STUDENT PARENT HANDBOOK

STUDENT PARENT HANDBOOK 2015 16

International Community School of Abidjan Accredited by the Middle States Association of Colleges and Schools (MSA) and the Council of International Schools (CIS) Located in the Riviera 3 Section of Abidjan (near the Lycee Blaise Pascal), Cote d Ivoire Official U.S. Mail: DOS/Management Officer (ICSA) 2010 Abidjan Place Washington, DC 20521-2010 International and Cote d Ivoire Mail: O6 BP 544 Abidjan 06 Cote d Ivoire, West Africa Telecommunications: Tel: +225 22471152/ 22472980 Fax: +225 22471996 School Main Office Telephone: 22471152/ 22472980 Fax: 22471996 ICSA Website www.icsabidjan.org Director Dr. Peter Zeitoun 4563 7870 pzeitoun@icsabidjan.org Director of Professional Development Gloria Freeman 04009975 or 06945788 gfreeman@icsabidjan.org Lower School Principal William Seward wseward@icsabidjan.org Upper School Principal Jim O Malley 5472 2521 jomalley@icsabidjan.org Business Office Manager Smet N dri 0799977 sndri@icsabidjan.org 1

TABLE OF CONTENTS Director s Welcome 5 Calendar for School Year 2014 2015 6 ICSA Mission and Vision 7 ICSA K 12 Learner Outcomes 9 ICSA Governance 10 School Day 10 School Profile 2014 2015 11 Absences 12 Academic Advisory Program 12 Academic Integrity 12 Academic Probation 13 Admissions 13 Approximate Ages and Comparison to Other Educational Systems Activities Program 16 Assemblies 16 Attendance 16 Change of Address or Phone Number 17 Character Education 17 Class Rank in High School 17 Class Size 17 Communicating Student Progress 17 Communication Chain with the School 25 Community Relations and Special Events 26 Community Service 26 Curriculum 26 Deliveries by Drivers 27 Departure After School 27 15 2

Discipline Code 27 English Language Support (ELS) 33 Emergency Situations Impacting School 33 Exams 34 Financial Aid 34 Field Trips 34 Food and Drink 34 Good Study Habits 35 Health Services 35 High School Graduation Requirements 36 Homework 37 Leaving School During the School Day 38 Library and Information Technology Center Lost and Found 42 Lower/Upper School Recess 43 Open House (Back to School Night) 43 Parent Teacher Conferences 43 Parent Teacher Organization ICSA PTO 43 Physical Education 43 Commercial and Personal Announcements Release of Records and Transcripts 44 Re Registration and Re Enrollment 44 Responsibility for Personal Property 44 School Counselor 45 School Day 45 School Supplies 45 Security 45 Student Activities and Organizations 46 Student Checkout and Final Clearance 46 38 44 3

Student Insurance 46 Student Rights and Responsibilities 46 Students on Campus After School 46 Tardiness 48 Textbooks and Other School Property 49 Traveling Parents 49 Visitors to School 49 Withdrawing from School 49 4

August, 2015 Dear ICSA Students and Parents, Welcome to the 2015 16 school year, and a VERY exciting time to be at ICSA! We are continue to experience a time of rapid growth in both our student and teaching populations as families come streaming back to Abidjan. Now is a great time to be a school community at as we embark on the goal of turning ICSA into one of the great schools in Africa, through the adoption of cutting edge teaching practice and our efforts to become an International Baccalaureate school. ICSA is committed to providing a safe, challenging, and enriching academic environment for its students. Our mission is to educate independent, critical thinking, compassionate, responsible individuals for a purposeful life as global citizens, and it those goals are accomplished through ICSA s curriculum, programs and activities. By working in partnership with students, teachers, parents and staff, we can ensure that ICSA is a school where its mission is achieved. We strongly encourage everyone to get involved in the life of the school and work towards serving our students. This ICSA Student Parent Handbook contains important information about the school and its community. Please take the time to familiarize yourself with its contents. It includes information about school programs, rules, and procedures. Review the contents with your child and refer to it when you have a question or concern about ICSA. If your question is not addressed, please just ask. All parents and students are asked to return a signed copy of the Handbook Agreement Form, which acknowledges that you have reviewed, understood and agreed to the rules presented in the ICSA Student/Parent Handbook. We have an exciting year ahead and I look forward to working with you in the coming school year. See you around campus! Sincerely, Dr. Peter Zeitoun Director International Community School of Abidjan 5

International Community School of Abidjan Academic Calendar 2015 16 ICSA observes Ivorian national holidays and several are determined based on lunar sightings (indicated by this symbol @). Parents are encouraged to watch and to read the local media in order to verify these holidays. ICSA will make every attempt to communicate national holidays to the school community in advance 6

