International Baccalaureate (IB)

An Honest Student: 

Academic integrity is respecting your teachers, peers, and yourself by completing your work individually,  when requested by your teacher. Complete your work truthfully, by avoiding asking/using any source for help when individual work is expected.

Honest students: 

• Try their best and set realistic goals.
• Ask the teacher if they do not understand topic/assignment.
• Keep their work to themselves; other students need to learn as well.
• Work without using online tools unless teacher authorized (not all online tools are reliable).
• Manage their study time as well as time during summative assessments.
• Accept mistakes as a normal part of learning and learn from them.

Show your steps/processes of your work and honestly report your own results. This helps you  understand your weaknesses and helps the teacher evaluate your misunderstandings as well as your strengths. 

Be a thinker and use appropriate materials. 

Communication between students, parents and teachers will ensure that our common philosophy is respected.

From the Maternelle and Lower School Code of Conduct: 

We are expected to be safe, kind, and helpful members of our community as we do our best to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. 

Respect for Self and Others 

• We are expected to demonstrate respect, courtesy and understanding in their words and actions towards self and others. Students are encouraged to talk with an adult at school if they need help or know someone who does.
• We are caring; we treat others fairly, and do not use words or actions that injure, hurt, put down, embarrass, exclude or threaten others. 
• We are reflective and thoughtful, thinking before we act. 
• We are open-minded, listening to others’ ideas and not telling others how to be or what to do. 
• We are risk-takers, finding ways to include and stand up for others when they need our help.

Possible Consequences for Negative Behavior 

At times reminders and positive reinforcements are not enough to teach children positive behavioral choices and consequences are needed. Consequences are given depending upon the child’s developmental level, and upon the danger, severity, or repetitive nature of the behavior. While children and circumstances are individual and unique, often requiring that the consequences be tailored to the situation, we strive to maintain fairness and consistency in our responses. Staff members will not share information about a student’s behavior, academics or consequences to adults other than that student’s own parents or guardians and involved staff members. 

Examples of possible consequences that may be used: 

• Verbal warning 
• Removal of privilege
• Conversation with teacher
• Incident Report written; meeting with Division Head if needed 
• Restorative justice action assigned 
• Meeting with parent/guardian 
• Suspension (in or out of school) 
• Expulsion

Lower School Responsible Use Agreement for Digital Tools 

At French International we are committed to providing an environment that encourages the use of digital tools as essential to support our educational mission. Students are responsible for their use of digital tools, and the Code of Conduct must be followed at all times. Digital tools refers both to hardware (including chromebooks, desktop computers, printers, scanners), and to software, apps, French International network and internet resources. This agreement applies to any use of French International digital tools whether this access occurs with school-owned equipment or personal devices. This applies both on and off campus. 

Students are expected to be responsible, digital citizens while using French International digital tools, and are asked to sign an agreement with the following statements at the start of each school year: 

• I will use French International digital tools for school work and school-related activities only.I will use all digital hardware carefully and respectfully. 
• I will not damage, change or tamper with the hardware, software, settings of computer hardware or the network. 
• I will respect the work and files of others, and agree not to open, copy, change, delete or damage files or folders that are not mine. 
• I will not share my login credentials; I understand that I am responsible for all activity in my French International accounts. 
• I will not use others’ network accounts. 
• I will contact a teacher or administrator immediately if I cannot access my own accounts. 
• I will share collaborative work with my peers as specified by my teacher(s). 
• I will not be a bystander by notifying a teacher or administrator of cyberbullying.
• I will log off a computer and shut down a Chromebook before I step away. 
• I will not give out personal information about myself, my peers or my school on a public Internet site, including full names, passwords, home address, phone number or photos. 
• I will follow copyright laws, and give credit to the creator of materials, ideas, photos, images, music or videos I use in my school projects by creating a properly formatted bibliography. 
• I will communicate and collaborate online responsibly and respectfully. 
• I will only print what is needed for my school work. 
• I will always assume good intent and respond accordingly. 

If I violate this agreement, consequences may include: 

• temporarily disabled French International account 
• loss of digital privileges 
• other appropriate consequences

An honest student:

The following section was prepared by 8th grade students as advice for all students

Academic honesty is respecting your teachers, peers, and yourself by completing your work individually, when requested by your teacher. Complete your work truthfully, by avoiding asking/using any source for help when extra help is unauthorized. If you are struggling and considering cheating, it is better to:

• Try your best and set realistic goals
• Ask your teacher if you do not understand topic/assignment
• Keep your work to yourself; other students need to learn as well
• Work without using online tools unless teacher authorized (not all online tools are reliable)
• Manage your study time as well as manage your time during summative assessments
• Keep yourself away from distractions and methods of cheating. Understand the difference between authorized collaboration and help from outside sources.
• Show your steps/processes of your work and honestly report your own results. This helps you understand your weaknesses and helps the teacher evaluate your misunderstandings as well as your strengths.
• Remember to cite your sources properly so that you prevent plagiarism. It is simple, easy, and teachers can know where you got your information. Ask teachers for clarification on assignments.
• Be a thinker and use appropriate material.

