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Student / parent Handbook

2013 - 3014
School opening hours Monday to Friday 08:00 16:00 Tel.: +47 99 200 780 SFO opening hours Monday to Friday 07:30 16:30 Tel.: +47 99 200 776

Breiviklia 1, Blokk 4 Troms, Norway 9019 Email: post@trint.org Tel.: +47 99 200 780 Website: www.trint.org

Welcome to Troms International School

We are glad to welcome you to Troms International School (TRINT) - the first school in the North of Norway that provides international education in the English language for children ages 6 to 16 years. The teachers and staff are excited to have you as a part of the TRINT community. About the school Troms International School (TRINT) was approved by the Norwegian government in April 2010 and it soon operated as a school in January 2011. Later, TRINT has applied to be part of the IB World School and was granted its candidacy status. As we are a Candidate School of the International Baccalaureate for both Primary and Middle Years Programmes, TRINT will strictly comply with the standards and practices of IBO. For further information about the International Baccalaureate Organization, please visit www.ibo.org. Currently, we are located at Breiviklia 1, Blokk 4, Troms, Norway. Our school has six classrooms, a growing library, meeting room, faculty offices and a playground. Physical Education classes will be held in the Studentidrettshallen Kraft (recreation and training center) once a week. The school offers Primary Years Programme (PYP) for students aged 6 12 years old and Middle Years Programme (MYP) for students aged 12 16 years old. Classes are composite (mixed-age) and teaching/learning will be based on the natural inquiry of each student. We hope that this year will be a challenging and successful year for all of us!

Tonje Hofsy Principal

Table of Contents

Welcome from the Principal TRINT Mission, Vision & Values IB learner profile Primary Years Programme Knowledge Concepts Skills Attitudes Actions Middle Years Programme Subjects taught in MYP Areas of interaction Areas of learning Human ingenuity Community & services Environments Health & social education General Information School fees SFO fees School attendance Leave of Absence Duration for the leave of absence Essential agreement on LoA Homework Hall passes Lunch and snacks Classroom supplies Guests & parking

2 4 5 6 6 6 6 6 6 7 7 7 8 8 8 8 8 9 9 9 9 9 10 10 11 11 11 11 11

Home-school collaboration Communicating with teachers Parent conferences Parent visits Parent council Student council Discipline Policy TRINT code and conduct Scope Content School rules Consequences Bullying Use of technology Assessment policy Language policy Special education policy Academic policy People at TRINT

12 12 12 12 12 12 13 13 13 13 14 14 15 15 16 21 23 24 25

Cooperation Care Challenge Curiosity

Our values

Troms International Schools vision is to prepare students for global participation by encouraging them to become responsible and empowered learners.

Our vision

Our mission is to foster and encourage a love of learning through a multicultural environment by using inquiry based strategies and research based teaching styles. We inspire students to become life-long learners, open-minded and caring citizens of the modern world.

Our mission

Troms International School Core Values

Cooperation
Creating a relationship that involves students, teachers, parents, the board of directors, and the community in a constructive and supportive learning environment. Providing opportunities and events to facilitate school, parents, and students to work together. Give direct support for individual needs, and taking part in community events. Communicating and respecting different points of view. Being a global participant in world issues and international connections.

Challenge
All aspects of the school encourage individuals, the community, and the world to their greatest potential. Promoting students and staff to be lifelong learners by taking risks and being reective. Meeting the needs for each student, and encourage personal interests and skills. Discover talents and cater to individual learning strategies. Taking responsibility and action as a global thinker.

Curiosity Care
Striving for the best emotional, physical, and developmental needs for everyone, including yourself. Empathy for each childs needs, including their feelings, strengths, and weaknesses. Acknowledging success in school and during everyday life. Create a positive learning environment, with courtesy to race, nationality, gender, and religious beliefs. Students and teachers are prepared and enthusiastic about learning. Developing inquiring based learning models and ideas for students, staff, and parents. Asking questions, creating new thought processes, and working together. Promoting group thinking and inspiring others to achieve higher knowledge. Learning about and understanding about other different cultures and perspectives. Creating tolerance, acceptance, and appreciation for human differences.

IB learner profile
The aim of all IB programmes is to develop internationally-minded people by encouraging students across the world to become active, compassionate and lifelong learners who

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal wellbeing for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The Primary Years Programme

Troms International School offers Primary Year Programme (PYP) for children aged 6 to 12 years. It focuses on the development of the child as an inquirer, both in the classroom and from a global perspective. The aim of the PYP is to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: KNOWLEDGE, CONCEPTS, SKILLS, ATTITUDES & ACTIONS. Knowledge: (What do we want students to know?) While the PYP acknowledges the importance of traditional subject areas, it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students. The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. 1. 2. 3. 4. 5. 6. Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet to transfer knowledge learned in one area of the curriculum to another. In addition to the above key concepts, children will inquire into related concepts in all curriculum areas. Skills: (What do we want students to be able to do?) Throughout their learning journey, TRINT students will acquire and apply a set of skills which are valuable not only for the teaching and learning that goes on within classroom but also in life outside the school. The PYP identifies five sets of transdisciplinary skills: 1. Thinking Skills 2. Social Skills 3. Communication Skills 4. Self-Management Skills 5. Research Skills Attitudes: (What do we want students to feel, value and demonstrate?) TRINT encourages attitudes that contribute to the wellbeing of the individual and of the group. Students develop personal attitudes towards people, the environment and learning. The PYP attitudes are: 1. appreciation 7. empathy 2. commitment 8. enthusiasm 3. confidence 9. independence 4. cooperation 10. integrity 5. creativity 11. respect 6. curiosity 12. tolerance Action: (How do we want the students to act?) Students are encouraged to take action as a result of their learning. Action can be a demonstration of a sense of responsibility and respect for themselves, others and the environment. Action usually begins in a small way but arises from genuine concern and commitment.

