SENIOR SCHOOL STUDENT - PARENT HANDBOOK

SENIOR SCHOOL STUDENT - PARENT HANDBOOK
SCHOOL YEAR 2010-2011
Principal: Michael Coffey, ext. 715, coffeym@isdedu.de
Deputy principal: Colin Campbell, ext. 704, campbell@isdedu.de
Principal’s secretary: Fiona Scattergood ext. 715, scattergood@isdedu.de
Dep. principal’s secretary Mercedes Walther, ext. 704, walther@isdedu.de
INTERNATIONAL SCHOOL OF DÜSSELDORF e.V.
Niederrheinstr. 336
40489 Düsseldorf
Germany
www.isdedu.de
info@isdedu.de
Tel.: +49 (0) 211 9406 6
Fax: +49 (0) 211 9406 780
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FROM THE PRINCIPAL ....................................................................................4
MISSION STATEMENT.....................................................................................6
PHILOSOPHY....................................................................................................6
EDUCATIONAL PRINCIPLES...........................................................................6
BEHAVIORAL EXPECTATIONS .......................................................................8
COMMUNICATIONS .........................................................................................8
THE SENIOR SCHOOL AT A GLANCE............................................................9
ADMISSIONS AND CONTINUING ENROLLMENT ........................................10
ACADEMICS....................................................................................................12
1. ACADEMIC INTEGRITY/CHEATING/PLAGIARISM ..................................12
2. ASSESSMENT AND EVALUATION.........................................................14
3. COURSE LOAD.........................................................................................18
4. COURSE SELECTION AND SCHEDULING............................................19
5. CURRICULUM..........................................................................................19
6. EXAMINATIONS.......................................................................................19
7. FIELD TRIPS............................................................................................19
8. HOMEWORK AND HOW TO HELP YOUR CHILD WITH IT ...................20
9. HONOR ROLLS........................................................................................21
10. LANGUAGE POLICY................................................................................21
11. QUALIFICATIONS FROM ISD .................................................................22
12. REPEATS.................................................................................................25
13. REPORT CARDS .....................................................................................25
14. STUDENT PROGRESS CONFERENCES...............................................27
15. STUDY/UNSCHEDULED PERIODS........................................................27
ACADEMIC COACHING AND TUTORING .....................................................28
ATTENDANCE.................................................................................................29
1. ABSENCES ..............................................................................................30
2. CLASS SKIP.............................................................................................30
3. DEPARTURE DURING THE SCHOOL DAY............................................31
4. DRIVING TESTS ......................................................................................31
5. IB EXAMS.................................................................................................31
6. ILLNESS...................................................................................................31
7. POST-IB EXAM ATTENDANCE...............................................................31
8. SENIOR SKIP DAY ..................................................................................31
9. TARDINESS .............................................................................................31
10. UNIVERSITY ENTRANCE EXAM/INTERVIEW ABSENCE.....................31
SUPPORT SERVICES ....................................................................................32
1. ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ................................32
2. LEARNING SUPPORT DEPARTMENT ...................................................32
3. LIBRARY AND LIBRARY RESOURCE CENTER ....................................33
4. GUIDANCE...............................................................................................34
5. PASTORAL CARE....................................................................................34
REGULATIONS ...............................................................................................35
1. DISCIPLINE CODE ..................................................................................35
2. ALCOHOL.................................................................................................37
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3. AUDIO EQUIPMENT................................................................................37
4. BALL GAMES...........................................................................................37
5. BICYCLES................................................................................................37
6. BOUNDARIES..........................................................................................37
7. BULLYING................................................................................................38
8. CAMPUS CLEANLINESS.........................................................................38
9. CHEWING GUM.......................................................................................39
10. DRESS CODE..........................................................................................39
11. DRUGS.....................................................................................................39
12. ROLLERBLADES, ROLLER SKATES AND SKATEBOARDS.................39
13. SENIOR/POST-GRADUATE PRIVILEGES..............................................39
14. SMOKING.................................................................................................40
15. TELEPHONES..........................................................................................40
GENERAL INFORMATION..............................................................................40
1. CAMPUS HOURS ....................................................................................40
2. CHECK OUT.............................................................................................40
3. DAILY BULLETIN .....................................................................................40
4. EMERGENCY CLOSURE ........................................................................40
5. EMERGENCY PROCEDURES ................................................................41
6. FOOD SERVICE.......................................................................................41
7. ID CARDS (AUSWEIS).............................................................................41
8. INSURANCE.............................................................................................41
9. LOCKERS.................................................................................................41
10. MEDICAL..................................................................................................42
11. PERSONAL PROPERTY .........................................................................42
12. SCHOOL PROPERTY..............................................................................43
13. SCHOOL STORE .....................................................................................43
14. STUDENT GOVERNMENT......................................................................43
15. TELEPHONES..........................................................................................43
16. TRANSPORTATION.................................................................................43
17. VISITORS .................................................................................................44
JUVENILES AND THE GERMAN LAW...........................................................44
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FROM THE PRINCIPAL
This handbook contains important and useful information about the procedures
and practices of the senior school and I urge all parents and students to read
through it, especially as this edition has been significantly amended from last
year’s, most notably in the sections on assessment, report cards, conferences,
and homework. This is especially important for students, because “I didn’t know
it was in the handbook” does not constitute an acceptable defense in times of
trouble! We have included the “At a Glance” section on page 9, which provides
some of the most important basic information for parents.
