Primary School Faculty Handbook 2018-2019

Atlanta International School

Primary School Faculty Handbook

Table of Contents Our Mission

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Our Core Values: What We Believe is Fundamentally Important

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Community Principles

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School Culture

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Curricular Structure

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Meeting Schedule and Schools Hours

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Essential Agreements on Supervision duties

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Reporting

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Positive Student Management

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Communication Agreements

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Daily Details

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Faculty Who are Parents

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Homework

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Essential Agreements About Assessment

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Professional Development

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Professional Growth Model

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Early Learning Center

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5K and Grade 1 Floor Level Timetable

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Grades 2 and 3 Floor Level Timetable

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Grades 4 and 5 Floor Level Timetable

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Transition to Middle School and Communication in Grade 4 and Grade 5

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Grades 3 to 5 Overnight Field Trips

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The IB Definition of Conceptual Learning by Lynn Erickson

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Co-teaching

42

Curriculum Overviews

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Language Learning

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German Program

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French Program

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Spanish Program

51

Mandarin Program

52

Units of Inquiry

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Single Subjects

60

Library

62

Student Support

64

Faculty Assignments and Room Numbers

68

Acronyms

71

IT: Deployment of Equipment

73

Field Trips

73

Faculty Dress and Appearance

74

Getting Things Done ●

Reimbursement Process

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Facilities Booking

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Calling in Sick

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Photocopying: How to and Guidelines

74

Reading Rooms, Storage Rooms, and Resource Rooms

76

Tutoring Guidelines

77

Gift Policy, Requesting Donations, Selling Personal Items

77

Security

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Health

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Our Mission To meet the challenges and opportunities of our interdependent, fast-changing world as responsible citizens, young people require flexible intellectual competence, self-discipline, and a global outlook. To achieve these goals, they need rigorous academic preparation and a passion to become the best they can be. To thrive in and contribute to this world, they must have a solid sense of self and respect for others—as individuals, as members of a group, as citizens of their nations, and as members of the global community. Extraordinary individuals will be called upon to shape the 21st century. The mission of Atlanta International School (AIS) is to develop such individuals.

To fulfill this mission, AIS commits itself to the following goals: ● To sustain and grow the exemplary level of teaching and learning that has earned it a worldwide reputation for excellent standards in international and multilingual education within the framework of the International Baccalaureate; ● To develop each child fully by helping each one to live our core values: the joy of learning and purposeful effort as well as mutual respect and understanding in a diverse setting; ● To maintain an optimal size and composition of faculty and students to maximize the opportunities for learning and shared understanding that are necessary for a healthy community; ● To help shape and improve local and global communities through the committed participation of its multilingual students, alumni, parents, faculty, and staff.

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Our Core Values: What We Believe is Fundamentally Important We believe that encouraging each student to discover the intrinsic joy of learning and purposeful effort will help each one to set and achieve high academic standards. Furthermore, we believe it is vital to nurture mutual respect and understanding among all members of our community.

Together we cultivate a spirited sense of hope in human potential. We believe the diversity of our community provides an extraordinary opportunity to enable our students to communicate, create, and collaborate in order to build a peaceful future. ● The joy of learning and purposeful effort: We want our students to experience joy in their intellectual, physical, social, and emotional development. At AIS we will create a safe, stimulating educational environment, promoting the wonder and curiosity that motivates a student to explore learning in and beyond the classroom throughout life. We believe that achievement derives from sustained, purposeful effort and that our potential is best developed by learning to think critically, debate confidently, and push our limits. Ours is a community that nurtures and celebrates disciplined and myriad intelligences, and we approach teaching with the expectation that every student will be successful. ●

Mutual respect and understanding in a diverse community: We believe that every human being is valuable and deserves respect. We further believe that respect springs from understanding and that the best way to understand others is by learning to see the world from other points of view. Since each language reflects the values, history, and way of thinking of those who use it, learning another language is a particularly effective means of understanding and respecting others. We believe that a cohesive community of students, faculty, staff, and parents from many backgrounds—socio-economic, ethnic, racial, linguistic, national, and religious—provides an ideal setting for the development of respect and understanding and helps prepare students to thrive in a diverse, interdependent world.

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Community Principles We, the members of the AIS community, believe that there are certain principles upon which our school community is based. We believe that all members of our school community possess worth and dignity and should be treated accordingly. We believe that AIS should strive to be inclusive, compassionate, welcoming and non-hierarchical. Implementing these beliefs and principles will not be easy and will require our community to actively confront difficult and sensitive subjects and “understand that other people, with their differences, can also be right.”

(IBO Mission Statement, November 2002) We believe that all members of the AIS community, including students, faculty, administration, staff, parents and Board members should try to respect themselves and others irrespective of their differences : ● Develop their own personal values and respect the values of others, value their own culture, respect and strive to understand the cultures of others and understand and support multiculturalism in our community ●

Be ethical, act with honor and integrity and, above all, show concern and care for others in and outside our school community

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For our school community to be effective, we believe that every member should do his or her best to support the principles upon which it is base

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Faculty, Staff, Administrators, Board of Trustees and School Leaders

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Support the Community Principles with one another, the parents and the students

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Respect our students as individuals and recognize the different ways in which our students contribute to our learning community

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Model these Principles in holding before our students’ humane behavior and the "best scholarly and ethical standards" (AAUP Statement 1990)

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Respect the parents of our students and their role as partners with the school

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Act in a manner consistent with these Principles ○

In teaching your classes or performing your job

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In speaking with students, parents, or colleagues

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In greeting visitors or newcomers to AIS

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In confronting difficult situations with students, parents, colleagues, or the school

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In supporting school policies

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In participating in school-related events and activities

Have the courage to appropriately address behavior by others at AIS which is inconsistent with these Principles

Aspirational Values It’s easy to write admirable values; it’s harder to live them. In describing courage we say, “You question actions inconsistent with our values.” We want everyone to help each other live the values and hold each other responsible for being role models. It is a continuous aspirational process. Hopefully, the following will provide clarity in moments of decision. ●

JUDGMENT ● You make wise decisions despite ambiguity ● You identify root causes, and get beyond treating symptoms ● You think strategically, and can articulate what you are, and are not, trying to do ● You are good at using data to inform your intuition ● You make decisions based on the long-term, not near-term

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COMMUNICATION ● You are concise and articulate in speech and writing ● You listen well and seek to understand before reacting ● You maintain calm poise in stressful situations to draw out the clearest thinking ● You adapt your communication style to work well with people from around the world who may not share your native language or cultural norms ● You provide candid, timely feedback to colleagues

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CURIOSITY ● You learn rapidly and eagerly ● You contribute effectively outside of your specialty ● You make connections that others miss ● You seek to understand our students and families from around the world, and how we educate them ● You seek alternate perspectives

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INNOVATION ● You create new ideas that prove useful ● You re-conceptualize issues to discover 6

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solutions to hard problems ● You challenge prevailing assumptions and suggest better approaches ● You keep us nimble by minimizing complexity and finding time to simplify ● You thrive on change ●

COURAGE ● You say what you think, when it’s in the best interest of AIS, even if it is uncomfortable ● You are willing to be constructively critical of the status quo ● You make tough decisions without agonizing ● You take smart risks and are open to possible failure ● You question actions inconsistent with our values ● You are able to be vulnerable, in search of truth

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PASSION ● You inspire others with your thirst for excellence ● You care intensely about our community and AIS’s success ● You are tenacious and optimistic ● You are quietly confident and openly humble

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SELFLESSNESS ● You seek what is best for AIS, rather than what is best for yourself or your group ● You are open-minded in search of the best ideas ● You make time to help colleagues ● You share information openly and proactively

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INCLUSION ● You collaborate effectively with people of diverse backgrounds and cultures ● You nurture and embrace differing perspectives to make better decisions ● You focus on talent and our values, rather than a person’s similarity to yourself ● You are curious about how our different backgrounds affect us at work, rather than pretending they don’t affect us ● You recognize we all have biases and work to grow past them ● You intervene if someone else is being marginalized

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INTEGRITY ● You are known for candor, authenticity, transparency, and being non-political ● You only say things about fellow employees that you say to their face ● You admit mistakes freely and openly ● You treat people with respect independent of their status or disagreement with you

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IMPACT ● You accomplish amazing amounts of important work ● You demonstrate consistently strong performance so colleagues can rely upon you ● You make your colleagues better

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School Culture Collaboration

It is not possible (and shouldn’t be desirable) to work at AIS in isolation. The days of closing the door to your room are over. The following diagram tries to illustrate the people that you will be collaborating with on a daily and weekly basis. The collaboration is intended to be supportive, challenging and always in the best interests of the children in our care.

If you think the same way about your practice year after year and never say to yourself, “What perspective am I missing?”

-then you are not growing professionally. At AIS expect to have your practices challenged in order to help you grow. It is a compliment to you when someone says “I would like to share an observation with you.” Welcome that because someone thinks you are worth growing in our community and culture.

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Diversity in the AIS Context It is our intention to be a diverse community where everyone feels known and valued. Diversity at AIS takes many forms: Nationality: Within our community, people come from 90 different countries and many people identify with more than one. This offers many rich opportunities that we aim to capitalize on by holding a range of cultural events, sharing our individual experiences with our students and with each other. But it can also be an obstacle to overcome when we try to interact across cultural norms and form one school, with aligned priorities. The development of an international-mindedness and intercultural competence are key goals for faculty, students and the wider community of AIS. Religion: AIS does not teach religion (though it does teach about religion in a comparative religions unit in Gr. 4) but aims to make people of all with religious beliefs feel their beliefs are respected. To this end, there is a slide show visible on screens in public areas on campus where basic questions like, “What does it mean to be good?” are answered from the perspective of the main religions. This is interspersed with photos of members of our community engaging in the rituals and celebrations of their belief systems.

Gender: We want men and woman, boys and girls to feel equally valued, to be appropriately challenged without regard to gender stereotypes and to be allowed to be themselves as unique individuals, whether they fit into gender stereotypes or not. We are learning to support individuals as they explore their gender identities and therefore reduce, wherever possible, binary choices, such as boy/girl bathrooms.

Sexual orientation: Our community has a range of family types and people with a range of sexual orientations. We try to use terminology that is inclusive of non-traditional structures and roles. Several of our units of inquiry explicitly explore how we are similar and different, what a family is and “teachable moments’ should be followed up on in class meetings, rather than awkwardly ignored.

Race: More than 50% of our students self-identify as being a “person of color”. It is therefore vital that we comfortably talk about the differences of skin color and the cultural significances that go along with those differences. Our location in the South of the United States is loaded with historical oppression and exploitation of African Americans (and racism of all kinds) and this must also be acknowledged and addressed. Understanding this is often a stumbling block for new faculty and is a long journey for anyone who tries to engage with the issues. For this reason, we have a full-time Head of Equity and Inclusion who is a member of the Senior Leadership team. As part of our onboarding of new faculty, we visit the Center for Civil and Human Rights, followed by a discussion to process the experience. Please feel free to bring any questions you have about this to someone who has been at AIS a while.

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Confidentiality As teachers we are sometimes privy to information about students or their families that is confidential. Please exercise the greatest level of professionalism when dealing with these kinds of issues. Avoid hallway conversations, do not forward email trails that may have private information in them, only discuss matters with those who have a “need to know�.

Direct Communication If you have an issue with someone, the way to address it, which will build trust, is to speak to them about it yourself. This can be uncomfortable and you may need some coaching in how to do it, but it is the professional and responsible way to move forward. Do not speak to multiple people about an issue before broaching it with the person/people who are directly involved.

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Curricular Structure

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Meeting Schedule and Schools Hours School Hours The Primary School faculty are on campus from 7:50 a.m. to 3:30 p.m. Students are in classrooms from 8:20 a.m. to 3:00 p.m. You may have carpool or supervisory duties in the times before and after instruction starts. During school hours you should be on campus unless you notify the office that you are running an errand during a prep period. You should not plan a regular commitment that requires you to be off campus between 7:50 a.m. to 3:30 p.m. or accept a paid position that is not sponsored by the school. Heritage Language, Language Support, Coaching, Enrichment classes etc. are not a problem, but should be brought to the attention of the Head of Primary before a commitment is made, especially if they will take place on a Wednesday or Thursday.

Meeting Schedule We have two after-school meetings per week: ● Wednesdays, from 3:30 p.m. to 4:30 p.m., are usually a grade level meeting. The agenda is set collaboratively by the grade level team, the meeting is organized by the Grade Level Leader but may be chaired on a rotating basis. An agenda is sent out and meeting notes are kept. ● Thursdays, from 3:30 p.m. to 4:30 p.m., we have a rotation of four different kinds of meetings (one per month): Whole Primary Faculty meetings (3K-Gr. 5), Sections faculty meetings (ELC, Lower Primary, Upper Primary), Language Programs (French, English, German, Spanish, Mandarin) and professional Learning communities (these change every year depending on the goals the school and individual people are focusing on).

