International School of Port of Spain

Difference Makers, Future Shapers

HIGH SCHOOL HANDBOOK

2019 - 2020 (V. 2.0)

Table of Contents WELCOME TO THE HIGH SCHOOL 4

CHARACTERISTICS OF GRADES 9 – 12 5

ADVANCED PLACEMENT 6

AFTER SCHOOL ACTIVITIES PROGRAM 6

ATHLETICS AND CAISSA 6

ATTENDANCE POLICY 7

CURRICULUM SUPPORT 7

COURSES IN HIGH SCHOOL 8

DAILY SCHEDULE 9

DEVELOPING A CLASS SCHEDULE 9

DROPPING COURSES AND INCOMPLETES 9

EXTERNAL EXAMINATIONS 10

SEMESTRAL EXAMS 10

GRADE POINT AVERAGE (GPA) 10

GRADING STANDARDS 10

DETERMINING AND COMMUNICATING GRADES IN THE MYP (GRADE 9-10) 11

There are four assessment criteria for each discipline. All criteria have a maximum of eight achievement

levels. MYP criteria are equally weighted. 11

GRADUATION REQUIREMENTS 12

HIGH SCHOOL GUIDANCE PROGRAM 12

INTRODUCTION 12

DELIVERY 13

RESPONSIVE SERVICES 13

INDIRECT STUDENT SERVICES 13

COLLEGE GUIDANCE 14

EARLY COLLEGE PREPARATION: THE HIGH SCHOOL CAREER 14

ACADEMIC WORK 15

BECOMING INVOLVED 15

SERVICE 15

COLLEGE APPLICATION TIMELINE 16

BY THE END OF THE JUNIOR YEAR 16

SENIOR YEAR 16

HOMEROOM GROUPS 17

HOMEWORK 18

MAKE-UP WORK 18

PARENT/TEACHER CONFERENCES 18

PLAGIARISM AND CHEATING 18

PROBATION, ACADEMIC 19

PSAT 19

REPORTS 19

SAT & ACT 19

STUDENT GOVERNMENT 20

STUDENT EXPECTATIONS 20

SPECIFIC OFFENSES 21

Drugs and Alcohol 21

Vandalism and Tampering with Emergency Equipment 21

Unexcused Absences and Leaving Campus without Permission 21

Internet Access 21

Cell Phones 21

Academic Responsibility 22

Proper Decorum 22

SENIOR AND JUNIOR PRIVILEGES 22

STUDENT PROGRESS 22

TRANSFER STUDENTS 23

WELCOME TO THE HIGH SCHOOL

For all students, high school is a significant time in their development. Students enter high school as adolescents and leave as young adults. In four years students are expected to mature, both academically and emotionally, to be ready for “real-life” after school.

The High School follows an American model that enables graduates to continue their academic

studies at a tertiary level. The educational program is balanced with opportunities for choice and

specialization while still focusing on the requirements for tertiary education. In Grades 9 and 10

students complete years 4 and 5 of the International Baccalaureate (IB) Middle Years Programme

(MYP). In Grades 11 and 12, students can select from a wide array of Advanced Placement (AP)

courses. We are proud of the record of achievement of our students. We are also proud of our

graduates who have made their way to colleges and universities in the US, UK, Canada and beyond.

The High School is relatively small, so a supportive and collegial atmosphere exists, with students and teachers working towards a common goal of high achievement. A sense of community is built through the small homeroom groups that meet every day with an extended meeting on Wednesday. Students are also encouraged to be active members of the school community by being involved in decision making through the Student Council. The High School also encourages participation in community service, sports, extra-curricular activities and clubs. The unique location of Trinidad affords many opportunities for learning to take place outside the classroom.

The High School, along with the entire ISPS community, is committed to an atmosphere of

pluralism and tolerance.

Please read through this handbook to get information about daily life in the high school.

Frank Huerta

CHARACTERISTICS OF GRADES 9 – 12

The High School (HS) is based upon an American model which enables students to graduate with an American High School Diploma. In the HS, students earn credits for classes taken and they must fulfill a certain number of credits in order to meet graduation requirements (these credit and graduation requirements are discussed further in this handbook). In HS we;

● Are a vibrant learning community dedicated to developing passionate learners who strive for excellence.

