PARENT-STUDENT

HANDBOOK

2010 - 2011

CONTENTS

CHAPTER 1: TARTU INTERNATIONAL SCHOOL...... 4

Background...... 4

Mission Statement...... 4

Purpose...... 4

Location and Buildings...... 4

Philosophy and Objectives...... 4

CHAPTER 2: ADMISSION...... 5

Enrollment...... 5

Level Placement...... 5

Student Records at TIS...... 5

CHAPTER 3: ATTENDANCE...... 6

Promotion, retention and placement of students...... 6

Withdrawal from TIS and Early Departures...... 6

Internal rules concerning daily work ...... 6

Conduct and Discipline of Students...... 7

Implementation of discipline rules...... 7

Assessment of Students...... 7

Portfolio of Achievement...... 9

Report Cards...... 9

CHAPTER 4: DAILY MATTERS...... 9

Daily Attendance...... 9

Classroom Supplies...... 10

Student Supplies...... 10

Clothes and Footwear...... 11

Valuables, toys...... 11

Lost and Found...... 11

Homework...... 11

Playground and Recess Procedures...... 12

Class Hour ...... 12

Field Trips, Arrangements...... 12

Parties, Celebrations...... 12

Supervision...... 12

Illness...... 13

Medication...... 13

Public transportation and/or walking to the school...... 13

Lunch...... 13

Fire Drill and Emergency Plan Procedures...... 13

CHAPTER 5: COMMUNICATION AND COOPERATION...... 13

School Diaries...... 14

Newsletters, Notes...... 14

School Contact Details...... 14

Teacher Talk Times...... 14

Parent-Student-Teacher Conferences...... 14

Parents Involvement...... 14

CHAPTER 6: MANAGEMENT...... 15

Owner Board ...... 15

Head Teacher...... 15

School Board...... 15

Teachers´ Council...... 15

CHAPTER 1: TARTU INTERNATIONAL SCHOOL

Background

Tartu International School (TIS) was founded in the autumn 2001 as a Non-Governmental Organization (NGO) in response to a demand from the international community in Tartu for a school with high academic standards and a commitment to educational excellence within an international ethos.

Mission Statement

The mission of TIS is to provide a modern, high quality, English language, academic educational programme for the expatriate and host country communities.

It is the aim of the school to create a happy and secure environment in which the children may develop their individual capabilities as fully as possible.

Purpose

The purpose of TIS shall be to educate children, aged 6-16 years (Year 1-9) at school, and aged 3-5 years at kindergarten. It shall offer education with English as the language of instruction for the purpose of promoting learning, culture and international understanding, without any political or religious aims and shall, thereby, serve the national and international communities of the Tartu area. It shall prepare pupils for the next stage of their school education.

Location and Buildings

Tartu International School is located at Veski 1. The school facilities consist of library/science room, lunchroom, staff room, five classrooms (three in school use, and two for the kindergarten),toilets. There are computers in every classroom. Breaks between the lessons are spent in the fenced outdoor playground. The sports room is located in the Catholic School building just across the street and is shared between three schools - TIS, the Catholic School and the Finnish School.

The schoolhouse is in a 10-minute walk from the city centre. There are sports facilities, nice parks, museums and sights in the vicinity of the building.

Philosophy and Objectives

Central to the educational philosophy of TIS is the conviction that modern society is enriched by bringing together children of diverse nationalities, languages and heritages, who by studying, learning and associating together, are better able to understand and appreciate each other's background and cultures. The school is thus committed to preparing the students for the challenges of life in a modern multicultural society.

TIS seeks to foster intellectual growth and to ensure that each student develops a proficiency in core academic skills, learns concepts and demonstrates application of those skills and concepts.

TIS strives to foster the students' personal growth by encouraging them to use their critical thinking skills, in conjunction with their feelings and values, in making sound decisions on the problems confronting them in their school, community and personal lives.

TIS seeks to create an atmosphere based on mutual trust and understanding so that individual dignity and human respect are preserved.

TIS hopes to foster the atmosphere necessary for all students to formulate their own opinions by encouraging the students to listen with sensitivity and openness. We also hope to encourage the examination and expression of a variety of opinions, and to work well as a member of a group.

TIS seeks to develop in its students an understanding and appreciation of Estonia's culture and environment, as well as an awareness and understanding of other peoples and global concerns.

TIS strives to equip the students with the skills to assist them in their future participation as active and responsible global citizens.

TIS recognizes the shared trust, which is at the core of an effective educational team. This responsibility involves the staff, the students and the parents.

Overall, the goal of TIS is to assist in the development of well-rounded, well-balanced young people who are intellectually and socially prepared to play an active and productive role in life. Our students are encouraged to work hard to develop their potential at the same time as learning to adapt to the diversity of the world around them.

CHAPTER 2: ADMISSION

TIS provides a broad educational programme for children from age3 to 16.

