Parent Handbook 2011 - 2012 by YIS Publications

YIS PARENT HANDBOOK 2011-12 School Year

Full Version

Table of Contents Introduction • YIS Mission, Values and Aims.......................................... • From the Head of School.................................................. • Accreditation and Affiliations...........................................

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General Information • Parent-School Communication....................................... • Email Communication.................................................... • About the YIS Website.................................................. • Daily Schedules............................................................... • Student Activities…………………………………………. • Field Studies……………………………………………… • Student Support Services................................................ • Campus Security and Access………………………….. • Library………………………………………………… • IT – The Connected Learning Community.………… • Cafeteria………………………………………………. • School Store…………………………………………… • Parent, Teacher, Student Association (PTSA)............... • School Governance………………………………………… • International Center for Japanese Culture……………

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School Policies, Procedures and Guidelines • General School Conduct............................................... • Disciplinary Policies and Procedures............................. • The Disciplinary Process and Consequences................ • Dress Codes................................................................... • Absences and Lateness................................................... • Off-Campus Privileges for Grade 12 Students ……….. • Grades 11 & 12 Study Halls ……………………………. • Language Policy…………………………………………. • Assessment Philosophy and Policy…………………………. • Homework………………………………………………. • Examinations……………………………………………. • High School Academic Procedures…………………………. • Procedure for Elementary Classroom Placement……………... • Library Use……………………………………………… • IT Policies and Guidelines…………………………………. • Publication of Individuals’ Images/Work……………. • Reenrollment, Withdrawal, Long-Term Leave of Absence • Guest Students…………………………………………… • Animals/Pets……………………………………………. • Guidelines for School Dances……………………………… • Skateboards/Kickboards, Bicycles & Portable Scooters……….

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Practical Information for Parents • Key Dates for 2011-12.................................................... • Frequently Asked Questions........................................... • Medical and Health Matters........................................... • Emergency Procedures.................................................... • Parking and Transport.................................................... • List of School Forms........................................................ • Emergency Telephone Chain.......................................... • School Contact Details....................................................

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Yokohama International School Mission Our mission is to provide the highest-quality, balanced education to internationally minded students in an inquiring and supportive environment. We seek to inspire students and to provide them with the academic and social skills that will enable them to fulfill their human potential as responsible global citizens.

Our Values We shall be mindful of the needs and rights of others. We shall be honest in our dealings. We shall be peaceful in our intentions. We shall be responsible in our actions. We shall be supportive of each other.

Our Aims 1. Maintain a school culture of excellence in teaching, achievement, innovation and self-improvement. 2. Maintain a supportive, healthy and secure environment for learning and teaching. 3. Deliver a balanced and holistic international education program centered on the learner and the goals of the IB learner profile. 4. Integrate technology as a meaningful and effective part of the educational process. 5. Deliver enriching co/extra-curricular opportunities for students. 6. Provide world-class, environmentally responsible facilities and resources. 7. Attract and retain excellent faculty and staff. 8. Heighten student awareness and engagement in social, environmental and intercultural activities. 9. Ensure wise and effective school governance. 10. Engage parents, alumni and the local and foreign community in support of the school. 11. Ensure a financially sound and operationally efficient organization.

ÂŠ2011-12 Yokohama International School

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From the Head of School August 2011 Dear Parents, It gives me great pleasure in welcoming you all to YIS for the 2011-12 school year! I hope that returning families have had a restful break, and that those of you who are new to the YIS community have experienced a smooth transition. Whether you are new to YIS or returning, I would like to take this opportunity to thank you for entrusting us with the education of your children. YIS, like schools around the world, is facing exciting challenges as we seek to provide the best education possible for this generation of students. Just as the world has changed since we were all students ourselves, so must our educational systems and I feel very passionately that a progressive, high quality international education is probably the most valuable gift that parents could give their children. Towards this end, we are introducing some important new initiatives this year, including the Connected Learning Community, and the Global Citizen Diploma, something that will not only help to shape our school programs but will also allow YIS graduates to stand out from the field when applying to colleges. In short, the world is not standing still and neither is YIS. Of course your involvement in your child’s success is vital too. I would encourage you to take the time at the beginning of this school year to plan an appropriate study schedule and routines for your child, taking into consideration daily sleep, exercise, play and nutritional patterns and needs. Your involvement and participation in these areas cannot be underestimated in terms of inspiring in them a desire to learn and helping them to achieve a healthy school/home balance. Ultimately the school and parents are a team and together we can do wonderful things. For our part, in addition to helping your children to develop as accomplished learners, we will continue to engage with you through parent workshops, coffee and conversation events. This handbook contains information regarding school policies, procedures and practical day-to-day matters with which parents or guardians need to be familiar, as well as more detailed information on school programs, resources and other issues. The full version of the handbook is available on ‘Parents’ section of the website. However, recognizing the need to have certain information readily on hand, an abridged print version of the handbook is provided for your easy reference and convenience. Although I hope you will take the time to review the full handbook, I would like to draw particular attention to our School Mission, Values and Aims as well as the sections on General School Conduct and Disciplinary Policies and Procedures. We ask all YIS parents as well as middle school and high school students to read these sections and to respect the principles and policies described therein. Please also note the section on Parent-School Communication, which describes the most appropriate and effective channels of communication for various occasions. We truly value close communication with our parent community and encourage your participation in school activities, events and governance forums. I hope that you find this handbook informative and useful and welcome any suggestions for improving it in future years. With best wishes for a great 2011-12 school year, yours sincerely, James MacDonald Head of School

Accreditation & Affiliations Yokohama International School is fully accredited by the oldest accrediting body in the United States, namely the New England Association of Schools and Colleges. The school is also accredited by the Council of International Schools. We are a member of the East Asia Regional Conference of Overseas Schools and the Japan Council of International Schools. YIS is also distinguished as an IB World School, offering the Primary Years Program, Middle Years Program* and Diploma Program of the International Baccalaureate. *Note: Covers grades 6 and 7 in 2011-12, with full implementation spanning grades 6 – 10 planned in 2014-15. ©2011-12 Yokohama International School

General Information Parent-School Communication YIS values close communication with parents and encourages parent participation in school activities, events and governance forums. Your comments and suggestions are always welcome. Sometimes, parents – whether newcomers to YIS or those who have been here for a while – have questions, concerns or comments they would like to voice in regard to their children’s experience or general school affairs. The following guidelines are intended to help ensure that the most appropriate and effective channels of communication are used for each occasion. Questions regarding office procedures and administration should be directed to the school office. Broader school concerns, such as matters of policy, general organization and security, may be directed to the head of school, head of academics or the head of school operations. If you have a concern about a teacher or member of staff that you are unable to resolve directly, please contact the relevant principal or the head of school. Questions and concerns regarding academic and classroom issues pertaining to individual students should be directed in the first instance to the classroom or subject teacher and, if necessary, be escalated according to the four-step process described below. Step 1 – Communicate with the Classroom or Subject Teacher Normally the classroom or subject teacher should be approached first for any classroom questions or concerns. Step 2 – Communicate with the Head of Department, Vice-Principal, Principal or Head of Academics If there is still a question, for the middle and high school, you may contact the appropriate head of department, relevant vice-principal, or the secondary principal. For the Early Learning Center, contact should be directed to the ELC director, and for the elementary school, to the vice-principal or principal of that section. Issues regarding academic policy or practice may also be referred to the head of academics. Step 3 – Contact the Head of School Questions or concerns not able to be resolved through steps 1 and 2 may be brought to the attention of the head of school. Step 4 – Appeal to the Board of Directors After the above steps have been taken, and if the question or concern has still not been resolved, you may bring the issue to the attention of the Board of Directors via communication to the chairman. In regard to questions or concerns about day-to-day school matters, we encourage parents to directly contact the appropriate member(s) of the teaching faculty, administration or staff, either in person or by telephone. You may also contact us by email; however, please be aware that the volume of email can sometimes become overwhelming (particularly for middle school and high school teachers) and responses delayed. (Please see next section regarding email communication.) Please note: •

The Board of Directors is the ultimate legal authority in the school and has primary responsibility for setting school policy and ensuring its long-term financial and operational stability. It is not charged with managing the day-to-day affairs of the school. In the event that questions or concerns are brought before the board, there is an expectation that they will have first been directed through the appropriate channels as outlined above.

Email Communication Email Communications from the School to YIS Families YIS utilizes email and the school website as the principal means for communicating with parents on a group basis. All YIS families are asked to provide the school with designated email addresses to which official school communications may be sent. These should be addresses that you check regularly, and it is essential that you inform the school office as soon as possible should they change. Over the course of the school year, the following types of school communications will be sent to you via email. • • • • •

Letters from school administrators and chairman of the Board of Directors School newsletters Classroom information from teachers Announcements and reminders of school events Notices from the PTSA and class/grade contact parents

Certain other official school communications, such as report cards, the YIS Telephone Directory and important announcements, will be sent to you via regular mail, and class emergency telephone chains will be used for urgent communications. Note: YIS email communication will be sent to you from broadcaster@yis.ac.jp or other addresses ending in @yis.ac.jp. The only exceptions are emails from individual PTSA class/grade contact parents, which may be sent from their individual accounts. If you use anti-spam software to filter incoming mail, please make sure to allow for receipt of mail from @yis.ac.jp addresses. If for some reason you believe that you are not receiving broadcaster emails, please inform the school office.

Email Communications from YIS Families to the School In regard to questions or concerns about day-to-day school matters, we encourage you to directly contact the appropriate member(s) of the school administration, teaching faculty or staff, either in person or by telephone. You may also contact us by email; however, please be aware that the volume of email can sometimes become overwhelming (particularly for middle school and high school teachers) and responses delayed. Middle school/high school students should speak with each classroom teacher regarding the teacher’s preferred approach to student-teacher electronic communication. YIS Staff Email Addresses Email addresses for individual members of the school administration, teachers and other staff are based on the following convention: [last name][first initial]@yis.ac.jp Example: The email address for John Smith would be smithj@yis.ac.jp Please also note the following school email addresses. • • • • • • •

General inquiries (school office): yis@yis.ac.jp Elementary principal’s administrative assistant: es@yis.ac.jp Secondary principal’s administrative assistant: mshs@yis.ac.jp YIS health office: nurse@yis.ac.jp Inquiries or support regarding YIS IT and website matters: help@yis.ac.jp Zest Catering (school cafeteria): info@zestcatering.co PTSA: ptsa@yis.ac.jp

Privacy YIS is committed to protecting the privacy of your personal information. We will only use the email address or addresses you provide for official school communications as described above. Under no circumstances will we divulge your email address to a third party.

Change in Your Email Address Should your email address(es) change during the course of the school year, please update the information as soon as possible directly via the YIS Family Access link on the school website. Alternatively, you may inform the school office and we will input the change.

About the YIS Website The YIS website (www.yis.ac.jp) is the central resource for up-to-date information on the school as well as a vital means of communication between the school administration and teachers, parents, students and the broader community. We strongly encourage parents and students to familiarize themselves with the website and to check it regularly. Of special note, the “Calendar” and “News” sections of the website are customizable and feature email alert and RSS functions through which you can subscribe to automatic updates regarding school events and news. We have made a number of changes to the website in 2011-12, which are summarized in a separate document provided to all families. Of particular note, the former password-protected Parent Portal has been replaced by an easier to access ‘Parents’ section with links to school forms and other resources. Classroom websites, which used to be accessible only via the portal, are now replaced by class, teacher and student blogs accessible via the Learning Hub link on the website. Community directories, individual contact information, as well as links to your child’s grade reports, schedules, and attendance, are still available via the passwordprotected YIS Family Access section of the website (you will receive an email with login information). Should you have any questions or technical problems regarding the website, blogs or other aspects of our online systems please contact our support team at help@yis.ac.jp.

Daily Schedules Early Learning Center The E1 program (3-year-olds) is half day; this can be extended to full day with the teacher’s recommendation and parents’ approval. There is also a three-day (Mon/Wed/Fri) full day option. Our E2 program (4-year-olds) is half day or full day, depending on the parents’ choice. 8:45 am - 12:00 pm 8:45 am - 2:40 pm 8:45 am – 2:50 pm

Half-day session Full-day session (E1) Full-day session (E2)

Note: ELC half-day students may also stay through lunch (until 12:45 pm) if they do so regularly. Please speak with the ELC director for details.

Elementary School (Grades K – 5) School hours are as follows: 8:20 am - 8:30 am 8:30 am - 10:00 am 10:00 am - 10:15 am 10:15 am - 10:30 am 10:15 am - 11:30 am / 12:20 pm 11:30 am - 12:20 pm 12:00 pm – 12:50 pm 12:20 /12:50 pm - 3:00 pm 3:00 pm 3:15 pm - 4:00 pm

Assembly Classes Recess 1 (K – Grade 2) Recess 2 (Grades 3 - 5) Classes Lunch 1 (K – Grade 2) Lunch 2 (Grades 3 - 5) Classes Dismissal Extracurricular Activities

Middle School/High School The daily schedules for the middle and high school sections are as shown below. In addition, classes are organized according to a 10-day rotation, with alternating Week A and B schedules.

Middle School (Grades 6 – 8) The main academic school day goes from 9:00 am until 3:55 pm. Extracurricular activities are offered in three blocks (periods 0, 9 and 10). 8:30 – 9:00 am 9:00 – 9:10 am 9:10 – 9:55 am 9:55 – 10:40 am 10:40 – 11:05 am 11:05 – 11:50 am 11:50 am – 12:35 pm 12:35 – 1:15 pm 1:15 – 1:55 pm 1:55 – 2:35 pm 2:35 – 3:15 pm 3:15 – 3:55 pm 4:00 – 5:00 pm 5:00 – 6:00 pm

Activities - Period 0 Tutor Period Classes - Period 1 Classes – Period 2 Recess Classes – Period 3 Classes – Period 4 Classes – Period 5 Lunch Classes – Period 6 Classes – Period 7 Classes – Period 8 Activities – Period 9 Activities – Period 10

High School (Grades 9 – 12) The main academic school day goes from 9:00 am until 3:55 pm. Extracurricular activities are offered in three blocks (periods 0, 9 and 10). There is an extended Tutor Period for all high school students on Mondays, and students in grades 11 and 12 have an extended period for TOK on Wednesdays. 8:30 – 9:00 am 9:00 – 9:10 am

Activities - Period 0 Tutor Period

Note: On Mondays, students in grades 9 - 12 have an extended Tutor Period from 8:30 – 9:10 am. On Wednesdays, students in grades 11 & 12 have an extended period for TOK class from 8:30 – 9:10 am.

9:10 – 9:55 am 9:55 – 10:40 am 10:40 – 11:05 am 11:05 – 11:50 am 11:50 am – 12:35 pm 12:35 – 1:15 pm 1:15 – 1:55 pm 1:55 – 2:35 pm 2:35 – 3:15 pm 3:15 – 3:55 pm 4:00 – 5:00 pm 5:00 – 6:00 pm

Classes - Period 1 Classes – Period 2 Recess Classes – Period 3 Classes – Period 4 Lunch Classes – Period 5 Classes – Period 6 Classes – Period 7 Classes – Period 8 Activities – Period 9 Activities – Period 10

Recess and Lunch The ELC has a 45-minute recess in the morning and then again in the afternoon. The recess area for elementary school students is the main playground outside the K-1 Building. Morning Recess 10:00 – 10:15 am 10:15 – 10:30 am 10:40 – 11:05 am

K – Grade 2 Grades 3 - 5 Middle School/High School

Lunch 11:30 am – 12:20 pm 12:00 – 12:50 pm 12:35 – 1:15 pm 1:15 – 1:55 pm

K - Grade 2 Grades 3 - 5 High School Middle School

2:00 – 2:10 pm

K - Grade 2

Afternoon Recess

Middle school and high school students may use the roof of the John Inge Building or the main playground as outdoor activity areas during morning recess (roof only) and lunch. During recess, only dry snacks may be eaten in the classrooms. Eating and drinking in hallways is not permitted. Please note that the off-campus lunch option for high school students has been discontinued in 2011-12. All students must have their lunch in the cafeteria or other designated areas on campus. After school, the playground may be used (if not already occupied by a scheduled activity) providing all rules and regulations are followed. The playground must be cleared by 5:00 pm and must only be used during daylight. All unsupervised students must be off campus by 5:30 pm.

Student Activities ELC Experiential Learning Activities Weekend day trips will be arranged periodically to locations such as a Japanese tea plantation, a beach in Kamakura and an open-air art museum in Hakone. The ELC director will provide further information.

Elementary After School Activities YIS offers an excellent program of extracurricular activities after school for students from grades 1 to 5. The program includes a range of sporting, games, music, art, dance and recreational activities supervised by school staff, parents and visiting instructors or leaders. Kindergarten students may also participate in the sports-related activity offerings from the second semester. Students are given a wide variety of opportunities to develop their skills and extend their experiences. The participation of all students and teachers is encouraged. Parents are likewise encouraged to become involved in the program and are invited to participate as chaperones for the various activities.

Types of Activities YIS elementary students are offered a wide variety of opportunities through this program, which vary from year to year depending on teachers’ interests. Activities in recent years have included basketball, bead craft, board games, calligraphy, Garageband music software, indoor hockey, Japanese tea ceremony, kickball, knitting, netball, scrabble and chess, soccer, yoga and many more. Choices continue to change and evolve and updated information is listed on the YIS website. Most YIS elementary school teachers offer a minimum of one activity per year. Teacher-led activities are offered free of charge, although on occasions a small fee may be charged to cover raw materials such as food for a cooking club or ink/brushes etc for calligraphy. Parents and outside coaches also offer special clubs and opportunities for our students. These have included such clubs as Jazz Dance, Aikido, Brownies and In-Line Hockey. These activities are sometimes offered as fee-paying activities. In the event of a fee being charged, parents will be notified of the fee structure in advance. A free trial lesson is normally offered by the coach/teacher concerned. Any queries about fees should be directed to the activity teachers/coaches directly.

The ASA Program The elementary After School Activities (ASA) program runs over three sessions, beginning in September, November, and March. Activities will start at 3:15 pm and finish at 4:00 pm, unless otherwise notified.

Prior to each session the activities director provides students and parents with a list and description of the activities available for that session and an activity application form. Application forms must be received by the due date. Students are invited to participate in one after-school activity per session. On occasion and dependent on demand and space, it may be possible for a student to participate in more than one. Similarly, if demand for an activity is high, a ‘lucky draw’ may have to be made to decide who is able to attend, as maximum group size limits apply. There will be no more than 20 children accepted for any activity, unless otherwise indicated. The activities director will be responsible for placing children into activities. Children will be chosen for activities in the fairest, most equitable manner possible. We endeavor to give children their choice of activity(ies), but we can make no guarantees that we will be able to do so. Students will be notified of their activity groups during the week prior to the commencement of the session.

Supervision YIS requires members of the teaching faculty to participate in the activities program. As a general rule teachers will supervise after-school activities. Parents are encouraged to participate in the activities program either as supervisors or as assistants. Parents wishing to offer an activity should contact the activities director. Fee-paying activities need to be approved by the head of school and elementary school principal. A percentage of any fees collected for activities that use YIS facilities will be paid to the school. It is the responsibility of the teacher/adult in charge of each activity to fully explain to children and ensure that safety procedures are both understood and followed. Students who do not understand or cannot follow the rules in place for the safety of all participants will be removed from the activity for that session.

Attendance and Dismissal Once enrolled in an activity, students are expected to attend all sessions unless they are absent from school. On occasions where it is unavoidable for students to miss a session or withdraw from an activity parents should notify the activity supervisor. Students are expected to leave the school premises as soon as their activity has concluded. Parents collecting children should do so promptly.