● We encourage resilience, innovation and collaboration. ● Ask students to act with confidence and integrity as they pursue their unique potential. ● Inspire thinkers and doers to shape a better world.

In order to reach these goals, we; ● Are staffed by a core faculty who are specialists in their field and use a multitude of teaching

techniques to accommodate students’ varied learning styles, and provide appropriate levels of academic challenge.

● Offer opportunities for aesthetic experience and creative expression through such activities as drama, music and art, athletics and student publications.

● Are committed to an atmosphere of pluralism and acceptance. ● Provide a strong sense of community by maintaining and improving channels of communication

among staff, students and parents by giving opportunities for all to be actively involved in school life.

● Take advantage of the unique location of the school by providing opportunities for strengthening links with the host country, its culture and the Caribbean.

● Help students cope with the concerns of adolescence and young adulthood through the provision of appropriate guidance and counselling services.

● Assist students in planning their futures through career, aptitude and placement testing as well as appropriate reference sources and college and career counselling services.

● Develop a sense of compassion and caring for others through the provision of numerous service opportunities within our community as well as in the wider society of Trinidad and Tobago.

ADVANCED PLACEMENT

The Advanced Placement (AP) Program is an intensive program of university level courses and examinations. Nearly 3000 colleges and universities worldwide use the grades from these courses and/or examinations as a means of determining the academic qualifications of students. The AP examination grade is sent to the colleges of the student’s choice, which may then grant college/university credit, advanced placement, or both, depending on the institution’s policies. Students who enroll in the AP courses are expected to be committed to the AP exams in May and will be given an extra grade point on their transcript for each AP course completed.

AFTER SCHOOL ACTIVITIES PROGRAM

A variety of after school activities is offered from 2:30 p.m. to 4:30 p.m. These activities may include varsity/team sports, art, music lessons, clubs, dance classes and academic coaching. There may be an additional fee charged for these activities. The sign-up period will be announced in the Weekly Newsletter. Each of the three sessions lasts approximately 8 weeks and is coordinated by the Athletics Director. Other activities offered after school include: Music Ensemble, Steel Pan, Drama, Dance, etc. These are normally offered at a time that does not interfere with the team sports. We make every effort for students to be able to play a sport and also attend a club or other activity.

ATHLETICS AND CAISSA

The key team sports for HS students are Volleyball, Soccer, Basketball and Rugby. The current members of the Caribbean Area International Schools’ Sports Association (CAISSA) are the Carol Morgan School of The Dominican Republic, Escuela Campo Alegre of Venezuela, Academia Cotopaxi of Ecuador, and the International School of Port of Spain. There are two tournaments a year and so our teams can travel twice. ISPS usually hosts one of the tournaments every year and participation in CAISSA offers our athletes the opportunity to form lasting friendships with students outside of Trinidad.

We also participate in National Secondary School League Rugby. This season is from August to December. The National Secondary Schools Basketball League Season runs from September to December.

ATTENDANCE POLICY

Attendance in school is one of the most critical factors for academic success. Students who miss more than six (6) class sessions in any semester (equivalent to 15% of class time) may not receive credit for a

class. It is expected that the school will receive notice, in writing, via email or over the phone, of any absences. Please understand, however, that even though parents have notified the school, these absences still count as “missing class time”. Absences related to extended illness require a note from a doctor and will be given due consideration by the Academic Review committee. Any school related “absences” such as CAISSA, NHS, GIN, MUN, and field trips, do not count as recorded class absences.

Parents and students should check their attendance record regularly in Powerschool. Students and parents will receive a “credit warning” e-mail from Powerschool when credit loss for any course is at risk.

CURRICULUM SUPPORT

The ISPS seeks to provide its students with the best faculty and materials available to ensure a quality education. Staff are trained in student assessment, specific learning needs and English as a Second Language. Counselling and Guidance programs provide a student with career counselling. College counselling is available through the Guidance Counsellor and other faculty members.

Students are provided with books and materials for each subject area as part of their tuition and fees. As the school programs continue to develop, this curriculum will be constantly reviewed, and more or different resources will be provided, as assessment deems necessary. In addition to classroom books, the school has a library/media center. Encyclopedias and other information resources are available online.