Embracing an Ever Changing World Mission Statement To educate independent, critical thinking, compassionate, responsible individuals for a purposeful life as global citizens The International Community School of Abidjan (ICSA) is a non profit, non sectarian, independent, multicultural, English medium school located in Cote d Ivoire. ICSA offers a quality university preparatory PreK 12 educational program of instructional services, activities and diverse learning experiences, which reflect the needs of its students and faculty. The school is based on a US educational philosophy and enriched curriculum, guided by AERO standards and benchmarks. The academic and social education is provided by a highly qualified educational staff in partnership with students and parents with the support of outstanding resources. ICSA is accredited by the Middle States Association and the Council of International Schools. Vision Statement E mpowering students to contribute to the local & global community and achieve their dreams M otivating and facilitating academic excellence B roadening perspectives R especting the self, all living beings and the environment A ppreciating diverse learning experiences C elebrating the strengths of our multicultural diversity I nteracting through honest, respectful and open communication N urturing intellect and creativity G rowing in self expression, self confidence and critical thinking Adopted by the International Community School of Abidjan, Board of Directors, April 18, 2009. 7

International Community School of Abidjan ICSA logo: ICSA Motto: ICSA School Colors: Embracing an Ever-Changing World ICSA s official school colors are blue and white ICSA Mascot: Panthers ICSA School Song: Embracing the World - ICSA Lyrics by Daphne Neal Music by Jules Tchuate 2010 Chorus Embracing the world, for all to see Embracing the world, for you and for me Embracing the world, for our future someday Embracing the world, ICSA Stanza Empowering students every day Motivating excellence along the way Broadening our world for all to see Respecting each other happily Working together in every way Appreciating diversity Children of all kinds Celebrating cultures We are of one mind Spoken Interacting respectfully in everything we do Nurturing intellect and thinking it through Growing confidently in every way This is our mission at ICSA 8

International Community School of Abidjan K 12 Learner Outcomes It is our expectation that all students in all classes at all grade levels will actively demonstrate the following Learner Outcomes: Communication Skills Communicate effectively as listeners, speakers, readers and writers in both social and academic environments Within the school Within and beyond the community Organizational/Research Skills Engage with information and communication technology in order to enrich learning experiences Prioritize tasks effectively Use appropriate strategies for research from a variety of sources Create finished products showing a high degree of neatness, quality and precision. Problem Solving/ Thinking Skills Question themselves, others and ideas analytically, critically, and objectively. Take risks and approach challenges with creativity and perseverance. Apply knowledge to real life situations. Character/ Interpersonal Skills Show character development in assuming responsibility, adaptability, and tolerance in relationships Make appropriate choices to maintain physical well being Celebrate internationalism and interculturalism within and beyond the school community. Revised: May 2012 ICSA Governance ICSA is sponsored by the US Embassy in Cote d Ivoire and is operated by the International Community School of Abidjan Association. Membership in the Association is automatically conferred on the parents and guardians of children enrolled in the school. Special membership is conferred on members of the Faculty and Administration. The Association holds two semiannual meetings each school year. A Board of Directors is responsible for the overall governance of the school. The U.S. Ambassador to the Cote d Ivoire appoints two members to the Board of Directors. The other 9

seven members are elected by the Association. The Board of Directors sets policies for the operation of the school and the Board hires the Director. The Director is responsible for the day to day management of the school. School Day Students in the Lower School may remain on campus after 2:30 PM under the following conditions: When participating in a school sponsored activity. When accompanied by a parent or responsible adult and when in their company and under their supervision. When waiting for a ride/transportation home, the student must remain in the preau area near the Early Childhood center, or in the main office area. When students have received the Principal's permission. The parent or responsible adult assumes responsibility for the child once the child is picked up from the classroom teacher or teaching assistant. Lower school students must be picked up no later than 2:45 p.m. if they are not involved in an organized or supervised activity. Students in the Upper School (Grades 6 12) may remain on campus after school under the following conditions: When participating in a school sponsored activity. When working with a teacher or on a group project. When students have received the Principal's permission. When using the Library or IT Lab. Upper School students not involved in an organized or supervised school activity must leave the campus by 3:30 PM In order to insure that unsupervised lower school students depart campus by 2:45 PM, the school may direct students to a classroom where an adult monitor will be present. Attendance will be taken and a supervisory fee will be charged to parents. Parents will be billed 10,000 CFA minimum per hour for this special supervision. ICSA General School Profile 2014 15 Background: The International Community School of Abidjan was founded with twelve students in 1972 by a group of Americans associated with the U.S. Embassy in Côte d Ivoire. In 1989 the school moved to a 5.25 hectare site in Riviera III with 16 buildings, including two libraries, and two computer facilities. In 2002, due to rising civil conflict, the school downsized from 450+ students to fewer than 100 students. In 2005, in order to address rising operating costs, ICSA relocated to a temporary residential location in Riviera 3 near the village of M Pouto. Between 2007 and 2010, ICSA saw a steady increase in enrollment fostered by stable political conditions. However in November 2010, as a result of post election violence, enrollment once again declined to less than 30 students by the end of the school year. After a year of uncertainty, school year 2011 12 saw a marked increase in enrollment as a result of a stable political environment and a 10

