Elementary School Handbook

AMERICAN SCHOOL OF BOMBAY

Elementary School Handbook Incorporating the Program of Studies for the Elementary School.

Revised August 2025

ASB Elementary School Handbook 1.

Welcome

5

2.

Handbook Agreement

7

3.

American School of Bombay: Who We Are

9

3.1.

Mission, Vision, and Values

9

3.2.

Profile of an ASB Graduate

10

3.3.

Student Safeguarding

11

3.4.

Governance

11 12

4.

Elementary School Program

13

4.1.

Whole School Approaches To Learning (ATLs)

13

4.2.

Elementary School Curriculum Overview

15

4.3.

International Baccalaureate Primary Years Program (IB PYP)

15

4.3.1.

Cornerstones of the IB PYP

16

4.3.2.

The IB Learner Profile

17

4.3.3.

Units of Inquiry: IB PYP Transdisciplinary Themes

18

4.4.

Early Childhood Philosophy (Prekindergarten - Kindergarten)

20

4.4.1.

Prekindergarten (Pre-K)

21

4.4.2.

Kindergarten

22

4.5.

Core Subject Perspectives: KG - Grade 5

22

4.5.1.

Literacy

22

4.5.2.

Mathematics

23

4.5.3.

Science, Social Studies and Host Country Studies

23

4.5.4.

Specialist Program: Prekindergarten – Grade 5

24

4.6.

Social Emotional, and Ethical Learning

27

4.6.1.

Kelso’s Choice Conflict Management

28

4.7.

Information Commons (iCommons)

29

4.8.

Community & Social Responsibility (CSR)

30

4.9.

Integrated Technology

30

4.9.1.

Bring your own device (BYOD)

30

4.9.2.

See Saw

31

4.9.3.

Schoology

31

4.9.4.

Veracross Student and Parent Portals

31

4.9.5.

Google Drive

31

4.9.6.

Microsoft Outlook

32

4.10.

Experiential Learning

32

4.11.

Individualized Learning Services (ILS)

32

4.11.1.

EAL

32

4.11.2.

Academic, Social-Emotional and Behavioral Support Services

34

4.11.3.

High Ability Support

34

4.11.4.

Counseling Support

34

4.11.5.

Speech & Language Therapy

35

4.11.6.

Occupational Therapy

35

4.11.7.

Other Support

35

4.12.

Home Learning

36

4.13.

Assessment & Reporting

36

4.13.1.

Assessment for and of Learning

36

4.13.2.

Reporting

37

4.13.3.

Standardized Assessments

37

5.

School Attendance, Routines & Expectations

38

5.1.

School Attendance

38

5.2.

Absence Procedures

38

5.3.

Campus Hours

39

5.3.1.

Arrival Procedure

39

5.3.2.

Dismissal Procedure

39

5.3.3.

Change in Pick-up Procedure

39

5.3.4.

Leaving School Early

40

5.4.

School Buses

40

5.5.

Elevator Use

40

5.6.

Lost Property

41

5.7.

Dress Code

41

5.7.1.

Elementary School Dress Code

41

5.7.2.

PE Clothing

41

6.

Beyond The Classroom: Student Life and Activities

42

6.1.

Student Life - After School Activities

42

6.2.

Field Trips

43

7.

Student Code of Conduct

44

7.1.

Student Rights & Responsibilities

44

7.1.1.

Student Rights

44

7.1.2.

Student Responsibilities

45

7.2.

Student Behaviour and Expectations

46

7.2.1.

Harassment and Bullying

46

7.2.2.

Behavior Off Campus & Online

47

7.3.

Responsible Use of Technology

48

7.3.1.

Care and Maintenance of Technology

48

7.3.2.

Ethical and Responsible Use of Technology at ASB

49

7.3.3.

Responsible Use of the Internet and Digital Tools

51

7.3.4.

7.3.5.

Being a Good Digital Citizen at ASB Consequences for Misuse

53 54

7.3.6.

Partnering with Parents for Digital Responsibility

54

7.3.7.

Data Retention and Account Deactivation

55

8.

Disciplinary Procedures

56

8.1.

Consequences

56

9.

Health, Family Involvement, and Arrangements

58

9.1.

Health Office

58

9.2.

Air Quality

59

9.3.

Parental Involvement & Communication

60

9.3.1.

Parent Teacher Association (PTA)

60

9.3.2.

Grade Level Representatives (GLRs)

60

9.3.3.

Parent As Partners Sessions

61

9.3.4.

Volunteers

61

9.3.5.

School Assemblies

61

9.3.6.

Teacher Letters and Digital Communication

61

9.4.

Parent Communications

61

9.5.

Temporary Guardianship

62

9.6.

Student Visitors

62

9.7.

Withdrawal Procedures

62

1. Welcome The Handbook offers a single stop option that communicates the structures, policies, procedures, and protocols that support the secondary division in delivering on the school’s mission, for the express benefit of your children.

Articulating the rules of engagement, openly and honestly, is important to the fiber of our community. However, our culture is not driven by rules, but rather by values. When examining the contents of the Handbook with your children, do not focus solely on “what” has been put in place, but include a discussion on “why” an item was included. This review is critical to understanding what is important at ASB. Finally, while this Handbook covers a wide swath of the ASB school experience, it is not all inclusive. There may be things that are not explicitly addressed. In these circumstances, work within the spirit of this Handbook, and seek clarity from your child’s teacher or from an administrator. Thank you for your partnership and support.

Dr. Paul Richards Head of School American School of Bombay

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American School of Bombay students are expected to: Be Respectful Be Honest Be Kind Be a Learner Be Responsible

Habits of a Successful Student A successful student is in their seat every day, on time, prepared to learn.

A successful student turns in all assignments and homework complete and on time.

A successful student treats every student, advisor, teacher staff member and adult in the school and outside school politely and courteously.

2. Handbook Agreement All Elementary School parents are expected to read the ASB Handbook and discuss the key points with your child(ren).

You must sign the ASB Handbook Agreement prior to the beginning of each school year.

The ASB Handbook Agreement is reproduced below for your information. The official agreement is located on our Parent Portal under the ‘My Household’ tab. Click here to access the Parent Portal.

The Parent Portal is password protected, and will require your ASB user name and login.

Your username is your firstname.lastname, and your password was set during orientation.

If you do not remember your password, you can select ‘Can’t access your account?’ link to reset.

If you do not remember the details provided to ASB please contact the IT Helpdesk, Monday – Friday 7:30am – 6:30pm.

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ASB Handbook Agreement (to be signed digitally on the Parent Portal) We have read and understood the school procedures outlined in the ASB Handbook.

We affirm to live within the guidelines of the ASB Handbook as well as any adjustments to school policy as advised throughout the year.

We recognize and appreciate the privilege of being part of the ASB Community.

We agree to the information set out in the handbook regarding: 1. ASB Academic Program 2. Digital Platforms 3. Homework 4. Assessment 5. Academic Integrity 6. Attendance 7. School Routines & Expectations 8. Dress Code 9. Student Life & Activities 10. Student Code of Conduct 11. Disciplinary Procedures 12. Health 13. Family Involvement 14. Family Arrangements

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3. American School of Bombay: Who We Are 3.1. Mission,Vision, and Values Our Mission We inspire all of our students to continuous inquiry, empowering them with the skills, courage, optimism, and integrity to pursue their dreams and enhance the lives of others.

Our Vision ASB’s learners will be: Intrinsically Motivated Adaptable and Resilient Self-Aware Empathetic Reflective Our Core Values ASB Core Values are the formal expression of our school’s fundamental values and serve as our ethical code. They are an intricate part of the fabric of ASB.

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We Believe: Personal Each person has equal intrinsic value.

People are responsible for the choices they make.

All people have potential for growth.

Internal motivation is the most powerful driver of learning and success.

A balanced lifestyle is the essence of well-being.

Interpersonal Mutual trust and respect are essential for healthy, enduring relationships.

Embracing our interdependence is vital for the community to flourish.

Practice, perseverance, and reflection are integral to a culture of excellence.

We are the trustees of our environment.

3.2. Profile of an ASB Graduate An ASB graduate, empowered by dreams, skilled as a lifelong learner, and oriented towards serving others, is dedicated to making a positive impact in the world.

An ASB graduate dreams.

An ASB graduate courageously takes risks and pursues their interests and passions. They are critical thinkers who approaches challenges with optimism and persists in solving problems.

They approach life with imagination and creativity, knowing their opportunities are limitless.

An ASB graduate is a lifelong learner.

They are knowledgeable in key academic content areas and possess the skills necessary to be successful in both further studies and 21st-century careers. As a balanced, inquisitive learner, an ASB graduate demonstrates responsibility and a reflective approach to personal growth. They work independently and collaboratively, to ethically manage complex systems, information, and problems.

