PARENT / STUDENTHANDBOOK
2020-2021
School Year
4-8-8 Higashishinagawa, Shinkan Bldg. 3​rd​ fl.
Shinagawa-ku 140-0002 Tokyo/JAPAN
Tel: 03-6433-1531・Fax: 03-6433-1532
shinagawa@sistokyo.jp・www.sistokyo.jp

School LifeHOURS / DROP-OFF & PICK-UP ROUTINES

6

PARKING

7

UNIFORM / DRESS CODE

7

ATTENDANCE9CELL PHONES

10BEHAVIOUR & DISCIPLINE

11

LUNCH & SNACKS

15SCHOOL LUNCH

16

HOMEWORK

17

RECESS & PARK TRIPS

18

COMPUTER & INTERNET USE

19

LIBRARY

20

AFTER SCHOOL PROGRAMS

21

For Parents

23

SCHOOL COMMUNICATION

24

FEES, PAYMENTS & WITHDRAWALS

24

PERSONAL ITEMS25

QUESTIONS / CONCERNS

26

NEWSLETTERS & BLOGS

27

PARENTS’ MORNING

27

CONFERENCES

28

EVENTS

28

FIELD TRIPS

30

FOOD RESTRICTIONS

30

HEALTH / MEDICATIONS

31

SPECIAL NEEDS / COUNSELING

33

TRANSPORTATION

33

VISITORS36

EVACUATION DRILLS36

BIRTHDAYS & CELEBRATIONS

36

DONATIONS

37

Miscellaneous

38

FACILITIES39

INSURANCE40

RESPECTING DIVERSITY

40

PROMOTION / RETENTION

41

LANGUAGE POLICY41

EAL Support

44

PHYSICAL EDUCATION47

ASSESSMENT

47

ASSESSMENT TOOLS AND STRATEGIES50REFERENCES

52
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INTRODUCTION
Dear Students and Parents,
Welcome to Shinagawa International School! We are very pleased to have you be a part ofour school community.
This handbook is meant for parents and students who have already been accepted to SIS
with the hopes of providing them with answers to their questions. If, after reading thishandbook, you still have questions, please do not hesitate to contact the school.
If someone is looking to be admitted to SIS, please see an administrator for a separate
packet of information, which details admission policies, admission and enrolment fees, andthe admission procedure.

Abbreviations
Throughout this handbook and/or at various times during the year, you will see the following
abbreviations:
ASP….. After School Program
ESL….. English as a Second Language
JSL….. Japanese as a Second Language
PS….. Preschool
K…..
Kindergarten
G1….. Grade 1 (G2 = Grade 2, etc)
PE….. Physical Education
ICT….. Information and Communication Technology
SIS….. Shinagawa International School4

School Life

5

HOURS / DROP-OFF & PICK-UP ROUTINES

Arrival times​ for all students: 8:15-8:25
School hours​ for all grades:
8:25 - 15:15
Any student not in the morning assembly either in assembly room or classroomby 8:25 is considered late.
Dismissal 1:

15:15

After School Program:

15:15-16:00

Dismissal time​ for all students:16:00

The following routines will be followed each morning andafternoon during the arrival and dismissal times.
Drop-off (Morning) Routine
A SIS staff member will be on duty every morning. The
following routine should be followed by all parents at all
times when bringing their children to school.
1. There is no parking available at SIS.
2. There will be no supervision available before 8:15. SIS
does not assume responsibility for your child before then. Students will besupervised from 8:15 to 8:25. At 8:30, students will be dismissed to their rooms
after the morning assembly.
3. Bring your child into the school where a staff member will ensure your childgets safely inside the school.
Pick-up (Afternoon) Routine
A SIS staff member will be on duty every afternoon. The following routine
6should be followed by all parents at all times when picking up their children
from school.
1. Come to the front of the school doors where a staff member will bring yourchild from inside (for security reasons, students must remain in the designatedlocation until dismissed by a staff member)
2. Should you arrive after 15:15 (or 16:00 after ASP), please call and inform theoffice.

PARKING
There is no parking available at SIS;​ we encourage using public transportation
as much as possible.

UNIFORM / DRESS CODE
The tone and learning environment of a school are greatly improved when
students maintain a standard of appearance. Therefore, all students must be
properly attired in the SIS uniform at all times. Unless otherwise noted, alluniform items are purchased through the SIS supplier. Please see theAdministrative Secretary for any questions regarding uniforms or uniform
purchase.
Please label all items with your child's name!
School Uniform (Company: Lands’ End)Girls

Required

Optional

Polo Shirts​ ​(one of the following items)• Short Sleeve Mesh polo
• Short Sleeve Interlock Polo
• Long Sleeve Mesh Polo
• Long Sleeve Interlock Polo
Skirt or/and Pants• Long Chino Skirt• Chino Skirt• Plain Front Stain-resist Pants
Polo Dress​ (if you purchase polo dress, neitherof polo shirt nor skirt /pants are needed)• Short Sleeve Polo Dress• Long Sleeve Polo Dress
Backpack
Polo Shirts​ (one of the following items)• Short Sleeve Mesh polo
• Short Sleeve Interlock Polo

Fine Gauge CardiganGirls Cardigan
Knee Socks
Tights (Black or Navy Blue)
Basic Rib Crew Socks
Fleece Jacket

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Drifter Vest
Drifter Cardigan
Basic Rib Crew Socks

Boys• Long Sleeve Mesh Polo
• Long Sleeve Interlock Polo
Pants or/and Shorts• Plain-front Pants• Plain-front Short
Backpack

Fleece Jacket*purchased through the ​school website​.
PE Uniform (Company: ​株式会社矢部プロカッティング​)RequiredSize
From 100 to 160(170 size will cost extra)GirlsT-shirts (White)• Short Sleeve T-shirts• Long Sleeve T-shirts• Cobalt Blue (Middle School ONLY)
Pants (Red)• Short pants• Long pantsSport Shoes (Playground)
Indoor Shoes (Gymnasium)

From 100 to 160(170 size will cost extra)Boys

T-shirts (White)• Short Sleeve T-shirts• Long Sleeve T-shirts• Cobalt Blue (Middle School ONLY)
Pants (Blue)• Short pants• Long pantsSport Shoes (Playground)
Indoor Shoes (Gymnasium)*purchased through the ​school office​.
If your child does not have a PE uniform, please see the Administrative Secretary.
The pants, shorts, and tops are purchased through the SIS supplier. ​Students
must be properly dressed for PE. The inability to do so will adversely affect yourchild's PE grade.
All students are required to come in their PE uniforms on designated PE days.
You will be notified by your child's teacher of the scheduled PE days. In order for
students to be properly prepared for PE classes, PE uniforms must be washedover the weekend.
Additional Guidelines● Students are to dress and groom in a clean, neat, and modest manner. This
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includes hairstyles, nails, and overall cleanliness.
Students should come to school in clothing that is appropriate for the weather.
Students are not permitted to wear hats or any head covering including
bandanas, visors, or sunglasses inside the building. The exception to this is incases of religious or health reasons.
Shirts must be tucked in at all times.
Jackets and coats are not to be worn indoors. Please make sure your child has
his/her uniform sweater to wear indoors.
Students need to wear their indoor shoes inside the school.
No accessories are permitted except those are required for health reasons.
The uniform policy and dress code will be strictly enforced. If a child is inviolation of the dress code, parents will be immediately called to bring proper
uniform clothing for the student.

ATTENDANCEGood daily attendance at school is important for the academic and social
growth of children. Regular attendance will help ensure the continuity oflearning needed for a successful education.
Absences
Teachers will not provide make-up work for absences. Therefore students’
grades may be adversely affected by any absences. The numbers of absent days
are recorded in each term’s Report Card.
Absence Notification
It is important for the safety and welfare of your child that we all know where
he/she is during the school day. Therefore, if your child is going to be absent andyou are unable to inform the office prior to the absence, ​please call the office at
03-6433-1531 between 8:00 and 8:30am on the day of your child’s absence.
Alternatively, you could send an email by 8:00am of the same day.
Late Arrivals● Students must arrive on time each day. The first few minutes of each day isdedicated to team building and character education. These are important
aspects to creating well-rounded, global citizens. Therefore, if your child islate, he/she will miss out on important instructional time.
● Students will be considered late if they are not in their assigned places by
8:25 unless excused by authorized permission such as a train delay ticket.
The numbers of late days are recorded in each term’s Report Card.
Excessive Late Arrivals
When there are excessive late arrivals, the following actions will be taken:●
When a student has been late 5 times, an administrative warning letter
9

will be sent home.
●
When a student has been late 10 times, a second letter will be sent homestating the late record of the student.
●
When a student has been late 15 times, a third letter will be sent homestating the late record of the student and requesting the parent to schedule a
conference. Members attending the conference will include the principal, theparent(s), the student, and the teacher. They will meet to develop an education
plan for the student. If the parent refuses to participate in such a meeting, theprincipal will place in the student's attendance records documentation of such
refusal.
●If the student continues to be habitually late, a second conference will beheld to determine if continued attendance at SIS is appropriate.
Early Leave
When it becomes necessary to check a student out of school early, please
inform the office/class teacher via email or phone call. Early pick up should not
be in the middle of lesson hours. When you come to pick up, please ask for help
from the school staff. Please be reminded that early pick up is notrecommended. The number of school days left early is recorded in the term’s
Report Card.
Medical & Dental Appointments
Students and parents are discouraged from scheduling appointments during
school hours.
Vacations
SIS does not recommend families to schedule vacations while school is insession. However, when vacations are planned, the school is not required toprovide assignments or make-up work for students while they are on vacation.