In-House Professional Development Opportunities ● Half Days​: Every month there is a half day, usually on a Wednesday, so faculty can work together. These are usually used for Professional Development. ● August Days​: At the start of the school year, teachers return five days before the first day of school. These days are used to prepare the classroom, plan instruction and share some vital school information that is mandated by law or will set the tone for the year. ● January Days​: There are three days after the Winter Holiday when teachers return before students. Two are used for Professional Development and meetings. One is set aside for work in the classrooms and planning. ● June Days​: After students leave, there are three and a half days at the end of the school year that are used for cleaning up the classrooms, planning the first unit for the new year and reflecting on the year.

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Essential Agreements about Supervision Duties In addition to your classroom responsibility, ensuring the safety and well-being of all students while supervising recess, lunch, and carpool remains one of the teachers most important professional responsibility.

During lunch and recess, maintaining active supervision at all times is essential. This is a time to navigate through groups of students in your assigned “zone” while efficiently sharing a large surface to cover with other colleagues.

The basic courtesy for duties is to be on time and to look for coverage ahead of time in case you are not available (meetings, field trips, etc…). In case of absence with a substitute, please make sure to indicate on the Leave of Absence form whether you have a duty or not, with specific information (e.g. Grade 4 recess at 11:25, black top).

Increase ● Join in the play ● Actively engage with kids about what they are playing ● Approach kids who are floating on the periphery and see if they want help joining in ● Get close enough to hear kids talk ● Move towards any play that is getting rough ● Ask kids if they are being respectful ● Call kids together and act a mediator ● Provide kids with the words they need to resolve a problem ● Pass on info about any incidents that may need follow up

Decrease ● ● ● ● ●

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Talk with a colleague Actively engage with your cell phone Sit down far from the kids Only engage once there is a problem Tell kids who come to you with an issue “Never mind”, “It’s nothing”, “It doesn’t matter” Say, “you know the rules”, “How many times do I have to tell you…?”

Solve the problems that arise for the kids Assume that issues at recess will resolve themselves Conclude that it isn’t worth helping a repeat offender, as “they don’t change”

While we avoid having recess at the same time as Secondary, often time we do share the field with Primary or Secondary PE classes. Please encourage your students to exercise safety at all times but also to maintain flexibility by moving playing space if necessary whilst remembering that the field/track is the PE teachers’ classroom.

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Students will be coming to the cafeteria two grades at a time, so there are approximately 150 students present at once. When they enter, they should be reminded to wash their hands.

Students bringing their own lunch go directly to a table, kids eating cafeteria food go through the line. Students are allowed to socialize at their table using relaxed voices but should raise their hand and ask permission to get up from the table. The lunch period last 25 mins, so five minutes before the end announce that it is clean up time and they can rise without getting permission.

Each table must be cleared and wiped down and seated kids are dismissed from their clean table.

For afternoon carpool, teachers line up kids in lines for Kaleidoscope, extension classes, walking carpool and normal carpool. For normal carpool, students in 5K-Gr. 2 (and siblings of 5K-Gr. 2 students) stay on their floor in the designated classrooms watching the smart board for their number. When it appears, they take their belongings, go down the staircase to the pavilion entrance and wait there until they are told to exit the building to go to their car. Kaleidoscope, extension and walking carpool get escorted to their destinations.

Reporting Reporting Overview ● Two written progress reports (in November and April) are collaboratively produced between languages and shared through Blackbaud. ● One End of Year report (at the end of May) is collaboratively produced between languages and shared through Blackbaud. This report also includes a summative narrative of an IB Learner (includes Learner Profile, Approaches to Learning and summary comments on the student’s progress through Units of Inquiry and Next Steps on the ELC report).

Rating System ● ELC Reports: ​Written reports use the ratings E/C/D/N - as follows: ○ E= Exceeding - Exceeding expectations (students are working beyond the curriculum expectations for their grade) ○ C= Consistent - Consistently meeting curriculum expectations ○ D= Developing - Continues to work on consolidating learning; It’s not always consistent ○ N= Not yet - Not yet meeting curriculum expectations ● For reports in 5K - Grade 5:​ Written reports use the ratings N/W/M/E - as follows: ○ N = Not yet meeting curriculum expectations. This is below average. ○ W = Working towards meeting curriculum expectations (students are not yet doing it independently and consistently). This is an average level, especially if working in a second language. ○ M = Meeting curriculum expectations (students are doing it independently and consistently). This is an excellent level.

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E = Exceeding expectations (students are working beyond the curriculum expectations for their grade).

Intake Interviews ELC and 5K do intake interviews at the start of the school year to give time for parents and teachers to meet, get to know each other, learn about the student and establish a collaborative partnership. Details of this process will be available from the ELC and Lower Primary Principals and the 5K Grade Level Leader.

Open Mornings Open mornings are held in October. They are intended to give parents a chance to see the program in action and make links from the written curriculum to the taught curriculum. Teachers should plan the morning to display the intended curriculum outcomes and demonstrate the inquiry-based student-centered learning of the PYP. All though it is not a “normal day” teachers should try to keep as normal an atmosphere as possible. It is not meant to be a teacher show, rather a window into normal classroom life.

Back to School Night Back to School Night (BTSN) occurs early in the school year (within the first 3 weeks) in an evening session. The aim is to provide parents with the overview of the year, curriculum outcomes, schedules, practical information, modes of communication, and, most importantly, to establish a collaborative partnership between home and school. Details of what to include will be available from Grade Level Leaders and relevant principals.

Conferences Parent-Teacher conferences are scheduled in the Fall. These are aimed at giving feedback on progress so far, sharing areas of strength and areas for development. These are important meetings to clearly discuss any issues that are needing attention so that there is alignment between home and school, and time through the year to address issues.

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In the Spring we hold Student-Led Conferences. These are three-way meetings with the teacher, student and parent(s) in which the student leads the meeting, explaining their learning journey. After the meeting, the student takes their parents to participate or observe them as they interact in the other learning spaces: gym, art room, music room, library, makerspace etc… this helps develop their understanding of the power and potential of trans-disciplinary learning.

Teachers should take notes from the conferences and for any conferences that are challenging or raise concerns, notes should be sent to the relevant principal.

Scheduling Meetings with Parents ● Parents have an open invitation to request meetings with teachers throughout the year.

This is strongly encouraged. ● Meetings should always include both the English and the language teachers, and relevant support personnel if necessary. ● Notes should be taken of the meeting and a follow-up email sent to parents (cc’ing the relevant principal), following this structure: ○ Thanking for the meeting ○ Purpose of the meeting ○ Discussion points made by the parents ○ Discussion points made by the school ○ The action steps needed ○ A timeline for checking in with progress on the issues

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Positive Student Management Developing Classroom Essential Agreements This is accomplished both at the middle management level of Administrators, GLLs and Language Coordinators meeting as well as the specific GLL meetings at grade. Somethings can be different at each floor level, however, most agreements that impact school-wide consistency i.e. PYP adherence, classroom management, transitions, necessitate communication and agreement with other grades. ​This blog gives some suggestions regarding agreements within classrooms, grade levels and schools as a whole as examples only.

Blackbaud Notifications Teachers or anyone on supervision duty will make a Blackbaud behavior entry if a child an incident happens that requires follow up or is part of a pattern that needs to be trackers. This is in addition to a verbal handover to the class teacher.

Notifications: ● Do not go to parents; these are kept to establish patterns of action/behavior taken by students. ● Go to all teachers of the student - GLL/principal and Head of Primary get all relevant notifications. ● As a teacher, it is important to use Blackbaud so we can track patterns and also respond to the incident at the time it occurs, which is required by the teacher who observed the infraction. ● Can also be used for tracking student’s positive actions.

Leveled Response Please review our Leveled Response to Incidents chart. This guides our thinking as we decide on individual cases and what the consequences should be. It is important to know how we track and respond to action/behaviors in a way that helps shape the desired positive action/behavior taken by our students.

Levelled Response to Incidents: The intent of all disciplinary action is to strengthen the child so they can respond successfully to a similar circumstance in the future.

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Student Behavior

Primary School Faculty Handbook

Examples

Follow up Action

Consequence

Level 0

Low- level provocations/ disrespect (not part of a pattern)

Off task, not following directions, disturbing others

Incident dealt with by the person who sees it

No one involved except the adult who sees the incident

Level 1

Isolated incident of minor purposeful hurting or pattern of low- level provocations/disrespect or unsafe behavior

As above, more than once hurting others

Incident dealt with by the person who sees it/them

Teacher(s) talk with student(s)

Isolated incident of purposeful hurting or continuing pattern of lowlevel provocations/ disrespect or unsafe behavior

As above, a pattern is emerging hurting others

Occasional incidents of purposeful hurting or persistent pattern of lowlevel provocations or disrespect or unsafe behavior

More than one occasion of hurting others

Incident dealt with by the person who sees it/them

Ongoing low-level behaviors that persist after the timeout sequence has been followed

Incident report made by the witness of the incident in Blackbaud

Level 2

Level 3

Incident report made by the witness of the incident in Blackbaud Incident dealt with by the person who sees it.

Incident report made by the witness of the incident in Blackbaud

Administration is informed

Teacher(s) contact parents via agenda or e-mail Reflection activity/missed recess and counseling consultation takes place Behavior contract In-house counseling consultation required Other teachers and administration informed Daily feedback to parents Contract revisited at the end of the time period, with parents and student

Level 4

Level 5

Persistent incidents of purposeful hurting, resistance to behavior contract or unsafe behavior

Extreme incident or persistent refusal to cooperate with behavior plan or unsafe behavior

Targeting one child or repeating the same type of behavior without remorse or indication of intent to change.

Bringing a dangerous object to school and verbally or physically indicating the intention to hurt others.

Incident dealt with by the person who sees it/them Incident report made by the witness of the incident and lead teachers are informed about the details and they update the administrators

Suspension (in-school or out), External counseling/testing required Administrator becomes the point person for communication

Incident dealt with by the person who sees it/them

Child placed on probation

Administration informed immediately

Hold or termination of contract considered

Blackbaud updated and lead teachers are informed

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Fixed/Growth Mindset Carol Dweck’s work on fixed vs. growth mindset does not only apply to the students but to the faculty as well. We need to consistently grow in our ability to move into uncomfortable, risk-taking action/behaviors. If you think the same way about your practice year after year and never say to yourself, “What perspective am I missing?”, then you are not growing professionally.

In working with students, you can build their growth mindset by recognizing their effort and giving specific feedback rather than a generalized, “Well done” or “You’re so smart”.

Intrinsic Versus Extrinsic Intrinsic motivation includes things such as personal achievement, learner growth, sense of pleasure and accomplishment in one’s effort. Extrinsic motivation is based on tangible rewards, it is external to the individual and is typically offered in an effort to get students to “behave” or achieve a desired outcome, i.e finish your work.

We strive to use intrinsic motivation whenever possible. Earning stickers, candy, marble jars are not to be used. Find ways to celebrate effort and accomplishment that are inclusive and respectful of all students. One way to do this is to establish from the beginning that you will “celebrate” student effort at any level. Work under construction. Example: the student who really struggled with math today etc. can be celebrated at the end of the day in the closing circle by using the Approaches to Learning to share examples of student effort.

Approaches to Learning The PYP defines some approaches to learning as the skills that students are developing during their years in Primary School. These are the key outcomes, beyond subject knowledge. The Approaches to Learning need to be thoughtfully, naturally and consistently referenced in how we help our students understand their strengths and their challenges. The AtL’s are also used when labeling the Seesaw uploads and this helps students and parents (as well as faculty) keep them in the forefront. ● ●

Approaches to Teaching and Learning PYP Approaches to Learning Placemat

Student and Teacher Behavior Expectations Positive interaction is a subject that we need to explicitly teach just like Math and literacy (Personal Social Health Education). We teach it through modeling (behaving ourselves the way we want kids to behave), through clear and consistently enforced shared expectations and through teachable moments with explicit examples from life.

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The bottom line in all interactions is RESPECT: teachers treating kids with respect, students treating teachers and peers with respect, all of us respecting the learning environment we are creating together.

PLC Wide Behavior Agreements We Will Purposefully Build Community Each class will hold a daily meeting to address issues of how we are getting along and how we want to be treated. There will also be short weekly assemblies for the two grades at the floor level. All teachers will endeavor to learn the names of all students on their floor.

Once a month, we have an assembly in the auditorium for Gr. 1-3 and Gr. 4-5. These are hosted by one of the classes and include presentations of current work and the distribution of certificates to students who have been demonstrating the Learner Profile attributes. There is a hosting sign up sheet that is completed by Grade Level Leaders at the start of the year and a reminder goes out before the assembly inviting submissions on names for the certificates.

Expectations During Transitions ●

Move through the building quietly so you don’t disrupt learning.

Use the

courtyard to pause and change to indoor behavior. Assess the situation and adjust accordingly. If an assessment is going on or a child is doing a Seesaw recording in the cozone, be silent. If no one is visible, speak quietly. ●

Use routes that take you mostly through the halls of your own level so you are more accountable for any disruption. Use the staircase that is closest to your end destination.

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If you see any child doing the wrong thing, speak to them immediately, using the following words, “In what way is what you just did not respectful?” Help them to understand what other options would have been better.

Supervision During Duties ●

Assess the situation when you come outside and explain to students where today’s boundaries are.

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If on duty, stick to your “zone” and stay near enough to kids that you are interacting with them (do not chat with a colleague or use your phone).