tremendous redevelopment effort in the Cote d Ivoire. In recent years, the enrollment has increased, and is predicted to begin with 350 students for the 2014 15 school year. ICSA is an independent, coeducational day school offering an American style educational program from pre kindergarten through twelfth grade. Sponsored by the U.S. Embassy in Côte d Ivoire, ICSA is operated by the International Community School of Abidjan Association, and is accredited by the Middle States Association (MSA) (USA) and the Council of International Schools (CIS). It is also recognized and supported by the U.S. Department of State through its Office of Overseas Schools. The school is a member of the Association of International Schools in Africa (AISA), the Council of International Schools (CIS), the College Board and the Association of the Advancement of International Education (AAIE). Organization: ICSA is governed by a nine member Board of Directors. Two members are appointed by the U.S. Ambassador to the Cote d Ivoire and the seven other members are elected by the membership of the ICSA Association, which includes parents and teachers. Curriculum: ICSA follows an American curriculum that is based on academic standards developed by Project AERO (American Education Reaches Out). This curriculum has been modified to meet local needs and opportunities. French, the official language of the Cote d'ivoire, is taught at all grade levels. English for Speakers of Other Languages (ESOL) support is required for all non English speakers until their English language proficiency is peer competitive. Accreditation: ICSA is fully accredited by the Middle States Association of Colleges and Schools (MSA) and the Council of International Schools (CIS). School Year: The 2014 15 school year runs from late August to mid June. The academic year is divided into semesters. Faculty: For the 2015 16 school year, there are 67 full time faculty members, including 27 U.S. citizens, 18 host country and 22 third country nationals. Enrollment: The anticipated enrollment at the beginning of the 2015 16 school year is 430 students (PreK 12). Many students are the dependents of the local and international business communities, as well as the international diplomatic community. The school has over 58 different nationalities. Facilities: The school is located on a purpose built campus. Finances: Approximately 93% of ICSA s income is derived from tuition fees. The School is supported by the U.S. Department of State Office of Overseas Schools through an annual GRASP Grant. The tuition rates for the 2015 2016 school year are as follows: Pre Kindergarten: $10,290.00; Kindergarten: $12,810; Grades 1 5: $17,115; Grades 6 8: $18,375; Grades 9 12: $19,215. There is a one time Capital Development Fee for new students of $5,000 and an Annual Registration Fee of $1,200. Absences When a student must be absent for an unscheduled reason (such as illness), a written excuse or phone call to the Homeroom Teacher, Advisor or Building Secretary is needed before attending class upon the student s return. The Building Secretary will then issue an admittance pass for an excused absence to the student to give to his/her teachers. Failure to provide a written excuse will be registered as an unexcused absence. In such a case, no credit will be allowed for any schoolwork missed. Students are responsible for making up missed work. Students who have been absent from school for the day will not be permitted to attend after 11

school programs, sports events, parties or other activities that may be sponsored by the school on that day. Academic Advisory Program The Advisory Program in the Upper School at ICSA is designed to provide support services for students within a small group setting. Focusing on students' academic, personal and career needs, students and parents should view the advisor as an important link to the school and as a resource whenever questions or concerns arise. The advisor is not expected to counsel students. Any problems beyond the role of the advisor should be referred to the School Counselor. Philosophy : The Program is designed to meet the special intellectual, social, and physical needs of ICSA students. The Advisory Program helps to address this task. It recognizes the behavioral, emotional, and academic needs of each student and works to improve student performance. This program provides an opportunity for each student to relate and interact in a special way with his or her advisor. It establishes a medium of communication in a supportive environment. This helps create a climate conducive to learning through developing and maintaining a positive self image and school experience. The Advisory Program transmits a sense of confidence to the advisees. Its importance is critical and its effects are enduring. The Advisory Program will foster a school environment in which each student can be known as an individual by at least one professional in the school. Students and parents should view the advisor as an important link to the school and as a resource whenever questions or concerns arise. Academic Integrity Academic integrity means producing original work on all examinations, papers, projects, homework, and oral presentations. No matter what pressures students face, they are responsible for maintaining the originality of their work. They are responsible for organizing and preparing themselves properly and adequately, and completing all work. Students will be taught proper research skills and resource citation. Academic integrity requires that all ICSA students: Complete their own work and not allow it to be copied or reproduced by anyone else. Complete examinations, tests or quizzes without seeking help from or offering help to others. Complete original research for a paper, project or oral report and acknowledge all others, contributing to that work by proper citation. Recognize that their grade on a test, exam or assignment is not linked to the worth of self, that there is greater value in integrity than in grades Realize that cheating of any kind, no matter how small, diminishes both personal and academic integrity. 12

