to any languages spoken by students. Stealing – It is not acceptable for students to take what doesn’t belong to them, even as a practical joke. Students caught stealing will be given a suspension for the first offense and will need to return or replace the stolen items. Repeated incidents of stealing and / or the theft of expensive items can result in expulsion. Vandalism – Destruction or desecration of school or personal property is not allowed. Students who engage in such behaviours are subject to detention or suspension, and will be asked to either reimburse the school or individual and / or assist in the repair or cleaning of damaged items. Weapons – PSI has a ‘zero tolerance’ policy for weapons on campus. The School defines a weapon as any item that could be used to harm another person. It also includes ‘toy’ weapons. Students caught with a weapon on campus or at a school event are automatically suspended from school. The School reserves the right to move directly to an expulsion hearing if the situation warrants it. The School administration reserves the right to search student lockers, backpacks and / or clothing if they have a suspicion of possession of any weapons or dangerous items on campus. Note: The School administration reserves the right to search student lockers, backpacks and / or clothing if they have a suspicion of possession of banned substances, weapons or stolen items.

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E. What Steps Does the School Take when a Student Misbehaves? Teachers handle most discipline problems. If the offense is serious enough, or in the case of repeated defiance of a teacherâ&#x20AC;&#x2122;s or staff memberâ&#x20AC;&#x2122;s authority, the administration intervenes. Teachers track and document all cases of student misconduct serious enough to disrupt other students or the educational program. 004 There are clear, consistent and fairly administered consequences. A typical sequence includes the following: 1. warning 2. consequence (loss of certain privileges, note home, etc.) 3. detention 4. in-school suspension / parent conference 5. out-of-school suspension / parent conference 6. expulsion The administration reserves the right to move immediately past the warning stage as appropriate. Under certain circumstances, administration may choose to suspend or move to expel without going through other steps. Suspension Suspensions of students occur for serious offenses. Suspensions can vary in length. If a student is suspended out of school, s/he cannot attend any school events during the time of that suspension, but s/ he may work with teachers to keep current in course work. Examples of behaviours that result in suspension

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Offense

Middle School (Grades 6-8)

High School (Grades 9-12)

Repeated violations of the Code of Conduct

1 – 3 day suspension

3 – 5 day suspension

Possession or use of tobacco, alcohol or drugs on campus or at a school sponsored event

1 – 3 days suspension; counseling upon return

3 – 5 days suspension; counseling upon return

Distribution or sale of alcohol, tobacco or drugs on campus or at a school sponsored event

Suspension pending a review by the Board Expulsion Committee

Repeated or flagrant defiance of teacher or staff authority

1 – 3 days in school suspension

3 – 5 days in school suspension

Serious and / or repeated acts of plagiarism or cheating

A zero on the assignment (starting with second offense) A zero on the test (starting with the first offense) Possible suspension for repeated offences

A zero on the assignment (starting with second offense) A zero on the test or exam (starting with first offense) Possible suspension for repeated offences

Theft or criminal activities

1 -3 days suspension; possible contact of local authorities

3 – 5 days suspension; possible contact of local authorities

Possession of a weapon

Suspension pending a review by the Board Expulsion Committee

Please note that the School reserves the right to alter the consequences listed above based on the severity of the incident and the pattern of behaviour for individual students. It is important to note that two suspensions within one calendar year results in an automatic referral to the school’s Expulsion Committee. Expulsion Expulsion of students occurs for any acts that seriously threaten the safety of students and staff and / or for repeated acts of misconduct despite other disciplinary actions. The School convenes an Expulsion Committee made up of the homeroom teacher or appropriate IB coordinator, the director and at least one Board member. The student may also request a specific teacher to serve as an advocate; this teacher is a non-voting member of the committee. Based on evidence presented and input from the parents and other teachers, the Committee decides whether or not to expel. The decision to expel must be unanimous. Students who are expelled are not allowed to return to PSI at any time, either to re-enrol or to visit the campus. Students who are not expelled are placed on a behaviour contract that is reviewed quarterly for at least one calendar year. 005 Examples of behaviour that may result in expulsion: 1. Sale or distribution of drugs, tobacco or alcohol on campus 2. Violence or repeated incidents of fighting 3. Gross violation of the Code of Conduct or repeated defiance of school rules and authority 4. Possession of a weapon 5. Two or more suspensions from school in one calendar year 95

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Section III: How Does the School Celebrate and Reward Success?

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A. How Does the School Celebrate Student Work and Success? Students in the Secondary Student Council organise and run monthly assemblies to celebrate student work and effort. Each month, students are recognised for their participation in athletics, competitions and ECAs. Student performances are often showcased, and student learning shared with the larger group. Most assemblies are held for Grades 6 - 10 MYP students. In January and June, the School holds Grade 6-12 Honours Assemblies to acknowledge students who have demonstrated excellence in application, attitude and / or academics.