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Five minutes before line up remind students to put equipment away.

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Do not keep students in line for a long time (it encourages stragglers). Get on your way quickly and then pause before you enter the building (and once you are away from the crowd) to get them settled before going inside.

Communication Agreements Use of Social Media If you want to post school-related information on Twitter, etc., please create an account that is reserved for this purpose and only for professional posts. Link posts to the AIS account (@AIS_Eagles) so it can be retweeted if the Communication Department finds them appropriate.

All parents sign a release form when they join AIS that allows us to use their child’s picture.

Some parents choose not to sign, but that is rare. You will be told if there is anyone in your class who is not to appear in photos.

Email Etiquette Faculty are expected to reply to communications from parents, students, and colleagues within 24 hours of receipt. This does not hold true on weekends and school holidays. The response can be as simple as an acknowledgment of receipt with the promise to follow up later.

Do not use “Reply All” unless there is a real need to know by the whole distribution list.

Communication Protocol The language teachers collaborate with the English teachers to send out an update every two weeks on Fridays via Seesaw Announcements (the language teacher sends it out, except in the Mandarin Program where it is sent by the English teacher). The update focuses on current classroom learning and is explicitly linked to the curriculum outcome that is being addressed.

The update includes photos or visuals as well as text that explains the learning activities.

-Updates should be sent to the Grade Level Leader on Wednesdays. Once GLLS have read the updates, they should be sent to relevant Principals.

Seesaw is also used for the personal portfolios of students. This is where children upload photos or videos of their work and their reflections on their work. It is designed to document the learning process, not be a displayed portfolio of finished work. Recording things in Seesaw should become an integral part of the classroom practice and students should post something at least once a week. Once approved by the class teacher, it will be automatically shared with the parents. The portfolio is cumulative from year to year and is used from 3K to Gr. 5.

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The needs and vehicles for communication evolve over the life of a student in the Primary School, however, they are consistent within a section (ELC, LP, UP). In the Early Learning Center (3K-4K), there is a physical agenda that goes from home to school and back daily.

Parents and teachers write in it to communicate about pastoral care issues: pick up drop off, nap, food etc. In Lower Primary (5K-Gr. 2), the agenda is used by students to write their homework assignments. In Upper Primary (Gr. 3-5), the agenda is no longer used and its function is replaced by Google Classroom. Homework assignments, including due dates, instructions and assessment criteria, for larger projects (rubric etc…), are posted by the teacher and are accessible from home by both the student and the parent. This is posted one week in advance for smaller assignments and with more notice for larger projects.

On alternating weeks (from the teacher updates), the Principals and Head of Primary send an update that addresses section wide/PS wide issues and helps parents understand the curriculum and processes of the school. This is also where special achievements are celebrated. An Upcoming Events section attempts to list all the dates and opportunities that a parent needs to know about.

The communication protocol is explicitly introduced at the Back to School Night (BTSN) by the Head of Primary and the Principals.

Blackbaud This is the school’s student management system. Teachers use it for taking attendance, for finding parent contact information and it is the place that shared information such as class lists, schedules and curriculum reside. This is an overview of the areas and what you can find there. ● ●

●

● ● ●

Resource Page ○ Daily Details (where you find events of the day/week and who is absent) My Day ○ Attendance that is personalized to each class/teacher ○ “Find me now” feature: locating where a child is supposed to be ○ Student behavior records: infractions and merits Classes ○ Bulletin board and Topics ○ Roster: Bulk communication (via email) ○ Roster: Learning profiles ○ Contact cards for students Calendar ○ Access a range of calendars: can share with your own google calendar Grading ○ Not configured yet. This will be where reporting marks will be put in Schedule ○ Your individualized schedule 22

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●

Directories ○ Access student, faculty and parent contact information The Grade Level Leader is responsible for keeping the grade level information in Blackbaud up-to-date. Information is located in two places under “classes”: Bulletin Board Welcome to grade Teacher names and contact info Specialist teacher names and contact info All about the teachers “Look at them” (photos of grade/group picture) Calendar - Events

Topics

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Daily Details Every day, you are expected to go into Blackbaud and click on the Daily Detail tile. There you will find out who is absent and who is subbing as well as information about any disruptions to routines, meetings, deadlines that are approaching or special events.

Faculty Who Are Parents The balance between being a teacher and a parent can be challenging at times, but it is important to remember that as a parent you have the same rights as other parents in the school.

It is important to remember though that if you are talking about your child with his/her teacher you are speaking as a parent. It is understood that you will discuss matters with your child’s teachers as a parent and remove your teaching hat. Following along from this, as a parent you can attend your child’s school events, but you will need to arrange cover as needed. Please note that when you attend children’s birthday parties etc… even though you are there as a parent, in the eyes of the community you represent the school. You cannot in reality express an opinion about anything relating to school without it being seen as an insider’s perspective on the school, which has more impact that just another parent’s opinion. It is best to save your thoughts about how the school could be better for conversations with colleagues or close family.

Being a teacher and a parent makes it hard to decide how much communication to send regarding your child in and out of the class.

Requests for anything school related (class placement, additional work, a move away from another student, etc.) must be communicated through the proper channels. Keep in mind that the frequency and the formality of the communication should be in line with what we hope our student’s parents send to us. As the teacher of a colleague’s children, we also need to keep to the same level of formality and frequency as we do for other students.

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Homework As an inquiry-based PYP school, homework has limited value for student learning but is a means of giving parents an insight into what is being learned at school. It can occasionally be used in a “flipped classroom” manner to expose students to a body of information before it is discussed in class (this is often through viewing of a video or exploring a website).

We try to avoid worksheets that practice isolated skills out of context. That kind of practice, which leads to automaticity, tends to be done in a digital environment (Khan Academy). The homework that is sent home should be more investigation, task or project based and may include connections to the students home culture. There is a maximum number of minutes per day that a child should be working on homework, but there is no minimum. ● ● ● ● ● ●

3K, 4K, and 5K: no homework, though a book may be sent home Gr. 1: maximum 10 mins.

Gr. 2: maximum 20 mins.

Gr. 3: maximum 30 mins.

Gr. 4: maximum 40 mins.

Gr. 5: maximum 50 mins.

The maximum time includes all of the kinds of assignments: reading, online practice, completion of a written task, viewing experience.

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Primary School Essential Agreements About Assessment Philosophy In keeping with the school's assessment principles and the spirit of the IB Primary Years Program, assessment in the Primary Division is geared toward improving, rather than simply documenting, student performance. The use of assessment to judge the effectiveness of both teaching and learning processes is essential to allow teachers and students to identify their strengths and weaknesses and the effectiveness of the program. The objectives and process of any assessment should be clearly explained to the students.

Types of Assessment Pre-assessment ​takes place at the beginning of instruction to find out what students already know in order to plan the next stage of learning.

Practical implication at AIS: The pre-assessment for the units of inquiry can be done in either language on the first day of the unit, or it can be shared by the two language teachers. The students are always given a choice of language. If it is done in only one language class, the information must be shared with the other teacher in a timely manner.

Formative Assessment is interwoven with the daily learning and provides both teachers and students with useful feedback on how well students are understanding and applying the new concepts, skills, and knowledge. It is indispensable to effective and purposeful teaching.

Practical Implication at AIS: Formative assessments for the units of inquiry will be done in both languages, as the languages might teach different skill sets at different times.

Summative Assessment takes place at the end of the teaching and learning process and gives the students opportunities to demonstrate what has been learned. Summative assessments may include any combination of the following: acquisition of data, synthesis of information, application of knowledge and processes. These can address multiple learning styles.

Practical Implication at AIS: The summative assessment for the units of inquiry can be done in one language, or it can be shared by the two language teachers. The students should be given a choice of language, as this is not a language assessment but linked to the central idea of the unit. It should only be used to assess the conceptual understandings and not the language skills. If a concept was taught and worked on in only one of the languages, then there can be a language component in the assessment. All summative assessments should be shared with the parents.

Student Self-Assessment ​is interwoven throughout the daily learning to engage the students in reflection and assessment on their own learning. The students are given adequate time to reflect on their progress in all subject areas, including the attributes expressed in the learner profile.

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Internal Assessments at AIS Language Assessment​: (Oral Language Assessments) We assess our students’ oral language proficiency in 4K and in Grade 1 using the ELLOPA (Early Language Listening and Oral Proficiency) assessment tool, and in Grades 3 and 5 using the SOPA (Student Oral Proficiency Assessment) assessment tool. Both assessments are designed to show what a student can already do in a second language rather than focus on what they cannot do. Two students are being interviewed, recorded, and assessed by Primary faculty, using the criterion-referenced Oral Proficiency Rating Scale based on the ACTFL second language acquisition levels. The results are shared with students, teachers, and parents.

Reading Levels: Assessments are done through a running record three times per year.

In English and Spanish, this is done using the Rigby Assessment kits.

Writing Assessmen​t: Three writing samples are taken per year based on different writing prompts (2 in each language), in Grades 1-5. The writing is assessed with the Six Traits Writing Rubric. The results are shared with students and parents.

Words Their Way: the spelling assessment is administered at least twice per year and instructional groups are formed based on the data.

Math Assessments: Assessments are given at the end of each math unit and the results are sent home to parents.

ESOL Testing​: oral, reading and writing proficiency in English to identify students for English support, or to determine if an ESOL student is ready to exit the program.

SSS Testing​: reading, writing, spelling, and math testing for benchmarking and identification for students needing additional academic support.

External Assessments at AIS ERBS ​(ERB stands for Educational Record Bureau): ERB is a non-profit educational service organization that provides standardized testing and interpretation of results to national and suburban public schools and independent schools, such as AIS. ERBs are standardized tests. ● ERBs in Grades 3 and 5 The ERBs contain a reasoning test and achievement tests in both language arts and mathematics. These tests are in a multiple choice format. ● ERBs in Grade 4 The ERBs contain a writing test only. The students are expected to complete a piece of writing, demonstrating their knowledge and application of the writing process.

Organization The ERBs are taken every year in the Spring according to the following sequence alternating between CTP4 and WrAP. CTP4 in G3 and G5 is a standardized multiple choice test which 27

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covers Language and Math by first assessing Verbal Reasoning and Mathematical Reasoning.

There are 8 sub-tests taken over a period of 4 consecutive mornings with one make-up day.

WrAP is a writing test where kids compose on the computer.

CTP4

WrAP

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

After the exams are taken electronically in the Spring, results are shared with parents after teachers have had a chance to analyze the results at the beginning of the following school year.

Parents are invited to an overall analysis session led by the Assessment for Learning Coordinator, the Principal, and the Grade Level Leaders.

Assessment Strategies It is especially important at AIS, where students have contact with a number of teachers, that all of these teachers be involved in using a variety of assessment strategies.

Observations ● Are made often and at regular intervals ● Are made of individuals, groups and the whole class ● Are made in different contexts to increase validity Performance Assessments ● Are goal-directed tasks with established criteria ● Offer authentic challenges and opportunities for problem-solving ● Use multiple skills ● Have more than one correct response Selected responses: ● Closed​: are used to determine how much a student knows or can perform certain skills (e.g. tests, quizzes, dictations etc.) ● Open​: are used to stimulate an original response by students and to demonstrate further learning Assessment Tools Rubrics ● Rubrics are established sets of criteria used for scoring or rating students work in all areas of the curriculum ● The descriptors tell the student and the assessor what characteristics or signs to look for in the work and then how to rate that work on a predetermined scale ● The students, as well as the teachers, may develop rubrics 28

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Checklists â—? A list of criteria against which students are assessed (e.g. information, data, attributes, or elements that should be present) Anecdotal Records â—? These are brief written notes based on observations of students â—? They are completed on a regular basis, are systematic and organized

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Professional Development AIS is a dynamic educational organization where faculty is expected to push their practice forward. To support this, we have a generous professional development budget which is used to provide internal and external and online Pro D. Most teachers who apply will be able to attend a conference each year. PYP and Project Zero conferences are given priority as those are on-going areas that we want to strengthen, but each year there will be specific school wise, primary wide or even individual goals that will be supported. There is an online form to fill out which requires your appraiser or your principal’s endorsement and signature. It is then submitted to the Pro D committee who invite the Head of Primary’s comment and it is then decided in a committee meeting. The committee is a teacher committee. Applications can be turned in at any point of the year but there should be at least six weeks lead time to go through the approval process.

AIS also regularly brings presenters into the school, hosts conferences or scheduled “un-conferences” for peer sharing of best practice. We also form Professional Learning Communities each year in the Primary School where groups of like-minded teachers share an interest through a book discussion group, an online course or some visits to local sister schools.

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Professional Growth Model All faculty and staff at AIS participate in a professional growth process based on the Stronge Model. ​This document goes into more detail about the structure and purpose of the process.

There are six performance standards which are broken down into performance indicators. The rating scale is highly effective, partially effective/developing, and ineffective.

Performance Standard 1: Instructional Planning The teacher plans using the IB frameworks and AIS curriculum, employing effective strategies, resources, and data to meet the needs of all students.

Performance Standard 2: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

Performance Standard 3: Assessment of/for Learning The teacher systematically gathers, analyses, and uses data to measure student progress, guide instruction, and provide timely feedback.

