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Administrative Procedures Section 8: External Relations

PARENT HANDBOOK (MONTENEGRO)

Parent Handbook (Montenegro)

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TABLE OF CONTENTS (Use Ctrl+Click to follow link) 1

SECTION I: GENERAL INFORMATION ....................................................................................... 5 1.1

History ....................................................................................................................................... 5

1.2

Mission/Vision Statement ........................................................................................................ 5 1.2.1 Introduction: .................................................................................................................................. 5

1.3

1.2.2

Vision for Learners ..................................................................................................................... 5

1.2.3

Mission ........................................................................................................................................ 5

1.2.4

International Baccalaureate (IB) ............................................................................................... 6

CORE Values .............................................................................................................................. 6

1.4 KSI Educational Aims ............................................................................................................... 7 1.5

KSI Code & Ethos ...................................................................................................................... 8

1.6 Learner Profile .......................................................................................................................... 9 1.7

Guidelines for Community Participation ............................................................................. 10

1.8 Class Volunteers and Guest Speakers.................................................................................... 10 1.9 Contact Information ............................................................................................................... 10 2

SECTION II: STRUCTURE, GOVERNANCE AND LEADERSHIP ................................................ 11 2.1

Structure ................................................................................................................................... 11

2.2 Policies & Administrative Procedures .................................................................................... 11 3

SECTION III: INSTRUCTIONAL PROGRAMME......................................................................... 11 3.1

Overview of learning ............................................................................................................... 11

3.2 Primary Programme ................................................................................................................ 11 3.3 Age Placement Policy .............................................................................................................. 12 3.3.1

Learner Ages and Dates ............................................................................................................ 12

3.4 Instructional Language ........................................................................................................... 12 3.5 English Additional Language (EAL) ........................................................................................ 13 3.6 Curriculum/Programme of Inquiry ........................................................................................ 14 3.6.1

PYP Transdisciplinary Themes of Global Significance ............................................................ 14

3.6.2

Mathematics .............................................................................................................................. 16

3.7 Homework ................................................................................................................................ 17 3.8 Assessment: ..............................................................................................................................18 3.9 Learner Reports .......................................................................................................................19 3.10 Standardised Tests .................................................................................................................. 20 3.11 After School Activities ............................................................................................................ 20 Parent Handbook (Montenegro)

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SECTION IV: STUDENT AFFAIRS ............................................................................................... 21 4.1 Health and Safety ..................................................................................................................... 21 4.2 Medical Information .............................................................................................................. 22 4.2.1

School Nurse ............................................................................................................................. 22

4.2.2

Medication Policy ..................................................................................................................... 22

4.3 Attendance .............................................................................................................................. 22 4.3.1

Absent from School .................................................................................................................. 23

4.4 Late arrival .............................................................................................................................. 23 4.5 Recess and Playtime ............................................................................................................... 23 4.6 Lunch and Snack Services ...................................................................................................... 24 4.7 Field Trips................................................................................................................................ 25 4.8 Birthdays ................................................................................................................................. 25 4.9 Discipline ................................................................................................................................ 26 4.10 Code of Conduct...................................................................................................................... 26 4.11 Dress code and Uniform ......................................................................................................... 27 4.12 Personal Items and Electronics ............................................................................................. 27 4.13 Lost and Found ....................................................................................................................... 27 4.14 Visits by Non-registered Students ......................................................................................... 27 4.15 Classroom Visits from Non-Enrolled Students ..................................................................... 27 5

SECTION V: COMMUNICATION ............................................................................................... 28 5.1

General .................................................................................................................................... 28 5.1.1 Parent/Teacher Communication, Open Houses & Conferences ............................................... 29

5.2 Emergency Information ......................................................................................................... 29 5.3 KSI Montenegro’s Website ..................................................................................................... 29 5.4 Student Images and Work on the Website or Facebook Page ............................................. 30 5.5 Parent Organization ................................................................................................................ 31 5.6 Communication Protocol ........................................................................................................ 31 5.7 Parent Volunteers .................................................................................................................... 31 5.7.1

Fieldtrip Assistance ................................................................................................................... 31

5.8 School Phone for Student Use ................................................................................................ 31

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SECTION VI: FACILITIES ........................................................................................................... 32 6.1 School and Operating Hours.................................................................................................. 32

7

SECTION VII: FINANCES............................................................................................................ 32 7.1

Tuition and Fees ..................................................................................................................... 32

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SECTION I: GENERAL INFORMATION