Concepts: (What do we want students to understand?) The following key concepts are used to support and structure the inquiries: 1. Form 5. Connection 2. Function 6. Perspective 3. Causation 7. Reflection 4. Change 8. Responsibility The exploration of concepts leads to a deeper understanding and allows students

The Middle Years Programme

Language A Language B Mathematics Sciences MYP subjects taught at TRINT PE Arts Humanities Technology

The Middle Years Programme (MYP) of TRINT is designed for students ages 12 to 16 years old. The program model of the MYP places the learner at its center and the information surrounds their education. We believe in educating the person as a whole and emphasizing the importance of a childs ability to inquire about multiple subjects. We aim to teach students to be active and responsible learners, as well as to constantly reflect upon their own learning and understanding of the subjects being studied. In the MYP, the students create many of their own personal projects, where they will have the opportunity to research new and intriguing areas of study. Creativity and thinking outside the box are encouraged throughout the education of each child in the Middle Years Programme. MYP subjects taught at TRINT are divided into eight groups: 1. Language A: English, Norwegian* 2. Language B: Russian, Norwegian, Spanish 3. Mathematics 4. Sciences: Physics, Chemistry, Biology 5. Physical Education (PE) 6. Arts: Music, Visual Arts, Film

7. Humanities: History, Geography, Political Science, Religion, Ethics and Home Economics 8. Technology: Design and Computer Technologies *Norwegian is taught both as Language A and Language B depending on the level of the student. Areas of Interaction (AoI) Each unit in the eight subject-groups are articulated through the Areas of Interaction (AoI). It is the subject-teachers responsibility to make sure that all the five AoIs are covered throughout the schoolyear. It is important that the AoIs are used in the horizontal plan, the unit planners and the study-plan for students when we are planning the units. Teacher in-charge of AOIs for school year 2013/2014: Approaches to Learning: Alexis Lopez Human Ingenuity: Usama Elkashef Community & Service: Nora Gabler Environments: Helge Jacobsen Health & Social Ed: Efemia Gisladottir

The Middle Years Programme

Approaches to Learning (AoL) a.How do I learn best? b.How do I know? c.How do I communicate my understanding? Through approaches to learning, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies. Human ingenuity a.Why and how do we create? b.What are the consequences? This area of interaction allows students to explore in multiple ways the processes and products of human creativity, and to consider their impact on society and the mind. Human ingenuity allows students to focus on the evolution, process and products of human creativity and their impact on life and society. It provides opportunities for students to appreciate and develop in themselves the human capacity to create, transform, enjoy and improve the quality of life. Community and service a. How do we live in relation to others? b. How can I contribute to the community? c. How can I help others?

Community and service starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. Students have to participate in certain activities in the community to show their sense of social responsibility. TRINT will have 1-2 charity days throughout the year, but students are encouraged to take part in other activities in the community in and outside the school. Environments a. Where do we live? b. What resources do we have or need? c. What are my responsibilities? This area of interaction aims to develop students' awareness of their interdependence with the environment so that they understand and accept their responsibilities. Health a. b. c. and social education How do I think and act? How am I changing? How can I look after myself and others?

This area of interaction deals with key aspects of development leading to complete and healthy lives. It encompasses physical, social and emotional health and intelligence. The aim is to develop in students a sense of responsibility for their own well-being and for their physical and social environment.

General School Information

School fees 1st child in a family 2nd child in a family 3rd child in a family SFO fees 100% (20.25 hrs/wk) 50% (12 hrs/wk) = 2140Kr./month = 1610Kr./month = 2000Kr./month = 1750Kr./month = 1500Kr./month

For those who choose 50% will have the opportunitty to bring their child to SFO for 5 hours during the days when the school is close and SFO is open.

School attendance The school calendar is based on the Norwegian school calendar, with small deviations to accommodate our international community. Essential Agreements regarding School Attendance: 1. Please send a note to the homeroom teacher if your child will be absent for dental, medical and other unavoidable appointments. 2. If your child is sick, please keep him/her at home. Please call or SMS to the schools administrative consultant at +47 99 200 780. 3. Students must not leave the school campus without the permission from the teacher and/or parents. Leave of absence The schools rules on leave of absence from compulsory education is based on the Norwegian Education Act: Act of 17 July 1998 No. 61 relating to Primary and Secondary Education and Training (the Education Act) Section 2-11. 1. When defensible, the municipality may upon receipt of an application grant

individual pupils leave of absence for up to two weeks. 2. Pupils who belong to a religious community outside the Church of Norway have, upon application, the right to be absent from school on those days their religious community celebrates as holy. This right is conditional upon the parents ensuring necessary tuition during the period of leave, so that the pupil is able to keep pace with the ordinary teaching when the period of leave is at an end. Decision-making authority in matters concerning the application for leave is delegated to the Principal. In assessing applications, the Norwegian Education Act does not give any specific criterias for applications to be processed. There are no rules about how many leaves a pupil may be granted in the course of a school year or during the entire primary school. The Education Act states that leave of absence may be granted "when it is safe." It must therefore be best judged based on each individual application. The assessment must include emphasis on pedagogical considerations and possibly whether the student has been granted leave earlier.