Cancellation Activities may be cancelled in the event of rain or other circumstances, such as illness of the activity supervisor. Whenever possible, we will try to provide advance notice of cancellation via email or a phone call. For possible weather-related cancellation, parents are also advised to check the school website.

Elementary School Student Council Members of the Elementary School Student Council have the following roles and responsibilities: • • • • • •

Promote elementary school spirit Arrange social, cultural and recreational events for its members Provide links between the students and faculty Provide links to the middle school and high school student councils Act as role models for the elementary school student body Assist in the orientation and welcoming of new students into the elementary school

Middle School/High School Activities YIS offers a wide array of clubs and activities for middle school and high school students, ranging from sports to music and drama, community service, student government and much more. Representative club and activity offerings are listed below. Activities are offered during three activity periods, one before school (8:30 – 9:00 am) and two after school (4:00 - 5:00 pm and 5:00 – 6:00 pm). Some activities, for example many of the sports games/tournaments, also take place on the weekends. An activities handbook will be distributed early in the school year, and students and their parents should review this carefully. Although we will try to schedule activities to avoid instances in which students are participating in before-school and after-school activities on the same day, given the diversity of activity

offerings and student interests, this cannot be avoided altogether. It is important that students carefully select activity schedules in light of overall time commitments, including study needs, commuting times, etc. We encourage a healthy balance among academics, sports, fine arts and community service programs. If students succeed in finding this balance, they will achieve many of the characteristics of the IB Learner Profile. While we believe that an active and involved student is a healthy student, we also believe that it is important for students and their families to make informed decisions about the level of that involvement. Too little involvement can mean that a student is not taking advantage of his or her school years, while too much involvement can impact on academic success. If students are to opt for, and be successful in, gaining a place in a team or in a performance, they have a responsibility to commit to the activity. In particular, students studying for IGCSE or IBDP courses should remember, first and foremost, that these academic programs are rigorous and will require time, energy and commitment. Therefore, when selecting activities, students and parents need to discuss and plan time commitments carefully. Communication with coaches, directors and classroom teachers is important – if students are having difficulties, please make sure they raise these with the relevant people. We recognize that it is perhaps impossible to fully achieve ‘balance’ to everyone’s satisfaction: clearly, there are students who can comfortably participate in numerous activities, whereas for some students this may adversely affect their classroom progress. Our policy, therefore, is that students undertake up to two activities per session. If your child/ren and you as parents wish to increase this, then it needs to be discussed with tutors and families to ensure that the increased load is manageable.

Representative Middle and High School Activities Community Service • Global Issues Group • Community Service Team Drama & Speech • Middle and High School Productions • Middle and High School Drama Festivals • Middle and High School Speech Festivals Music • • • • • • • •

Symphonic Winds Jazz Band Percussion Ensemble Middle and High School Choirs Middle and High School Advanced Japanese Music Ensembles Shamisen Ensemble Taiko Group Tanner Community Ensemble

Sports • • • • • • • •

Baseball (Boys) Basketball Cross Country Field Hockey (Girls) Soccer/Futsal Tennis Track and Field Volleyball

Others • • • • • • • • •

Art Studio Brain Bowl Chowa Yearbook Competition Mathematics Latin Dance Literary Magazine Model United Nations Skateboard Club Yoga

All students are encouraged to participate in the extra-curricular activities program, and the official policy is contained in the activities handbook, which will be distributed early in the school year and serve as the definitive guide to the middle school/high school activities program. Please note: Many of the activities above are for both middle school and high school students, and at the grades 11-12 level there are additional activities incorporated in the CAS program. (Please refer to the CAS handbook). Many inter-school activities, both fine arts and sports, are organized through the Kanto Plain Association of Secondary School Principals (KPASSP) organization.

Middle School and High School Student Councils Members of the middle school and high school student councils have the following roles and responsibilities: • •

•

• • •

Arrange social, cultural and recreational events for its members Raise funds in support of such service and welfare programs as may be determined by their members and/or the duly elected and appointed Student Council. The One Yen Drive comes under the umbrella of the Student Council. Provide links between the students and faculty by (i) arranging class meetings (ii) reporting to faculty at faculty meetings and (iii) discussing minutes of meetings with the head of school and secondary principal Promote school spirit and unity Act as role models for the YIS student body Assist in the orientation and welcoming of new students

Field Studies Every October all students in grades 6 – 11 participate in a weeklong Field Studies program, through which they travel as a class year group to various locations throughout Japan. Grade 12 students have their Field Studies trip after their main external examinations, normally toward the end of May. The cost of the Field Studies trips is included in the tuition fee. The Field Studies program began in 1967 with a three-fold purpose: to learn about Japan, help integrate new students, and foster class spirit. In recent years students have travelled to such locations as the Izu Peninsula, Hiroshima, Yakushima off the southern tip of Kyushu, Takayama in Gifu Prefecture, and Norikura and Hakuba in Nagano Prefecture. The trips typically involve outdoor recreational activities, such as hiking, mountain biking and kayaking, as well as opportunities to learn about and participate in Japanese cultural activities. The students may produce an assignment, for which a comment or grade may be recorded on their school reports.

Student Support Services Student Support Services is a collaborative cross-divisional team of professionals who provide support to help ensure the well-being of students and the broader YIS community with regard to health, social-emotional growth, learning support, English language proficiency, and academic and college/career counseling. They work to promote identified aims and support students, teachers, and parents as needs arise.

Health and Well-being Programs The school nurse is on duty during school hours to assist students, as well as to advise teachers and parents with health concerns. Beyond managing the bumps, bruises, colds and coughs of daily life, the nurse coordinates annual physical examinations for students in grades 1, 4, 7 and 10. Our middle and high school health study program is based on the Ophea Health and Physical Education Curriculum and is taught by the student life advisor in conjunction with tutors and/or the physical education department. In early spring, an annual career and health education fair is offered for high school students where guest speakers and outside presenters meet with students and cover various topics related to Personal, Social and Health Education (PSHE).

Social-Emotional Programs YIS teachers actively contribute to the social-emotional curriculum through their daily interactions with students. The school counselors work with teachers in developing and delivering a developmental and preventive social-emotional program throughout the school. The program promotes student learning by supporting the positive personal, social and emotional growth of all students. • • • •

ELC: Students receive Personal Social Education (PSE) lessons on a regular basis. Topics such as feelings and friendship are covered in these sessions. Elementary School: Students receive ten PSE lessons throughout the year. Topics such as transition, conflict resolution, friendship, stress management, and bullying are covered in this class. The elementary school counselor is available for other classroom visits scheduled on an as-needed basis. Middle School: The student life advisor works with the middle school tutors in delivering a program covering topics such as: transition, conflict resolution, friendship, stress management, bullying, and values are covered. High School: Programs dealing with such topics such as the dangers of alcohol & drug abuse, stress management, and conflict resolution are offered under PSHE.

School-wide Themes Throughout the year activities are arranged to promote school-wide themes based on the IB Learner Profile. They include such themes as ‘Caring’, ‘Appreciation’, ‘Open-mindedness’, and ‘Independence’. The values of the school are woven into this program.

Personal Counseling The elementary school counselor and student life advisor are available for students individually, or in small groups, to assist them with personal problems that may affect their school life, and to help promote their personal, social and emotional growth. Students may directly seek counseling help or be referred by teachers, parents or friends.

Peer Helpers Under the supervision of counseling staff, elementary and high school students volunteer as Peer Helpers. The Peer Helpers are given training to become good listeners and helpers. They are involved in activities such as helping new students make smooth transitions to YIS, providing extra help after school, and assisting students to maintain positive friendships.

Learning/Language Support Elementary School Students who require extra support in English or are in need of particular learning strategies are referred to the EAL department or learning support specialist by classroom teachers or at the time of admission. These students receive assistance either in class or out of class, depending on grade level and individual circumstances. In grades K -2, EAL will primarily be taught in the mainstream classroom. In grades 3 – 5, it will primarily be taught during Japanese lesson time, with those needing intensive support being given extra time.

Middle School – English as an Additional Language (EAL) Students who require more support to advance their English language acquisition may opt for EAL support classes instead of a second non-English language in grades 6, 7 and 8. They may also be recommended or required to do so. EAL support classes meet three times a week in grade 6, four times in grade 7, and five times in grade 8. Within a linguistic genre framework the curriculum of each course is based on projects in which all students can participate; but within each there is differentiation to allow each student to work from and to his or her appropriate stage of language development. Using the writing process and a whole language approach allows students to address their own particular learning needs at the most productive time. The programs are guided by the objectives of the First Steps Literacy Program. A student’s progress against these objectives form specific exit criteria. In addition to the EAL support class, students in middle school may receive short-term in-class individual support. This is across the curriculum and through consultation with EAL department and class teachers.

High School â&#x20AC;&#x201C; English for Academic Purposes (EAP) In grades 9 and 10, English for academic purposes (EAP) support is offered five times a week as a class. Students are given the opportunity to further extend and practice their academic language and thinking skills in these classes. Linguistic genres provide a framework for the curriculum. The classes include discussion, speech making, parliamentary style debating, logic and analysis. There are no support classes in grades 11 and 12. However, students are able to ask for help from the EAL department.

Mother Tongue Program The Mother Tongue Program is supported and coordinated through the EAL department. In keeping with the IB philosophy, maintenance of mother tongue is encouraged and supported at YIS. In the elementary school and in the middle school it may be possible to accommodate mother tongue classes within the curriculum, if students are not taking EAL classes. Extracurricular classes will also be organized where possible. Outside teachers are employed and compensated by the community, with YIS providing classroom space on the premises where possible. Progress of students in mother tongue classes can be included in report cards sent out twice a year. An annual Mother Tongue Festival celebrates the linguistic diversity at YIS. Parents may thus opt for their children to pursue lessons in their mother tongue in place of Japanese language in the elementary and middle school grades, if not following EAL, or students may participate in after-school mother tongue activities when available. Please note that it is not possible to reduce the number of lessons during the normal school day, nor to create a timetable that does not conform to that created by the school, nor to pursue a mother tongue option for a part of an academic year only. The responsibility for providing a mother tongue teacher lies with the parents concerned, as does the full cost of these additional lessons. Mother Tongue classes are currently available in Dutch and French, but the school is open to accommodating additional Mother Tongue language classes if there is sufficient interest and schedules and resources allow.

College and Career Counseling The college counselor/academic advisor works with high school classes and students individually to help plan their academic path through IGCSE and the IBDP. During 11th and 12th grade she works closely with all of our future graduates in preparing them for the next phase in their lives, which most often includes applications to colleges and universities, postgraduate programs, or exploration of career options. In addition to arranging visits from college and university representatives and to local college fairs, she coordinates the annual Bridging the Gap for Students day, which brings members of the extended YIS community into school to speak with students about their careers and life interests.

Campus Security and Access The safety and security of students and staff while on campus is of primary importance. Although Japan has a low crime rate and is generally considered one of the safest countries in the world, the school cannot be complacent and is obliged to take prudent measures to assure campus security. At the same time, we would like to preserve the welcoming, family-like atmosphere that has always been a YIS hallmark. We appreciate the understanding and cooperation of the entire school community in regard to security policies and procedures.

Campus Access Access to the main school campus is restricted to two entry/exit points: the main entrance at the front of the main building, and the west gate, or playground entrance. YIS students and parents may enter and exit the main campus from only these two entry/exit points, except in cases of emergency evacuation (including drills) when other gates may be used for exiting the campus. A security guard is stationed at the playground entrance at all times during the school day to monitor entry/exit and assist with traffic control for classes going back and forth to the gym. Please note that the gate by the modern languages building is kept locked at all times, as are the gates by the Pauli Building and the service gate near the John Inge Building.

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All visitors, including friends and relatives of YIS students and parents, are asked to use the main entrance and sign in/out with the receptionist. There is an electronic door system installed at the ELC driveway entrance closest to the main campus. Both larger gates are opened for circular driveway access during morning drop-off and full-day afternoon pick-up times. At all other times, the gates are kept locked and entry/exit is via the electronic door. The ELC director will provide ELC families with further information at the beginning of the school year.

ID Cards All students and staff are issued photo ID cards and should have these cards available when at school. ID cards are also issued to YIS parents. Although parents are not required to wear these ID cards on a regular basis while at school, we would encourage you to show your card to the receptionist or security personnel upon entering campus for the first several times until they become familiar with you. Also, it is a good idea to wear your ID cards at school events, such as PTSA coffee mornings or Back to School nights, so that other parents can get to know you more easily. Should circumstances dictate a higher level of security at some point during the school year, you may be required to show your ID cards upon entry to the campus.

Library The YIS library is a vital resource for all students, staff and parents of the school. Open from 7:45 am to 5:00 pm every school day and located above the cafeteria in the John Inge building, the library offers a range of resources to support the curriculum, develop life-long learning abilities and foster a love of reading. Library resources comprise books, magazines, newspapers, videos, music and audio recordings, and DVDs, together with computer facilities with Internet and dedicated database access. The library features a study area as well as the IT center and help desk. Parents are welcome to use the library. Adult use of the library provides a good role model for students. Parents may borrow up to eight items for a two-week loan period. A collection for teachers (known as the TRC) is also held in the library and is available to parents. We ask that parents and other visitors help us maintain a quiet and studious atmosphere in the library by refraining from loud and sustained conversations, switching off mobile phones and not consuming food and drink. Please note that young children should not be left unattended. Thank you for your cooperation. Coordinated by the school librarian, YIS has a regular program of visiting authors, illustrators and storytellers to the school. We believe that students gain value from meeting the creators of children's books. These experiences help motivate students to read further and wider.

ITâ&#x20AC;&#x201C; The Connected Learning Community One of the most challenging issues facing educators today is designing schools that provide students with an education suited for a fast- and ever-changing world, and technology is certainly a core element of what defines this 21st century education. While it does not drive learning, technology can open incredible new avenues to enhance and extend learning. Our Connected Learning Community aims to provide ever-present computing and network access for our students on a common learning platform, while further developing our educational practices to increase collaboration, enable flexible progression and differentiated instruction, and more actively reflect a real-world learning environment. Beginning in the 2011-12 school year, every middle and high school student at YIS will be provided a laptop computer with standardized software that they are able to use at home as well as at school. At the same time, we will also be upgrading classroom technology provision in the elementary school. We are confident that providing a common platform for students that can be used outside of school as well as in the classroom will bring many benefits, including helping foster continuity of learning between home and school.

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Connected Learning Community Vision Our Connected Learning Community leverages advanced technologies and progressive teaching approaches to enhance student learning, promote collaboration and facilitate the creation and sharing of knowledge locally and globally. Attitudes and Behaviors Our community will be characterized by inquisitive, discerning, open-minded, and self-directed learners who use technology in a balanced and responsible manner. Learning Environment Ubiquitous access to technology tools and resources will enhance our learning environment, expanding horizons beyond the physical classroom. This will empower YIS learners to access information, collaborate, and exchange ideas within the YIS community and around the world. Actions and Decisions Our actions and decisions will demonstrate responsible digital citizenship, reflect our school values and create a positive online presence. Educational Experiences Educational experiences will be authentic, imaginative, and provide for different learning paces and styles. Learners will be encouraged to become independent and enterprising in order to meet the challenges of a constantly changing world. Community Our Connected Learning Community will provide a sense of identity and belonging that will enrich our overall school community and connect us with others around the globe.

Resources for Parents Our Community Learning Blog serves as a central place for YIS community members to learn, share and collaborate on a wide range of issues relating to the use of technology for learning. Updates are posted after a variety of community learning events, including our monthly Parent Technology & Literacy Coffee Mornings.

Policy We have a Responsible Use Policy governing use of computer and other electronic resources and services by students and others in the school community. (See School Policies, Procedures and Guidelines section.)

Support An IT help desk is located next to the library, and students and parents with school-related IT questions may contact help@yis.ac.jp for tech support.

Cafeteria Food service in the school cafeteria is provided by Zest Catering, a new service provider in 2011-12 committed to providing healthy, nutritious, and delicious meals and snacks. As in previous years, a debit system is employed to enable students, staff and parents to enjoy the food services without the need for using cash on a daily basis. Information on the service and setting up accounts will be provided to families at the start of the school year. A variety of payment plans are available. Menus and other information about the service, as well as log-on for viewing student cafeteria accounts, are available through the Zest Catering website (www.zestcatering.co). Students may also bring their own lunch to the cafeteria, however often they wish. Parents are welcome to stop by the cafeteria for a coffee or snack during school hours (except for the busy lunchtime period). The cafeteria is also used for a variety of school events, including regular PTSA coffee mornings.

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School Store Located at the back of the cafeteria, the school store is open Monday-Thursday 8:15-11:00 am and Friday 1:00-4:00 pm. See the website for additional information. In addition to PE uniforms, the store offers a wide array of YIS-branded goods, from sweatshirts and other Dragons clothing items to backpacks to key chains to coffee mugs and memo pads. They are a good way to show school spirit and they make great presents for relatives and friends! Also available at the store are tickets for YIS concerts and drama performances, as well as classroom supplies such as specialized calculators and recorders.

Parent, Teacher, Student Association (PTSA) All parents, teachers and students of YIS are automatically members of the Parent, Teacher, Student Association (PTSA). The main objectives of the PTSA are to: • • • • • •

Support the goals of YIS Raise funds for specific projects Serve and support parents Be a link between the different interests at the school Give parents the opportunity to get together in a friendly and social atmosphere Provide assistance for families new to YIS

The PTSA holds monthly meetings and invites all parents to attend and take part in the discussions, which include participation by teacher and student representatives. At the meetings, you can meet and get to know other PTSA members and make your voice heard about a range of school-related issues. On behalf of the school the PTSA also recruits parent volunteers as contact parents who serve as a liaison between the PTSA, teachers and parents of students in a particular class (elementary school) or grade (middle and high school). They organize informal get-togethers, share class/grade news and help to promote school events. PTSA volunteers also serve as “mentors” to welcome families new to YIS and help them get acclimated in the community. Through its activities, including hosting of monthly informal coffee meetings, organizing activities and outings for parents, and coordination of the annual YIS Food Fair in early May, the PTSA helps promote a spirit of community at the school. The PTSA is always looking for new ideas and for parents who want to become involved. Further information may be found on the PTSA section of the website. The PTSA also sends out a weekly broadcaster email update on events, activities, and other community information.

School Governance The governance structure at YIS consists of the Board of Directors, the Board of Trustees and the Auditors. There are clear distinctions between the roles and responsibilities of each group; details may be found on the school website. In simple terms: • • • •

The head of school and other school employees manage the school’s day-to-day operations and implement school policy. The Board of Directors, which is elected at the Annual General Meeting, selects and employs the head of school, approves strategic direction for the school, and sets school policy. The Board of Trustees must approve major actions taken by the school (sale of assets, etc.), and generally acts as an oversight body for the Board of Directors. The Auditors must also approve major actions taken by the school (sale of assets, etc.), and generally play an oversight role for both the Board of Directors and Board of Trustees. In addition, they are responsible for submitting an annual report regarding the financial and management status of the school to the prefectural government.

We encourage parents and alumni to play an active role in the school’s governance through membership on the Board of Directors and Board of Trustees and participation in the Annual General Meeting.

International Center for Japanese Culture An exciting new initiative in 2011-12 is the launch of the International Center for Japanese Culture at YIS. The center is designed to bring students and other members of the community closer to the many aspects of the unique and rich culture of Japan through education, arts and culture programs, special guest lecture series and performances. Located in the building formerly known as the Gym Annex, ICJC includes a performance/lecture space, a Japanese tearoom, a Japanese traditional music room, multi-purpose rooms and a multi-media resource facility. At ICJC, you can explore traditional and modern Japanese arts and culture in a wide variety of disciplines— music, dance, film, literature, and visual arts. Throughout the year, the center will offer educational programs, lectures, classes, musical performances and film screenings to the YIS community and the general public. We’re also extremely pleased to host artists and educators from all over Japan who will visit ICJC to create, perform, and share their knowledge with our students and community members. See the ICJC website (www.yis.ac.jp/icjc) for further details.