You can find an overview of the senior school on our website, www.isdedu.de. If
you have any suggestions to improve the usefulness of this handbook, please
contact me or Mr. Campbell.
To the parents:
If, while you are here, you hear anything particularly shocking, startling, juicy, or
hard-to-believe about the senior school, it is almost certainly not true. ISD, like
many small communities, has a very active, interesting, but highly inaccurate
rumor mill. Fiction is often more interesting than real life, so sometimes, even
against your better judgment, you may be tempted to heed the rumor mill.
Please resist the temptation, and feel free to speak to me or Mr. Campbell at any
time to check the degree of truth in any rumors you hear.
The students’ education is supported by the tripod of student, school and parent
effort, and it is in the students’ best interests that we all cooperate constructively.
If, during the year, you have questions or problems arise, please follow the
advice given in the “Communications” section two pages further on.
To the students:
Here are some free tips, based on many years of experience, on how to get on
well with your teachers and help to maintain a positive climate in the senior
school:
• Be friendly – say “hello” and smile as you meet them throughout the day.
• Cooperate: you have a common goal – to be successful and happy where
you work.
• Don’t disrupt classes. Disruption amounts to the theft of time and
resources from your classmates.
• Avoid confrontation – if you have something contentious to discuss with a
teacher, arrange to do it privately. That way, neither of you has to play to
the crowd.
• Participate – your classmates learn at least as much from you as they do
from the teacher.
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Finally, some advice on becoming “international” from Takako Miura, who
graduated from here in 1998.
“…international” is a hard word to define. Does it mean having friends
from different countries? Or does it mean being bilingual? Both elements
are important factors but I believe there is more to it than that. To me a
person who has the ability to express his or her opinion without hesitation,
but at the same time has the patience to listen respectfully to another,
especially someone from a different culture, is international. This seems
an easy task to accomplish when described in words, but it is actually very
hard because the feeling of respect must come from the heart. This is
why an international school cannot make all of the students international,
because we must have the will to have such a capacity…We must
remember that we have to make internationalism happen; it doesn’t just
automatically happen to us.”
I wish you all a happy, successful, and cooperative year.
Michael Coffey, Principal.
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MISSION STATEMENT
Our goal is to provide the students of the International School of
Düsseldorf with the best possible program of academic and personal
development in a challenging and supportive environment.
PHILOSOPHY
We, the International School of Düsseldorf, believe it is important to
provide our students, both local and international, with a challenging
academic program in a caring environment. We aim to promote the
development of the whole child and work closely and openly with parents
to accomplish this. We will encourage students to achieve their potential
in all areas of learning. We willingly accept the demands, high level of
dedication, continuous evaluation and review necessary to achieve
excellence. We believe in the ideals of international understanding and
responsible citizenship.
EDUCATIONAL PRINCIPLES
• To instill a love of learning
• To provide an appropriate and challenging course of study
• To offer a balanced program with an interdisciplinary approach where
appropriate
• To develop self-discipline and responsible behavior
• To foster an awareness and concern for the well-being and dignity of
every individual
• To foster a sense of community
• To develop learning partnerships involving teachers, students and parents
• To develop a truly international perspective
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IB Learner Profile
The aim of all IB programmes is to develop internationally minded people who,
recognizing their common humanity and shared guardianship of the planet, help to
create a better and more peaceful world.
