ISB’s VISION, MISSION and DEFINITION OF LEARNING

OUR VISION

To be a model of excellence in educating students for success in the world community.

OUR MISSION

Through outstanding teaching in a nurturing environment, ISB will inspire students

• Achieve their academic potential
• Be passionate, reflective learners
• Become caring global citizen
• Lead healthy, active, balanced lives

OUR DEFINITION OF LEARNING

ISB values meaningful and transferable learning where we construct understanding by developing and applying knowledge, skills and attitudes. As learners, we develop and show our understanding when we:

• Apply our learning effectively to new situations
• Inquire to extend our learning
• Create solutions
• Communicate our learning effectively to others
• Make connections across our learning
• Reflect critically on our learning

THE ISB ADVANTAGE

ISB is … a learning focused international school with a North American educational philosophy and curriculum broadened and enriched with best practices from other nations.

ISB offers … a balanced program focusing on the development of the whole student.

ISB provides … our students with high standards of academic instruction, opportunities for service to others, and a well-rounded program of activities directed toward the development of their skills, talents, and self-confidence for lifelong learning.

ISB prepares … students to become leaders in meeting the ever-changing needs of the world and equips them with the knowledge to face challenges in a cross-cultural environment.
A BRIEF HISTORY OF ISB

We expect all parents and ISB to be able to communicate at all times.  This includes phone calls when your child is absent from school, attending parent meetings, conferences and workshops, reading school e-communication and ensuring that your emergency contact information is up-to-date at all times.

To ensure we have correct contact information (home phone, mobile phones and e-mail for both parents, home address, safe haven/guardianship etc.) parents are asked to follow the procedures as set out below:

 ISB maintains records of mobile phone numbers in order to send out SMS communication directly to each parent. Therefore it is very important that parents ensure that the mobile phone number we have on record is accurate. Please check whether we have the correct phone number for you, by following these steps.

1.  Go to the ISB website: https://www.isb.ac.th

2.  Along the top menu bar on the page, click on “Parent Portal” – alternatively go here: https://inside.isb.ac.th/parentportal/

3.  Scroll down the page in order to sign in.

a. If this is your first time using the Parent Portal. Use your ID number found on your ISB ID      card as the “username” and use your last name (ALL CAPS) as your password.

b. If you have signed in to the Parent Portal before and have changed your password, use that information to sign in.

4.  After signing in, on the left hand side of the website, click on “Family Information”.

5.  In the window that comes up, check the details listed and make any necessary changes/updates.

6.  Click the Update button.

7.  After you have completed these steps you may sign out or close the window.

If you have trouble with any of the steps above and cannot ensure that your mobile phone number is accurate in our system, then please email your name, ISB ID number (if you have it), and your correct mobile phone number to phurasis@isb.ac.th who will update our records or contact the ES Office.

Section One

ACADEMIC PROGRAM

EARLY CHILDHOOD EDUCATION PHILOSOPHY

Our vision is to create a multicultural environment in which joyful learning will flourish. Children will possess the curiosity and confidence to explore, question, evaluate, create, and communicate. A partnership between parents, children and teachers will cultivate growth for each child and provide the foundation for them to become empathetic, and responsible global citizens.

The Early Childhood Education Program at International School Bangkok is tailored to honor our beliefs about how young children develop cognitively, emotionally, socially, and physically. These beliefs are based upon current educational research and the vast professional experience of our teachers. Our goal is to develop in children a sense of excitement, curiosity and wonder about how our world works in the 21^st century. Adaptability and a sense of empowerment are essential to impact our ever-changing world.

Children thrive in a safe and nurturing environment that offers a balance of structure and freedom. Choices in learning experiences offer sufficient challenge, and a low degree of frustration. A multi-sensory environment appeals to varied learning styles and stimulates the multiple connections vital for deep understanding.

Young children learn best in a state of relaxed, yet alert mental and physical involvement provided through playful exploration. This allows children the opportunity to explore and feel safe in taking risks, while connecting what is possible to the real world. Guided discovery inside the classroom and unstructured play outside the classroom provide children the freedom to creatively choose with whom they learn as well as what and how they learn.

An interdisciplinary approach to learning connects children’s learning with many facets of the world through every aspect of the curriculum at ISB. The process of learning is valued as children make their thinking visible. Children learn best by constructing their own understanding through inquiry, exploration and hands-on experiences that are relevant and connected to prior knowledge. To help children know themselves as learners, we provide time for frequent reflection, choice, and feedback.

Children flourish in a supportive environment in which the child, parent, and teacher create a partnership for learning. When parents and teachers cultivate the joy and excitement of learning in children, they are preparing them to be curious, confident, and self-motivated learners. Educating parents to understand our early childhood philosophy creates a strong partnership for learning between home and school.

To this end, our young children will receive the transportable gifts of joyful learning and cross-cultural understanding.

PRE-KINDERGARTEN

Our PK environment exposes children to a rich, meaningful curriculum of skills, attitudes and knowledge through developmentally appropriate activities. The activities and environment come together to encourage the children to be explorers, investigators and problem solvers.

1.   Language and Literacy: Children develop language and literacy through meaningful experiences such as read-alouds, book-making, storytelling, small and whole group conversations, as well as dramatic play. Language learning involves understanding increasingly complex language, using language to express thoughts and needs, as well as developing appropriate conversational skills. Literacy learning focuses on phonological awareness, letters and sounds, concepts of print, listening comprehension, and emergent writing.

2.   Mathematics: Children develop mathematical vocabulary, concepts, and process skills through hands-on experiences such as classroom routines, exploration with manipulatives, games, problem solving, play and interactions with the natural environment. Mathematical learning focuses on number concepts and operations, spatial relationships and shape, measurement, classification, and patterns.