Classes at all levels are also equipped with the necessary equipment for learning. High School students have three science labs equipped with appropriate equipment for the current science courses. The school has high-speed Wi-Fi access throughout the campus for students to use laptops and tablets in their learning. The school can also offer distance learning opportunities, when appropriate, to expand our current academic offerings.

COURSES IN HIGH SCHOOL

The following courses reflect a typical pattern for students to follow as they complete graduation requirements. Options exist to follow other course work to meet student needs, once approved by the Guidance Counsellor and the High School Principal.

Subjects Courses 9th Grade Language and Literature: English 9 Math: Integrated Math 9 Science: Integrated Science 9 Individuals and Societies: Geography Language Acquisition: Spanish 1, 2, 3 Physical and Health Education PE 9 Arts Art or Music

10th Grade English: English 10 Math: Geometry or Algebra II or Pre-Calculus Science: Biology, Chemistry, or Physics Individuals in Society World History

Language: Spanish 1, 2, 3, 4 Physical Education PE 10 Arts Art or Music

11th & 12th Grade

In keeping with our vision and mission of academic excellence and reaching their unique potential, students will select from the following options: Math - Algebra II, Business Math, College Algebra or Pre-Calculus, AP Calculus, or Statistics. Sciences -Chemistry, AP Biology, AP Chemistry, AP Physics 1 and 2, Physics, or Environmental Science. Social Science - AP World History, AP European History, Business Studies AP World History, AP Human Geography, AP Psychology, AP Macroeconomics, AP Microeconomics, or Contemporary Issues. In English - Expository Writing: Language & Literature, English 12, AP English Language and Composition, AP English Literature and Composition, English11, College Writing Languages -Spanish 1, 2, 3, 4, (depending on their fluency) and AP Spanish.

We also offer a variety of classes in the arts and Physical Education.

DAILY SCHEDULE

The High School utilizes a modified Block Schedule. The modified Block Schedule has seven time slots, or periods. Most classes consist of two 90 minute blocks and a 45 minute period per week. Grade 9, 10 and 11 students are required to enroll in a full load of seven subjects. Grade 12 students are required to enroll in a minimum of six subjects. Only in exceptional circumstances, and with parental consent, will students be allowed to have fewer a lesser load than indicated above. Students who take fewer than seven classes will be assigned to a Study Hall. The following activities are appropriate for study hall: • Library study and research • Completing homework assignments • Working on a computer, either in the library or lounge • Conferencing with teachers

A copy of each student’s schedule is sent home at the beginning of the school year. Parents should be aware when Physical Education classes are given, to ensure that the proper uniform is worn.

DEVELOPING A CLASS SCHEDULE

The schedule for grades 9, 10, 11, and 12 includes a minimum of seven subjects. AP Biology, AP Calculus, AP Language and AP Art count as two courses (two credits) and meet nine periods per week. AP Chemistry counts as 1.5 courses (1.5 credits) and meets seven periods per week.

ISPS encourages students to challenge themselves with Advanced Placement courses, yet we counsel students carefully as to the pre-requisite knowledge, time and independent effort that these high-level courses require.

DROPPING COURSES AND INCOMPLETES

High School courses may be dropped within the first two weeks of school with no penalty. Only under special circumstances will students be allowed to drop courses after the first two weeks. Requests must be from the student or parent, in writing, with justification and the approval of the teacher and Counsellor. Under no circumstances will a student be allowed to remove a course grade from a transcript once he/she has received a final grade in the course.

EXTERNAL EXAMINATIONS

There are a number of external examinations that are done by students in the high school in preparation for university/college. These include the SAT: Reasoning Test, SAT: Subject Tests, the ACT, PSAT/NMSQT and the AP (Advanced Placement) examinations. It should be noted that these examinations require payment by parents since they are not necessarily common for all students and they are not included in the regular tuition charges. Detailed information on these testing programs is available from the High School Counsellor.