School Policies, Procedures and Guidelines The sections below highlight some of the key school policies, procedures and guidelines with which students and parents should be aware. The majority of these are directed at middle and high school students, but there are also several sections relevant to elementary and ELC students. Further information may be found on the school website. It is important that you carefully review these policies and procedures with your child(ren) before the start of the school year, and this handbook is intended to serve as a convenient reference should you have questions about these policies at any time during the school year. Please take particular note of the following procedures regarding absences, lateness and leaving school early:

Absence In the case of illness, parents/guardians should notify the relevant principal’s administrative assistant by telephone on the day of the absence: ELC and elementary school students: 045-624-2955 Middle and high school students: 045-625-3545 If the line is busy or there is no answer, you may also call the main school office (045-622-0084). If absence extends for more than one day, students on the first day back to school should hand in a note from a parent/guardian. This should be signed by the parent/guardian, clearly indicating the reasons for the extended absence. This note should be given to the tutor/homeroom teacher, who will in turn pass it on to the principal’s administrative assistant.

Lateness If a student is late, for whatever reason, he/she should first report to the relevant principal’s administrative assistant and then immediately go to class. At the earliest convenient time, the student should report his/her lateness to his/her tutor/homeroom teacher. Parents should also notify the relevant principal’s administrative assistant of the lateness by telephone. If this is not possible, a note from parents should be handed in to the tutor the following day, explaining the reason for lateness.

Leaving School Students may not leave campus during school hours without permission. If sick, the student must first go to the school nurse. The nurse will then make the decision as to whether to send the student home. See Absences and Lateness section of this handbook for further details.

General School Conduct YIS is proud of its reputation as an excellent educational institution, and it is expected that all members of the school community will strive to uphold this reputation.

Fundamental Expectations Regarding Student Conduct • • • • • •

Students should respect themselves and likewise act respectfully to all members of staff, fellow students, and others in the community. This includes respect for all property. Profane or abusive language or gestures are not acceptable. Students should act with honesty and integrity in their academic work and in their interactions with others. Possession, consumption or dealing of alcohol, tobacco or illicit drugs is not permitted under any circumstances. Good community relations are very important to YIS. On school outings, during school-related activities, and when traveling to and from school, students are expected to behave politely and act as good ambassadors for the school. Conspicuous outward displays of physical affection are not permitted; a ‘hands-off’ policy between girls and boys is in effect at YIS and harassment of any description is not accepted. It is expected that student dress will be such that it will not give offense within the school and wider community.

Fundamental Expectations Regarding YIS Community Conduct Parents, teachers, administrators and other members of the community are also expected to act as good role models with regard to the above, but the following are specific expectations. • Concerns should be brought directly to the attention of the appropriate person and speculation and spreading of rumors avoided; • Concerns presented in good faith and through appropriate channels will be addressed conscientiously, and no retributive action will be taken against those who raise such concerns; • Confidentiality of personal information will be respected. (All employees of YIS are ethically bound not to discuss any child, family circumstances or incident with any third party, unless that third party is a professional supervisor or, in rare instances, the Board of Directors.)

Disciplinary Policies and Procedures Please note that, as a private school, YIS reserves the right to take appropriate disciplinary action, including suspension and expulsion, for any activities, whether on campus or off campus, which are considered detrimental to the welfare of the school, student body, or an individual. Within the setting of the school, the following are considered major breaches of discipline and will be brought to the direct attention of the relevant principal and in turn the head of school, who will consult with senior colleagues, and possibly the Board of Directors, before taking any action: • • • • • • • • •

Defiance or open disrespect toward school personnel; Bullying, including verbal torment, rumor generating, ostracizing; Inappropriate use of e-mail or other electronic communications; Disrespect for others, including sexual harassment or overt sexual behavior; Possession, consumption or dealing of alcohol, tobacco or illicit drugs; The use of aggressive or profane language; Disrespect for the environment demonstrated through thoughtlessness or vandalism; Theft of school or personal property; Persistent lack of cooperation or violation of school policies.

Academic Honesty Academic honesty is fundamental to the integrity of any school. It is expected that students show academic honesty at all times throughout the school year—in the classroom, during internal and external exams, and with homework. Recognizing that the Internet and other technological advances have brought new complexity to this issue, guidance is provided to students regarding the definition of plagiarism, proper citation practices, and how to avoid accidental copying or other malpractice.

Malpractice or Misconduct during Examinations Action will be taken if any of the following irregularities take place in the test room: Academic Malpractice • Passing any information from one to another during a test/examination; • Copying from other students or colluding with them; • Using a prohibited aid; • Working longer than the time permitted for the test/examination. Misconduct • Disturbing other students; • Misbehavior or rudeness of any kind; • Refusing to follow instructions. From the outset, it should be known by all students that if they are expelled from any internal school examination for any reason, their test/exam paper will be cancelled and no grade awarded. This also applies when, afterwards, malpractice is found to have occurred during the exam. Additional consequences may also be incurred.

Affiliations YIS belongs to prestigious academic service organizations, such as the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC), and operates examination curricula and conducts examinations under the auspices of the International Baccalaureate (IB), the International General Certificate of Secondary Education (IGCSE) and the US College Board. These affiliations help ensure that YIS academic standards are of the highest quality, and it is a condition of such affiliations that the school is subject to the rules and regulations governing each of these bodies. In the case of external examinations, the school has to conform to the procedures stipulated by the external examining body and also to its regulations regarding conduct of examinations. If student malpractice is established to have taken place during an external examination, it will result in the cancellation of the subject, and in the case of the IB Diploma Program could result in the cancellation of the entire diploma. YIS reserves the right to take additional disciplinary action, providing such action does not compromise the regulations of the examining body. In all such cases the regulations of the examining body are paramount.

Homework and Class Work In the case of plagiarism in homework or class work assignments, first offenders will be warned with a progress report to the parents, and the student’s work will not be assessed. A further incident of plagiarism will result in an in-house detention, after which, a suspension may be imposed. Students should be aware that in high school many assignments require days, and in some cases weeks, to complete. An essential part of the process is effective time management, and all students are advised to plan all assignments carefully and undertake them in a timely manner. A homework schedule is prescribed for grades 6 – 10 and a homework policy is in place for grades 11 and 12. Consistent failure to complete homework assignments is viewed seriously and parents will be notified if a problem develops.

Alcohol, Drugs, Tobacco and Substance Abuse YIS makes every effort to educate students about the inherent dangers to their immediate and long-term health and considerable risks of addiction associated with the use of alcohol, tobacco or other drugs. It is hoped and expected that students will therefore choose to refrain from using such drugs, and will not attempt to induce others to use them. Furthermore, as residents of Japan, all members of the YIS community and the school itself are obligated to respect Japan’s laws. In Japan the drinking of alcohol and smoking of tobacco are illegal for anyone under the age of twenty. In addition, the possession or use of any drugs, other than medications prescribed by a doctor or those available for purchase in a drugstore, are against the law at any age. The school regards extremely seriously any possession, consumption or dealing of alcohol, tobacco, or illicit drugs in any form, while in school, at school-sponsored events, or during school trips, as well as at any informal gatherings or events in off-campus locations where such behavior by YIS students may endanger the safety of others or harm the reputation of the school. In addition, the deliberate misuse of any legal drugs or other substances is likewise viewed with extreme seriousness. Any proven infractions of the YIS prohibitions on the possession, dealing or consumption of alcohol, tobacco or illicit drugs, as well as the misuse of legal drugs or the abuse of any other substance while at school, at school-sponsored events, or during school trips, could be subject to immediate suspension (or expulsion). If suspended, the parents of the student concerned will be notified and required to speak with the head of school, who will consult as necessary with appropriate members of staff. If it is felt that the school can provide help and guidance, the student will be referred to the school counselor. The student may be further required to undergo professional therapy at the parents' expense until sufficient progress has been made. In addition, the student may be put on school probation, restricted from school functions, or required to do community service. Repeated infractions may result in further suspensions or expulsion from the school.

The Disciplinary Process and Consequences All teachers are expected to respond to breaches of discipline. Teachers may request that a student be placed on a daily report to monitor the student’s behavior over time, and they may also issue a progress report regarding a specific incident. In cases of serious or repeated breaches of school discipline, the student may be referred to the relevant principal. ©2011-12 Yokohama International School

Generally, the principal will resolve the issue. This may include asking the student to remain in school after school hours, write a letter of apology, perform some form of school community service, or be excluded from school events or leadership positions. A progress or incident report will also be sent to the parents. In some cases the principal may ask to meet with the parents to explain the situation and to enlist their support. Should the breach of discipline be of a serious nature, the student may be referred to the head of school. The head of school will interview the student in the presence of an appropriate member of staff, and he may conduct further investigations before taking action. Generally he will consult with senior colleagues, especially when a serious situation has arisen; however, the head of school has sole responsibility for any action that he deems appropriate. In the event of a serious disciplinary incident involving a child of an administrator, the chairman of the Board of Directors will also be consulted, and the administrator will not be involved in the disciplinary process.

Suspension YIS disciplinary policies aim to help students learn from their mistakes, and suspension (temporarily excluding a student from school) is undertaken only in cases of serious or repeated violations of school rules. If a suspension is deemed appropriate, it will usually take place the day following the investigation of the incident, the parents will be contacted immediately, and a meeting arranged for all concerned following the suspension. A repeated need for suspension is likely to lead to a request for the parents to withdraw the student. Students could be subject to suspension or expulsion for, among others: • Possession, consumption or dealing of alcohol, tobacco or illicit drugs • Violence • Theft However, depending upon the circumstances, suspension may be imposed for other breaches of school discipline, including academic malpractice. Students who are suspended may be denied the opportunity to make up any missed tests/examinations scheduled on the day(s) of suspension. In this case, all missed work will not be graded. It should be noted that universities may request information regarding any suspensions. It may be appropriate in some cases to impose an in-house detention, usually taking place on the Saturday following the irregularity.

Expulsion In extreme circumstances, and only after consultation with senior colleagues, the head of school may decide to expel a student. He will inform the chairman of the Board of Directors of his intent to do so prior to informing the student and parents. Please note that the decision to expel a student, and therefore full responsibility for the decision, resides with the head of school alone. A parent may challenge this decision by an appeal to the chairman of the Board of Directors, but the student will not be allowed to attend school during this appeal process. The Board of Directors will convene at the earliest possible opportunity, and the parents have the right to appeal directly to the full board at the start of the meeting. The head of school will be expected to state his case for expulsion. The board has the authority to uphold or overturn the head of school’s decision, and its decision will be final.

Dress Codes ELC Dress Code ELC children are not required to wear a school uniform at any time. It is expected that they will wear clothing that is comfortable, safe and appropriate for both indoor and outdoor play.

Elementary School Dress Code (Grades K-5) Appropriate dress, appearance, proper behavior, and cleanliness are vital to each member of the school community. Developing good tastes in attire, good grooming habits, and good behavior is a part of our school program. The appearance of YIS students reflects on the perception and reputation of the school and ©2011-12 Yokohama International School

the overall YIS community. Wearing inappropriate clothes to school can have a negative influence on the educational process and the tone of the school. Students attending field trips or activities outside the school grounds must wear a red school t-shirt or sweatshirt. During PE class, they should wear a YIS house T-shirt, grey or white shorts, and sports or indoor shoes. These are the only school uniform requirements. Each student, with the advice and counsel of his/her parents or guardian, should dress in a manner that is appropriate for school and its related activities. Students dressed modestly will generally have no problems complying with the student dress code. The following guidelines are used in determining the appropriateness of a student’s attire. Student dress, apparel, ornament (jewelry), or grooming: • • • •

Should not be detrimental to the health and safety of the student or other students; Should not be detrimental to the educational process or educational climate; Should be consistent with age-appropriate standards of modesty and decorum; Should be free from words, slogans or pictures that advertise drugs, alcohol or sex or which contain vulgar or offensive writing, racial slurs, suggestive pictures or emblems.

The elementary school principal is responsible for the enforcement of the student dress code. Her judgment will be used for the determination of proper or improper dress and behavior of students. Students who are found to be in violation of the dress code are subject to disciplinary action, which may include calling parents to bring a change of clothes and counseling the student. Continued violation of the dress code could result in suspension and meeting with parents. All clothing is to be worn appropriately and in the manner for which it was designed. The school reserves the right to establish rules during the school year regarding new fashions in dress. The following rules for dress, apparel, ornament and/or grooming apply: • • • • • • • • • • • • • •

Outer clothing that resembles loungewear, pajamas or underwear is not permitted. See-through clothing is not permitted. Jeans or trousers should be worn on the hip or waist, not sagging. Proper underclothing that insures modesty is required. Shoes/sandals must be worn at all times. Cleated shoes are prohibited inside school buildings. Shoes with roller equipment attached are not permitted. Clothing that is so tight as to be immodest is not permitted. Clothing that has holes cut or torn is not permitted. Shorts appropriate for young children are permitted. Halter tops, backless blouses, tube tops, strapless blouses and dresses, sleeveless T-shirts, bike shorts and short-shorts are prohibited. Fads and styles in dress that differ extremely from conventionally accepted standards are not permitted. Hair must be well-groomed; extremes in style and color should be avoided. Students may not wear hats or caps inside school buildings. Extremes in clothing style, color, pattern and fabric should be avoided. Sunglasses are not to be worn inside school buildings.

Middle/High School Dress Code (Grades 6-12) There is no official uniform for students in grades 6-12. However, the following dress code must be observed. Boys: Trousers, jeans, respectable length shorts. (Torn/frayed/cut-offs not allowed) Girls: Trousers/jeans, clothing that is not low cut, skirts/culottes, shorts (must be of moderate length; torn/frayed/cut-offs not allowed). Boys and Girls: Trousers should not be excessively baggy/saggy and should not trail along the floor or under shoes. Frayed jeans are not acceptable. Combat or camouflage clothing is not permitted. Shirts, T-shirts, sweatshirts may be worn; however the torso, the midriff and shoulders must be covered. No see-through clothing. All types of shoes and sandals may be worn (except ‘geta’, ‘flip-flops’, spiked heels, stilettos, high platform shoes and high-heeled shoes), provided they are clean and have heel support (for safety reasons). Decoration on clothing may not include writing that promotes consumption of alcoholic beverages or drugs, obscene writing or pictures, or writing that puts down the school, races, religions or minority groups.

No hats (baseball caps or others), heavy coats or jackets should be worn inside school buildings. Please note that students will be advised if they wear clothing that is considered inappropriate. It is not considered moderate if it draws attention. Students are expected not to wear the same clothes to school again. General Appearance At all times students are expected to be clean, neat and modestly dressed. Boys should be clean-shaven. Makeup and nail polish should not be noticeable; jewelry should be discreet. For ear jewelry, single studs or small earrings may be worn. Multiple earrings are not permitted. Excessively dangly earrings are not permitted. Facial jewelry, pierced or otherwise, is not allowed. No pocket dangly key chains, dangly neck chains or dangly waist chains. Decisions regarding certain types of fashion, hairstyles including color, clothing and jewelry may be made as circumstances necessitate. Hair should be kept neat and tidy. Cellular phones (except in case of emergencies), iPods and other portable music players etc. are not to be used on campus (exception to this is the use of headphones in the library by grade 11 and 12 students during study hall and in the cafeteria by grade 12 students during study hall). Students are responsible for all personal items brought to school. Visible tattoos, either temporary or permanent are not permitted.

Grades 6-12 Formal Dress Code To be worn on occasions designated ‘Formal’ by the head of school: • • • • • • •

White or pastel (solid color) collared shirt (boys/girls) or white or pastel (solid color) collared blouse (girls). Clothing should not be low cut. Dresses may be worn provided that they are respectable, not low cut and are of modest length in the case of short dresses. They must not compromise the dress code unduly. Tie (boys). Dark (solid color) trousers (boys/girls) or dark (solid color) skirt (no jeans, or casual fashion trousers; modest skirts). Sensible shoes appropriate to the occasion (no sports shoes/trainers/high heeled or platform shoes). Jewelry should be discreet. Jackets, if worn, should not be casual bomber-style.

Physical Education Uniform All students, with the exception of ELC students, are required to wear a PE uniform with a tracksuit during cold weather and appropriate footwear. Students should not wear watches, long chains, bracelets, earrings or rings during a lesson (for safety reasons). The responsibility for jewelry lies with the student. The school PE uniform consists of the following items: • YIS House T-shirt • Grey YIS sweatshirt and pants (optional) • Grey or white shorts • Sports or indoor shoes

Absences and Lateness There is an expectation that students attend the full school year as indicated in the school calendar. Absence from school due to extra holiday commitments or family excursions cannot be classed as ‘excused’ by the school at any time. Notifying the school in advance of any such absence does not make the absence excused. Absence due to illness or emergency, religious observance, legal requirement or family bereavement will be classed as excused. Absence caused by short notice requirements from parents’ employers may also, at the discretion of the head of school, be classed as excused. Absence caused as a result of travel arrangements/connections in the period around official school holidays cannot be classed as excused.

Absence due to visiting colleges or participating (playing) in out-of-school events that are seen to be supporting the profile of the student will be excused. Students taking leave of absence to watch an event not sanctioned by the school will not normally be excused. In the middle and high school, all work missed as a result of absence must be made up by the student. Please note: If major tests or examinations are missed due to unexcused absence, then makeup tests will be required upon the student’s return to school. These make-up tests will take place outside of normal school time, and invigilation fees will be charged to the parents (these will be at the usual rate paid to invigilators). •

All students who are absent from school in excess of a total of twenty school days in any academic year will be referred to an academic promotion panel to confirm the advisability of progressing into the next grade. A record of unsatisfactory attendance will be entered onto the official school transcript.

•

Absences due to sickness and injury will, generally, not count to this period, however, if it is felt by the academic promotion panel that progress into the next grade is severely compromised due to absence, the student may be asked to repeat the year.

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When the academic promotion panel convenes, it is requested that both the student and parent(s) be present.

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Any senior (grade 12) student recording unsatisfactory attendance will normally not graduate.

For grades 9-12 students: In order to be awarded a Carnegie credit at the end of the year in any course, it requires not only a passing grade but also a minimum of 108 hours of attendance. If this is not achieved, the options are: a) to repeat the year b) to embark on a creditworthy course during the summer vacation c) to repeat the course in the remaining time in high school without compromise of other courses. If the number of credits in any curriculum area falls short of the YIS high school diploma requirements, then graduation is not possible. The above policy may be waived only under exceptional circumstances, and only at the discretion of the academic promotion panel. (The academic promotion panel will consist of the class teacher/tutor, secondary principal, academic advisor, head of academics, and head of school.) For elementary students All absences will be recorded and noted on the child’s written reports for semesters 1 and 2. Extensive absenteeism in may result in a student being retained at his/her grade level. Elementary school students should arrive at school by 8:20 am ready to participate in the elementary school morning assembly. Students who arrive after that time have to present their homeroom teacher with a “late note” issued from the principal’s administrative assistant. Late arrivals are recorded in the student’s school records.

Excused Absences In the case of illness or emergency, parents/guardians should notify the school by telephone by no later than 8:30 am on the day of absence. If absence extends for more than one day, students on the first day back to school should hand in a note from parent/guardian. This should be signed by the parent/guardian, clearly indicating the reasons for the extended absence. This note should be given to the classroom teacher (elementary) or tutor (middle/high school) who will in turn pass it on to the administrative assistant to the relevant principal. In the case of all other excused absences, prior consent from the relevant principal is required. A letter from the parent/guardian clearly indicating reasons for absence should be forwarded to the administrative assistant to the relevant principal as well in advance as possible before consent can be considered. This will then be passed on to the principal for further action. A standard letter for such purposes may be obtained from the administrative assistant or the school office. For excused absences, students should catch up on missed work. Subject teachers will allow a reasonable time period for ‘catch up’ clearly indicating to the student appropriate deadlines for assignments.