3.   Inquiry and Cognitive Development:  Units of inquiry provide a meaningful context for the integration of science, social studies, language, and math learning. During units of guided inquiry, children learn through investigative experiences using a variety of materials. Science and social studies learning focuses on using tools, developing inquiry skills, and making sense of themselves and the world around them. Cognitive goals include developing positive approaches to learning, remembering and connecting experiences, and symbolic communication.

4.    Social-Emotional Development: Play is the primary context in which children develop language and social skills. Through play, they learn to regulate their own emotions and behaviors, establish and sustain positive relationships, as well as participate cooperatively and constructively in group situations.

5.    Physical and Artistic Development: PK children develop their physical and artistic skills through classes taught by specialist teachers. Physical development involves traveling, balance, gross-motor, and fine-motor skills. Artistic learning involves musical concepts and expression, dance and movement concepts, as well as drama.

Typical Day: 7:25-12:55

1st Learning Block: Language and Literacy

Recess

Snack

Specials: Music, Physical Education, Library

2nd Learning Block: Mathematics and Inquiry

Recess

Lunch

3rd Learning Block: Choice Time

KINDERGARTEN

Language Arts

Balanced Literacy: Recent classroom research shows that literacy develops best when a balanced program is in place. At the center of our program is the reading and writing workshop, which includes a mini-lesson (explicit modeling and guided practice), independent reading or writing, and partner time. In addition to the workshop, the other components of a balanced literacy framework include: Interactive read-alouds, shared reading/writing; Phonics/Word Study; Small Group Instruction (guided reading, strategy lessons, and interventions).

Reading

At ISB, our curriculum aims at creating independent, life-long readers through the development of students’ comprehension, fluency, and stamina. Kindergarten students will begin with a focus on narrative sense by retelling rich literature by “reading” the illustrations. Throughout the year, students will focus on developing their reading skills and related strategies with both fiction and non-fiction texts.

Writing

Kindergarten students will begin with a focus on storytelling and personal narratives, moving from oral telling about the story they’ve drawn, to labeling and sentences. Students will develop their skills within the following types of writing: narrative, informational, and persuasive. During writers’ workshop, students will engage in the writing process of generating ideas, rehearsing, drafting, revising, editing, and publishing.

Listening and Speaking

Speaking and listening are woven into many areas of the curriculum throughout the year, especially in their partnership work in literacy, math, and science, as they strive to develop skills related to attentive listening, collaborative communication and clear presentation of ideas.

Mathematics

The mathematics program takes an investigative approach, which helps students make the transition from the concrete to the abstract. Emphasis is placed on using mathematics process skills to solve practical problems in a variety of contexts throughout the year. The Kindergarten Mathematics Standards are . . .

Number and Operations

• Understand the relationship between quantities and whole numbers up to 31.
• Use objects and pictures to represent situations involving combining and separating.

Geometry and Measurement

• Recognize and sort basic two- and three-dimensional shapes; use them to model real-world objects.
• Compare and order objects according to location and measurable attributes.

Algebra

• Recognize, create, complete, and extend patterns.

Data Analysis and Probability

• Sort, classify, or represent a set of data.

Science

All science units are taught using hands-on, inquiry activities that are designed to further the understanding of the content and foster the natural curiosity of elementary children.

Wood and Paper: In this module, students are introduced to a wide variety of woods and papers in a systematic way. They will observe the properties of these materials and discover what happens when they are subjected to a number of tests and interactions with other materials.

Our Garden: In this module, students observe how living things change over time. They become gardeners, learning how to care for a community of living plants. Kindergarteners collaborate to identify the needs of plants and how best to provide those basic needs. Through this authentic context, learners develop a deeper respect for living things, compare and contrast living and nonliving things, and reflect on how careful observation and recording can show how things change over time.

Social Studies

Students are encouraged to reflect upon their own cultural identities as well as to recognize and respect cultural similarities and differences within a global perspective. Kindergarten students will develop their social skills through these units, which are woven throughout the day and year: I’m Unique, I’m Special, and How Are We Alike and How Are We Different?

Kindergarten Yearly Overview of

Curricular Units of Study

Typical Kindergarten Daily Schedule

7:25-9:00 Core Learning Block 1
9:00-9:20 Recess

9:20-10:10 Core Learning Block 2

 10:10-11:30 Specialists (Art, PE, World Language, Music)
11:30-12:15 Lunch and Recess

 12:15-2:05 Core Learning Block 3

FIRST GRADE

Grade 1 Yearly Overview of

Curricular Units of Study

Typical Grade 1 Daily Schedule

 7:25-9:00 Core Learning Block 1
9:00-9:20 Recess

 9:20-10:10 Core Learning Block 2

 10:10-11:30 Specialists (Art, PE, World Language, Music)
11:30-12:15 Lunch and Recess

 12:15-2:05 Core Learning Block 3

Balanced Literacy: Recent classroom research shows that literacy develops best when a balanced program is in place. At the center of our program is the reading and writing workshop, which includes a mini-lesson (explicit modeling and guided practice), independent reading or writing, and partner time. In addition to the workshop, the other components of a balanced literacy framework include: Interactive read-alouds, shared reading/writing; Phonics/Word Study; Small Group Instruction (guided reading, strategy lessons, and interventions).

Reading

At ISB, our curriculum aims at creating independent, life-long readers through the development of students’ comprehension, fluency, and stamina. Throughout the year, students will focus on developing their reading skills and related strategies for both fiction and non-fiction texts.

Writing

Students will develop their skills within the following types of writing: narrative, informational, and persuasive. During writers’ workshop, students will engage in the writing process of generating ideas, rehearsing, drafting, revising, editing, and publishing.

Listening and Speaking

Speaking and listening are woven into many areas of the curriculum throughout the year, especially in their partnership work in literacy, math, and science, as they strive to develop skills related to attentive listening, collaborative communication and clear presentation of ideas.