1.1 History Knightsbridge Schools International (KSI) is an exciting new venture created to develop and operate a premier network of international schools in attractive markets around the world. KSI was formed by the founders of Knightsbridge School in London to take the best of a compelling approach to education and enhance it with top quality academics and operations to provide a unique learning experience for international learners in pre-primary to secondary. The KSI ethos is built on that of the Knightsbridge School, one of the most prestigious preparatory schools in the UK. Knightsbridge School is academically rigorous and promotes a distinguishing ethos that develops smart, happy, and successful students into curious, enthusiastic life-long learners. The school is led by a highly-esteemed and respected headmaster, Magoo Giles, whose success with children has resulted in extraordinary loyalty, on the part of the KS family of students, teachers and parents, to the Knightsbridge way. The KSI curriculum provides for a holistic approach to education, combining individual academic achievement with personal emotional growth in an environment rich in hope and compassion. 1.2

Mission/Vision Statement 1.2.1 Introduction:

Knightsbridge Schools International’s guiding statements of vision, mission and aims establish clear expectations for student learning and guidelines for the well-being of the whole school community. These guiding statements drive decision making, planning, action and review at multiple levels of school life. We expect a high degree of endorsement from the governing body, school leadership, staff, parents and students demonstrated through the actions of all members of the school community. 1.2.2 Vision for Learners To educate a community of global citizens by providing them with opportunities to 'be all they can be' and inspiring them to make a positive difference in a changing world. 1.2.3 Mission To cultivate the intellect, passion and imagination of our learners so that they are empowered to engage productively and creatively as global citizens who value and respect diversity.

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1.2.4 International Baccalaureate (IB) Knightsbridge Schools International has aligned its own guiding statements with the mission and philosophy of the IB programmes as stated below:

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

1.3

CORE Values

Collaborative Leadership We take responsibility for ourselves and others, sharing information and resources to achieve stretching goals. We are active communicators, involving our team members in decision making. In this supportive environment, we are empowered to take risks and make decisions. Enthusiasm We care about what we do, and we demonstrate our dedication to others. We are engaged in our work and we seek to inspire and encourage others in a positive and constructive way. Respectfulness Our principles and standards are high, and they are important to us. We expect kindliness and good manners as universal, recognising the value and diversity of others and through this seeking to improve and grow ourselves. Enduring Partnerships When we give an undertaking, we are committed for the long term. Our approach, attitude, systems and processes all support this. In the spirit of serving others, we have the will to succeed and will persist whilst being flexible. Creativity Our approach is entrepreneurial. We take initiative, seizing opportunities, solving problems and embracing new ideas. Reflective Learning We strive to develop ourselves by learning from our experience. We seek out and are open to feedback, applying our learning to improve ourselves and reach our goals.

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1.4 KSI Educational Aims Knightsbridge Schools International will achieve our mission by embracing the following key areas: Curriculum for Achievement We aim to develop the knowledge, values and skills of our learners through active inquiry, participation and reflection so that they may become collaborative and compassionate leaders who are committed to making a positive difference. We aim to provide a holistic, balanced and varied curriculum that addresses the needs of all learners, supports the development of languages and learning strategies, and prepares them for success at each stage of their lives. Autonomous and Interdependent Learners We aim to develop self-motivated, independent learners with enquiring minds who understand the value of collaboration and aim for the highest standards in all that they do. Learning Environment We aim to create a stimulating environment in which our learners can fulfil their potential in all areas and understand the valuable contributions they make to support individual and collective achievements. We aim to use teaching methods and resources that will keep learners enthused and engaged, and promote the confident demonstration of their learning in transferable and creative ways. Close Partnerships We aim to sustain and nurture the close partnerships between home, school and the local community. Respect for All We aim to establish a courteous, caring and inviting community in which the qualities of self-respect, self-discipline and a sense of responsibility are fostered, along with concern for others so that our learners are supported and support each other.

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1.5 KSI Code & Ethos The KSI Code reminds learners of the all the attitudes required to “Be All You Can Be” by making the most of every opportunity to learn, to progress and achieve their full potential:

These KSI learner attitudes help students grow into happy, independent individuals, with healthy bodies and minds, well equipped to become global citizens. The continuous development of these attitudes over time will ensure that all learners develop the attributes of a lifelong learner, represented in the IB learner profile. Knightsbridge Family Our ethos expressed as the “KSI Code”, is shared with the learners, staff and families. By understanding and embracing the ethos, we can build a strong and caring “Knightsbridge Family.” Through shared belief in the mission, vision and the KS Code, the school aims to ensure this culture permeates through every facet of the school’s programme. KSI Virtues All members of the Knightsbridge Schools International community are encouraged and inspired to Keep Smiling, Keep Safe, Keep Studying, Keep Striving, and Keep Standards among others virtues. Students and staff use these positive “salutes” to keep others inspired and motivated to persevere and/or celebrate achievements. Be All You Can Be Our motto, “Be All You Can Be”, remains central to each and every KSI School across the globe. Every Knightsbridge Schools International site seeks to instil in its learners an attitude of confidence and success which, coupled with a rigorous academic curriculum, opportunities for sports and selfexpression through the arts, will prepare them to matriculate to the most respected institutions of higher education in the world.