IB learners strive to be:
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. They are accustomed to seeking and evaluating a range of points of view,
and are willing to grow from the experience.
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 well-being 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 IB learner profile
© International Baccalaureate Organization 2006. IB learner profile booklet
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BEHAVIORAL EXPECTATIONS
In accordance with the Partnership Agreement, ISD students are expected to:
• conduct themselves in a safe and responsible manner.
• show respect to all individuals and property.
• seek help when having school or personal problems.
• encourage their friends to seek adult help when needed.
• try to be honest in all interactions with peers, parents, and staff.
• avoid disrupting the learning of others.
• become familiar with school and classroom rules, and abide by them.
• manage conflict without behavior which is harmful to others.
• shun the use or distribution of any illegal drugs.
• refrain from any form of bullying behavior as defined in the regulations,
and to report all incidents of bullying to an adult.
COMMUNICATIONS
If you have any questions about the school or its procedures, or if problems
arise during the school year, it is wise to first approach the person most
directly concerned.
Contact the classroom teacher or your child’s homeroom teacher if you
have questions about individual behavior or progress in a particular class.
Year heads have the main responsibility for the pastoral care, and oversight
of the progress of the students within a given year group.
Information about organization of courses in a particular subject area can
be obtained from department heads.
The principal or deputy principal should be approached for information or
questions about the curriculum, organization, and policies of the senior
school.
General questions about the school and its relations with the wider
world should be taken up with the director.
Matters not resolved at one level can be taken higher, but this should be a
relatively rare occurrence.
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THE SENIOR SCHOOL AT A GLANCE
For school telephones, please dial 0211 9406 followed by the extension number.
Website: www.isdedu.de
Fax: 0211 9406 780
Principal: Michael Coffey ext. 715, coffeym@isdedu.de
Deputy principal: Colin Campbell ext. 704, campbell@isdedu.de
Principal’s secretary: Fiona Scattergood ext. 715, scattergood@isdedu.de
Dep. principal’s secretary: Mercedes Walther ext. 704, walther@isdedu.de
Guidance office secretary Julie Massong ext 722, massong@isdedu.de
Year heads
G6: Alan Anderson: ext. 729, anderson@isdedu.de
G7: Wayne Livingstone: ext. 749, livingstone@isdedu.de
G8: Robert Hood: ext. 726, hood@isdedu.de
G9: Patricia Janning: ext. 727, janning@isdedu.de
G10: Marianne Morrissey: ext. 729, morrissey@isdedu.de
G11: Stephen Barratt ext. 739, barratt@isdedu.de
G12: Ted Buckley: ext. 739, buckley@isdedu.de
IB coordinators
MYP (G6-10): Laura Maly-Schmidt ext. 806, maly-sch@isdedu.de
Diploma (G11 & 12: Barry O’Farrell ext. 725, ofarrell@isdedu.de
Counselors
Personal: Paula Wilcox ext. 735, wilcox@isdedu.de
Ginny Reiss ext. 771, reiss@isdedu.de
Marion Pahlen ext. 738, pahlen@isdedu.de
College guidance: Keith Layman ext. 842, layman@isdedu.de
Ginny Reiss ext. 771, reiss@isdedu.de
Japan: Takashi Yoshida ext. 724, yoshida@isdedu.de
Germany: Marion Pahlen ext. 738, pahlen@isdedu.de
Bezirksregierung liaison: Ute Raider ext. 733, raider@isdedu.de
Medical: Dr. Barbara Haarmann, ext 709, haarmann@isdedu.de
For student absences; change of address, telephone number; appointments;
information: call or email Mrs. Scattergood (G9-12) or Mrs. Walther (G6-8) (see above.)
Emergency closure: you will be contacted via the telephone tree.
School day: 08:40 – 15:45; 7 fifty-minute teaching periods; morning break, 15min; lunch,
50 min.
“Back-to-school-night”: early September (see school calendar)
Report cards: December (G6-10); January G11 & 12; May (G12); June (G6-11).