Mathematics

The mathematics program takes an investigative approach, which helps students make the transition from the concrete to the abstract. Emphasis is placed on using mathematics process skills to solve practical problems in a variety of contexts throughout the year. The Grade 2 Mathematics Content Standards are:

Number and Operations

• Compare and represent whole numbers up to 1000 with an emphasis on place value and equality.
• Demonstrate mastery of addition and subtraction basic facts; add and subtract one- and two-digit numbers in real-world and mathematical problems.

Geometry and Measurement

• Identify, describe and compare basic shapes according to their geometric attributes.
• Understand length as a measurable attribute; use tools to measure length.
• Use time and money in real-world and mathematical situations.

Algebra

• Recognize, create, describe, and use patterns and rules to solve real-world and mathematical problems.
• Use number sentences involving addition, subtraction and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.

Data Analysis and Probability

• Sort, classify, and represent a set of data.
• Describe important features of a data set.

Science

Science units are taught using hands-on, inquiry-based activities that are designed to build understanding of the content and foster the natural curiosity of elementary children.

Air & Weather: This unit introduces earth science concepts to young students – they explore the natural world using simple tools to observe and monitor change.

Solids & Liquids: This unit provides experiences that heighten students’ awareness of the physical world. This unit gives students introductory experiences with two of the three fundamental states of matter, solid and liquid.

Social Studies

The purpose of the Social Studies program is to develop in students the ability to think critically about the human condition in order to make informed decisions that guide social action. Grade 2 students will study the following social studies areas: Peaceful Community and Global Citizenship.

Grade 4 Yearly Overview of

Curricular Units of Study

Typical Grade 4 Daily Schedule

7:25-7:30 Homeroom

7:30-9:00 Specialists (Art, PE, World Language, Music)

9:00-10:25 Core Learning Block 1

10:25-10:45 Recess

10:45-12:15 Learning Block 2

12:15-1:05 Lunch and Recess

1:05-2:05 Learning Block 3

FIFTH GRADE

Language Arts

Balanced Literacy

Recent classroom research shows that literacy develops best when a balanced program is in place. At the center of our program is the reading and writing workshop, which includes a mini-lesson (explicit modeling and guided practice), independent reading or writing, and partner time. In addition to the workshop, the other components of a balanced literacy framework include: Interactive read-alouds, shared reading/writing; Word Study; Small Group Instruction (guided reading, strategy lessons, and interventions).

Reading

At ISB, our curriculum aims at creating independent, life-long readers through the development of students’ comprehension, fluency, and stamina. Throughout the year, students will focus on developing their reading skills and related strategies for both fiction and non-fiction texts.

Writing

Students will develop their skills within the following types of writing: narrative, informational, and persuasive. During writers’ workshop, students will engage in the writing process of generating ideas, rehearsing, drafting, revising, editing, and publishing.

Listening and Speaking

Speaking and listening are woven into many areas of the curriculum throughout the year, especially in their partnership work in literacy, math, and science, as they strive to develop skills related to attentive listening, collaborative communication and clear presentation of ideas.

Mathematics

The mathematics program takes an investigative approach, which helps students make the transition from the concrete to the abstract. Emphasis is placed on using mathematics process skills to solve practical problems in a variety of contexts throughout the year. The Grade 5 Mathematics Content Standards are . . .

Number and Operations

• Divide multi-digit numbers; solve real-world and mathematical problems using arithmetic.
• Read, write, represent and compare fractions and decimals; recognize and write equivalent fractions; convert between fractions and decimals; use fractions and decimals in real-world and mathematical situations.
• Add and subtract fractions, mixed numbers and decimals to solve real-world and mathematical problems.

Geometry and Measurement

• Describe, classify, and draw representations of three-dimensional figures.
• Determine the area of triangles and quadrilaterals; determine the surface area and volume of rectangular prisms in various contexts.

Algebra

• Recognize and represent patterns of change; use patterns, tables, graphs and rules to solve real-world and mathematical problems.
• Use properties of arithmetic to generate equivalent numerical expressions and evaluate expressions involving whole numbers.
• Understand and interpret equations and inequalities involving variables and whole numbers, and use them to represent and solve real-world and mathematical problems.

Data Analysis and Probability

• Display and interpret data; determine mean, median and range.

Science

All science units are taught using hands-on, inquiry activities that are designed to further the child’s understanding of the content and foster the natural curiosity of elementary children.

Variables

: This unit helps students discover relationships between objects and events through controlled experimentation. Students develop understanding that relationships always involve interactions, dependencies, and cause and effect.

Environments

: This unit introduces students to the basic concepts in environmental biology: All living things depend on the conditions in their environment. The study of relationships between one organism and its environment builds knowledge of all organisms. Such knowledge is important because humans can change environments. Changing without awareness of possible consequences can lead to disasters.

Social Studies

The purpose of the Social Studies program is to develop in students the ability to think critically about the human condition in order to make informed decisions that guide social action.

Landforms

: This unit introduces students to the ideas of interaction and change over time.

Sustainability:

Students will investigate and analyze the relationship between animals and the environment, people and the environment, the related global issues and citizenship.

Grade 5 Yearly Overview of

Curricular Units of Study

Typical Grade 5 Daily Schedule

7:25-7:30 Homeroom

7:30-9:00 Specialists (Art, PE, World Language, Music)

9:00-10:25 Core Learning Block 1

10:25-10:45 Recess

10:45-12:15 Core Learning Block 2

12:15-1:05 Lunch and Recess

1:05-2:05 Core Learning Block 3

SPECIAL SUBJECT AREAS

The Elementary School is proud of the high quality and large variety of special subjects available to students. These programs help to broaden the students’ interests and develop skills in a number of additional areas.

LEARNING HUB

The Learning Hub is a dynamic space that offers a variety of experiences for ISB students. Students of all ages are encouraged to explore literature and to find books that match their interests.