CELL PHONESSIS supports the fact that many students carry cell phones with them for safety
reasons. However, in order to avoid disruptions to the educational environment,
all cell phones and other electronic devices must be kept in their bag thewhole time during school hours (8:25 to 15:15 or 16:00).
● Walking students may not use any devices until outside the school gate.
● Bus students should get on the bus and fasten their seat belt before using
their devices.

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BEHAVIOUR & DISCIPLINE
Rationale: Caring and courageousStudents at SIS should have the opportunity to learn in a safe and respectfullearning environment. They should be encouraged to care for each other and yet
strive for the very best that they can achieve. Positive and clear guidelines forbehaviour management will help our community nurture and realize thepotential of the children in our care.
Definition:
Behaviour management at SIS will be the responsibility of the whole schoolcommunity. This will be reflected in a policy which clearly outlines the roles,
expectations and consequences of behaviour at the school. Parents, teachersand students will be involved in the process of developing and thenimplementing the framework.
Purpose:To provide an environment where we feel:✓safe and protected✓justice is applied✓accepted✓challenged / supported✓valued and understood✓trusted and believed✓happy✓nurtured✓listened toStrategies:
Encourage Positive Behaviour•

A system of awards and incentives
at both whole school andclassroom levels

Discourage negative behaviour•

Where necessary a support groupwill be established to develop abehavior modification plan

Strategies• Recognition of effort, ability andsetting a fine example

→
→
→
→

Time out system
Behavior book
Suspension
Expulsion

School Rules and Processes:
The following represent key aspects in the implementation of the school
11behaviour policy:●
guidelines
Everywhere in school: Keep your hands to yourself
Speak appropriately
Listen and learn
Look after the school
In the hallway:
Always walk in the school
In the playground:
Use your hands when playing with the ball●time-out slip – 4Ws (see next page) (Parent contact is required after
three time-outs.)●
consequences – warning, time out in class, time out in another class,detention, behaviour diary (time out, detention will be noted in Behaviour Book).
●support groups – counselling meeting with principal and teacher,meeting with principal, teacher and parent (measures might include behaviour
diary, suspension or expulsion)
School Rules and Steps:
The following steps should be followed as necessary during formal
implementation of the school behaviour policy:

1. Formal warning
2.
Time Out in the playground: Loss of 5 minutes of playtime
3.
Time Out in the classroom: Loss of 20 minutes of playtime- also
completion of evaluator Time Out sheet required
4.
Behaviour Diary5.
Support Group meeting involving student, teacher and principal
6.
Support Group meeting involving student, teacher, principal and12parents(Both parents are required to attend)
7.
Student suspension
8.
Student expulsion
Early implementation of a later step in the process may be required where theseverity of an incident warrants such consideration.

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Time Out – 4Ws
Name:​_________________

Grade: ​_________________

Date:​ ___________________________________________________________________________________________
Which rule I broke:□ Keep your hands to yourself□ Speak appropriately□ Listen and Learn□ Look after the school□ Always walk in the school□ Use hands when playing with the ball

What I did:__________________________________________________________________________________________________________________________________________________________________________________________Why I did it:__________________________________________________________________________________________________________________________________________________________________________________________
What I can do to fix it:__________________________________________________________________________________________________________________________________________________________________________________________
Parent signature:>>>>>Please return this form. Thank you for your support.
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LUNCH & SNACKSAt SIS we have designated lunch and snack times. Your child should bringhis/her own lunch and snack.
Since lunch and snacks are part of your children’s daily nutrition, it is importantthat you provide healthy and nutritious food. Serving healthy food is also
important for supporting lifelong healthy eating habits, and helping to prevent
costly and potentially-disabling diseases in the future.
When preparing your child’s lunch and snacks, please refrain from including
items such as chocolate, cookies and foods with excess sugars such as sweets,
because these are not very nutritional and do not promote a healthy lifestyle. It
is recommended that most of the snacks your child brings to school be fruits andvegetables.

Food Recommended
FruitsVegetables
Yoghurt100% juice
Whole grain cereal/ crackers
Granola bars
Trial mix

Food NOT recommended
Cookies
ChocolateHigh salty snacks
High sugar snacks

Food NOT allowed
Gum
Candy

Lunch and Snack Supplies
All students must provide:• Lunch and snack including utensils• Eating mat (please get a ‘furoshiki’ to spread under while your child is eating.)
Your child's name should be clearly written in permanent marker on eachutensil. These supplies are not washed or kept at school. They will be sent homeeach afternoon with students. Please be sure they are clean and returned toschool the following day. Do not send glass or ceramics in your child's lunch.

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Eating Rules
The lunch and snack periods are meant to be times of relaxation as well as
eating. The following rules are to be observed during lunch and snack times:• Students will use proper table manners as discussed with their teacher.
• Students will talk in quiet voices during lunchtime.
• Students will remain seated until excused by the teacher or supervising adult.
• All students are required to help clean the eating area (tables and floor)
before being dismissed.
• Due to students' food restrictions, ​students may not share lunch or snacks
with others​.
• Any leftover lunch or snack should be brought back home so that Parents cancheck what students didn’t eat.

Gum & Candy
Studies show that gum and candy contribute to dental, medical and behaviouralproblems for some students. In addition, many problems are created forteaching staff when students consume treats during the day. Having items suchas these adds to both the cleaning responsibilities and discipline responsibilitiesof the teaching staff. ​Therefore, gum and candy are not permitted in school.

SCHOOL LUNCH

Kiwi Kitchen (​https://kiwikitchen.com/english/​) is the school lunch provider.
The order deadline is the mid-night on Thursday for the following week.
The online menu is available at
http://edu.kiwikitchen.com/Kiwi_Kitchen_School_Lunch_Menu.pdf
The price is 515 yen for small size and 720 yen for Large size.
Vegetarian menu is available everyday.
Payment can be done by bank transfer or credit card.
For further information please contact to the school secretary.

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HOMEWORKAt our school regular homework will be provided for all children from grade 1.
Kindergarten students can also benefit from regular reading and storytellingwith parents. Families should use as many opportunities as possible to introduce
and develop language and number concepts through play.
Purposes of Homework●
To reinforce skills learned in class.
●To establish a routine of study skills and good work habits.
Some General Points●
Amount and type of homework will be flexible according to the student
group (age, capability, ESL profile, transport time to home).
●
Teachers will provide a ​homework schedule​ at the beginning of theschool year.
●
Teachers will check and sign all completed work.
Recommended Daily Reading
Daily reading has many benefits. Students who read on a regular basis become
better readers, build larger vocabularies, and gain exposure to many topics(even when reading fiction). Therefore, SIS strongly encourages parents toincorporate reading for pleasure in their child's nightly routine. Depending on
the child's level, this may include being read to by an adult, reading together,children reading aloud to parents, or independent reading.
Students’ Responsibilities
In order for students to get the full benefit from homework, there are certain
tasks they should perform. They are:
● Be clear about homework requirements - ask questions if unclear.
● Turn their completed homework in on time.
Parents’ Responsibilities● Parents are encouraged to:● Ensure their child completes their homework● Check homework regularly● Create a positive learning environment for their homework (a quiet place,adequate stationery)● Be involved with your child’s learning (listen, encourage, support, and help toestablish a regular routine)● Keep in contact with the teacher
As a parent, you might also find yourself doing one of these;● Listening to questions● Helping with ideas● Pointing out errors
Encourage and nurture your child’s abilities and confidence.
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RECESS & PARK TRIPS
Outdoor recess is part of the daily schedules for all students. In preschool andkindergarten, park trips are also part of the weekly schedule. At other levels,
teachers may occasionally take students outdoors and/or to a nearby park as
part of their curriculum (for example, PE, science, art, etc.). These are notconsidered field trips and therefore prior notice of these outings is notnecessary.
All of these activities provide opportunities for physical exercise, fresh air, arelease of energy and, during recess, relaxation with friends. Therefore, outdoor
recess and park trips are held, except during inclement weather (rain, snow,etc.). The following guidelines apply:●●●

Students should be dressed appropriately for the weather. Weather changes
occur quickly, so children need to be dressed in a manner to reflect any
seasonal changes in weather. All children, when outside, are told to informtheir teacher if they get uncomfortably cold.
A written request from a parent is needed in order for a child to be excusedfrom recess. The note should state the nature of the illness that prevents thechild from participating in recess and the period of time they are to stay infrom recess. A child with a written note that does not have a physician's
written excuse can only remain in from recess for one day.
When the weather is bad, the teacher may have a quiet recess in theclassroom or may take the students to the gym, multi-media centre or
library if it is available.

