DOSTYK AMERICAN   

INTERNATIONAL SCHOOL  

A Community of Learners  2021-22  

   

“DAIS Eagles: Discovering, Learning, & Transforming”    

Dostyk American International School, serving Chevron families seconded to                  Tengizchevroil in Atyrau, Kazakhstan, provides an enriched American                curriculum with a global perspective. With a small student-to-teacher ratio                    and in partnership with parents, the school will motivate and inspire                      students to become:  

· Academically Engaged  · Socially Responsible and Culturally Sensitive  · Personally Mindful  

   

   

Dostyk American International School  TCO, Dostyk Village  

37, Vladimirskaya Street   Atyrau 060009  

Republic of Kazakhstan  Phone +7 7122 209 203  

 

Director’s WELCOME  

Welcome back! As we begin this 2021/22 school year at DAIS I                        hope you are all finding yourselves settling into the new                    realities of once again being back in Atyrau. For many of you                        this is a return to your “home”, and for some it is the beginning                            of a new chapter for your family. Regardless of how you arrived                        here, I want to take a moment from my desk to warmly, and                          with joy, welcome you home to Atyrau and this new school                      year!  

 Last year we entered into the school year with loads of                      

uncertainty as the global pandemic was forced upon us. Our schedules and lives were                            imposed upon in unprecedented ways. This year however, though the pandemic is still a                            definite reality in our world, we have now entered into a “new normal” of living. Certainly,                                we understand that flexibility will be an ongoing reality as we respond to the various                              needs of our children, families and the global realities that impact us personally. However,                            the word that resonates most deeply with me for this new school year is “together”!   

 There are few words that elicit the proper sense of joy and excitement for me as we                                  engage this new year at DAIS together. After learning at distance for this past year, and                                engaging each of you, your children and our staff through the medium of a computer                              screen, I can say that I have looked to this year with great anticipation. It has arrived at                                    long last and now we can engage learning and being together face-to-face.   

 Together , we will see the challenges in front of us, we will embrace them, and adapt to                                  the greater calling of rising to new discoveries and growth. Together , your children will                            once again be able to be in the same learning environment with others who will                              challenge and encourage them. Together , our Teachers, Teaching Assistants, and the                      Administration Team will work to help lift each student up to their highest level of                              learning so that this year is their best year ever.  

 So, welcome to one and all! I look forward to being with you and your children in this                                    wonderful learning environment this coming year. There is nothing we cannot achieve, so                          long as we achieve it, together!  

   

Warmly yours,  Susan Ballantyne, Director   sballantyne@daiskz.org  

       

 Introduction:  This handbook is designed to provide information to help you understand the current operation                            of the school. We hope this handbook will answer questions and give you an understanding of                                the educational expectations and values we hold as a school. From the first day of operation, the                                  students, teachers, and parents have helped make the school a success. Students have                          committed themselves to the task of meeting the high expectations set by the teachers, and                              teachers have given their best to offer the students a challenging and rewarding educational                            experience. Parents have supported the school by providing special activities and celebrations for                          students to enrich their school experience, and have given the DAIS staff their trust and support                                which is crucial to the success of any school. It takes this kind of support to make a school                                      successful.  

 As you read through the Parent-Student Handbook you may have questions, if so please contact                              me at sballantyne @daiskz.org or call the school office at + 7 7122 209 236.  

 Statement of Purpose  Chevron (Tengizchevroil - TCO)) established Dostyk American International School, located within                      the Company’s housing complex in September 2002. The school is solely owned by Chevron and                              the primary purpose of the school is to serve the expatriate children from families working for                                TCO. The school is managed by International Schools Services of Princeton, New Jersey and is                              accredited by the Middle States Association of Schools and Colleges headquartered in                        Pennsylvania.  

 Dostyk American International School is an American/International School as characterized by the                        Association for the Advancement of International Education with the following attributes:  ● A strong identification with principles and practices of North American education, and the                          

basic language of instruction is English.  ● The course of study, as well as marking, grading and reporting procedures, facilitates student                            

transfer back to school within North America or schools of similar type overseas.  ● The curriculum is similar to that commonly found in the United States and like International                              

Schools and generally meets the preparation requirements for Admission to North American                        colleges and universities.  