PK to Grade 2 students meet with the librarian once every six days, and they are exposed to powerful literature and quality authors. In addition, this age level uses technology to read online, to research using databases, and to develop digital storytelling skills. Grades 3-5 meet once a month with the librarian, and the focus is a blend of print literacy and digital literacy. Students have access to a number of different technologies in the Hub: computer programs, iPods, playaway audio books, and iPads.

Parents are also invited to check out books from the Hub. They may take ten books at a time for a two-week period of time.

ART

The Elementary Art Curriculum provides a framework for helping students learn the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions to reflect their ideas, feelings, and emotions. The program incorporates art history, production, critique and aesthetics. Art history allows the students to connect with artists, as well as a variety of artistic styles around the world. In production, students explore media through drawing and painting, paper construction, clay work, printmaking and sculpture.

Drawing

Media used: Pencil, oil pastels, chalk pastels, charcoal, markers, colored pencils

Drawing skills and techniques: Line drawing, gesture drawing, contour drawing, value, perspective, light and shadow, proportion and scale, drawing bodies, drawing faces

Painting

Media used: Acrylic paints, watercolor, tempera, ink, watercolor pencils

Painting skills and techniques: Color study, watercolor wash and transparency, pointillism, impressionism

Printmaking

Media used: Printmaking ink, paint, styrofoam, lino blocks

Printmaking skills and techniques: Monoprints, found objects, relief, reduction, incising, etching

Ceramics

Media used: clay, glaze, oxides

Ceramic skills and techniques: coil, slab, additive/subtractive sculpture, impressing, incising, pinching, press molding

Technology

Media used: Internet: art museums online, games, puzzles, research artists, electronic demonstrations by artists, communication with other artists, drawing and painting software

Technology skills and techniques: characteristics and uses of art software programs, skills of designing and creating art digitally.

Overview of Art Units

MUSIC

The elementary music program involves key music skills and related musical concepts in the seven key strands of the curriculum. Many opportunities are provided for students to perform for each other and for whole school and/or parent audiences.

Through music we are able to transmit our cultural heritage and encourage students to become acquainted with other cultures. This is particularly important in an international community where cross-cultural experiences provided in part by the music program enhance ISB’s mission of developing caring global citizens.

The ES Music Standards

1. Vocal: Singing, alone and with others, a varied repertoire of music
2. Instrumental: Performing on instruments, alone and with others, a varied repertoire of music
3. Improvisation: Improvising melodies, variations, and accompaniments
4. Composition: Creating and arranging music within specified guidelines
5. Musical Literacy: Reading and notating music
6. Musical Analysis: Listening to, analyzing, and describing music
7. Metacognition: Setting goals, monitoring, and reflecting on learning

PHYSICAL EDUCATION

Physical Education is an integral dimension of each student’s education that aims to enhance the wellness of each individual’s life. Students participate in a sequential curriculum that promotes physical, mental, emotional, social, and moral well-being. The Physical Education program teaches students how to demonstrate basic skills and concepts, and then successfully apply them in more complex and realistic contexts. It allows students to make increasingly independent choices about the activities and roles they pursue.

Each child has the opportunity to experience success in Physical Education and reach his or her potential within a safe environment, where managed risk taking is encouraged. They will relate to others in a positive manner and experience leadership opportunities while performing as individuals, in groups and in teams. Students will be encouraged to participate in creating healthy communities and environments by taking responsible and critical action.

The Physical Education program will build progressively toward the ultimate goal: producing members of society who take lifelong personal responsibility for engaging in health-related physical activity because they recognize the intrinsic rewards of being active in ways they enjoy.

The ES Physical Education Standards

Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

Standard 3: Assess and maintain a level of physical fitness to improve health and performance.

Standard 4: knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principals and strategies as applied to learning and performance of physical activity.

The Physical Education program at each grade level is organized into the following categories that builds skills over time:

Manipulatives: Throwing, catching, striking, kicking, volleying, punting, jump rope

Movement (Locomotor): Walking, running, skipping, hopping, leaping

Aquatics

Body Management: Transferring weight, landing properly, spatial awareness, stretching

It is expected that students fully participate in all aspects of the physical education program, including the swimming unit. In addition, all students must wear their PE uniform and sneakers on the days their class receives PE instruction.

WORLD LANGUAGE

The ES students have the choice to learn English, Mandarin, Thai or Spanish as an additional world language. Our ISB K-12 World Language Philosophy is as follows:

Communication is at the heart of the human experience. To thrive as global citizens, we need to effectively communicate within a wide range of multicultural contexts.

We believe world language learners are able to . . .

• communicate effectively and confidently in the international community,
• understand and respond appropriately to spoken, written and body language,
• clearly communicate ideas and information appropriate to a given audience,
• generalize and apply language in new situations,
• connect to prior learning and cross curricular concepts and ideas,
• understand the nature of language and gain insight into other languages,
• understand the concept of culture and gain insight into other cultures,
• display cultural sensitivity to diverse perspectives, practices and products,
• be flexible, tenacious, self-reliant, reflective, and take risks.

We believe world language learning happens best …with a communicative approach, where learners build upon prior knowledge to actively construct and monitor their understanding through meaningful engagement that often extends beyond the school setting. The language learning expectations and experiences are developmentally appropriate and aligned to a coherent proficiency-based curriculum with multiple entry points.

2011-2012 Yearly Overview of ES World Language Units

Due to Thai Ministry of Education requirements, all ISB non-native Thai Kindergarteners are required to take Thai for the World Language Choice. Here are the units for those students

Beginning in Grade 1, students have the choice of learning Thai, Spanish, or Mandarin. The following is the list of units for Thai and Spanish.

Given this year is our first year offering Mandarin, the units of study are slightly different than Thai and Spanish. The following is the list of units for Mandarin.