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1.6 Learner Profile The School in accordance with the International Baccalaureate Primary Years Programme aims to develop internationally minded people who are striving to become: 

 

  

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, & make reasoned, ethical decisions. Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

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1.7 Guidelines for Community Participation Knightsbridge Schools International Montenegro is a community of learners where students, staff and parents work together to create a healthy, nurturing learning atmosphere. KSI Montenegro welcomes the involvement of all members of the community. KSI Montenegro has a parent association comprised of parents representing different cultures/languages & interests in the community. All KSI Montenegro parents are members of the Knightsbridge School Montenegro Parents Association (KSMPA). The School Director, staff and the KSMPA work together towards making our school an integrated community. The KSMPA strives to help create an environment where we all work & play together to support our school community, its future plans and chosen charities through organizing fundraising, volunteering, & social events. The KSMPA invites all parents in the school to come to its meetings and events, to meet and work with other parents and become a part of this dynamic group. 1.8 Class Volunteers and Guest Speakers When a specialist visits a class to discuss their area of expertise they enrich the learning tremendously. Parents, authors, and others are welcomed to the classroom to share their knowledge or ideas about a unit of inquiry. Please contact your child’s teacher if you wish to contribute in this way. We encourage all parents to find a way to participate in school life that best accommodates their interests and time constraints. 1.9 Contact Information Knightsbridge Schools International Montenegro, Porto Montenegro, Tivat, 85320, Montenegro Tel +382 (0)32 672 655 info@knightsbridgeschools.com www.knightsbridgeschools.com/montenegro

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SECTION II: STRUCTURE, GOVERNANCE AND LEADERSHIP

2.1 Structure KSI MONTENEGRO is part of a network of schools. Each is run independently. The School Director is supported by the KSI Executive in London and a Board of Directors representing the investor group. 2.2

Policies & Administrative Procedures

Access to all relevant policy documents or administrative procedures will be available on the KSI website upon development. 3

SECTION III: INSTRUCTIONAL PROGRAMME

3.1 Overview of learning Understanding how children learn guides curriculum development and teaching practice at KSI Montenegro. Close communication between home and school, small class size and a dedicated, talented faculty are fundamental elements of a good school. Our international curriculum gives KSI Montenegro learners the knowledge, skills and attitudes they will need as global citizens in an everchanging, interdependent and complex world. Our teachers are knowledgeable, enthusiastic, caring and aware of individual learner’s needs. KSI Montenegro’s strengths are built on the belief that academic accomplishment, a strong sense of self, and a willingness to accept challenges are essential to the success of students. 3.2 Primary Programme Students engaged in the Primary Years Programme (PYP) will develop international-mindedness, a strong understanding of academic, social and physical education through a comprehensive, inquiry-based approach to teaching and learning. A programme of inquiry, with 6 units per year for students ages 5 -11 or 4 units per year for students ages 3-5, allows students to build a comprehensive understanding of the transdisciplinary themes:   

Who We Are Where We Are In Place And Time How We Express Ourselves

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How The World Works How We Organize Ourselves, and Sharing the Planet

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The central ideas and lines of inquiry reflect real-life concepts and understandings and engage and encourage learning beyond traditional subjects to make the learning more meaningful. All subjects are principally taught within units of inquiry; English, Mathematics, Music, Art, and Physical Education may be offered as distinct subjects with in the weekly timetable thereby allowing the development of important subject-related skills. Research activities - individual and group - are a notable feature of the PYP classroom and help students from an early age to become independent and confident thinkers and learners. 3.3 Age Placement Policy Students are placed in the year level according to their age on September 1 of the given school year. Admissions interviews and informal testing supports the school to decide what initial support, especially in language development, will enable a smooth transition to the programme. 3.3.1 Learner Ages and Dates a. Learners entering Kinder or Primary classes will be placed according to their age on September 1 of the given year. There are no exceptions. In May of the previous year, student applications for Kinder 3, Kinder 4 and Primary Years 1-6 are being received for September entry. b. All learners applying for entry into Year 7 or above must be tested for English proficiency. Students not achieving Intermediate on the American Council on the Teaching of Foreign Languages (ACTFL) guidelines may be required to take English Additional Language (EAL) immersion before being admitted to the Middle Years Programme (MYP). c. For September 2013 Primary/Secondary Year 7 (Age 11-12) d. For September 2014 Secondary Year 8 (Age 12-13) e. For September 2015 Secondary Year 9 (Age 13-14) Where spaces are available, children may join a Kinder classroom just after their third birthday. Children who join in this way will remain in the Kinder 3 class until they are four years old on or by 1 September. 3.4

Instructional Language The language of instruction is English. Students have daily opportunities to develop listening, speaking, reading and writing skills. We offer a balanced literacy program that includes: daily reading aloud to students; shared reading, opportunities for teachers and students talk about literature; guided reading to teach specific reading skills and strategies and independent reading when children have opportunities to choose books of their interests. Independent reading times are an important part of each year level and students are encouraged to take books home for daily reading. Progress is carefully monitored and is dependent upon individual strengths and targets. Parent Handbook (Montenegro)