Playground Rules
When students are in the playground, the following rules apply:●
Speak appropriately●
Keep your hands to yourself●
Listen when a supervisor calls your name●Look after the school and resources●
Use your hands when playing with the ballPark Rules
When students are on outings to the park or other outdoor activities, all regularsafety measures (as well as additional measures) are followed. In addition,
students are, as always, expected to follow all SIS rules and all directions givenby the teacher(s) in charge.
When students are at the park, the following rules apply:●
On slides, students must go down one at a time, feet first.
●
On swings, standing or jumping off is not allowed.

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COMPUTER & INTERNET USE
SIS believes that the use of technology (including computers and theInternet) offers unique resources for students and teachers and istherefore pleased to bring these services to its students. The school's
goal in providing these services to students is to promote educational
excellence by facilitating resource sharing, innovation, andcommunication in support of education and for uses consistent with theeducational objectives of SIS.
With access to computers and people all over the world also comes theavailability of material that may not be considered to be of educational value inthe context of the school settings. On a global network it is impossible tocontrol all materials; a user may discover controversial information. We firmly
believe that the valuable information and interaction available on thisworldwide network far outweighs the possibility that users may obtain material
that is not consistent with the educational goals of the community. The school
will work to minimize any exposure to controversial information.
A Privilege
Use of the Internet and SIS computers is a privilege, not a right. All students
must agree on the Internet Use Guideline prior to having the privilege of using
the Internet at SIS. Inappropriate use shall result in cancellation of such privilege
for any student who violates this guideline, any computer/Internet rules ordirections given by SIS and its staff.
Each student who has agreed on the Internet Use Guideline, and thereby has
access to the Internet, shall participate in classroom and/or individual
instruction with a school faculty member regarding appropriate use of theInternet.
Access to the Internet will not be allowed, except upon specific permission froma SIS staff member. Email access will not be provided to a student unless thestudent is participating in a class that requires instruction on email or ateacher-directed activity such as a classroom-based e-pal program. Attempts togain access to the Internet without permission of the supervising SIS staff
member will result in cancellation of a student's privilege to access the Internet.
Assumption of Risk
Students who agreed on the Internet Use Guideline assume responsibility to use
the Internet in accordance with the terms of the guideline and all attachments,
rules, policies and regulations of SIS. SIS will not be responsible for theaccuracy, truth or quality of any information obtained from, by or through theInternet. SIS will not be responsible for delays, non deliveries, incorrect
deliveries or service interruptions caused by any reason.
Access to the Internet through school computers may be monitored by SIS staff.
19

Every effort will be made to limit access to only those online services that havebeen authorized for study and research. However, determined users may be able
to access services and communicate with people on the Internet, and students
may intentionally or unintentionally gain access to information andcommunications that they or their parents/guardians find inappropriate,offensive, controversial, or otherwise objectionable.
General Computer/Internet Guidelines●
Be polite.
●
Use of any inappropriate language is not permitted.
●
Do not use the computer in such a way that would disrupt the use of the
network by other users. Browsing on other computers in the network is not
permitted.
●
Reading, deleting, changing, or copying files and/or data belonging toother users without their permission is not allowed.
●
Any deliberate action which damages or disrupts a computing system,changes its normal performance, or causes it to malfunction is not allowed.
●
Logging onto a computer with anyone else's password or identity is not
permitted.
Search Engines
Research skills are an integral part of our curriculum (Literacy, Topic Exploration,
Social Studies, etc.). Therefore our teachers sometimes allow students to useinternet search engines for research purposes. To provide content safety, Safe
Search Filtering options of the search engines are activated. However, it should
be kept in mind that these filters do not provide for 100% safety. Therefore
students are allowed to use the search engines only under teacher supervision.

Computer Games
From time to time students are allowed to play computer games generally as ameans of rewarding and with only educational content. By the help of computer
games, students develop various skills such as mouse control, choice making,strategy and etc. Frequency depends on the lesson and the grade level.

LIBRARY
Kindergarten and primary students will be taking part in library study
throughout the school year. Besides learning basic library skills, it gives all
students the opportunity to check out books on a regular basis. Checking out
materials properly and returning them promptly and in good condition is
expected of all students.

20

Library Guidelines
The following guidelines apply at all times to thelibrary:●
Books are checked out for one week.
However, if you wish to renew a book, you may
do so for a total check out of two weeks.
●
If you return a book before its due date
and wish to check out another book, you may do
so. You do not need to wait for the due date toreturn a book.
Overdue Books
If a book is overdue for longer than a week, the following procedures will apply:• The student will not be permitted to check out another book until the firstbook is returned. Parents will be sent a note requesting parental response
concerning the location of the overdue book.
• A second notice will be sent the following week and so forth for one month.
• All books which have been lost for a month should be paid for immediately.
The money will not be refunded once the payment is made even if the lost book
is found.
Damaged and Lost Books
Books are expensive and must be replaced for the benefit of all
students if lost or damaged. Please report any damaged book toyour child's teacher. A small repair fee will be charged whenapplicable. The full price will be charged if the book is damaged
beyond repair.
Fig. 2 damaged bookReading at home
Please encoura​ge your child to read more at home by regularly checking the books theybring home.

AFTER SCHOOL PROGRAMSSIS offers After School Programs for its students. All students are able toparticipate. Programs may vary each term.
General Information:● ASPs are offered ​three days a week​ on Tuesdays, Wednesdays, and Thursdays.
● Programs are from 15:15 to 15:50.
● Programs are available for different age groups, for example. K, K-up, Grade
1-up. Please apply only for programs that are offered for your child’s grade level.
● Interested families are required to sign up for ASPs individually each term.
● Any special equipment, supplies, etc., must be purchased by the parent.

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● Each program has its own policy. Parents will be notified of the policy when

●

●

●
●
●
●

students apply for programs. There may be a maintenance fee required for some
programs. This information will be included with the registration information.
The school tuition fee covers the regular school time which is 08:30-15:15. After
school programs are extracurricular activities provided by SIS as a service to ourstudents. However ​for ASPs that we hire special instructors for, we require a
registration fee​.
If any program has fewer registrations than the minimum number required toopen a program, then that program will be cancelled. Minimum number may bedifferent for each program.
Once your child has been signed up for a program, changes will not be accepted
unless there is a major reason that has been approved by the ASP coordinator.
All questions related to After School Programs should be addressed to the ASP
Coordinator.
If a class period has to be cancelled for any reason, there will be no make-up
class.
Please understand that bus riders cannot be provided with supervision during
ASP times hence they are required to register for an ASP.

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For Parents

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SCHOOL COMMUNICATIONSIS provides each family a school email account and all administrative as well asteachers’ correspondence will be sent to the account. This will include
announcements, updates, newsletters, teacher comments and parental
permissions. Parents are responsible of the emails they receive and reply to, sothat time, energy and resources are saved.

The following guidelines apply to the Email Communication:● All email details will be kept private.
● Emails are expected to be checked after 7pm every night.
● It is the parents’ responsibility to check and reply to the emails.
● Please reply to all emails even shortly to acknowledge the teacher that you
have received and read the message​.