An ASB graduate serves others.

An ASB graduate actively enhances the lives of others, showing integrity in their intentions and actions. They seek to understand people and cultures, to empathize with and to appreciate diverse opinions, appearances, behaviors, and beliefs. They are globally aware, valuing a world that is just, peaceful and sustainable.

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3.3. Student Safeguarding ASB is committed to providing a safe environment for its students. All members of the community will ensure the safety and well-being of every student.

Child abuse is a violation of a child’s human rights and is an obstacle to a child’s education and/or their physical, emotional, and spiritual development. ASB endorses the UN Convention on the Rights of the Child, of which our host country, India, is a signatory.

The School relies on preventative practices to reduce risk, ensure child protection, and respond effectively to situations that are harmful to our students and our school community.

Definition of Child Abuse: Child abuse is the physical or emotional maltreatment, sexual molestation, exploitation, or neglect of a child or children by an adult or another child who by age or development is in a position of power.

Child Abuse Prevention: ASB seeks to be a haven for students. To achieve this, ASB follows safe hiring practices that include background checks for all employees, independent contractors, and other adults at the discretion of the School. In addition, ASB trains all staff and personnel who directly or indirectly interact with students on the safety and well-being of children. All adults working/engaging with students without supervision are required to sign the Code of Conduct each year.

For more information, please read ASB’s Student Safeguarding Policy.

3.4. Statement of non-discrimination, diversity, inclusion The American School of Bombay is committed to equity, diversity, and inclusion for all members of our community.

By learning and growing together, we are actively seeking to understand ourselves and others to create and sustain an inclusive environment where all are welcomed and valued. We affirm our commitment to our mission of enhancing the lives of others by acting with integrity, compassion, and empathy while promoting this integral work.

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3.4. Governance The American School of Bombay is managed by the American School of Bombay Education Trust set up under the terms and conditions laid down by the Ministry of External Affairs, New Delhi.

The school is governed by a Board of Trustees, which is elected by the parents and faculty for a two-year term. The American Consul General is the Chairman of the Board of Trustees. The Board of Trustees is composed of eleven community members: eight are elected, two are appointed by the Board Chairman.

The Board oversees the governance and direction of the school by holding regular meetings, retreats and being actively involved in committee work.

The Head of School is also the Chief Executive Officer, directly responsible to the Board of Trustees. The Head of School is aided by the Deputy Head of School, Elementary, Middle, and High School Principals and Chief Operating Officer. This group forms the Leadership Team at ASB. The Elementary, Middle, and High Principals are the educational leaders in their division and are responsible for the short and long-term goals of the school as well as the day-to-day management of the division.

ASB is organized and operated on a non-profit basis. Virtually all operating revenues are generated from the student fees.

The school receives limited assistance from the United States government in the form of an annual grant.

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4. Elementary School Program Rigor in the Elementary Within our Elementary School, rigor is about developing critical thinking skills while acquiring academically relevant content knowledge. Learning with rigor goes beyond communicating about a topic or theme; students are asked to comprehend, apply, analyze, synthesize, and evaluate using a base of knowledge that is relevant and meaningful. Rigor leads to students being able to demonstrate perseverance when faced with a challenge or problem and to independently know and advocate for themselves as learners. At the end of a school day in a rigorous environment, children are full of anticipation for tomorrow and inspired to take action to positively impact their learning.

4.1. Whole School Approaches To Learning (ATLs) Approaches To Learning (ATLs) are trans-disciplinary skills and habits that support and enhance student learning, both now and in the child’s future learning experiences beyond the school. These ATLs are 21st century skills, which reference the IB Approaches to Learning and link closely to the IB Learner Profile dispositions.

We believe the development of these skills and their habitual use, inspires continuous inquiry and allows students to pursue their dreams and enhance the lives of others.

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Interpersonal and Intrapersonal Habits

Cognitive Habits

ATL Standard 1: Managing Complexity

ATL Standard 2: Collaboration and Social Skills

ATL Standard 3: Critical Thinking

ATL Standard 4: Creative and Innovative Thinking

Students demonstrate organization and planning, including setting appropriate goals.

Students are engaged, show understanding and respect when working with groups.

Students inquire, reason and evaluate information effectively.

Students use a wide range of idea-creation techniques to make choices and extend thinking.

Students employ self- management strategies to meet goals and effectively allocate time, energy and resources.

Students contribute and take ownership of their work as part of a collaborative group.

Students observe and analyze how parts of a whole interact to produce overall outcomes in complex systems.

Students develop, question, and revise ideas.

Students demonstrate perseverance and resilience when working towards the achievement of their goals.

At a team level, students resolve conflict and effectively create and commit to shared group goals.

Students think about problems from multiple perspectives and understand they can be solved using different strategies.

Students produce evocative and unique results demonstrating originality and inventiveness.

Students utilize each other’s strengths and try new approaches and ideas.

Students analyze their own and others’ thought processes; thinking about how one thinks and how one learns.

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4.2. Elementary School Curriculum Overview Our Elementary School curriculum at ASB follows the International Baccalaureate Primary Years Program (IBPYP).

Within our Elementary School, we focus on rigor, which is about developing critical thinking skills while acquiring academically relevant content knowledge. Learning with rigor goes beyond communicating about a topic or theme; students are asked to comprehend, apply, analyze, synthesize, and evaluate using a base of knowledge that is relevant and meaningful.

Rigor leads to students being able to demonstrate perseverance when faced with a challenge or problem and to independently know and advocate for themselves as learners. At the end of a school day in a rigorous environment, children are full of anticipation for tomorrow and inspired to take action to positively impact their learning.

Please refer to our Elementary School Program of Studies for detailed information about our Elementary School academic and co-curricular program.

4.3. International Baccalaureate Primary Years Program (IB PYP) Through the IB PYP, we strive to develop our students as internationally-minded people. The aim of the program (Pre-K - Grade 5) is that students will acquire ownership of a deep-rooted set of attributes that will provide the foundations for all their future endeavors. The PYP identifies these attributes in its Learner Profile.

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4.3.1. Cornerstones of the IB PYP In order to encourage the breadth of content necessary in an international school, the PYP is built on Five Essential Elements.

These are designed to guide each school in developing its balanced Program of Inquiry - the course of study across the grade levels. Through a student-centered, guided inquiry, students and teachers investigate these Five Essential Elements in each unit of inquiry.

The Five Essential Elements are: Conceptual Understandings - The driving force in developing the Program of Inquiry. These powerful ideas have relevance within and across the disciplines and are continuously re-explored.

Knowledge - Significant subject matter for students to explore.

This also provides our students with a shared base of information.

Approaches to Learning - Abilities the students attain in order to succeed in making sense of their world.

Dispositions - Fundamental values, beliefs, and feelings students have regarding learning, their environment, and other people.

Action - Demonstration of deeper learning through service and positive action.

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4.3.2. The IB Learner Profile IB programs aim to develop internationally-minded people who recognize our common humanity and shared guardianship of the planet and help to create a better, more peaceful world. IB learners strive to be: AS IB learners we strive to be: Inquirers We nurture our curiosity, developing skills for inquiry and research.

We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

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

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-Minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

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Risk-Takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

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

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

4.3.3. Units of Inquiry: IB PYP Transdisciplinary Themes “Learning is a process of finding patterns that connect” (Bateson 1972). The PYP takes a curricular approach with inquiry at the center. It is not just an approach, but also a philosophy that guides program development and student learning.

Students participate in directing their learning by investigating and exploring the central ideas presented through the Program of Inquiry. Students at ASB are engaged in open-ended, relevant, student-centered engagements that allow them to explore the essential elements embedded in the units of inquiry.

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Units of inquiry are designed to enable students to construct knowledge and understanding of the world around them through meaningful and purposeful engagements relating to the students’ first-hand experiences. Throughout the inquiries, students reflect on their learning, continually constructing and modifying theories, and making connections between their learning within the school environment and their experiences in the wider world.

Learning in the IB PYP is organized under six transdisciplinary themes. These themes represent multiple perspectives and human commonalities and promote a transdisciplinary model of teaching and learning.

1. Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

2. Where we are in place and time: An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migration of humankind; the relationships between and the interconnectedness of individuals and civilizations; local and global perspectives.

3. How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

4. How the world works: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment.

5. How we organize ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision making; economic activities and their impact on humankind and the environment.

6. Sharing the planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

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4.4. Early Childhood Philosophy (Prekindergarten - Kindergarten) We believe that all children are unique, creative, and capable inquirers who learn through play, exploration, and communication.