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The development of writing skills, in the balanced literacy program, is integrated into the transdisciplinary nature of the program. From Kinder onwards children are encouraged to write for a variety of purposes on a daily basis. Opportunities are provided to discuss ideas with the teacher and peers, for brainstorming, writing, editing and rewriting. At KSI we refer to this as the writing process. The writing stages are interactive with children and teachers working together. All students are encouraged to write for themselves independently, learning from an early age that writing serves a communicative and expressive purpose. Spelling is supported at the earliest stages of writing but correcting spelling can also inhibit the flow of ideas. Teachers teach spelling, grammar usage, and punctuation to all ages as appropriate, frequently using students’ writing as a starting point. 3.5 English Additional Language (EAL) The language support team offer EAL, English as an Additional Language, also called ESL (English as a Second Language) or ELL (English Language Learners) during which teachers teach English to nonnative speakers. EAL teachers support classroom teachers and help students with no or limited English proficiency to acquire the language skills of listening, speaking, reading and writing. There are two ways in which the service is provided. A pull out programme involves the EAL support teacher offering direct language instruction to individuals or small groups. Eventually, a new-toEnglish speaker is ‘mainstreamed’. EAL in the mainstream is ideal as the EAL support teacher works within the classroom to support learners while they are working on the classroom programme. The class teacher and the EAL support teacher work together & alternate time spent with the language learner. Kinder classroom teachers teach EAL in the mainstream and emphasize English language learning and development throughout the school day. EAL support teachers consult with classroom teachers to decide what level and types of direct support to offer their beginners. Increased direct support for EAL students is provided in from Years 1 to 6. KS London and KSI use The American Council on the Teaching of Foreign Languages (ACTFL) guidelines to monitor learners. EAL teachers support learners with BICS (basic interpersonal communication skills) and then CALP (cognitive academic language proficiencies). Learning an additional language generally follows the pattern of learning a first language. Conversational English is most often learned quite rapidly and enables students to communicate with their peers and become active participants in the classroom and social environments of the school. Research shows it may take up to five to seven years for non-native speakers to develop the academic aspects of the language to the same standard as native speakers.

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3.6 Curriculum/Programme of Inquiry Our curriculum offers a balanced programme of academic studies and extracurricular activities which aim at helping all students of all nationalities to develop self-awareness and a love of learning. The philosophy is child-centred and inquiry based, offering a challenging yet supportive learning environment. Students in Kinder 3 through Year 6 follow the Primary Years Programme of the International Baccalaureate (PYP). At the heart of the PYP philosophy is a commitment to structured inquiry as an ideal vehicle for learning. Through the Programme of Inquiry (POI) we seek to enable children to view their world with understanding, sensitivity and fairness. 3.6.1

PYP Transdisciplinary Themes of Global Significance

The Programme of Inquiry is structured around six themes which have been identified by the International Baccalaureate as having significance for students in all cultures. In Kinder, students inquire into four of these themes each year. As of Year 1, students explore all six. At every year level, teachers design 6-10 week long units of inquiry for each theme studied. In this way, students revisit the themes often, exploring different aspects and making deeper connections as their conceptual understanding grows. All units are framed around a central idea that is considered to be significant, engaging, relevant and challenging for children at that grade level. Units are designed to develop research, thinking, social, self-management and communication skills in addition to skills within traditional subject disciplines. Careful planning by grade level and specialist teachers in collaboration with the PYP coordinator ensures that units are taught in inquiry-based and developmentally appropriate ways and that meaningful assessment takes place within each unit. Parent Handbook (Montenegro)

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The 6 Transdisciplinary Themes are: 1. Who we are  An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. 2. Where we are in place and time  An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives 3. How we express ourselves  An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. 4. How the world works  An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. 5. How we organize ourselves  An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment 6. Sharing the planet  An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Together these themes elicit ideas of local and global significance and reveal concerns that all people share no matter what their backgrounds or where they live.

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3.6.2 Mathematics All children are taught mathematics by their class teachers. The school expects all students to become fluent users of the language of mathematics and to be able to recognize, understand and apply the concepts and processes of mathematics. With this goal in mind, mathematics is taught through the relevant, realistic context of the units of inquiry whenever possible. The PYP aims at building the mathematical confidence students need so that they may function effectively in our ever-developing technological era. At all developmental stages of our PYP mathematics we have performance objectives in the areas of number, measurement, shape and space, pattern and function and data handling. We stress arithmetic, problem solving and practical applications. The constant use of appropriate manipulatives is an essential aspect of PYP mathematics. A variety of different materials is used for each strand and expectation, and should continue to be used all the way through the programme. To meet these criteria, the curriculum is delivered in part through a programme called TERC Investigations, John Van de Walles research into Mathematics, Math Solutions Marilyn Burns materials and maths literature, as well as resources that will directly support units of inquiry and authentic learning experiences. Mathematics at KSI Montenegro is a hands-on experiential programme that enables learners to critically think and solve problems.