English proficiency is not mandatory for admittance to the school programme.

Enrollment

School

Students are enrolled in school from the age of 6. Younger students can be enrolled if by teachers´ observations a child would benefit from the programme. In that case a child must be at least six years of age on or before the following 1st of December.

Registration forms for enrolment in school can be obtained from the Head Teacher of TIS.

For enrollment the following documents are needed:

  • Registration Form to TIS (contact the Head Teacher to get one and send back by e-mail or snail mail);
  • A one time registration fee of 500 EEK will be required
  • Child´s records in English from the previous school

Level Placement

Every effort is made to ensure that there is a good match between the needs of the student, the aspirations of the parent and the philosophy and educational provision of TIS.

Having been provided with the child´s previous school records and in consultation with parents, teachers and the Head Teacher determines grade placement. A child assessment may be necessary to help in correct grade placement. This takes the form of an observation period over the first three-four weeks of term supervised by the Head Teacher and school-home cooperation is essential in this period. Level suitability for a particular student over the Academic Year is checked systematically and adjustments made if needed.

Although English is the language of instruction at TIS, English language proficiency is not mandatory for admittance. It takes about 6-8 weeks for the children who have not learned English to start communicate with simple sentences. Understanding of everyday verbal language and basic vocabulary comes with the first few weeks. For English language lessons students are divided into levels by their knowledge of English.

Student Records at TIS

When a child officially enrolls a student file is established. The Handover Report of the last finished grade from the previous school will become a part of the student´s file.

Student files contain information that is pertinent to daily functioning at TIS.

A Student File includes

  • Student’s personal details (date of birth, nationality, address etc)
  • Parents’ details
  • Contact numbers and addresses
  • Student’s Progress Report form previous school
  • Notes on student’s social skills , academic progress and behaviour
  • A portfolio of achievement

TIS will provide a school directory to each family with each TIS child´s name, grade/age level, address and telephone number, and parents´ names included.

If you prefer not to have your personal address and telephone number listed in the school directory, please contact the Head Teacher in the very beginning of the school year.

CHAPTER 3: ATTENDANCE

Promotion, retention and placement of students

TIS will make every effort to communicate potential problems, promotions or retentions of students to their parents/guardians. Conferences to discuss mutual concerns are encouraged. Following are the guidelines, which govern promotion and retention:

1. Students will be placed in the best possible learning levels for successful educational experiences.

2. Retention will be limited to those situations where, in the best interests of the child, a successful learning experience is reasonably assured.

3. All available resources will be used to determine the child’s appropriate placement including: Class achievement, standardized levels and teacher observations and recommendations.

The Teachers Body makes the final decision regarding the promotion, retention, and placement of a child at TIS.

The parents are informed of their child’s progress throughout the school year. An early indication of significant problems is given to the parents by the Head Teacher as early as possible although the final decision is not made until the end of the school year.

In special cases when a student has severe academic, social, and/or emotional problems, the administration may recommend to the parents that they seek a school which would better meet the needs of their child.

Within the classroom students are often regrouped into small numbers of students who are working at or about the same level. A student’s group placement may change during the year as the need arises. Factors that could lead to a change are: The student’s achievement success rate, problem areas encountered in the learning of skills or social or emotional concerns. A recommendation for a change is made by a Subject, Class or Head Teacher. The final decision is made by the Teachers Body. A change is made only after taking into consideration the opinions and observations of each individual who is familiar with the student.

At the end of the school year, the child’s teacher and other individuals who work with the students may meet to establish the classroom assignments for the coming year.

Withdrawal from TIS and Early Departures

Parents are asked to inform the Head Teacher least four weeks prior to the planned withdrawal from TIS of a student. This will allow time for the student's final transfer records to be prepared prior to departure. When such notification is received, the student's records will be forwarded to the student's new school, once all financial obligations are met.

TIS discourages departure before the year's end by its students. However, each case will be dealt with on its individual merits.

Internal rules concerning daily work

  • The students are obligated to:
  1. participate in study work and carry necessary study/school supplies and aids to the school. Absences are considered without good reason if the school has not been notified about the reasons. In the event of absence, the student is obligated to independently acquire the study material in accordance with the regulations of acquisition of the study material.
  2. follow the internal rules of the school which have been confirmed in the teachers' council of Tartu International School.
  • The student shall not be late to the school or lessons.
  • Outerwear and outside footwear will be left in the cloak room. In school premises inside footwear shall be worn (based on hygiene and safety requirements, inside footwear should not be flip-flops or footwear that leaves marks on school floors).
  • Student and teacher shall wear clean clothes that fit with the school environment.
  • Students are responsible for their property (wallet, documents, mobile phones, study aids).
  • It is not allowed to bring toys to the school (including, collectable, playing, and exchangeable cards, electronic games etc)
  • Electronic devices (mobile phones, MP3 players, CD players etc.) shall not disturb the work of other students and teachers.
  • The student shall work on the lesson, follow the rules of the classroom, and not to disturb work of other students and the teacher.
  • The student shall behave politely, consider others, avoid any kind of violence, and take all possible measures to stop it.
  • It is not allowed to run, elbow, push, shout, play running games, and open windows, fridge, or enter other classrooms (including kindergarten, dining room, storage rooms) without permission.
  • During the outside break, the student shall follow the orders of the outside teacher and shall not leave the school territory without permission.
  • Student shows respect towards other students, teachers and schools property.
  • In an international group, everybody speaks language that is mutually understood.