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General School Information

Duration of leave of absence The Education Acts provision on maximum leave of two weeks (ten school days) is absolute. The Principal must therefore reject all applications for leave of absence for a period of more than two weeks. The Principal, local authorities, or the County Governor (Fylkesmannen) cannot grant a student leave more than two weeks because it does not provide any legal discrepancy in the Education Act. The principal may grant leave for two weeks of the claimed period and reject the rest. Parents in such cases must provide feedback on whether they want two-week leave or not. Parents can take the student out of school for more than two weeks, but is then by law responsible for training the child in the period the child is not in school. This requires the student to formally be removed from the school. Parents must contact the school and fill out a form that is signed by both the parents and the school. When the child comes back, he/she can apply again. Procedures for applications for leave are as follows: 1. Written request for the leave of absence 2. Leave of Absence Application Form (downloadable from the website)

3. The application should state the following: a) Absent length and time. b) The purpose of the absence 4. The applicant is responsible for ensuring that applications come in time to be treated prior to departure, or before a binding order. Essential Agreements on Leave of Absence 1. Request for leave of absence for up to three school days will be forwarded and decided by homeroom teacher. 2. Request for leave of absence for up to 10 school days will be forwarded and decided by the Principal. 3. The schools answer to the leave of absence application is individual, and rejections can be appealed within three weeks. Such an appeal must be included in the refusal stating appeal to the County Governor. 4. In the event of an appeal the following documents must be submitted: a.The application for leave of absence. b.The Principals answer to the application. c. Guardian complaint. d.Any documentation seen fit.

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General School Information

Homework Teacher will decide on a reasonable amount of homework to assign to students. Home should enhance and support lessons in the classroom and to be given for a specific reason. Written assignments and homework have to be submitted within the deadline. If students dont turn in their homework on time, this could lead to a mark in the order of conduct and/or could lead to a lower grade (particularly for the MYP). Essential agreements for written assignments: 1. Every student should submit assignment on time. If the student is unable to turn in the assignment, he/she has to submit a blank piece of paper with his/her name on it. The student can then replace this blank sheet once the assignment is completed within the week. 2. It is the administrations belief that homework should not be assigned for completion during the holidays or long weekends as these are to be spent as family time. Hall passes A hall pass system will be introduced this school year. Teachers will give hall passes to students who wished to be out of class (e.g. going to the toilet). It will be assumed that students without hall pass have left the classroom without permission. Lunch and snacks Students bring their own packed lunch from home. Learning about nutritious food is part of our curriculum. We urge you to think about snacks very seriously. Sweets and other foods with lots of sugar are not healthy choices. Only in special occasions that sweets are allowed. Fruit is free for the morning recess and milk is available at minimal cost for all students. You may purchase milk online through this link: https://www.skolemelk.no/forside Classroom supplies All textbooks and other school materials are supplied by the school and must be returned at the end of the school year. Lost or damaged textbooks and/or items will be billed to the student. According to the Norwegian lov om skadeerstatning 1-2 p.2, guardians are responsible for replacing school items destroyed/damaged by their children for up to 5000 Norwegian Crowns. Guest parking and building access Parents and guests can park their cars at the parking space at the Gymhallen. If you park at the school during regular business hours, you need to have a guest parking ticket, which can be acquired at the administrative consultant of the school. Parents are welcome to visit any time they like. Student guests Students wishing to invite friends to visit the school must ask the Principal for permission at least three days in advance. No visitors will be allowed without the appropriate notification from the Principal. Guests may only visit for one day.

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Home-School Collaboration
Home-school collaboration a. Communication with Teachers 1.If a parent wants to see a teacher, he/ she must book an appointment with the teacher using appropriate means of communication. 2.Parents are discouraged from interrupting teachers or class during class hours. If a parent wishes to see his/her child during school time, he/she is required to go through the school office and their child will be sent for. 3.Parents are requested not to call teachers after school hours unless there is an emergency or the individual teacher has allowed to be contacted after school hours. b. Parent-Teacher Conferences Parent-Teacher Conference (PTC) days are scheduled for parents and teachers to talk about students progress twice during the year. Additionally, teachers may contract parents or vice versa to request a conference whenever circumstances warrant one. c. Parent visits Parents are often asked to assist during special school events or projects. Parents may be asked come as a resource speaker to share their expertise and skills to students. d. Communicating grievances School related issues and problems should be discussed with the homeroom teacher. Most of the problems are solved on that level. If not, the parent or student should speak with the coordinators and/or the principal. If the problem is not solved, the parent or student may write to the Board Chairperson who will decide whether the matter should be added to the Boards agenda. The Boards decision regarding the issue shall be final. Complaints regarding teachers shall be considered by the Board only during executive sessions and only when the matter is written and signed by the complainant. e. Parent and student councils The parent council will represent the different age groups of the student body. The council will be elected in the beginning of each school year. The parent council will hold regular meetings and one of the members of the parent council will assume the duty of attending at the Board of Directors meetings. He/she will be able to relay parents concerns and views to the Board, and in return, be able to share information from the Board with the Parent Council. All parents are encouraged to express general ideas, concerns and suggestions about the school through their elected parent representatives. Becoming involved in the parent council and/or its activities is an excellent way for the new parents to meet others and to become part of the TRINT community. The school has a student council. The council is elected in the beginning of each school year by the students. There are regular meetings where students can address student concerns, discuss developing projects, and show service towards the school and the community. A staff advisor will monitor each student council meeting and will participate in the coaching of the student representatives in meeting procedures and the democratic processes. A member of the student council is a nonvoting member of the Board and attends the monthly meetings to represent the voice of all students in the school. He/she adheres to the responsibilities and will act as representative between the students, the parent council, and the Board.