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3.7 Homework Homework provides students with an opportunity to review their knowledge and consolidate their skills at home. We expect all students to take homework assignments seriously. Parental support is fundamental in establishing good work habits. Parents should not ‘do’ the homework for their child. Why Homework?  Extension of the current unit of inquiry- further investigation, interviewing parents, looking for applications of new understandings etc.  practice and reinforcement of skills  time management, work habits, self-management skills, responsibility  work completion How much homework can you expect? The general guideline for the school is the year level of the child x 10 minutes:  Kinder and years 1 - 3: 10 – 30 minutes, excluding reading  Years 4 – 6: 40 – 60 minutes, excluding reading This amount of time should be set aside for the child every night, wherever possible. If the homework is complete, the balance of the time should be spent reading. If the child finds it difficult to complete the homework in this time parents should use their discretion concerning how long the child should work. We do encourage parents to participate in their child’s learning while at home. You are encouraged to regularly read to and with your child, in English or your mother tongue, also to engage in meaningful writing, and take notice of numbers and math that occurs in their everyday lives. Children will bring home books to share and practice. Children may also be asked to gather information and materials to help support Units of Inquiry. Please watch for information from your child’s teachers about ways in which you can support your child’s learning at home.

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3.8 Assessment: What is assessment? Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do and feel at different stages in the learning process (IBO January 2001). Assessment is integral to all teaching and learning within the PYP. It is central to the PYP’s goal of thoughtfully and effectively guiding children through the five essential elements of learning:  the understanding of concepts  the acquisition of knowledge  the mastering of skills  the development of attitudes, and  the decision to take responsible action At KSI Montenegro, assessment focuses on the quality of student learning during the process of inquiry and instruction and on the quality of the products of that learning. We refer to this as assessment for learning and assessment of learning. Teacher collected evidence and date serve to inform planning for teaching and learning. This may also referred to as formative or summative assessment. Formative Assessment Formative assessment is interwoven with the daily learning and helps teachers and children find out what the children already know in order to plan the next stage of learning. Formative assessment and teaching are directly linked. Neither can function effectively or purposefully without the other. Such assessment tasks are included within the teacher’s PYP planner for each of the six units of inquiry or for subject lessons in mathematics, arts or PE.

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Summative Assessment Summative assessment takes place at the end of the teaching and learning processes and gives the children opportunities to demonstrate what has been learned. Summative assessments may include any of and any combination of the following:  acquisition of data  synthesis of information  application of knowledge, and  process Such assessment tasks are included within the teacher’s PYP planner for each of the six units of inquiry. They are used to summarize the learning of a unit and allow students to illustrate their newly acquired understandings. These are not meant to be long term, large projects or presentations. Often the long term work is assessed as the process and the summary, a reflection or demonstration illustrates a learners’ internalization of the central idea. 3.9 Learner Reports KSI Montenegro provides information to parents through examples of the children’s work or performance. To evaluate the programme we use a variety of student assessments to assess students’ performance in relation to the general and specific expectations of the programme, to assess group performance in relation to other classes or groups internally and as a means to provide information to the children, work colleagues and to the parent community.

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3.10 Standardised Tests KSI uses MAP – NWEA’s Measures of Academic Performance, to monitor learning and to support teacher assessment of student learning. Each child learns differently. The MAP computerized adaptive assessments test differently, allowing teachers to see their students as individuals – each with their own base of knowledge. Students are tested 3 times per year and individual student results are shared with parents. The school uses the results to reflect on and to monitor individual learning programmes. 3.11 After School Activities A well-rounded education includes a range of activities outside of the classroom. KSI Montenegro’s After School Activities are provided by KSI Montenegro teachers as well as by outside instructors and/or organizations with special expertise. These activities take place after school and there is an additional fee which covers snack and materials. The ASA may vary from year to year. A booklet with the details, age requirements and dates will be presented at the start of each 10 week session.

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SECTION IV: STUDENT AFFAIRS

4.1 Health and Safety Safety is a primary concern at all times for parents and educators. The school has a written health and safety programme setting out the organization and arrangements for health and safety in the school. There are many procedures in place to ensure that your children will be safe. A health and safety administrative procedures document is part of the regular review and implementation of the school. Aspects of the programme are embedded into practice and the regular curriculum. Students will practice fire and earthquake drills, proper hygiene routines, understand the equipment in the school and its purpose, the importance of signed permission forms and use of computers and other equipment. Fire Drill procedures are reviewed regularly with staff and students, and practiced a minimum of four times per year. A Crisis Intervention Team meets regularly to review and revise practices and to ensure readiness and preparedness in the case of an emergency. Healthy children learn and play well. KSI MONTENEGRO offers a balanced day with opportunities for physical activity and fresh air as well as a PE programme and a healthy diet. Please contact the school office if you have any specific questions regarding the programmes.