SEMESTRAL EXAMS

Exams are scheduled in the High School at the end of each semester. Exams provide students with the experience preparing and sitting for a comprehensive exam, while providing teachers with feedback on each student’s learning during the semester. . In MYP courses, exams will be shown as a summative task in Criterion A. In non-MYP courses, semester exams count for a maximum of 20% of the overall grade in the course.

GRADE POINT AVERAGE (GPA)

In Grades 11 and 12 The following numerical equivalents are used in computing a student’s grade point average at the end of a semester course or a year-long course.

A = 4 B+ = 3.3 C+ = 2.3 D+ = 1.3 F = 0.0

A- = 3.7 B = 3.0 C = 2.0 D = 1.0

B- = 2.7 C- = 1.7 D- = 0.7

GRADING STANDARDS

In Grades 11 and 12, the following grading standards are normally utilized by the teacher and are reflected in the quarterly reports:

A 100 - 95% C 76 - 74% Effort Standards: A- 94 - 90% C- 73 - 70% 5: Excellent (consistently above requirements)

B+ 89 - 87% D+ 69 - 67% 4: Very Good (often exceeding requirements) B 86 - 84% D 66 - 64% 3: Good (meeting requirements) B- 83 - 80% D- 63 - 60% 2: Fair (doing the minimum) C+ 79 - 77% F Below 60% 1: Poor (doing less than the minimum)

DETERMINING AND COMMUNICATING GRADES IN THE MYP (GRADE 9-10)

There are four assessment criteria for each discipline. All criteria have a maximum of eight

achievement levels. MYP criteria are equally weighted.

At the end of a period of learning, teachers make judgments on their students’ achievement levels in each subject-group criterion. To determine these achievement levels, teachers gather sufficient evidence of achievement from a range of learning experiences and assessments. This evidence comes from the performance of a student over the duration of the units taught.

At the end of a period of learning, evidence of student progress is matched to the appropriate assessment criteria to determine a student’s achievement level. All units include summative tasks that are assessed according to one or more MYP criteria to ensure continuous assessment and feedback of students’ performance against the MYP objectives. The planning of units and assessment tasks should ensure all criteria have been included over time, providing balanced evidence that is sufficient for determining a final achievement level. Teachers pay particular attention to patterns in the data (such as an increasing level of performance), consistency and mitigating circumstances. This process results in the teacher making a professional and informed judgment to determine a grade (out of 8) on each criterion.

These grades (out of 8) are then summed to determine a final grade out of 32. The IB conversion scale is used to determine a student’s final mark out of 7 (on the IB scale). The IB grades are then converted and , to determine a student’s final grade on an A-F scale. Each time that a final grade is reported, teachers will also communicate to parents student achievement levels on each of the criteria (criterion scores.

An example is provided below:

Student’s Name: Student1 Subject: Grade 9 History

Units/Assessments Criterion A Criterion B Criterion C Criterion D

Research Project 8 8 4

Poster 7 7

Booklet Design 8 7 6

Oral Presentation 5 5

Exam 6 5

*Final Criterion Grade (out of 8) 8 7 6 4

* This final criterion grade is determined by the teacher’s judgment of a student’s performance on that criterion. The student’s final mark out of 32 is then determined. In the example above this mark would be: 8 + 7 + 6 + 4 = 25. This mark is then converted into a grade out of 7 on the IB scale and then into a grade (A-F) on the ISPS scale. The scale conversions and level descriptors are provided in the student-parent handbook.

GRADUATION REQUIREMENTS

To receive a diploma from the International School of Port of Spain, a student must earn a minimum of 26 credits. Some of these will be required and some will be elective credits. It is important to note that this is a minimum requirement and that we encourage students to enrol in subjects of their interest beyond the minimum requirement. The Principal and Counsellor will assist students and their parents in planning students’ educational programs. Required Credits English 4 credits Social Studies 3 credits Science 3 credits (Including Biological and Physical Sciences) Math 3 credits Language 3 credits (in the same language) Physical Education/Health 2 credits Fine Arts (music, art) 1 credit Electives (whatever is needed to total 26 credits) Total Credits for graduation 26 credits