Performance Standard 4: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, positive, and safe student-centered environment that is conducive to learning.

Performance Standard 5: Professionalism The teacher consistently demonstrates professionalism, responsible judgment and a commitment to international mindedness; they represent AIS positively in all interactions with students, colleagues, parents and the larger community.

Performance Standard 6: Student Progress The work of the teacher results in acceptable and measurable student progress.

PGM Cycles There are two cycles in the PGM process. If you are in your first two years at AIS you are in the focus year. For teachers who’ve been here more than two years, you are in a consolidation year if you were on a focus year the previous year (alternating years: consolidation and focus).

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Consolidation Year Everyone is assigned an appraiser. If you are in a consolidation year, you will meet with your appraiser to set goals at the beginning of the year and at end of the year, you will share your self-reflection on the Standards and Indicators through filling out the summative form.

Focus Year Everyone is assigned an appraiser. For teachers, the appraisers are usually Principals, Grade Level Leaders or Language Coordinators. The first step is Goal Setting. This happens in September. The last year’s summative review is revisited to see if there were any areas that were identified as areas for development. Also taken into account are any school-wide or primary-wide goals. The appraisee develops their proposed goals’ these are discussed and refined with the appraiser. This is followed up with a three-part observation (pre-meeting, observation, and post-meeting). There is a check-in, mid-year, to review progress on goals and the appraisee does a self-reflection in preparation for this meeting on the summative review form. Appraisers are expected to do a few drop-in visits and in Upper Primary the teachers are also expected to have students fill out a survey. The teachers then process the results and share their reflections with the appraiser. For the final meeting of the year, the appraiser prepares the summative review and discusses it with the teacher.

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Early Learning Center

Daily Schedule Time

Activity

7:40 a.m. – 8:20 a.m.

Outdoors/morning receiving time

Anywhere between 8:30 a.m. – 9:00 a.m.

Snack

10:00 a.m. – 10:20 a.m.

3K Outdoors

10:20 a.m. – 10:40 a.m.

4K Outdoors

11:10 a.m. – 11:40 a.m.

3K Lunch

11:20 a.m. – 11:50 a.m.

4K Lunch

11:40 a.m. – 12:00 p.m.

3K Outdoors

12:00 p.m. – 12:20 p.m.

4K Outdoors

12:20 p.m. – 1:00 p.m.

Rest time

2:30 p.m.

School day ends

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Assembly Schedule Time

Days and Grade(s)

8:30 a.m. – 9:00 a.m.

Mondays, 3K Assembly

8:30 a.m. – 9:00 a.m.

Tuesdays, 4K Assembly

2:00 p.m. - 2:30 p.m.

Fridays, 3K and 4K Assembly

Grade Level Meetings Grade level meetings take place on Wednesdays from 3:30 p.m. - 4:30 p.m. The ELC Principal sends agendas and preparation work prior to the meetings and teachers are expected to have done the preparation and be ready to actively and attentively contribute to the meeting.

Faculty Meetings Faculty meetings occur on Thursdays from 3:30 p.m. - 4:30 p.m. on a rolling schedule of Whole Primary faculty, Sections (ELC/LP/UP), Language track, and Professional Learning Communities. A schedule of these meetings are shared at the beginning of the year and the Daily Details board provides further information about the location, agendas, and any changes to the schedule.

Duties All teachers are allocated duties. It is expected that teachers are on time and “present” for duties. This means to be active, circulating, redirecting, resolving issues and positively interacting with the students. Teachers should take phones to the duty in case of emergency, but should not be using them for any other purpose.

Assessment In keeping with the school's assessment principles and the spirit of the IB Primary Years Program, assessment in the Primary School is geared toward improving, rather than simply documenting, student performance.

The use of assessment to judge the effectiveness of both teaching and learning processes is essential to allow teachers and students to identify their strengths and weaknesses and the effectiveness of the program. The information gathered through assessments are appropriately shared to promote the learning partnership of student, teachers, and parents. Classes do a pre and post assessment linked to the unit of inquiry and the math focus during the six-eight week period of units of inquiry.

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5K and Grade 1 Floor Level 5K Schedule

Grade 1 Schedule

8:20 a.m. 8:35 a.m.

Floor assembly

8:20 a.m. 8:35 a.m.

Floor assembly

8:35 a.m. 9:00 a.m.

Classroom 0:25

8:35 a.m. 9:00 a.m.

Classroom 0:25

9:00 a.m. 9:15 a.m.

Snack

9:00 a.m. 9:10 a.m.

Snack

9:15 a.m. 9:30 a.m.

Recess

9:10 a.m. 9:30 a.m.

Recess

9:35 a.m. 11:05 a.m.

Classroom 1:30

9:35 a.m. 10:55 a.m.

Classroom 1:10

11:05 a.m. 11:35 a.m.

Lunch

11:00 a.m. 11:30 a.m.

Lunch

11:35 a.m. 11:50 a.m.

Recess

11:30 a.m. 11:50 a.m.

Recess

11:55 a.m. 1:05 p.m.

Classroom 1:10

11:55 a.m. 12:10 p.m.

Classroom 0:15

1:10 p.m. 1:55 p.m.

Specials

12:15 p.m. 1:00 p.m.

Specials

1:55 p.m. 2:10 p.m.

Recess (playspace blacktop)

1:05 p.m. 1:55 p.m.

Classroom 0:50 Flex 1:55-2:10

2:10 p.m. 2:55 p.m.

Classroom 0:45

2:15 p.m. 2:55 p.m.

Classroom 0:40

3:00 p.m.

Dismissal

3:00 p.m.

Dismissal

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Grades 2 and 3 Floor Level Grade 2 Schedule

Grade 3 Schedule

8:20 a.m. 8:30 a.m.

Floor Assembly

8:20 a.m. 8:30 a.m.

Floor Assembly

8:30 a.m. 9:25 a.m.

Classroom 0:55

8:30 a.m. 9:25 a.m.

Classroom 0:55

9:25 a.m. 9:35 a.m.

Snack

9:25 a.m. 9:35 a.m.

Snack

9:35 a.m. 9:55 a.m.

Recess

9:35 a.m. 9:55 a.m.

Recess

10:00 a.m. 11:55 a.m.

Classroom 1:55

10:00 a.m. 10:40 a.m.

Classroom 0:40

12:00 p.m. 12:20 p.m.

Recess

10:40 a.m. 11:25 a.m.

Specials

12:25 p.m. 12:55 p.m.

Lunch

11:30 a.m. 12:25 p.m.

Classroom 0:55

1:00 p.m. 1:55 p.m.

Classroom 0:55

12:30 p.m. 1:00 p.m.

Lunch

1:55 p.m. 2:00 p.m.

Carpool prep

1:05 p.m. 1:55 p.m.

Classroom 0:50

2:05 p.m. 2:50 p.m.

Specials

1:55 p.m. 2:15 p.m.

Recess

2:55 p.m. 3:00 p.m.

Transition to carpool

2:20 p.m. 2:55 p.m.

Classroom 0:35

3:00 p.m.

Dismissal

3:00 p.m.

Dismissal

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Grades 4 and 5 Floor Level Grade 4 Schedule

Grade 5 Schedule

8:20 a.m. 8:35 a.m.

Floor Assembly

8:20 a.m. 8:35 a.m.

Floor Assembly

8:35 a.m. 9:30 a.m.

Classroom 0:55

8:35 a.m. 9:20 a.m.

Specials

9:30 a.m. 9:40 a.m.

Snack

9:20 a.m. 10:30 a.m.

Classroom 1:10 (9:25-10:30)

9:45 a.m. 10:30 a.m.

Specials

10:30 a.m. 10:35 a.m.

Snack

10:35 a.m. 10:55 a.m.

Recess

10:35 a.m. 10:55 a.m.

Recess

10:55 a.m. 11:50 a.m.

Classroom 0:55

10:55 a.m. 11:55 a.m.

Classroom 1:00

11:55 a.m. 12:25 p.m.

Lunch

12:00 p.m. 12:30 p.m.

Lunch

12:30 p.m.

1:35 p.m.

Classroom 1:05

12:35 p.m. 1:35 p.m.

Classroom 1:00

1:35 p.m. 1:55 p.m.

Recess

1:35 p.m. 1:55 p.m.

Recess

2:00 p.m. 2:55 p.m.

Classroom 0:55

2:00 p.m. 2:55 p.m.

Classroom 0:55

2:55 p.m. 3:00 p.m.

Carpool prep

2:55 p.m. 3:00 p.m.

Carpool prep

3:00 p.m.

Dismissal

3:00 p.m.

Dismissal

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Transition to Middle School and Communication in Grades 4 and 5 Teachers share comprehensive data and assessment information with parents of Grade 4 and Grade 5 students, with an indication of possible language placement in Middle School: either Language Literature (with both Literature and Humanities courses in the target language) or Language Acquisition.

Secondary Subject Leaders (Language Coordinators) visit Grade 5 classes and the Upper Primary Principal by the end of January to assess the level of instruction and of student learning prior to final decision on placement. Likewise Grade 5, and starting in 2018-19, Grade 4 teachers will visit their Middle School language counterparts in Grades 6 and 7.

The Student Service Team coordinates transition to Middle School Resources via regular meetings and when necessary in a joint conference with parents. A PS student must have a valid Psych-Evaluation on file to be considered for Resource (Learning Support) in Middle School.

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Grades 3 to 5 Overnight Field Trips Grade 3 Overnight Trip: Wahsega, GA. In Grade 3, students take two days / one night overnight trip in a Nature Center in North Georgia. This is the first of three overnight trips in Primary School. There is a 1/8 chaperone to student ratio and the school sends extra chaperones just for the night as the sleeping accommodations require a second adult in each cabin. The purpose of the Environmental Education Program is to teach a deeper understanding and appreciation of the natural community by studying and interacting with the surrounding natural world. Through a combination of multi-disciplinary activities and projects, students will not only acquire new knowledge but also a new level of environmental awareness.

Grade 4 Overnight Trip: Space Camp Grade 4 students go on a three days / two night overnight trip (in Huntsville, AL). During the unit How The World Works, students approach space-related inquiries and have a chance to impersonate astronauts by collectively carrying out a Space Mission while visiting the rich Space Museum.

Grade 5 Journey Abroad: Berlin, Provence, Costa Rica or China Grade 5 students are accompanied by Grade 5 teachers, Language Coordinators, and other chaperones as needed.

The objectives of the trip are: ● Curriculum: the students gain a better understanding of the history, geography, culture and environmental science of the visited country. ● Language: the students demonstrate effective communication skills in the target language to respond, to inform and to question. Students are immersed in the target language in context. ● Social: the students will actively plan and prepare for the trip. They will demonstrate appropriate social skills and greater independence while having an opportunity to build/strengthen friendships. ● Culture: the students will embrace and respect the host culture with an open mind while having a chance to share and celebrate their own or U.S. culture.

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The IB Definition of Conceptual Learning by Lynn Erickson Concept-based curriculum and instruction is essential to the IB educational paradigm. The critical elements that require a concept-based model are intercultural understanding and international-mindedness, the ability to transfer knowledge and a rigorous intellectual model that is emotionally engaging and motivating.

There are many benefits to a concept-based model.

Thinking​—It requires thinking students who draw on critical, creative, reflective and conceptual thinking abilities. – ● Facilitates “synergistic thinking”—the cognitive interplay between the factual and conceptual levels of thinking. ● Requires deeper intellectual processing as students relate the facts to key concepts and principles. ● Develops conceptual structures in the brain (brain schemata) to relate new knowledge to prior knowledge, and to illuminate the patterns and connections of knowledge. ● Facilitates the transfer of knowledge at the conceptual level. ● Provides opportunities for personal meaning-making through processes of thinking, creating and reflecting.

Intercultural understanding​—It develops intercultural understanding and international-mindedness through conceptual transfer. ● Facilitates the transfer of learning across global contexts as students engage with concepts and conceptual understandings as reflected across unique and varied cultures. ● Encourages inquiry into global issues of concern that draw out the multiple perspectives and situations of different cultures and nations.

Motivation for learning​—It recognizes that intellectual and emotional engagement are essential to the motivation for learning. ● Increases motivation for learning by inviting students to think about the facts through a relevant and personally engaging key concept. ● The unit topic and the key concept have an iterative relationship—each reinforces the other, for example, considering the facts about “Global conflicts in the 21st century” through the conceptual lens of perspectives, or considering facts about “Our land and people” through the lens of identity.

Concept-based teaching and learning​—Values and respects the thinking of the individual by “drawing understandings from” rather than “telling understandings to”.

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Encourages constructivist learning experiences that are relevant and important.

Values collaborative thinking, discussions, and problem-solving with the belief that the social construction of meaning not only leads to a quality product, but is motivating to participants as well.

Fluency with language​—It increases fluency with the languages of cultures and the disciplines. ● Illuminates the conceptual structures of “meta-language” to facilitate multilingual learning and communication across cultures. ● Builds increasing fluency with disciplinary language as students explain and support their conceptual understanding with relevant factual knowledge. ● Reinforces a common conceptual vocabulary and set of critical conceptual understandings in the different disciplines which can help alleviate language barriers in global labour contexts when students enter the workforce.