FEES, PAYMENTS & WITHDRAWALS
After being accepted into and enrolled at SIS, there are annual tuition fees andmaintenance fee which are payable per term, and a day care fee (optional). All
fees are reviewed annually by the School Board and announced in May of theprevious school year. All fees should be remitted in Japanese yen.
Late Payment of Tuition
If the tuition payment is late, there will be a 2 % fee of the total payment added
to usual payment. Any student whose bill is in arrears for more than 1 month will
be suspended until the payment is made.
Refund of Fees
All school fees are not refundable.
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Excessive Absence
In case of excessive absences or long vacations which are ​less than one term​,
parents are required to pay for the full tuition fee.
Withdrawal
If you are going to withdraw your child from SIS, please submit a Withdrawal
Form (available from the office) one month prior to the withdrawal date. Please
note that even ​in the case of withdrawal during any term, no refund of tuition
fees in part or whole for the term shall be granted​.
Uniform
The school uniform is mandatory for all grades. Please order the school uniform
through the school website or see the Administrative Secretary to inquire about
the school uniform. The overall cost depends on the number of items ordered.
Please see the "Uniforms/Dress Code" section for further details.
Supply Fees
Although we send a list of supplies to be purchased by each parent at the
beginning of the year, we order some of the items through the school. As more
items become necessary throughout the year, we will be asking you to send out
money, 5000 yen to school to purchase some of those for your child.
Payment of Fees
All fees should be paid directly into the bank account listed below by the due
date. Be sure to mention the ​student's name for easy identification of the sourceof payment:

Bank Account Informations
Bank

Mitsubishi UFJ Bank (0005)

三菱UFJ銀行

BranchYokohama Ekimae Branch (251)

横浜駅前支店

Account No

Ordinary 0086152

普通 0086152

Account Name

Tokutei Hi Eiri Katsudo Houjin
Kokusai Kouryu Gakkyu
Rijicho Deniz Mehmet

特定非営利活動法人国際交流学級
理事長 デニズ メフメット*For oversea fund transfer, please contact school office for bank account information.
Release of Records
No documents (report cards, certificates of attendance, etc.) will be issued if any
fees are outstanding or if there are library items unreturned. The Report Card,
Certificate of Student Registration, and Certificate of Graduation are issued
upon your request if necessary.

PERSONAL ITEMS
Students are not permitted to bring personal belongings (including sports25

equipment, toys, games, etc.) to school unless specifically asked or allowed to
do so by their teacher. Unapproved items will be removed from the student.
These items will be returned to the student at the end of the day to be taken
home. If such items are brought repeatedly, parents will be notified and the item
will be kept in school office until it can be returned to the parent.
The school assumes no responsibility for personal items lost, stolen, or
damaged. Under no circumstances should students bring candies, large
amounts of money (or any other items of value) to school. Parents are
responsible for monitoring what your children bring to school.
Weekly Cleaning
As cleanliness and hygiene are of utmost importance, the school will be sending
personal items home with the students at the end of every week. Please provide
a large bag to put these items in and send them back washed/cleaned with yourchild on Mondays for a fresh start.

Lost and Found

●

●

●

The SIS Lost and Found box is located in the entrance hall. Students who
have found any lost items are requested to give them to the school
secretary to place them in the Lost and Found box. Money, jewellery orother valuable items should be given to a teacher or the secretary.
We urge all parents to mark clothing and possessions with your child'sname to expedite locating lost articles.
Writing in permanent ink or sewing in a
tag are the best methods. If an article
such as this is found, it will be promptly
returned to the owner.
Although we will try to inform ourparents about the lost items, those
items that are not picked up within 3
weeks after the day of loss will bedisposed by the school. ​The school is
not responsible for any lost items.

QUESTIONS / CONCERNS
On occasion, parents have questions, concerns, or comments about their child's
education. When this occurs, ​the first person to contact is your child's classteacher​. This is the person who spends the most amount of time with your child,knows the day-to-day happenings of the classroom, and is best prepared toanswer your questions or address your concerns about your child's education.
Always feel free to request a conference with your child's teacher to discuss any
26educational issues, remembering that advance notice is required.
If, after speaking with your child's teacher, you still have questions or concerns
or your questions are non-education related, please contact the administration
office. We will direct you to the person in charge.

NEWSLETTERS & BLOGS
The communication between the school and parents is a critical factor in our
success with students.

Class Blogs are to inform the parents about what their child’s class has
been/will be doing within the corresponding period. They are updated weekly
on Friday.
School also publishes Term Newsletters at the end of each term.

PARENTS’ MORNINGSIS will be holding two Parents' Days during the school year. Please refer to the
Calendar for the scheduled Parents’ Days.
The Parents' Day is a time when parents (and/or guardians) are specificallyinvited to the classrooms.
Opportunities will be available for you to observe your child, interact with yourchild in his/her educational environment.
Visitors are asked to be respectful of all teachers, students, and other visitors.
Please do not intrude into classroom activities unless specifically invited toparticipate by teachers. You are requested to visit the classroom at certain times
27scheduled by the school.
Please note that ​only adults are allowed to attend Parents’ Day. ​Therefore, if you
have other children, you must make alternate arrangements for them during
your visit to SIS.

CONFERENCES
Parent Teacher Student Conference
All parents are invited. Parents meet teachers individually and discuss theirchildren’s progress as indicated in their report cards and portfolios. Each family
is given 15-20 minutes for one child. Parents are allocated time for theirconference. Primary school students attend to the PTSC. Depending on theneed, teachers or parents may call for additional conferences.

Student Led Conference
SIS operates Student-led conferences in June under the guidance of assessment
standards of IB PYP.
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Parents and students are welcomed by classroom teacher.
Student brings together portfolio materials and guides parents through theconference
Presentation of portfolio
Discussion of class room centres, works displayed on the walls, games andvarious ways of learning
Discussion and walk through of specialist subject learning

Conference Requests
Although no unscheduled conferences will be held during the instructional day,parents can schedule conferences throughout the year with their child'steacher(s) by contacting the teacher and making arrangements for a conference.
Please note that advance arrangement is required. If necessary, the school may
request additional parent-teacher conferences.

EVENTS
We hold various events throughout the school year. Below are descriptions ofevents that appear on the school calendar.
Parent Orientation
A day before the first day of school. New and existing parents come together forthe revised school rules, procedures, curriculum and IB PYP Programme.
Updated items and important elements of the Parent Student Handbook are28

gone over with the parents. The staff is also introduced.

Family Picnic
This is an opportunity for all families to join in a special gathering and enjoy thecompany of family and friends. Attendance is strongly recommended.

Child Health Day
Teachers focus on health and hygiene topics in their classrooms with various
activities.

Literacy Week
Activities that promote reading and writing are held such as book fairs, costume
parades, and story dramatizations. Parents may come to classes to read stories
in English or in their own language and their involvement in other activities isalso welcome.

Family Fun Day
Parents come to school and play various games with students and each other. It
may be combined with another event.

Parents’ Morning
Parents visit classes and participate in actual instruction for evaluation on thesedays. They are held twice a year, in autumn and winter terms.

Celebration of Learning (Winter & Year End Performance)
Held at the end of December and June. Students perform songs, dances, plays
and a lot more.
Japanese Culture Day
Students enjoy different elements of Japanese culture through various activities.
Numeracy/Science Week & World Math Day
Activities that promote numeracy and science skills as well as showing children
the importance of maths and science in the real world are held.

International Children’s Day
This festival will help us celebrate of joys of children from all over the world. Funwith games and activities from the international background of SIS students areenjoyed. Attendance is mandatory for students. The Event is open to the outside
international and japanese community. During this event the PTA also organizes
a bakesale.
29

Sports Festival
Children will participate in dances as well as some sporting competition.
Attendance is manditory. They will also be required to wear their PE uniforms.
If the weather is poor it is postponed or cancelled.

Notes
1.

Student attendance is mandatory and attendance is taken unless otherwise
stated.
2. Students wear their school uniforms unless otherwise stated. For optional
events students do not need to wear their school uniforms.

FIELD TRIPS
•

•

•

•

The purpose of a field trip is to provide educational experiences which arebeyond the immediate school environment. Field trips are planned by theclassroom teacher. Advance written notice of all field trips is sent toparents.
Students must have parent/guardian permission email to participate infield trips - No exceptions are made to this policy. ​Please be prompt
when completing and returning these permission slips.
There may be times when classroom teachers will request a parent toaccompany his/her child so that the trip is a positive and safe experience foreveryone involved. Parents assisting teachers as chaperones on a field trip
will have students in their care and, therefore, cannot bring other children
with them.
Dress code during field trips may differ depending on the features of thetrip. Parents will be notified about the dress code before each field trip.
However, unless otherwise stated, students are required to come with theirschool uniforms.

FOOD RESTRICTIONS
We understand that many students have food restrictions due to allergies,
religious or personal beliefs, or other reasons. All students must have on file a
Food Restrictions Form, regardless of whether or not they have food restrictions.
If your child does not have any food restrictions, please mark the form
accordingly. If your child does have food restrictions, please be as detailed as
possible. If any changes take place during the year, please complete a new form
(available from the Administrative Secretary). Without this form, we cannot
properly assist your child in avoiding these foods.
SIS will make every effort to help your child avoid any foods listed on his/herFood Restrictions form. However, please note that we cannot always warn yourchild about everything he/she eats. Ultimately, the responsibility lies with the30parents and the child.