Academic honesty definitions and possible infractions (to be reviewed explicitly in advisory or whenever appropriate)

• Cheating on classroom tasks: intentionally using or giving outside assistance before/during/after an assignment, exam, lab or other summative task without permission of teacher. This may include:
  • Copying another student's work on any assignment without consent of teacher and/or student
  • Giving/requesting information from another student on summative tasks or discussing exams
  • Turning in summative task that has been written or edited by a peer, parent, tutor or others without consent of teacher
  • Copying a “cheat sheet” of another student
  • Google translate when not appropriate for assignment
  • Storing notes, formulas or other information on a calculator or other PDA device
• Unauthorized Collaboration: discussing summative tasks when expressly forbidden by teacher. This may include:
  • Asking for help from peers, parents, or tutors on take home summative tasks
  • Using unauthorized electronic collaboration
•  Fabrication: manipulation or falsifying data, information, or citations of any academic work. This may include:
  • Using another student’s lab data without permission
  • Fabricating/changing data on math and science tasks to fit assignment
  • Using shortcuts instead of doing the work
•  Plagiarism: taking work, pictures, or ideas as one’s own without proper citation. Failing to properly note paraphrased or quoted material.
  • Turning in papers without quoting sources.
  • Citing nonexistent sources
•  Ethical Use of Media: Using music, images, and video that is copyrighted and authorized for use by school members
• Forging a signature

Consequences to infractions

• No evidence on assignment (“0” achievement level) and redo another or a similar task
• Conversation with adult reporting the infraction with student, advisor and parents
• Infraction report and In school suspension

• Online application and $100 application fee
• Parent/Guardian Questionnaire (included in application)
• A teacher recommendation form completed and submitted online by your child's current teacher (if applicable)
• An Admissions Meeting with members of the Admissions Committee. Your child may also be asked to come spend part of a day in a classroom if entering kindergarten to evaluate academic abilities and social/emotional skills. Please contact the Office of Admissions to make arrangements after you submit your application and fee.=

Admissions decisions for applications completed by the February 1 priority deadline will be made in March and April. For applications received after February 1, offers of admission will be made on a space-available basis once the above steps have been completed.

Please do not hesitate to contact the Office of Admissions with any questions you might have regarding our programs. We will also be happy to provide an update on your child's admissions status. You may reach us at admissions@fisoregon.org or (503) 292-7776 ext. 1310.

• Online application and $100 application fee
• Parent/Guardian Questionnaire (included in application)
• A teacher recommendation form completed and submitted online by your child's current teacher
• Student records sent directly to French International (electronically or by mail) from your child's current school
• An Admissions Meeting with members of the Admissions Committee. Please contact the Office of Admissions to make arrangements after you submit your application and fee.
• Classroom visit: depending on the grade level, your child may be asked to spend a half day or full day in an French International classroom and be evaluated by our educational team. This visit will be coordinated after you submit your application and fee.=

Admissions decisions for applications completed by the February 1 priority deadline will be made in March and April. For applications received after February 1, offers of admission will be made on a space-available basis once the above steps have been completed.

Please do not hesitate to contact the Office of Admissions with any questions you might have regarding our programs. We will also be happy to provide an update on your child's admissions status. You may reach us at admissions@fisoregon.org or (503) 292-7776 ext. 1310.

• Online application and $100 application fee
• Parent/Guardian Questionnaire (included in application)
• Applicant Questionnaire, completed in your child's own words (included in application)
• Teacher recommendation forms for math, English, and (if applicable) Advanced Language, completed and submitted online by your child's current teacher(s)
• Student records sent directly to French International (electronically or by mail) from your child's current school
• Student Visit on campus for one school day, after you have submitted your application and fee (teacher recommendations and student records can still be submitted after scheduling this session)

Student Visits take place throughout November, December and January. This admissions requirement should be completed within two weeks of submitting your application. Availability will be communicated to you once your application has been received. For international and out-of-state applicants, a virtual Student Visit option is possible.

Admissions decisions for applications completed by the February 1 priority deadline will be made in March. For applications received after February 1, offers of admission will be made on a space-available basis once the above steps have been completed.

Please do not hesitate to contact the Office of Admissions with any questions you might have regarding our programs. We will also be happy to provide an update on your child's admissions status. You may reach us at admissions@fisoregon.org or (503) 292-7776 x1310.