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4.2 Medical Information When a child enters school, parents must complete a medical record to provide the child’s full medical background and immunization record. The school nurse maintains these records. It is essential that the nurse’s office be given home and emergency telephone numbers in case of injury or illness. The school must be notified of any changes in these emergency contacts. Additionally, the nurse’s office should be notified of any changes in the health of a student (as in allergies or allergic reactions) or any new medical conditions. All instances of communicable illnesses and/or diseases should be reported to the school nurse. A letter of notification highlighting signs and symptoms of the disease is subsequently sent to parents. 4.2.1 School Nurse A child who becomes ill during school hours will be cared for by the school nurse in the most appropriate manner available (i.e. remain in the classroom with a teacher; wait in the sick bed area, etc.). The nurse will contact parents immediately and ask someone to come to take the child home as soon as possible. When your child is ill, please make the necessary arrangements as quickly as possible so they can rest comfortably at home. Minor accidents such as scraped knees, bumps and scratches, occur frequently during school hours. The nurse is able to provide the medical and emotional care children need in such situations. More serious accidents are cared for as follows: 1. One adult remains with the child 2. Parents are notified 3. If necessary, we will proceed directly to the nearby clinic and meet parents there. In an emergency dealing with children, Dr. Mateovic will be the first doctor called to assist the nurse. 4.2.2 Medication Policy Parents are required to outline any medical issues on the school’s medical forms. The school’s nurse is responsible for maintaining medical records and with signed parental/guardian permission, for dispensing medication needed during the school day. It is imperative that the school nurse has a home telephone number and a contact person (other than a parent) on file, which can be used in case of emergency. 4.3

Attendance

A school calendar is published every year listing all holidays and closing dates. School holidays should be noted and travel plans made to avoid extending them. Regular attendance is a pre-requisite to student success at KSI. Requirements for successful completion of a course include both academic performance as well as attendance. A student is recorded “absent” if s/he is not physically present in the classroom due to illness or non-school events. The school will contact families at 8.15 when a child is not present at school. Exceptions include school-sponsored field trips and other school-related activities. Except in the case of extenuating circumstances, students should not accumulate more than nine (9) absences in a given school year. Parent Handbook (Montenegro)

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The work we do before and after holidays is just as important as on any other day. We request that parents plan trips during school breaks only. The nature of the IB PYP means that a great deal of the learning in the class cannot be easily repeated following an absence. We will make every attempt to help a child in the case of illness; however, it is not in your child’s best interest to miss school due to travel plans. 4.3.1

Absent from School

If your child will be absent from school for any reason, please be sure to notify the School office via email (and cc your classroom teacher) or Phone call. We will then notify his/her teacher. It will be extremely important for you to report any contagious illnesses or diseases to our school nurse, Ms Martina (032-672 655). Your reporting will allow us to notify parents of potential symptoms and avoid any widespread epidemics. 4.4 Late arrival The school day starts promptly at 8.00 and finishes at 2.15 except on Fridays when learners are dismissed at 13.15. Students arriving after 8.05 are marked absent until they arrive. Late days are reflected in the reports as they have an impact the coherency of learning. 4.5 Recess and Playtime On most days children will participate in outdoor recess twice daily for about 30 minutes. Because fresh air and exercise are so important for children, we will only stay indoors during severe or extreme weather conditions. Children need to be dressed warmly and be able to remain dry. Winter/rainy season weather raises questions about outdoor recess. We consult the weather forecast before making decisions about whether or not children go to recess outside. We do prefer children have time outside to run, move, and play. We are outside with them. We may adjust the length of recess in consideration of how cold or how windy it is, or we may go to play in the gym. The Swedish say that there is no such thing as bad weather, just bad clothing. We understand health concerns around cold temperatures and precipitation: not a healthy combination for children – and make decisions accordingly. We pay attention to children before they go outside to see who is and is not dressed properly for the weather. Parent Handbook (Montenegro)

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We either ask that the child remain inside, or we find gloves, a warmer sweater, etc. for the child to use. There are times that children do not go outside in colder weather because a doctor advises a child remain inside due to health-related concerns (asthma, etc.). In addition to checking children’s clothing as they prepare for recess, we monitor children while at recess and make decisions about their comfort and safety. Students are more attentive and eager to learn after fresh air and exercise. We prefer children have the opportunity to be outside, but we closely monitor the weather and make adjustments and/or cancellations as needed. Children must have layers of warm clothing, hats, mittens or gloves, scarves, and insulated footwear. Please support us in this matter: be sure that your children have those items each day. 4.6 Lunch and Snack Services The snacks and meals at KSI Montenegro are planned and prepared in accordance with the nutritional needs of growing children. Menus are available from the school nurse and are sent home at the beginning of the school year. Changes may be made due to the seasonal availability of items. Teachers and students sit together at mixed table groups. Morning snack consists of a variety of fruits. Our snack and lunch routines contribute to developing a sense of community in the school.