HIGH SCHOOL GUIDANCE PROGRAM

INTRODUCTION The life of a typical high school student is one of uncertainty and self-discovery. It is a time of increased stress that can wreak havoc on the students' abilities to make good decisions for the welfare of themselves and others. High school students are often looking for a place to belong. They rely heavily on their peer groups to learn what types of behaviors are rewarded with reactions they feel to be positive, often at the expense of reason and good judgement. As emphasized in the American School Counseling Association (ASCA) national standards, high school counseling and guidance services are meant to address the barriers students have to learning, both educational learning and lifelong learning. In keeping with our mission, the High School Counseling Program seeks to support students as they strive for excellence and to assist in their development as caring, collaborative global citizens of integrity. The Guidance Program is comprehensive in scope, preventative in design and developmental in nature (ASCA) and is driven by data and based on standards in:

● Academics ● Career ● Personal/social development ● Global Perspective

DELIVERY School counselors provide services to students, parents, school staff and the community in the following areas: Direct Student Services are in-person interactions between school counselors and students and include the following:

● School counseling core curriculum: This curriculum consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered with the aid of the Naviance, a web based system that is interactive. Students in high school will have one guidance period per week in ensure the proper delivery of the guidance curriculum.

● Individual academic planning and scheduling ● Individual and small group counselling ● Individual and family counselling ● Consultation and collaboration with teachers, administrators and parents as needed.

RESPONSIVE SERVICES Responsive services are activities designed to meet students’ immediate needs and concerns. Responsive services may include counseling in individual or small-group settings or crisis response.

INDIRECT STUDENT SERVICES Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations. Counselors are also a part of the Student Support Team and in the High School, there is continuous collaboration between the Student Support Services and the counsellors.

COLLEGE GUIDANCE College Guidance is a unique aspect of the guidance program in the High School. We strive to prepare our students and their families for the challenges that they will face in the future. Our high school program is a college preparatory program; therefore, it is only natural that we assist our students in the transition to college/university. It is important to emphasize that the College Guidance Program at ISPS is exactly that, one of Guidance, as opposed to Placement. It is one in which the lead is taken by students and parents with the Counselor facilitating the process. This process includes:

● Early preparation ● College selection ● Completing the application

Ultimately, the key to being happy and succeeding in college is finding the right “MATCH” between the student and the institution. We believe that once the environment is right (academically, socially, culturally etc.) then students will thrive and blossom there. ISPS promotes the concept of a well-rounded applicant. We believe students should display their talents and interests to these institutions in a variety of ways such as sports, fine arts, and community service.

EARLY COLLEGE PREPARATION: THE HIGH SCHOOL CAREER While it is true that the majority of the college search process can take place during the junior and senior years, the actual preparation process begins as soon as the student begins high school, maybe even before. The three main areas of early college preparation are:

● academics and, ● involvement in co-curricular and extra-curricular activities ● service

ACADEMIC WORK When it comes to academic work, the important point is that students need to challenge themselves

appropriately by taking the number and type of courses that suits them. At ISPS, this usually means the

AP courses. Keep in mind, that the more you can accomplish the better prepared you will be for college.

Read, read, read! The development of language proficiency cannot be overstated. The start of high school is also a perfect time to consolidate/develop appropriate academic skills and attitudes. Our guidance program aims to facilitate this. Please remember that starting in ninth grade every grade matters. The high school transcript is the single most important document in the application!

BECOMING INVOLVED There are a number of reasons why participation in activities is highly regarded by college admissions personnel. Teamwork Time management Overall development and growth Greater experiences Diverse perspectives

SERVICE When it comes to community service, a recent “Do Something” survey revealed that a student’s commitment to one cause over a long period of time is a significant aspect of the college application. Do Something, an organization that encourages young people to volunteer and contribute to their communities, surveyed admissions officers from 32 of the top universities in the country, ranked by US News & World Report. Seventy percent of those queried said they prefer to see a student who sticks with one cause, not one who dabbles in a laundry list of volunteer opportunities. “It is clear that passion and commitment to something bigger play a key role in their decisions,” the authors of the survey noted. “Taking the lead to bring about change in a community will help set a student apart from his or her peers, but communicating depth in that experience is also a determining factor for admissions’ officers.”