A wide variety of assessments are designed by teachers for use in their classroom with this in mind.  These tools include but are not limited to: observations, performances, checklists, rubrics, anecdotal records, continuums, tests, written and oral responses, videos, audio recordings, photographs, drawings and open-ended tasks. In addition, teachers conduct pre-assessments in many forms including, but not limited to: artifact walks, wonder walls, KWHL charts, class discussions, or written pre-assessments.

Reporting on Assessment

Reporting on assessment includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners and is intended to track student learning over time. Reporting to parents, students and teachers occurs through conferences, use of Seesaw (K-5th grade), the portfolio, report cards, Je valide (maternelle), the cahier du jour (daily work), standardized assessment and the exhibition.

Conferences

Teacher/Student Conference

Teachers will conference with students both formally and informally on an ongoing basis throughout the school year. As students get older they become more involved in the assessment process.

Parent/Teacher Conference

Teachers and parents will conference at least twice per year to formally address all aspects of the program and to discuss and identify social, emotional and academic strengths or areas for improvement. Parent/teacher conferences can also be scheduled throughout the year as needed. Parents and teachers may include students in these conference meetings as well if desired.

Student-led conference

Teachers at all grade levels have the option of having a conference be framed as a student-led conference. In this approach, students guide their parents through the classroom and show them evidence of their progress in their learning. This may also include visits to specialist classrooms or other areas of the school as well. For younger students, student-led conferences may take the form of an “open classroom” with guiding questions for parents to pay attention to as they observe their child in learning centers.

Portfolio

In order to track student progress over time, Seesaw is used in Maternelle and Lower School to showcase learning that is taking place over the course of every year. The cahier de vie is also used as a way of documenting the learning and events (at school and at home) in maternelle. In kindergarten to fifth grade, writing samples are also chosen by students and saved over their years here, and sent home with them to showcase their progression in writing over time at our school. 

Report Cards

Formal report cards are sent digitally to parents twice per year. The report cards are developed to reflect developmental growth over the span of a cycle (three years in the French system). In the report card teacher comments allow teachers to describe the curriculum taught, Units of Inquiry, and address student's knowledge, concepts, skills, learner profile attributes and actions observed. In maternelle, students are encouraged to validate the skills they have made progress in over the course of the year, and positive reinforcement of their capabilities is used to reinforce this progress.

The Exhibition

Fifth grade Exhibition provides students an opportunity to synthesize and apply their learning by engaging and reporting on an in-depth, collaborative inquiry. Every year, we reflect on how, at each grade level, we can support and enhance the skills needed for students to be successful during their 5th grade exhibition.

Standardized Assessment

We also use a limited number of standardized assessments. In the first and sixth grades the French National Assessment is administered as required by the French Ministry of Education. This is a standards-based pre-assessment that is directly linked to the French National Curriculum.

We also administer the Educational Records Bureau Comprehensive Testing Program (CTP online) in the fourth grade (this assessment is also used in our Middle School in the sixth and eighth grades). This is a norms-based assessment designed to deliver personal feedback via item analyses for each student and class. It also provides comparative data on each student, including differentiation among performers across the full academic spectrum. Language assessments in both French and English are given to track progress, beginning in kindergarten.

We believe that assessment practices should be straightforward, transparent and agreed upon to ensure fairness. This policy aims at  clarifying the responsibilities of teachers, students, and parents with regard to assessment practices. 

We believe that: 

• Assessment should promote student learning and help them achieve their full potential. 
• Assessment gives feedback to teachers on  their own teaching, while providing a common language for discussing and evaluating.
• Formative assessment should be designed to monitor student progress in understanding concepts and skills, and use a variety of methods to show evidence and progress of student learning.
• Assessment is linked to appropriate learning objectives, and factual, conceptual and debatable questions.
• Learning objectives will be aligned with FAIS curriculum and IB guidelines, as well as French standards.
• Assessments of any type may be adapted to student differentiation.
• Assessment tasks must be fair, clear, varied and where possible set in a real-world context.
• Students may be given opportunities to re-work assessment tasks when appropriate.
• Letter grades attached to formative work without constructive feedback is not considered best practices . It often promotes competition and defeatism and does not provide meaningful  feedback. 

Definitions

Formative assessment is integrated with  the daily learning and daily activities of a class.  Formative assessment may take the form of class questions, journal entries, homework problem solving, short exercises or discussions, quizzes or exit interviews.
Summative assessment is a final task at the end of a unit designed to enable students to demonstrate their knowledge and understanding about the topics  taught. Tasks should be varied and focused on concepts learned during the unit of study.

Table 1: MYP Criteria Summary Table

Table 2: Level and Grade Descriptors 

This part of the policy is available to students in their planners.