Our Early Childhood learning program is framed by the Primary Years Program of the International Baccalaureate, and is inspired by the principles and practices of Reggio Emilia. By deeply knowing each child and responding to individual needs, early childhood educators plan dynamic learning engagements within a purposefully designed environment.

Educators create and facilitate learning experiences that cultivate perseverance through failure and success, engage children in the habits of collaboration, and develop independence. Our harmonious and inclusive learning community inspires a love of learning.

The Early Childhood program recognizes children’s unique abilities and develops their skills to be compassionate citizens who understand that their choices can make an impact in their world.

Principles of our program Children learn through play Learning and inquiry is inspired by engaging provocations Our program is guided by the PYP framework, alongside practices from Reggio Emilia 20

Growth is measured through the collection of observational documentation and benchmark assessments Learning environments reflect the natural world and are supported by authentic materials and tools that inspire exploration, communication, and collaboration By knowing students as learners and individuals, educators respond to the needs of each child.

4.4.1. Prekindergarten (Pre-K) The Prekindergarten is a program comprised of learners from ages three to four years. The program builds on the individual academic and social needs of learners. Learning to take care of themselves with increasing independence, creating and sustaining positive relationships, and solving social problems in a large group setting are important parts of our students’ day. Learning is experiential and play-based at this stage and includes a variety of manipulatives and child-initiated inquiries.

Students in our Pre-K program explore Art, Music, Technology, and Movement throughout the curriculum. Literacy and Math are integrated into the PYP units of inquiry. Our program uses a developmentally-appropriate assessment tool that is continuumbased, allowing for teachers to develop differentiated engagements that lead to the success of all learners. * Children must be toilet trained by the time they enter the Pre-K program.

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4.4.2. Kindergarten The Kindergarten program helps students transition from the Prekindergarten program learning into a more formal, structured, and longer school day. Sustaining positive and collaborative relationships are hallmarks of social-emotional development in Kindergarten.

PYP Units of Inquiry and guided play are essential pieces of the Kindergarten day. Literacy development in Kindergarten includes phonological awareness, emergent reading skills, and concepts of print.

Kindergartners begin exploring different units of study encompassing narrative, informational, and opinion text.

Kindergartners extend their mathematical thinking on a variety of concepts including number sense, geometry, and data analysis. Studies in Kindergarten integrate technology, Art, Music, Host Country Studies, and Physical Education.

4.5. Core Subject Perspectives: KG - Grade 5 4.5.1. Literacy Literacy is fundamental to student learning and success.

Instruction includes the four interrelated and interactive communication strands of Listening, Speaking, Writing, and Reading.

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Through a balanced, standards-based instructional program and an inquiry driven environment, student’s individual needs are targeted ensuring that each and every learner will be empowered with the confidence to achieve their highest possible levels in learning.

Literacy is delivered through the Workshop Approach and is integrated into the PYP units of inquiry when connections are relevant, authentic, and meaningful. Literacy is assessed using a variety of tools that address areas such as phonetic understanding, text comprehension, reading fluency and accuracy, as well as writing content and conventions.

Data collected informs teacher instruction and aides in individualizing student learning.

Handwriting Expectation: Students develop both the capacity to write clearly and precisely through the writing process. Our students are taught the importance of effectively communicating their written thoughts and ideas in diverse publishing formats.

The HandWriting Without Tears program is offered to individual students requiring attention to fine motor control.

4.5.2. Mathematics Students’ understanding of mathematics is developed through a conceptually based approach. Students are challenged to think flexibly, make connections, and utilize a variety of tools, strategies, and manipulatives. Authentic, real-world, challenging, and relevant experiences make up a regular part of our mathematics instruction.

Across all grade levels, various forms of data and assessment support teachers in individualizing mathematics instruction for all learners. Mathematics is integrated into the PYP units of inquiry when it serves as authentic and relevant learning experiences.

4.5.3. Science, Social Studies and Host Country Studies In the areas of Science and Social Studies, we endeavor to create lifelong learners by developing critical thinking and decisionmaking skills in a way that benefits individuals, the community, and the environment.

At ASB we aim to have our students think beyond themselves and develop an appreciation of Indian culture, an understanding of local 23

communities, and a commitment towards reciprocal relationships through collaborative experiences. Within various units, we explore Indian history, civics, economics, and geography.

Scientific exploration fosters inquiry, curiosity, and collaboration by actively engaging students in investigations using a variety of techniques and technologies to promote scientific literacy.

Social Studies explores the human story and inquires into how historical events shape contemporary societies and their futures.

Science, Social Studies, and Host Country Studies are taught in the relevant context of the PYP units of inquiry.

4.5.4. Specialist Program: Prekindergarten – Grade 5 World Languages - Grades 2 - 5 only The PYP requires that all students have the opportunity to learn more than one language from at least the age of 7.

“Every learner benefits from having access to different languages, and, through that access, to different cultures and perspectives. Acquisition of more than one language enriches personal development and helps facilitate international-mindedness.” - (IB/PYP Language Scope & Sequence, p.1) All students in grades 2 - 5 are required to have the opportunity to learn a World Language, in addition to English.

An overarching tenet of our World Language Experience is the desire for students to develop a love of language learning.

Research has suggested that the study of an additional language in elementary school enhances enthusiasm for language learning, develops communicative competence and greater awareness of other cultures, may positively affect a child’s general school achievement and linguistic progress, makes the child more language-aware, and improves other cognitive skills.

Students will be assessed on the ACTFL standards. * World Language options are not designed to support students who are already fluent in a language.

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Visual Arts The Visual Arts program aims to create a learning atmosphere where students can enhance creativity, expand critical thinking skills, problem-solve, communicate ideas through a multitude of media, and reflect on their work.

Art studio spaces are valued laboratories of thinking where teachers facilitate relevant and authentic artistic experiences and extend student learning in individual or collaborative challenges, thereby supporting children’s right to creative expression.

Learning opportunities allow for students to build on their knowledge of the world around them, deepen their understanding of visual communication, experiment with their creativity, and explore human commonalities within relevant PYP units of inquiry.

Performing Arts Instruction in our Music program includes singing, playing, moving, listening, composing, improvising, and reading; they are interrelated, interdependent and interactive, with learning in one area supporting learning in another.

Through a balanced instructional program, including integration into grade level PYP units of inquiry, and a rich multicultural musical environment, students will be empowered with the confidence to take risks and achieve their highest levels in musical expression, technical skill, and music literacy.

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Physical Education (PE) Physical Education equips students with the knowledge, skills, values and attitudes to encourage lifelong healthy habits.

While we place emphasis on the physical, we recognize the importance of developing the emotional and social attributes of each child through developmentally-appropriate, structured activities. Instruction includes developing basic motor skills and movement patterns, as well as expanding and deepening their knowledge of movement concepts, principles, and strategies.

Learning opportunities allow for students to build on their knowledge of fitness and health within relevant PYP units of inquiry. We support the individual needs of each child while challenging them to achieve their personal best.

The Physical Education program is designed to equip students with the skills and knowledge which will enable them to establish a positive relationship towards physical activity. We aim to stimulate student’s awareness of their physical fitness and to simultaneously develop an interest and appreciation of sport and physical activity.

We provide our students with a broad and balanced range of physical activity experiences taken from the PYP scope and sequence, with our units centered around the following themes: Adventure Challenge, Movement Composition, Health-related Fitness, Individual Pursuits (swimming) and Games.

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Swimming is an essential component of ASB’s Physical Education Program for all Elementary School students. On the rare occasions that students need to be excused from a swimming lesson, please write a note or email to your child’s class teacher. If your child needs to miss more than one swimming lesson during a swimming unit (6-9 lessons), a doctor’s note will be required.

PE uniforms are mandatory for all Pre-K to Grade Five students.

Uniforms may be obtained, for a fee, through the school store. Students are encouraged to wear the PE uniform with appropriate shoes. During the swim units, the PE teachers will notify parents of the necessary swim gear equipment.

4.6. Social Emotional, and Ethical Learning Social, Emotional, and Ethical Learning (SEE Learning) is a universal, science-based approach to the ethical development of the whole child. It enhances traditional Social Emotional Learning (SEL) with key trainings in attention, compassion and ethical discernment, systems thinking and resilience.

SEE Learning was developed at Emory University for international use with the vision of “a compassionate and ethical world for all.” It was launched globally in the Spring of 2019 as the culmination of an academic collaboration that began in 1998 between Emory University and the Dalai Lama, who has long called for an education of heart and mind. ASB adopted the resulting model as an overarching framework for SEL across the school.

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In the elementary school lessons are delivered by the counselors during weekly guidance classes in grades 1-5 and reinforced by teachers during morning meetings and classroom lessons.