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Co-teaching AIS has a generous staffing model with two adults in every classroom. This can be two qualified teachers or can be one teacher and one assistant. These models allow for planning and implementation of high-quality, differentiated programs. The following descriptions are the various models of co-teaching used at AIS. The model selected should enhance the learning opportunities available for students. The question “What can we do better with two teachers, that we can not do with one?” should guide the planning process.

Before the year starts, you should have an explicit conversation with your closest colleagues about what your intentions are in terms of co-teaching, how to reach agreements about how you plan to communicate and share some insights to what your “buttons” are and what works best for you.

Co-teaching is a marriage (This is an example of a “push-in” the model below, but it still applies, especially the vocabulary used in the video.)

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1. One Teaches One Observes: (use 5%-10% of time) ● Used to follow a child ● Used to check who you are calling on (are you calling on the same students?) ● Used to document understandings of students (individuals or class) One teaches one observes example 2. One Teaches One Drifts/Assists: (use 5%-10% of time) One teacher has the primary instructional responsibility while the other circulates providing assistance (non-verbal cues, verbal prompts, refocusing, etc.) ● Teachers can alternate in these roles over the course of the day ● One teacher instructs while the other provides support ● The support teacher is floating around looking over behavior, checking in, collecting data, getting materials ready so there isn’t a lot of downtime ● The One Teach, One Assist Model should be used sparingly since it gives one teacher more power in the classroom than the other. ​It should be used only when absolutely necessary, it should never be the primary model of co-teaching.

Ideas of when to use this model: i.

Introducing a new unit ii.

Modeling a method or strategy with which only one teacher is familiar iii.

Modeling a teaching technique for your co-teacher while he/she assists (especially appropriate at the beginning of the year) iv.

Teaching something on the fly: it is simple and requires little preparation (Cook & Friend, 1995) v.

A mini-lesson (so long as you alternate who leads the mini-lessons)

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One teaches one assists example 3. Parallel Teaching: (use 30%-40% of time) ● Both teachers plan jointly and teach the same information simultaneously but they divide the class into two groups ● Both groups are taught the same instructional material but it may be differentiated because of the learning style or reading level, etc. ● Teachers may present the material using different instructional strategies ● You need to be near your co-teacher so you both end at the same time Parallel teaching example 4. Alternative Teaching Center or Station Teaching: (use 30%-40% of time) ● Teachers divide the content and the students ● Each teacher provides direct instruction to one group ● There may also be independent groups working ● All students rotate through all stations ● Students benefit from lowered teacher-student ratio but the instructional content is not differentiated Station Teaching Alternative/Differentiated Teaching Remedial / Enrichment Teaching: One teacher works with a small group to pre-teach or reteach a concept while the other provides enrichment (curriculum compacting or extension) or alternative activities for another group Pull-out Support: One teacher teaches the whole group mini-lessons and the other pulls an individual or small group for Tier 1 interventions or extension work. At the end of the pull-out lesson, the teacher summarizes quickly what was presented to the rest of the class so the student(s) can re-enter the main class activity 5. Team teaching:​(use 5%-10% of time) Both teachers deliver the instruction at the same time ● One teaches/one writes ● One models/one explains ● Both take turns talking Team Teaching

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6. Workshop Model: â—? Both teachers are conferring individually with students about their work by choosing one teaching point and setting a short-term goal â—? Teachers can divide the class between them or go wherever they are headed at the moment (which requires a record keeping system that is shared) Another Video: Different models of co-teaching

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Primary School Faculty Handbook

Curriculum Overviews Click below to view the curriculum for each grade.

3K

4K

5K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

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Primary School Faculty Handbook

Language Learning The Guiding Statement for Language Learning at AIS ● All members of our community are committed to language learning within the IB framework. ● Language learning is a continuum along which each individual progresses differently. ● At AIS, our diverse multicultural environment is the context for language learning and intercultural competence.

If you want more in-depth information, please follow this ​link​ ​to the AIS Language Policy.

Language Acquisition in an immersion setting is one of the core pillars at AIS. In the ELC students spend every day, all day in the target language. In the 5K-Gr. 5 French, German and Spanish programs students spend every other day in the target language, learning through a trans-disciplinary approach where language development is addressed in context. The image below represents how the language journey continues after Primary School.

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In the Mandarin program, ELC students spend every day, all day in the target language. In 5K-Gr. 5 they are in a partial immersion setting 70% English and 30% Mandarin. This means they have a language acquisition one hour lesson daily in leveled groupings.

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German Program Literacy Assessment We test reading fluency and comprehension 3 times a year from 5K to Grade 5. We use our own German reading books that have been adapted to fit the PM Benchmarks.

Special Events ● The “First Day of School” is celebrated in Grade 1 with “Schultüten” that were made by the children themselves in 5K. Their parents will fill them with small treats and school materials thought to sweeten the student’s first day of school. Parents will come to school with their children to partake in this tradition and capture this milestone in pictures. ● In November, 3K to Grade 5 celebrate St. Martin’s Day with a festival in school as well as an evening celebration and lantern walk with the parents.

Our students, up to Grade 4, build their St. Martin’s lanterns in school with their teachers. ● St. Nikolaus is celebrated at the beginning of December by 3K through Grade 5. The children usually prepare a German poem or song to perform and receive a small bag of “goodies”. The room parents organize the “goody bags” and deliver them to the class. ● The German Christmas Market is on a weekend at the beginning of December. Our “German Connection” made up of parents of AIS organizes the event. It is always seen as a nice gesture when teachers volunteer some of their time on this one day of the weekend.

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French Program Literacy Assessment We test reading fluency and comprehension 3 times a year ( September, January, and April) from 5K to Grade 5. We use the GB+ method, equivalent to the PM benchmark.

Special Events ● Galette des rois: In January, the “ Galette des rois” is offered by “Ensemble”, the francophone parents’ organization. Each class gets to talk about this tradition and share slices of cake together. ● Celebration of the Francophonie: (March) by organizing activities in the classroom from 3k to G5. Joint projects vary from one year to another and may include links with the secondary school. ● French Book Fair: (March) takes place in the Library and offers a variety of French books for purchase. ● La Kermesse: (March) is the most important event for the French track classes from 3K to Grade 5. The event includes an afternoon performance for parents with songs, poetry or dance followed by an outdoor fair organized by Ensemble (Francophone parent organization). The fair offers food, games, craft and a second-hand book fair. It is a community event which brings together parents, teachers and students of French track but is open to all Primary School families.

● ● ●

●

Program Specific Expectations ● PPRE: Each teacher writes a Personal Project to support students with special needs in collaboration with the Learning specialists team.

French National Evaluation: Grade 1 Test in French and Math recommended by the MEN ( Ministry of National Education) and the AEFE. Administrative Expectations: Periodically the French track has official visits from AEFE ( inspector, pedagogical counselors) and hosts workshop offered by MLF Détachement: When needed, the French language coordinator will ask to renew the teacher’s detachment with The Service des établissements of the French Embassy in WashingtonRetraite-CFE/MGEN: All French certified and “détaché” can keep his “ pension civile” and his CFE/Mgen reimbursed by the school.

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Spanish Program Literacy Assessment Teachers test students reading fluency and comprehension 3 times a year from 5K to Grade 5. We use Rigby Literacy benchmark assessment in Spanish. Rigby Literacy is a complete Primary School guided reading series for developing independent readers. The series is broken down into three literacy stages: emergent, early and fluent. This assessment covered these reading levels: Emergent Reading Level 1–5, Early Reading Level 4–15, Fluent Reading Level 11–30.

Special Events ● Día del Idioma is a celebration that the Spanish department began in April 2013.

Spanish is dancing and singing in an inclusive and multicultural atmosphere in the auditorium. Día de los Muertos celebration included building an altar at the Primary School entrance. ● 3 days of Spanish Book Fair with an excellent selection of authentic Spanish books for sale. Students visit the book fair during class time. Parents are welcome to visit the fair at any time during the school hours. ● Author presentation coming from abroad. The author gives students a series of workshops about a topic chosen by teachers and guided by our unit of inquiry. ● Headline contest - During the Spanish Book Fair. Students submit their headlines that captures their love for reading in Spanish.

Program Specific expectations: Because we are a two class program it tends to teach one grade instead of two grades.

Teachers are from 12 different Hispanic nationalities.

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Mandarin Program Literacy Assessment In Mandarin, as in the other language programs, we will use the SOPA and ELLOPA assessments in order to establish the students level on the ACTFL competency scale. As the program is new in the 2018/19 year, we do not yet know what additional assessment will be used, but they are likely to be similar to what is in place in other programs (running records, PM/Rigby readers, Words Their Way, 6 Traits of writing rubric).

Special Events ● Dragon Boat Festival: September ● Chinese New Year/Spring Festival: Around Feb. 16th. ● Book fair/guest author: May Program Specific Expectations The English/Mandarin program is unique at AIS in many ways. This is in part due to the nature of the language (character-based, tonal) but also to structurally design something that would allow us to admit students as beginners in the Language Acquisition process at any grade level. We made this possible by offering levels: novice, intermediate, advanced for each class.

Features that are unique to Mandarin at AIS include: ● The students go to their English class every day and go to Mandarin for an hour every day (no A day/B day) ● The Mandarin/English classes are mixed age classes: 3K/4K, 5K/Gr. 1, Gr. 2-3, Gr. 4-5 ● The units of inquiry are studied on a two-year cycle so they go on the field trips and study the units of one grade: Grades

Odd Year (2018/19)

Even Year (2019/20)

3K/4K

3K/4K

5K/Gr. 1

5K

Gr. 1

Gr. 2-3

Gr. 2

Gr. 3

Gr. 4-5

Gr. 4

Gr. 5

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Similarities of the Mandarin program to the French, German, and Spanish Programs The ways in which Mandarin is similar to the other language programs at AIS are: ● Students are on the same floor of the building as their peers in other programs and their classes are side by side. ● Students go to recess, lunch, and specials at the same time as the other language programs. ● Teachers in the program belong to a grade level team and plan with that team. ● The Gr. 5 students go on a Journey Abroad and do the exhibition.

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Units of Inquiry As a PYP school, AIS’s primary curriculum is built around the units of inquiry. The Program of Inquiry (POI) for next year is below. The individual planners that expand on each unit can be accessed ​in the grade level folders on Google Drive. This is a link to an IB document called ​How to use the PYP Planner​.

Atlanta International School Programme of Inquiry 2018-19 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.

3K 4K

Focus: Science, Social Studies, and Language Central Idea: Our senses help us collect information about ourselves and our surroundings Key concepts: function, causation, perspective

Where We Are in Place and Time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnected ness of individuals and civilizations, from local and global perspectives.

How We Express Ourselves

How the World Works

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.

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 on the environment.

Focus: ​PSPE, the Arts and Language

Focus: ​Science, Math, and Language

Central Idea: The way we express our feelings influences ourselves and others

Central Idea: Through observation and experimentation people make sense of the world around them

Key concepts: form, function, reflection Related concepts:

Key concepts: function, connection, responsibility Related concepts:

How We Organize Ourselves An inquiry into the interconnectedne ss 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.

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

Focus: ​Science, Math, Social Studies and Language Central Idea: Living things have needs that must be met to ensure their survival

Key concepts: form, responsibility, change Related concepts:

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5K

Related concepts: senses, behavior, safety, similarities and differences, perceptions Lines of Inquiry: ● How people use their senses ● Learning through our senses ● Differences in sense perception Focus: ​Social Studies, PSPE and Language Central Idea: Families make us into who we are

Key concepts: function, reflection, perspective Related concepts: similarities and differences, roles, traditions, belonging Lines of Inquiry: ● Diversity of families ● Responsibil ities within families ● Learning from families

Primary School Faculty Handbook feelings and emotions, behavior, communication, conflict resolution Lines of Inquiry: ● Feelings and emotions ● Expressing feelings and emotions in different ways ● Building positive relationships

properties, safety in science, the behavior of materials Lines of Inquiry: ● The way things work ● Natural and man-made phenomena ● Experimenting safely and accurately

Focus: ​Social Studies, Science, Math, and Language Central idea: People adapt and survive in different regions of the world

Focus: ​The Arts, PSPE and Language

Focus: ​Science, Math and Language

Focus:​ Social Studies, PSPE, and Language

Central Idea: People develop a sense of language and culture through music, songs and rhymes

Central Idea: Forces influence balance and movement

Central Idea: People have responsibilities to serve the needs of communities

Focus: ​Science, Social Studies, Math, the Arts, and Language Central Idea: The way people handle the waste produced impacts the environment

Key concepts: form, causation, change Related concepts: adaptation, environment, interdependenc e

Key concepts: form, function, perspective Related concepts: rhymes,​ ​rhythm​, pattern, communication, culture, movement Lines of Inquiry: ● How music, songs and rhymes preserve and enrich cultures ● Rhythm of language ● Interacting through songs and movement

Key concepts: form, causation, connection Related concepts: balance and motion, forces

Key concepts: form, function, responsibility Related concepts:​ roles, structure, rights and responsibilities, community

Key concepts: connection, causation, responsibility Related concepts: sustainability, impact, consequences, action

Lines of Inquiry: ● The various communities to which people belong ● Services provided by community members ● Our responsibilitie