Procedures

1. Developing assessment tasks

Where two or more teachers of the same language or subject area teach in subject teams, summative assessment tasks are developed, implemented and assessed collaboratively. This collaborative summative assessment ensures fairness and consistency and takes place well after ample practice with formatives. 

Assessment tasks are age and grade-level appropriate and set in real world situations when possible.
Students must be given clear, ample notification for, and descriptions of summative assessment tasks.
Formative tasks are meant to be practice or check points and take place throughout the unit.

2. Assessing tasks

Meaningful feedback on any assessment must be given to the student within reasonable time so as to trigger reflection and growth.
Many and varied  opportunities of formative tasks are given to ensure success on a summative task.
Anecdotal evidence should be gathered and recorded by the teacher on each students during the learning process and teachers should give students ample opportunity for practice and reflection
Teachers must provide MYP subject-group-specific criteria 
Throughout the year,  students should be given the opportunity to demonstrate their knowledge in a variety of assessment tasks including essays, reports, exams, visual displays or projects, kinesthetic performances, oral reports, process journal or exhibitions.

3. Additional teacher duties

Teachers must reference MYP Guides when designing assessment tasks.
Each criteria in each subject will be assessed at least twice in a school year.
Students should have an opportunity to answer the factual, conceptual and debatable questions for a unit and reflect upon their learning.

Reporting Assessment-Communication of Student Progress

The School has a dual reporting system

Local (Letter) grades are reported on progressive reports and on report cards at the end of each semester. They include summative tasks but may include other tasks such as vocabulary and grammar tests. Report cards include comments from teachers as well as summary comments from advisors.

IB grades are recorded each semester based only on summative tasks assessed against MYP achievement levels and are reported to parents at the end of each semester.

Progress Reports are sent mid-semester to update parents and students on student progress in subject content and ATL skills.

Parent/Teacher Conferences: Teachers share results of assessment data and overall student progress to parents in the fall and spring.

Student-led conferences: Students report on their course work and progress and set goals for the remainder of the year.  The advisor acts as coach/facilitator. Students are encouraged to record results of summative assessment in the Record of MYP criteria in the student planner and reflect on their learnings.

Standardized testing: Students in 6th and 8th grade take the Comprehensive Testing Program 4 (CTP4) of the ERB. This is a comprehensive standardized exam which includes verbal and quantitative reasoning, reading comprehension, writing mechanics, writing concepts and skills and mathematical knowledge. Reports of the test are sent to parents at the end of the school year.

Using MYP Criteria:

Teachers must use the MYP year 1 criteria for 6th grade and MYP year 3 criteria for 8th grade. Subject groups will agree on whether 7th grade uses MYP year 1 for half the year or use MYP 3 for the full year. In addition, subject groups must address all strands of all four criteria a minimum of twice each year. In most cases; particularly for classes that meet four times per week, the criteria will be assessed much more than twice a year. It is expected that teachers will gather an optimum amount of assessment data to fairly and thoroughly evaluate students.
 
The objectives and strands must align with the criteria and teachers should prepare task-specific, student- friendly rubrics that “speak” to the student and help them understand the levels of achievement. Ideally, examples of exemplary work should be available for students to understand the nature of the task. Teachers must clearly clarify summative tasks with rubrics before or at the time that the assessment task is undertaken and should continually review key command terms for understanding in a particular subject area. In this way students know what is expected of them. Teachers should refer to subject guides and MYP: From Principles to Practice as well as IB Subject Guides to guide their assessment tasks.

Assigning Achievement Levels. See Table 1: MYP Criteria Summary Table above

• The level descriptors (0, 1-2, 3-4, 5-6, 7-8) are used for all subjects with level 1-2 as the first band. The level descriptors should qualitatively describe the achievement of a task. 
• Teachers will make professional judgments based on the student’s level of achievement. 
• When determining within a band, teachers should read the descriptor and determine whether the work exceeds the first description, continuing until a descriptor does not describe the student work. In this case, the teacher should use professional judgment and determine the level that best fits student performance. 
• When a group summative task is assessed, the teacher must make sure that evidence can be evaluated for individual students.

Students with learning support needs will be handled on a case-by-case basis with modifications made to the assessment task so that the student is not disadvantaged and so that the student has a sense of accomplishment. Teachers may note on the report card when modifications to assessments have been made for students.

Procedure for Developing a Learning Plan

When a student’s learning or social development is not proceeding as expected, a student support team will be created to develop strategies to address the student’s needs (see diagram below). The student’s teachers and parents are always members of the Support Team. Any additional team members (other teachers, administrators, specialists, outside providers, etc.) are determined by the specific needs of the child. A learning plan may be written that identifies the team members, strategies, and goals for the student.