Unexcused Absences All work missed as a result of absence must be made up by the students.

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All assignments due on the day(s) of absence will be accepted by subject teachers upon return to school; however, certain penalties on grading may be imposed. Please refer to ‘Assignment Deadlines’ below. Assignments handed in prior to due date will be accepted without penalty. A record of unexcused absences and/or tardies will be kept on every student and repeated violators may find that any recommendations that they may require upon leaving YIS will be adversely affected.

Please note that the school is also obliged to comment on repeated unexcused absences and/or tardies when compiling recommendations for students. Tutors will keep a record of unexcused absences and the relevant principal notified of those students with unexcused absence. Repeated truancy could result in suspension or expulsion. It should be noted that any student who is absent from school without the knowledge of his/her parents/guardians will face detention. This will require the student making up time outside of the normal school day under supervision at a time designated by the principal. At the end of the first semester, a letter will be sent out to all parents whose children (middle school/high school) have: • accumulated 10 or more unexcused tardies, • accumulated 12 or more absences for whatever reason.

Lateness It is the responsibility of all students to arrive at school on time. For elementary school students, this means gathering in the playground for morning assembly (or in the classrooms in case of bad weather) by 8:20 am. For middle school and high school, students are expected to assemble in their tutorial groups in a designated classroom for morning registration by 9:00 am and in rooms for the start of the first class after lunch. Grades 9 – 12 students should report to tutor rooms every Monday by 8:30 am and, additionally, grades 11 and 12 students will be asked to report for some classes on Wednesdays at 8:30 am. Failure to meet these times without a valid excuse (reasons beyond the control of the student) will be considered as ‘unexcused tardies’. If a student is late, for whatever reason, s/he should first report to the relevant principal’s administrative assistant and then immediately go to class (if morning registration has already finished). At the earliest convenient time, the student should report her/his lateness to the tutor/homeroom teacher. Parents/guardians should also notify the school of the lateness by telephone. If this is not possible, a note from a parent/guardian should be handed in to the tutor the following day, explaining the reason for lateness.

Sanctions For ‘Unexcused Tardies’ (Middle/High School Students) i.

Any time missed from school due to unexcused lateness will have to be made up under supervision at a time decided by the secondary principal. The length of make-up will be commensurate with the amount of time missed from school due to lateness. Make-up time may involve catch-up work, helping teachers after school or other tasks that may require student assistance on school campus.

ii.

Lateness for registration in the morning or the period after lunch will automatically count as 15 minutes of lost school time and this will have to be made up at the end of each school week (after the final class on Friday afternoon). The format of this detention will be the same as in (i) above. Should the detention time conflict with an after-school activity, the student will be given an alternative day.

iii. Parents/guardians of those students with a poor punctuality record will be notified and requested to come in to school for a meeting with the relevant principal. Discussion will focus on the student’s punctuality and ways to resolve the situation before becoming too serious. It should be noted that repeated lateness will be regarded as a serious breach of school regulations and could result in suspension.

Assignment Deadlines Unless a valid excuse (clearly explained in a letter written and signed by a parent/guardian) can be given to the subject teacher on or preferably before the deadline date, failure to meet assignment deadlines will result in sanctions being taken. In some cases, and at the teacher’s discretion, this may result in work being downgraded.

Catch-up Work Upon returning to class, as soon as possible the student must speak with the subject teacher about any work that has been missed due to absence. The subject teacher will then assign a classmate who can pass on notes, homework assignments and other catch-up work.

Leaving School Early If students need to leave campus early during the day, parents/guardians must notify the school in advance by letter. This letter should clearly indicate the reasons for early dismissal and the time at which the student is requested to leave. It should be handed in to the tutor/homeroom teacher during registration, or to the relevant principal’s administrative assistant prior to leaving school. The administrative assistant will issue the student a note indicating that he/she may leave campus. This note should then be given to the receptionist at the main entrance or the guard at the playground gate when leaving. It is the responsibility of the student to notify his/her tutor/homeroom teacher of any intended appointment that requires early dismissal and all class teachers affected by the student’s absence. As far as possible, medical/dental appointments should be made outside of normal school time. In the case of illness during the school day, the student must first report to the school nurse. If the illness necessitates early dismissal to return home, the nurse will first contact the parents/guardians and then issue a note indicating that the student may leave campus. This should then be given to the receptionist at the main entrance or to the guard at the playground gate upon leaving campus. Only the nurse can make the decision to send a student home (for illness). No student will be dismissed until parental contact has been made. Unless in real emergencies, students should first inform their subject teacher before going to the infirmary. If returning to class, the note from the nurse should be handed in to the teacher upon return. Please note: Without a prior request from parents/guardians, a student will not be allowed to leave campus early. In the case of last-minute requests for students to leave early, parents must speak directly with the relevant principal’s administrative assistant at the earliest possible instance. Additionally, it is expected that elementary school children leaving campus early for any reason will be picked up by a parent/guardian; if a parent wishes to allow their elementary school child to leave campus early on their own, this must be communicated directly to the principal’s administrative assistant and/or the school nurse.

Off-Campus Privileges for Grade 12 Students In 2011-12, grade 12 students will be allowed off-campus privileges starting Monday, October 31st. Grade 12 students will be required to have their parents sign a letter indicating that the student has permission to leave campus early. These privileges will be limited to periods 7-8, provided students have no classes for the reminder of the day. All students will be required to attend tutor group for attendance and reading of the daily notices in the morning. As it is a “privilege” this will be limited to students who are achieving at an acceptable level and demonstrating good effort in all their classes and will be granted at the discretion of the secondary principal and high school vice-principal, who will consult with teachers about student achievement and effort in each of their classes prior to these privileges being granted. Students who leave early will be required to sign out in the secondary office so there is a record of them leaving school. After signing out, they will be provided with an “exit slip” which will be handed in to school reception on their way out the front door of the school. Please note, any student who fails to follow these procedures will immediately have their privileges revoked. Privileges will also be reviewed if concerns are raised about a student’s academic performance.

Grades 11 and 12 Study Halls Students in grades 11 and 12 will naturally have a number of periods each week that are designated as “study halls,” with the operative word being study. Grade 11 students have two options for study hall: 1) Students may work quietly in the grade 11 workroom ©2011-12 Yokohama International School

in the Main Building or 2) Students may work quietly in the library, either in the silent workroom or in the main area. Regardless of which area in the library is selected, students must follow all library rules. Of particular note are the following: • • • • •

Please respect the atmosphere of the library by remaining quiet at all times. The library may be used throughout the day, including lunchtimes, for silent private study and reading. Please do not use the library for chatting and meeting friends. Mobile phones should not be used. In the library, computers should be used for academic purposes only.

Students who are unable to follow the above rules will be asked to leave the library and will be reported to the high school vice-principal. Remember, independent study halls are a privilege designed to provide students with an opportunity to complete schoolwork and are intended to help students develop a degree of independence and self-direction. Students who are repeatedly unable to behave appropriately or are disruptive in the library or grade 11 workroom will lose this privilege and have supervised study halls in their place. Grade 12 students have the additional options of the senior lounge or cafeteria as an alternative to the library. If a grade 12 student elects to use library for a workspace during study halls, it is expected that they will abide by the requirements set out above. Students using the cafeteria will be expected to respect the space, behaving in an orderly fashion and cleaning up the area after use.

Language Policy Rationale This section is designed to inform teachers, parents and students about our philosophical beliefs pertaining to language use, language teaching and language learning at YIS. It will be the foundation for decision‐making about programs and approaches to teaching and learning, and other policy and procedural matters. The language policy was written during the 2008-09 academic year and will be reviewed in the 2012-13 academic year.

YIS Language Philosophy At YIS we share the following common beliefs about language. • • • • • • • • •

Language is central to almost all learning. Language is used to construct meaning and deepen our understanding of the world. Language is best learned in an authentic context. Language is used in different contexts and an understanding of how to match our language choices to a situation is essential to success in a society driven by communication. Our approach to language at YIS underpins our identity as an international school. All teachers are teachers of language and, as such, need to teach their students explicitly how to engage with the language conventions and vocabulary of their subject area. Maintaining a student’s mother tongue promotes successful academic and cognitive development. Learning a second language is beneficial to cognitive development and will help students become more open‐minded and better communicators. Learning Japanese, the language of our host country, is encouraged.

Principles of Language Learning •

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Since our primary language of instruction is English, English should be spoken in the classroom, hallways and playgrounds, and school‐sponsored events. Exceptions to this principle are students in another language class, students needing clarification or translation into their mother tongue, or all students in the social situation being able to speak and understand the language being used. Language should be used as a means of inclusion. Language instruction must be included in all aspects of the curriculum. Students learn best when they are actively involved in listening, speaking, reading and writing. Language learning is best conducted in an authentic context using meaningful and engaging language tasks.

• • • • • • • • •

Students learn best when they receive continuous feedback and learn to self‐assess. Teachers must model effective communication methods. Where possible, teachers will differentiate tasks and expectations to suit students’ language levels. Use of language must be assessed using a balance of authentic assessments, both written and oral. Results from tests, such as the ISA, IGCSE, IBDP and SAT, which are externally moderated and internal assessment tools, may be used to determine the effectiveness of our language program, and provide teachers with a focus for future needs. Where the conventions of communication are unique in a given subject, the appropriate scaffolding must be in place to encourage students to succeed (i.e. lab report, literary essay, letter). Some students need to be supported in their language learning. Appropriate support will be provided, based on availability. Teachers will explicitly teach their subject’s vocabulary. In some cases, an English as an Additional Language (EAL) or an English for Academic Purposes (EAP) course is more appropriate than learning a new language.

Roles and Responsibilities Students will • Be aware of YIS’s language policy. • Take an active role in language learning. • Seek a wide range of language opportunities. • Make good use of YIS’s resources such as the library and IT. • Seek help when it is needed. • Do their best to develop a second language if appropriate. • Have an opportunity to learn the language of our host country, Japan. Teachers will • Be aware of YIS’s language policy. • Explicitly teach the language conventions of their subject. • Model effective communication. • Help students find appropriate language resources. • Differentiate between student’s language needs in planning, teaching and assessing student work. • Provide timely and effective feedback about language development to the students and their parents. • Refer students who are not developing the requisite language skills to the Student Support Services team. • Use a range of assessments and teaching strategies. Parents will • Be aware of YIS’s language policy. • Encourage and provide opportunities for their child to maintain their mother tongue. • Provide a range of appropriate texts for their children. • Monitor their child’s progress and communicate concerns through the classroom teacher first. Administration will • Provide adequate resources and staffing for the school’s language programs. • Ensure consistency across all sections of the school in the delivery of language instruction, assessment and reporting. • Ensure that teachers are able to take the Teaching English as a Second Language in the Mainstream course (TESMC). • Instigate a regular review of the language policy.

Second Language • • • • •

In grades K – 1, students can study Japanese or opt to study their mother tongue, even if in the EAL program. In grades 2 – 5, students will study Japanese or opt to study their mother tongue if not in the EAL program. In grades 6 – 8, students must study two languages other than English. Japanese is taught at different proficiency levels from beginners to native speakers. Modern Languages are taught as non‐native languages, starting in the sixth grade. The proficiency level is linked to the grade level. A student joining these language classes after the sixth grade will need to catch up through private tuition.

English as an Additional Language (EAL) Goals The EAL department will provide a program to help EAL students become proficient in English for social interaction and academic success so as to encourage autonomy in their language learning.

Philosophy – Principles • • • • • • • • • • • • • • • • •

Students will be brought up to mainstream level as quickly as possible. EAL is connected to general language and literacy policies and practices. EAL is best learned in context. All teachers are teachers of EAL and will use appropriate strategies when teaching specific subject content. Collaborative partnerships between mainstream and EAL teachers are essential. Students requiring EAL support will receive EAL support where appropriate. Mother tongue language learning is important for second language acquisition so will be encouraged and, where possible, facilitated. The EAL learning continuum will be explicit and based on “First Steps.” In ELC through grade 5, complete beginners in English will be accepted. In grades 6 – 10, students who can access the program with available EAL support will be accepted. In ELC – grade 2, EAL will primarily be taught in the mainstream classroom. In grades 3 – 6, EAL will primarily be taught during Japanese lesson time with those needing intensive support being given extra time. In grades 6 – 10, EAL/EAP will be a specific program considered as Language B for assessment. Assessment data will be used to inform teaching. The program will have criteria for entrance and exit. Reporting will be as a single subject. The EAL department will provide a language resource center for students in grades 6 – 12. Non-EAL students should not be in EAL classes.

Teaching • • • • • • • • • •

EAL and mainstream teachers will provide a framework for learning to help all EAL students reach their potential. EAL teaching will be contextualized wherever possible. EAL teaching will be proactive, with a program related to the needs of each student and based on the First Steps continuum. Language skills and content taught in EAL lessons should be transferable across subject areas. EAL lessons will be planned with specific goals and assessments aligned to criteria and standards. EAL lessons will be documented. Assessment will be explicit and made known to students. Modeling and suitable scaffolding will be used. Students’ progress will be tracked and monitored and reported. Assessment will be authentic and varied.

Mother Tongue The Mother Tongue Program is supported and coordinated through the EAL department. In keeping with the IB philosophy, maintenance of mother tongue is encouraged and supported at YIS. In the elementary school and in the middle school it may be possible to accommodate mother tongue classes within the curriculum, if students are not taking EAL classes. Extra-curricular activity classes will also be organized where possible Non-YIS teachers are employed and compensated by the community, with YIS providing classroom space on the premises where possible. Progress of students in mother tongue classes can be included in report cards sent out twice a year. An annual mother tongue festival celebrates the linguistic diversity in YIS. The Options Parents may opt for their children to pursue lessons in their Mother Tongue in place of Japanese Language in the elementary and middle school grades, if not following EAL. OR Parents may wish to provide a mother tongue opportunity at a set time on the weekend. ©2011-12 Yokohama International School

OR Students may follow after school activities, when available Please note that it is not possible to reduce the number of lessons during the normal school day, nor to create a timetable that does not conform to that created by the school, nor to pursue a Mother Tongue option for a part of an academic year only. Organization and Cost The responsibility for providing a mother-tongue teacher lies with the parents concerned, as does the full cost of these additional lessons.

Admissions Elementary School: Students may enter the elementary school at YIS regardless of the level of the student’s proficiency in English. Middle School: In the middle school, students must have sufficient competency in English in order to benefit from our academic programs. For this reason, basic reading, speaking, and writing proficiency are required for admission. If the student’s first language is not English, they should be able to demonstrate that they are proficient in their mother tongue at their grade level. High School: Since our high school academic program is geared toward students who are planning to go to college or university, students should have academic English proficiency commensurate with the grade level for which they are applying.

Teaching EAL Students in Mainstream Classrooms Since almost all classes contain EAL students and all teachers are teachers of English, all teachers are encouraged to take the TESMC course offered by YIS unless the teacher has taken a similar course recently.

Assessment Philosophy and Policy YIS Assessment Philosophy Assessment at YIS is integral to all aspects of the curriculum. Assessment is not only a means of measuring student achievement; it informs decisions made by teachers and students about what will be learned and how it will be learned. Assessment will be authentic, informative, personalized and collaborative, involving teachers, students and parents. Constructive feedback will be provided through a balance of formative and summative practices that inform the teaching-learning cycle. Our assessment practices will reflect our international context, as well as the ethos and values of this school community. YIS encourages effective assessment practices that promote learning by inspiring, motivating and challenging all learners, in order to develop students who are: independent, inquiring, confident, reflective, knowledgeable and embrace lifelong learning as part of an effective learning community.

Purposes of Assessment Assessment is an integral part of the school’s curriculum alongside the strategies and methodologies used in teaching and the outcomes and standards used to inform learning. It is considered by Black and Wiliam to refer to “all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black & Wiliam, 1998: 2). It therefore denotes a complex series of processes, some fundamental characteristics of which are described below.

Forms of Assessment Formative Assessment Formative assessments can come, for example, in the form of monitoring and commenting or questioning a student when engaged in an activity; a teacher being conscious to extend waiting time when waiting for ©2011-12 Yokohama International School

answers to whole class questions; and comments generated by self/peer/teacher assessment on a piece of work. Through a variety of methods, ongoing and regular assessment will be used during the teaching and learning process to inform teachers and students about how learning is developing. Formative assessment and teaching are directly linked and provide feedback that is actually used to adapt the teaching and learning strategies to meet the learner's needs.

Summative Assessment Summative assessment happens at the end of a teaching and learning process or experience and is planned for in advance. The assessment is designed so that students can demonstrate their learning in authentic contexts and apply it in new ways. Summative assessments may take a variety of forms including, for example, lab reports, essays, examinations, presentations, tests, projects, etc. The YIS Assessment Philosophy and Policy requires assessment practices in the school to conform to those described above and also to follow the characteristics below.

Characteristics of Effective Assessment Collaborative Meaningful dialogues between teachers, students and parents concerning planning, reflecting upon, supporting and reporting on assessment procedures will take place. They will take place at any point in the teaching and learning cycle and involve a variety of exchanges between a variety of participants.

Authentic Real world tasks will be engaged in, which demonstrate the meaningful, effective and creative application of essential knowledge and skills.

Personalized Tasks and assessment can and will be negotiated, differentiated, self-directed, cooperative and allow choice. A personalized approach to assessment will provide a range of learning opportunities that are matched to students’ needs, interests and aspirations. It will capitalize on their strengths and meet their needs by providing positive learning experiences to secure their success (QCA, 2004).

Approaches to Learning and Assessment All learners will be expected to demonstrate that they are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective and they should reflect on their development of these characteristics. Attitudes are explicitly taught and emphasized. Student reflections and teacher observations are documented and these records will show the development and demonstration of targeted attitudes over time, for both spontaneous and planned activities.