● The student body is oriented towards programs commonly found in the United States                          including those of an extra-curricular nature. Other outstanding programs from English                      speaking countries that supplement U.S. programs are used.  

● Program of studies include courses dealing with the history, culture and language of our host                              country, in addition to those core programs that are clearly North American.  

 Dostyk American International School strives to maintain a learning environment that provides a                          highly-individualized program in most of the core subjects with students benefiting from an                          experienced faculty of international teachers. Please recognize that while Dostyk American                      International School is international, having children and teachers from many countries and                        cultures, its governance and influence is primarily American.  

 Other aspects of school include :  ● The school calendar reflects the northern hemisphere school year.  ● The school curriculum uses mostly North American resources and methodologies.  ● Our social studies curriculum reaches out to embrace world cultures and geography, however                          

some grades still have an American focus.  ● As an international school located in Kazakhstan, respect for the language and culture of our                              

host nation is embedded in the curriculum.  

 

 Behavior & Discipline .  Teachers have high expectations for student behavior and are responsible for communicating                        those expectations in order to ensure an optimum learning environment for all. Therefore, in                            addition to school expectations, each classroom has established class expectation that are unique                          to the successful functioning of the particular class.  

 Students are responsible for following school and class expectations. When an infraction occurs;                          teachers are responsible for addressing these issues with individuals or the whole group as                            appropriate. The Director will intervene and consult or conference with parents on a case-by-case                            basis. A variety of consequences and/or discipline strategies are used by both the teachers and                              Director to promote learning and prevent re-occurrence of infractions.  

 Dress Expectations  We do not have a school uniform because we believe that learning to dress appropriately is an                                  essential part of a well-rounded education. We hope that our children will develop a sense of style                                  that suits them, is appropriate for their environment or occasion, and prepares them well for                              professional life. To that end we have a dress code which we believe sets an appropriate tone                                  without being too prescriptive.   

 

School Climate at DAIS  At DAIS we seek to foster the development of                  the whole child. We believe this is best                achieved through a positive learning climate            including quality relationships between        student and teacher and between student and              student. In order to achieve this:  

Basic School Rules   Rules are developed for the health and safety                of all within our school community. We expect                students to act in a responsible manner              showing mutual regard and courtesy to all              who learn, work and visit here.   

We place and emphasis on:  ● Respect to self, others, and property.  ● Safety  ● Good manners  ● Sportsmanship    

We discourage:  ● “Put downs”  ● Sarcasm of any kind    

We encourage the development of certain            values including:  ● Integrity, Honesty, Tolerance, Cooperation    

We encourage certain types of behavior            including:  ● Taking responsibility  ● Independence  ● Cooperation  ● Perseverance  ● Negotiation  ● Sensitivity to the needs of others  ● Concern for younger children  

Students are expected to:  ● Show respect for self, others and property.  ● Act in a safe manner at all times.  ● Only to be in rooms only when supervised                

by a teacher.  ● Walk between classes. Run only when it is                

safe: eg. on the field, in the gym, tennis                  courts etc.  

● Wear appropriate clothing and footwear.  ● Keep all personal electronics at home.  ● Keep gum away from school.  

 

Dress Code  In order to be sensitive to our host country’s culture and to provide an appropriate school                                atmosphere, the following dress guidelines are offered. In addition to the school day, dress                            guidelines are in effect for all field trips and may be more conservative if the circumstances of the                                    trip require it.   

 In general, clothing should be neat, clean, and in good taste. Clothing should not have offensive                                language, graphics, or advertisements for tobacco, alcohol, or other drugs. More specifically, tops                          should completely cover the midsection to the waist, shoulders should be covered, and                          underwear should not be visible. Pants, shorts, skirts, or dresses should be respectful and                            appropriate for a learning environment.   

 Also for each season please keep in mind the intensity of sun exposure/ cold weather and the                                  amount of protection provided by clothing when selecting what is worn. During hot weather we                              encourage daily application of sunscreen & mosquito spray, hats, etc.  