HEALTH / MEDICATIONSRegular school attendance is expected. However, if the student is ill, he/sheshould not be at school. ​Please do not send your child to school if​:
● A ​fever​ is present. (100F/37.7C or more)● Vomiting​ or ​diarrhoea​ is present.
● There is evidence of a persistent ​cough​ or ​strep throat​.
● There is evidence of a suspicious ​skin rash​ or other ​contagious condition​.
● Head lice
If any of these symptoms occur while your child is at school​, you will becontacted to pick up your child immediately. SIS is able to treat minor first aid
injuries and temporarily house students waiting to be picked up due to illness.
SIS does not have the facilities or the manpower to care for sick children during
the day.
If an emergency occurs during the school hours​, we will contact aparent/guardian on the list of “Emergency Contacts”. If we cannot reach aparent/guardian, the student will be taken to the nearest medical facility. For
your child to be treated with his/her health insurance, please ​submit a copy ofyour child’s health insurance certificate to the school​. Please note that every
effort will be made to reach you as soon as possible. Please remember to keep
your Emergency Contacts form current.
Contagious Diseases● By Japanese law, the school must be notified if your child has any of thefollowing contagious diseases: measles, rubella, chicken pox, whooping
cough, the mumps, pinkeye, strep throat, head lice, scabies. This will help us
take the appropriate measures to protect other students and staff. All theinformation will remain confidential.
● When your child has been absent due to a contagious disease, he/she musthave a ​readmission slip​ from a physician in order to be readmitted to school.
Head lice
Head lice are a very common problem for families of any socioeconomic
background. They are wingless parasitic insects that feed on the blood of thepeople they are on. Head lice are extremely contagious as having close
contact with another person or their belongings may put you at risk. Its
symptoms include excessive scratching and/or sores caused by it. It mightalso cause difficulty in sleeping since lice are most active in the dark.
If your child is infested​ ​(actions taken by parents):●
School should be informed immediately●
It is recommended that a doctor's advice be taken before any action●
The child should not be sent to school until he/she is thoroughly
treated31

●All members of the family should be checked and treated if they are

infested(Medicated lice treatments should NOT be used for children younger than 2
years old)
If a child is suspected to be infested​ ​(actions taken by school):●​The child who is suspected to be infested will be asked to stay home
until he/she is thoroughly treated.
●
An email to the parents of the students the child has been in contact
with will be sent with no names mentioned●
A hair check will be done for all the students in the child's class​School may run unannounced head lice inspection at varying intervals
Health Concerns
Please make sure your child's class teacher knows about any special healthproblems your child may have such as allergies, seizures, conditions requiring
medication, frequent need for restroom facilities, etc. We would like to meet theneeds of all of our students, both physically and emotionally.
Medications● Students are advised not to bring any non-prescribed medication to school.
All medications need to be prescribed by a doctor.
● Each medication must have a separate ​Medication Release Form signed by adoctor and a parent/guardian. This form must be on file in the school office,before the medication can be administered. Absolutely no medication will beadministered to any student by school personnel without the doctor’ssignature on the form.
● When needed, you can get a Medication Release Form from the SIS office. It iseasiest for most parents to keep a blank form at home for when it is needed.
● All medication should be sent in its original container and must belabelled with:o The child's name and gradeo The name of the medicationo The amount of the medication to be takeno The time the child is to take the medication

Over-the-Counter Medications
Over-the-counter medications will not be administered unless written
permission has been given by the parent. For emergencies, e.g. toothache,parental consent will be requested by phone.
Inhalant Medications● In the case of inhalant medications, self-administration may be approved
with a prescription from a doctor. In addition, an Inhalant Medication
Self-Administration Release form must be on file.
32

If any student is discovered to be in possession of medication that has notbeen reported to the proper school personnel, the medication will be takenfrom the student and the parent/guardian will be contacted. For your child's
safety, under no circumstances will a student be allowed to keep
medication with them.

SPECIAL NEEDS / COUNSELING
As noted in the Respecting Diversity section, SIS feels it is very important that
our students be respectful of all differences. This includes students withdifferent needs. Therefore, SIS will make reasonable efforts to accommodate
the needs of individual students. SIS does not have any personnel designated as
special educators, so the school may not be able to accommodate all
requirements (whether academic or behavioural).
If, after careful observation, a teacher is concerned that a child is notprogressing satisfactorily, he/she will suggest to the parents that educational
testing and/or counselling may be appropriate. It is ultimately the parents'
choice whether or not to seek testing and/or counselling for their child, but SIS
reserves the right to require evidence of such services when a student's
behaviour or academic needs become disruptive or detrimental to the welfare of
the individual student or other students. If a student's academic or behaviouralconcerns become so severe that SIS can no longer meet the student's needs, SIS
reserves the right to require the student to withdraw.
If you ever feel your child is in need of counselling or other special services,
please see your child's class teacher.

TRANSPORTATION
Parents may either send their children to school via the SIS school bus or they
may take responsibility themselves for ensuring their child's safe arrival atschool and home. Regardless of the mode of transportation, all students musthave on file a Transport Information Form.
If at any time your child is taking a different route home or is being picked up by
someone different please contact SIS in advance. If we are not notified, yourchild will have to wait at school until proper identification and parental
verification can be made.
Information for All School Bus Riders● Please check the bus schedule for the pick-up and drop-off times.
● Preschool / PreK / Kindergarten students must be brought to and picked up
from the school bus stop by a parent or guardian. Please be on time since thebus will not wait. In the afternoon, if you are not at the bus stop at thedesignated time, your child will remain on the bus and be brought back toschool. It will then be your responsibility to come and get your child from33

school.
● Primary students may go to/from the bus stop on their own and accompany
their siblings in the Preschool / PreK / Kindergarten, but a permission slip
must be completed prior to this. If a permission slip is not on file, a parent or
guardian must drop-off/pick-up the student.
SIS School Bus Guidelines
Students transported in a SIS school bus are under the authority andresponsibility of the bus driver and/or bus supervisor. When students arrive atschool in the morning, they should go to their classrooms.
Morning Pick-up:● Buses depart right at the time advised to you.
● Be on time at the designated stop, preferably ​5 minutes prior to the bus
arrival.
● If you are running late call the bus phone before departure time. The bus will
wait 3 minutes after the scheduled departure time.
● If your child will be absent that day and you haven’t previously contacted theschool, please call the bus before its arrival to the stop as well as the school
office.
● Dress according to weather conditions.
● If walking to a stop with no pavement, walk facing the traffic.
● When crossing the road, always watch for traffic.
● When waiting at the stop, stay back from the edge of the road.
● Good behaviour is expected at each stop.
● As the bus arrives, stay back until it comes to a full stop. Wait for the bus
driver's signal before approaching the bus.
● Don't go after anything that rolls under or in front of the bus…tell thedriver/assistant!
● Do not push or crowd when boarding/unloading.
● When moving as a group from the bus to the school or from the school to thebus, always stay in two lines, hold the next person’s hand, display your best
behaviour and do not run.
Afternoon Drop-off:● You will be given the approximate time for bus arrival in the afternoon.
● If the student is picked up by a parent/guardian, please be on time at thedesignated stop, preferably 5 minutes prior to the bus arrival.
● There may be times buses are late. If the bus departs from a previous stop
more than 15 minutes late, you will be contacted by the bus supervisor.
● Students may not leave the bus at any stop other than the one assigned tothem unless they have a signed note from their parent or guardian permitting
such a change.
● The driver will not discharge riders at places other than approved stops
unless authorized by school officials.
● When exiting the bus, be alert. Go directly to your stop, look for traffic andnever walk back towards the bus.
34

● Never cross behind the bus.

Rules for the bus:
● Remain seated at all times with the seatbelt fastened.
● No big heavy objects are allowed on the bus.
● Always stay properly seated on the bus sitting on your bottom, facing
forward with your feet facing down.
● Keep all books, pencils and other sharp objects in backpacks.
● Keep arms, legs and other objects out of the aisle.
● Do not open the windows.
● No eating or drinking unless permitted by the supervisor.
● When arriving at your stop, stay seated until the bus comes to a full stop.
● Do not push or shove when leaving the bus.
The following are examples of bus misconduct:
Offenses

Minor Offenses

Major Offenses-Endangering
yourself orothers -Bulling-Recurring
problem

Consequences●
Talking too loud, constantly
being noisy and rowdy●
Will not follow directions●
Discourteous to others,
pushing, crowding and teasing●
Littering and/or throwing
objects●
Unnecessary physical contact●
Will not stay in seat●
Taking seatbelt off●
Eating and drinking without
permission

1st offense
Warning by the supervisor
2nd offense and onwards
5 minutes time out (accruing)●
Openly defiant towards thebus driver●
Using obscene language or
gestures●
Causing damage to the bus●
Purposely distracting the driver●
Not following emergency
procedures●
Using dangerous materials
onboard the bus●
Jeopardizing the safety ofothersThink Sheet will be sent
home for parents to sign it

35

Suspension or expulsion forrecurring problem

Non-School Bus Riders
If a student does not ride the SIS bus, the following general guidelines apply:● The parents of students in the Preschool, PreK and Kindergarten are required
to take their child to and from school.
● Primary school students are allowed to go to and from school by themselves
as long as there is ​written parental permission on file​ with SIS.
● If a student is to go home after school with an older brother/sister, priorwritten notification must be on file in the office.
Parents using the school bus
Since we have limited seats in our buses and to make it fair for all bus
routes,we do not allow parents to ride the bus no matter how many empty seats
there are.