Academic Probation Students are expected to pass all of their courses, and students in the high school should be moving towards satisfying academic requirements for graduation. If a student receives failing grades for a quarter in two or more of the five core academic classes (English, French, Math, Science, and Social Studies), the student is placed on REPORT for the following quarter. After the second quarter, the student will be placed on PROBATION if two or more of the five core classes were failed for the semester. When a student reaches the probation level, a written remedial education plan in the subject areas the student failed for the semester will be drafted by the teachers of the subjects in question. A student on probation who receives two or more failing grades in core classes in the succeeding (3 rd ) quarter will move to the WARNING level. Warning means that the student may be asked to withdraw if two or more of the core classes are failed for the semester. In the case of withdrawal, every effort will be made on the part of school personnel to have the withdrawal at the end of the first semester or the end of the school year. This will allow students the opportunity to earn as many credits as possible and make an orderly transition to another educational institution. Example Two or more failing grades every quarter Quarter 1 Report Quarter 2 Probation Quarter 3 Warning Quarter 4 Request for withdrawal of student Admissions Admission shall be granted to students in accordance with the school s Mission, Beliefs and School s Statutes. The school admits all students whom it feels can benefit from the educational program offered. However, because of space, requirements set forth in the school s Statutes, and certain requirements mandated by the acceptance of a grant from the United States Government, criteria have been established. Admission shall be granted in accordance with the priorities listed below as defined in the school s philosophy: Admission shall be granted to the dependent children of U.S. Government employees who are U.S. citizens. Space permitting, admission shall be granted to other children who, in the opinion of the administration, will benefit from the education offered at the school. A completed ICSA application form, a transcript of all previous grades or similar school records which identify all courses taken and grades (graduation credits) earned, proof of date of birth, and a recent health/medical certificate MUST be submitted. All records must be officially 13

translated into English. The student's previous records, grade or school year reports, cumulative records, standardized test results, special evaluations, etc. are examined to support proper grade placement. Admission and grade placement decisions will be conditional until such time as the school records are submitted or forwarded to the school office. Once a completed application form is submitted, the administration will interview the student and the parents. Arrangements are made to test student's level of learning so as to determine grade placement. The ESL and/or language teachers may be consulted as appropriate. These tests cannot be scheduled until the admission form and accompanying documentation is complete. All students must be tested before they can enter school. These tests are used to determine proper instructional placement and to predict the ideal level of successful study for prospective students. Admission and placement will be determined on an individual basis. ICSA is not equipped to handle students with special needs. Variation in age and grade placement is to be expected, given the wide variety of school systems and backgrounds of ICSA students. The administration makes all final decisions about admission and grade placement. A student cannot begin classes until payments or acceptable arrangement for payment has been made with the business office manager. Grade Placement Pre Kindergarten, a child must be four (4) years old by September 30 of the school year for which he or she is seeking admission. Kindergarten, a child must be five (5) years old by September 30 of the school year for which he or she is seeking admission. First grade, a child must be six (6) years of age on or before September 30 of the school year for which he or she is enrolling to be eligible for admission. All new students are monitored closely during their first month of school to evaluate placement. If there are any questions about proper placement, the classroom teacher along with the principal will review, on a case by case basis, the child s social, emotional, and academic maturity for possible grade placement adjustment, using a variety of different data gathering techniques, including readiness tests, classroom observations, and trial placements. A parent conference will be held to discuss the findings and recommendations, with every effort made to reach parental agreement and support for the final placement decision. Grades 6 12: For students transferring to grades 6 12, admission and grade placement are based on the ICSA entrance placement tests, achievement as demonstrated through prior academic records, social and emotional maturity, and successful completion of academic requirements at previous schools. High school students (grades 9 12) must provide an official transcript from their previous school to verify credits and grades. 14

Approximate Ages and Comparison to Other Educational Systems The following table compares the French and British educational systems with the educational system used in the United States and at ICSA. Student ages in classes may vary dependent on a number of factors. ICSA Administration will determine grade placement based on prior school records, placement test results (where applicable) and prior school recommendation. Please see the explanation regarding grade placement. Age (by Sep 30) U.S. System (at ICSA) French System British System 4 Pre K Grand Reception Class maternelle 5 Kindergarten CP1 Class 1 Primary 6 1st Grade Elementary CP2 Class 2 School 7 2nd Grade CE1 Class 3 8 3rd Grade CE2 Class 4 9 4th Grade CM1 Class 5 10 5th Grade CM2 Class 6 11 6th Grade Middle School Sixieme Grade 7 12 7th Grade Cinquieme Grade 8 13 8th Grade Quatrieme Grade 9 14 9th Grade High Troisieme Grade 10 School 15 10th Grade Seconde Grade 11 Gen. Cert. Sec. Ed. Exams 16 11th Grade Premiere 6th Form 1 A Level 17 12th Grade (High School Diploma) Terminale (Baccalaureat) 6th Form 2 A Level Exams Secondary 15