The High School offers students a number of service opportunities including:

Reach Out (Tutoring)

National Honor Society

Environmental Club

Turtle Tagging and Beach Clean-up

Hydro and Aquaponic Club However, students are encouraged to get involved in any community service activities in or out of school.

COLLEGE APPLICATION TIMELINE Please note that this is a general timeline and may differ significantly depending on the student.

BY THE END OF THE JUNIOR YEAR

● Register for the March/May/June SAT or ACT ● Complete resume (especially a list of awards and activities). ● Setup relevant online accounts (email, College Board, common app, etc.) ● Draft Essay/Personal Statement over summer

SENIOR YEAR September

● Register for the October/November/December SAT or ACT ● Meet with teachers of your choice to discuss letters of recommendation. ● Begin to prepare information needed for college applications ● Begin filling out the applications

October

● Finalize your college lists ● Complete online applications and have these checked ● Register for the November/December SATs/ACTs if necessary ● October 15: Deadline for UCAS applications for Oxford, Cambridge or any UK Medical Program ● Follow up on recommendations. ● For Early Decision/Action, completed and submit applications by end of October.

November

● Finalize college list ● November 1: Deadline for Early Decision/Early Action ● November 1: California State Applications Open ● Register for the December SATs/ACTs if necessary ● Finalize Essays and applications and submit ● Follow up with counselor to have school documents submitted ● November 30: California State Applications close

December ● Plan to have all applications in before winter break. This will make the second half of senior year

much easier!

January/February

● If necessary complete the FAFSA form anytime between January 1st and March 1st (the priority deadline). This form should be filled out online at www.fafsa.ed.gov.

● Midyear reports are sent. ● Monitor your application on the college’s website to be sure that materials are sent and received

on time. March

● Most colleges advise students of admissions decisions between January and April. Waitlisted students are normally notified of a final decision in late May or June.

April

● If you filed the FAFSA in a timely fashion, you will receive a letter from colleges you have been accepted to that outlines the financial aid package being offered to you.

● Decide on the College you will attend. Notify others that you will not attend. ● Send in a deposit to the school you will be attending by MAY 1st.

May

● Take Advanced Placement examinations. ● Notify your guidance counselor of the college you will attend.

June

● Complete all requirements for graduation. ● School Sends Final Transcript to respective schools

July

● Send AP Scores from the College Board

HOMEROOM GROUPS

Each student is assigned a homeroom teacher. The homeroom teacher is the link between the student and other teachers as well as one of the links between home and school. One of the purposes of the homeroom program at ISPS is to help students achieve maximum personal growth within the context of the school’s educational and social goals. The role of the school is to assist the student in the process of clarifying his/her own strengths and weaknesses, possibilities and responsibilities as a student at the ISPS.

HOMEWORK

At the high school level homework is an integral part of the school’s program. The purpose of giving homework is to: ● Provide for reinforcement and practice of concepts introduced in class. ● Prepare students for upcoming work in class. ● Provide opportunities for independent research. ● Give opportunities for revision and review.

Students in the High School can expect homework in every subject; approximately two hours of work each evening. AP courses require substantial amounts of homework, and require homework on weekends and during vacation periods in order to maintain the pace of the course. Homework is required and may count toward the course grade in non-MYP courses. Students are encouraged to maintain a homework diary in order to track both short and long-term assignments.

HIGH SCHOOL CO-CURRICULAR ACTIVITIES

Students are strongly encouraged to become involved in one of the co-curricular activities organized in the high school. These activities include; Young Leaders, Model United Nations, Math Olympiad, Spanish Club, Yearbook, Community Service Club, Global Initiatives Network (GIN), National Honor Society (NHS), Environmental Science Club and Reach Out. We also encourage HS students to start their own clubs.

MAKE-UP WORK When a student is absent from class:

Homework - must be completed by the next meeting of the class.

Tests - Students should contact teachers before the next meeting of the class to inquire about test details and to arrange a time to take the test.

PARENT/TEACHER CONFERENCES Parent/Teacher Conferences are formally scheduled twice a year, once after the first quarter and again during the third quarter. However, a conference can, and should, take place at any time the need arises. Teachers welcome discussions with parents throughout the school year. Please contact the office of the Assistant to the Principals for an appointment.