 School Day Routines  Arrival   ● Students should not report to school earlier than 7:40 a.m. There is no supervision until that                                

time. The school assumes no liability or responsibility for children on school grounds until                            supervision begins.  

● Should a child need to arrive earlier than 7:40am, adult supervision is the responsibility of the                                family.  

 Late Arrival  ● Any student who arrives after 8:00 a.m. is considered late.   ● Late arrivals are recorded on a student’s attendance record.   

 Early Dismissal  ● Any child leaving early must be signed out at the office.  ● Written notification is required for children to be released to any non-parents or previously                            

designated adults.     

A student will not be released without written permission to any other adult other than those who                                  have been designated. We ask that any alternative arrangement be communicated as early as                            possible  

         

 Schoolwide Learning Expectations   

 Essential School wide Learning Results (ESLRs)  When students leave our school, we expect them to be prepared for their next educational                              experience by being:     1. Academically Engaged    

· Being effective thinkers and problem solvers.  · Being inquisitive, curious, and innovative.  · Being effective communicators.  · Being responsible, independent learners.      

2. Socially responsible and culturally sensitive  · Demonstrates respect for cultural and individual differences.  · Demonstrates cooperative and collaborative behavior.  · Demonstrates a global perspective.  · Demonstrates environmental awareness and accountability     

3.   Personally mindful  · Being self-confident, open-minded, and adaptable.  · Being conscious and reflective of personal choices.  · Demonstrates growth toward a healthy lifestyle.  · Demonstrates honesty and integrity.  

 

 Curriculum   The course of studies at Dostyk American International School includes: Language Arts,                        Mathematics, Social Studies, Science, Art, Physical Education, Music, Foreign Language and                      Technology. Many of these subjects will be taught in an integrated format. For example,                            combining the standards from a Science Unit into a Language Arts Unit when appropriate.  

 Curriculum Integration  

When reading about the various learning areas, it should be kept in mind that learning in the                                  school continually moves across discipline boundaries. When children focus on a particular topic,                          they may discuss, interview, read, write, study graphs, measure, or make models; they may inquire,                              test ideas, calculate, paint, sing or do any number of learning-activities that are not narrowly tied                                to one specific subject area. We use the term “integration” to describe our commitment to this                                principle of ‘bringing things together’ and making meaningful and real connections in learning.                          This approach is valued and planned for on a continual basis. This approach does not exclude or                                  diminish the need for teaching explicit and discrete skills and concepts.  

 Helping Your Children  

Along with each of the outlines of the broad learning areas are some ideas for parents to consider                                    taking up at home. The suggestions are intended to build on the school curriculum and help                                provide a means of informal inquiry and discussions. This further supports the parents’ role as a                                child’s first and most important teacher.  

 Language Arts/Literacy   Our Language Arts curriculum seeks to develop the skills of reading, writing, listening and                            speaking, in an integrated approach. These are our K-8 Literacy Standards that are the                            cornerstones of our curriculum.   

 Students will:  1. read fluently using the skills and strategies of the reading process.  2. comprehend, respond to, and analyze a wide variety of literary texts.  3. apply skills and strategies appropriate for reading non-fiction texts.  4. write with a command of informal and formal English.  5. write with clarity, logic, validity, and effectiveness on a wide range of topics and for a variety of                                      purposes and audiences.  6. listen and respond critically to oral communication.  7. deliver coherent, well-focused informal and formal oral presentations.  

 By staying abreast of current research, we are able to implement practice that is most effective for                                  student learning. We adopt the Balanced Literacy approach which means that the following                          components are included in almost daily teaching – interactive read-alouds, shared                      reading/writing, independent reading/writing, small group guided teaching, individual                conferences, partnership work, word study and ongoing assessments.   

 Reading and writing strategies are explicitly taught in a workshop setting where:  ● Mini lessons (10-15 min) are used to teach a skill or strategy that students can use on that day                                      

or on any day. During this time, partnership conversations are encouraged to share ideas and                              articulate new learning while developing listening and speaking skills.  

● Students then practice the new learning independently (actually reading or writing), while                        the teacher works with individual students or a group.  

● Class comes together in the last 10 minutes to share new learning and thoughts.  