Lines of Inquiry: ● Origins of waste ● Reusing and recycling different materials ● Reducing waste

Lines of inquiry: ● Needs and wants ● Characteris tics of different world regions ● Adapting within the

Lines of Inquiry: ● How things balance and move ● Different forces and where they are found ● The relationship between force, balance, and motion

life cycle, growth, caretaking Lines of Inquiry: ● Characteristics of living things ● Growth and life cycles ● Our responsibility in caring for living things

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1st

Focus: ​Social Studies, Science, PSPE, Math, and Language Central Idea: Play is much more than just fun

concepts: function, causation, perspective Related concepts: similarities and differences, roles, independent choices, cooperation, culture Lines of Inquiry: ● How to play games ● Learning through play ● Traditional games from different cultures

2nd

Focus: ​PSPE, Math, Science and Language Central Idea: Choices we make contribute to our overall well-being

environmen t Focus: ​Social Studies, Science, Math, and Language

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Focus: ​Language, ICT, and the Arts

Focus​: Science, Math and Language

Central Idea: People’s desire to innovate continues to change the world we live in

Central Idea: All cultures tell stories for similar purposes

Central Idea: Materials have properties that affect the way they are used

Key concepts: reflection connection, causation Related concepts: imagination, creativity, design, innovation

Key concepts: function, causation, connection Related concepts: structure, genre, storytelling, audience, purpose, culture, interpretation

Key concepts: form, change, connection Related concepts: changes of state, chemical and physical changes, properties of materials, use of materials

Lines of Inquiry: ● Transformi ng creativity into innovation ● Circumstan ces that lead to the developme nt of inventions ● The impact of innovation on society Focus: Science, Social Studies, Math, and Language Central Idea: Evidence of the past connects civilizations to each other and to the present

Lines of Inquiry: ● Different ways of storytelling ● Why people tell stories ● Stories from different cultures

Focus:​ Social Studies, ICT, the Arts, and Language Central Idea: People increasingly use visual communication to get ideas and

s within our communities Focus: ​Social Studies, Science, Math, and Language Central Idea: Many products go through a process of change before they are consumed or used Key concepts: change, connection, responsibility Related concepts: process, components, systems, choice

Lines of Inquiry: ● Properties of materials ● Use of materials ● Changing properties of materials

Lines of Inquiry: ● The origin of the products we use ● Changes the products go through ● Distribution systems ● How people select the products they use

Focus: ​Science, Math and Language

Focus: ​Social Studies, Math, Science, and Language Central Idea: A city has many systems operating to support the people living in it

Central Idea​: People and animals build a variety of structures to meet their needs

Focus: ​Science, Social Studies and Language

Central Idea: Plants are an essential part of all life on Earth

Key concepts: reflection, connection, responsibility, Related concepts: interdependence, cycle, conservation of endangered species Lines of Inquiry: ● Caring for plant life ● What plants provide for us and other living things ● Consequences of plant extinction

Focus: ​Social Studies, Science, and Language Central Idea: Children everywhere encounter different challenges and opportunities

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Key concepts: causation, function, responsibility Related concepts: health, systems, well-being, influence, decision making

3rd

Lines of Inquiry: ● Health and wellbeing ● The way our bodies work ● Choice s we make affect our health Focus: ​Social Studies, PSPE and Language

Key concepts: function, connection, reflection Related concepts: structure, civilization, evidence, interpretation, history, similarities and differences

Central Idea: Communication and teamwork are essential to accomplishing a shared goal

Lines of Inquiry: ● The structure of a civilization ● Similarities and differences among civilizations ● Gathering and interpretati on of artifacts Focus:​ Social Studies, Math, Language, and Science Central Idea: Exploration leads to discovery and can bring about change

Key concepts: form, responsibility, causation Related concepts:

Key concepts: change, connection, causation Related concepts:

Primary School Faculty Handbook information across to an audience Key concepts: function, change, reflection Related concepts​: visual communication, expression, illustration, interpretation, audience Lines of Inquiry: ● How to express information visually ● People's responses to visual communicatio n ● The role of technology in today's visual communicatio n

Focus: ​Social Studies, the Arts, PSPE and Language Central Idea: Personal experiences, culture and surroundings influence how artists communicate their thoughts and feelings Key concepts: causation, perspective, form Related concepts​: time, place, resources, technology,

Key concepts: form, function, connection Related concepts: properties of building materials, forces, interdependence Lines of Inquiry: ● The process, materials and tools involved in building ● Effects of the environment ● Purpose of building

Key concepts​: form, function, responsibility Related concepts: similarities and differences, systems, citizenship, government, change Lines of Inquiry: ● Characteristic s of the city we live in ● Systems that operate within a city ● Our responsibility as a citizen

Key concepts: responsibility, perspective, connection Related concepts: rights and responsibilities, scarcity, aid, resources, equality Lines of Inquiry: ● Human rights and responsibilities ● Scarcity and distribution of resources ● Access to opportunities

Focus: ​Science, Social Studies, Math, and Language Central Idea: The continuous changes, of the Earth’s surface, impact the lives of people

Focus: ​Social Studies, Math, and Language

Focus: ​Science, Social Studies and Language

Central Idea: Businesses are developed because of the needs and wants of communities

Central Idea: Biodiversity relies on maintaining the interdependent balance of organisms

Key concepts: change, causation, reflection Related concepts: cycles, transformation, impact, evidence

Key concepts: function, form, connection Related concepts: organization, economics,

Key concepts: change, connection, responsibilities Related concepts: adaptation, interaction,

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Atlanta International School communication , teamwork, cooperation Lines of Inquiry: ● Characteris tics of an effective team ● Responsibil ities within a team ● How communica tion affects teamwork

4th

Focus: ​Social Studies, PSPE, the Arts, and Language Central Idea: Human relationships and actions reflect people’s beliefs and values

Key concepts​: function, perspective, causation Related concepts: prejudice, bias, subjectivity, behavior, systems of beliefs Lines of Inquiry: ● Similarities and differences of belief systems

impact, orientation, motivation, knowledge Lines of Inquiry: ● Reasons for exploration ● Consequen ces of exploration ● What we can learn through exploration

Primary School Faculty Handbook interpretation, self-expression, styles Lines of Inquiry: ● Experiences that shape the work of an artist ● Appreciation of the Arts ● Exploring different techniques and styles of various artists

Lines of Inquiry: ● Natural and human changes to the Earth’s surface ● Human use of resources and its consequences

goods and services, employment, production Lines of Inquiry: ● Organization of a business ● Economics of a business ● Factors that affect the economy

Focus: ​Social Studies, Math, the Arts, PSPE and Language Central Idea: The Earth’s physical geography has an impact on human interactions, culture, and settlement Key concepts: form, causation, connection Related concepts: geography, settlement, adaptation

Focus: ​Language, Social Studies, ICT and PSPE

Focus: ​Science, Math, and Language

Focus:​ Social Studies and Language

Central Idea: Technology affects the way people communicate and express themselves in today’s world

Central Idea: Space exploration has done more than expand our knowledge of the Earth and beyond

Central Idea: People’s actions can effect changes in communities, societies and government

Key concepts: change, function, perspective Related concepts: communication, change, innovation, integrity

Key concepts​: form, function, reflection Related concepts: space exploration, solar system, forces, technological advances

Key concepts: causation, function, responsibility Related concepts: government, citizenship, freedom, justice

Lines of Inquiry: ● Variability of physical geography around the world ● The relationship between

Lines of Inquiry: ● The changing media of communicatio n ● How people use technology to communicate

Lines of Inquiry: ● Earth as part of the universe ● The mechanics of space travel ● The impact of space exploration on our daily lives

Lines of Inquiry: ● The interaction between governments and people ● Societal decision making

preservation, conservation Lines of Inquiry: ● Ways in which ecosystems, biomes and environments are interdependent ● Human interaction with the environment ● The consequences of imbalance within ecosystems Focus: ​Science, Social Studies, Math, and Language Central Idea: Clean water is an essential resource with limited availability

Key concepts: causation, connection, responsibility Related concepts: systems, inequality, dependence, sustainability, conservation Lines of Inquiry: ● Sources of water and how it is used ● Conserving and preserving water

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5th

How beliefs influence the way we behave ● The influence of beliefs and spiritual traditions on society Focus: Science, Math, Language and PSPE Central Idea: The effective interaction between human body systems contributes to health and survival Key concepts: function, connection, responsibility Related concepts: systems, health, interdependenc e Lines of Inquiry: ● Body systems and how they work ● How body systems are interdepen dent ● Impact of lifestyle choices on the body

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location, culture and settlement Impact of the physical environmen t on humans

Focus: ​Social Studies and Language Central Idea: History helps us to better understand the present and to inform our decisions for the future Key concepts: causation, reflection, perspective Related concepts: conflict, change and continuity, subjectivity, cause and effect Lines of Inquiry: ● People and events that have shaped the 20​th​ century ● Evidence from a variety of historical sources ● Connection to the current time and implications for the future

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and express themselves Responsibility with new media

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Actions that bring about change

Focus: ​Social Studies, the Arts, PSPE, and Language Central idea: There is more than one way to engage an audience around global issues

Focus: ​Science, Math, and Language

Focus: ​Social Studies, PSPE and Language

Central Idea: Energy may be converted, transformed and used to support human progress

Central Idea Exploring unknown places requires knowledge and being open to new experiences

Key concepts: function, connection,reflecti on Related concepts interdependence, communication, choices, expression, audience Lines of Inquiry: ● Global issues that people face in their daily lives ● Raising awareness through creative expression ● How to evoke a response from the audience

Key concepts: form, change, responsibility Related concepts: transformation, conservation

Key concepts: function, perspective, responsibility Related concepts: political, economic and social systems. culture, choices, organization Lines of Inquiry: ● Exploring a culture ● Political, economic and social systems of the places to be visited ● Possible challenges of a journey ● Organizing a trip

Lines of Inquiry: ● Different forms of energy sources (renewable and non-renewable ● How energy is used (transformation ) ● Sustainable energy practices

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Distribution and availability of usable water

Focus: ​Social Studies, Math, PSPE and Language Central Idea: Human migration is a response to challenges, risks, and opportunities

Key concepts: causation, change, perspective Related concepts: migration, population, settlement, opinion, prejudice Lines of Inquiry: ● The reasons why people migrate ● Effects of migration on communities, culture, and individuals ● People’s perceptions of migration

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Single Subjects Students in 5K-Gr. 5 go to a single subject (specialist) class every day. The classes are on a four-day rotating basis: A1, B1, A2, B2. They have two PE lessons in a four-day cycle and one Music and one Art. Where possible (staffing wise) the single subjects are taught in the target language. Single subject teachers are expected to find a close trans-disciplinary connection to at least two units per year, per grade. When there is not a close connection, they look for ways to develop the conceptual understandings while working on subject specific-skills development.

Music There are two music teachers. One teaches all the classes in Spanish (5K-Gr. 5). The other one teaches all the French and German classes in English. There are two large music classrooms in the Music Wing of the Primary School building on the ground floor. One is set up for use for choral music and the other for an instrumental focus. There are also five practice rooms for private lessons after school and break out group during classes. Both teachers also teach at the ELC for several hours per week.

Art There are two music teachers one for 3K-Gr. 1 and one for Gr. 2-5. Both teachers teach in English.

There are two Art rooms with a planning/storage space in between them with

connecting doors. There is also a ceramics room with wheels and kilns.

PE There are three PE teachers and all three teach in their language (French, German and Spanish). There is also a native speaking assistant teacher who supports during the Mandarin classes. There are two gyms, both can be divided in half with a curtain. One of the gyms is used primarily by Primary School and the other mostly by Secondary, but sometimes they switch in order to access the climbing wall. There is also a fitness room but this is rarely used by Primary students.

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Curriculum Coaches We have a digital and two STEAM coaches who work closely with the classroom teachers during the planning process.

They will also teach a lesson while the teacher observes and then have the teacher take over the next time the lesson is covered.

STEAM/Transdisciplinary STEAM is an acronym for Science, Technology, Engineering Arts and Math and is a synonym for trans-disciplinary. This is the term that is used in the PYP terminology. All learning in the PYP should strive to be transdisciplinary and inquiry-based and this is an area that we are constantly developing in. There is a Makerspace that can be booked by classroom teachers as the facility alone or with the presence of one of the STEAM coaches. This makerspace is great for messy work, or work that may need to be stored away or uses lots of specialized materials.

Digital We are close to having a one-to-one environment with Ipads in the lower grades and laptops in the upper grades. These are school owned devices that don’t go home but are assigned to individual students for the year. Each room is equipped with an interactive SMARTboard that has Apple TV potential. The focus of technology use at AIS is on using technology to create content, not to consume it. ​We rarely use technology in the classroom to drill and practice, instead we prefer to write in Book Creator, present through Google slides or upload our reflections on our work through Seesaw. The potential for educational technology changing the traditional classroom dynamic is huge and we explore opportunities through pilot projects whenever possible. Recently the use of coding with robots like Dot and Dash or Beebots, using edu-minecraft to design environments and Apple classroom to support and manage the learning environment have opened new opportunities.

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Library The library plays a central role in the implementation of the PYP programme and library staff participate in collaborative planning and reflection to address programme requirements.