Creation of a Student Learn Plan

Responsibilities of the Parent

• Parents will communicate to the School all information and documentation regarding their child’s specific educational needs.
• Parents will communicate promptly with the School regarding any changes in their child’s specific educational needs and services.
• Parents will support their child's specific educational needs as recommended by the student support team.

Responsibilities of the School and Faculty

• The student support specialist will communicate openly with parents about available student support options. 
• The School will request outside testing when indicated. 
• The School will document and share information about the continuity of care regarding individual students’ needs.
• The teachers will implement the appropriate interventions as outlined in the plan. 
• The Division Head and student support specialists will meet on a regular basis to review student support plans. When students move from the Lower School to the Middle School, French International will communicate the history of support plans to middle school student support team. 

Responsibilities of the Support Team

• The Support Team will establish a method for regular reviews and/or updates and document in students’ electronic files the results and recommendations. At each meeting the team will designate one member as responsible for the next follow up.
• The student will be encouraged by all members of the Support Team to advocate for themself and be involved in their own learning. Strategies to help the student advocate for themself are discussed in the meeting with parents and are reinforced in the moment by all members of the Support Team. Students may also be invited to Support Team meetings in order to ensure students know what kind of support they can advocate for in their classroom contexts. 

Bringing Outside Specialists to Campus

If a family has targeted support services set up with an outside specialist to support their child's education, and that specialist would like to provide those services on campus, the parent should follow this procedure:

1. Contact your child's division head.
2. The division head will go through the approval process with the administrative assistant to follow the necessary procedures to get that person approved to come on campus. 

Questions related to student support plans or accommodations can be directed to the Student Support Specialist.

Maternelle

Local Early Intervention and Early Childhood Special Education programs provide free screenings or evaluations for children ages birth to five. You can find information on how to apply for these services here.

Maternelle students learn primarily through play and inquiry (guided, structured, and open), and tools are utilized for students who need extra support in their learning (visual calendars of the progression of their day, visual timers, fidget toys, flexible seating, etc.) to help every learner be successful.

Lower School

In maternelle and lower school, several strategies for differentiation are utilized, including, but not limited to:

• flexible grouping strategies
• use of manipulatives (hands-on) learning experiences
• delivering instruction through multiple modalities
• scaffolding instruction for targeted support
• partner work/use of peer collaboration for feedback
• workshop model and conferencing with students
• goal-setting and setting intentions for learning
• flexible seating (based on need for movement, proximity to the board, etc.)

Note: Reading Level Testing and remediation is offered on campus. The three most common assessments that are given to assess grade reading level include:

• i. Acadience (IDAPEL) used to determine reading level and decoding abilities and evaluate periodic student progress
• ii.The Slosson Oral Reading Test (SORT) screening test to determine reading level
• iii.Spelling Assessment using the Morrison-McCall Spelling Scale. Used to identify the initial instructional level and evaluate periodic student progress

Practices for successful learning and teaching include but are not limited to:

• Small group instruction
• Multiple mode instruction (kinesthetic, visual, auditory)
• Choices of work alone, partners, groups
• Offering of key material on various platforms (videos, computer simulations/games)
• Lessons that connect ideas and concepts to student interests and/or real life
• Homework options and book choices
• Student choice goal setting
• Flexible seating
• Varied computer programs
• Scaffolding long term projects
• Flexible reading format
• Open-ended activities
• Mini workshop to repeat/extend skills
• Negotiated criteria
• Negotiated time
• Multiple levels of questions
• Alternative assessments
• Learning contracts
• Entry points (pre-assessment to allow multiple levels of mastery)
• Lectures along with graphic organizers
• Rafting (role audience format and topic)
• Interest groups, literature circles, stations, group investigations
• Teams, games, tournaments

Resources to ensure success of all

Student Support Specialist:

• Works with classroom teachers to meet the individual needs of students:
• Supports teachers in unit planning to ensure differentiation methods include all learning styles (visual/auditory/kinesthetic)
• Collaborates with middle school division head to track and communicate to teachers and families specific student needs and progress.
• Works with students during study skills and independent study times.
• Works together with lower school student support specialist to ensure that existing Learning Plans are continued.

6th Grade Study Skills (semester one): All 6th grade students participate in study skills for the first semester of the year. This class meets twice per week and aims to ease transition from 5th to 6th grade through approaches to learning (ATLs) as well as understand a student’s responsibilities and rights in the community.

6th Grade Study Skills (semester two): Students who would benefit from additional teacher coaching are placed in small focused classes to continue working on building study skills learned in the first semester.

Independent Study: Independent study takes place three days per week and is monitored by subject specialists. Although students are assigned to a room, they can move and get help from a subject specialist or work collaboratively with other students. Students who struggle in a particular subject may be placed with a teacher of that subject or may meet with the Student Support Specialist.