The curriculum sequence includes: 1. Creating a Compassionate Classroom 2. Resilience 3. Strengthening Attention and Self-Awareness 4. Navigating Emotions 5. Learning About and From One Another 6. Compassion for Self and Others 7. We’re All in This Together We also use Second Step as a supplement to our SEE program.

Second Step is a research-based multimedia curriculum endorsed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Schoolwide implementation has shown student growth in emotion management, situational awareness, and academic achievement. These lessons are taught by the counselor in grades PreK through 5, with grade 1-5 lessons integrated with the SEE Learning themes.

The lessons include puppets for lower elementary along with games, stories, activities, songs and videos for lower and upper elementary. Lessons teach explicit skills for learning, making friends, managing emotions like anger and anxiety, solving problems, and handling situations like peer pressure.

Click for more information on the Second Step Programs and how to reinforce these important skills at home.

4.6.1. Kelso’s Choice Conflict Management This conflict-management curriculum is based on the premise that every child is capable of becoming a peacemaker and thus teaches students to solve conflicts using skills that will benefit them for a lifetime.

Designed around “Kelso the Frog” for grades KG through 3 and “KC’s Wheel” for grades 4 and 5, this program offers nine options students can choose from to resolve minor conflicts on their own. Students learn to determine the difference between small or minor problems they can handle and big or serious problems that require an adult’s help.

The Kelso’s Choice program has been proven effective through evaluative research conducted at schools across North America 28

and is recognized by the U.S. Department of Education as a “best practice” program for character education in “blue ribbon” schools. Visit our parent education page for more in-depth information on this model.

4.7. Information Commons (iCommons) Our mission in the ASB iCommons is to inspire and support our users towards creative and intellectual achievement while learning the value of information and its ethical acquisition and use. Each grade level has access to the iCommons in their Learning Spaces.

The iCommons replaces the traditional concept of a library.

We have transformed the centralized library into five interactive spaces within our learning communities.

We call this area, the iCommons. The iCommons houses a variety of resources including - printed books, and access to ebooks, audio books and a substantial number of electronic databases.

All students, parents, and staff are automatically issued a library number. Students and parents may borrow materials for a twoweek period and may renew them for a longer time if required.

All patrons are responsible for proper care of books in possession and returning them on time. Patrons are responsible for damaged and lost books.

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4.8. Community & Social Responsibility (CSR) The Community and Social Responsibility (CSR) program supports our Mission and Core Values by providing students the opportunity to learn about their communities, serve others in our community, and learn from the experience. Our CSR program fosters the learner profile development and engages with NGO partner organizations throughout the school year.

4.9. Integrated Technology Integration of technology into the classroom curriculum is central to the Elementary School program. We use technology to enrich teaching and learning and ensure that all our students are equipped with the skills they need to navigate the rapidly changing digital landscape. Students in Grades 1 – 5 are in a 1:1 laptop program.

All students in Grades 4 and 5 participate in the BYOD (Bring Your Own Device) program, and for Grade 3 students BYOD is optional.

ASB believes in an integrated technology model, where student learning will be enhanced through the use of various platforms, software and hardware. Our philosophy is that the curriculum and learning opportunities should drive the use of technology, and not the other way around.

Beginning with our youngest students, who have opportunities to use iPads and programmable robots to our high schoolers who have their own device, and are able to use a wide range of specialized technological devices such as: virtual reality headsets, cameras, and powerful design rigs.

Every ASB student will, over the course of their time at our school, develop their ability to communicate and create using technological platforms. Your classes and teachers will immerse you in a technology rich environment and enable you to leverage these resources to pursue your passions and enhance the lives of others.

Links to all platforms can be found on the ASB Parent and Student Portals.

4.9.1. Bring your own device (BYOD) All students in Grades 4 and 5 are required to bring any laptop that meets the minimum specifications listed in this document.

This is an optional requirement for Grade 3 students.

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4.9.2. See Saw Seesaw is a digital platform that enables students to capture their work.

Used in lower Elementary School Digital app-based platform for completing and sharing work Students, teachers, and parents/guardians all have access Parents/guardians can login and engage with their child’s work, providing comments, reflections, and feedback.

4.9.3. Schoology Schoology is ASB’s learning management system (LMS) that is used in the upper grades of the Elementary School. This is a virtual extension of the physical classroom space and contains lesson summaries, digital resources, and assignments. Students in the upper Elementary use Schoology to access some of their learning.

4.9.4. Veracross Student and Parent Portals ASB’s Student and Parent Portals are your one-stop-shop password protected information hubs. Attendance, student schedules, conference appointments, and after-school activity (ASA) registration are completed through our Parent and Student portals.

Additionally, all-community and divisional communications are found in Veracross, and report cards are sent out through the platform.

Parent Portal access for parents/guardians Student Portal access for students Grades 6 - 12 Sign up for After School Activities (ASAs) and Dream Catchers School calendar and directory Parent Teacher Conference Sign Ups Friday Flash weekly community email communication Family Profile Update Policy Consent Forms iCommons Subscriptions Student Handbook and Program of Studies

4.9.5. Google Drive Student projects, essays, assessments, and other assignments are created and housed in a dedicated Google Drive account.

ASB’s primary platform for document management and sharing

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4.9.6. Microsoft Outlook ASB’s email communication platform All students receive an @asbindia.org email Manage personal calendars

4.10. Experiential Learning Students in each grade level have the opportunity to experience the world outside our classrooms through our field trip and overnight field trip (for Grade 5 only) programs.

These programs provide students with educational and service experiences within Mumbai as part of our learning, and to engage with the wider Mumbai Community. These experiences enrich our inquiries in the Elementary School.

4.11. Individualized Learning Services (ILS) ASB is committed to appropriately targeted and managed programs for our students. Using a multi-tiered system of support (MTSS), we recognize that some students may need a variety of supports: accommodations, small group or individualized supports.

These learning services are implemented in order to work towards, meet or exceed grade-level proficiency. Others may need a modified program that runs alongside that of their peers. ASB believes in the importance of a collaborative approach to best serve students. It is essential to include parents/guardians, classroom teachers, ILS service providers, and administrators in implementing and monitoring for growth/success.

Inclusion at ASB At ASB, inclusion is both an attitude and approach that form our belief. It is an ongoing commitment to valuing, empowering, and supporting the individual learning needs of all students.

We aim to provide students access and engagement in our inclusive environment through the removal of barriers that may lead to exclusion; assuring that all viable support systems are available, provided, and maintained.

4.11.1 EAL At the heart of ASB’s English as an Additional Language (EAL) program is a belief in the value of linguistic and cultural diversity in our school community and in the world. Multilingualism is a 32

resource to be honored and is inherent in the growth of dynamic identities. This language focused approach helps educators to foster a shared responsibility for providing all of our students with a high-quality, equitable education.

At ASB, we engage in fostering language acquisition, while also recognizing the importance of continued development in the home language and the invaluable place it has in setting a foundation for language development, family bonding, and assuring cultural identity.

Our approach is strengths-based and collaborative, honoring diverse ways of understanding the world and our place within it.

Support for multilingual learners (Grades 1– 12) Develop language skills in the four domains of reading, writing, listening and speaking.

Cultural and linguistic diversity is valued.

Students progress through the EAL levels of beginner, intermediate, and we monitor status.

Immersive & collaborative instruction model.

EAL teachers/coaches support language acquisition by optimizing language learning through the content areas.

EAL teachers work collaboratively with classroom teachers and specialists to ensure that the necessary grade-level content and skills are taught to each student.

Meaningful, authentic interactions with others.

For more information about EAL Program philosophy and practices, please read this document.

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4.11.2 Academic, Social-Emotional and Behavioral Support Services ASB may provide a student with an individualized learning support plan based on the student’s current and/or historical performance at school, the student’s patterns of strengths and/ or weaknesses, and/or the student’s diagnosis and related level of need to be successful within the educational environment.

To develop an individualized learning support plan, ASB utilizes programmatic characteristics, categorical definitions, and related needs/ qualifiers consistent with individualized learning support plans and diagnostics, based on current research. ASB has the capacity to support students with mild to moderate needs. A student may have converging needs in which both mild and moderate supports are necessary.

4.11.3. High Ability Support ASB provides a system of support for highly able students, using a flexible approach based on individual student needs and interests.

Students served by this program are those who, through multiple data points, have shown the potential of working well above grade level in one or more performance areas.

Differentiated opportunities for learning corresponding to student’s particular abilities and talents.

Alternative learning environments in which students can acquire skills and understanding at advanced ideological and creative levels commensurate with their potential.

Group-based activities focused on cultivating abstract, non-linear, and reflective thinking.

Expansion of student awareness regarding individualized pathways.