TECHNOLOGY AND INFORMATION LITERACY

In ISB’s Elementary School, technology and information literacy are integrated into units of study and into everyday classroom lessons. Teachers and students have access to a library media lab and mobile laptop carts with wireless internet connection. Students and teachers utilize a wide array of software and digital peripherals, which complement our hardware resources. Skills are taught independently and are integrated into learning throughout each unit of study.

A Technology Learning Coach, and a Librarian provide a variety of teacher and student learning support with integration ideas, curricular links, resources, in-class support and specific professional development opportunities. This integrated model sees technology as a tool to enhance teaching and learning, and not as a discrete subject to be taught once a cycle. Each Elementary School classroom is equipped with a surround sound system, a digital projector, a SMART Board and wireless Internet.

Our technology and information literacy model creates excitement amongst our students while giving them the skills that they need to help them achieve their academic potential.

ISB21 Technology and Information Literacy Standards

At ISB, students will become:

Effective Learners

Standard 1: Students use appropriate tools to efficiently gather, critically evaluate, and effectively use information to make informed decisions when solving problems.

Effective Communicators

Standard 2: Students use appropriate media to effectively communicate ideas, knowledge, and understanding to audiences ranging from local to global.

Effective Creators

Standard 3: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using appropriate technology.

Effective Collaborators

Standard 4: Students connect with peers and recognized experts to collaborate, develop their own understanding, contribute to the learning of others, and contribute to the global society using a variety of media and online communities.

Ethical Citizens

Standard 5: Students practice legal and ethical behavior with an understanding of cultural and societal issues related to technology and information.

Section Two

Expectations and General Information

EMERGENCY AND HEALTH INFORMATION

SCHOOL HOURS

The school day for Pre-kindergarten is from 7:25 A.M. to 12:55 P.M.

The school day for Kindergarten and Grades 1-5 is from 7:25 A.M. to 2:05 P.M.

Reminder: The first bell rings at 7:20 A.M. At this time, students should go to their homerooms.

AFTER SCHOOL COMMUNICATION

In the event you need to contact the school after dismissal, please call the following numbers in the order identified:

ES Office 02-963-5898-9

Deputy Head of School 02-963-5802

Switchboard 02-963-5800

ES Administrators 02-963-5898-9

SCHOOL CLOSING

On occasion, school may have to be closed, particularly due to flooding. This information would be communicated to you via an SMS Text Message to your mobile phone. Therefore please be sure we have your correct Emergency Contact information in our system at all times. If you are unsure, please contact the ES Office.

1. If the school bus does not arrive as scheduled, contact the school to make sure that school is open that day. PLEASE DO NOT SEND YOUR CHILDREN TO SCHOOL WITHOUT CHECKING FIRST.
2. If you are not a bus rider, contact the school if there is any chance that school might be closed – heavy rains, a national emergency, etc.
3. We try to make the closing decision by 5:00 A.M.

CAMPUS SAFETY

In the event of a school emergency, ISB will contact you by SMS (text messaging your cell phone). The SMS will explain the emergency and advise you on school related matters. Please check your mobile phone each morning. In emergency situations information will also be available on the school website. We highly recommend that you keep your mobile phone and email information up to date. To do this please access the school website and click on the Parent Portal button. You will need to know your ID number, which can be found on your ISB ID card.

In the event of civil unrest, the school administration will be in contact with the local authorities and embassies to determine the seriousness of the situation. Should the need arise to send the students home, the school will make every attempt to secure necessary transportation and will alter bus routes to avoid problem areas. However, situations may arise where the safety of ISB students is best served by having them remain on campus (enacting our “Safe Haven” procedures).

Students who may be living in areas of town that are not accessible due to civil unrest will be taken to an alternative home. Please arrange for your child to have such an alternative with another family.

In the event of a fire or bomb threat, students will follow the prescribed building evacuation procedures. Should the need arise to evacuate the students from campus, they will be directed to an appropriate site where transportation home will be arranged.

FLOODING

The flooding of Bangkok streets can often disrupt the normal school day by adding to the traffic congestion. When flooding occurs, you may expect delays in the school bus pick-ups in the morning and drop-offs in the afternoon. Students riding the school bus will remain on the bus until they arrive at school or home. They will not be permitted to get off the bus and walk to their destination.

INSURANCE

ISB carries public liability and property damage insurance. This does include protection against the unavoidable student accidents which may occur in normal school activities.

ES Safe Haven Guardian Permission Form

HEALTH SERVICE

Our health office is staffed by three registered nurses who are trained and experienced in handling student health problems. In addition, for emergency cases, transportation is available to a hospital. Parents will be notified immediately should an emergency arise.

HEALTH SERVICE REFERRALS

Students may go to the health office any time during the school day with a note or student visit slip from the teacher or office when ill or injured, or may be referred by the school staff for vision testing, personal hygiene or other problems related to health.

When a student becomes ill at school, he/she is referred to the school nurse. If he/she is possibly

contagious or so ill that he/she cannot attend classes, the parents will be contacted to take the student home. If deemed necessary, the student will be transferred to the hospital, and parents will be notified.

If a student is diagnosed as having a contagious disease, parents should notify the teacher or office who will then notify the Health Office. Exposure notices are distributed to parents of affected classrooms.

In order to re-enter school, a student with a contagious disease/condition accompanied by a parent must present a written statement to the school nurse from a doctor attesting to the fact that the disease or condition is no longer communicable.

HEALTH PROBLEMS AND MEDICATION

Please keep your child at home if he/she has a temperature of 100.6F or 38 C, is not well enough to study, has a cough or sneeze that he/she could give to other students, or has vomiting and/or diarrhea.