   

Since each child has different language experiences that are brought to the classroom, we use the                                child’s present developmental level as a point of entry within the spiraling curriculum. A wide                              variety of resources are used to support learners at different stages of development. Multiple                            assessment tools are used to provide perspectives on learning and growth, with the aim to further                                plan appropriate instruction for each child.  

 Additional support is provided for students reading below grade level and it is our goal to develop                                  life-long readers and writers!  

 Mathematics  Today mathematics is perhaps even more important than ever. It has been influenced by new                              technologies and the mathematical demands of everyday living. As a result, school mathematics                          has changed over recent years..  

 Accurate calculation is still an important part of mathematics. It includes knowing or being able                              to work out what calculations need to be done to solve particular problems. This is one aspect of                                    leading children to think mathematically about the real world. We also want our students to look                                for patterns and relationships in their worlds expressed in terms of numbers. In doing so, children                                must also learn to estimate, classify, manipulate objects, measure, order, and make sense of                            results.  

 The Importance of Confidence  Both research and everyday observation show how important it is for children to feel confident in                                themselves as mathematicians if they are to learn as they should. Of course, confidence is vital in                                  any learning, but there is a long-standing tendency to regard math as a special case where you                                  may have a blind spot. Hence, there is a necessity to develop positive attitudes towards math. At                                  DAIS we stress understanding as the basis for correct procedures, and giving children plenty of                              experience of success, along with encouragement to take risks as they work towards greater                            competence. We believe that ‘celebrating mistakes only leads to a greater sense of learning.                            When students find a mistake, the fact that they caught it allows them to learn from it, correct it,                                      and move on’.  

 How Parents Can Help with Mathematics  

Build confidence. Express positive attitudes towards mathematics and praise your children’s                      efforts.  

 If helping with math, make it fun-and always remember the importance of understanding.                          You will probably find that demonstrating with solid objects (matches, buttons, lengths of                          string, etc.) will help all our students to grasp a concept.  

 Try to cultivate a sense of number, size, volume, area, weight, time, and distance in everyday                                life. Join them in estimating, counting, and calculating.  

 Let your children see you using mathematics. Show how you decide on the different quantities                              you buy at the shops, how you check your bills or how you measure a piece of material or wood                                        in preparation for a household job.  

 Encourage the use of a calculator as a useful tool of mathematical problem-solving, not a                              substitute for clear thinking. Before helping with calculations, check on what methods are                          being taught to avoid confusion for your child.  

 

Science & Engineering  Science at DAIS uses the Next Generation Science Standards (NGSS). The NGSS identifies                          scientific and engineering practices, crosscutting concepts, and core ideas in science that all of                            our students should master. The NGSS provides a strong science education that equips students                            with the ability to think critically, analyze information, and solve complex problems — the skills                              needed to pursue opportunities within and beyond STEAM fields.  

 Children work in such general areas as: Earth and Space, Life Science, Physical Science.   

 How Parents Can Help with Science  

Encourage curiosity about why things happen. Draw attention to changes in the weather, different                            types of soil and vegetation, different landforms, the rise of the tide, and weathering of buildings.  

 Pay family visits to places that will stimulate scientific interest: museums, zoos, national parks,                            observatories, rock pools on the seashore, natural bush land, and science exhibitions.  

 Give presents that will prompt investigation, such as a magnifying glass, microscope, telescope,                          thermometer, mirrors, magnets, or some elementary science equipment.  

 With your children, watch nature and science programs. Ask them to share their thoughts and                              observations with you.  

 Buy books on nature and science and encourage your children to check out science oriented                              books from our library.  

 Share an interest in pets or your garden with your children. Talk about what pets need to enjoy                                    healthy lives. Show how plants can be helped to grow in gardens; explain the importance of                                watering, drainage, sunlight, fertilizer, or a compost bin.  

 Display or draw attention to news items about environmental changes due to climate,                          scientific breakthroughs, cyclones, floods and droughts, and the human adaptation of nature.  

 Social Studies  In this learning area, children study the way people relate and have related to each other in                                  various places and at various times; they also study their natural built surroundings. The inquiries                              they make and the experiences they have will help them to develop as informed citizens, actively                                participating in their society and in the world as a whole.  