Children are encouraged to eat the school lunch. It is our experience that some children have strong preferences regarding food. Special Diet: In the case of very specific requirements, parents may be asked to supply lunch for the child.

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4.7 Field Trips The local community and region offer many fascinating and varied destinations to extend classroom learning. Field trips are planned to align with Units of Inquiry and to further learner understanding.

Students wear dress uniforms on field trip to remind them that they are representing themselves and KSI MONTENEGRO while away from the school. Occasionally, a student may misbehave on a field trip. This is unacceptable; it not only reflects poorly on our school, it also provides a poor example for the remaining students in the class. The classroom teacher has the option, in consultation with the School Director to exclude a child from a future field trip as a consequence of his or her behaviour. Transportation is organized through the office and ensures a seat belt per child. Teachers take a First Aid kit on all Field Trips. There is strict adherence to procedures as listed in the Health & Safety Programme document. 4.8

Birthdays

The celebration of a child’s birthday is encouraged and valued at our school. We acknowledge birthdays once a month with a cake at break time. Classes take turns preparing the cake for the whole school. If planning a birthday party for your child outside of school, we respectfully request that you only distribute invitations at school if the entire class is being invited. Parent Handbook (Montenegro)

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4.9 Discipline Schools work well when everyone gets along. The school shares responsibility with the home in helping our students learn to show respect and compassion towards one another. Students at KSI are expected to follow classroom Essential Agreements and the IB Learner Profile. We can assume all children will experience difficulties with their peers. We treat each conflict individually, as no one approach will be applicable to all situations. The responses of the school will be tailored to the individual situation and will include some of the following strategies:  review of essential agreements  discussions with individual children or the entire class  discussions with the entire school (at assemblies)  teaching skills for responding to social challenges  role playing to help the children learn empathy and problem-solving skills  firm and clear consequences for persistent teasing or bullying  helping children who feel insecure to become more assertive  creating an environment which encourages respect and cooperation  ensuring that children know we will assist them and teach them appropriate ways to ask for help We expect our students to contribute to the positive atmosphere in the school. In the event of a student behaving in an aggressive way towards peers we will enforce consequences which will be decided upon at the discretion of the School Director. These may include letters to parents, a meeting with the child’s parents, formal apologies, exclusion from certain activities, in-school suspension and, in extreme cases, full suspension. Although it is a rare occurrence, it is vital that we stand behind our standards in the interest of the individual child and the entire school community. The privacy of families in the school will be maintained as appropriate and often the rest of the school community will be unaware of the measures taken. 4.10 Code of Conduct I will be…  Caring – I care about people, plants and animals. I help take care of them.  Balanced – I make good choices about my health and happiness.  Principled – I am truthful and fair. I do the right thing even when nobody is there to see. I share and play well with others.  A Communicator – I listen to others and share my feelings with them. I talk about what I am learning with others.  A Thinker – I think carefully and make good decisions. I can solve problems by myself and know when to ask others for help.  A Risk Taker – I try new things even when I don’t know if I will be good at them. I make safe choices.  Knowledgeable – I know many things and use what I learn.  An Inquirer – I am curious and ask lots of questions. I like to find out new things.  Open-minded – I know that it is okay to be different and to do things in different ways. I like hearing about other people’s ideas and feelings.  Reflective – I think about choices I make and things I do. Parent Handbook (Montenegro)

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4.11 Dress code and Uniform All students are required to wear the school uniform, which represents belonging to Knightsbridge School Montenegro. Our students must look neat at all times (shirts tucked in, shoelaces tied), and their uniform must be in good repair. All children will need a pair of indoor shoes. We request that these are easy to manage and if necessary, have Velcro fasteners. Dress Uniform is required of all students on certain days, such as field trips, open houses etc. The blazer should be worn for dress days. The PE kit is for sports days. Please label all of your child’s belongings!

Please ask for a copy of the Uniform guidelines and order form from the office if you would like to purchase more items. 4.12 Personal Items and Electronics Your child is responsible for all personal items (books, electronic and non-electronic gadgets, sports equipment, etc.) brought for after school use. We encourage that personal items be labelled and kept to a minimum to avoid loss or damage. 4.13 Lost and Found If you are missing uniform items, be sure to check our lost and found rack. Labelled items are easier to identify and reclaim from the lost and found. Items found around the school are hung or kept in this area. Please be sure to check it from time to time to discover if any of the items belong to your child. 4.14 Visits by Non-registered Students KSI Montenegro understands that families have visitors during the school year. Often, a visitor provides an opportunity to understand a new perspective or learn about a different place. Parents are asked to complete a Student Trial Day form for as a request for a one day visit. Visitor medical information and contact details are required in order to accept a visitor for the day. Visits are limited to one school day in order to protect the continuity and coherence of the learning process. 4.15 Classroom Visits from Non-Enrolled Students From time to time we receive a request from one of our students for a child who is a friend or relative to attend school. Parents of the Primary student are required to submit a written request at least three days in advance to the Director stating the child’s name and class, the name of the visiting student, his or her age, their relationship to our student, and the date/time of the requested visit. The School Director will consult the classroom teacher, check dates, class size and other factors. Decisions will be made based on the academic programme and stage or phase within the unit. Assessment periods and special celebration dates are to be avoided. Parents will be notified of the approval or otherwise within 48 hours of their request. Parent Handbook (Montenegro)