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Discipline Policy
TRINT Code of conduct Each TRINT staff member shares responsibility for every childs safety and well being, and every child is expected to respect the authority of every adult. We expect appropriate behaviour at all times school-wide: before, during and after school, in the classrooms and walkways, on the playground, and during school functions and trips. Scope The TRINT disciplinary policy applies to students of Troms International School. The policy is be applied during school hours and activities (i.e. at school & school property, on the way to the school, excursions, field trips, and arrangements made by the school). Students should discuss the rules at the beginning of each academic year together with their teachers. The schools discipline policy is be published on the schools homepage and will be discussed every year with the school Board. Content Students have the right to: ! be treated as equal human beings ! be shown respect including personal belongings ! good school and safe learning environment ! be safe and not being bullied or teased Students are obliged to: ! arrive school/class on time, keep classrooms in good condition, and do the tasks assigned by their teachers (this includes handing in homework and projects on the agreed time). ! keep personal belonging neat and tidy ! take good care of school properties ! help school in working against bullying and teasing ! be honest and respectful to other people and their belongings ! always follow the classroom/ school wide essential agreements.

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Discipline Policy
TRINT School rules: 1. Im responsible for keeping my school a safe place to learn. Bringing, using, and/ or selling tobacco, drugs, and other dangerous items are not allowed. 2. Im responsible for my personal computer (PC). Ill only use it for school-related work and tasks assigned and permitted by my teacher. I will use the internet appropriately. 3. I may be allowed to use the cellphones as a tool in class as long as it is agreed with the teacher who is responsible for the lesson. I will not bring my cellphone during PE classes. 4. I will be caring by not taking photos of other people without their permission. 5. I will be principled by not copying other peoples work (plagiarism) or cheating on tests. 6. Im not not allowed to leave the area of the school without the permission from the teacher in charge. 7. Im not allowed in some places of the school, like teachers printing area, kitchen, faculty rooms, and meeting rooms. Ill need a hall pass when I need to go to a particular area of the school during class period. 8. I will be respectful to everybody by not swearing and/or showing other form of disrespect to anyone of the staff. Menu of possible consequences: 1. The teacher will approach the student and discuss the behaviour and/or situation at hand. 2. The incident report will be filed and logged in the Behaviour Log Book. Once a student earned five marks, parents will be notified by a signed letter (or email) from the homeroom teacher. If the negative behaviour is not resolve or does not improve, the student may get low grade in the report card. 3. Cellphones, toys, and other items that have caused class disruption may be confiscated and only given back to the student (first offence) at the end of the day/class. After the second offence, only parents/guardians will be allowed to collect the item back. 4. Students may be excluded from fieldtrips or events arranged by the school. 5. Students may be excluded from lessons. Guardians will be notified if that happens. 6. Students in the 8-10 grades may be excluded/suspended from school for up to 3 days. 7. Students in the 1 7 grades may be excluded/suspended from school for up to 1 day. 8. Support-services such as Social Services and Police may be contacted if necessary. 9.Copies / plagiarism of assignments and cheating on tests will lead to an automatic fail in the assignment.

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Discipline Policy
Bullying Troms International School will not tolerate behavior that infringes on the safety of any student. A student shall not intimidate or harass another student through words or actions. Such behavior includes: direct physical contact, such as hitting or shoving; verbal assaults, such as teasing or namecalling; and social isolation or manipulation. Bullying is defined as exposing a person to negative, abusive actions repeatedly over time. Bullying can be direct or indirect and includes specific types of physical, verbal, and/or psychological aggression and intimidation that occurs repeatedly creating an on-going pattern of harassment and abuse. The definition of bullying includes cyber bullying. Cyber bullying includes the posting of harassing messages, direct threats, social cruelty or other harmful text on the internet, social networking sites, or through personal communication devices (such as cell phones) or other digital technologies, as well as breaking into another persons account and assuming that persons identity in order to damage that persons reputation or friendships. 1. Any student who engages in bullying may be subject to disciplinary action up to and including expulsion. 2. Students are expected to immediately report incidents of bullying to the principal or coordinators. 3. Students can rely on staff to promptly investigate each complaint of bullying in a thorough and confidential manner. 4. Students making false accusations of bullying shall be subject to disciplinary action. 5. If the complainant student or the parent of the student feels that appropriate resolution of the investigation or complaint has not been reached, the student or the parent of the student should contact the principal. Note to Parents regarding Bullying 1. Note any disturbing behaviors in your child. For example: frequent angry outbursts, excessive fighting and bullying of other students, cruelty to animals, fire setting, frequent behavior problems at school and in the neighborhood, lack of friends, and alcohol and drug use can be signs of serious problems. 2. Get help for your child. 3. Talk with a trained professional in your childs school or in the community. Use of technology The school computer systems and other technology are shared by staff and students. The computer systems must not be used in any way that is disruptive, illegal or unethical. Inappropriate conduct in the use of these systems includes but is not limited to: Damage, theft or vandalism of equipment Theft, piracy, or altering of software Theft of services Use of the systems for commercial purposes or political campaigning Violation of copyright law Plagiarism of ideas or information Use of the systems to communicate unlawful information or to transmit computer viruses Sending or retrieving information which is pornographic, obscene, sexist, racist, or abusive.