**PLEASE CALL THE ES OFFICE IF YOUR CHILD WILL NOT BE IN SCHOOL**

The school nurses are not allowed to treat pre-existing injuries or prescribe treatment or medication for students. They may, upon verbal permission from the parent, administer Tylenol (also known as Panadol, Acetaminophen, Tempra) for minor headaches, earaches, sore throats and to reduce fever while waiting for the parent to arrive. In addition, they may administer medicine prescribed by a physician if the student brings a signed note from his parent or doctor, stating dosage to give and reason for needing medication and brings the medication in its original, labeled container. Please note that the nurses may not give any over-the-counter medications to your child during school hours (with the exception of Tylenol). Students are not allowed to carry medicine during school hours and should be reminded to take their medicine to the nurses’ office.

If, for medical reasons, a student is not able to participate in physical education classes for a time exceeding three days, a written statement from a physician is required. For periods of less than three days, a note from a parent will suffice.

Parents of students with recurring health problems (allergies, asthma, diabetes, etc.) should notify the teacher and the school nurse.

Should a change occur in the status of your child’s health, please provide the appropriate updated information to the health office. Please maintain current emergency contact, work phone, and home phone numbers in the nurses’ office throughout the school year.

HEALTH SCREENING PROGRAM

Vision screening and hearing screening will be provided for students in Grade 1, 3, 5 and ALL NEW students. Should the students require more extensive examination, the parents will be notified.

All students will be weighed and measured. All fifth grade students will be screened for scoliosis at the beginning of second semester.

Head Lice

A child with a pediculosis or head lice infestation would be sent home at once with a letter and instructions for treatment.

The school nurse will re-inspect the following day before the child is allowed to re-enter the classroom.

ELEMENTARY SCHOOL General Information

ADMISSIONS POLICY

Students enrolling in the Pre-Kindergarten program shall be four years of age on or before September 1 of the year of admission.

Students enrolling in the Kindergarten program shall be five years of age on or before September 1 of the year of admission.

Students entering Pre-K and KG will be screened prior to admission to determine their academic, social and emotional progress.

Students enrolling in the First Grade shall be six years of age on or before September 1 of the year of admission.

Placement in Grade Two through Five will be determined by school administration based on the student’s age, evaluation of records from previous schools and tests administered by ISB.

Returning students are enrolled and classes arranged at the end of the school year.

ATTENDANCE, TARDINESS, ABSENCE

It is expected that all students be present and on time each day. After 7:30am, children, if late to class, must get a tardy slip from the Elementary Office. Students who have been absent should, on their return, bring a note from their parents explaining the cause and date(s) of absence.

THE SCHOOL STRONGLY ENCOURAGES YOU TO PLAN YOUR VACATIONS IN CONJUNCTION WITH THE SCHEDULED HOLIDAYS LISTED ON THE SCHOOL CALENDAR.

Should you anticipate your child’s absence from school, please inform the school in advance as soon as possible. Because regular attendance is critical for optimal learning to take place, attendance will be monitored closely by the ES Office.

For a short-term absence due to illness, it is not necessary for parents to obtain homework unless suggested by your child’s teacher. If you do take holidays outside of the ISB holidays, teachers are not responsible for providing extra homework.

If your child is going to be absent from school, please call or e-mail the ES Office (tinaratr@isb.ac.th) and your child’s teacher by 8:00 AM.

WITHDRAWALS, CHECKING IN AND OUT OF SCHOOL

Withdrawals

A student withdrawing should give the Elementary Office a minimum of 7 days notice via a note or phone call from the parents. Notice of withdrawal and student clearance slips should be completed before clearance can be given. The school will issue the necessary school records to the student for his/her new school. The progress report and other pertinent school records will not be released if the student owes money for lost Learning Hub books, textbooks, school fees, etc. Students must clear up all financial business prior to the last day of school. Parents should drop by the office on the last day to check their child out and to pick up the transfer papers.

Checking In And Out of School

Students, on arrival at school, are not permitted to leave campus without parental permission. A gate pass, obtainable from the Elementary Office, is necessary when a child is taken out of school during school hours for dental/doctor appointment, etc.

PARENT VISITATION and MESSAGES

We encourage parents to visit classrooms but ask that you make arrangements with the Elementary Office and the classroom teacher before doing so.

Parent messages may be delivered to students if they are received in the office by 1:30 p.m.

AFTER SCHOOL SUPERVISION – Expectations

All students are expected to go home at the end of the school day (2:05pm) unless they have a school-sponsored After-School Activity. Students may not be on campus after school unless supervised by an adult and have a pre-arranged plan for transportation home.

If your child will be staying after school, we ask that you assist us by reviewing the following expectations:

• All students must be in a supervised location after school. This may include our school-sponsored After School Activities, the Learning Hub, or other special activities where there is adult supervision. Your child should understand that s/he is not free to hang out in the Learning Hub, roam the campus or go to the sports fields, gymnasiums or playgrounds without direct adult supervision.

• Students are welcome to make use of the Learning Hub after school for the purposes of reading books or magazines, accessing the computers, and doing class assignments. It’s the perfect place to enjoy these activities.

Bus service provided for students at 3:30pm is home-drop off. No Elementary School students are permitted on the 5:00pm bus as it is not home-drop off.

Middle School/High School Cafeteria and Booster Cart

Elementary School students may eat in the Middle/School High School Cafeteria during morning recess and lunch only if they are accompanied by an adult.

The ISB Booster Club sells ISB logo clothing and other items at the Booster Cart in the Middle/School High School Cafeteria every Friday. Grade Two to Five Students may purchase items at the Booster Cart during both morning and lunch recesses. Pre-Kindergarten, Kindergarten, and First Grade students must be accompanied by an adult in order to use the Booster Cart.

BOOKS AND CLASS SUPPLIES / ES LEARNING HUB

Instructional Materials and Class Supplies

Most books and instructional materials are issued directly to the students by the classroom teacher. School supplies (i.e., pencils, notebooks) can be purchased at the bookstore. If a student loses or damages a text, workbook, or calculator, he/she must pay for it before a replacement is issued. A list of materials needed for each grade level is posted at the bookstore.