Student Progress Conferences: September (G12 only) and January (G6-12)
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ADMISSIONS AND CONTINUING ENROLLMENT
Students shall be considered for admission if, in the opinion of the professional
staff, they can be expected to meet the academic and behavior standards of the
school, and can benefit from, and successfully complete the existing academic
program. Admission is not based solely on the existence of openings and the
school reserves the right to grant or refuse admission in each case.
The International School of Düsseldorf welcomes expatriate students and, if
space allows, host country students who meet the school’s standards and can
benefit from the program offered.
1. Expatriate.
These interviews are held in English.
a. These students are currently attending schools in countries other than
Germany. The language of instruction is a language other than German;
b. Or they may be from expatriate families posted temporarily to Germany
and attending a local kindergarten;
c. Or they may be from expatriate families posted temporarily to Germany
and attending another English language school.
2. Host country (local).
These interviews are usually held in German.
a. These students speak native or near-native level German and are
currently attending a school or kindergarten where the language of
instruction is German;
b. Or they may be attending a school within Germany with a different
language of instruction, such as English or French;
c. Or they may be German candidates applying to take the IB at ISD after
spending one year abroad.
Provided space in the relevant classes is available, the principal criterion for
admission is the match between the candidate and the program offered by ISD.
Consequently, ISD is unable to offer places to children whose educational needs
exceed what the school can accommodate. Whilst ISD endeavors to keep
families together, siblings do not have an automatic entitlement since they may
have very different needs.
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Timescale for expatriate candidates:
1. Applications are considered and students may start throughout the year,
2. Testing and decisions for G 6-8 throughout the year.
3. Testing for G 9-12 early August. Decisions throughout the year. Final
placement depends on test results.
Timescale for host country candidates:
1. The deadline for receipt of completed admission paperwork for local
students in all age groups is 30 April. Start date mid August.
2. Testing and decisions for G 6-8 throughout the year.
3. Testing for G 9-12 throughout the year, or early August. Decisions
throughout the year. Final placement depends on test results.
3. Age placement. New students will normally be placed in their age-appropriate
group based on a cut-off date of 1 September.
Senior School applicants should note that academic history is generally more
useful than the student’s age as a guide to placement. An ISD diploma requires
four full years of education between G 9 and 12. ISD does not normally accept
students who will reach their 21 st birthday before the date of their graduation.
On rare occasions it may be advisable for a student to “skip” or repeat a grade.
Such requests or recommendations can be made by the parents or the school,
but the principal – or the director on appeal – makes the final decision about
student placements.
4. English as an Additional Language (EAL). Students for whom English is not
the first language will normally be tested to establish their EAL requirements
within the context of ISD. Students with no previous knowledge of English will
not be admitted into G 10 and above.
5. Learning support. The school is able to offer some learning support to a limited
number of students with mild special educational needs. Students must be able
to function independently in a normal classroom environment. The school
reserves the right to refuse admission to any student deemed unlikely to benefit
from the existing program, or if the school’s learning support resources are
already fully used by existing students.
Students experiencing problems at school in their own native language and who
have limited English will not normally be admitted.
While there are no special programs for children regarded as gifted, the small
class sizes and quality of instruction enable such children to be challenged
appropriately within the existing program.
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6. Probation. A student may be admitted on probation if: a) past academic
performance indicates that the student may have difficulty meeting the school’s
standards; or b) the previous disciplinary record indicates cause for concern.
When probation is for academic reasons, the school will commit to the student’s
education for two full semesters. During this time, the student’s progress will be
closely monitored, and parent support and teacher encouragement maximized.
If, by the end of the second semester at ISD, the student’s teachers establish
that insufficient progress has been made or that the student is unlikely to be able
to meet the school’s graduation requirements, parents will be asked to consider
retention or withdrawal of the student.
7. Continuing enrolment. Admission of a student does not guarantee continued
enrolment or automatic progression from grade to grade. These depend on the
student demonstrating the ability to meet the academic and behavioral standards
expected by the school. If ISD feels it cannot meet the needs of any student, it
reserves the right to discontinue enrolment of that student.
8. Professional recommendations. Counseling, testing or extra tutoring (at the
parent’s expense) may be recommended if a student has difficulty meeting ISD’s
academic or disciplinary standards. Parents will be expected to comply with
such professional recommendations, which are made for the benefit of the
student.