Roles and Responsibilities Teachers’ responsibilities include: • providing a range of opportunities for active participation in assessments that support the teaching and learning cycle • using a balance of both formative and summative assessments • being considerate of the students prior knowledge, learning styles, interests and experience • using assessments to adapt the teaching and learning process, for example by providing differentiated learning • creating opportunities for reliable and valid assessments that are useful and appropriate indicators of the stages of students development • creating authentic assessments that demonstrate meaningful application of essential knowledge and skills • communicating constructively with students, parents, colleagues and supervisors as appropriate • providing reasonable notice of summative assessments where preparation is necessary • having a clear and documented rational for all key student assessments Homeroom tutors’ responsibilities include: • where applicable feeding into the reporting system and communicating with teachers, students, ©2011-12 Yokohama International School

parents, members of Student Support Services and senior leadership team as necessary Students’ responsibilities include: • being active participants responsible for their own learning and assessment, for example, seeking and acting upon feedback, setting and meeting their own goals and deadlines • communicating constructively with teachers, parents and their peers Heads of departments’ responsibilities include: • ensuring that opportunities are created for collaboration and moderation in designing and evaluating assessment within and across subject areas and year groups • ensuring teachers continually review and reflect on their assessment practices • being knowledgeable of the assessment practices employed within departments and ensuring a consistency of approach • guiding, coordinating and collaborating in the assessment practices of the school Senior Academic Leadership Team responsibilities include: • providing time for teachers to plan and prepare tasks and assessments which includes time within departments, across subject areas and both within and between grade levels • ensuring teachers continually review and reflect on their assessment practices (appraisal) • ensuring students, teachers and parents are all part of the assessment and reporting process • leading, coordinating and collaborating in the assessment practices of the school Parents’ responsibilities include: • being active participants in assessment practices • supporting student learning • help create a holistic learning environment • taking opportunities to reinforce school learning • communicating constructively with students and teachers

Tools of Assessment As stated in the YIS Assessment Philosophy, “assessment will be authentic, informative, personalized and collaborative, involving teachers, students and parents.” To help students and teachers plan assessments effectively and to ensure a balanced approach to assessment, below is a list of examples accompanied by a typology of assessment. The purpose of the examples is to exemplify the philosophy, offer descriptions of some assessment and tasks and their possible purposes, aid in planning and tracking assessment and also to work in accompaniment with the YIS appraisal process and help teachers assess their own assessment practices. It is envisaged that assessment strategies below will be based on criteria shared with the students in support the aims of an ‘assessment for learning’ approach. A balance between formative and summative assessments is also assumed and many of the examples below can be used for both purposes. A student portfolio should also be made up of a variety of tools and a balance of those below should be included to ensure a representative view of student achievement is provided. Examples of Strategies for Assessment Examination - an activity which is in a controlled environment and is aimed at measuring student performance over the whole course taught to date Test - a formalized, in-class and controlled activity where students have been given notice in advance Quiz - an assessment on a small part of a unit, or through an informal class activity, given after the completion of a particular topic Lesson Reviews - short verbal or written questions to assess student understanding Formal Essay - extended piece of independent student work which can reflect a student-generated title, a teacher-set title, be open or closed in nature and may have guiding questions; generally speaking, as students progress in age, this activity will move from descriptive to analytical or evaluative and increasingly have a formal structure dependent upon the subject area

Research Project - involves both teacher guided and/or independent student work done both in class and/or as homework Journal Writing - continuous-assessment activity, which can be part of class work or homework Field Work - off-site data collection for analysis and interpretation Practical/Experimental Work - involves both teacher guided and/or independent work; this activity is usually in a lab or specialist room involving specialist equipment Performance/Presentation - requires a student to verbalize or actively demonstrate their understanding of a topic or concept Group Work - collaborating with one or more other students to achieve learning outcomes by effectively combining the knowledge, ideas and the talents of the group members; note that individual student performance should be acknowledged as well as the group performance Observation - systematically viewing and recording student behaviors and approaches to learning Conference - a formal or informal meeting between the teacher and the student to discuss and reflect upon learning (may also include parents) Self-assessment - students evaluate their work and reflect on the process they went through to produce it Examples of Devices for Clarifying Criteria and Reporting Assessment Criteria - a standard or description of behavior on which an assessment is based Rubric - a scale with achievement criteria that describes achievement levels for specific tasks Checklist - a list of desired learning outcomes (e.g. actions, attitudes, etc.) which are ‘checked off’ as they are observed Rating scale - a simple multi-point range (from high to low), used to judge extent to which a student demonstrates specific behaviors, attitudes or understanding Anecdotal records - a short narrative used to objectively report student behavior and approaches to learning Continuums - visual representations of developmental stages of learning which show a progression of achievement or identify where a student is in a process Exemplars - samples of students’ work that serve as concrete standards against which other samples are assessed External Examinations PSAT- Preliminary SAT: an optional standardized test, taken by 10th and 11th grade students, to gauge academic standing and prepare for the SAT SAT - Used in some countries as a standardized test for college admissions. Administered outside of normal school hours, at various times of the year TOEFL - Test of Other or English as a Foreign Language: a standardized test used measures student ability to communicate in English at colleges and universities. Important for university admissions and is administered at various times of the year ISA - International School Assessment: a standardized test developed for international schools. Aims to evaluate student academic achievement, providing benchmarking data according to grade level. YIS students from grades 3-9 sit this exam once a year in February IGCSE - International General Certificate of Secondary Education: an international program, taught in Grade 9 and 10 at YIS, which culminates in external examinations at the end of 10th grade ©2011-12 Yokohama International School

IBDP - International Baccalaureate Diploma Program: an international program, taught in grades 11 and 12 at YIS, which culminates in external examinations at the end of 12th grade. Results are used for universities admission in most countries.

Assessment and Reporting Assessment and Reporting in the Early Learning Center Formative assessment forms the large part of assessment of young children, where effective assessment is viewed as a process that aims to enrich the children’s learning and development in which our understanding of children’s learning, acquired through observation and reflection, can be used to evaluate and enrich the curriculum we offer. Observation, reflection and documentation are ongoing strategies used. The teacher observes, reflects and documents in order to: • • • •

build up a clear picture and understanding of who the student is and his/her interests and dispositions identify the student’s mode of thinking assess the effectiveness of the environment, both physical and conceptual, on the student’s learning extend and scaffold the student’s learning by framing questions designing learning contexts and providing provocations

Pedagogical documentation as a methodology Documentation refers to the whole variety of practices such as video and audio recording, photographs, transcripts, observations, the preservation of artifacts, discussion, dialogue, and representation. The act of documentation becomes, in itself, a learning process for both educators and parents, where documentation, as a pedagogical tool, makes learning visible and contributes to the process of making learning more effective, more engaging, more life-enhancing. Through documentation students’ thinking is made visible. A process of understanding is developed as to how thinking processes develop and how they can be supported. By documenting conversations, small group work and class discussions speech is recorded as well as the actions of children. Often the teacher takes on the role of a researcher and seeks a specific focus or question in their investigation. Documentation can take many forms. It can be a visual representation, audio or video recording, transcript of a conversation or photograph. It can be anything that helps to illuminate the thinking of students. After documentation begins the analysis, interpretation and evaluation by the teacher and groups of teachers to gain multiple perspectives into the expression of children. Documentation is then shared and returned to the children and school community to learn from and make learning visible. Sharing of documentation Documentation is shared through school displays, portfolios, and school websites. Written report / portfolio: In the Early Learning Center, a narrative report is sent home supported with the portfolio that documents the process of learning of the child, both individually and within a group at the end of the first semester and the end of the school year. The portfolio is made accessible throughout the year for families to view and to take home. Student-Parent Interaction Day: Student-Parent Interaction Day is held two times per year (October and March), where the child becomes the guide to show his/her parents his/her learning through the experiences and spaces of the ELC. Parent-Teacher Conferences: Conferences for each family are scheduled two times per year (October and April) Action Portfolio Class: In Physical Education and Music children’s progress may be observed in action during their lessons. It may not be a specially prepared class, but simply a chance to experience part of the child’s day. Action portfolios take place in January.

Unit Sharings Unit Sharings are a way to share the progress or culmination of a Unit of Inquiry. Parents are invited to celebrate the children’s learning. Parent Information Evening: An evening devoted to sharing of on-going classroom inquiries or projects in depth is held in April. The evening aims to provide dialogue with parents to strengthen the connections between the cultures of home and of the ELC.

Assessment and Reporting in the Elementary School Reporting takes various forms in the Elementary School. It happens frequently though the school year providing regular feedback. Teacher/Student Teachers use feedback to inform students of strengths in a their work that match given criteria and by giving specific ways to develop towards their goal. Feedback is timely so that it is valuable at that point in the student’s learning process. Feedback can take different forms: written, oral, demonstration or as an interchange between student and teacher as the teacher assists a student to self-assess their work. Portfolios This collection of work is designed to give insight into the range of activities that have taken place at school in the classroom and some single subject areas. The work included not only demonstrates what a child knows, but other essential elements of the Primary Years Program such as their understanding of important concepts, the development of essential skills and the kinds of attitudes they bring to their work. Portfolios of student work are sent home at the end of the first semester. They are made available to parents throughout the school year. Portfolios are sent home at the end of the second semester and are brought back at the beginning of the next school year to be reviewed by the next teacher during the first month of the school year. Action Portfolio In Drama, Physical Education and Music children’s progress may be observed in action during their lessons. It may not be a specially prepared class, but simply a chance to experience part of the child’s day. Action portfolios take place in December. Unit Sharings Unit Sharings are a way to share the progress or culmination of a Unit of Inquiry. Teachers invite parents to the classroom two times a year for Unit Sharings. Sharing of Documentation Documentation is shared through school displays, portfolios, videos and school websites. Parent/Teacher Conference Conferences are scheduled for each family in September. Conferences are also set up by request at anytime during the school year. Student-led Conference Students share with their parents their school life and give a true picture of the program at YIS. The Student-led Conference gives the parent the opportunity to experience what it might be like to be a PYP learner. Report Cards End of semester reports summarize progress made across the curriculum. The report card includes narrative comments made by the classroom and single subject teachers. Subject-specific knowledge and transdisciplinary skills are reported on a continuum.

Assessment and Reporting in the Middle and High School General Reported levels of achievement should be the most accurate representation possible of a student's level of achievement at the end of the reporting period. This may mean the most recently sustained achievement, but all valid summative data should be taken into account. Professional judgments are to be made based on the subject-specific criteria, and averages and percentages are not to be used. The reporting of final end of semester achievement levels is not necessary for middle school students. A consistent number system (1-7) will be used for reporting all end of semester achievement levels in the high school with each level clearly described. A level 3 or above would be considered worthy of a pass for high school transcript purposes. GPAs are to be calculated for the purpose of university application and school transcripts only as necessary. They are not part of the active assessment processes in the school. Numerical boundaries for generating end of semester achievement levels are to be established by departments for all high school courses as appropriate for each grade level. Grades 6-10 Departments need to adopt, modify, create and use criteria that the students, teachers and parents can refer to as the studentâ&#x20AC;&#x2122;s progress. Assessment and reporting within grades 6-10 is to be based on subject-specific criteria. The use of criteria will be consistent and transparent within and across all subjects. Departments will need to follow the agreed format and ensure criteria are worded appropriately for student and parent use. The criteria need to be modified for each separate curriculum level as appropriate for each course taught. Individual task-specific criteria and indicators should only be developed to clarify or focus subject-specific subject criteria. Each summative task will be assessed using the subject-specific criteria appropriate to that task and levels of achievement for each criterion will be recorded. Teachers should aim to assess each criterion a minimum of twice per semester. In IGCSE classes, teachers should use past papers as a formative assessment task, instead of a summative, wherever possible. In IGCSE classes, when past papers are used as a summative assessment task in grades 9-10, there should be at least 2 other types of assessment tasks per semester. Past IGCSE papers should be assessed using the mark scheme and this can be classified under the relevant subject criteria / criterion for that subject (for example, Knowledge and Understanding) to determine a criterion-based grade. Grades 11-12 Assessment and reporting within grades 11-12 is to be based on Criterion Based Assessment in classes when it is appropriate to do so. It will be used on all internal assessments for which the IB provides criteria. In reports for grade 11 and 12 students, the subject-specific criteria will not be listed. When appropriate, teachers are expected to comment specifically on the criteria from a subject. Examples of this could include the semester when the Math Portfolio is completed or specific labs have been completed in a biology class. When tests are provided as a means of assessment, they should be graded using the appropriate mark scheme provided by the IB and allocated a 1-7 grade based on the grade boundaries published in the subject reports. It is understood that teachers will exercise professional judgment in assessment with the understanding the DP grade boundaries are based on tasks at the end of a 2-year program. Teachers in the DP are expected to use a variety of assessment tasks that cater to the different learning styles of their students. It is not be acceptable to only use past papers as a means of assessment.

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The YIS and IB grades should closely align and accurately reflect student achievement at that point in the course. Teachers should use their professional judgment to determine the level of achievement. Documentation In the Secondary School, all HODs are required to collect and review an assessment overview at the beginning of each semester that outlines the major summative assessment tasks planned for the semester as well as approximate dates. These will be shared with the relevant vice-principal. Moderation Moderation should take place a minimum of once per semester, ideally at the beginning, to establish a common understanding of achievement levels and at other points in the semester as required. Moderation can take place in small groups of teachers teaching the same subject and grade level in common planning time or during department meetings. Late Work Late work needs to be dealt with separately from academic achievement and should not be penalized by the lowering of achievement levels. Such issues should be addressed within criteria describing approaches to learning and if necessary subsequently involve, for example, direct communication with the student’s parents, implementation of an IAP, support from the SSS department and disciplinary measures being taken. Folios Folios will be ongoing records of learning for the students, teachers and parents. They will focus on summative assessment but can also include, for example, student self-assessment, goal setting information (linked to IAPs), teacher comments, peer comments and parent comments as appropriate. The folio will play a central role in communication between students, teachers and parents. The nature of these conversations and folio use will change as the student progresses through 6-10 but will remain part of the reporting process. Folios will be optional for students in grades 11 and 12. A folio will contain a record of core summative tasks and be representative of the full range of assessment criteria used and appropriate tools/types of assessment. A folio for each of a student’s subjects will be maintained and can include work that is written, visual, video, audio, etc. as appropriate to subject and the task in question. End of Semester Report Card End of semester reports will summarize progress made directly linked to evidence from the student’s folios and also meet the needs for transcripts. The report card will be made up of the following for each subject area. • •

• • • •

a course outline describing what content, concepts and skills have been covered in that semester a narrative comment from each subject teacher focusing on the student’s achievements throughout the semester as well as a comment focusing on goal for improvement, future learning, what the student can do and how the parents can contribute criteria and current levels of achievement for approaches to learning as well as a narrative comment as appropriate for ATLs in grades 6-8, subject-specific assessment criteria, a description of each criterion and a recently sustained achievement level for each criterion in grades 9-10, subject-specific criteria, a description of each criterion and an end of semester achievement level on the 1-7 scale in grades 11-12, an end of semester achievement level on the 1-7 scale

The following will also be included on each report card. • • •

a list of each completed activity homeroom tutor comment attendance statistics and tutor / principal signatures

•

school assessment philosophy and other relevant detail

Transcripts are to be produced as required to provide a summative report on achievement levels for students moving to different institutions, e.g., transferring school, going to university, beginning work. They will be accompanied by documentation explaining YIS achievement levels and their equivalencies as necessary. Progress Reports At any time, individual subject progress reports may be sent to students to indicate improved or lack of progress. Parents should be informed as soon as possible if their child is failing in a particular subject. Progress reports should be completed digitally by the teacher and submitted to the relevant vice-principal for review and signature. The secondary assistant will email the completed document to the following individuals: parents, teacher, tutor, vice principal, principal, head of academics, counsellor, and admissions (hard copy for placement in the student’s file). The secondary assistant will also place a digital copy in a secure folder on the school server. Parents will be asked to acknowledge receipt of the progress report via a reply email to the teacher and tutor. In making a decision to send home a progress report, teachers should remember that progress reports form a part of the student’s permanent record and are encouraged to use their judgement about when a progress report is warranted. Teachers are also reminded that progress reports can be sent home to note improvements as well. Incident Reports Incident reports are used to report a serious infraction of school rules or inappropriate behaviour in a classroom (for example, talking back to a teacher or disruptive actions). Incident reports are also available on the school server and will be handled in a similar fashion to that of progress reports with the notable exception that incident reports should be submitted to the secondary principal for review rather than the relevant vice principal. Daily/Weekly Reports On occasion a student will be asked to obtain a report of the previous day’s/week’s progress in subjects when academic standards have fallen below his or her capabilities. The report form will be given to a student by his/her group tutor. The form should then be signed by a parent and returned to the group tutor, who should then forward it on to the relevant principal for further action if necessary. Bibliography Black Paul & Wiliam Dylan, 1998, Inside the black box, London, King’s College Qualifications and Curriculum Authority, 2004, Designing a personalized curriculum for alternative provision at key stage 4, London, QCAord Making the PYP happen, A curriculum framework for international primary education, 2007, International Baccalaureate Organization

Homework Elementary School Homework Policy Students at YIS are expected to complete homework assignments set by their classroom or specialist teachers. Homework can make a valuable contribution to the overall development of students. It also gives parents a greater understanding of their child’s capabilities while providing them with opportunities to share learning activities with their children. A regularly scheduled time and a working environment free of distractions will help the child to develop good homework habits. In grades 3-5 homework tasks are designed to build good study and work habits including time management and organizational skills. Activities included in homework assignments will vary according to a student’s grade level. They are likely to include:

• • • •

Reinforcement and Practice: exercises to supplement or reinforce concepts studied in class, e.g., number facts, spelling. Extension Work: taking a concept taught in class and applying it in open-ended activities and or problems. Enrichment: cooperative activities for parents and students. These could include longer-term projects, creative writing, reports and research. Reading: teachers will also encourage all students to read or be read to for pleasure on a daily basis.

Most tasks are designed to be completed independently by students. However, there will be many occasions where parents will share the activities with their children. Parents should resist the temptation to “do it all.” It is difficult to define a set time for homework as individual students work at different rates and there may be variations at different times of the year as teachers match the homework to the needs of their class, and of individuals. However, the following guidelines are given to indicate what is a reasonable amount of time to be spent on homework tasks, on a day-to-day basis, at each grade level. Grades 3 & 4: Grade 5:

25-30 minutes per session 45-50 minutes per session

Homework may be set daily or weekly according to individual student and or teacher requirements. Generally homework should be done during the school week. No major assignments should be set over holiday periods. If the work is not complete after an honest effort, parents may sign it to verify that the required amount of time was spent. Be sure to reassure the child that he/she has achieved the daily homework goal. On occasions, students will be set projects that are intended to be done over a period of several weeks. Allowances will be made for these in the day-to-day homework schedule. It is the students’ responsibility to plan their working time accordingly so that they are not attempting to do all the work at the last moment. It should be remembered that the most benefit comes from homework that the child enjoys doing. Make the experience pleasurable, and show interest in what the child is doing. Homework should not be a stressful experience for any child. It is far better to do no homework than to have tension, argument and tears. If this situation does arise please contact the class teacher immediately. Also keep everything in perspective. Homework should be only one of the many activities that your child is involved in out of school hours. Play and exercise are important.

Middle School Homework Policy Traditional homework serves a useful purpose in two areas – firstly, it gives the student time to work on routine topics that do not need teacher supervision and secondly, it can instill good study habits. Homework averages 1 hour per night for students in grade 6 and 1.5 hours per night for students in grades 7 and 8.

High School Homework Policy In grades 9 & 10, a homework timetable is drawn up. It will be reviewed throughout the year to ensure that it provides the most effective way to assist students with time management, while allowing sufficient flexibility to fit the requirements of the courses. The following timetables are tentative and will be confirmed after the first week of classes.

Grade 9 - Week A MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

MATH (45 min)

BLOCK 4 (30 mins)

BLOCK 3 (45 mins)

MATH (45 mins)

BLOCK 4 (45 mins)

BLOCK 2 (30 mins)

COORDINATED SCIENCE (30 mins )

ENGLISH (30 mins)

BLOCK 1 (30 mins)

ENGLISH (45 mins)

ENGLISH (45 mns)

COORDINATED SCIENCE (30 mins)

COORDINATED SCIENCE (30 mins )

2 hr 15 mins maximum

2 hrs maximum

2 hr 15 mins maximum

Drama/Vis. Arts/Music Th-Hit/Jpn-Instru-Vocal BLOCK 3 (30 mins) Geo/Drama/Jpn/History BLOCK 2 (30 mins)

BLOCK 1 (30 mins) Fr/Sp/EAP/Individ & Soc.

Jpn/Hist/Vis. Arts MATH (30 mins)

2 hrs maximum

2 hr 30 mins maximum

Comments: Per Week: Mathematics (2 hours), English (2 hours), Sp/Fr/EAP/Hist B/C/Mandarin (1.5 hours), Art&Design/Drama/Jpn/GeogA (1.5 hours), Hist A,Geog B/Hist A/Drama IGCSE/Jpn Native(1.5 hours), Art Found/Music/Theatre (1hr), Coordinated Science (2 hours) Please note: If choosing to set homework (and this may not always be the case), teachers are instructed to set only on the above days.