Activities Program For the 2014 15 school year, ICSA will offer after school activities. A variety of academic, sports, or cultural activities supervised by teachers, parents and community members are offered. Students register for the activities in which they would like to participate. Enrollment in some activities is on a first come first served basis. Many activities are free; however, some may be for a fee. ICSA will provide a supervisor for all activities. Parents must give permission for their children to participate in the program. Assemblies At various times during the school year, students are asked to assemble for awards, special occasions and cultural events. Students are expected to behave in a courteous and polite manner during these assemblies. Parents are invited to attend all school assemblies. Attendance Lower School Attendance: As children progress through the Lower School, time away from instruction becomes more detrimental. This is because much of the program is experiential. Children learn new concepts and skills through their class work as they work with teachers and peers. Projects, long term assignments, and group work often require students to work together through a process that eventually results in a final product as fulfilled by a culminating event or activity. To be successful, this experiential process must be uninterrupted. A very important aspect of this experiential process is the time provided by teachers for students to edit, proof, and reflect upon their work. Upper School Attendance: Regular attendance in middle and high school classes is an important factor in student's success in school. An integral part of the learning experience is the interaction between students and teachers. One indicator of dependability and general success is good school attendance. Students are more likely to have greater academic success if they have a good attendance record. This attendance policy is attempted to establish reasonable standards regarding absences. One objective of the policy is to encourage a high rate of student attendance without imposing a hardship on teachers, parents, or students. Every student is expected to be in school every day and attend every assigned class. When it is necessary for a student to be absent from school, parents should call the office on the day of the absence to report the absence. Student absences not verified within 48 hours will be considered unexcused. Students will lose the ability to earn credit for any work assigned on a day in which their absence is determined to be unexcused. Parents are requested and encouraged to work with students for good attendance and excuse students only for illness or an emergency. Students should not be excused in order to perform personal chores. Students should also not miss school before or after a sporting event, a theater production, or an activity, which will or has taken them off campus. Any student who has accumulated ten (10) or more unexcused absences in any course during a semester may lose credit for the course for that particular grading period. 16

Character Education Program ICSA uses the Character Counts approach to character education. Character Counts focusses on 6 Pillars of Character; Respect, Trustworthiness, Citizenship, Fairness, Caring and Responsibility. Teachers and the School Counselor will focus on each of these pillars throughout the year to encourage positive attitudes amongst Change of Address, Phone Number or Email Contact Parents are requested to inform the school whenever there is a change of their address or phone number. These changes especially become important in case of an emergency. All changes of address, phone number or email address should be directed to the attention of the Building Secretary, the classroom teacher or the Principal. Class Rank in High School Due to the small size, the mobility of the ICSA student body, and the educational systems students come from, high school class rank is not computed. However, when class rank information is absolutely indispensable for college admission purposes, a reasonably accurate estimate can be made for students who have attended ICSA in both their junior and senior years. Class Size ICSA s average class size is approximately 20 students per class. In addition to an experienced, qualified teacher in the classroom, a teacher s assistant is also assigned to classes in grades PreK 5. Should the class size surpass 22 at any time, this must be reported to the School Board. Communicating Student Progress: Report Cards, Mid Quarter Reports and Other Reports Evaluation of student progress by members of the faculty is a continuous process. Teachers, in evaluating student achievement, consider homework assignments and classroom participation, together with test, quiz, and project scores. Teachers observe performance in the classroom daily. When students miss classes, waste time during the class period, or are disruptive, learning opportunities are lost. Teachers will consider these behaviors when assigning effort and attitude grades. Report cards are issued four times during the school year. Mid quarter reports are distributed between report cards to keep parents informed about the academic and/or behavioral progress of students. Written progress reports from teachers to parents may be sent at any time during the school year. Teachers may also occasionally wish to speak with parents by telephone or in person, especially when circumstances require discussion or clarification. Ideally, parents should not be taken by surprise by a low grade on a student s report card. It is expected that the teacher will have made the parents well aware in advance of potential problems. In addition, teachers will elaborate upon student difficulties on the comment section of the progress report 17

or report card, when a below average grade or a dramatic decline in performance or behavior occurs. The assessment of student learning will be based on a variety of measures appropriate to grade level and subject. Oral and written work, tests, homework, projects, and participation may all be recognized as components of a student s grade. Lower School Grading Procedures (Pre Kindergarten Grade 5) The academic progress of students in the elementary school at ICSA is measured by using indicators that demonstrate the work undertaken in each content area. Elementary teachers write a comment for each child s performance on mid quarter reports and at the end of each quarter. ICSA Lower School Grading Scales and Criteria Grades PreK 2 The Scale: N =Needs Improvement / S =Satisfactory/ G =Good / E =Excellent Description The student needs to improve in a particular subject area and it may be appropriate for teacher and parents to come up with a plan to help the student. The student is just meeting the needs of the subject area and should continue to work toward improving. The student is doing a good job and is at grade level in the subject area; there are no concerns from the teacher. The student is showing excellent achievement in the area and would be an excellent example for other students. Grade N S+ S S G+ G G E Effort and Work Skills and Social Habits 1 Often Observed 2 Sometimes Observed 3 Rarely Observed 18