The library supports teaching and learning that: ● Promotes the understanding and practice of academic honesty ● Incorporates a range of resources, including information technologies. ● Incorporates approaches to learning skills in the areas of research, communication and critical thinking ● Makes visible the thinking, research skills and communication skills that are inherent in the research process The library provides professional development and serves as a collaborative partner for teachers seeking to comply with the following agreements applicable to all Primary School faculty members: ●

● ● ● ● ●

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All teachers will follow and will teach students to follow the provisions of the AIS Academic Honesty Policy, including copyright and fair use practices, in an appropriate, legal and ethical manner (See the AIS Academic Honesty Policy).

Research skills are an approach to learning and are to be included in the written, taught and learned curriculum.

Research skills are taught through integration into all curriculum content areas both horizontally across a given grade and vertically across grade levels.

All teachers will teach research skills as part of their curriculum (See the PS Research Continuum).

A common approach to research and information problem-solving is in the best interest of the students.

The common approach to research and information problem solving adopted by the faculty will encompass both concepts and methodology, including without limitation use of the same research process school-wide (See The Big6™) and agreed upon bibliographic formats for each grade.

The common approach to research and information problem solving adopted by the faculty will be the subject of ongoing faculty professional development to develop proficiency with use of the research process, research tools such as Noodletools, and information resources such as library databases and digital books.

Professional development is provided by the library through its professional development collection, through leadership in research practices and through its ongoing dissemination of information for faculty in the PS Library LibGuide and the Library for Faculty Google Classroom, which all faculty members are encouraged to join.

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The library also supports reading and literacy, in multiple languages, including the mother tongue, host country language and other languages of instruction, by the development of strong print and online book collections to which students have access on a frequent if not daily basis for independent reading.

The library program consists of its facilities, its information and reading resources and the services provided by library staff. ● ● ● ● ● ● ●

Teachers will come to the library once with each of their classes during a two-week cycle for book checkout, and in some cases, instruction in library skills or use of resources Teachers in Grade 2 and above can allow students to come to the library on a flexible access basis during school hours with library passes Teachers can make arrangements to bring their class to the library, in addition to the regular class visit, to use library resources Most online library resources are available at home and on campus and the library staff will offer instruction on how to use library resources from home The library staff will provide services and instruction to students primarily in the classroom through integration with the programme of inquiry The library staff maintains lists of print resources by unit and, time permitting, will pull unit book collections for faculty members The library staff promotes one-on-one faculty coaching in research skills, the use of library resources and the incorporation of such skills and resources into the curriculum

Teachers are encouraged to: ● ● ● ●

Offer collection development suggestions Offer feedback after lessons by library staff and engage with library staff in collaboration during lessons Attend and participate in library instruction (in the library or in a classroom) Become efficient and effective users of library resources.

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Student Support Student Support includes three areas: Learning Support ​for students with learning needs beyond what is usually dealt with through differentiation and Tier One accomodations in the classroom. There are four Learning Support teachers one of whom is the Learning Support Coordinator and one who does part time extension work with students who display extra potential.

Counseling: There are three counselors to help students with personal and interpersonal challenges. One works in the ELC (20%), one with 5K-Gr. 2 (100%) and one with Gr. 3-5 (100%).

ESOL: The teacher provides pull out and push-in support for students who are acquiring English.

If you think a student in your class has a special need (academic or behavioral, remedial or extension) and you want to get the input of the Student Support team, there are several types of referral processes that you can initiate. 1. Informal referral (this is the first step when you have questions and want someone else’s opinion on a situation). 2. Referral process for students with an existing Psych Ed report (this is for a student who is new to AIS but already has an identified need) . 3. ESOL referral (Student’s English level is questionable). 4. ESOL referral (Student is a beginner in English). The four processes are further described below.

Different types of referrals 1)​ Informal referral (Coaching session) Phase 1: ​Recognition Student exhibits atypical needs as compared to peers.

Use the ​Observation Checklist to guide observations of the student.

Inform grade level Support teacher about the concern and desire to meet.

Phase 2: ​Data collection Consult student file/record.

Check to see if there is a learning profile on Blackbaud.

Collect work samples, pre and post assessments, reading assessments, and or writing assessments.

Have Specialist teachers complete the ​Specialist Referral Feedback form.

Teacher will complete the​ ​Initial Student Referral form.

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Phase 3: ​Coaching session (20 min) Teachers will be invited to an SST meeting.

Discuss concerns and provide strategies to use in the classroom.

Teachers will monitor the strategies and document the progress.

Teachers will inform parents that they are working with Support Services to better meet their child’s needs. (Support Services will provide a blanket email.)

A trial period of 6 weeks will take place.

Phase 4:​ Check-in Meeting Teachers share data and work samples to support how interventions progressed.

If strategies and interventions ​are successful SST meeting will be 20 min.

If strategies and interventions ​are unsuccessful​ SST meeting will be 40min

Discuss the effectiveness of the strategies.

Complete ​Initial student referral form (if needed).

Student goes on a Monitor Form. (which will be set up on Blackbaud) Plan to meet within another 6 weeks to discuss progress.

A meeting time will be established at this Check-In.

Consider administering Academic testing. >If this is agreed upon, SST will get permission from parents: It will be a case-to-case scenario on whether it’s an email or a meeting.

The whole team will plan out a parent meeting at this Check-In. An action plan will be designed as a team at this Check-In. Additional interventions and strategies will be discussed to be implemented.

A Learning Profile will be set up on Blackbaud.

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2) ​Referral Process for students w/ Psych Ed Teacher or Support Services get a report

Support Services will read the report and share the findings with the teachers Depending on the diagnosis

Diagnosed learning difficulty

No learning difficulty diagnosed

An Action Plan will be created in conjunction A Monitoring Form will be created on with teachers.

Blackbaud.

A meeting will be established with parents A meeting will be established with parents and teachers. (The meeting will be initiated and teachers to discuss how the student will

by Support Services). be monitored.

An action plan will be shared.

Every 6 weeks, a follow up at SST will take place with teachers to analyse the student’s Student will begin working with Support progress.

Services.

Every 6 weeks, a follow up at SST will take place with teachers to analyse the student’s progress.

3) ​ESOL Referral (students whose English is in question) Classroom teacher will consult student file and discuss with parents about past English instruction.

WIDA assessment will be given by ESOL teacher.

ESOL teacher will score the assessment and share the results with the teachers.

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As a team, a decision will be made concerning ESOL support.

If the student requires ESOL, a meeting will be set up by the ESOL teacher with the parents to discuss ESOL and what the program would entail for their child.

If the student does not require ESOL, the classroom teacher and ESOL teacher will meet to discuss strategies that can be used in the classroom.

Parent requests for ESOL will be handled on a case-to-case basis using formalized assessments.

4) ​ESOL Referral (student with no English exposure) Student is automatically included in ESOL classes.

Student will attend ESOL every day for English language development.

Testing with the WIDA will not occur until the end of the school year.

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Faculty Assignments and Room Numbers PRIMARY SCHOOL CLASSROOM LIST 2018-19 1st Floor 3-110

5K Spanish / English

3-111

CoZone 1

Adriana Agudelo / Rocio Fabbrini and Anna Bartlet / NaQuan Lewis

3-112

5K Spanish / English

Rocio Fabbrini / Adriana Agudelo and NaQuan Lewis / Anna Bartlet

3-114

5K - Grade 1 Mandarin

Jennifer Lagrange / Miller Zhou

5K French

Aimie Blanc / Monique Dangla and Lucia Nunes / Tina Clark

5K German

Ursula Weibert / Christina Man and ​Tina Clark GLL​ / Lucia Nunes

3-120

1 Spanish A / English B

Martha Korgi / Bea Biron and Jojo Hall / Debbie Saeger

3-122

1 Spanish B / English A

Bea Biron / Martha Korgi and Debbie Saeger / Jojo Hall

3-123

CoZone 2

3-124

1 German A Day / English B Day

Christina Man / Haike Wenz Doulkhani GLL​ / Sage Abbey

3-125

1 English A Day / French B Day

Sage Abbey / Linda Doulkhani and Monique Dangla / Aimie Blanc

3-126

Clinic

Charity Keener

3-127

1 French B Day / 1 English A Day

Monique Dangla / Aimie Blanc and Sage Abbey / Linda Doulkhani

3-128

PS Office space

3-128 A

LPS Principal's Office

Lynda Sarelius

3-128 B

UPS Principal's Office

Alain Poiraud

3-128 C

LPS Counselor's Office

Beverly Fetter

3-129

5K - Gr. 1 Reading Room

3-129 A

Head of Primary Office

3-129 B

Comfort Room

3-130

Practice Rooms A-E

3-116 3-118

and ​Linda

Camille Du Aime

PS Office Storage 68

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Music Room (Instrumental)

3-131 A

Practice Room F

3-131 B

Practice Room B

3-132

Music Room (Choral)

Primary School Faculty Handbook Mayte Simpson / Karen Peters

Karen Peters / Mayte SImpson

2nd Floor 3-200 A

CoZone 1

3-200 B

CoZone 2

3-210

2 English

3-211

CoZone 3

3-212

2 English

Brendan Aylmer (Marlene Muy)

3-214

2/3 English for Mandarin

Gioia Slone

3-216

2 German B Day / 3 German A Jenny Lind / Claudia Schalko and Claudia Day Schalko / Ursula Weibert

Carmen Baker (Chris Rhue)

3-218

2 French A Day / 3 French B Day

Sebastian Ezzahi (Florence Levisse) Severine Saignat / Sebastien Ezzahi

and

3-220

3 English

Frank Machinello (Jen Amosa)

3-222

3 English

David McCarney (Heike Wenz (A) and Kelly DelCampo (B))

3-223

CoZone 4

3-224

Learning Specialists

Michelle Peluso / Amy Neale / Carmen Stanley

3-225

3 Spanish

Vanenka Mosqueira (A) / Maria Carolina (B)

3-226

2 Spanish

Yvonne Gallon (A) / Luz Bella Sanchez (B)

3-227

Resource Room

Leonie Ley Mitchell

3-228

Art

Joyce O'Brien

3-229

2-3 Storage

Carmen Baker and Frank Machinello

3-230

Art Support

3-231

ESOL

Bethany Lanier

3-232

Art

Kahrin Bennett

3-233

Ceramics Room

3-234

Student Support Services

3-234 A

Upper Primary Counselor

3-234 B

Head of Student Learning Support

Chrissie Serafin

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3rd Floor 3-300

CoZone 1

3-310

4 English

3-311

CoZone 2

3-312

4 English

Carin Paige (Michelle Levin)

3-314

4 / 5 English for Mandarin

Kelsey Bunker

3-316

5 English

Troy Miller (Katie Sadaphal)

3-318

5 English

Deede Delorme (Irene Soteres)

3-320

5 Spanish

Stella Salazar (Diana Gonzalez)

3-322

4 Spanish

Dianne Potdevin (Leidy Uribe)

3-323

CoZone 3

3-324

4 French A Day / 5 French B Day

3-325

4 German B Day / 5 German A Day Arndt Hafele (A) Svenja Reid (B)

3-326

Kaleidoscope

3-327

Mandarin

Yining Wu/Miller Zhou

3-328

Curriculum Office

Coordinators office

3-329

Mandarin

Yining Wu/Miller Zhou

3-330

4-5 Storage

Dianne Potdevin and Arndt Hafele

3-331

Mandarin

Yining Wu/Miller Zhou

3-332

Digital/STEAM

Ronnie Thomas, Kirkwood

3-333

Faculty Lounge

Mary McCarney (Jonn Warde)

Frederique McGirt (A) Carine Bouton (B)

Jane

Simpkins,

Shaun

Cafeteria Building 2-101

Maker Space

2-103

Conference Room

2-104

Mechanical Room

Ronnie Thomas and Jane Simpkins

SAC Gym-4-112

P.E.

Marcela Ramirez / Koroush Doulkhani / Mathieu Blum

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Acronyms KG: Kevin Glass CDA: Camille Du Aime PS: Primary School SS: Secondary School MS: Middle School (Grade 6-8) US: Upper School (Grade 9-12) PLC: Primary Learning Center ELC: Early Learning Center (3K-4K) LPS: Lower Primary School (5K- Grade 2) UPS: Upper Primary (Grade 3-5) DD: Daily Details HR: Human Resources BO: Business Office SSS: Student Support Services (Learning Specialists, ELC, LPS and UPS Counselors, ESOL Teacher) ESOL: English for Students of Other Languages GLL: Grade Level Leaders LC: Language Coordinators BTSN: Back-to-School Night PTC: Parent Teacher Conferences SLC: Student Led Conferences CAF: Cafeteria BT: Blacktop Playground and Physical Education area near the bleachers of the Track and Field NPG: New playground SAC: Sports & Activities Center ASD: Art Science & Design Building SAC Mezzanine: exactly what it means now that you know what the SAC is!

CWMR: Claire Watkins Memorial Room, on the opposite side of the SAC Mez. Coca-Cola Meeting Room (has not officially become CCMR yet!)