Grade 9 - Week B MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

MATH (45 min)

BLOCK 4 (30 mins)

BLOCK 1 (45 mins)

BLOCK 4 (30 mins)

BLOCK 1 (45 mins)

MATH (30 mins)

BLOCK 3 (45 mins)

Block 2 (45 mins )

BLOCK 2 (45 mins)

ENGLISH (45 mins)

Drama/Vis. Arts/Music Th-Hit/Jpn-Instru-Vocal ENGLISH (45 mins)

BLOCK 1 (30 mins) Fr/Sp/EAP/Individ & Soc.

BLOCK 3 (30 mins)

MATH (45 mins)

Geo/Drama/Jpn/Hist

2 hrs maximum

Jpn/Hist/Vis. Arts COORDINATED SCIENCE (30 mins)

COORDINATED SCIENCE (30 mins )

COORDINATED SCIENCE (30 mins)

2 hrs 15 mins maximum

1 hr 45 mins maximum

2 hrs 30 mins maximum

2 hr 45 mins maximum

Grade 10 - Week A MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

BLOCK 2 (30 min)

ENGLISH (45 mins)

MATH (45 mins)

ENGLISH (30 mins)

BLOCK 3 (30 mins)

BLOCK 4 (30 mins)

BLOCK 1 (30 mins)

MATH (30 mins)

BLOCK 2 (30 mins)

Vis Arts/Bus Studies/ ApplSports/Jpn Mus/ Vocal/Inst Music Th-Hist

Fr/Sp/EAP/Hist

COORDINATED SCIENCE (30 mins )

COORDINATED SCIENCE (60 mins)

COORDINATED SCIENCE (30 mins)

BLOCK 2 (30 mins)

BLOCK 1 (30 mins)

ENGLISH (45 mins)

BLOCK 3 (45 mins)

BLOCK 4 (45 mins)

BLOCK 3 (15 mins)

MATH (45 mins)

Jpn (Native & Foreign)/Geo/Vis Arts

Hist/Drama/Jpn (Native)/Geo COORDINATED SCIENCE (30 mins) 2 hrs maximum

2 hrs 30 mins maximum

2 hr 30 mins maximum

2 hrs 15 mins maximum

2 hr 30 mins maximum

Comments: These are guidelines for teachers. If choosing to set homework (and this may not always be the case), teachers are instructed to set only on the days indicated above. The time cannot go above the one indicated and may be less on certain occasions.

Grade 10 - Week B MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

MATH (30 mins)

ENGLISH (45 mins)

BLOCK 1 (30 mins)

ENGLISH (45 mins)

ENGLISH (30 mins)

COORDINATED SCIENCE (45 mins)

MATH (30 mins)

BLOCK 3 (60 mins)

MATH (30 mins)

BLOCK 4 (30 mins)

COORDINATED SCIENCE (30 mins)

BLOCK 4 (30 mins)

BLOCK 1 (30 mins)

COORDINATED SCIENCE (60 mins)

BLOCK 1 (30 mins)

BLOCK 3 (30 mins)

BLOCK 2 (45 min)

Fr/Sp/EAP/Hist

Hist/Drama/Jpn (Native)/Geo

Jpn (Native & Foreign)/Geo/Vis Arts

Vis Arts/Bus Studies/ ApplSports/Jpn Mus/ Vocal/Inst Music Th-Hist

BLOCK 2 (45 mins)

COORDINATED SCIENCE (30 mins) 2 hrs 15 mins maximum

2 hrs 15 mins maximum

2 hr 45 mins maximum

2 hrs 15 mins maximum

2 hr 45 mins maximum

Grades 11 & 12 In grades 11 and 12, homework will generally be given on an ‘as need’ basis. Teachers will monitor the homework load to ensure that an equitable balance is maintained and will use an assignments calendar to enter any test to be given or significant pieces of work. The following guidelines should be followed regarding homework for grades 11 and 12. Purpose The purpose of homework is to provide opportunities for students to experience a whole range of activities for curriculum enrichment and understanding and which supports the teacher’s instructional objectives. Evaluation and monitoring of homework effectiveness should be ongoing. This document sets a framework of clear guidelines that will hopefully help to create a balance for the student. Definition Homework is defined to be assignments completed outside of the classroom including extension, reinforcement, and preparation for class activities, parts of which may be used for summative assessment. Homework should not be used for the purpose of ‘finishing off’ work or catching up on content. (Also refer to the YIS Assessment Philosophy and Policy). Commitment It is recognized that each faculty member teaching either or both of the above year groups is part of a team, a cohesive team striving to support student learning, understanding and achievement. There is also an expectation that the student shows commitment towards meeting the learning objectives together with parental support. Responsibilities Role of the Subject Teacher: • • • • • • •

To set purposeful and appropriate homework. To provide students with clearly defined assessment tasks and the type of assessment being used for such tasks. To plan in advance in terms of distribution of homework. To be cognizant at all times of deadlines indicated on the DP Deadlines Calendar and other assignments indicated on the Assignments Calendar. To record all tests and major assignments on the Assignments Calendar. To give feedback to both parents and students. If necessary, to send a Progress Report to the parents and in a timely fashion.

Role of the Student: • To meet deadlines set. • To plan and manage time effectively. • To work towards achieving targets that are set. • To keep both the subject teacher and the tutor informed of any problems arising from the above. • To seek advice from the subject teacher should problems arise before deadlines. Role of Tutor: • To be aware of assignment deadlines by checking both the Assignments Calendar and the DP Deadline Calendar. • To lend pastoral support if and when necessary and offer advice if applicable. • To raise concerns with the subject teacher should there be reason to do so. Role of the HOD: • To systematically monitor the amount and regularity of homework being given across the department. • To be aware of assignment deadlines by checking both the Assignments Calendar and the DP Deadline Calendar. • To ensure that department members observe the stated guidelines recorded in this document. • To bring any related departmental concerns to the attention of the secondary principal. • To be cognizant of all the assessment tools being used within the department and ensuring the methodology used is in line with the school’s assessment philosophy and policy.

Role of the Secondary Principal: • To help monitor the overall implementation of the homework guidelines as prescribed in this document. • To follow up on suitable disciplinary action should there be a need or occasion to do so. Role of the Parents: • To be aware of the homework tasks and the deadlines set for their children. • To carry out effective communication (using the correct channels and procedures) should there be a need to do so.

Examinations General Information for Students and Parents It is recognized that: 1. 2. 3. 4. 5. 6. 7.

Examinations and tests are, and will probably remain, a major assessment instrument within education. Examinations and tests should provide an opportunity for students to demonstrate what they know. Examinations and tests require the application of certain specific skills. Examinations and tests are not an end in themselves. The development of skills and the knowledge and experience gained are ongoing. For students to be able to organize themselves for any type of examination, training is essential. Examinations and tests are regarded as learning opportunities in themselves, rather than as instruments of assessment only. Examinations should generate healthy respect, but should not dominate the curriculum.

Examination/Test Protocol For all final internal examinations, mid-course examinations and tests administered throughout the semester (including PSAT), testing protocols will be included in a separate policy document. These closely follow the rules and regulations set by the various external examinations boards, which, between them, offer the International Baccalaureate, the International General Certificate in Secondary Education, and SAT examinations. In particular, it should be noted:

1. Absence from Internal Tests/Examinations If a student is absent from any internal test/examination due to sickness or for any other valid reason he/she will normally be given a ‘make-up’ test. The student must bring to school a letter from parents indicating reasons for absence and show relevant subject teachers. The student should not have more than two ‘make-up’ tests on any one day. A student must inform the school and all subject teachers concerned (a signed letter from parents) if it is known in advance that unavoidable temporary absence will conflict with any pre-arranged testing schedule. Under such circumstances, the rescheduling of any test is at the discretion of the academic administration, depending on the reason for absence. If the reason for absence is deemed invalid, the school is not obliged to make special arrangements for alternative test dates. Failure to notify teachers and the school may automatically result in the student forfeiting any missed test/examination.

2. Number of Formal Tests It should be recognized that no student is expected to take more than two formal tests on any single day. (‘Formal’ in this context refers to tests taking up a full class period or more.)

3. ‘Make-ups’ • •

Final end of year examinations are compulsory. A student will be permitted to make-up any missed final examination due to ‘excused absence’ at a time designated by the administration. A letter, written and signed by parents indicating reasons for absence, should be provided upon return to school.

•

• •

Missed final examinations (or major tests) due to unexcused absence must be made up upon the student's return to school. These make-up tests will generally take place outside of normal school time. Any invigilation costs incurred will be charged to the parents (fees will be at the rate paid to invigilators). More than two tests on any one day should be avoided. Exemption from final end of year examinations due to prolonged illness requires a doctor’s certificate.

4. External Examinations and Tests • •

•

Examination protocol for external examinations is clearly specified by the examining authorities passed on in advance to both student and parent by the relevant coordinator. If a student (grades 9-12) is absent from an external examination for unexcused reasons, he/she will take that component missed as an internal examination at a later date. All invigilation and registration fees will be charged to the parents and the result of the internal examination may be recorded as the final exam grade on the 2nd semester report. Mocks Mock examinations are compulsory for all students taking external exams. A student can only be excused due to illness. Any other exceptional circumstance will be at the discretion of the head of school/secondary principal. In such cases, make-ups will have to be completed. Any invigilation fees incurred will be charged to the parents. All students taking IGCSE and IBDP external examinations must take a ‘mock’ examination in each of the subjects being examined as a ‘practice run’ for and a preview to the actual examination.

•

SAT Reasoning Test/SAT Subject tests Grades 11 and 12 students who require the SAT test for entry into higher education, or who wish to enhance their academic profile with SAT scores, will be accommodated. The purpose of this test is: (1) To fulfill the entry requirements of most North American universities; (2) To strengthen a student’s profile if the test score proves positive (SAT scores are recognized and understood at all good universities/colleges worldwide). Students may choose to take the SAT at YIS either in June, October, or January. Another testing center must be used if taking the SAT at any other time. Extra support for these tests will be provided wherever possible. PSAT In preparation for SAT, PSAT is administered to those students in grades 10 and 11 (in the autumn of each year) wishing to take a ‘practice’ run. The PSAT is not mandatory. The organization for this examination rests with the academic advisor. IGCSE This external examination will normally be taken by students at the end of grade 10. Generally, students will sit examinations in all IGCSE subjects studied in grade 10, however, in certain circumstances, the school will advise against a student being entered for an examination. At all times, the school will consider the higher education requirements of the student before making final decisions in this regard. Final confirmation of examination entry will be made following the mock examinations. All students will be encouraged to sit external examinations in subjects they wish to pursue at the level of the IB Diploma (where possible). All students will normally be required to sit a minimum of five IGCSE subjects. The decision to enter students for either the 'core' or the 'extended' examination rests with the subject teacher concerned.

•

International Schools’ Assessment (ISA) Students in grades 3-9 will take the International Schools’ Assessment (ISA) tests annually (usually in the 1st semester). ISA is an assessment designed especially for students in international schools. The assessments are in the areas of: • Reading literacy

• •

Mathematical literacy Writing

Features of the ISA • Based on the internationally endorsed reading and mathematical literacy frameworks of the OECD’s Programme for International Student Assessment (PISA) • Linked to PISA and to the Australian Literacy and Numeracy National Assessment (LANNA) • A combination of multiple-choice and open-ended questions and prompts • Designed and marked by teams of internationally experienced test developers and raters • Administered over four sessions ranging from 45 minutes to 1 hour What will be assessed Reading literacy Retrieving information Interpreting Reflecting and evaluating Mathematical literacy Quantity (related to number and measurement) Space and shape (related to geometry) Uncertainty (related to estimation, data and probability) Change and growth (related to algebra and functional relationships) Writing (Narrative and Expository) Content (ideas and organization) Language (sentence construction, grammar, vocabulary) Spelling What the ISA will provide • • • • • • •

An assessment with a broad cultural base Student-level information about what individuals know and can do Class- and school-level information that can inform instructional programs Information about sub-groups’ performance (for example, gender, language group) Relevant comparisons between like schools International normative information Information about growth over time

In the elementary school (grades 3-5) these tests are used to give a “snapshot” of the relative position of students in relation to their peers in other international schools. The assessment can give information on strengths and weaknesses in basic skills. This information can inform teaching. These are not included as part of the overall assessment and reporting information on a student’s official school records.

Leave of Absence Prior to and During External Examinations •

Those students in grades 10 and 12 taking external examinations at IGCSE and IBDP, respectively, will be granted a leave of absence from school, commencing two half school days prior to the start of their first examination.

•

Students in grades 9 and 11 are expected to attend normal classes but will be allowed two half school days study leave prior to each external examination (for mock examinations, no leave of absence is granted for grades 9 & 11 students). Should the first external exam be scheduled on a Monday, no leave of absence is permitted in the previous week. Please note: If a morning exam, then students are excused the previous day, if an afternoon exam, then students are excused the morning together with the previous afternoon. Students are expected to return to school for normal classes after each external examination (or on the day designated by the administration in the case of grade 10 students). All students are expected to attend any pre-arranged formal assemblies and graduation practices providing there is no conflict with examinations.

Cost of Examinations • • • •

The cost of all examinations for school-entered candidates will be borne by the school. The school will not cover the costs of any re-sit examination. The school will not cover the cost of any examination for which it does not recommend student entry. Parents who wish to enter their children for any examination not ratified by the school may do so as a private entry, in which case the school will administer the entry on behalf of the parents, but will pass on all costs relating to the examination.

Internal Assessment for IBDP An IBDP Deadlines Calendar is drawn up at the beginning of the year indicting all deadlines pertaining to internal assessment in grades 11 and 12.

In Summary The external examination and testing program incorporates aptitude, level of learning and achievement tests throughout the school. The program includes: Mandatory

Optional

−

The International Schools Assessment Test (ISA) (Grades 3 through 9)

− UK Maths Challenge (Grades 5 – 10)

−

IGCSE (Grade10)

− PSAT (Grades 10 & 11)

−

IB Diploma Program (Grades 11 & 12)

− SAT I & SAT II

Upon request YIS will administer tests for placement in schools overseas.

High School Academic Procedures Course Changes During the first two weeks of a new course, a student may change a course with the permission of the academic advisor. No record of the grade(s) will be entered on the transcript. All records will be recorded thereafter. A pro-forma must be completed by the student and submitted to the academic advisor, and copied to the administrative assistant to the secondary principal. The subject teachers involved must also be notified together with the head of department and the relevant coordinator if pertaining to an IBDP or IGCSE course. The student must have written approval from his/her parents/guardian to change a course. Following the first two weeks no changes will be permitted. However, there may be exceptions to this: i) in the cases of emergency. ii) those initiated by the school. In both cases, change can only be made at the discretion of the head of school.

Incompletes Incompletes must be made up by the student, under the direction of the teacher or principal. The length of time allowed will be dependent upon the length of absence. Work not completed by the deadline will still be assessed based on the set criteria. However, it is assumed in this case that not all targets will have been met, thus affecting the overall assessment for that particular assignment.

Progress Reports During a semester, individual subject progress reports may be sent to students to indicate improvement or lack of progress. These reports are kept in the school office.

Daily/Weekly Reports On occasion a student will be asked to obtain a report of the previous day’s/week’s progress in subjects when academic standards have fallen below his or her capabilities. The report form will be given to a student by his/her tutor. The form should then be signed by a parent and returned to the tutor, who should then forward it to the principal for further action if necessary.

Procedure for Elementary Classroom Placement YIS staff are selected on the basis of training, experience and previous performance. We enjoy the diversity of our faculty and the diversity of their teaching styles.

Rationale YIS recognizes the importance of thoughtful placement of students when moving from one grade level to a new grade level. Typically this process begins in a consideration phase as early as March of an academic year. We recognize and value diversity of style and personalities of the teaching staff and the multi-faceted diversity of our students. Placement of students into a new grade level is based on the premise of trying to maximize the learning opportunity for all students. The following procedure is established to clarify the placement process for parents, students and staff.

What we do The following criteria are taken into consideration when the school is establishing new classes for the coming academic year: • • • • • • • •

Gender Academic abilities English as a first language Balance of nationalities Students requiring special considerations (e.g., twins/siblings at same grade level, some issues of special educational needs) Friendship patterns Learning/teaching styles Date of birth

Classroom teachers draw upon detailed information in relation to these criteria to guide this process. Single subject teachers and representatives from Student Support Services are consulted in the process. These constituents advise the principal. Where practical, students applying for enrolment at YIS will participate in “trial days.” During this period the trialing teachers prepare a brief overview of the student’s performance. These reports are taken into consideration when placing newly enrolled students. Approved applicants who have not had trial days are placed based on their previous school records. New students enrolling after the preparation of the class lists, are placed in a manner to maintain “balance” with respect to the above criteria.

When we do it The process will begin formally directly after the Spring Break and will be completed with the most up-todate enrolment acceptances by the end of Semester 2. New, approved applications for new enrolments, after this date, will be placed in a manner to maintain “balance” of the above criteria. Notice of class placement will be made available just prior to the commencement of Semester 1. Teachers will not be engaged in discussion with parents about the process or the final placement.

Library Use Library hours are 7:45 am – 5:00 pm each day that school is in session. Students may borrow up to four items at any one time, and the loan period is two weeks. Grades 11 and 12 students may borrow more than four items. Suggestions for additions to the library stock are welcomed. Please consult with the school ©2011-12 Yokohama International School

librarian when suggesting items to be added to the library collections. All school rules apply in the library. In addition, please note the following: 1.

Please use the library for study and research, as well as reading.

Please respect the atmosphere of the library by remaining quiet at all times.

When borrowing library materials, it is your responsibility to return items on time. If you receive an overdue notice to say that you have kept a library book or other item too long, please return the item to the library as soon as possible. It may be possible to renew the item. Please act on the overdue notice – do not ignore it.

The library may be used throughout the day, including lunchtimes, for silent private study and reading.

A signing-in system is in operation for study halls. If on study hall, a student must first go to the library, sign in and indicate where you will be during study hall (if outside the library). Students must have permission from their subject teacher to go somewhere other than the library during study hall. If permission has not been granted, students should use the library for study hall periods, which are not ‘free’ periods. (Permission is not required for grade 12 students to use their common room during study hall time.)

Do not use the library for chatting and meeting friends. Mobile phones should not be used.

Do not eat or drink (except water) in the library, as this is a health hazard.

The main library door should be used for entry and exit.

Standard IT protocols apply, i.e., appropriate use of Internet and email. Personal music players are not allowed. Please note that the library abides by international photocopying regulations.

10. It will be much appreciated if students in upper grades show more junior students how to use the library appropriately – by example.

IT Policies and Guidelines Responsible Use Policy YIS is equipped with a full array of computers, mobile devices, software and Internet service that is freely available to all students. This includes individual laptop computers that are provided to each student in middle school and high school for use in school and at home. In addition, our Connected Learning Community (CLC) leverages these advanced technologies and progressive teaching approaches to enhance student learning, promote collaboration and facilitate the creation and sharing of knowledge locally and globally. In order to promote responsible digital citizenship and use of information technology (IT), students are expected to adhere to the following rules and guidelines. These obligations are also spelled out in the Responsible Use Agreement that each student and his/her parent or guardian must sign in order to use school-issued laptop computers and other IT equipment.

Being a Responsible User The use of information technology at YIS is focused on educational purposes. However, as these devices can also be used for personal and recreational purposes, it is important that students are aware of the expectations for the use of technology at school. In some cases, students’ behavior is guided by clearly articulated expectations, but in other cases, they must make wise decisions about their own behavior, dictated by a sense of good citizenship and as a responsible member of the YIS community. Students should be aware that these expectations apply to any IT device used at YIS, even those not provided by the school, such as mobile phones.