The school reserves the rights to all material stored in files in all machines and systems, and will remove any which the staff deems to be unlawful, obscene, pornographic, abusive, or otherwise objectionable. The system may not be used to obtain, view, download, or otherwise gain or provide access to such material. School staff will refer for disciplinary action any individual who is in violation of the provisions of this agreement.

Assessment Policy
Introduction Troms International School (TRINT) recognizes that teaching, learning, and assessment is fundamentally interdependent. Assessment is a dynamic and collaborative process of gathering information in order to form the most complete picture of a students achievement and development in a way that will encourage and advance learning. Purpose of assessment (What and why do we assess?) Assessment is ongoing process of gathering evidence for and of learning. It monitors the progress of student learning and achievement. Assessment gives feedback to parents and external institutions. The purpose of assessment at TRINT is: a. to improve student learning, b. to provide information on student learning, c. and to contribute to the efficiency of the learning programs. TRINT believes that assessment is integral to all teaching and learning. It is central to the goal of thoughtfully and effectively guiding students through the five elements of learning: a. the acquisition of knowledge, b. the understanding of concepts, c. the mastering of skills, d. the development of attitudes, and e. the decision to take action. Principles of assessment (What are the characteristics of effective assessment?) TRINT recognizes that students have different learning styles and have different cultural experiences, expectations and needs. They perform differently according to the context of learning and should receive feedback that is positive and constructive. TRINT believes that an effective assessment allows for: 1. students to be an active part of the learning process by analyzing their learning and understanding what needs to be improved 2. teachers to inform students and parents on progress and reflect on their instructional and curricular decision making 3. parents to see evidence of students learning and development while sustaining and celebrating their childs learning

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Assessment practices (How do we assess?) The assessment component in the schools curriculum can itself be subdivided into three closely related areas: a) assessing, b) recording, and c) reporting. A. ASSESSING (How do we discover what the students know and have learnt?) TRINT employs a variety of assessments which demonstrate student achievements: a. Pre-Assessment takes place prior to the new learning and helps teachers to find out what students already know. b. Formative assessment is woven into the daily instructional process and helps teachers to plan the next stage of learning. It provides teachers and students with regular feedback on how the learning is developing. It also helps students to improve knowledge and understandings, to foster self-motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment and to recognize the criteria for success. c. Summative assessment aims to give teachers and students a clear insight into students understanding. Summative assessment takes place at the end of the teaching and learning cycle. It provides students the opportunity to show what they have learnt. It also measures understanding of the central idea of each unit of inquiry and prompts students towards action.

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Assessment Policy

B. RECORDING (How do we choose to collect and analyze data?) TRINT uses a variety of strategies to gather information about a students learning. That information is recorded by the teachers using different tools which are the instruments to collect the data. Assessment strategies a. Observations: all students are observed often and regularly with teachers noting the growth and progress of individuals, groups and the whole class. b. Performance assessment: students apply what they have learnt to authentic and significant challenges and problems. They have numerous approaches to the proble m and not only one correct response. They require the use of many skills by the students. c. Process-focused assessment: students are observed with a particular skill in mind and the observations of typical or nontypical behaviors are recorded. d. Open-ended tasks: Students are asked to communicate an original response. This can be a written answer, a drawing, a diagram or a solution.

e. Selected Responses: these assessments provide a snapshot of students subjectspecific knowledge. Assessment tools a. Exemplars: samples of students work that serve as a concrete standard against which other samples are judged. b. Checklists: lists of information, data, attributes or elements that should be present in students work or performance. c. Rubrics: an established set of criteria for rating students in all areas. The descriptors tells the assessor what characteristics or signs to look for in students work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as teachers. d. Anecdotal records: brief, written notes based on observations of students. e. Continuums: These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.

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Assessment Policy
B. REPORTING (How we choose to communicate information?) Reporting on assessment at TRINT includes communicating what students know, understand, and can do. Reporting involves parents, students, and teachers as partners and is honest, comprehensive, and understandable to all parties. Reporting for PYP Reporting to parents, students, and teachers occurs through: a. Full, written, academic reports at the end of each semester A semester in TRINT PYP would mean 3 units have been completed. Each unit may be completed over 6 school weeks. b. Parent-Teacher Conferences (PTC) or 3Way Conference This is done after the semester report cards are released. Parents and/or teachers may call for PTC when the need one arises. c. Coffee Mornings This is usually done at the beginning of the each unit to update parents on what is going on and what will happen during the unit of study. This is also a venue for students to display and reflect on their work samples on the previous unit. d. Curriculum Nights At the beginning of each year, all parents are encouraged to come to school to be informed about the TRINT PYP curriculum and Programme of Inquiry. In this activity, parents my share their thoughts about the unit, volunteer as resource person, suggest educational places to visit and other input that supports the programme of inquiry. e. IB Information Sessions / Parent Workshops This is an activity wherein parents receive information, reflect, understand and hopefully get their support on the programme. There will be two official information sessions that will be held within the year, however, IB information sessions may be done during PTCs, Coffee Mornings, and other opportunities when the need arises. f. Detailed information about the following topics are discussed below: Portfolio, Student-led conference and End of the unit celebration. Essential agreements on assessment for PYP 1. Portfolio A portfolio is a record of students involvement in learning which is designed to demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection. It provides a picture of each students progress and development over a period of time both as individual and group learners. It enables students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement, and then to set individual goals and establish teaching and learning plans. In TRINT, students have two portfolio options: the ePortfolio, wherein students process their work samples electronically using MS PowerPoint software and other related application, and the other one is the folder bound Portfolio. Depending on the availability of time, students and teachers must create portfolio at the beginning of the year and update it as often as possible. It is recommended that each class do this at the end of each unit. 2. Student-Led Conferences A student-led conference is a formal conversation between a student and their parents, where the student takes control of sharing their learning journey. Through an organised, planned and rehearsed process, the student discusses and demonstrates their individual strengths, successes, challenges, goals and areas for personal improvement.