B. What Awards Does the Secondary School Give? Semester Awards Honour Role Students receive Honour Roll recognition if they achieve the following: –– Grades of 5, 6 or 7 in every course –– An A or B in TOK for Grade 11 and 12 –– A satisfactory or above in ungraded courses (e.g., EAL) –– Satisfactory completion of CAS / Service Learning requirements –– Satisfactory for works in progress and A or B on Extended Essay; a 5, 6 or 7 on Personal Project upon completion of those projects –– No Attitude and Application grade below a B –– For DP only: As above plus a minimum of 30 points overall High Honour Roll Students receive High Honour Roll recognition if they achieve the following: –– Grades of 6 or 7 in every course –– An A or B in TOK for Grade 11 and 12 –– A satisfactory or above in ungraded courses (e.g., EAL) –– Satisfactory completion of CAS/C&S requirements –– Satisfactory for works in progress and A or B on Extended Essay; a , 6 or 7 on Personal Project upon completion of those projects –– No Attitude and Application grade below a B –– For DP only: As above except a 5, 6 or 7 in every course plus a minimum of 36 points overall NOTE: In the first quarter of a student’s move from Standard to Extended Maths or up a phase in MYP Language Acquisition, the School accepts a 4 in that subject for Honours and a 5 in that subject for High Honours. However, the attitude grade still counts towards the honours certificate. Application and Attitude Grade Awards At the end of each semester, students who achieve only A and B marks in this category receive a certificate that recognises sustained commitment and a positive attitude regardless of the student’s natural flair or ability. These grades are based on the following criteria: –– Completing tasks punctually: The student completes homework, assessments and group projects on time. Students who are absent submit the work by e-mail or contact the teacher ahead of time to discuss any difficulties they have meeting the deadline. –– Working independently and taking personal responsibility: The student is organised, comes prepared for class, completes homework, manages time effectively and shows initiative when appropriate. The student is reflective about his or her actions and tries to learn from mistakes.

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–– Demonstrating commitment and a positive attitude: The student makes positive contributions in class, works diligently at all times, shows motivation, and enthusiasm towards his / her studies. The student also shows perseverance in the face of difficulty. –– Demonstrating respect for self: The student has good attendance and punctuality to school and to each class. S/he takes responsibility for his/her actions, behaves in a responsible and mature manner, and demonstrates integrity in his/her work. –– Working respectfully and productively in whole and small groups: The student is courteous, works collaboratively, and shows respect for the learning environment and everyone’s right to learn. NOTE: Students with 20 or more unexcused absences cannot earn above a C overall in Application and Attitude and are therefore ineligible for Honours or High Honours awards. Attendance Awards PSI recognises students who have two or fewer absences and five or fewer times late to school. Students must meet both criteria to receive an Attendance Award. School-related absences (e.g., CEESA tournaments, MUN, etc.) are not counted in determining attendance records. Attendance awards are given at the end of the first and the second semester. Learner Profile Awards On a monthly basis, PSI Secondary School focuses on a new learner profile trait. Students and staff can nominate students in Grades 6 - 8, 9 - 10, and 11 - 12, and provide examples of how the student exemplifies the trait. Awards are presented at the monthly assemblies. Year-End Awards In addition to the awards listed above, the second semester awards include:

Departmental Awards Each department acknowledges students in Grades 6 -8, 9 - 10 and 11 - 12. These are not necessarily for the highest performing students. They are designed to recognise students who consistently demonstrate one or more of the learner profile traits. Roman Jacobi Award This award is named after PSI’s first graduate and is presented to a Grade 6 – 10 male student who has demonstrated outstanding effort and achievement in the IB Middle Years Programme. Lady Claire Asquith Award This award is named after one of our founding parents and is presented to a Grade 6 – 10 female student who has demonstrated outstanding effort and achievement in the IB Middle Years Programme. Rowland Jepson Award This award is named after PSI’s first DP coordinator and is presented to a student of either gender in Grade 11 or 12 for outstanding effort and achievement in the IB Diploma Programme. Luis and Alexandra Baqueriza Award This award is named after one of our founding families and is given to a student of any grade level (6-12) or gender for outstanding commitment to community service. ECIS International Student Award The European Council of International Schools (ECIS) asks schools to nominate a student who is a good representative of his / her country, with a positive attitude toward the life and culture of others, able to converse in at least two languages, a contributing force in the life of the school, with the ability to bring differing people together into a sense of community, thus furthering the cause of international understanding. There are no limitations in respect to the age, nationality, class or level of academic performance of the student.

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Happy graduates in the class of 2018

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