 International standards following American Education Reaches Out (AERO) guidelines have been                      adopted to allow teachers to address key issues, as well as to provide flexibility of content. Content                                  is drawn from examples worldwide.  

 Through the AERO Social Studies standards and benchmarks the curriculum focuses on meeting                          these key ideas and principles:  ● History  ● Geography  ● Civics  ● Economics  ● Culture  

     

 

How Parents Can Help with Social Studies   

Encourage an interest in people from all over the world, a respect for their dignity as human                                  beings and an understanding of their different ways of doing things.  

 Give your children a real interest in your home country-its geography, its past, its various                              people and their ways of life, its contribution to and place in the world.  

 On special occasions (such as multicultural festivals) give books on how different groups of                            people live.  

 Encourage your children to value and cultivate such qualities as tolerance, cooperation,                        generosity, compassion, open–mindedness and respect for legitimate authority. Point out such                      qualities when you see them demonstrated at home or in society at large.  

 Watch and discuss with your children suitable programs that explore current social issues or                            historical events.  

 Ask grandparents and other older family members to share their stories with the children.                            What are their most vivid memories? Where have they lived and worked? How were things                              different in the past?  

 Remember, tolerance and acceptance of other cultures is learned at home as well as at school .  

 Russian/Kazakh Language and Cultural Studies  The goal of this program is to introduce our students to a new and challenging set of academic                                    experiences and offer a basic introduction to our host country language –Kazakh/Russian, as well                            as an appreciation of our host country’s history, celebrations, customs, etc. This integrated class                            will focus on creative hands-on activities such as role-playing, games, songs, storytelling, listening,                          speaking, reading, writing and field trips that will immerse the student into an appreciation for                              their adopted country. This program will be taught collaboratively within the classroom as part of                              our Social Studies curriculum. The Class Teacher and TA will be involved in these lessons..  

 World Language / Spanish   The Spanish program at DAIS stresses the use of language for communication in "real life". It                                emphasizes what students can do with Spanish and is supported by what they know and learn                                about the language. Students will explore relationships between Spanish as a language and the                            practices and products of various cultures. Cultural activities in and out of the classroom reinforce                              exploration of these connections. Students are encouraged to compare and contrast languages                        and cultures in order to discover patterns, make predictions, and analyze similarities and                          differences.   

 DAIS recognises the importance of preparing students within a multicultural and global                        community. We offer students the opportunity to learn Russian, Kazakh and Spanish. When                          possible and if we are able to, students will be given opportunities to enroll in a self-guided online                                    program for another World Language. This decision will be made by the Director and W.L.                              Teachers.  

 In Middle School, the World Language Program will be more individualised, offering opportunities                          within the confines of the current options depending on the level of each student at each grade                                  level.  

Music  The music program at DAIS provides each student with the opportunity to develop his/her                            interest and ability in a broad range of musical experiences. Participation is the surest way to fully                                  involve students in the learning of music. Therefore, the emphasis is on singing, playing Orff and                                other instruments, moving, listening, analyzing, creating and performing.  

 Music from pre-kindergarten through grade eight is intended to establish a foundation of                          concepts and skills, which will enable students to pass into advanced music classes and establish                              a basis of musical literacy, knowledge and experiences upon which they can continue to build for                                a lifetime of participation and enjoyment.  

 Physical Education   The Physical Education curriculum is designed to enable each child to explore and increase                            his/her own physical potential and creative abilities. The curriculum focuses on the development                          of fundamental movement skills and core fitness, which are crucial to enjoying a healthy, active                              lifestyle. It also seeks to highlight an appreciation for good health habits, positive feelings about                              the human body, enjoyment of physical activity, fair play and good sportsmanship.   

 Students in the physical education classes are guided to develop confident attitudes about their                            bodies so that they are able to move freely, efficiently and creatively. Children are encouraged to                                respect and show concern for each other in all situations. The ability to work closely and                                cooperatively with peers is a key aim of the physical education curriculum.  