Assessment Policy
Together with the student portfolio and endof-the-year report card, these conferences are an important assessment tool, making students more accountable to their learning. The conferences are not merely a presentation of the students best work, but rather a selection made by the student and teacher to demonstrate the many facets of their learning journey. The conferences provide an opportunity for students to showcase and reflect on their learning with their parents and teachers, developing their communication and presentation skills. 3. End of the Unit Celebrations The End-of-the-Unit Celebration is an activity held at the end of the unit to celebrate successes of children. In this activity, parents are invited to come to school to see their childrens progress. As these require time and effort, End-ofthe-Unit Celebrations are only held two times in a year: one in fall and one in
Criterion A Criterion B Organization 10 Criterion C Style and Lang 10 Writing 8

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spring. Other ways of reflection and celebrations of successes may be done in different format within each classroom. Reporting for MYP Reporting to parents, students, and teachers occurs through: ! Regular unit overviews ! IB information session about assessment. ! Regular weekly planner ! Assessed students work ! Full, written, academic reports at the end of each semester ! Parent-Teacher Conferences Grade criteria In MYP students are assessed after different criteria in the subjects. Each criterion has a maximum of points.

Criterion D

Criterion E

Criterion F

Criterion G

Language A English Norwegian

Content 10

Language B Oral Reading Visual Spanish Communica ComprehenInterpretation -tion sion Russian 8 8 8 Norwegian

Knowledge Oral Reflection in Investigating & Underst CommunicaMaths Patterns Mathematics an-ding tion in Maths 8 8 6 6 Communica- Knowledge & Scientific One World tion in Underst inquiry Science 6 Science an-ding 6 6 6 Organization Knowledge Concepts Skills and Humanities 10 10 10 Presentation 8 Knowledge Reflection Application Personal & Underst and engagement Arts an-ding Evaluation 10 8 8 8

Processing Data 6

Attitudes in science 6

Technology Physical Education

Investigate 6
Use of Knowledge 8

Design 6
Movement Composition 6

Plan 6
Performance 10

Create 6
Social Skills and Personal engagement 8

Evaluate 6

Attitudes in Technology 6

Assessment Policy
Grade descriptors - MYP Grade 1 (Very Poor) Minimal achievement in terms of the objectives. Grade 2 (Poor) Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support. Grade 3 (Mediocre) Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. Grade 4 (Satisfactory) A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. Grade 5 (Good) A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

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Grade 6 (Very Good) A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight. Grade 7 (Excellent) A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. Mandatory state assessment The Norwegian state mandated exams are administered to student cohorts to measure the academic level of the student in each subject they take. National exams are taken in 5th grade, 8th grade and 9th grade. The subject are: Norwegian, English, Mathematics.

Grade boundaries - MYP Language A 1 0-4 2 5-9 3 10-14 4 15-19 5 20-23 6 24-27 7 28-30 Language B 1 0-3 2 4-7 3 8-12 4 13-17 5 18-22 6 23-27 7 28-32 Mathematics 1 0-4 2 5-8 3 9-12 4 13-17 5 18-21 6 22-25 7 26-28 Humanities 1 0-7 2 8-12 3 13-18 4 19-23 5 24-28 6 29-33 7 34-38

Technology 1 0-5 2 6-9 3 10-15 4 16-21 5 25-28 6 29-32 7 33-36 PE 1 0-5 2 6-10 3 11-15 4 16-20 5 21-24 6 25-28 7 29-32

Arts 1 0-3 2 4-8 3 9-13 4 14-20 5 21-25 6 26-30 7 31-34 Science 1 0-5 2 6-11 3 12-18 4 19-24 5 25-28 6 29-32 7 33-36

Personal Project 1 0-4 2 5-8 3 9-12 4 13-16 5 17-20 6 21-24 7 25-28

Language Policy

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Introduction At TRINT the language policy plays an important role in fulfilling TRINTs vision. We serve the international community and the international-minded Norwegian community, and language plays a considerable role in understanding culture. The understanding of different language gives the students the opportunity to develop their consciousness of culture and languages. Philosophy At TRINT it is understood that: Language is a primary means of communicating and learning. The acquisition of language is a lifelong process and is a central component of intellectual and personal growth. Proficiency earned in one language is transferable to other languages, and language proficiency aids the student in acquiring competencies in other curricular areas. Language is an expression of culture and must be valued as an integral part of a students identity. The development of the mothertongue language is critical for

maintaining ones cultural identity. Language learning promotes internationalism and multicultural understanding. Language learning must be fostered in all aspects of the school community. All teachers are language teachers and have the responsibility to foster language development. When teaching languages special needs and differentiation of tasks are extremely important since the students have a different background in languages. Aims At TRINT, our language programs aims to: Enable students to learn and use language effectively, appropriately, accurately, and confidently. Develop students powers of oral and written communication. Enable students to develop and use language skills in a variety of contexts and purposes. Promote the appreciation, understanding, and analysis of literature. Encourage students to explore language as a means to understand the differing perspectives of people from other cultures. Develop students awareness of the role of language in other areas of the curriculum and to other ways of knowing. To provide an opportunity for enjoyment, creativity, and intellectual stimulation through knowledge of language and literature.