Intentional activities that help students develop selfawareness, realistic, healthy self-concepts and sensitivity and responsibility to others.

4.11.4. Counseling Support The Elementary School Counseling Program serves all students from Pre-K through Grade 5 to support social, emotional, behavioral, and academic learning. Working collaboratively with students, teachers, staff and parents, elementary school counselors address issues that affect students’ well-being and the ability to reach their full potential in a short term, focused manner. Counselors provide preventative social/emotional guidance lessons in all classrooms as well responsive services.

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4.11.5. Speech & Language Therapy The Speech and Language Program offers support for students with mild to moderate speech-language difficulties from Early Childhood (age 3) through Grade 12. The areas of intervention may include articulation, receptive and expressive language, voice, oral-motor, and fluency.

Examples of skills addressed toward receptive/expressive language development can include: vocabulary, grammar, and listening skills. Comprehension strategies and organization of ideas are also addressed, in addition to verbal reasoning and problem-solving strategies. Articulation therapy involves working toward the production of age-appropriate speech.

4.11.6. Occupational Therapy ASB has a long-standing commitment to providing Occupational Therapy services to students within the school environment.

Educational research shows strong links between exposure to sensory input and the ability to learn academic concepts more effectively, self-regulate behavior, refine both gross and fine motor skills, and manage the demands of a school day more successfully.

For students with specific sensory needs, Occupational Therapy sessions are conducted in our Sensory Learning Hubs by trained specialists throughout the school day, enabling this aspect of our support program to have the highest possible impact on learning. These sessions are often accompanied by classroom accommodations and recommendations, as determined by each child’s individual needs.

4.11.7. Other Support Other service providers at ASB include: School Psychologist (Pre-K - Grade 12) Learning Coaches / All Academic Areas (Pre-K -G12) Speech and Language Pathologist (Pre-K-G12) Occupational Therapy (Pre-K-G8) School Counselors (Pre-K-G12) English as Additional Language Specialists (G1-G12) High Ability Enrichment and Extension All Content Area Teachers (Pre-K-G12) * To best support individuals, ASB also collaborates with outside services agencies and partners with parents in sourcing outside services.

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4.12. Home Learning At ASB we believe that internal motivation is the most powerful driver of learning and success. Students’ work at home should be: independent, relevant, self-motivated, in the pursuit of dreams, time flexible, and focused on the acquisition of skills.

A home learning expectation throughout the elementary school is that children in the elementary school will be read to, with or alongside at least four times a week. In addition to reading, teachers will guide students in the pursuit of home learning assignments appropriate for the students’ learning needs and grade level.

The kind of home learning activity will vary through the year.

As a guide for parents to help facilitate a balanced life for their child, we recommend that homework, exclusive of reading time, not exceed: Grade 1 Up To 10 minutes Grade 2 Up To 20 minutes Grade 3 Up To 30 minutes Grade 4 Up To 40 minutes Grade 5 Up To 50 minutes

4.13. Assessment & Reporting 4.13.1. Assessment for and of Learning Assessment for learning is interwoven with the daily learning and helps teachers and students to find out what the students already know so that the next stage in learning can be planned.

Assessment of learning is what happens at the end of teaching and learning and provides the students with opportunities to demonstrate what they have learned. The child’s learning will be assessed in a wide variety of ways, focusing on the learning process as well as on performance.

These include goal-directed projects and performances, written check-up tests, quizzes, student interviews, teacher observations, checklists and student portfolios. The teacher will provide parents with more specific information regarding learning expectations and assessment at the child’s grade level.

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4.13.2. Reporting Throughout the school year, parents will have scheduled opportunities to discuss their child’s growth and development.

At the beginning of the year, we host Family meetings, to establish the relationship between educators and the family.

Parent-Teacher Conferences (PTCs) take place mid-way through both semesters. At PTCs, parents will be given a summary sheet of a student’s strengths and next needed steps. At the end of each semester, parents will be issued a full report card, detailing a child’s performance and growth.

Parents will also be invited to student-led events throughout the year, where students will use their own voices to state their goals, and next needed steps and celebrate their successes.

4.13.3. Standardized Assessments At ASB we use a range of standardized and norm referenced assessment tools to help plan for learning and to measure progress made. Teachers use this information alongside the many other ways they collect data about children’s learning.

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5. School Attendance, Routines & Expectations 5.1. School Attendance Students are expected to attend school every school day. Simply being present is one of the best predictors of success in school.

We can best help educate students when each student meets this expectation. Parental contact is required when a student will be absent from school.

We understand that all students occasionally miss school due to illness, co-curricular participation, or family emergencies. We will work with families to balance these absences with the value of the student being present in the classroom.

5.2. Absence Procedures Whenever a student is absent for any reason, parents should call the school by 8:00 am on email: esattendance@asbindia.org A child should not return to school until they have been free from vomiting, diarrhea or fever for 24 hours. If the absence is unavoidable, we ask that parents use good judgment in taking their child from school and should consider the impact of the absence on the child’s learning and performance in the classroom. Any planned absence except for unforeseen illness requires the parent or guardian to fill in the Planned Student

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Absence form.. Here is the link to the form. Details of the absence will be forwarded to the class teacher. Please email your Associate Principal for further assistance.

5.3. Campus Hours During normal operations, the Elementary Campus is open from 7:40am – 4:00pm daily.

Students may arrive on campus from 7:40am each week day, for an 8:00am class start time.

5.3.1. Arrival Procedure The Elementary School Campus is open for student arrival at 7:40 am. Students should not arrive prior to this time unless in a pre-arranged supervised activity.

Students are expected to be in their classrooms by 7:55 am. The school day begins at 8:00 am. Parents must notify the school by emailing (esattendance@asbindia.org), in the event that a child will be late for school or absent from school.

5.3.2. Dismissal Procedure Students will be dismissed from their floor and escorted to their preassigned pick-up location.

The school day ends at 2:10 pm for Pre-K and 3:00 pm for grades K-5. There is a Sibling Care program that parents can avail for students in Pre-K who have siblings in grades KG - 5. Students who are not in a supervised activity after regular dismissal are expected to leave the campus no later than 15 minutes post their dismissal time. Those who stay for after-school activities will be dismissed at 4:00 pm.

5.3.3. Change in Pick-up Procedure If the child’s regular dismissal procedure is altered, the school Administrative Assistant (esattendance@asbindia.org) must be informed by 10:00 am at the latest. Anyone collecting students from the ES needs to carry their school or attendant ID card.

If the child is leaving with someone else for the occasional play date or birthday party, written permission must be given prior to release.

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5.3.4. Leaving School Early The following procedure is to be followed when parents wish to pick up their children before the regular school dismissal time: Send a note to the child’s teacher by 10:00 am or email: esattendance@asbindia.org The note should identify the time and the person picking up the student.

Parents or designated persons will report to our School Security. Students will be escorted to the front gate of the school.

5.4. School Buses Buses operate for students’ safety and convenience. To ensure the smooth running of our transportation schedule, we rely on students’ support and cooperation. We expect that all of our students extend the same respect and courtesy to all members of ASB’s staff and faculty, on campus, while riding the bus, and off campus.

Please review and abide by the general guidelines below for bus riding: Be Respectful Walk straight to the bus, with all belongings.

Speak quietly and politely to the people around.

Be Safe Keep hands, feet, and objects to oneself.

Walk on and off the bus.

Always have the seat belt fastened when on the bus.

Laptops are to stay packed away - Handheld devices may be used, as long as they are accompanied by headphones or the sound is turned off The food you bring is for yourself (ASB is allergy aware) Show self-control Listen and follow directions Know the quiet sign Keep the floor and seat clean

5.5. Elevator Use ASB’s elevator is reserved for use by guests and by staff to transport food and supplies throughout the school. Students should use the stairs unless they have a permit from the Health Clinic.

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5.6. Lost Property If students find something, it must be turned in immediately to the Elementary School Office. If students are missing something, they should check the place it was last seen then check with their divisional School Office.

5.7. Dress Code 5.7.1. Elementary School Dress Code The purpose of ASB’s Dress Code is to support a positive learning environment. ASB wants to establish an environment that will be comfortable for students, conducive to learning and respectful of our host culture. In addition, we want students to take responsibility for dressing for school while maintaining autonomy. Students should be neatly dressed in clothing appropriate for a PK-5 school environment.

5.7.2. PE Clothing Students are encouraged to wear the PE uniform with appropriate shoes. During the swim units, the PE teachers will notify parents of the necessary swim gear equipment.

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6. Beyond The Classroom: Student Life and Activities 6.1 Student Life - After School Activities The After School Activity and Studio: ES programs come under the umbrella of Student Life in the Elementary School.