ES Learning Hub Resource Center

The ES Learning Hub is a dynamic and flexible teaching and learning space that enables, encourages, and empowers teaching and learning for all members of our Elementary School community. It is central to our Elementary School and is open from 6:30 AM until 3:30 PM on school days for all ISB students. Our print collection contains more than 15,000 volumes and can be accessed via the Web while digital resources can be accessed via wired and wireless technology throughout our spacious and inviting facility.

TOYS AND PERSONAL ITEMS AT SCHOOL

Toys and other personal items may be brought to school for “Show and Tell” or other organized school activities. All personal property, except appropriate items such as: soccer balls, footballs, jump ropes or stuffed toys, should remain in the classroom during school hours.

iPods, electronic games and other electronic items may be used on the bus, but not on school grounds or in classrooms during school hours.

Mobile phones need to be turned off during school hours and left in back packs. They may be used appropriately after school.

The school will not be held responsible for the damage or loss of personal property brought to school. Please ensure your child’s name is clearly marked on all items brought to school.

PETS AND ANIMALS ON CAMPUS

Pets and animals are not permitted on school grounds without express written permission from the administration.

FIELD TRIPS

Classes and grade levels may take learning-focused field trips off-campus during the year. Parents will be informed of the time of departure and arrival, the mode of transportation and the site to be visited. Appropriate adult supervision will be maintained at all times. Parent/guardian permission must be obtained in writing for a student to participate on the trip. Permission by telephone will not be acceptable. Failure to have a signed permission slip will mean that the child will not participate on the trip but should be in attendance at school.

FOOD SERVICE/ FOOD IN CLASSROOMS/ FOOD POLICY

All students have already paid for their snacks, drink and lunches through their tuition fees.

Research has shown that the school environment has a vital role in shaping children’s eating behaviors. Because of this, ISB has formulated Healthy Snack Guidelines to ensure that its students are provided nutrient-dense foods while at school. These Guidelines are meant to foster proper growth and development and to assist students in gaining greater understanding of healthful eating habits for lifelong benefit.

Healthy Snack Guidelines

Parents are highly encouraged to provide snacks that will make a positive contribution to their child’s health, with an emphasis on providing fruits, vegetables, lean proteins and whole-grains as the primary snacks and water as the primary beverage. Portion sizes should be age-appropriate. On special occasion parties and events, ISB would like parents and teachers to limit the quantity of food and to have most of the food (75% or more) comply with the Healthy Snack Guidelines.

Healthy Snack Ideas

• Fresh fruit, fruit kabobs, fruit salad
• Cut fresh vegetables (may be served with hummus, bean dip or cheese spreads)
• Dried fruits (raisins, apricots, mango)
• Seeds (sunflower, pumpkin)
• Edamame (Japanese boiled soy beans in the pods)
• Mini bean and cheese burritos
• Tortilla roll-ups with sliced chicken, cream cheese and vegetables
• Yogurt (low-sugar or unsweetened)
• Cheese with whole-grain crackers or pita bread
• Fruit smoothies
• Popcorn (light or air-popped)
• Muffins and breads (low-sugar varieties including bran, zucchini, carrot)
• Hard boiled eggs/deviled eggs

Because of allergies, ISB is a peanut-free campus.

ISB or any of the school’s official groups will not be selling or providing products that contain peanuts or tree nuts*. We also strongly advise that adults and students refrain from bringing nut products on campus.

*including almonds, cashews, macadamia nuts, Brazil nuts, walnuts, pecans, pistachios, chestnuts, beechnuts, hazelnuts, pine nuts, gingko nuts, hickory nuts

CLASSROOM CELEBRATIONS/PARTIES:

We are a learning-focused school where time is a key factor. The purpose of these celebration guidelines is to maximize learning time. They help us to stay consistent as a school and have been shared with the Elementary PTA and the room parents of each classroom. We thank everyone for supporting the following guidelines.

First and foremost, please communicate with your child’s teacher about any classroom celebration. When planning food, please consult our Healthy Foods Guidelines (found on p. 36). Also, ask about any food allergies that students might have. Please remember that we are a nut-free campus.

All classes are welcome to have a celebration/party on the final day of school in December and in June.

Birthdays: If a parent wishes to bring in one thing to share, such as muffins, cupcakes OR cake to celebrate a birthday, please be sure to schedule it with the classroom teacher for the final 10 minutes prior to recess or the end of the day.

International Day: This is an excellent time for us all to celebrate food, music, art, literature, etc. of various cultures. We encourage all classes and grade levels to fully immerse themselves in the international culture of ISB and of our families.

Halloween, Christmas, Thanksgiving, Valentines, Easter, etc.: ISB is an international school. We do not have time to celebrate all holidays from all of our students’ countries. Therefore, it is not appropriate to celebrate these particular holidays during school time.
If a room parent wishes to celebrate a theme with learning-focused activities for a short period of time, such as Halloween math, Chinese New Year story, Hanukkah game, or Diwali craft, etc., this is appropriate. However, costumes are not appropriate for school time.

Please contact Struan or Kelly if you have any questions about these Celebration Guidelines.

ES HOMEWORK GUIDELINES for 2011-12

The Elementary School Homework policy is grounded in the idea that “it is about the quality of homework sent home, not quantity of homework sent home”. We believe that our students should also enjoy the rich learning opportunities afforded them by the outstanding extra-curricular activities offered within our school and local community. These learning opportunities support our students in becoming life-long learners.

The purpose of homework in the Elementary School is:

• To foster positive attitudes, habits and character traits
• To practice a skill or process that students can do independently, but not fluently
• To provide opportunities for students to explore topics of their own interest
• To foster a love for reading (daily reading 7 days/week) is included in the homework and involves a child being read to by the parents and independent reading when developmentally appropriate).