VISITORS
All visitors and volunteers, including parents, must report to the Administrative
Secretary upon admittance.
Although we welcome parents to visit their child's classroom, it is important tonote that any visitors in the classroom, especially parents, cause a disruption to
the learning of all children. ​Children become nervous with parents present andfrequently do not behave in the classroom as they normally would. This causes
stress not only to your child but to the other children and sometimes to theteacher as well. Therefore, as a general rule, we ask that you refrain from visiting
your child's classroom except on rare occasions. There are two special Parents'
Days included in the SIS calendar when we invite all parents to visit their child'sclass. (Please see "Parents' Days" for further information.)

EVACUATION DRILLSAs a school, we have evacuation drills many times in a year.
We have 3 types of drills that are listed below.

Earthquake Drill
Fire Drill
Stranger Drill
BIRTHDAYS & CELEBRATIONS
Student birthdays are celebrated as the whole school during morning
assemblies where students sing the happy birthday song. ​Due to dietary
restrictions, we don’t accept food, drinks or other treats from parents.

36

DONATIONS
We are always looking for new items to add to our school. All donations arewelcome! However, please consult with the teachers or office staff before
bringing in the actual items. We are especially happy to receive donations ofbooks or arts and crafts supplies. Any items you send will be for your child'sclass unless you specify otherwise or we feel the items are better suited foranother class.

37

Miscellaneous38

3​rd​ Floor

FACILITIESBasement floor
Indoor Playground and Library
39

INSURANCE
Although student insurance is not mandatory, SIS has partnered with AIU
Insurance Company to offer a child insurance program​. ​In accordance with ouragreement with AIU, all SIS students are under insurance for 24 hours as long as
they are enrolled at SIS.
Policy holder: All SIS Students
Coverage: Accidental Death and Injury * It does NOT cover disease or illness.
Insurance: Death or Sequelae-500,000 JPY / Injury- up to 500,000 JPY per
accident​ 【Procedure】
1) Accident occurs
2) Go to the hospital and pay the fee by yourself. Receive and keep a receipt
from the hospital.
3) Let the school know about the accident and submit the receipt to the school
secretary.
4) School will claim the insurance from the insurance company.
(You will be asked to fill in a claim form by the school secretary.)5) The Insurance will be paid back into your bank account.
Please talk to the school office if you want to learn more.

RESPECTING DIVERSITY
As a non-sectarian, private school, SIS neither promotes nor inhibits religious
beliefs or non-beliefs. One of our founding educational principles is:“Encourage a broad international perspective, respect and appreciation forother cultures and beliefs which make up both the school and the global
community so that students regard diversity as natural and necessary as
well as a source of strength, inspiration and knowledge.”
In order to be successful, productive citizens in an international society, ourstudents need to respect all aspects of nationality, race, religion, gender,
physical differences, language and culture. In our international atmosphere weteach children about the diversity of humanity.
SIS does not teach religion. However, some cultural traditions we learn about
are inseparable from religion. Therefore sometimes we study a variety of
traditions from all over the world as part of our curriculum. All discussion about
religion is academic without any implication of right or wrong. If you have any
questions about this policy please contact the Principal.

40

PROMOTION / RETENTION
Upon admission to SIS, students will be placed at a grade level according totheir age. However, an upper or lower grade may be advised if found better
suited to them a​ cademically, socially, and emotionally​. Students will normallybe promoted from one grade to the next upon completion of each academicyear.
Age as of Sep 1​stGrade Level

Age as of Sep 1​stGrade Level

3 years old

Preschool

8 years old

Grade 34 years old

PreK

9 years old

Grade 45 years old

Kindergarten

10 years old

Grade 5

6 years old

Grade 1

11 years old

Grade 6

7 years old

Grade 2

12 years old

Grade 7

Retention
SIS recognizes that retention in a grade is usually not in the best interest of thestudent. However, exceptions may be made when such exceptions are in thebest educational interest of the student. Excessive absences or academic failure
in more than one subject are some of the many factors which may affect a
student's retention in a grade level.
If there is a chance that a student will be retained, parents will be informed ofthis at the earliest possible time, but certainly no later than the Parent-Teacher
Conferences scheduled in the third term. This will allow all involved parties(parents, teachers, student, and administration) to make every effort toremediate any factors that may be contributing to the possible retention.

LANGUAGE POLICYAs an international school, we serve students from many countries andlanguage backgrounds. Therefore, English is the only common language formany students and parents. Because English is the language of instruction at SIS
and the common language for all students, it is expected that English will be theonly language spoken throughout the school. The exception to this is when
students are attending another language lesson (such as Japanese or an ASP by
a Japanese instructor).
Philosophy
Language plays an important role in all learning areas. All SIS teachers play anessential role in facilitating the acquisition of language. Language development
is an ongoing process. Language is reinforced in multiple ways, including
technically, practically, and as a medium of instruction. Language is the majorconnecting element across the curriculum. Although English is the main
language of instruction, systems are in place to encourage the support anddevelopment of all other languages used by students.
41

Guiding Principles
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Language learning at SIS will reflect International Baccalaureate PYP
Language Scope and Sequence learning outcomes.
All teachers are teachers of language.
All members of the school community are learners of language.
Language development programs are developed using constructivist
theories.
Teachers assist students to scaffold their learning and to work within thestudents’ “Zone of Proximal Development.”
Teachers take background knowledge and previous learning experiences
into consideration when planning their lessons.
Teachers provide comprehensible input and present language throughmeaningful tasks in authentic contexts.
Teachers provide age-appropriate scaffolding strategies such as visual aids,
graphic organizers, demonstrations, dramatizations, and small-structured
groups.
Teachers guide learners to extend their language by combining highexpectations (complexity and abstraction of concepts, increased density of
low frequency and technical vocabulary, sophisticated grammaticalconstructions) with learner-centered practices in a contextualized learning
environment.
Teachers promote a school environment that welcomes diversity of culturesand perspectives.
Teachers collaborate with parents to achieve shared goals.

Language Profile
As of September 2019, the SIS student body consists of 135 students.
The nationalities represented in the student body are as follows: American,
Australian, Brazilian, British, Bruneian, Chinese, Filipino, Israeli, Malaysian,
Myanmar, Pakistani, Qatari, Peruvian, Russian, South Korean, Taiwanese,
Turkish, and Uzbekistani.
Additionally, many students are of mixed heritage and hold multiple citizenships
from the aforementioned list. The students’ linguistic backgrounds are as
follows: Arabic, Chinese, English, Japanese, Korean, Malay, Russian, Spanish,
Turkish and Uzbek. SIS currently has 27 staff members. The nationalities
represented among the staff are as follows: American, Australian, Azerbaijani,
British, Filipino, Irish, Japanese, New Zealander, and Turkish. The linguistic
backgrounds of the staff include: Azerbaijani, English, Japanese, and Turkish.
Meeting the needs of SIS Community●●●●

English is the primary language of instruction.
All students study the official host country language, Japanese either as theirnative language or as an additional language.
All school documents are in English.
A student’s language ability in both English and in their mother tongue isevaluated during the admission process.
42

●
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A student’s language ability in both English and their mother tongue isevaluated during the placement process.
EAL programmes are flexible and responsive to the needs of individual
students.
SIS promotes the learning of additional languages.
Language development occurs in authentic settings according to thelanguage outcomes written in PYP language scope and sequence document.

Mother Tongue Language Development
Mother tongue support is crucial for affirming identity and emotional stability ofstudents. Parents are encouraged to use their mother tongue at home. In ourlibrary, we try to offer fiction and nonfiction books in various languages
represented in our school community. We also welcome our parents to support
the provision of mother tongue by providing facilities after school hours.
●●

Mother tongue languages are used to facilitate the development of anadditional language.
Language resources are provided whenever possible for mother tongue
languages represented at SIS.