 STEAM / Art & Technology  Paramount within the DAIS Art program is the belief that expression in art is basic to all persons                                    and common to all cultures. The DAIS student’s study of fine art develops aesthetic perception,                              awareness and creativity. The student’s problem-solving ability is challenged through the                      utilization of art elements and design principles. Manipulative skills are strengthened through the                          use of tools and equipment. Exposure to historical and cultural heritage enhances student                          self-expression and prepares students to analyze, interpret and make sound aesthetic judgments                        in terms of both the visual and functional aspects of art.  

 The art curriculum is focused on a sequential skills approach with the following four components                              of basic art skills: 1) aesthetic perception, 2) creative expression, 3) visual art heritage, and 4)                                aesthetic valuing. Skills are developed gradually so that students are able to discuss and create                              their own artwork while observing and appreciating the work of those around them. Media                            employed include drawing, painting, printmaking, collage, sculpture, mixed media, computers,                    textiles, and installations. Presentation of the program assures that the acquired skills will become                            an integral part of the students’ problem solving, decision making and aesthetic response                          throughout their lives.  

 Technology is a valuable tool and resource available for teachers and students in our school. Here                                at DAIS, strategies used in technology learning for students will…  

· be curriculum driven and integrated  · be purposeful, sequential, and spiraled  · be differentiated  · be developmentally appropriate  · promote creativity and higher level thinking  · promote responsible and ethical use  

Teachers integrate technology within their curriculum.   ***Acceptable use policy  

DAIS Homework Policy ( Revised February 2018)  The purpose of this policy is to identify meaningful understandings and practices of homework                            with the aim of assisting all members of our DAIS Community by offering direction regarding                              meaningful homework that takes into account the different needs of all our learners. Research                            has shown that if homework is assigned in a meaningful manner, in different degrees and                              quantities in relation to years of schooling, and in relation to the learning needs of students, it will                                    have positive benefits to the learning process. Homework should not interfere with or undermine                            co-curricular activities or play time. It is crucial that learners are given a timely opportunity to be                                  involved in meaningful after school and leisure activities.     

AT DAIS we define homework as teacher-assigned and teacher-monitored work that students are                          asked to do outside of the classroom context, related to and supportive of the learning that takes                                  place in school. Homework can be of various formats including play.  

 DAIS Goals of Homework Include :  To consolidate or reinforce classroom teaching and learning, to assist in the process of formative                              assessment, to assist teachers in determining and revising their planning, to assist in the process                              of creating partnerships with home, and to lead to more educational success for students.     

We believe there are three major kinds of meaningful homework assignments:     Practice homework : Work that reviews and reinforces skills, concepts, dispositions and                      

values taught in class; the more the students understand what they have learned, the                            more effective the homework will be.  

  Extension homework : Work that assists students to explore and refine their learning by                          applying what they have learned through problem solving, thinking creatively and                      critically; it helps students make connections between what they have learned and the                          real world.  

  Preparation homework : Work that prepares students in a general manner for a                        forthcoming lesson or topic. It will assist students to identify their prior knowledge and                            bring their life experiences as they relate to the topic at hand. Preparation homework is                              NOT meant to substitute a lesson or class.  

   Timing & Quantity of Homework :  

Homework is generally assigned from Mondays through Thursdays. Middle School students                      can, at the discretion of the teacher, expect to have homework assigned occasionally on the                              weekends.  

 We believe in an academic program that promotes balance and recognizes the importance                          of participation, family time and activities outside of the classroom.  

 If a student at any grade level has worked constructively for the suggested time frames,                              but the assignment is not complete or the child is frustrated, parents are encouraged to                              write a note to the teacher stating this. The assignment will be counted as completed and                                the teacher will work with the student to address his/her needs.  

 Daily Reading at all grade levels is essential. Time for reading assignments are to be                              incorporated into homework time allotments at each grade level, but voluntary reading                        beyond homework guidelines is highly encouraged.   

                            

PreK & Kindergarten : No homework should be assigned although early years educators may                          provide and recommend resources to support families in early learning activities (playing, talking,                          and reading together). It is important to consider that parental involvement increases student                          achievement. Parents can be involved by reading with their children daily and involving their                            children in sports and other activities.      