Counselor: The counseling department is responsible for providing consultation to staff, students, and parents, teaching social-emotional lessons in classrooms, short-term individual counseling, and bringing presenters and programs to the French International community. The Counselor/nurse teaches weekly sixth grade health and social education, as well as provides support for 7th and 8th grade advisors.

Staff Development: Teachers are encouraged to attend workshops, typically through the IB or Northwest Association of Independent Schools (NWAIS) but not limited to these organizations. Examples of workshops attended include; differentiation in the classroom; inquiry in the classroom, Learning and the Brain conference. Student support coordinator provides information about learning disabilities through workshop and handouts. They also report back from workshops and lectures.

Outside Services: When necessary, staff works with parents to seek outside services including counseling or academic support.

Inclusion of students with identified and evaluated special needs

Students who arrive in the middle school with an identified special need: Notes are shared between lower and middle school, parents and staff meet and continue plan. Plan is evaluated regularly.

Students new to the middle school: After observing all of their students the first weeks of school, teachers report any concerns to advisor and/ or student support specialist and/ or division head. Teachers of this students are gathered, observations are shared. Advisor and student support specialist meet with parent. Decisions for further evaluations are made. A request for outside evaluation or testing by professional can be advised. Final decision lies with family of the student. Counselor may be involved in the process. If a formal diagnosis is confirmed, student support specialist drafts support plan. Plan includes: information about student, needs to be addressed, and goals for teachers, parents and student. The plan is reviewed and annotated if needed with family, then shared with advisor and teachers. Success is evaluated every 6/8 weeks when student support specialist gathers information from teachers and meets with family. A plan can include: modified schedules, modified assessment modalities, modified assignments, modified deadlines, seating preferences, additional tools for student or teacher (computer, microphone, scribe etc.)

Conditions that are likely to request a formal support plan include but may not be limited to the following:

• Autism spectrum/Asperger’s syndrome
• Attention Deficit disorders
• Medical conditions (can be temporary ex: concussion)
• Mental health issues
• Multiple disabilities
• Physical and/or sensory challenges (ex: auditory, visual)
• Speech and communication challenges (ex: stuttering)
• Social, emotional and behavioral difficulties (ex: social anxiety)
• Specific learning difficulties (ex: dyslexia, dysgraphia, dyscalculia, math disorder)

Note: Reading Level Testing and remediation is offered on campus. The three most common assessments that are given to assess grade reading level include:

• i.The Slosson Oral Reading Test (SORT) screening test to determine reading level
• ii.Spelling Assessment using the Morrison-McCall Spelling Scale. used to identify the initial instructional level and evaluate periodic student progress
• iii.The Six-Minute Solution: A Reading Fluency Program

Assessing students with different needs: inclusive and fair assessment

Once student has been professionally evaluated and recommendations shared with school, assessment modifications are communicated to teachers. Assessment modifications refer to the support a student needs to be successful on an assessment in view of challenges this student faces. Format, timing or delivery of assessment may be modified or supported with aids; however, concepts are generally not modified on formative or summative assessments. All modifications to assessment depend on the student’s standard scores as given in the evaluation report. For specifications, see learning Support Team. Arrangements can take the form of:

Modified format: The following modifications can normally be made to assessment task descriptions

• Changes to the print on assessment handouts: Enlarged print and/or a change of font may be requested for students with visual challenges and other processing issues for which they require this arrangement.
• Printing on colored paper
• Modifications to the visual complexity / Modified layout: Simplifications to the layout or visual complexity of an examination paper can normally be made. (Ex: 2 pages instead of back to back, answer sheet or not) The visual content will only be simplified if this can be achieved without compromising the assessment objectives of the assessment task.
• Modifications to the language of the description of the task: This normally involves the restructuring and simplification of language, and the rephrasing of questions.
• Modified number of items on an assessment 
• Modification to the format of assessment: offering an oral test as opposed to a written test
• Modified time
  • Additional time: may be authorized for written assessments and tests and for certain activities connected to the student’s needs. The additional time given will depend on the student’s score as stated in the evaluation report and can go from 10% to 50% additional time. The Student Support Team holds this information which will be part of the student’s plan and shared with teachers. 
  • When requesting additional time, it is important to bear in mind that too much time may be tiring and, therefore, counterproductive for a student.
  • Rest breaks/separate room: at the discretion of the teacher a student who is allowed additional time may complete his or her assessments and tests in a separate room and have rest breaks as needed. 
  • Extensions and exemptions: In order to be eligible to use extensions of deadlines, a student must show evidence of a medical or psychological challenge that has genuinely prevented them from completing work in time. Student support specialist, administration and teachers will find the resources to address the need (continued test after school, continued test in Student Support office)
• Modified delivery 
  • Access to a different mode of assessment: oral alone with teacher, recorded, at home
  • Access to writing aids 
  • Access to writing aids may be authorized for written assessments and tests and for certain activities connected to the student’s needs such as:
    • A medical, physical or sensory condition which renders the candidate incapable of reading or writing for long periods of time as demanded by the assessment task.
    • Dyslexia and dysgraphia.
    • Handwriting that is largely illegible to someone who is not familiar with it which may be caused due to underlying mild processing or coordination challenges.
    • If a student is authorized to use a reader, scribe and/or prompter, the same person should fulfill both or all roles whenever possible. The writing aids allowed will depend on the student’s score as stated in the evaluation report. The Student Support Team holds this information, which will be part of the student’s plan and shared with teachers.
  • Aids may include: Word processor, Spell checker, Speech recognition software, Scribes: a scribe is a person who writes down the dictated response of a student, Live scribe: a special pen that writes the dictated response of a student, Speech to text and text to speech tools, Access to notes, Fidget tools, Access to readers