PLAGIARISM AND CHEATING Acts of academic dishonesty are infrequent at ISPS. However, when plagiarism (which is taking and using as one’s own the thoughts and/or writing of another), stealing/sharing tests, copying themes or tests from others or using unauthorized examination aids occurs, a sequence of consequences will result. Please see the Appendix A of the Parent Student Handbook for details.

PROBATION, ACADEMIC

The concept of Academic Probation is based on a student’s ability to accumulate enough credits to graduate in a four year time period. A student in an MYP course is deemed to be on academic probation if he or she has scored a 3 or below on attainment grades, and are not meeting expectations (AE, BE) in two or more subjects at the end of the quarter. A student in a non-MYP course is considered to be on academic probation if they receive two or more grades of less than C- on a quarterly report. Students whose ATL skills are EE in those subjects, or their effort grades are 4 or 5 in those subjects, may be exempt from Academic Probation after consultation with the Academic Review Committee. If a student remains on academic probation for two successive quarters, the student must meet with the Academic Review Committee. If the student remains on Academic Probation for a third quarter, the suitability of ISPS being the correct school for the student will be re-assessed. Factors that include the student’s ATL skill attainment level and effort grades in academic work and/or circumstances related to learning difficulties will be considered in this re-assessment.

When students are placed on Academic Probation they may be ineligible to participate in extracurricular activities and/or CAISSA teams at ISPS for the following quarter.

PSAT

ISPS will be administering the PSAT (Preliminary Scholastic Aptitude Test) for all ninth, tenth and eleventh grade students in October of every school year. There is no charge to the student for this exam.

REPORTS Reports are issued four times a year. Reports are sent electronically. If parents require paper versions of reports, please contact the Admissions Office.

SAT & ACT As part of the college application process, students are usually required to take the SAT: Reasoning Test or the ACT (and sometimes the SAT: Subject Tests). Students are strongly encouraged to take these exams at least once in their junior year and again in the first semester of their senior year. Students can actually take these exams at any time during high school, and as many times as they like. For exam dates and registration information please see the High School Counsellor, or log on to the website www.collegeboard.com for SAT registration and costs and www.actstudent.org for ACT

registration and costs.

STUDENT GOVERNMENT The students of ISPS High School have the opportunity to participate in the Student Council. This council seeks to promote relevant activities for their fellow students, and acts as a liaison between the students and faculty on matters concerning the students. The Student Council is elected from the student body. The purpose and functions of the organization are: to encourage school responsibility and spirit; to organize student activities; to support community service projects; to make recommendations; and to

forward student suggestions and concerns to the administration.

STUDENT EXPECTATIONS As an ISPS High School learner, students are expected to demonstrate responsible behavior that will: Recognize that freedom and responsibility go hand in hand.

Develop and exhibit growth in the areas of personal responsibility for their learning, social relationships, character development, work habits, health, and safety.

Contribute to the positive learning environment of our international community.

Develop critical thinking skills, aesthetic and moral values, interpretive abilities and creativity to the best of their ability.

ISPS High School students have the right to:

A safe, clean and orderly environment.

Be respected as an individual

Have caring and qualified teachers. Participate in making decisions. Be trusted.

High School students are expected to:

Use appropriate language and not use hurtful words that might offend others. Refrain from fighting, pushing, shoving or any form of rough housing.

Show respect for themselves, all people, their native countries and cultures.

Respect the property of others, including another person’s locker and computer Refrain from making racial or sexual insults, either verbal or written. Be honest and admit mistakes. Encourage respect for the culture and people of our host country. Demonstrate positive school spirit.

Be punctual and prepared for class and expect the same from others. Dress in a neat and appropriate manner (See Uniform Guidelines). Refrain from using iPods or mp3 players during the academic schedule.

Keep classrooms, walkways, and locker areas clean and free of litter.

The following are considered serious violations of our Discipline Code:

Substance abuse, which includes tobacco in any form, including vaping, alcohol, or other drugs. Weapons of any description including knives or toys that simulate real objects. Stealing, regardless of how small the item may be.