MPR: Multi-Purpose Room in the ELC (Early Learning Center) AUD: Auditorium LPAC: Lademacher Performance and Arts Center (right below the Auditorium) 71

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SOPA: Student Oral Proficiency Assessment ELOPA: Early Language Listening Oral Proficiency Assessment KAS: Kaleidoscope, after school program HL: Heritage Language Program LS: Language Support To numbers: 3G: Grade 3 German 3S2 & 3S1: Grade 3 Spanish 2 and Grade 3 Spanish 1, 2 different groups of Spanish in the same grade on alternate days 3 S2/G: a Grade 3 English class mixing a Grade 3 Spanish 2 group with Grade 3 German 3 S1/F: a Grade 3 English class mixing a Grade 3 Spanish 1 group with Grade 3 French

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IT: Deployment of Equipment At the start of employment, all full teachers and assistants are issued an Apple laptop and may also get an ipad (depending on role/grade). These devices are the faculty member’s to use at school and at home, but they belong to the school. You will not be granted administrative rights, meaning you can’t download applications, but there are many programs that are already vetted that you can install. If you don’t find a program or app you want, just put in a request. The devices are not to be used for any illegal purposes, and the school maintains the right to inspect the device at any time.

It is the employees obligation to practice good digital citizenship and this includes cyber security practices that keep the school’s network safe. More information about this will be given when the devices are distributed and there is a document to sign in which you commit to safe practices.

The IT department will try to assist with minor repairs/maintenance but if the device is lost/damaged due to carelessness, you will be held liable for replacement costs.

Field Trips This is usually done by the Grade Level Leader for grade level trips, but if you are planning an outing (even a local walking trip) for your class only, please inform Julie as soon as they are scheduled so she can put them on the public calendar and schedule any subs if needed. The forms required for Field Trips are ​attached here​.

The ​Risk Assessment​ must be completed and shared with the school nurse and with Julie.

Contact Shanay Bowen: ​sbowen@metzcorp.com​, ​Metz Culinary Management General Manager, to order lunches for the trip.

Contact Charity Keener, Primary Nurse, ​ckeener@aischool.org for first aid kits, medications, and access to Magnus.

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Dress and Appearance For Teachers There isn’t a formal dress code for teachers, but professional dress is expected. You should dress so you are comfortable getting down on the floor with children, but feel equally comfortable meeting with high powered parents! During the first month of school, when you are establishing a reputation for yourself, it is advisable to be a bit more conservative (even though it is usually very hot!). Men need not wear suits and ties, but button shirts and slacks with close-toed shoes are appropriate. Woman are welcome to wear pants, but please avoid short shorts/skirts, flip-flops, jeans.

Getting Things Done Reimbursement Process For any out of pocket approved expenses, please fill out and submit a check request which can be found in the PS Office. Original receipts must be attached to the request and it is a good idea to make a copy of the receipts and request for yourself. Please have your Grade Level Leader and Principal sign before submitting to the Business Office. If you do not use your allotted Personal Days you may be reimbursed for any time not used at the end of the year. HR will send a form to be filled out and returned indicating how many days will be reimbursed.

Facilities Booking: Requesting a Room for a Meeting or an Event ● Log into OneLogin ● Click on the tile that says “Event Request” ● Fill out the form ● Anna, the Associate Director of Operations will send an email confirmation or email if something needs to be clarified ● If the form does not work, please email Anna at ​aellington@aischool.org Calling in Sick / Planned Absences Full-time faculty are allowed 10 sick days and three personal days away each year. Absences are counted as either full day or half-day. (Half-day morning counts as arriving by 12:00 p.m. or half-day afternoon counts as leaving after 11:30 a.m.) Any time away from school more than one hour during the day will count as a half-day absence.

If you become sick between the hours of 3:30 p.m. to 7:50 a.m. and are unable to come to work please call or text Alain at 404-789-9754 as early as possible so he can schedule a sub if needed. Please submit a Leave Request form to Julie on the morning you return back to work.

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If you have a planned absence due to a doctor’s appointment please fill out a Leave Request form as early as possible so Julie can schedule a sub for you. You may use your sick leave to care for a sick family member or for a doctor’s visit.

Non-Sick-Related Absences ● For Professional Development (Pro D) absences or Personal Days please let Julie know as soon as possible when you will be away, in order for her to organize cover. Pro D absences do not require filling out a leave request but it is imperative to let Julie know you will be away even if a sub is not required. Personal Days must be requested 10 days prior to being away and a Leave Request Form must be submitted to Julie. ● Any religious holidays not already included in school-wide closures must be approved and signed by Kevin Glass before the end of August. ● Any Personal Days requested, that are attached to a school holiday must be submitted to Kevin with a detailed reason for his approval. These requests may or may not be granted with or without pay. ● Jury Duty absences must be submitted to Julie upon receipt to plan for a “stand-by” sub.

(Usually, there is a “call the evening before” policy to see if you must report for Jury Duty.)

Photocopying: How to and Guidelines We try to avoid photocopying as much as possible because it leads to better learning experiences for the children if they don’t have a lot of worksheets! However, some photocopying is appropriate. Just take a moment to think if there is a better way to accomplish your goal.

Since we are now a one to one device school, there are often digital solutions that are worth considering.

There is a photocopy machine on each floor (at the junction between the existing and the new building). You will choose “follow me” printing from the printer menu. This allows you to release the printing from whatever machine you go to, using your teacher ID card and this then credits the copies to your account as well.

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Reading Rooms, Storage Rooms, and Resource Rooms On every floor, there is a storage room and/or reading room and on the second floor there is a resource room.

Reading Rooms This is where you can check out multiple copies of readers for kids to use in guided reading or for them to take home. Your Grade Level Leader will explain the check out system. Since multiple grades might have students reading at any given level, just return the books when they are no longer in use.

Storage Rooms Anything that is not in daily use in your classrooms can be stored in the storage room to reduce classroom clutter and increase the flexibility of the learning spaces. Things that are used only during a particular unit, should be stored here. Please respect the neatness and organization as well as the check out system so people can find any items that might be in use.

Resource Room This is where lots of shared math and science equipment is stored. The Curriculum Coordinator keeps it need and re-stocks as needed and the has the following requests: ● If you borrow it, return it. ● Sign it out, sign it in. Let us know if it was all used up. ● If you do not remember where it goes, place it on the cart. ● If you break it, let us know so it can be replaced. ● If you make a mess, clean it up. ● If we work together, we will have a well-stocked resource room!

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Tutoring Guidelines All tutoring that takes place on campus needs to go through the business office. The fee is centrally set and the billing is done for you with the amount appearing in your paycheck. If you choose to tutor off campus, it must be after working hours and it cannot be for a current student of yours.

Gift Policy, Requesting Any Donations and Selling Personal Items Gift Policy Our community is appreciative and generous but to avoid the appearance of favoritism or placing any family in an awkward situation of feeling pressure to give, we have the following guidelines: teachers do not accept gifts of a value of more than $150, even if it is a group gift.

Requesting Donations We are in the midst of a capital campaign (which paid for the new primary building and the track for example) and we have an annual fund that we ask parents to contribute to which covers 10% of the operating costs. Therefore, it is important not to approach our parent body for other donations, even for a good cause!

The only exceptions are if it is directly connected to the curriculum of the school. But even then, the ACTION component of the PYP (which is central to the development of the mission of the school as well) is best served if kids are asked to do things themselves, rather than collect money from their families and send it far away. Think global, act local is very much at play here.

For example, during a unit of inquiry about how clean water is a scarce commodity, taking kids to a local creek which is polluted, cleaning it up and analyzing the garbage to figure out where the pollution is coming from and then mounting an education campaign to reduce it, is much more impactful to student learning than collecting money to send to another country to dig wells.

Both are valuable and important, but one has student ownership.

If you have an idea that involves asking anyone in the AIS community for donations, it must be cleared with the development office. Before going directly to them, it is advisable to float the idea past the principals and Head of Primary.

Selling Personal Items If you are moving or want to sell personal items like a car, please post it on the Community Exchange tile on Blackbaud. Please do not send a whole school email!

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Security Unfortunately, school security is a matter of great importance in this day and age in the United States. All the studies show that the most important thing is vigilance of the community. All people entering the campus should have an ID badge visible. If they are just visiting, security will print out a sticker which should be worn on their chest. If you see anyone who does not have a badge or sticker, please approach them and ask, “May I help you?”. If you see that an exterior door has been propped open, please remove the obstacle so it can close. If you see someone holding the door for someone (who doesn’t have an ID badge), take them aside and gently say, “I know you are trying to be kind, but please direct them to enter via the front security desk”.

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Health and Safety Severe Food Allergy Policy It is the policy of Atlanta International School (AIS) to provide a safe environment for a student with known, diagnosed food allergies that are likely to result in an anaphylactic reaction.

Foods most commonly known to cause anaphylactic reactions include, but are not limited to, are peanuts, tree nuts, fish, shellfish, eggs, milk, wheat, or soy. Peanuts and tree nuts are the most common to cause severe anaphylaxis by ingestion (even small amounts) and is a common food product/ingredient for students to bring into the school environment. AIS has implemented a policy to keep classrooms safer for students with peanut or tree nut allergy. The school is “Nut Aware” in the classrooms to help with prevention of a severe allergic reaction to nut food products.

School Responsibilities 1. Review the electronic health records submitted by parents for severe food allergies.

2. Students will not be excluded from any activities because of the severe food allergies.

3. School clinic storage, of emergency medication, is in an accessible area such as: “Emergency Epinephrine” board.

4. The school clinic nurses will provide training to AIS staff/faculty on the use of an epinephrine auto-injector, signs and symptoms of a severe allergic reaction, what to do in a severe allergy emergency, and how to decrease the risk of exposure to severe food Allergens.

5. The faculty will inform the school clinic nurses of impending field trips so that students with severe food allergies may be identified and faculty informed. Parents will be contacted to remind them of the need for epinephrine auto-injector to accompany students on a field trip.

6. Individual daily snacks containing peanuts, peanut butter, other nut butters, or any tree nuts will not be allowed in classrooms.

7. Special occasion treats meant for the class may not contain any form of peanuts, other nut butters, oils made from nuts, milk made from nuts, or tree nuts. Faculty is encouraged to use non-food items for “special treats.”

8. Harassment and teasing of a student with severe food allergies will not be tolerated.

9. Products used in class projects, science experiments, artwork, etc. that contain known high-risk food allergens should not be used.

10. All snacks brought in by parents or faculty must have the ingredients listed for food safety.

11. Faculty will discuss with students the “no food sharing/trading” policy during school or school sponsored activities.

12. Faculty, staff, and students are encouraged to wash their hands before entering a classroom and after eating.

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13. The faculty understands that if a student does not have the emergency medication to take on a field trip the student may have to stay behind due to safety concerns.

14. The faculty must refrain from bringing in their food into the classroom, or any area a student may be in, products that contain peanuts, other nut butters, or tree nuts. The faculty member will wash their hands prior to entering the classroom after eating.

15. In grades that eat in the classrooms, there is a “safe table” that students with known severe food allergies will eat. All tables are cleaned and swept under after each meal.

Students will wash their hands and wipe their faces after each meal to prevent cross contamination of food to other students via their hands/faces.

Students can go to the nurse’s office as needed, but for really minor things (like a band-aid) please use the materials supplied to the classrooms. This saves on lost instructional time. If a child gets sent home or kept longer than a quick check-in, the nurse will let you know. If a child is going to the nurse frequently, please check with her and start tack this as it may not have a physical cause. Children in ELC and Lower primary should be escorted to the nurse by an adult of a child (depending on age and severity of complaint).

Any time there is a risk of head injury, an adult should accompany in order to explain the circumstances. If an injury looks severe, call the nurse either by using the emergency buttons located in all classrooms or if outside by using your handphone or sending another adult. The nearest nurse to the play areas is the Secondary School nurse in the main building.

Atlanta has a very severe pollen season in March/April. During this season, the pollen level will be in the Daily Details. Any children who have pollen sensitivities will be allowed to go to the library or be supervised in the cozones instead of going to recess or participating in outdoor PE activities. Lists of the children will be circulated at that time.

Emergency Procedures There is a pamphlet near the door of each classroom that describes the procedures for all the different emergency drills. Please read this thoroughly and ask for clarification of anything you don’t understand. There are three major types of drills with some subsets: Fire Drills, Lockdown Drills and Severe Weather Drills. ●

Fire drills: ​Everyone leaves the building in a calm orderly fashion and gathers in grade levels on the field.

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Lockdown Drills​: These are used if there is a threat on or near the campus. There are different levels, but at the most severe, the teachers need to assess the situation based on available information and decide to flee, barricade or fight. It is always best to flee (leave the building) if this is an option. These need not be orderly and need not be to a specific destination, but you must try to keep your class moving together in the same direction. If you stay in the building you should use the emergency check-in button to notify that you are in your room with children.

●

Severe Weather: Atlanta can experience hurricanes which can break windows. If the severe weather alarm sounds, everyone must go into the hallway and kneel facing the wall until the all clear sounds.

●

Snow Days​: Atlanta does not have severe winters, but when it occasionally snows, the city is not well prepared to cope and often schools are closed. You will receive a text message on your phone if this happens. If there are several snow days in the year, they must be made up to keep to the minimum of instructional hours.

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