   Grades 1-2 : At this level reading to and/or with children on a daily basis increases student                                achievement. The major focus of homework should be on reading. By the end of Grade 2 the                                  amount of homework should not exceed more than 30 minutes per day with 20 minutes of                                reading plus 10 minutes of possible other activities.     

Grades 3-5 : By grade 3, the amount of homework should not exceed more than 30 minutes per                                  day. Independent homework should be introduced and should not exceed more than 50 minutes                            per day by grade 4- 5. Gradual increment in the amount of homework is advisable. Again, more                                  than half of this time should be devoted to reading.  

   Grades 6-8 : While homework in these years can contribute to an increase in student achievement,                              the total amount of homework should not exceed one hour/ day at grade 6 and 1.5 hours/day at                                    grade 8. It is crucial that assigned homework is well planned and coordinated between teachers                              of different subjects. Reading for enjoyment should be part of this designated homework time.  

 Reporting, Grading System and Assessments   

 Reporting  

We have three trimesters or reporting periods a year. A report card of your child‘s progress is                                  distributed shortly after the end of the reporting period. Additionally, an informal interim progress                            report is sent home approximately mid-way through each trimester.   

 Student/Parent/Teacher Conferences (Targeted Conversations) are held at the close of the first                        and second trimester. During the final trimester, we have a celebration of learning in the form of                                  student-led conferences.   It is expected that both teachers and parents request conferences at any time they feel they are                                  needed. We want to have open and frequent communication between home and school.  

   

Grading System  

The grading system is similar to that which is used in many schools in the U.S. and in international                                      schools. Students in elementary grades receive number 1-3 to indicate progress related to the                            grade level expectation. Middle School students receive letter grades in the core subject area.  

  Key  

● 3 = Proficient Student meets or exceeds grade level standard for this reporting period.  ● 2 = Developing  Student is working toward grade level standard for this reporting period.  ● 1 = Emerging Student is beginning to develop the skill or understand concepts to meet grade level                                  

standards .    

Assessment  

A variety of assessments are used to measure student progress including: DRA2, teacher’s                          anecdotal notes, daily records, skill’s checklist, sample of work, tests, portfolio, and others. MAP                            Tests are taken two times a year (Fall and Spring) by students in Grades 1- 8.  

 Retesting may occur, at the teachers’ discretion. For example, a retest could occur if a student                                has not understood a concept, and takes extra classes with the teacher to build their                              understanding.   

 Teachers are always available for additional help. Students should meet with their teacher to find                              a suitable time .  

 School Year and Grade Structure   The school calendar and grade structure of classes is based on a North American model. The                                calendar follows a typical U.S. school calendar starting in August and finishing in June. The                              calendar includes Fall Break, 3+ week vacation in December / January and a Spring Break.  

 Instructional Time  Students should arrive at school no earlier than 7:40. Teachers are making preparations for the                              day prior to that time  

 Pre-K Program 8:00AM - 12:00PM Daily  

KG - Grade 8 8:00AM – 3:15PM  

 

Attendance : Making School a Priority  At DAIS we encourage all families to prioritize their child’s learning. Classroom time is invaluable                              and irreplaceable. Make time at school a family priority and avoid extending holidays. Your child is                                encouraged to be in school every day school is in session. Due to the necessary scheduling for                                  medical trips, visa runs etc., taking your child out of school is sometimes unavoidable. Our hope is                                  every attempt will be made to keep absences to a minimum so the regular learning continuum                                can be maintained. When it is necessary to take your child out, the school should be notified in                                    advance by parents.  

 School Entry Age, Admissions, Learning Support  

September 1 is the “cut off “date for entry to PreK Class and also Kindergarten. Age is the first                                      criteria taken into consideration for correct placement of students at Grade Level. We strictly                            adhere to this policy. Final decision for grade placement rests with the school Director. Students                              coming from schools whose school year ends in December will continue in that same grade level                                for the reminder of our school year. Also, students not completing an entire year for schools that                                  

begin in January will be placed in the same grade level in August. Students need to show proof of                                      an entire grade level completed or take assessments that allow for us to accelerate them into the                                  next year.  

   

DAIS has limited Learning Support services, so students with extensive learning needs will                          generally not be accepted. DAIS is able to assist children with mild learning issues who need only                                  limited accommodations or additional support.   