In order to be eligible to use a reader or reading software a student must show evidence of at least one of the following:

• A score of 90 on reading speed/reading accuracy/reading comprehension
• A medical, physical or sensory condition which impairs the student’s reading
• The role of a reader is to read the assessment task description to a student and to read the students’ answers back to the student if applicable.
• An assessment task description must be read out loud without any alteration to its wording.

Access to speech and communication supports

Students with speech and communication difficulties may need assessment modifications to access some components of the assessment task. The use of augmentative speech equipment may be authorized in these circumstances.

Access to calculators

A score of 90 or less in a test of mathematical fluency entitles a student to be eligible to use a calculator.

A note on report cards will be added to describe modifications.

Languages of Instruction

French International Lower School is a language immersion program with the target language being French. At the onset of maternelle, teachers and assistants may use French and English to get students used to immersion and make explicit connections between the languages. Students gradually start understanding the French language and after some time will be using a few words and then whole phrases in French. This process and gradual acquisition of the new language is explained and reviewed with parents at all phases of the admissions process.

In preschool through first grade, English teachers work with students to support the development of their English language skills. The English teacher also frequently introduces units of instruction to help make a bridge between languages into more conceptual content.

In the second through fifth grades, French continues to be the target language of instruction with additional time and increasing accountability in English reading and writing. Books and documents in both languages are made available in the classroom and library for support at school and home. In the fifth grade, students have an opportunity to visit France as a class, experience life in a French school, and participate in cultural events and activities there. 

Language Profile of French International Lower School Students

• Six percent of our students speak an additional language at home (excluding French and English).
• Six percent of our students speak French at home (from France, Belgium, Canada and other).
• At large, 50 different languages are spoken in the homes or our community, including French and English.
• 88 percent speak American English and within this 80 percent, 20 to 30 percent of these students have one parent who speaks another language and is from another country.

French/English as an Additional Language

The French International Lower School has a program for French as a Second Language (FSL) developed for students who need additional support in French language acquisition beginning in Kindergarten. The goals of the FSL program are:

• The students are comfortable in their classroom, learning  simple oral sentences (school vocabulary).
• Through an ongoing process the students increase language comprehension , building on word knowledge and going from grasping a word in a sentence to understanding the overall sense of stories or dialogues. 
• The students are able to produce simple sentences to express ideas.
• The students practice French in more diverse contexts. They converse more confidently with adults and friends and make connections between the two languages to meet their needs. 

Individual plans are developed with families for students admitted with limited English language experience. This includes both on site support and outside support which may include additional fees.

Additional Home Language Support

There are over 50 languages spoken by the parents and students at our school. We strive to have books and resources representing the various languages of students at the French International Lower School. Parents are connected with other families who speak the same languages, as requested, to facilitate home language playdates, etc. Additional methods of supporting home language (when not English or French) are being explored.

Admission to the French International Lower School

In preschool through kindergarten, we do not require prior French or English language skills in order for students to start the program. A limited number of students are admitted beyond kindergarten, on a case-by-case basis and are given FSL support as needed. 

Language and Literature in English, Chinese, French, German, Spanish

English: English is the working language at our school. All students take this course each year of middle school. English is a Language and Literature course. Science, Arts, Design and PE are taught in English.

There is no formal ELL (English Language Learner) program; however when students need ELL support, it is given on a case by case basis.