Performance Grade Key Grades 3 5 Descriptors Exceeds expectations for the reporting period Clearly satisfies expectations for the reporting period Satisfies expectations for the reporting period Below the expectations for the reporting period Well below the expectations for the reporting period Letter Grades represented by percentages A+ = 98 100% A=93 97% A =90 91% B+ = 88 89% B=83 87% B =80 82% C+ = 78 79% C=73 77% C =70 72% D+ = 68 69% D=63 67% D =60 62% F = 59 below percent Effort/ Work Skills /Social Habits Key Terms Excellent 1 Good 2 Satisfactory 3 Needs Improvement 4 Organizational Skills Consistently sets goals and organizes information, and uses time Usually sets goals, collects and organizes information, and uses time Often needs assistance in setting goals; organizing information and Rarely sets goals, information disorganized, and/or often need wastes time. effectively. effectively. using time effectively. Homework Consistently completes Usually completes homework. Often does not complete Rarely completes homework. homework. homework, or submits late. In Class Work Always on task. Usually on task. Often off task. Rarely on task. Citizenship Consistently respects the rights of others (listens, wait for turn). Usually respects the right of others (listens, wait for turn). Often needs teacher guidance for interpersonal relationships. Rarely demonstrates respectful behavior toward others. Teamwork Interpersonal Skills Consistently participates well in class/group activities. Consistently resolves conflicts in constructive manner. Usually participates well in class/group activities. Usually resolves conflicts in constructive manner. Sometimes participates well in class/group activities. Often needs reminders on how to resolve conflicts. Rarely participates in class/group activities. Rarely resolves conflicts appropriately. 19

Lower School Honor Roll Criteria for Grades 4 5 Criteria for nomination to the honor roll in grades 4 5 is as follows: The student has to obtain A+, A, A marks in at least 4 out of 5 of the following subjects on their report card: language arts, math, science, social studies, and ESOL or French. The student should have no grade below B in the above listed subjects and no grade below C in Specialized Subjects (Music, Art, PE, IT) The student should not have a 4 (needs improvement) in Effort / Work Skills / Social Habits If a student is tardy to school more than three times, he/she cannot be on the honor roll. Most improved certificates will be awarded to one student in each grade who, in the opinion of the teachers (homeroom and specials) has made significant progress or contributed in some special way to the class during the quarter. This designation is for students who try very hard, but who do not have the necessary skills to meet the honor roll grade point average criteria. Student of the Month The Student of the Month Program begins in October of each school year. Each grade level homeroom teacher (PreK 5) is encouraged to nominate one student of the month. The Special Subject teachers can be consulted before making a final decision. The name of the student is sent to the principal towards the end of the month, and the student is awarded a certificate. The purpose of the Student of the Month Program is to identify, recognize and encourage students to do their best. This is the list of criteria for selection: Positive attitude Positive role model Respectful to peers and teachers Being current with all assignments and projects Well behaved ( doing the right thing ) Demonstrates responsibility Leadership qualities Good work ethics (hard worker) Upper School Grading Procedures (Grades 6 12) Upper School teachers are responsible for communicating their class expectations and method of grade calculation to students and parents in the form of a course syllabus. Teachers are obliged to allow students full access to their recorded grades. 20

Students in the Upper School receive the letter grades indicated below. Where appropriate, the percentage scores shown are represented by the letter grades indicated: A+ (98 100) A (93 97) A (90 92) B+ (88 89) B (83 87) B (80 82) C+ (78 79) C (73 77) C (70 72) D+ (68 69) D (63 67) D (60 62) F (59% and below/fail) P (Pass) Aud (Audit) INC (Incomplete) PP (Pass) for Progress) ELS designation Explanation of Letter grades in the Upper School A+ to A (90% 100%) Students who receive grades in this category demonstrate excellent comprehension and application of all material taught. Their scholarship exceeds teacher expectations. Their contributions to the class exceed assignments. Their attitude is positive and beneficial to the entire class. Improvement is observable and measurable. B+ to B (80% 89%) Students who receive grades in this category demonstrate above average comprehension and application of all material. They consistently present outstanding work in all areas. Scholarship is accurate and complete. Attitude and cooperation are beneficial to the class and enhance the learning environment. C+ to C (70% 79%) Students who receive grades in this category demonstrate average comprehension and application of all material, or above average in some areas and below average in others. Work in general is of medium quality. Scholarship may be strong in one area and weak in another. All assignments are attempted. Attitude and cooperation are proper and acceptable. D+ to D (60% 69%) Students who receive grades in this category demonstrate comprehension and application of most material, but barely meet minimum quality. Scholarship is weak in most areas. Initiative is usually not evident. Attitude is neutral at best. Cooperation is neither positive nor effective. F (59 % and below) Students who receive grades in this category demonstrate failure to comprehend or apply most of the material presented. Scholarship is weak in all areas. Work in general does not meet the 21