Planning for Language Learning
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●

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PYP Language outcomes guide instruction and assessment of student
language development.
Aspects of language development are incorporated into SIS weekly
planning.
Language learning is structured to assist students to experience success.
This requires differentiated learning experiences and assessment tasks.
An interactive class structure is facilitated by teachers. Activities and tasks
are designed to give a wide range of communication forms.
A variety of books, references, resources, and materials are available forclassroom use according to the language abilities of the students.
The EAL teacher collaborates with classroom teachers to help learners whoneed extra guidance and support in English.
Activities are designed at various levels to meet all students’ needs.
Success criteria and language learning outcomes are designed according tothe overall level of the class.
Self and peer assessment is encouraged through the use of rubrics andone-on-one conferences.
Students are involved in designing assessment criteria for their work.
The summative task and type/amount of support given are differentiatedaccording to the students’ language ability.
Various grouping strategies are utilized to cater to different abilities andlearning styles.
Students are placed in EAL classes that will suit their language needs duringsome language classes.
Students can move to full-time mainstream classes once their language
abilities develop.
Dynamic language grouping (based on students’ abilities) is used within theclassroom in order to develop specific aspects of language and to meet therequirements and expectations of a given task.
Additional support for EAL learners is provided through in-class support.
43

EAL Support
Since the language of instruction is English, the objective of the support
programme is to enable the inclusion of EAL (English as an Additional Language)
students in the mainstream class. Although students are required to display an
English proficiency level commensurate with their grade level prior toenrolment, SIS works with the EAL teacher in cooperation with the homeroom
teachers to enable the EAL students’ transition into the mainstream class. This
support is continued until the student has the skills and knowledge needed toaccess the regular curriculum.
See Figure 1

Entry Criteria● A trial period of a half day in the classroom setting: Teachers look to see if
students have the ability to understand and follow classroom instructions,and basic interpersonal communication skills.
● An informal student interview is conducted during the trial period by theclassroom teacher.
● Administration administers a standardized language test (Primary School
Assessment Kit)
● After collecting the data and feedback from the homeroom teacher, the EAL
specialist and the homeroom teacher decide what type of EAL Support isappropriate for the student.
1. If the student is within the Level 1 or 2 benchmark (K-Alberta Education),(s)he will participate in pull out EAL support.
2. The EAL specialist will have ongoing communication with the homeroom
teacher so that they can discuss and facilitate the progress of EAL learners.
3. If the student is within Level 3 or above, (s)he will receive in-class EAL
differentiation and support from the homeroom teacher as necessary.
(Example pre-teaching technical vocabulary, providing graphic organizers to
help organize your thoughts etc. We believe most strategies to help EAL
learners are part of good teaching practices and benefit everyone, not just
EAL learners.)
Exit Criteria● If a student who is receiving pull-out EAL support starts to move towards theLevel 3 benchmark (Alberta Education, Canada), s/he will join themainstream classroom setting full time. There the homeroom teacher will
differentiate the learning environment according to the student’s language
proficiency until s/he can fully participate in the mainstream classroom
without that support.
Benchmark● ESL Benchmark, Alberta Education, Alberta, Canada
Resources
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Standardized test utilized in the admission process: Primary Assessment Kit
Students are allowed to pick books such as Reading A to Z Leveled Books,
Scott Foresman Leveled Books for EAL learners that are engaging andinteresting to them.
Teaching materials that are relevant to the current unit of inquiry andprovided by the homeroom teachers

Planning● The EAL specialist uses the SIS weekly planner template for planning.

Language for Successful Communication● Language development activities provide opportunities for critical thinking.
● Students reflect on their language ability according to the set criteria
through self assessment.
● Teachers encourage the development of critical thinking skills such asdebating, active listening and thoughtful writing.
● Teachers provide opportunities for students to develop an understanding ofconcepts through discussion and daily ongoing communication.
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The social language of SIS is English, which is inclusive and understood by
all members of the school community.
Written communication amongst the school community is in English, whichis inclusive and understood by all members of school community.
Teachers organize various events and special days to promote anunderstanding of different cultures and languages.
Students are actively involved in selecting their own books according totheir level during guided reading time.
Students are encouraged to use online reading programs to develop
reading skills at their own pace.
Book fairs are organized for school community to purchase books in English.
Students are given opportunities to visit the library during class and recess
times.
Newspapers and magazines are available to develop students’ global
awareness and international-mindedness.

Professional Development
SIS administration recognizes the significance of ongoing professional
development in the area of language learning and EAL/JAL support.
● All teachers are language teachers and opportunities are available in thearea of language learning and EAL/JAL support through workshops,
seminars, and forums within the school and in the wider community.
● Monitoring and providing feedback on effective language learning in theclassroom is part of teacher appraisals.

Library and Multimedia Center
The SIS Library and Multimedia Center supports the learning environment andenriches the various languages represented in our school community.
● The SIS Library and Multimedia Center is designed to meet the study and
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research needs of both individuals and groups.
A wide range of materials (language games, references, online resources,etc.) are available mainly in English.
The librarian will look for opportunities to increase the amount of resourcesin additional languages represented in our school community.
The librarian will provide support for teachers to find books, online teaching
resources, and other materials.
The librarian and other teachers will strive to increase awareness andappreciation of a wide variety of languages around the world throughcreating mother tongue language displays.
Print materials including fiction and non-fiction books, Reading A to Z
series, Big Cat Guided reading books, dictionaries, thesaurus,
encyclopaedias, and reference books are available.

English as a Second Language (ESL)For some of our students, English is a second language. Although ESL support isprovided, the primary means of learning English at SIS is through immersion.
This means students learn English through regular classes, not in a separate
English class. In some cases, students may be withdrawn from class for short46

periods of time so they have a chance to practice particular skills. This time willvary for each student, with some students not being withdrawn at all.
Translation
Because everyone speaks a different language and not all teachers speak theother languages of our students, translation will not be used in class. Ourteachers are trained to serve students with varying language backgrounds andare well prepared to help students understand concepts through a variety ofother means

PHYSICAL EDUCATION
PE is part of the regular SIS curriculum at all levels and is a purposeful and vital
part of your child's education. It aids in the realization of those objectives
concerned with the development of positive self-image, creative expression,
motor skills, physical fitness, as well as knowledge and understanding of human
movement.

PE Uniform
Please see "Uniform/Dress Code" section for details regarding the PE uniform.

PE Excuses
Please do not request that your child be excused from PE unless absolutely
necessary. In extreme cases, a child may be excused for up to two days with anote from the parent. To be excused beyond the second day requires a doctor's
statement as to the nature of the problem and the probable duration of thedisability.

ASSESSMENT
Assessment Philosophy
Shinagawa International School believes that the written, taught and assessed
curricula are interdependent. Assessment is an important tool to evaluate what
students know and can do. Therefore, it is essential to determine when, how,
and what to assess for planning, teaching, and learning.
Teachers use a wide range of strategies and tools to assess students learningand maximize their potential within their “zone of proximal development”.
Shinagawa International School promotes internationally minded students who
understand concepts, acquire knowledge, take action, and master their attitudes
and skills.
It is important for the whole school community to understand the importance ofassessment, what it is being assessed, and the criteria for success.
Assessment is used to screen the students’ progress, achievement, and effort. It
is also utilized to adapt the curriculum, and differentiate planning accordingly.
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Purpose of Assessment
Assessment is a fundamental aspect of teaching and learning. The main
purpose of assessment is to inform students about their progress throughout thelearning process.
Assessment involves the collection, examination, andcommunication of evidence of students’ knowledge, and ability, andunderstanding to provide guidance during educational development. At SIS,
assessment is conducted with regard to the PYP’s five essential elements oflearning: the acquisition of knowledge, the understanding of concepts, themastering of skills, the development of attitudes, and the decision to takeaction. Assessment takes place within three main areas: A​ ssessing​, R​ ecording​,and ​Reporting​.
Forms of Assessment
Summative Assessment ​–​serves as the crowning moment of the process oflearning about a central idea. Within a summative assessment task, students
have an opportunity to show what they have learned in terms of the concepts,
skills, and attitudes that have been targeted within an inquiry. Summative
assessment allows for clear differentiation according to student ability. Within asummative assessment, students have a chance to reflect on their own learningand on the learning of their peers. As summative assessments are often basedon rubrics or other forms of success criteria, students have a clear
understanding of how to be successful and can adjust their approach to learningat every step along the way.
Formative Assessment- ​is an ongoing means of discovering students’ priorknowledge and present capabilities. It takes the form of a variety of assessment
activities and is used as a source of feedback for teachers and students in orderto adapt teaching and learning strategies. Formative assessment goes beyond
merely making observations about student performance. It allows students tobe aware of their progress and of the possibilities for self-improvement.
Formative assessment encourages teachers to be ever aware of students’learning needs. It also encourages students to reflect upon and take continual
responsibility for their own learning.
Roles and Responsibilities
Teachers’ responsibilities include:● Plan future activities and understand the areas to be improved● Recognise different learning styles and intelligence● Use a broad range of strategies● Analyse and appreciate the cultural differences and ways of learning andknowing● Reflect upon every stage of the learning and teaching process● Provide evidence about the students’ progress for the school community● Modify their instructions and methods of teaching● Collaborate with the other teachers and the students● Maintain detailed assessment reports● Analyse data about the students’ progress and performance● Provide constructive feedback for future learning48