Language Policy
IB Language Offerings The language of instruction at TRINT is English. Norwegian language classes are taught to support the inquiry. The curriculum must be appropriately challenging for both native English speakers and English language learners. This year students will start learning and develop a third language from MYP 1. Host country language, Norwegian Students have to learn Norwegian either as Language A or B. TRINT offers the same amount of hours in Norwegian as Language A as English as Language A. The requirements for Norwegian as Language A or B are described in the curriculum planners. Third language development: Students in the MYP have to choose either to learn Spanish or Russian. Students from the 6th grade in the PYP may choose to learn either Russian or Spanish if they want to. Russian and Spanish are taught in phases from phase 1 to phase 6. The requirements of the different phases are described in the curriculum planners and in the subject guide for Language B. English Language Learner program (ELL) All TRINT teaching staff are trained on an annual basis in methods of differentiating and modifying instruction in support of English Language Communication with non-English speaking parents and guardians TRINT recognizes the value of effective and timely communication with parents and works to foster such communication. In the case of communicating with parents who do not speak English: TRINTs Parent Committee works to encourage clear communication with all lingual groups. TRINT staff can fill the role of translator between the schools and parents.

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TRINT will seek out families in our community who have the required language proficiency to act as translators. If a suitable family cannot be found, TRINT will seek out community organizations to fulfill this role. Upon request the school may provide a translator for parents during any school related meeting. We offer information sessions on how parents can support their child in the English, Norwegian, and any other additional language.

Mother tongue support TRINT acknowledges the importance of developing a students mother-tongue language in promoting personal identity, cultural heritage, and overall learning. At the beginning of each academic year, teachers receive a list of students mother-tongues other than English. Teachers are encouraged to use this information in developing lesson plans that emphasize differentiated instruction and that honor multicultural diversity. We support mother tongue reading one lesson each week. In TRINTs media-hub we strive to offer literature in the different mother-tongue we have in our school at all time. We also have a link with the local library in which students can borrow books in their mother tongue language. Families are encouraged to work with their children in their own mothertongue. If they need any help they can ask the school. We will strive to help out as much as we can. Language policy review The TRINTs Language Policy is reviewed by all staff in TRINT at the start of each academic year. It is the responsibility of the management team to organize and ensure the success of the Language Policy review.

Special Education Policy

In Troms International Schools mission statement, we hope to foster and encourage a love of learning through inquiry-based learning and trans disciplinary teaching styles. The development of individual skills and their talents will be assessed. TRINT has made a commitment to the growing field of Special Educational Needs (SEN). We embrace inclusive practices where developing the learning of all students is the shared responsibility of the classroom teacher and specialist support teachers. The purpose of TRINTs SEN policy is to give our students with special needs the opportunity to make progress and grow in confidence in their own abilities. The policy will help the students become independent, motivated and life-long learners. If a SEN teacher is not at school there will be a substitute teacher for him/her who takes responsibility for the lessons. Procedure with Referral to PPT Papers to be filled out: 1. Individual decision regarding the offer of Special Education in agreement with the Education Act 5 -1. 2. Vedtak om tildeling av spesialundervisning etter opplringsloven 5 -1. 3. Pedagogisk rapport for skolen 4. IEP Autumn term send to PPT 5. Reimbursement for our expenses 6. Spring term IEP 7. Changes in Ekstra ressursbehov ved specialundervising, oversiktsskjema 8. Reimbursment for our expenses. Test to be taken here at TRINT: 1. Carlsten 2. Sprk 6 16 3. M+ (for the grade the student is in) Mandatory tests by Norwegian Government: 1. Alle teller (if needed)

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IEP Students with Special Needs will have Individual Education Program (IEP) which may include: In class support with SEN teacher or teaching assistant Out of class teaching Withdrawal from particular subjects to work with the SEN teacher Particular learning strategies of support offered by the class or subject teacher Individual adapted assessment Professional support from a specialist outside the school Program of Study As every student is a unique individual with different needs, the program of study for each student will be unique to each child. Programs of study may also include recommendations given by educational psychologists through formal assessments. They will attempt to incorporate the childs learning style and multisensory methods. The SEN teacher will consult other appropriate specialists, if they are available, when developing a program of study for a student. The SEN teacher can encourage the development of the student characteristics and attitudes towards learning that is encouraged through the PYP/MYP program through informal counseling. Assessment and Review The IEP requires that: Procedures to assess the progress of the pupils IEP are taken at the review period stated on the IEP The SEN teacher is responsible for the progress of the student and the assessment of the childs IEP.

Academic Honesty Policy

What is Academic Honesty? Academic honesty refers to: - Proper conduct in relation to the conduct of examinations - The full acknowledgement of the original authorship and ownership of creative material (reference work correctly) - The production of authentic pieces of work - The protection of all forms of intellectual property which include forms of intellectual and creative expression, as well as patents, registered designs, trademarks, moral rights and copyright

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Students understand the difference between collaboration and collusion, and that it is unacceptable to present work arrived at through a process of collusion. The policy refers to all assignments set and completed in school or at home, ranging from basic pieces of homework to formal assessments. The aim of this policy is to: Promote good academic practice and a school culture that actively encourages academic honesty. Enable students to understand what constitutes academic honesty and dishonesty Encourage students to look to their teachers, supervisors and co-ordinator for support when completing assessed work in order to prevent any possible form of malpractice. Ensure that students understand the importance of acknowledging accurately and honestly all ideas and work of others Explain to students that they have an important role in ensuring that their work is academically honest Impart to students that plagiarism is a serious academic offence for which Troms International School shows no tolerance Explain to students precisely what penalties will be imposed should they be found guilty of malpractice.