SPECIFIC OFFENSES In addition to the points made in Student Expectations, the following items are listed so that there is no misunderstanding about our expectations of High School students in these important areas.

Drugs and Alcohol Any student on school premises or at school functions found under the influence of alcohol, drugs, or narcotics, or with alcohol, drugs, or narcotics in his/her possession, shall be subjected to the laws of Trinidad and Tobago, immediate suspension and possibly dismissal from ISPS. Mandatory counselling may also be required of students who violate this policy. ISPS will always respect the laws of Trinidad and Tobago. Smoking/Vaping There is no smoking on the school grounds, in the vicinity of the school, or at school functions off campus. Initial violation of this policy will result in one day of suspension. Continued violations will result in progressive consequences.

Vandalism and Tampering with Emergency Equipment Defacing or destroying the property of others or of the school will result in both payment for damage and detention and/or suspension. Tampering with fire doors, fire extinguishers, fire exit signs, and fire alarms are serious offenses. Infractions of this nature may lead to suspension from school.

Unexcused Absences and Leaving Campus without Permission A student may not miss a class unless he/she has been excused by a parent and member of school administration. Students may not leave campus at any time during the day without specific permission. An unexcused absence from class will result in detention. Continued offenses will result in suspension.

Internet Access Students should be familiar with and abide by the Acceptable Use Policy as outlined in the General Handbook.

Cell Phones Students may not use cell phones during class time unless they have teacher permission. Unauthorized use of cell phones will result in confiscation of the phone. Cell phones are not accepted as a device for the Bring Your Own Device policy.

Academic Responsibility The academic success of each student is a primary goal of ISPS. Students and teachers must be committed to this goal. Students are expected to keep up with daily homework assignments. Students are expected to make up work in classes missed due to illness or field trips in a timely manner deemed appropriate by the individual teachers. Consistent failure to meet academic responsibilities (i.e. turning in homework) will be met with consequences, such as receiving a failing grade or an Incomplete.

Proper Decorum ISPS believes that it has a moral responsibility to parents and students towards maintaining an environment where everyone feels comfortable. Incidents relating to public displays of affection (kissing, fondling, etc.) are unacceptable and will not be tolerated.

SENIOR AND JUNIOR PRIVILEGES

Each year the High School provides senior and junior students with the opportunity to utilize special privileges based upon their academic and behavioral performance in the school. Parent permission is required. These privileges are expected to be used properly and may be revoked.

Seniors begin Quarter 1 with Privileges. They are allowed to leave the ISPS campus for lunch time and

they are allowed to be off campus when they have study periods at the beginning or at the end of the

school day. Juniors are awarded privileges beginning Quarter 2 if they have followed criteria 1- 3 below

for Quarter 1. Junior privileges allow them to leave the ISPS campus only for lunch time. Students keep

or earn privileges by complying with the criteria below for an entire quarter.

1. Attendance - No attendance credit warnings given (five absence in one class). No tardy

detentions assigned.

2. Behavior - No infractions

3. Academics - Nothing less than a C on the quarterly report card. A grade of C- will qualify if a

student has an effort grade of 5 in the course.

Immediate removal - Privileges are removed immediately for the remainder of the quarter if the

following occurs: not signing out or signing back in when leaving campus, returning to campus late from

lunch, being more than 5 assignments behind in an on-line course.

STUDENT PROGRESS

Student progress can be checked on Power School. Student grades, attendance and discipline are available online via Power School. Teachers regularly publish the marks for student performance on formal assessments.

TRANSFER STUDENTS

Transfer students are placed according to their age and previous academic record. Students who transfer to ISPS during their senior year are required to meet the ISPS standards for graduation whenever possible. However, since requirements are different from school to school, grade placement is based on standardized tests and the student’s previous academic record. In the High School, students must have earned certain course credits in order to be placed at the following grade levels. Grade 10 students must have completed five (5) credits. Grade 11 students must have completed twelve (12) credits. Grade 12 students must have completed nineteen (19) credits. The determination of transfer credits will be done in a personal meeting between the transfer student and the HS Counsellor.

Transfer Students (Post CXC) Students transferring into ISPS with a full CXC Secondary School Certificate are exempt from the 2 credit, Physical Education requirement for graduation.