Students’ responsibilities include:
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Analyse their learning and understand the areas to be improved
Improve critical thinking skills
Reflect upon their learning
Produce quality work
Analyse their learning and use different learning styles
Find out and work on their strengths and weaknesses
Acquire a variety of conceptual understanding, skills and knowledge

Senior Academic Leadership Team responsibilities include:
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Inform parents and students about the nature of subject assessments.
Overlook teachers’ instructions, pacing and assessment to ensure that theyalign with the curricula.
Communicate with school community about the expectation of the
programmes.
Make sure that external examinations are invigilated properly.
Keep the exam papers and other internal assessment materials in a secure
place.
Inform teachers about the conduction of the examinations.
Inform the school community about the external assessment results.
Collect data from the teachers about the students’ progress

Parents’ responsibilities include:●●●

Rubrics(Tools)Exemplars(Tools)Checklists(Tools)
Anecdotal
records
Continuums(Tools)Observations(Assessment
Strategies)
Performance
Assessments(Assessment

Monitor students’ progress and learning process
Provide opportunities to support students’ learning
Understand the school’s philosophy and what it values
Students are given a set of performance criteria with clear expectations fordegrees of success. Rubrics can be generated by teachers or together withstudents.
Students’ work samples can serve as a point of reference upon which work ofsimilar nature can be assessed.
A mark scheme is an example of a checklist. These are lists of information,
data, attributes or elements that should be present.
Observed evidence of the students’ understanding is recorded on brief
written notes and kept as an ongoing record.
These are visual representations of developmental stages of learning. Theyshow a progression of achievement or identify where a student is in aprocess. Colour-coded and leveled bands of guided reading books are one
example of a continuum.
All students are observed often and regularly, with the teacher taking a focus
varying from wide angle (for example, focusing on the whole class) to closeup (for example, focusing on one student or one activity), and from
non-participant (observing from without), to participant (observing fromwithin).
The assessment of goal-directed tasks with established criteria. They
provide authentic and significant challenges and problems. In these tasks,
there are numerous approaches to the problem and rarely only one correct49

Strategies)
Process-focused
assessments(Assessment
Strategies)

Selected
Responses
Open-ended
tasks(Assessment
Strategies)

response. They are usually multimodal and require the use of many skills.
Audio, video, and narrative records are often useful for this kind ofassessment.
Students are observed often and regularly, and the observations arerecorded by noting the typical as well as non-typical behaviours, collecting
multiple observations to enhance reliability, and synthesizing evidence fromdifferent contexts to increase validity. A system of note taking and record
keeping is created that minimizes writing and recording time. Checklists,
inventories, and narrative descriptions (such as learning logs) are common
methods of collecting observations.)
Single occasion, one-dimensional exercises. Tests and quizzes are the mostfamiliar examples of this form of assessment.
Situations in which students are presented with a stimulus and asked tocommunicate an original response. The answer might be a brief written
answer, a drawing, a diagram, or a solution. The work, with the assessment
criteria attached, could be included in a portfolio.

Assessment Tools and Strategies
External Examinations
International Schools' Assessment (ISA)The ISA assessment program is designed specifically for students ininternational schools in Grades 3 through 10. It is based on the internationallyendorsed reading and mathematical literacy framework of the OECD's
Programme for International Student Assessment (PISA).
Who uses the ISA?
International schools and schools with an international focus, whose languageof instruction is English. It is available to our students in Grade 3, 4, 5, 6.
When is the ISA offered?
Schools have the option of administering ISA in either October or February. Our
school registered to take the ISA in February.
What does the ISA provide?
The ISA is an assessment with a broad cultural base. It is comprised of a
combination of multiple-choice and open-ended questions and prompts. The ISA
provides student-level information about what individuals know and can also
provide class and school-level information that can inform instructional
programs. The ISA results also provide information about performance of
sub-groups (for example, gender or language). Relevant comparisons between
like schools, international normative information and information about growthover time can also be examined through the ISA results.
What does the ISA test?
The ISA tests students in reading, mathematical literacy, and writing.
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Assessment and Reporting
Evidence of student learning may take the form of written records, video, audio,
digital, and photographic records. This evidence is placed in each student’s
learning portfolio. A portfolio is record of a student’s progress and serves as ademonstration of the learning process as it unfolds. The portfolio is used toshow the development of knowledge, conceptual understanding,transdisciplinary skills, attitudes, and the attributes of the learner profile over a
period of time. It also may be used to show evidence of any action that is
self-generated on the part of a student. Evidence of learning in a portfolio
shows both how a student learns and what a student has learned. It ultimately
focuses on demonstrating how a student progresses while in the process ofconstructing meaning. Entries in a portfolio come in a variety of forms and froma range of curriculum areas. As a portfolio is created, students have an
opportunity to reflect upon their own learning as well as the learning of theirpeers.
Portfolios
Pieces of work that are to be selected as entries into the portfolio meet thecriteria of PYP expectations in terms of understanding of concepts, skills,
attitudes and action. The pieces of work are selected by the students. The
selected pieces of work are accompanied by self-assessments, peer
assessments, and student reflections. The portfolios are documented bothelectronically and on paper and are stored at our school. Teachers andadministration have access to the portfolios and parents may see them during
parent-teacher conferences. Copies of student work will be kept on site at our
school, and original works will be returned to students.
Three-way conferences (Parent /teacher/student)
Parent-teacher-student conferences are held once in January. During theconferences, students have an opportunity to showcase some of the work
included in their portfolios and teachers have an opportunity to discuss a
student’s developmental progress according to the attributes of the learnerprofile.
Student-led conferences
SIS operates Student-led conferences in June under the guidance of assessment
standards of IB PYP.
20-minute Student-Led Portfolio Conference
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Parents and students are welcomed by classroom teacher.
Student brings together portfolio materials and guides parents through theconference
Presentation of portfolio
Discussion of class room centers, works displayed on the walls, games andvarious ways of learning
Discussion and walk through of specialist subject learning

Preparing For the Conference
Teachers guide students to write an explanation of each portfolio item. Thisshould be planned and practiced.
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What did the student do to complete this piece of work?
What was the work about?
What is positive about the work and what could be improved?
What has the student learned?
What would students do if they had another opportunity to do the work?

Report cards
Parents will receive a written report at the end of each term. This report card isshared with parents after Parent-teacher-student conferences which are held
twice per year, once in January and once in June. This report indicates thestudents progress in all curricular areas, including work and social behavior.
Teachers follow a coded form in report cards:
C​ = ConsistentlyU​ = UsuallyS​ = SometimesR​ = Rarely
This shows progress in particular groups of attainment targets for eachcurricular area and is used to for future decisions about teaching, providing
students feedback, reporting to parents. Report cards also provide theadministration team with information about student progress within each class.
Exhibition
In the final year of the PYP, Grade 6 students participate in a culminating project,
the PYP exhibition. This requires that each student demonstrates engagementwith the five essential elements of the programme: knowledge, concepts, skills,
attitudes, and action. The exhibition unit may take place under any
transdisciplinary theme. Students are required to engage in a collaborative,
transdisciplinary inquiry process that involves them in identifying, investigating,and offering solutions to real-life issues or problems. The exhibition provides anopportunity to demonstrate the attributes of the learner profile that have beendeveloped throughout their engagement with the PYP.

REFERENCES

1.

No parking signs-No Parking Keep Area Clear At All Times. (n.d.). . Retrieved July 7, 2014, fromhttp://www.seton.com/no-parking-signs-no-parking-keep-area-clear-at-all-times-l3085.html
2. Contract for Potential Book Borrowers. (2013, April 5). . Retrieved July 8, 2014, fromhttp://bookriot.com/2013/04/05/contract-for-potential-book-borrowers/
3. Lost and Found. (n.d.). . Retrieved July 8, 2014, from ​http://www.humble.k12.tx.us/Page/2605

4. (2011, February 2). . Retrieved July 14, 2014, from http://www.clker.com/clipart-86467.html

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