It is the policy of Troms International School that: All students understand the basic meaning and significance of academic honesty. All work produced by students is their own, authentic work and has the ideas and words of others fully acknowledged. Students understand and obey the rules relating to proper conduct of examinations.

Academic Honesty Policy

What is Malpractice? Malpractice is behaviour that results in any student gaining an unfair advantage in one or more assessment component. Malpractice may include: Plagiarism: The representation of the ideas or work of another as the candidates own Collusion: Supporting malpractice by another candidate allowing ones work to be copied or submitted for assessment by another Duplication of work: The presentation of the same work for different parts of the diploma. (An example would involve submitting the same piece of work for a History Extended Essay and the History internal assessment) Making up data for an assignment Taking unauthorised material into the examination room, including a mobile phone, an electronic device, own rough paper, notes and so on. Misbehaving during an exam, including any attempt to disrupt the examination or distract another candidate Copying the work of another student Referring to or attempting to refer to, unauthorised material that is related to the examination Failing to comply with the instructions of the invigilator or other member of the schools staff responsible for the conduct of an examination Impersonating another student Including offensive material in a script Stealing examination papers Procedure on how to reference work: PYP 1-3 Not copying information word for word.

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PYP 4-6 Name of book/website, and author. e.g. Georges Marvelous Medicine, by Roald Dahl MYP While there are many systems of citing information, TRINT has adapted the Havard approach. It will be taught explicitly in each subject across different year levels. It is most important that you make it clear where you got your information from. Books by one author Author, year of publication. Title of book: Subtitle. Place of publication: Publisher. e.g. Gerner, K, 2008. World Religions: Islam. South Yarra, Australia, Macmillian Education Australia Books by multiple authors Author, year of publication. Title of book: Subtitle. Place of publication: Publisher. e.g. DeGraff, J, Wann, D, and Naylor, TH. 2005. Affluenza. San Francisco, BerettKoehler. In text referencing Academic Dishonesty, includes Plagiarism Collusion Duplication of work All forms of malpractice

People at TRINT

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The Board of TRINT Kjell Kolbeinsen Bjrn Laksforsmoe Stine Barlindhaug Stine M. Didriksen Vibeke Ek Chairman Member Member Member Member

Our staff is comprised of administrator, teachers and assistants from around the globe. We reside from Norway, Iceland, Lebanon, Guatemala, Australia, Egypt, Philippines, Ethiopia and the UK.

Principal Mrs. Tonje Hofsy tonje.hofsoy@trint.org Tel.: 99 20 07 72 Language: Norwegian and English Administrative Manager Mr. Einar Seiness Tel.: 99 20 07 78 einar.seiness@trint.org Language: Norwegian and English Administrative Consultant Ms. Eliana Lakis Tel.: 99 200780 and 99200774 eliana.lakis@trint.org Language: Norwegian, English, and Arabic

MYP Coordinator & SEN Teacher Mrs. Efemia Gisladottir efemia.gisladottir@trint.org Tel.: 99 20 07 71 Language: Icelandic and English PYP Coordinator, ICT & SEN Teacher Mr. Nerelito N. Ligtas Tel.: 99 20 07 77 nerelito.ligtas@trint.org Language: Filipino, English and Spanish Project Coor & Student Councilor Ms. Birgitte H. Hansen birgitte.hansen@trint.org Tel.: 99 20 07 73 Language: Norwegian, English, and Spanish

People at TRINT

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PYP 1 2 Teacher Mrs. Janet Handley Tel.: 99 20 07 75 janet.handley@trint.org Language: Spanish and English PYP 3 4 Teacher Mr. Michael Boyd Tel.: 99 20 07 75 michael.boyd@trint.org Language: English PYP 5 - 6 Teacher Ms. Claire Davies Tel.: 99 20 07 75 claire.davies@trint.org Language: English Norwegian and SEN Teacher Mr. Sigurd Haugen Tel.: 99 20 07 75 sigurd.haugen@trint.org Language: Norwegian and English MYP (Humanities & English) Mr. Alexis Lopez alexis.lopez@trint.org Tel: 99 20 07 73 Language: Spanish and English MYP (Mathematics, Technology & PE) Mr. Usama Elkashef usama.elkashef@trint.org Tel: 99 20 07 73 Language: Arabic and English MYP (Norwegian, SEN Teacher) Ms. Nora Natashia Gabler Tel.: 99 20 07 73 nora.gabler@trint.org Language: Norwegian, English

MYP (Science, Arts, Technology & PE) Mr. Helge Petter Jacobsen helge.jacobsen@trint.org Tel.: 99 2007 73 Language: Norwegian, English and Spanish SEN Assistant & SFO Teacher Ms. Kandy Emmerton Tel.: 99 20 07 76 kandy.emmerton@trint.org Language: English SFO Teacher & SEN Assistant Mrs. Wendy Ponce Tel.: 99 20 07 76 wendy.ponce@trint.org Language: English and Spanish SEN Teacher Mrs. Saba Gemech Tel.: 99 20 07 73 saba.gemech@trint.org Language: English, Norwegian SEN Teacher Mrs. Aravel June Ligtas Tel.: 99 20 07 73 aravel.ligtas@trint.org Language: English, Filipino Russian Teacher Ms. Elizabeth Olsen Tel.: 99 20 07 73 elizabeth.olsen@trint.org Language: Russian, English, Norwegian

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