Being Prepared to Learn Being a good digital citizen and a responsible member of the YIS community means students come to school prepared to learn. They must bring their computer to school each day, in operating condition, with sufficient storage available for school use, and with the battery fully charged. Students should employ careful battery management techniques to ensure that they can get through the school day and participate fully. To ensure that everyone in the class is using the same version of software, students should keep up to date with all updates and new software. File maintenance and backup is also the student’s responsibility. Students should make use of designated folder architecture and file naming protocols defined by your teacher.

In addition, computer use during recess and lunch will be limited to completing work in designated study areas. Use at school should be limited to installed or online programs that are directly connected to schoolrelated activities. Recreational games, non-academic use of social networking sites or other activities that disrupt studies, peers or classes are strongly discouraged.

Keeping Health & Balance in Mind The CLC is meant to be a positive, enriching resource to enhance learning and creativity. However, it is recognized that computers, mobile devices and other technologies can sometimes have a disruptive effect on a person's behavior and wellbeing. Proper usage of technology should never cause pain, fatigue or other physical or mental ailments. Additionally, while technology can be an engaging way to spend time, it can take up time that could be better used for studying or working with friends. Instead of watching videos and surfing the web, reading a good book or talking with your friends & teachers may be a better choice. Students should find a comfort zone that strikes a healthy balance between online and offline activity.

Ethical and Respectful Use Responsible citizenship means practicing good ethical behavior, whether online or offline. Students are encouraged to model good online citizenship by making sure their actions and choices do not disrupt the learning environment for themselves or others, just like in the classroom. At a minimum, this requires that students not view or install inappropriate content, not try to bypass network guidelines with proxies or Internet access devices, not attempt to hack or modify other student accounts or official school files or accounts, and not engage in any illegal activities, including possessing or sharing pirated software or applications. School software should also not be copied or removed. Students are expected to obey all intellectual property rules and copyright laws, as well as the YIS Student Email Guidelines, including not sharing or using others’ email accounts or passwords, and not engaging in conversation or activities (such as sending pictures) that may inflame, agitate, or offend others. Students are prohibited from using peer-to-peer file-sharing software, such as LimeWire or BitTorrent, which is primarily used to download illegal content and could jeopardize Internet access for all members of the YIS community. Likewise, hacking & malicious software is also specifically banned from being installed on any device used at YIS.

Protecting Your Identity & Personal Information With the ubiquity of information networks, safeguarding your personal information has become extremely important. Once information goes on the Internet, it is likely that it will remain there for a very long time. Personal information also extends beyond names, phone numbers, student ID numbers and addresses, but to things such as user names and passwords as well. As such, it is important that students treat their own and others’ personal information with great care. Students should never share user accounts or passwords, especially those that are close to their identity (e.g., email, YIS accounts, social networks). All personal information, such as home addresses, phone numbers and full names, should always be kept private.

Sharing Work Online Students will be sharing their work in a variety of online spaces and are expected to act safely by keeping personal information private. When they share their work online, they are expected to treat those spaces as classroom spaces. Language or images that are inappropriate for class are not appropriate online. Because students will be sharing their work with real audiences, they may receive feedback that is inappropriate for academic purposes. Regardless of the nature of the feedback, students should respond ethically and responsibly (or not at all). Images or videos of students, or their work, may be published or utilized in various electronic resources, including the school website and other online platforms, as well as in print media, including teaching and school promotional materials. If a student’s work is shared, only the first name and grade will be included as credit. Further information regarding the publishing of student media or work, including the “Waiver of School Media Disclosure Agreement” form, can be found in the YIS Parent Handbook.

Community Awareness All students are members of the greater YIS community and have a social obligation to protect community resources, such as bandwidth. As such, participating in activities that use up excessive bandwidth, such as peer-to-peer file sharing, is strictly prohibited at school. Additionally, computer use should not be disruptive to other students who are working nearby; students are requested to use headphones when listening to audio. Students may personalize their computer carrying case, but any stickers or other markings should not be offensive to others. They may not remove identifying barcode tags affixed to the computer by the IT

Department. Students should also be aware that individual teachers will have different protocols for classroom use of IT and it is the student’s responsibility to be aware of these and adhere to them.

Responsibilities of Using School Computers Students are responsible for the proper care and maintenance of school-owned laptop computers and other IT equipment that they use. For students who are issued individual laptops as part of the CLC, these obligations are detailed in the Laptop User Agreement and Acceptance Form that each student and their parent or guardian must sign. They include performing all software updates, being responsible for data (including backups), and being careful to not do anything that will void the warranty, such as bringing the laptop to an unauthorized service center or disassembling the computer. School defined settings and software should not be modified or removed from the computer. Students should take careful steps to protect their laptop from damage or theft. This means carrying it only when the lid is closed, using a carrying case when moving between classes, and never having open drinks nearby while using the laptop. When not in use, the laptop must be securely locked in the student’s locker or other locked storage area, or kept within sight. It must never be left unattended in open areas, even for a few minutes.

Shared Computers In addition to individual laptop computers issued to all middle and high school students, shared laptop computers are made available to elementary school students as well as a limited number of desktop computers for general student use in the library and other areas. Students are responsible for the safekeeping of their own data files and should use their individual folders on the server or personal storage devices, as these shared computers are regularly erased without notice as a part of an on-going maintenance routine. YIS takes no responsibility for files lost on these public computers.

Monitored Use, Misconduct and Free Will In cases where there are concerns that electronic communications systems are being used inappropriately, teachers or IT department staff may monitor student use. Similarly, student use of the school network is monitored on a regular basis. YIS reserves the right to inspect school-issued computers and electronic media and to carry out appropriate disciplinary action in cases of student misconduct. YIS does not take responsibility for personal media or information transmitted to a third party by a student of their own free will, nor does it take responsibility for any repercussions that may occur from said action (e.g. posting photos on a social networking website).

Responsible Use Agreements Responsible Use Agreement for Upper Elementary Students (Grades 3 – 5) As part of my learning experiences at YIS, I will be using computers, the Internet and other information technology (IT) at school to gather knowledge, learn collaboratively, and share my work online. I promise to be a good digital citizen by following these rules: • • • • • • • •

•

My parents and I will read, discuss and sign this Responsible Use Agreement. I will use YIS computers and other IT equipment for schoolwork and with a supervising adult’s permission. I will only go online or use the Internet at school for schoolwork, and when a supervising adult gives permission and is present. I will follow the rules that are set by the teacher and not allow technology to disrupt my studies or classes. I will not play games, use social networking sites or engage in activities that disrupt my studies, my peers or my classes. If I am unsure about when and/or how I may use computers and other IT equipment or go online, I will ask a supervising adult. I will not use the Internet, email, or any IT equipment to be mean, rude, or unkind to other people. I will protect my password and respect the privacy of others’ passwords. If I find anything on a computer or other IT device that upsets me, or makes me uncomfortable or things I know are not acceptable at our school, I will: o close the computer/device and not show others o tell a supervising adult straight away I will not put personal identifying information online at school. Personal identifying information includes:

• •

o Full name o Address o Email address o Phone numbers I will be respectful and thoughtful when sharing my work or commenting on other students’ work in online learning spaces. If I receive a comment that makes me feel uncomfortable or is not respectful, I will tell my teacher right away. I will not respond to the comment. I will be careful and will look after all our school IT equipment by: o always closing the laptop lid before carrying it anywhere o being careful not to drop the computer/device o keeping food and drink away from equipment o telling a supervising adult right away if any equipment is damaged or not working

Student Name: ____________________________________ Class: ___________ Student Signature: _________________________________ Date: ____________ Parent Signature: ______________________________________

Responsible Use Agreement for Middle and High School Students (Grades 6 - 12) As part of my learning experiences at YIS, I will be using a school-issued laptop computer, the Internet and other information technology (IT) to gather knowledge, learn collaboratively and share my work online. My parents and I will read, discuss and agree to the YIS Responsible Use Policy. I understand and agree to comply with the terms and conditions of the YIS Responsible Use Policy and Laptop User Agreement and Acceptance Form. I understand that violations of the YIS Responsible Use Policy and this Responsible Use Agreement will be subject to YIS disciplinary processes and procedures. I am aware that these rules and guidelines apply to any IT device used at YIS. I will follow the advice, instructions and rules that are set by my teachers with respect to using my laptop and other IT equipment and not allow technology to disrupt my studies or classes. I understand and agree to comply with this Responsible Use Agreement and the YIS Responsible Use Policy. Student Name: ____________________________________ Grade: ___________ Student Signature: __________________________________ Date: ___________ Parent Signature: ___________________________________

YIS Student Email Guidelines YIS students have a YIS email address. Email communication between students and teachers should use only this address. The following guidelines should be followed. • • • • • • •

Responsible use of email is an expectation of our Connected Learning Community. Using email to bully or intimidate or harm other users are serious offenses. The email subject should be brief and an accurate indication of the contents of the email. Only send email to the recipients who need to know the information in the email. For example, if you need to email another student you should not email all students. Email to large groups and “reply all” will rarely be used. Don’t forget that you can talk to a person directly; you don’t always have to use an email. Forwarding emails to recipients who were not included in the original email (unless the original sender approves) is not polite. Consider the tone. Remember when you send an email the recipient cannot see your facial expressions and cannot hear your voice. Does your email sound polite to the person receiving it? If you feel upset don’t hit send, wait a while!

• • • •

If you loose your email and ask the IT Department to reset it. The IT Department will create a new password for you that is YIS followed by your student ID number. When you create your password, make the password a combination of numbers and letters. Make it something you WILL remember. Check your email regularly. “I didn’t check my email” is not a valid excuse for missing an important message from a teacher. Google limits attachment size to 25MB

Publication of Individuals’ Images/Work Purposes The school uses a range of technologies and multimedia to enhance student learning, communicate with parents and the broader YIS community, as well as to market and promote the school. In this regard, photographic images and other audiovisual media showing and/or produced by students, faculty and other members of the YIS community may be published or utilized in various electronic resources, including the school website and other online platforms, as well as in print media, including teaching and school promotional materials.

Media Release and Disclosure Guidelines In publishing images of or work by students and others in the YIS community, we adhere to the following guidelines: Guideline 1: We publish images/work only in materials that we produce ourselves or directly review and approve (e.g., the school website, yearbook, newsletters, multimedia and electronic documents, school brochures, ads, directory listings and other promotional collateral). Guideline 2: We acknowledge that YIS cannot control who accesses school materials published in the public domain nor the copying of media involving students or others in the YIS community by visitors to the school website. Guideline 3: Images of students published on the school’s public website or in other publicly distributed materials will not be identified by the student’s full name or other personal information. Should it be appropriate to identify the student in some manner, such identification will be limited to the student’s first name and academic year (or equivalent). Guideline 4: The school determines the images/work and materials that are published. All materials are subject to the editing and review process and we will not publish materials that may be considered objectionable or detrimental to the interests of any individual member of the YIS community or the school. Guideline 5: In accordance with the laws of Japan, we will not disclose personal information to third parties. The school assumes permission to publish student images/work according to the above guidelines, unless parents specifically request that their child(ren)’s images or work be excluded from publication outside the YIS community by submitting a “Waiver of School Media Disclosure Agreement” form, which is available in the school office and on the website. We are happy to answer any inquiries from parents or students regarding the school's policy for publication of student images and work.

Intellectual Property and Freedom of Expression YIS respects the intellectual property rights of students, faculty and others in the YIS community and beyond. For student work, we will allow the creator or a legal guardian to determine the extent of an item's release, unless otherwise stipulated by project guidelines (e.g., release of a video commissioned by YIS, IBDP Extended Essay, etc.). We will never authorize the use of student work for non-school-related uses, unless the copyright owner requests otherwise. The school administration also reserves the right to determine whether student materials are appropriate for publication on the YIS website or in other school publications. Materials viewed as libelous, misleading, harmful or detrimental to the interests of any individual member of the YIS community or the school may be removed from a student's project without notice. ! ©2011-12 Yokohama International School

Reenrollment and Withdrawal Reenrollment To help the school to effectively manage overall enrollment and assure that as many eligible students as possible are given the opportunity to attend YIS, parents/guardians of all enrolled students will be sent a reenrollment agreement in mid-March, which they must sign and return to the school office along with a deposit of 250,000 yen per child by April 15th in order to guarantee a place for the following school year. This deposit will be applied to the new school year’s first-semester tuition fee. Places cannot be guaranteed in the new school year for students whose parents/guardians do not submit the reenrollment agreement and pay the deposit by April 15th. If parents/guardians pay the deposit but subsequently withdraw their child(ren) prior to the start of the new school year, the deposit will be refunded minus an administrative fee based on the date they submit a formal notice of withdrawal to the school office. (See the following schedule.)

Deposit (250,000 yen per child)

Date Withdrawal Notice Received by School Office April 16 - 30 May 1 – 31 June 1 – 30 July 1 - 31 August 1 or later

Administrative Fee (per deposit) 100,000 yen 125,000 yen 150,000 yen 175,000 yen 200,000 yen

Amount to Be Refunded (per deposit) 150,000 yen 125,000 yen 100,000 yen 75,000 yen 50,000 yen

YIS will assume that students whose parents/guardians do not pay the deposit by April 15th will not be returning to school the following school year. If parents subsequently request reenrollment, such requests will be considered subject to space availability and payment of an administrative fee of 50,000 yen per child for reinstatement.

Withdrawal Parents planning on withdrawing their children from YIS during or at the end of any semester must notify the school office in writing at the earliest opportunity by submitting a Withdrawal Notice form. Late notice of withdrawal makes it difficult for us to determine space availability and may prevent new applicants from being given the opportunity to attend YIS. We therefore kindly request your cooperation in notifying the school office of your withdrawal plans – even if they are tentative – at the earliest possible instance. Students withdrawing before the end of a semester will be charged full-semester tuition if they have attended more than five school days from the beginning of that semester. For billing purposes, the first semester of the 2011-12 school year begins August 18, 2011 and the second semester January 9, 2012.

Long-Term Leave of Absence Should parents need to temporarily withdraw their children from the school for an extended period of time, a long-term leave of absence may be granted under the following conditions: 1) Any outstanding school fees for the current semester in which the student is enrolled must be paid in full prior to commencing the leave of absence. Furthermore, if the intended return date from the leave of absence is after the current school year, a deposit of 250,000 yen per student must be paid upon commencing the leave as a financial commitment to hold the space for the student. The deposit will be applied to the first tuition payment upon return to the school. Should the parent subsequently decide not to enroll the student, the deposit may be refunded minus an administrative fee based on the date that a formal notice of withdrawal is submitted to the school office, as per the schedule published in the school’s Fees and Financial Regulations. 2) YIS can guarantee space for the student subject to the above conditions for up to one academic year (two semester terms). Thereafter, readmission will be contingent upon space availability. 3) The maximum term for any leave of absence is two years (four semesters). 4) YIS reserves the right to deem the absence as withdrawal if the student does not return to school by the specified date without written notice or if any applicable school fees and deposits are not paid when due. 5) Academic credit and grade placement upon return to YIS will be determined by the relevant principal

based on review and verification of academic work completed during the leave of absence. 6) No application or registration fee will be required if the student returns to YIS within the specified period of the leave of absence. However, should the return date extend beyond that period, application and registration fees would apply, and admission would be contingent upon space availability and regular application screening and eligibility requirements.

Guest Students Although the school does not wish to discourage inviting guests to spend the day at school, it is often difficult to accommodate visitors due to space limitations and the nature and scheduling of programs. Should you wish to have a family guest attend school, you must request permission in writing from the relevant section principal with at least two days notice. The school will not normally accept a guest for a period in excess of one day, except in the case of overseas visitors, who may stay two days.

Animals/Pets Due to health and safety concerns, animals/pets should not be brought on to the school premises without prior arrangement with the relevant principal.

â&#x20AC;&#x2DC;Guidelines for School Dances (MAY BE SUBJECT TO CHANGE DEPENDING ON DANCE VENUE)

Below is a list of basic dance rules and regulations to be followed at all times. Note that all dances need at least two faculty chaperones and one chaperone for set-up. 1. Smoking, drinking of alcoholic beverages and use of other drugs is strictly prohibited. No such substances should be brought onto the premises. Violation could result in suspension. Displaying evidence of smoking or drinking (and if proven) could also result in similar actions. 2. Students should wait quietly before entering the dance and leave quietly and as quickly as possible after the dance to avoid unnecessary disturbances in the surrounding neighborhood. 3. In the case of high school dances, doors will close at 7:00 pm. Generally, no student will be allowed to enter after this time. Exceptions are given if students are involved in an arranged school-related activity after school. 4. Once inside the building, all students must stay until the dance finishes unless parental permission has been given to the chaperone on duty. 5. The premises must be vacated by 9:45 pm at the latest. (9:00 pm for MS Dances) 6. Students responsible for setting up the dance must also clear everything away by 10:00 pm at the very latest. 7. Noise levels should be kept low to avoid disturbance to neighbors. Any complaints from neighbors will result in dances being reviewed. 8. Only one guest per YIS student is permitted. The guest must be a student from another Kanto Plain International School. 9. A guest list must be presented to the relevant principal a day before the dance. Persons not on the guest list will not be permitted into the dance. 10. The guest is the student's responsibility. 11. Approval must be obtained from both the head of school and the secondary principal before other international schools can be invited to YIS dances. 12. If groups of other international school students do attend, they must be accompanied by faculty chaperones. 13. A list of those students responsible for the music and lights (must have been previously trained for these tasks) should be given to the secondary principal. 14. Food and drink should not be consumed on the dance floor. 15. Chaperones can only take responsibility of valuables handed to them. No valuables should be left unattended. 16. Dance organizers are responsible for: Setting up rosters for sale of refreshments/posters. Ensuring ticket sales are carried out well in advance (if a ticket dance). Sending letters, if necessary, to MS parents well in advance, notifying them of the dance. ÂŠ2011-12 Yokohama International School

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Setting up rosters to collect tickets/money at the door if applicable. 17. If a student is absent from school due to sickness, that student will not normally be allowed into a school dance. This applies not only to dances but other school functions including sporting activities. A student on a suspension is not permitted to attend any school-organized event.

Skateboards/Kickboards, Bicycles and Portable Scooters Skateboards/kickboards are not permitted on the school campus unless students are participating in the Board Club sponsored by the school or if requested in writing (by the parent) if planning to go from school to an authorized approved skateboard park. The letter should be handed to the principal. In this case, the skateboard must be stored in the locker at all times during the day (certainly not on tops of lockers) and the school will not be responsible for any loss or theft. Skateboards/kickboards should not be used within the vicinity of the school. This is for the safety of the school community. Middle school and high school students may travel to and from school themselves by bicycle. Elementary school students travelling to/from school by bicycle should be accompanied by a parent or older student. It is strongly recommended that all students wear bicycle helmets and to obey all traffic regulations. Bicycles must be parked in designated bicycle parking areas (in front of the main building, next to the Pauli Building, next to the Modern Languages Building), and should be securely locked when not in use. The school is not responsible for any loss or theft of unlocked bicycles. The school does not prohibit the use of portable scooters (such as razor scooters or micro scooters) by students travelling to/from school. However, the busy streets, hills and uneven sidewalks around the campus are not conducive to portable scooter use. Students using such scooters should be courteous to pedestrians and obey all traffic regulations. Scooters may not be used on campus at any time, and must be stored in the studentâ&#x20AC;&#x2122;s locker during the school day. The school will not be responsible for any loss or theft.