Time Guidelines for Homework in the Elementary School:

• These are daily guidelines, knowing that all students are different and may work at different rates. Written homework will not necessarily be assigned every night.
• If you see your child continuously struggling to complete their homework within these time guidelines, contact your child’s teacher.
• It is an Elementary School Policy not to assign homework during school holidays and not necessarily on weekends. (Children should continue to read/be read to daily).

The role of Parents with Homework:

Parents should be involved in daily reading and talking about books with their children. We expect parents to communicate if the time guidelines are consistently exceeded.

Some parents may wish for other home-learning opportunities to do with their children. These could include learning how to keyboard, exploring some math problems or further investigating in-school connections. For these home-learning opportunities and other suggestions, we direct your attention to the Home Learning Ideas tab of the ISB Elementary School website: (www.isb.ac.th) for age-appropriate suggestions.

ES SYSTEM of COMMUNICATING STUDENT LEARNING

Our system of communicating student learning is designed to communicate student growth of knowledge, skills, attitudes and understandings over time. The system also communicates student achievement in relation to grade level expectations at a given time.

We aim to provide a framework of communication and collaboration that fosters passionate, reflective learning so that all students reach their academic potential as global citizens.

Our system of communicating student learning is comprised of the following:

CELEBRATION OF LEARNING

In the ES, we celebrate learning in many ways with events such as art shows, ES Games, classroom celebrations, portfolio sharing, grade level learning, international assemblies and many others. We encourage our teachers to involve parents in celebrating the learning throughout the year. Please look out for these special learning celebrations and participate with enthusiasm.

In addition, in Grades 4 & 5 we have official Celebrations of Learning where we invite parents to the Chevron Theater to celebrate the children’s learning in Music and then back to the classroom to continue to celebrate their learning in other subject areas. These are usually held just before or after the winter holiday. This is a special time to celebrate learning with your child. Please make every effort to attend.

TRANSPORTATION

BUS

Student school bus service is available and should be applied for at the time of registration. Elementary children should return home immediately after school on the 2.15 p.m. buses unless they have a school sponsored activity to attend. Students riding on school buses are expected to obey the monitors and are expressly forbidden to behave in a manner which could endanger the safety of the other passengers or distract the driver. The school Transportation Office issues copies of student behavior regulations at the time of enrollment. A copy of these regulations is included on the back of this form. Parents will be notified of any violations. For serious misconduct or second offenses, students will be restricted from riding the bus for a period of time. In extreme cases, students may be restricted from using the bus service for the entire semester or year.

Students who wish to ride on another bus to visit or stay overnight with a friend must have a note from their parents. Under NO circumstances will students be permitted to ride on a different bus without a note. Children who have not signed up for regular bus transportation may not ride the bus home with a friend without prior arrangement and payment with the Transportation Office for the bus trip. Parents volunteering at or visiting the school may ride the bus if prior arrangements are made and space is available.

In addition to regular bus routes in the morning and at school dismissal time, there are activity buses provided at 3.30 p.m. for students who remain after school for school sponsored activities. Students who take part in regularly scheduled activities such as the Beginning Band and Strings Programs, the Thai Native Language Instruction Program, the After School Activities Program, and the Elementary School Choir will be provided with home drop-off services. Elementary students may not ride the (5:00pm) top of the soi drop-off activity buses unless accompanied by middle school or high school siblings and with prior parental permission.

Student Bus Behavior Expectations

Students using the school buses shall conduct themselves at all times in a manner which reflects credit upon themselves, their school and their country. Students must comply with the following rules at all times:

1. Only students regularly assigned to the school bus for a specific route and schedule may ride the bus. No exceptions will be made except by written order of the Transportation Supervisor.
2. Students shall show proper respect for the Thai Monitors and follow their directions.
3. Bus passes shall be shown upon the request of the Thai Monitors.
4. After boarding the bus the students shall take their seats immediately, fasten seat belts and remain seated while the bus is in motion.
5. Students shall not be in the driver’s area, on or around the driver’s seat or the bus controls nor block the vision of the driver in any manner.
6. In the process of off loading, the students shall remain seated until the bus comes to a complete stop. Students will get on or off the bus at the pre-designated point only.
7. Students shall not open the doors and /or windows of the bus at any time.
8. Students shall keep books, lunch boxes and other objects out of the bus aisles and off the seats.
9. Students shall keep their heads, arms, hands, feet and legs inside the bus at all times.
10. While on the bus students shall not participate in:
    • Fighting, wrestling or “rough housing”.
    • Smoking, eating or drinking.
    • Using vulgar or abusive language, yelling or loud and boisterous talking.
    • Throwing object in or out of the bus.
    • Marring, defacing, or causing damage to the bus or its equipment.
11. Students shall board and leave the bus in an orderly manner.
12. Seats shall not be “saved” for another student. Specifically the placing of books in a seat does not reserve it.
13. After arrival at school, the students shall not leave the campus nor loiter around the gates.
14. Affectionate behavior aboard a school bus may result in loss of school bus privilege.

Violations of the above regulations shall result in notification of the parents. For serious misconduct or second offenses, students will be restricted from riding the bus for a period of time. In extreme cases, students may be restricted from using the bus service for the entire semester or school year.

Section Three

Elementary School Quick Reference Guide and Calendar

ELEMENTARY SCHOOL QUICK REFERENCE GUIDE

Below is a list of some topics and activities and the appropriate contact people and/or phone numbers, which you might find useful. Much information is contained in the ELEMENTARY SCHOOL INFORMATION HANDBOOK; however, this Reference is provided as a guide on how to find additional or more specific information.

It should be emphasized that the most important contact person for you as a parent will be your child’s teacher(s). If you want more information or have concerns about your son’s or daughter’s initial progress and adjustment, teacher(s) are the one(s) to communicate with, and they will welcome your inquiries and partnership throughout the school year. Additionally, any questions you may have about the classroom or grade level program and issues relating to the student’s learning should be directed to the homeroom teacher.

Topic/Activities Contact