These programs are driven by some of the key components in our school mission - Passion, Dreams, Skills, and Inquiry.

Students from grades KG – 5 are inspired to follow their passion, extend an area of interest or explore a new learning opportunity by engaging in a comprehensive range of co-curricular learning opportunities that will balance and complement their academic experiences.

Some programs run solely after school and others extend the school day and occur on Saturday mornings.

Relevant information on these programs can be found at this LINK Kindly refer to the weekly Friday Flash for periodic updates related to these programs. Contact GomesC@asbindia.org with any questions you may have.

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6.2. Field Trips Field trips are a part of many school programs. Parents are expected to sign a general release form for all CSR and other school field trips at the beginning of the year.

Parents will be informed about each field trip and provided with the contact details of the teacher-in-charge. Parents and students are encouraged to speak with the teacher about upcoming field trips should they have any questions.

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7. Student Code of Conduct 7.1. Student Rights & Responsibilities Each student is entitled to the rights described below without consideration of age, ethnicity, nationality, gender or gender identity, religion, political viewpoints, physical challenges, or sexual orientation.

We understand that rights are also responsibilities, and they will never be used to interfere with the rights or learning of others.

Student rights and responsibilities can be found in the Student Rights and Responsibilities Board Policy. They are phrased here in developmentally appropriate language for students.

7.1.1. Student Rights Expression and Opinion ASB students have the right to: Freedom of thought, conscience and religion.

Protection from arbitrary interference with privacy, family,

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home and communication.

Hold opinions without fear of interference and express opinions for consideration.

Seek, receive and impart information and ideas.

Assemble and associate peacefully.

Safe Environment ASB students have the right to: Safe and clean school facilities.

Personal safety and the safety of property.

Freedom from physical, emotional, psychological and verbal harassment or bullying.

Education ASB students have the right to: Mutual trust and respect.

Support and guidance from adults in our community.

A meaningful education, which supports the Mission and Core Values of ASB. A relevant and dynamic curriculum.

Confidentiality and discretion in all personal matters.

Freedom to inspect and review their own academic records and seek correction where a record is believed to be inaccurate, misleading or in violation of their privacy or other rights.

7.1.2. Student Responsibilities Our mission and values emphasize among other things curiosity, self-motivation, compassion, kindness and integrity. One of our key core values is that people are responsible for the choices they make.

Our system of expectations and consequences supports and reflects this value. While each of us will strive to meet our mutual expectations, we also understand that there are times when choices are made that are contrary to those expectations.

If a student makes a choice contrary to our expectations, certain consequences will result.

These choices may involve one or several of the following expectations. Responsibilities acknowledge that we all have the same rights. When we are responsible, we respect the rights of others, and we contribute positively to the continuous improvement of our learning community.

Be Safe ASB students are expected to: 45

Walk and not run in the building.

Assist in keeping all areas of the school, including lockers, sanitary and clean.

Refrain from roughhousing.

Practice healthy habits and refrain from substance (drug/alcohol use.

Follow directions and remain calm during emergencies and emergency drills.

Remain on campus during school hours and the hours of organized school activities.

Be Respectful ASB students are expected to: Understand the school’s Mission and Core Values and seek to support them through words and actions.

Know and abide by the expectations, procedures, and rules in classrooms, programs, and those contained in this handbook.

Conduct themselves with integrity and dignity.

Use appropriate and positive language and behavior.

Participate fully and positively in school activities.

Arrive on time to school, to classes, and to organized activities.

Protect and cherish their property, the property of the school, and of others.

Be Principled and Honest ASB students are expected to: Share concerns and questions appropriately and with respect.

Respond to questions and concerns openly and fully.

Turn in lost items to the office.

Respect the property of others.

Follow practices of academic honesty, avoiding plagiarism and cheating.

Be Caring and Open Minded ASB students are expected to: Be courteous and helpful to others.

Listen to and share ideas with others.

Assist and welcome newcomers to the school.

Use positive and supportive comments.

7.2. Student Behaviour and Expectations 7.2.1. Harassment and Bullying ASB believes that every child has the right to learn without fear in an atmosphere of mutual trust and respect. Every student is expected to be responsible for his/her own behavior, to exercise self-discipline, 46

and to refrain from behavior that interferes with other student’s right to learn or endangers the health or well-being of others.

ASB will not tolerate harassment or bullying.

It is acknowledged that bullying and/or harassment cause distress and fear. Individual children have different levels of tolerance, and all students need to understand this and the effect their behavior may have on others’ well-being. It is also recognized that while the victim’s safety and well-being are paramount, many children who engage in bullying may themselves have emotional or psychological concerns which may need to be addressed by their parents and the school.

Harassment is improper behavior that is directed at and is offensive to another student or a member of the staff and that the student knows (or ought to know) would be unwelcome.

It includes objectionable conduct or comments, on a one-time or repeated basis, which demeans, belittles, or causes humiliation or embarrassment, and includes harassment based on grounds of discrimination which are prohibited - race, national or ethnic origin, color, religion, age, gender, marital status, sexual orientation, physical appearance or disability.

Bullying is a form of harassment. It is improper behavior by one or more students directed at another student, is offensive, and interferes with the student’s well-being. It includes teasing, name-calling, threats, unwanted physical contact, or violence, often on a repeated basis, which demeans, belittles, humiliates, or frightens the other student. It can take place in and out of the classroom and even outside of school.

Neither the school’s network nor the internet (whether accessed on or off-campus, either during or after school hours) may be used for harassment. All forms of harassment in cyberspace, or cyberbullying are unacceptable.

Cyberbullying includes, but is not limited to, the following misuses of technology: harassing, teasing, intimidating, threatening, or terrorizing another person by sending or posting inappropriate and hurtful email messages, instant messages, text messages, digital pictures or images, or any form of social media.

7.2.2. Behavior Off Campus & Online At the American School of Bombay, our care for students and our commitment to helping them become responsible and ethical 47

digital citizens goes beyond the school day and campus boundaries.

We expect our students to represent themselves and ASB with integrity in all online spaces, at all times. This includes being respectful, kind, and safe in all digital communications and interactions whether using a school-issued or personal device, whether at school or at home.

Students are expected to avoid any form of digital misconduct, especially when it involves other ASB community members. This includes: Cyberbullying, online harassment, or any form of intimidation.

Sharing or posting hurtful, threatening, or inappropriate messages or images.

Impersonating others online or misusing someone’s identity.

Participating in or encouraging harmful or unlawful behavior through digital tools, games, or social media platforms.

Behavior online that negatively impacts members of the ASB community even if it occurs off-campus or outside of school hours will result in school disciplinary action.

7.3. Responsible Use of Technology Technology is a powerful tool for learning, creativity, and connection. At ASB, we encourage our students to use technology responsibly and respectfully to enhance their learning and personal growth.

ASB provides school-owned iPads and laptops for students from Early Childhood to Grade 3. Starting in Grade 4 through Grade 12, students bring their own devices to school as part of our BYOD (Bring Your Own Device) program. Regardless of the device used, all students are expected to follow responsible digital practices.

Using ASB's digital systems and network is a privilege not a right.

This privilege comes with responsibilities that support our shared values of respect, safety, and learning. Failure to follow these guidelines may result in restricted access to devices, networks, or other consequences as per school policy.

7.3.1. Care and Maintenance of Technology We ask students to take ownership of their digital tools, both school-provided and personal, and use them thoughtfully and responsibly.

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A. Hardware Responsibilities Always handle your device with care. Avoid dropping it, exposing it to food or liquids, or using it in environments that could cause damage.

Keep your device fully charged and ready for learning each day.

Use protective cases and store devices securely when not in use.

Treat shared technology resources (like classroom cameras, VR sets, or AV equipment) with respect.

B. Software & Storage Save all school-related work on approved ASB cloud storage platforms like Google Drive or Microsoft OneDrive to ensure it’s backed up and accessible from anywhere.

Do not install unlicensed software or use school bandwidth for non-educational downloads, games, or video streaming.

Maintain updated and legal software on personal devices as per school guidelines.

C. Damage and Responsibility Students are responsible for the safety and upkeep of their devices, whether owned by them or provided by the school.

If a school-owned device is damaged due to misuse, negligence, or lack of care, the family may be responsible for covering the cost of repair or replacement.

In cases where personal devices are used at school, it is the student’s responsibility to ensure that the device is in good working condition and ready for use during the school day.

7.3.2. Ethical and Responsible Use of Technology at ASB As a future-focused, mission-driven learning community, the American School of Bombay (ASB) upholds the principles of respect, responsibility, safety, and ethical use of digital tools and systems. All students are expected to use technology in ways that enhance learning, reflect our values, and ensure the safety and well-being of self and others.