minimum requirements of the teacher. Attitude is generally apathetic or uncooperative. No initiative is evident. PP (Pass for Progress) Students who are acquiring language proficiency in English (ESL) may be graded on a pass for progress basis P (Pass for Progress), until such time as they have been determined peer competitive. Work may be modified to meet student individual needs and this designation will be reported on the report card. P (Pass) Students who are enrolled in a class for credit and they have met all requirements for the course, but who will not receive a grade for the course. Aud (Audit) Students who receive an audit grade are attending a class in which they will not receive credit or a letter grade. The course may have been retaken to improve skills. INC (Incomplete) Students who receive an incomplete have not completed enough assessments to receive a grade in the class. The course may remain as an incomplete for a limited period of time and then revert to a failing grade (F) if the work is not completed. The letter grades, which reflect accomplishment and relative standing in the subject matter and skills being taught, are accompanied by effort and attitude marks. The criterion associated with these designations is delineated in Guidelines for Effort and Attitude Grades. Effort Guidelines for Effort and Attitude Grades E: Excellent S: Satisfactory U: Unsatisfactory A student demonstrates Excellent (E) effort by usually exhibiting most of the following: arriving punctually for class participating voluntarily and actively in class discussions completing nearly 100% of the assignments on time challenging him/herself to produce work of high quality actively pursuing knowledge, often beyond what is required by an assignment A student demonstrates Satisfactory (S) effort by usually exhibiting most of the following: arriving punctually for class bringing necessary materials and supplies completing 75% or more of the assignments on time responding to questions in class and occasionally volunteering being attentive in class appropriately using class time provided for work or study 22

A student demonstrates Unsatisfactory (U) effort by usually exhibiting most of the following: habitually arriving late to class failing to bring necessary materials and supplies to class being unprepared for class completing less than 60% of assigned work on time wasting class time provided for work or study Attitude A student demonstrates Excellent (E) attitude by usually exhibiting most of the following: being aware of the needs of others encouraging others helping others demonstrating interest and enthusiasm contributing toward a positive class climate A student demonstrates Satisfactory (S) attitude by usually exhibiting most of the following: being respectful of others not disturbing class cooperating with teachers and other students A student demonstrates Unsatisfactory (U) attitude by usually exhibiting most of the following: making disrespectful remarks or body language communications to others indicating disinterest or lack of respect by disturbing the classroom climate failing to work cooperatively with teacher and peers failing to take responsibility for one s own behavior displaying consistent distracting behavior Upper School Honor Roll Criteria for Grades 6 12 The criterion for inclusion on the Upper School Honor Roll is as follows: Students on the High Honor Roll qualify with an average of 90% or above, with no grade below 70% (C ), in any subject and with satisfactory or excellent in attitude and effort in all of their classes and in advisory. Student cannot be tardy to school more than 6 times during the semester. Students on the Honor Roll qualify with an average between 87% and 89%, with no grade below 70% (C ), and with satisfactory or excellent in attitude and effort in all of their classes and in advisory. Student cannot be tardy to school more than 6 times during the semester. Students on the Principal's Award qualify with an Excellent in attitude and effort in all of their classes irrespective of the grade. 23

Other Issues Impacting Student Achievement in the Upper School Late Work Policy in the Upper School Each upper school teacher will have and communicate a late work policy that holds students accountable and encourages student responsibility. Upper School Evaluations of Student Progress Evaluation of student progress by members of the faculty is a continuous process. Teachers in evaluating student achievement consider homework assignments and classroom participation, together with test, quiz, and project scores. Teachers observe performance in the classroom daily. When students miss classes, waste time during the class period, or are disruptive, learning opportunities are lost. Teachers must consider these things when assigning grades to document student progress. Upper School Progress Reports/Communication with Parents ICSA teachers in grades 3 12 use RenWeb an online, web based data management system to track student assignments and grades. Parents and students have access to this information on an ongoing basis. Information about RenWeb, including appropriate log ins, is provided at the beginning of the school year. Student progress reports may be sent to parents at any time during the school year. Teachers use progress reports to inform parents of student performance and behavior. Teachers may also occasionally wish to speak with parents by telephone or in person, especially when circumstances require discussion or clarification. Ideally, parents should not be taken by surprise by a low grade on a student s report card. It is expected that the teacher will have made the parents well aware of potential problems in advance. In addition, teachers will elaborate upon student difficulties on the comment section of the progress report or report card, when a below average grade or a dramatic decline in performance occurs. Upper School Report Cards Formal grades are reported to parents four times during the school year, each quarter along with the completion of each semester. These grades provide information about a student s progress to date. In the high school, only final semester grades are recorded on permanent transcripts. High school students who receive a failing semester grade (F) will not receive credit for the course. High School Semester Exams At the end of each semester, several school days are designated for final examinations. A review period is given before the semester exams begin. Grades on final exams are used to compute final semester grades and could raise or lower a final semester grade depending on the quality of performance on the final examination. Final exams are worth a maximum of 20% of the semester grade. Under no circumstance will a final exam be administered before the scheduled date of the exam. Make Up Work in the Upper School The decision as to what is required to make up school work and the time and place of make up work will be the responsibility of the teacher working in conjunction with the student. It is the student s responsibility to check with the teacher and to complete the required make up work 24