Conduct and Discipline of Students

All students of TIS must understand that appropriate student conduct requires an atmosphere that is cordial and fun, yet straightforward and firm. Students are members of a community of people who rely on each other and trust each other. It is the joint responsibility of teachers and students working together to create and protect the well being of each member of the community.

Our simple guideline for conduct and behaviour is that we expect all our students to treat others as they would hope to be treated and show respect for other people, their opinions and their property.

A student's safety is a primary concern at TIS. Every person associated with the school will put the physical safety of the students before any other concern.

Generally, the teacher handles discipline problems and is given authority for interpretation of this code as it pertains to and given situation.

On a case-by-case basis, parents will be notified of any problems with their child at school and they should first be discussed in a conference with the teacher. It is anticipated that most problems can be solved at this level. If the problem remains unsolved the parents and the teacher can turn to the Head Teacher. If the problem is unsolved after this effort, the problem should be put in writing and submitted to the School Board. The School Board may choose not to add the grievance to the Board agenda. If it is added to the agenda, the Board's decision regarding the grievance shall be final.

The school may make referrals for students and parents requiring the assistance of a qualified counsellor. In the case of a student demonstrating need of such assistance, through chronic disciplinary or other actions, mandatory counselling or conflict resolution may be required for continued enrolment in the school. TIS itself does not provide such counselling and there´s no special needs programme at this time.

Implementation of discipline rules

  1. Teachers body decides the strength of the violence and which actions will be taken. Depending on the cases the measures taken will be – oral notice, written notice, inviting the parents to a talk, letter of reprimand, expelling from school. Violence towards others property is considered as an act of violence and certain measures will be taken. Every incident is dealt with case by case.

Assessment of Students

Purposes of student evaluation

  • Encouraging the student to set his own aims, to plan his work and to make independent choices
  • Giving information on the student’s progress to student’s parents and other institutes of learning
  • Teaching the student to see the importance of his work as the first step for good results
  • Helping the student to get feedback on his own progress, social growth, and study skills

Forms of Assessment :

  1. Continuous Assessment

This is interwoven with daily learning and helps teachers and students find out what the students already have understood about the topic being learned and practiced. With this information the teacher is able to plan the next stage of learning. Continuous assessment helps the teacher to ascertain the right choice of teaching methods and if necessary, adjustments to teaching plans and methods can be made.

Continuous assessment and teaching are directly linked, neither can function effectively or purposefully without the other.

The students are also involved in formative self-assessment of their work and they reflect their own approaches to learning.

Forms of Continuous Assessment:

  • Class discussions
  • Self-evaluation of class or homework
  • Pair- and team-works
  • Lesson checks or tests based on material of maximum two lessons
  • Practice exercises and tasks
  • Effort and skill use in lessons

Continuous Assessment levels:

Achievement Grades
Grade / Grade Description
A
Excellent / Excellent theoretical and practical knowledge of the subject, skills to apply the knowledge freely and creatively, extensive individual work, 91-100% of the volume of the syllabus has been acquired.
B
Very good / Very good theoretical and practical knowledge of the subject within the limits of the syllabus and the textbooks, a very good skill to apply the knowledge, 81-90% of the volume of the syllabus has been acquired.
C
Good / Good theoretical and practical knowledge of the subject, good skills to apply the knowledge, the oral response, written work or practical activity and their result mainly correct but some mistakes occur, practical activities somewhat lack independence, 71-80 % of the volume of the syllabus has been acquired.
D
Satisfactory / Knowledge of the main theoretical and practical principles, facts and methods of the subject and application of these in typical circumstances, the oral response, written work or practical activity basically correct, basic skills acquired, but difficulties may occur in the application of these, 61-70 % of the volume of the syllabus has been acquired.
E
Poor / Minimum knowledge acquired, serious shortcomings in application, 51-60 % of the volume of the syllabus has been acquired.
F
Inadequate/Failing / The oral response, written work or practical activity of the pupil reveal the lack of required knowledge and skills, 0-50 % of the volume of the syllabus has been acquired.
  1. Summative Assessment

This takes place at the end of the teaching and learning process. It gives the students opportunities to demonstrate what they have learned.