 The school can request Psych-Ed assessment prior to acceptance.  

 Application form for enrollment can be obtained from the office or through TCO HR. Students                              should arrive with all school records and reports from the previous school. DAIS reserves the right                                to request a copy of student records. Students who are departing should hand carry their current                                records to their next school. These records will be given only to the parent of the child.  

 

PreK Entrance Policy  Children must be four years old by September 1 and must possess a foreign passport. Original                                documents must be shown at the time of registration.   

 In addition, Children must be immunized per school policy, be toilet trained, and be socially                              mature enough to benefit from the preschool experience. The preschool teacher will determine                          social maturity during the first two weeks of enrollment. In certain cases, the preschool teacher                              may suggest a limited day. This will be handled on a case by case basis.  

   

Immunizations  All students are to be compliant with the vaccination schedule as determined by Chevron/TCO                            and home country. Parents must provide documentation immunization compliance at the time                        of registration. If you have any questions regarding immunizations, please contact the Riverside                          Doctors Clinic or the school.   

 Student Illness/Injury at School   If your child is ill, please do not send her/him to school . If your child has had a fever, please wait                                          at least 24 hours before sending the child to school. Many children’s illnesses are very contagious.                                If in doubt please contact the doctor. If a student should become ill or injured during the school                                    day the following procedures will be followed:  

 Illness - The child will be brought to the office, an assessment made and home contacted should                                it be determined the child needs to go home.  

 Injury - Minor injuries/abrasions will be assessed and tended to at school. For injuries of a more                                serious nature the child (if transportable) will be brought to the Riverside Clinic and parents                              contacted. If it is determined that the child should not be moved an ambulance will be requested.   

   

Medications at School  Dostyk American International School has a no drug policy, which includes any over-the-counter                          medication, herbal medications and prescription medications. In the event that a child’s parent is                            not available and there exists a valid health reason which requires the administration of any                              medication to a student during school hours, please understand that for the safety of all involved                                proper notification and procedures as listed below must be followed:  

 

● Only an adult should deliver medication to school.  ● A parent or guardian must request in writing that the medication be administered during                            

school.  ● Medication should be in its original container and be labeled with information, including the                            

name of the drug, dosage, time for the dose, student's name and the name of the prescribing                                  doctor.  

 

Emergency Response Plan  Dostyk American International School is given the highest priority as a part of the TCO E.R.P. The                                  basic premise we take in any emergency situation is that we are responsible for your children until                                  they can be safely returned to you.  

 Our first action in any situation is to assure the safety of all students and staff. Initially, this will be                                        in the classrooms with classroom teachers responsible for their students. When appropriate, the                          school lobby will become the “safe” gathering area for all students if we should need to bring                                  them together in one area. The lobby has easy access to restrooms, phone, and food and water                                  provisions, if necessary. As soon as feasible if required, we will contact parents to come to pick up                                    their students. We have internal procedures established for parent notifications.   

 In an emergency situation, we will only release children to parents or an adult who has been                                  designated by a parent. This designation is done in writing on a form provided by the school.   

 It is necessary that the school always has your current phone number, email address, and mobile                                phone number if you have one.   

 If Parents are away  If you are going away and leaving your child with a friend, the school should be notified in writing                                      stating the dates involved and the name and telephone number/s of the guardian. Be sure to                                have a signed medical permission slip should your child need medical attention while you are                              away.  

How Parents Can Help with School   ● Teachers welcome information you can provide that will help them better understand and  

work with your children. It is particularly helpful to share any areas of concern at home that  may be affecting your child’s performance.  

● Learning is enhanced when parents and teachers are recognized as partners in education,  exercising different roles and responsibilities in pursuit of a common vision. Two-way  communication is evident when parents feel comfortable in coming to the school, sharing  ideas and voicing concerns. Our teachers welcome parent input and use it.  

● Get involved by attending special celebrations, special assemblies, holiday celebrations,  whole school or class performance, sport activities, or visiting at lunch time.  

● Act as a resource person.  ● Help on school trips and at sporting events.  

 Be positive about your school and teacher. Your child’s attitude about learning and school is                              created from what you say and do.