A. Use of Technology on Campus Students may only use laptops and digital devices in supervised school areas and during class hours as directed by a teacher or staff member.

Technology use during unstructured times (e.g., breaks, lunch) must still follow ASB guidelines and reflect responsible, purposeful use.

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B. Software and Applications Students using their own devices (BYOD) are required to maintain legal, licensed software and keep systems updated regularly.

Only applications approved by parents, teachers, and the ASB Technology Department may be installed. These must support academic or school-related use.

The ASB Technology Department reserves the right to inspect and, if needed, remove any unauthorized or unsafe software to protect network integrity and ensure a secure digital environment.

Use of pirated software or unauthorized media is strictly prohibited.

C. Cybersecurity and Device Protection To maintain a safe and secure digital learning environment, all student devices—whether provided by ASB or brought from home (BYOD) must meet ASB’s cybersecurity standards.

Mandatory Protection: All devices used on the ASB network must have up-to-date endpoint protection, including antivirus, anti-malware, and firewall software. ASB provides licensed endpoint protection software for student use.

Parents may contact the ASB IT Helpdesk for installation support.

Enterprise-Level Security: All ASB-issued devices are equipped with advanced, school-managed protection and are routinely monitored to ensure compliance with security protocols.

BYOD Security Compliance: For students in Grades 4–12 participating in the BYOD program, families authorize ASB to create an administrative password on the student’s device. This password allows ASB to: • Restrict access to certain settings or functions.

• Prevent installation of unapproved or potentially harmful software.

• Ensure compliance with school-required security software and safe-use settings.

This measure helps protect student devices, promotes healthy digital habits, and ensures that the AchangesSB network remains safe for all users. Software installations or changes requiring administrative access will only be made with school or parental approval.

Network Safety: ASB’s campus network is protected by a CIPA-compliant Next-Generation Firewall with age-appropriate web filters, real-time activity monitoring, and alerts for any unsafe or concerning behavior.

Together, these measures help ensure that all student devices—and the ASB community—are protected against digital threats while supporting a focused and safe learning environment.

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7.3.3 Responsible Use of the Internet and Digital Tools At ASB, students are digital citizens who demonstrate respect, curiosity, and ethics in their use of online tools.

A. Acceptable Use The following uses are supported and encouraged when aligned with ASB’s mission and academic goals: Research for learning or inquiry Communicating respectfully via school-approved platforms Engaging with learning platforms (e.g., Google Workspace, Seesaw, Veracross) Participating in coding, design, or multimedia projects Educational gaming (with teacher approval) Ethical use of generative AI tools to enhance creativity and understanding (aligned with ASB’s Generative AI Ethics Statement, AI Responsible Use) B. Conditional Use (Requires Supervision) These activities are only allowed with a teacher’s explicit permission and must support the learning process: Listening to music while working Watching age-appropriate videos related to class Using chat/messaging tools as part of a class activity Playing educational or teacher-approved games Using AI tools for classwork with proper citation and ethical awareness C. Prohibited Activities The following behaviors are not permitted and may lead to disciplinary action: Accessing or sharing inappropriate, offensive, or illegal content (e.g., pornography, violence, hate speech, gambling) Cyberbullying or digital harassment of any kind Bypassing network security or engaging in unauthorized access (“hacking”) Unauthorized gaming, downloads, or media streaming Plagiarism or dishonest use of AI or digital tools Use of VPNs or proxies to circumvent content filters Recording or sharing photos, audio, or video of others without consent D. Mobile Devices at School Mobile phones must be switched off and stored away during school hours unless approved for educational use by a teacher.

Use of phones on school buses or trips requires explicit staff permission.

Students are expected to follow mobile phone expectations aligned with their division (elementary, middle, high).

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E. Communication Tools All school-provided communication tools—including email, chat, and messaging platforms—must be used responsibly and respectfully.

ASB email accounts must only be used for academic or school-related communication.

Students may not use ASB email for personal signups or social media.

Mass emails or messages must be approved by a teacher or appropriate staff.

Digital communication must reflect kindness, clarity, and ASB’s values F. Social Media and Public Platforms Students must only use age-appropriate platforms and comply with the legal age restrictions (e.g., Instagram/TikTok: 13+).

No student may create accounts using ASB email addresses for non-school purposes.

School-related accounts (e.g., class Instagram, media projects) require teacher oversight and approval.

Students must consider their digital footprint and avoid posting personal or location-based information.

G. Gaming Gaming during school hours is only allowed if tied to a learning objective and approved by a teacher.

Students may not download or install games on school devices.

Online safety while gaming is critical—students must protect their identity and avoid unsafe downloads or interactions.

Gaming at home should be age-appropriate, time-managed, and monitored by adults.

G. Gaming Gaming during school hours is only allowed if tied to a learning objective and approved by a teacher.

Students may not download or install games on school devices.

Online safety while gaming is critical—students must protect their identity and avoid unsafe downloads or interactions.

Gaming at home should be age-appropriate, time-managed, and monitored by adults.

H. Monitoring and Privacy To ensure safety and compliance with school values, ASB reserves the right to monitor: Network activity, email, and browsing history on school devices Use of school accounts, including chats and communications Suspicious or inappropriate use of AI tools

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There is no expectation of privacy when using school technology or accounts. Monitoring is done responsibly and in alignment with ASB’s mission of ensuring student well-being, safety, and learning.

7.3.4. Being a Good Digital Citizen at ASB Technology amplifies our ability to learn, create, and connect.

At ASB, digital citizenship is a shared responsibility built on integrity, empathy, and accountability.

A. Digital Rights and Responsibilities Forgery or tampering with digital documents or emails is prohibited.

Students must respect others’ privacy and not access, read, or modify others’ documents or accounts.

All content used in academic work must be original or cited according to copyright and fair use rules.

AI tools must only be used to support learning, and outputs must be cited where applicable. Students must not misrepresent AI-generated work as their own.

B. Privacy and Security Sharing of passwords, accessing others’ accounts, or impersonating others online is strictly prohibited.

Students should not attempt to bypass security settings on devices or the ASB network.

C. Digital Etiquette and Posting Norms Online communication should be respectful, truthful, and appropriate—treat others as you would in person.

Students should fact-check before sharing content, especially when using AI-generated media or social platforms.

Nothing posted online is truly private or erasable—pause and think before you post.

D. Equity, Inclusion, and Responsible AI Use Students must not use AI tools in ways that reinforce stereotypes or promote discrimination.

Students are encouraged to be mindful of data bias, and to use inclusive and respectful language in all digital work.

Ethical AI use means using it to enhance—not replace—critical thinking, creativity, and originality.

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E. Use of AR/VR, AI Wearables, and Emerging Tech As part of future-ready learning, students may use augmented reality (AR), virtual reality (VR), or AI-powered wearable devices under teacher supervision and school policy.

All use must be educational, inclusive, and free from harmful stereotyping or bias.

Students may not record or stream using wearable devices without consent.

AI avatars, digital clones, or synthetic media must be labeled and used ethically.

ASB reserves the right to regulate or restrict emerging technology use based on privacy, safety, or pedagogical concerns.

7.3.5. Consequences for Misuse Violations of the Responsible Use Policy may result in consequences, including but not limited to: Revocation or restriction of network or device access Loss of technology privileges (temporary or permanent) Suspension or disciplinary referral Parent/guardian notification Legal action if violations breach Indian law (e.g., cyberbullying, data theft, or hacking) Technology access is a privilege, not a right. Responsible digital behavior builds trust, community, and opportunity. Repeated or severe violations may escalate consequences as per ASB’s Code of Conduct.

7.3.6. Partnering with Parents for Digital Responsibility At the American School of Bombay, we believe that building responsible digital citizens is a shared responsibility between the school, students, and families. We invite parents to actively engage in supporting their children’s ethical and safe use of technology both on and off campus.

A. Shared Expectations Parents are encouraged to: Familiarize themselves with ASB’s Responsible Use Policy and reinforce its principles at home.

Discuss appropriate technology use, screen time balance, and respectful online behavior with their children Stay informed about their child’s digital habits and use of AI tools, games, and social media platforms.

Encourage regular device maintenance and safe storage, especially for students in the BYOD program.

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B. Support and Communication ASB provides regular updates, resources, and workshops to help parents stay current with trends in technology, cybersecurity, and digital well-being.

Parents are encouraged to: Reach out to the ASB IT Helpdesk for guidance on device protection or monitoring tools.

Report concerns related to digital behavior or device misuse to the relevant division office.

C. Home-School Partnership Together, we aim to cultivate: Open conversations at home about responsible online behavior and digital consequences.

Consistency in expectations between school and home.

Student accountability that aligns with ASB’s mission, values, and community norms.