Chinese, French, German, Spanish immersion programs: Our immersion language classes are Language and Literature courses. Students who come from a school abroad where one of the immersion language is spoken or students who have been in an immersion setting in elementary school can be part of an immersion program in Chinese, French, German or Spanish. Mandatory classes taught in these languages are Language and Literature and Individual and Societies. Math is taught in French in grades 6-8. All French immersion students are required to take math in French in 6th grade but may choose to take math in French or English in 7th and 8th grade. Students are not necessarily formally tested before entering an immersion program, trust is given to the previous school, experience or education system. The French part of our program is accredited by the French Ministry of Education and the content of our curriculum in languages is guided by the French curriculum.

Our school policy requires that teachers in the same subject develop and plan units together. While the language content and support materials differ, the curricular objectives, statements of inquiry, questions, assessment tasks, methods are the same and when possible calibrate if two teachers are teaching in the same language.

Language acquisition in Chinese, French, German and Spanish

All students start a new language when they arrive in sixth grade. This language must be different from the immersion language when applicable. Students are required to keep the same second or third language for the three years of middle school. We believe that students benefit from the “ tenacity” and reap the rewards of their work when they are able to travel abroad and feel comfortable in another country by the end of 8th grade.

Our school policy requires that all language acquisition teachers develop and plan units together: while the language content and support materials differ, the curricular objectives, statements of inquiry, questions, assessment tasks and methods are the same.

The school believes that all languages are equally important and useful . The students and families choose the language; with no “pecking order” given to one language over another by the school.

During open house and student shadow days, students may choose to visit a language class in order to determine the best fit.

Students who do not have an immersion background

Students who do not take an immersion language and literature course have four hours per week in their schedule and take the following courses: Public speaking (6-8) Art of Geometry (1 semester 6-7) Environmental science (1 semester 6-7) and technology (8). Each of these courses provide further opportunities for students to build on their language skills, particularly Public Speaking.

Language support

ELL: When a student arrives at our school with little or no English, families are informed during admissions of the following process: the student’s level in English is assessed. An ELL teacher is hired (on demand) to support that student (alone or in a small group) for one hour during the school day for the first 6-8 weeks of school. There is an evaluation after 6-8 weeks and the need for continued support is decided.

French support class: a support class is open to all students who need help with work or homework directions in French ( Language and Literature or Language acquisition, Individual and Societies, Math).

Arriving mid program: When student joins our school in 7th grade they are required upon admissions to take a summer course to catch up on language acquisition.

Changing languages: as stated above students are required to keep the same languages for three years. However, the school is ready to hear supported cases, for academic reasons , and requests to switch. In this case a student and their family are responsible for proving that the level is at expectation. Before making a final decision the student is assessed.

Students’ home languages : All languages spoken in the homes of our community are honored and supported. The library provides opportunities to read books in 60 languages. However the school does not have the resources to provide instruction in those languages other than Chinese, English, French, German, and Spanish.

Procedures for adding another language

Should the school choose to add another language, it would analyze demand, reasons for demand and availability of space and resources.

International trips and exchanges:

At the end of 8th grade students are invited to take part in an international trip. We believe that these trips represent an opportunity to live our school mission in a different setting. We promote an appreciation of cultures and experiences and demonstrate traits of the learner profile:

• By making the right decisions away from home, in a foreign environment we need to be principled.
• By using our newly acquired language skills we are better communicators
• When being part of a new family, family life and school, trying new foods and schedule we need to be open-minded.
• As we prepare for the trip in class, learn about the arts and culture of the country we are going to visit we strive to be more knowledgeable.
• By agreeing to step out of our routines and comfort zone with the support of our friends and teachers we take risks. 
• When seeking to understand different people’s experiences and cultures we are reflective inquirers and thinkers.
• When we are with our teachers and friends so much for two weeks we have the opportunity to demonstrate how caring we are.

Our objectives are academic, cultural and social emotional growth. When we take our students to another country at the end of 8th grade, we want students to practice the language that they have studied for three years, experience daily life in a foreign country, as well as visit and enjoy sights they may not have seen before. This trip is not entirely a “class trip” because students are in different groups; it is also not a vacation. We realize that a week long home stay is very short and that is it sometimes only at the end of the week that lasting connections with new friends are made.

Students need to be willing to step out of their comfort zone, be ready to spend time with people they do not know, understand that the purpose of the home stay is to make new friends and demonstrate the cultural competency skills they have started developing. We know that, once in the country, this is difficult for some students (language barrier, homesickness, shyness, change in routines) and we know that in the end it has been an eye-opener and an opportunity for growth.

If, during the trip and upon return, our students realize that they have more in common than differences with people and values of another culture, we think we have made a step forward and towards international mindedness.

Alumni relations

When our students leave our school we want to keep the door open to them and offer classes that will help them prepare towards European certifications (Common European Framework for Languages). We work in cooperation with European representatives of governments and cultural centers (Goethe, Cervantes, Alliance Francaise). We are also a national examination center for the DALF. We have partnered with local high schools to help provide continued language