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5

SECTION V: COMMUNICATION

5.1 General The partnership between parents and teachers thrives with open communication. Schools and families need each other. For your child to be happy and successful at school, it is necessary for teachers and parents to maintain strong communication links.

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5.1.1 Parent/Teacher Communication, Open Houses & Conferences You can reach us via email, and meetings can be arranged whenever needed. Open and ongoing communication with you as parents is one of our top priorities. Please know you are welcome to call or contact us by e-mail as any questions or concerns arise. If you need to meet with a teacher please contact her in advance to schedule a mutually convenient time. Formal conferences are held three times during the school year as well as Student Led Conferences. Interviews are scheduled in November and April and student led conferences take place in February for all students. You will receive advanced notice of the time and date for your conferences. 5.2 Emergency Information Emergency Telephone Numbers: In case of an accident or an emergency of any kind, we need an upto-date telephone number that you can be reached at during the day. We also ask you to please provide us with the name and telephone number of a neighbour, friend, or colleague who we may contact in the event that we may not be able to reach you. If you make any changes to the above information, please inform the office immediately. The school will request re-confirmation of this information annually. 5.3 KSI Montenegro’s Website KSI’s website address is http://knightsbridgeschool.org/ The Montenegro site is under construction and the new site will be launched in February 2013.

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5.4 Student Images and Work on the Website or Facebook Page At the time of admissions, KSI Montenegro parents are asked for permission to use student photos on the website or Facebook site. Names are not used or removed/rendered illegible. This is a one-off and covers the entire school year. Parents are also asked to provide permission for professional photo or video shoots

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5.5 Parent Organization As was mentioned in Section 1.7, Participating in the Knightsbridge School Montenegro Parents Association (KSMPA) is an important way in which you can support your child’s school. SMPA relies on parent volunteers to enrich the school experience for our students. We encourage you to participate and we value your efforts. Your contribution to the school through the KSMPA will make a tremendous difference for your child, as well as the whole school. 5.6 Communication Protocol The best method of communication with teachers and administration regarding practical matters is through email. While we are aware of the importance of this form of communication, there are problems with it. Therefore KSI MONTENEGRO has a policy that teachers will not discuss student problems via email as this is always sensitive for parents and we want to avoid any miscommunications or misunderstandings. In such instances we may request an appointment or phone call. 5.7 Parent Volunteers 5.7.1 Fieldtrip Assistance At the School Director’s request, third parties may be asked to act as volunteers. All volunteers must be authorized by the School Director and may be subject to criminal records, child welfare checks and a written agreement to abide to all guidelines of the school. Please note the following:  Parents are not permitted to organize field trips on their own, in the name of the school. Field trips involving planning by school parents and participation by students of the school shall take place only with the School Director’s approval and with teacher field trip leader involvement in planning, organizing, and supervising the field trip.  Whether an event is considered a school field trip or not is dependent primarily upon who does the planning, organization and supervision. Any time the School Director sanctions an activity and the school is involved in planning, organizing and taking students to an event, and/or anticipates using parents as supervisors, it is considered a field trip and the appropriate field trip approval process and rules must be followed, including providing a teacher field trip leader. 5.8 School Phone for Student Use There is no phone designated for student use but assistance will be given by office staff if deemed appropriate.

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6

6.1

SECTION VI: FACILITIES

School and Operating Hours

School Hours: 7:00 a.m. to 4:00 p.m. School Day: 8:00 a.m. to 2.15 p.m.  Classrooms are open to students as of 7.45 a.m.  After School Activities 2.30 to 3.30 p.m.

7

SECTION VII: FINANCES

7.1 Tuition and Fees KSI schools finance all costs from tuition fees. Fees include all supplies, the daily snacks and hot lunch, as well as the use of computers, software access and a school uniform. With the exception of field trips over $25 and After School Activities, there should be no costs in addition to the tuition fees. As there is no major fundraising at our school, we must ensure that our tuition will suffice to keep the quality of the programme at the high standard our parents expect. We are committed to keeping the costs of tuition as reasonable as possible. However, in order to attract and keep our excellent staff, to improve and maintain the property and pay our operating costs, increases in the annual tuition are often unavoidable and are tied to the rate of inflation.

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