7.3.7 Data Retention and Account Deactivation As part of our commitment to protecting student data and managing digital resources responsibly, the school has clear guidelines on how long student accounts and files are kept after graduation or leaving the school.

What You Need to Know: Account Deactivation: Once you graduate or leave the school, your school account will be deactivated. This means you won’t be able to access your email or files, so make sure to back up anything important before you leave.

Student Emails: Your school email account backup will be kept for up to 1 year after you graduate or leave the school. After that, it will be deleted.

Documents and Files (Google Drive, etc.): Any files or projects you create using your school account will be deleted 1 year after you leave. You will have time to move anything important to a personal account before this happens.

Privacy and Security: Your information is stored securely and deleted responsibly according to international data protection laws. We make sure your data is handled with care.

Why This Matters: These steps help the school manage digital storage, reduce old and unused files, and protect everyone’s personal information.

What You Should Do: Before graduating or leaving the school, download or transfer any important emails or files you want to keep.

If you need help moving your files, our tech support team can assist you.

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8. Disciplinary Procedures 8.1. Consequences Our Mission and Values emphasize among other things curiosity, self-motivation, compassion, kindness, and integrity. While each of us will strive to meet our mutual expectations, we also understand that there are times when students make choices that are contrary to those expectations. There is a consequence to every action. If a student makes a choice contrary to our expectations, certain consequences will result.

When a student commits a serious infraction of our communitydeveloped Core Values, a number of actions are possible.

The implementation of these actions is based on the Principal’s discretion.

The list below represents a number of possible actions.

Depending on the nature and the gravity of the choice and the age of the student, any or all of the following may result: Warning to the student (including, where appropriate, an explanation of the consequences of a second or 56

subsequent violation).

Recess or after-school suspension.

Communication with student’s parent(s) or legal guardian(s).

Counseling of the student/s.

Parent/student/administrator conference.

Suspension. Disregarding rules and regulations in this handbook may result in suspension.

Suspension may be in or out of school. The student is responsible, during the period of suspension, for completing the assignments given during the period of absence from class.

In cases where the violation is of sufficient magnitude and/ or if the offense takes place in the context of a history of violations of other school policies and rules, the Head of School may expel the student.

Decisions regarding probation and suspension are made by the Principal. Appeals against such decisions may be made to the Head of School. Decisions regarding expulsion are made by the Head of School, in accordance with Board policy.

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9. Health, Family Involvement, and Arrangements 9.1. Health Office The Health Office aims to provide care for children and staff to ensure that they can be as healthy as possible to maximize their experience at school. We provide care for acute and chronic illnesses, first aid, health education for children, teachers and parents, and health screening. We also provide a resource for the school community about health care in Mumbai.

The Health Office is staffed by qualified, experienced nurses.

We have a paediatrician and a physician on campus one day per week. They are also available on an as-needed basis through the health office to coordinate healthcare.

The nurses help to ensure that all staff at ASB have current first aid certification. First aid kits are provided around the campus and for field trips. An AED (Automated External Defibrillator) is available on each campus.

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Please ensure that your child’s health and contact information is kept up to date. We would also request that if your child is sick with fever, vomiting and/or diarrhoea that they do not return to school until 24 hours after they are well.

Please contact us by email Elementary Campus: esnurse@asbindia.org Students who become ill during the day may seek teacher permission or advice to visit the nurse’s office. If the nurse determines that the student is too ill to remain at school, he/she will contact the parents to inform them of the situation and to arrange transportation for the child. Students should not arrange to leave school for health reasons without first talking with a healthcare professional at the school.

9.2. Air Quality ASB is committed to providing a safe environment for its students, and in Mumbai, India, this means monitoring the air quality both inside and outside the buildings regularly. We utilize the EPA (Environmental Protection Agency), the US Consulate, and Mumbai Pollution Authority tools to make informed decisions about air quality.

Thankfully, ASB’s endeavor to provide optimum air quality for students is something we have been committed to for some time. During COVID-19 restrictions, ensuring our classrooms are ventilated and our air quality is safe, is vital.

ASB purifies indoor air by three-stage HEPA filtration, monitoring indoor air quality with real-time sensors. Our play areas and recreational spaces, including our swimming pools, have been enclosed and fitted with HEPA filtration. ASB also has more than 50,000 live indoor plants, including green walls, which contribute to the most optimal indoor air quality within the school campuses.

We measure and monitor the AQI (Air Quality Index) using the published US Consulate AQI readings every hour when students are participating in school or other on campus activities, or when they are involved in activities in the wider Mumbai area.

These readings inform our decisions about when outdoor activities need to be modified or cancelled. On days when AQI readings exceed 200 for Elementary students, and 250 for all other students, there are no outdoor activities. If AQI levels are between 201 and 59

250, the ASB PE and/or Athletics Department on the Secondary Campus modifies outdoor activities in order to keep heart-rates and respiration-rates low, while still providing instruction and movement opportunities for our students.

9.3. Parental Involvement & Communication In the Elementary School, we recognize parents’ role as our partners in the education of the children in our care. We strive to create an environment where parents feel welcome and valued and where a high level of trust exists between school and home.

Throughout their education, it is crucial that children see their parents and teachers in mutually respectful, supportive roles.

There are a variety of whole school community events, (such as Incredible India, and Celebration of Books) elementary school learning, and community celebrations (ES Eagles Day) that are published in the school calendar and will also be highlighted in our weekly communication with parents.

9.3.1. Parent Teacher Association (PTA) The Parent Teacher Association Executive Board is elected from and by the parent community, and is responsible for promoting and advancing the mission and core values of ASB. The PTA utilizes the skills, courage, and optimism of the parent body to support ASB students in pursuit of their dreams, and enriching the community spirit of the school. The PTA supports the ASB community in transitioning to the host country.

Information about PTA nominations and elections is shared throughout the year.

9.3.2. Grade Level Representatives (GLRs) One parent from each grade is designated to act as the grade level representative. The Grade Representatives are an important group with which the Principals can share information and get feedback about new initiatives. As strong supporters of the ES, grade reps are also a conduit of information between parents and the ES Leadership Team.

Grade Reps will be introduced to parents at the Open House event for each grade. Grade reps should attend the ES Parent Coffee morning throughout the year. Our goals are to develop community and enhance communication with families.

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9.3.3. Parent As Partners Sessions Over the course of the school year, there will be several occasions for parents to come together virtually or on campus to attend workshops and information sessions on different aspects of education. The goal is to gain a better understanding of current practices and give parents strategies to support their children at home.

9.3.4. Volunteers Adults are encouraged to volunteer by attending field trips, presenting an activity, reading a story, or sharing a special talent or interest that is aligned with the grade level units of study and curriculum. Grade-level teachers will inform you of upcoming opportunities.

9.3.5. School Assemblies All elementary school students are present at regular assemblies where we come together as a larger elementary community to celebrate our school, participate in significant events, and nurture a positive school culture. This is also an opportunity for students (G1 - G5) to lead, communicate, and share their learning.

9.3.6. Teacher Letters and Digital Communication Communication from the child’s class teacher describing the program of studies, the current unit, and suggestions regarding how parents can support their child’s learning is regularly posted and can be accessed online.

The Friday Flash informs the students’ family of school news and upcoming events. The Elementary School Report Card is a detailed summary of the child’s progress, which parents will receive online, twice a year.

9.4. Parent Communications All parents receive our regular school email communications, Friday Flash, every Friday afternoon when school is in session.

Friday Flash is not sent during breaks or on holiday days.

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All information regarding school routines and protocols, events and activities, and important announcements are included in these communications and parents are required to read them each week.

From time to time, other email communications may be sent to parents from the Head of School, Deputy Head of School, Divisional Principals, Associate Principals, teachers and other staff. Please ensure you regularly check your emails for any school communication.

Our Parent Portal is a secure website which hosts all key parent information, copies of our weekly communications, the school calendar, directories, and all required forms. It is recommended that parents check the Parent Portal weekly.

9.5. Temporary Guardianship From time to time, it may be necessary for parents to travel while their child(ren) remain in Mumbai. Parents should complete the Temporary Guardianship form on Veracross and inform the school if this is the case and must complete the temporary guardianship form and notify the divisional School Office as to the identity of the person who will be legally responsible for the safety and care of their child if both parents will be out of town.

Here is the link to the form

9.6. Student Visitors Returning students (alumni) may be granted permission to attend school for one day. Visitors to the school must seek approval from Associate Principal prior to the scheduled visit.

Please fill out the form. Here is the link to the Student Visitors Request form.

9.7. Withdrawal Procedures Please refer to our withdrawal procedures here.

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American School of Bombay.

Elementary School Handbook.