within the allowable make up period following the student s return to school. Major projects and major exams with due dates known well in advance are exempt from this make up time allowance. Students who skip class are not allowed to make up missed work. Communication Chain with the School Constructive criticism of and suggestions for improvement to the school are welcome when it is motivated by a sincere desire to enhance the quality of the educational program and to equip the school to operate more effectively. Parents wishing to express concerns regarding a classroom level issue should take the following steps: Parents should make every effort to discuss the concern with the teacher on an informal level. Parents should call for an appointment with the appropriate teacher at a mutually agreeable time. If concerns persist, the parent may request to meet with the Counselor. If the issue cannot be handled at this level, the parent may request to meet with the respective Principal. If no reconciliation is forthcoming, then the parent should write a formal expression of concern to the Director outlining the steps previously taken to resolve the concern. The Director will respond in writing, with copies of the parent s letter and his or her response being sent to the Principal. If the parent or community member is dissatisfied with the response received from the Director, the person may appeal in writing to the Board President attaching copies of any and all correspondence written and received to date. The Board President will inform the parent in writing after the Board has discussed the issue or concern. Final authority of the resolution of any concern rests with the Board of Directors. The parent or community member must provide all documentation in order to allow the Board to make a fair and just decision. The parent or community member expressing the concern may be requested to appeal before the Board in person. The Board President will convey the Board s decision to the concerned parent or community member after the meeting in which the concern was discussed. If a question or concern relates to a school wide issue, a school policy, or the overall curriculum, the problem should first be first presented to the Director. If the Director cannot satisfactorily resolve the difficulty, the issue can then be taken to the Board of Directors for review. Community Relations and Special Events ICSA makes every effort to promote open and accurate communication, both among its students and the staff and between the school and home. To help the school in these 25

endeavors, a number of publications are distributed. 1. An internal weekly bulletin is circulated to all teachers at the beginning of each week with messages for teachers and students. 2. The ICSA TODAY, the school s newsletter, is distributed when necessary to all parents through email.this important publication contains information on pertinent school issues, news and announcements, and a calendar of upcoming events. 3. Periodic community reminders, memos, letters, questionnaires and teacher newsletters are sent home with students. 4. Various student publications are published at intervals throughout the school year. 5. The school website is an important source of information about the school and includes a calendar of upcoming events. 6. The school yearbook, Samanh, is published at the end of the school year. A good and sound public relation is a primary goal shared by the staff, administration, and the Board of Directors of ICSA. Publications play a major role in accomplishing this goal. Student names and pictures may be included in the school website and other school related publications. A parental consent form is sent home each year. Parents who do not wish their children s names and/or photos to be included must inform the Administration in writing. Community Service At ICSA, all students are expected to participate in community service projects and activities from time to time. School wide community service projects will be identified each year and expectations about student participation will be clearly defined. Parents are encouraged to inform the school regarding potential community service projects and activities. Curriculum The language of instruction at ICSA is English. ICSA offers an American based curriculum using the America Reaches Out (AERO) standards that have been adapted to meet the needs of an international student population. Instruction in French as a foreign language, the official language of the Côte d Ivoire, is required of all students in grades 1 12. An English Language Support program (ELS) may be offered to non English speakers until they attain an academically functional level of proficiency in English. All teachers are required to follow the curriculum that has been adopted by ICSA. This includes use of particular textbook series that are approved, as well as materials that have been selected for specific classes. The purpose is to ensure continuity and appropriate course guidelines. Teachers are encouraged to use a variety of supplemental materials. The library is also a rich source of reference materials and other supplementary information. School wide standards and benchmarks are in place. Curriculum is reviewed on an on going, cyclical basis and is one of the major focuses of our in service and professional development activities. Delivery by Drivers Parents are discouraged from sending forgotten items to school with drivers during the school 26