ÂŠ2011-12 Yokohama International School

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Practical Information for Parents Key Dates for 2011-12 School holidays and some other key dates for the 2011-12 school year are listed below. Please be aware that unforeseen circumstances may result in change of dates. Check the school calendar on the YIS website for the most complete and up-to-date calendar information. August 15 & 16, 2011

Orientation for new students/families

August 18, 2011

School commences for the 2011-12 academic year

September 19, 2011

School holiday for students (professional development day for staff)

September 23, 2011

School holiday

October 10, 2011

School holiday for students (parent-teacher conferences)

October 17 – 21, 2011

Field Studies week for middle school and high school students

October 24 – 28, 2011

School holiday (Mid-Semester Break)

October 31, 2011

Classes resume after Mid-Semester Break

November 25, 2011

School holiday for students (Bridging the Gap)

November 25 - 26, 2011

Bridging the Gap conference for the YIS community

December 29, 2011 – January 6, 2012

School holiday (Winter Break)

January 9, 2012

Classes resume after Winter Break

February 9 & 10, 2012

School holidays for students (professional development days for staff)

February 13 & 14, 2012

School holidays

March 26 – April 6, 2012

School holiday (Spring Break)

April 9, 2012

Classes resume after Spring Break

May 6, 2012

Food Fair

May 7, 2012

School holiday (Food Fair clean-up)

May 21, 2012

School holiday

June 9, 2012

High school graduation (grade 12)

June 11, 2012

School holiday for students (marking day for teachers)

June 19, 2012

Middle school graduation (grade 8)

June 20, 2012

Elementary school graduation (grade 5)

June 21, 2012

Final day of school for all students

Frequently Asked Questions Absence and Lateness Q: My daughter is sick and can’t go to school today. What should I do? A. Call the administrative assistant to the relevant principal by 8:30 am: ELC and elementary school students: 045-624-2955 Middle and high school students: 045-625-3545 If the line is busy or there is no answer, you may also call the main school office (045-622-0084). Q: My son was sick yesterday and didn’t go to school. He still does not feel well and I will probably keep him home again today. Do I need to contact the school? A: It is always helpful to know why a child is not in school. However, if you are too busy or tired (from being up all night with a sick child) to call, we will assume that the reason your child is absent again is the same as the previous day. Q: My daughter was sick for several days and is now ready to return to school. Is there anything in particular that I need to do? A: Please send in a note with her on the first day she returns to school explaining why she was absent. In case of extended absence (more than 5 days) due to illness or injury, a letter from your doctor will also be required. Please note that for students in grades 6 – 12, absences should not exceed 20 days in one academic year. Q: We are returning to our home country for family business and our daughter will be absent for several days. What should we do? A: You need to inform the school in writing any time you know in advance that your child will be absent. Please submit the “Temporary Leave of Absence” form, which is available in the school office or may be downloaded from the ‘Parents’ section of the website. Q: My son overslept and will be late to school this morning. What should I do? A: Please call the administrative assistant to the relevant principal. If your son is in the ELC, he should go directly to the classroom. If your son is in elementary school, middle school or high school, he will need to first sign in with the administrative assistant to the relevant principal as soon as he arrives at school, otherwise he will be marked as absent. Please note that for middle school and high school, lateness that is classified as “unexcused” by the tutor or principal will warrant a detention at the end of the school week (15 minutes per incident). Please refer to the Absences and Lateness section of the Parent Handbook for more details.

Parents’ Out-of-Town Travel Q: My husband and I will be traveling out of town for a few days and leaving our children in the care of another family. What notification do you require? A: Please make sure you contact the school office with the details of your schedule, contact numbers for yourself and the family who will be looking after your children. To do so, please submit a “Loco Parentis” form, which is available in the school office or may be downloaded from the ‘Parents’ section of the website. Please do not leave your children alone without an adult, even if you think that they are old enough to be on their own. The school needs to know and be able to contact a responsible adult in the event of an emergency.

Illness and Medical Treatment at School Q: My daughter called me from school saying she is not feeling well and wants to come home. May she be released to return home? A: Your daughter should first see the school nurse, who will determine whether your daughter should return home or not. Sometimes we have a child who is not feeling well rest in the infirmary for a while and then ©2011-12 Yokohama International School

return to class if she feels better. If the nurse feels that your daughter should go home or be brought to a clinic or hospital for treatment, she will contact you. If your child is an ELC or elementary school student, it is normally expected that a parent will come to the school to take the child home. In middle school and high school, depending on the condition of your child, she may be sent home alone. Parents will always be contacted in case of early dismissal. Q: My son needs to take medicine after lunch. What is the procedure for this? A: If medication is to be taken on a regular basis, please consult with the school nurse regarding the appropriate protocol. For medication taken on a temporary basis, the medicine should be taken to the nurse’s office in the morning and a form filled out specifying the child’s name and grade together with the name of the medication and any relevant instructions. The medicine and form should then be placed in a plastic bag hanging on door. Your child should then go to the nurse’s office after lunch for his medicine. For ELC students, the medicine should be given to the ELC director and the appropriate form (available at the ELC) filled out.

Early Dismissal Q: My daughter needs to leave school early for an appointment. What is the correct procedure? A: No child is allowed to leave campus early without parental notification to the administrative assistant to the relevant principal. When the request for early dismissal is known in advance, it is expected that parents will notify the school in writing. However, in case of emergency or last-minute circumstances, a telephone call will be acceptable. Whenever leaving school early for any reason, all middle school and high school students are required to sign out with the administrative assistant to the secondary principal.

School Cancellation Q: It’s snowing outside and I’m not sure if there will be school tomorrow? How can I find out if school is cancelled? A: School cancellation due to adverse weather or other circumstances will be announced on the school website (www.yis.ac.jp) as soon as any decision is made. In addition, you may be contacted through the class emergency telephone chain, which will be distributed early in the school year. Please make sure to keep it readily accessible near your phone. When you receive a call via the emergency telephone chain, please call the next person on the chain as soon as possible. If you are unable to reach the next person on the chain, leave a message (if possible) and call the next person on the chain. Please also contact the teacher to let him/her know the name of the person you were unable to reach. If no cancellation notice has been posted on the website and you have not received a call via the emergency telephone chain, you may assume that school will open as usual. Q: The weather has really deteriorated from this morning and I’m wondering if school will be let out early? How do I find out if there will be early dismissal? A: If a decision is made to dismiss school early due to adverse weather or other circumstances, a notice will be posted on the school website and sent by email, and the emergency telephone chain may be activated. You may also contact the school office. However, please be aware that telephone lines may be busy.

Medical and Health Matters The health office (infirmary) is located on the first floor of the K-1 Building at the end closest to the John Inge building. A qualified school nurse is on duty from 8:00 am – 4:00 pm to provide first aid cover and medicine distribution throughout the school day. In addition, the health office oversees the development and implementation of health and medical protocols, and acts as a health information resource for the YIS community. Should you have any health-related questions, feel free to contact the health office by phone at 045-621-4027 or by email to nurse@yis.ac.jp.

Parents should inform the health office in writing concerning children who need to take medication on a regular basis, or who have any special medical problem such as diabetes, asthma, epilepsy, allergies, etc. Upon written parental request and permission, medication may be held and administered by the school nurse. Likewise, in cases where students require specific medications on a temporary basis, these should be submitted to the school nurse, together with clear instructions. The nurse will then administer the medication as and when required. Although all medications are kept in the health office, each section of the school has a small First Aid kit, which can be used to administer to simple injuries.

Illness or Injury During School Time Minor Illness When a child is considered to be unwell, either by the child’s complaint or the teacher’s observation, a parent or designated guardian will be notified. It is expected that this person will provide appropriate home care or see that the child is attended to by a physician of his or her choice.

Minor Accidents A parent or designated guardian will be notified of any minor accidents. If thought necessary, the student will be transported to a clinic or hospital for treatment.

Serious Illness or Accidents In the event of any serious sudden illness or accident, an ambulance will be called and the parent or designated guardian notified. The school nurse will also notify the hospital of the nature of the illness/injury and the fact that the student is being transported for treatment or referral to the appropriate medical center. Please be sure to register your emergency contact telephone numbers (home, work and mobile), as well as back-up emergency contacts, with the school office and confirm that they are accurately listed in the ‘My Account’ section of YIS Family Access. Please use YIS Family Access or inform the school office directly if any of this information should change during the school year.

Illness at Home No child should be sent to school if sick. Furthermore, no child is to be sent to school if, to the parents' knowledge, he/she has been exposed to an infectious or contagious disease, until the full period of quarantine has been observed. The school should be informed immediately of any diagnosis of an infectious disease.

Health Education Health education is a part of the PYP curriculum in the elementary school. Our middle and high school health study program is based on the Ophea Health and Physical Education Curriculum and is taught by the student life advisor in conjunction with tutors and/or the physical education department. In early spring, an annual career and health education fair is offered for high school students where guest speakers and outside presenters meet with students and cover various topics related to Personal, Social and Health Education (PSHE).

Emergency Procedures YIS takes emergency preparedness seriously, and detailed procedures, training and drills have been developed to ensure the health and safety of students in the event of a natural disaster or other emergency. The Great East Japan Earthquake on March 11, 2011 provided a real-world test of these procedures, and while they proved effective in most respects, we have used the lessons learned from that experience to make a number of improvements in our preparedness for and methods of dealing with emergency situations. Further information regarding emergency procedures is provided in a separate document for parents.

Students are expected to promptly and fully obey the instructions of teachers and staff in emergency situations and practice drills, and we ask your cooperation in conveying the importance of this to your child(ren). Please familiarize your child(ren) and yourself with the following procedures.

Fire The school will evacuate whenever the siren goes off. If no prior announcement is made, and no earthquake has occurred, it may be assumed that it is a fire emergency. Students should evacuate as quickly and as quietly as possible; do not waste time with helmets. All windows and doors should be closed. In the event of a fire, classes should follow the prescribed evacuation routes posted in each classroom. However, if the evacuation route is blocked by fire, they should move away from the fire to exit from a different door. If students are away from their class, they should evacuate with the nearest teacher or staff member. Likewise, parents or other visitors to campus should evacuate with the nearest staff member. Fire drills are held periodically during the school year.

Earthquake Earthquakes are a common occurrence in Japan and while the vast majority of tremors are mild, there is always the possibility of a major quake. Fortunately, Japan’s building codes are very stringent. The buildings on the YIS campus have withstood several major quakes over the years (including March 11, 2011) without damage and are considered the safest place to shelter in an earthquake. Should any perceptible earthquake occur, students must immediately assume earthquake positions: • • •

Get underneath and hold onto the legs of desks or tables if indoors. Go to the center of the space if on the playground or turf, in the gym or any other open space without cover. Take the nearest appropriate cover if moving indoors and wear helmets or hoods to protect from falling objects, for example, from bookshelves in the library.

In most instances, classes will not evacuate. Even if the earthquake is a major one, it is considered safer to stay inside the buildings to take shelter in the event of aftershocks. In addition, by remaining in classrooms or common areas such as the library or cafeteria, it is easier to confirm everyone’s whereabouts. Should the determination be made that it is unsafe to remain in a particular building, staff will direct students to evacuate. Students should wear helmets or hoods available in the classrooms for protection and evacuate by the routes posted in each classroom area or as directed by the staff member. Earthquake drills will be held periodically throughout the school year, and will include non-evacuation and evacuation scenarios.

Emergency Overnight Shelter In the event of a major earthquake or other emergency in which communication and/or transportation links are seriously disrupted and parents are unable to pick up their children at school, and assuming that campus buildings are considered safe, students will shelter overnight at school or with designated emergency contacts or with YIS volunteer homestay families who live nearby if permission has been given in advance.

Emergency Evacuation Away from Campus In the event of a catastrophic earthquake or other incident requiring evacuation away from the school campus, students and school personnel will temporarily evacuate to Harborview Park (Minato-no-Mieruoka Koen) across the street from the school. Should the evacuation require overnight stay, the emergency shelter location for YIS designated by the City of Yokohama is Motomachi Elementary School (Motomachi Shogako), which is located around the Bluff road and behind Union Church next to Ferris University (see map). In the event of an evacuation to this location, we would make every possible effort to inform parents via electronic or telephone communication. However, in such a situation it is likely that communication lines would be disrupted, so it may not be possible to inform parents.

Typhoon/Snow When a typhoon is imminent, or there has been a significant snowfall, the school may close down. School closure information will be posted on the website and you may also be notified via email and/or the emergency telephone chain. Tutors (homeroom teachers) will provide you with the chain and will update it regularly. It is imperative that these phone chains are kept up to date for such purposes and we ask parents to immediately inform the school office of any change in contact information. Please attach a copy of your telephone chain to this handbook as an extra precaution. The telephone chain should be posted in a prominent place at home.

Student Release in Emergency Situations Should it be necessary to hold students at school due to adverse weather, natural disaster or other emergency situations, students will only be released to a parent/guardian who comes to pick up the student in person or such time as communication with the parent/guardian can be established and it is determined safe to release the student on his/her own. Release to other designated emergency contacts or nearby YIS homestay volunteers will only be allowed if permission is registered with the school. (Permissions may be registered via the ‘My Account’ section of YIS Family Access or directly with the school office.) Please notify the school if both parents will be away from home either overnight or for a longer period of time. It is imperative that parents leave emergency contact addresses and telephone numbers with the school office. It is also important that the name of a guardian be supplied in case of emergencies. A Loco Parentis form is available from the school office or the ‘Parents’ section of the website for such purposes.

Parking and Transport Many students at YIS are transported to school and picked up by car. It is very important that parents follow the guidelines that have been laid down to make this traffic system as safe as possible for YIS families and for our neighbors. These guidelines have been developed through consultation with members of the YIS community and our neighbors, as well as with input from our local fire and police representatives. ©2011-12 Yokohama International School

Our number one priority is to ensure the safety of the students. We also wish to be considerate of our neighbors. We are fortunate to have a layout that allows us to use a “drop-off” and “pick-up” system. Many Japanese schools and most international schools do not allow parents to drive within a designated school zone. Parking is not permitted. How well the YIS system works relies heavily on the cooperation of parents: firstly, to understand the system and secondly, to keep within the guidelines. We employ traffic supervisors to oversee the system during the morning and afternoon peak times. The supervisors have been instructed to ensure that traffic moves freely and safely.

Drop-Off and Pick-Up The following guidelines apply during the peak times of 7:50 – 9:00 am and 2:45 – 4:20 pm: Main Campus •

The road at the back of the playground is one-way traffic for all YIS-related traffic. All cars must proceed down the hill from the Foreign Cemetery intersection, pick up or drop off students and continue down past the gymnasium to the traffic light where you can get back onto to the main road system.

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Cars coming down the hill must proceed in single file. Please do not try to make two lines of traffic as you may be asked to make the round-the-block trip again if your child is not at the gate. You may also block the access for our neighbors and the school sports bus. Do not attempt to do a U-turn and come back up the hill.

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Be careful when exiting the traffic light at the bottom of the road, as cars occasionally come up or down the main street against the flow of the alternate one-way traffic.

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Also, because of the long timing of the traffic light and in order to prevent traffic from backing up behind you, please proceed in the direction of the traffic light arrow as soon as it turns green. You can always go around the block to head in the other direction.

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Cars may not be left unattended on the road and must not block local residents’ driveways.

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Please turn off your car engine if you are waiting for any period of time. This is not only better for the environment, it reduces noise and air pollution for our neighbors and will also save you gas money.

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Teachers will make every effort to have the children out at the gate on time for pick-up. All elementary school students will be dismissed at 3:00 pm.

ELC •

ELC parents should drop off their children between 8:25 and 8:45 am and pick them up between 12:00 and 12:15 pm for half day, and between 2:40 and 2:55 pm for full day. Cars should enter the gate closer to the main campus and exit from the gate closer to the Korean Consulate.

No Standing Areas The following areas are designated “No Standing” areas. Parents parking cars in these areas will be asked to move them. • • • • •

The road at the front entrance of the school The drop-off/pick-up zone at the playground gate All driveways and access roads In front of and opposite the gymnasium (bus access) The road at the top of the hill (Foreign Cemetery)

Please note that the street in front of the school is a main thoroughfare for car and bus traffic. Parking on this street is strictly prohibited, and cars may not be stopped for any longer than the time needed to quickly load or unload passengers. Parents are requested to use the playground entrance for dropping off and picking up their children.

Parking We recognize that there are times when parents need to be in school and wish to be able to park their vehicles. Unfortunately, the school does not have the facilities to accommodate parent parking on either a short or long-term basis during the school day. There are pay car parks in close proximity to the school: two

adjacent to the main building, and one just a few meters down the hill from the koban (police box). Parents are asked to use these facilities. There are a few parking spaces around the school that have been allocated to teachers and staff. Parents are not to park in, or block, access to these spaces, which are located in front of the school and at the gymnasium. Limited parking is available to parents in the playground and at the gym (about 20 spaces in total) for some evening events at school.

Car Pooling We encourage parents who drive their children to school to investigate car-pooling. In addition to helping reduce the volume of traffic in the school zone during peak times, it will contribute to lowering the environmental impact of our school community.

Traffic Supervisors Traffic supervisors are employed by the school to oversee all traffic movement during arrival and dismissal times. The supervisors are instructed to ensure that there is a steady traffic flow and that school traffic guidelines are followed. The safety of all YIS students is their primary concern. The supervisors are on duty from 7:45 - 8:20 am and from 2:50 - 3:20 pm. Your fullest cooperation with their directions will be appreciated.

Special Circumstances We recognize that there may be special circumstances where alternative arrangements need to be made for the safe drop-off and pick-up of students. In these cases parents should contact the school office.

Front of School Some students are dropped off and picked up in front of the main building. Please note that this is a busy road and there is no traffic supervision in this area. Students will be asked to wait in the area at the front entrance of the school. Parents must never leave their cars unattended on this road.

Police The local police are aware of the difficulties involved in the movement of traffic around the school during these peak times and have been generally supportive of our system. At the same time, they have particular concerns about congestion on the main roads at the top of the hill (Foreign Cemetery intersection) and the road at the front of the school’s main building. These areas are not to be obstructed by YIS-related traffic. Any unoccupied car illegally parked will be ticketed.

List of School Forms Administrative and other forms that may be required over the course of the school year are available in the school office and as downloadable pdf documents on the ‘Parents’ section of the school website. These include the following forms: Contact Information • • •

Change of Address / Contact Information School Directory & Emergency Contact Information Loco Parentis (Out of Town)

Permission Forms • • •

Temporary Leave of Absence Consent Permission for Walking Field Trips (Elementary School) Off-campus Lunch Permission (High School)

Academic Forms •

Change of Course Request (High School)

Reenrollment and Withdrawal • • • •

Reenrollment Agreement Withdrawal Notice Settlement and Records Release (for withdrawing students ELC to Grade 5) Settlement and Records Release (for withdrawing students Grades 6 -12)

Other Forms • • • •

Application for Train/Subway or Bus Pass Authorization for Medications to Be Taken at School Waiver of School Media Disclosure Agreement Middle School/High School Field Studies Forms

Emergency Telephone Chain Please use this page to attach copy(ies) of the emergency telephone chain(s) that you receive from your child(ren)’s homeroom teacher(s). Make sure to record any changes during the course of the school year.

School Contact Details

By Telephone School Office (main reception)

045-622-0084

Elementary Principal’s Administrative Assistant

045-624-2955

Secondary Principal’s Administrative Assistant

045-625-3545

Admissions / Student Affairs

045-622-5590

Business Office

045-624-3448

Health Office (School Nurse)

045-621-4027

Gym Office

045-624-2957

International Center for Japanese Culture

045-263-8009

By Fax School Office Fax

045-621-0379

By Email General Inquiries

yis@yis.ac.jp

Elementary Principal’s Administrative Assistant

es@yis.ac.jp

Secondary Principal’s Administrative Assistant

mshs@yis.ac.jp

Health Office

nurse@yis.ac.jp

Admissions

admissions@yis.ac.jp

YIS Website and IT Support

help@yis.ac.jp

PTSA

ptsa@yis.ac.jp

On the Web YIS Website Homepage

www.yis.ac.jp

Parents Section

www.yis.ac.jp/parents

Mailing Address Yokohama International School 258 Yamate-cho, Naka-ku, Yokohama 231-0862