9. Falsification of documents/withholding of information. The school will not
accept students whose academic, health or disciplinary records have been
falsified, or where information on special needs, health or behavior has been
withheld. Students admitted on the basis of false information will not be allowed
to continue at the school.
ACADEMICS
1. ACADEMIC INTEGRITY/CHEATING/PLAGIARISM
At ISD we believe the concept of academic integrity involves the qualities of
fairness, honesty, respect, responsibility and trust.
Students who follow the principles of academic integrity:
o hand in work that is honestly their own and clearly identify any
contributions made by others e.g. by citing sources in written work
o check that they understand the instructions for a task and seek help from
the teacher when confused or unsure
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o understand that observed cases of academic dishonesty should be
reported
o do not take ideas or concepts from others and present them as their own
o do not put classmates in a difficult situation by asking to copy their work
o do not allow others to copy their work
o acknowledge academic difficulties and discuss them openly to find
solutions
o accept correction or constructive criticism, recognizing that it helps them to
learn
o accept responsibility for their own actions and words.
Teachers who follow the principles of academic integrity:
o model good practice in their own work
o answer questions truthfully and are willing to admit mistakes
o understand and uphold the school’s standards
o establish clear academic guidelines and standards in the classroom and
apply them consistently
o provide opportunities for all students to demonstrate academic success
o give students clear guidance to avoid plagiarism
o encourage students to take responsibility for their own work
o apply assessment criteria consistently and fairly
o design assessment tasks which are not open to cheating or plagiarism.
Cheating/plagiarism.
Many cases of academic dishonesty arise from unique circumstances and
will therefore be treated on a case-by-case basis, but the procedure below
should guide responses to reported incidents of academic dishonesty.
This procedure assumes that students have been given clear guidelines
for each assignment, especially with respect to appropriate use of sources
and what is considered acceptable help from other people.
For extended assignments, teachers should establish a clear checkpoint
process which can confirm the provenance of the students’ work e.g.
submission of outline, first draft, copies of notes, mind maps etc.
If a student is suspected of academic dishonesty (cheating, plagiarism,
collusion, any other attempt to deceive the teacher about the source of the
work) the teacher should discuss the matter with the student to discover if
the suspected dishonesty was intentional rather than the result of other
factors such as ignorance, carelessness, misunderstanding or cultural
differences
First occasion:
a. If the infraction was unintentional, the teacher should advise the
student on how to avoid such situations in the future, and inform the
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year head who will note the incident. Any subsequent infractions
will be deemed to be intentional.
b. If the infraction was intentional,
i. The student will, if appropriate, be required to repeat the
assignment or test, or submit/take a parallel version of the
assignment/test.
ii. The year head will give the student a written warning, send a
copy of the warning home to the parents, inform the
principal, and place a copy of the letter in the student’s file.
iii. The principal and year head should ensure that any other
necessary steps are taken so that they can reasonably
expect that the student has learned from the experience and
will not repeat the offence e.g. counseling, probation.
Second occasion:
i. The student will, if appropriate, be required to repeat the
assignment or test, or submit/take a parallel version of the
assignment/test.
ii. The student will be suspended from school for a period not
to exceed two days.
Third occasion:
The case will be referred to the principal to consider a recommendation to the
director for the expulsion of the student.
2. ASSESSMENT AND EVALUATION
Assessment at ISD is guided by the current best practices outlined in the
standards for accreditation issued by the Council of International Schools
(CIS) and the New England Association of Schools and Colleges (NEASC).
At ISD, we believe that:
• Assessment is a powerful tool to promote learning.
• Effective schools employ a wide range and variety of assessment
strategies, which reflect different learning styles.
• Effective schools have a common assessment policy.
• Assessment is an integral part of the curriculum, to be considered
when the curriculum is planned, and not as something which only
takes place at the end of a teaching unit.
Principles of assessment:
Assessing at ISD should:
• compare a student’s performance to agreed standards such as rubrics,
grade-level or course standards, benchmarks etc. (criterionreferencing)
rather than to the performances of other students in the
class;
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• be carried out using shared criteria, methods and standards.
• use a variety of assessment strategies (make use of multiple forms of
evidence);
• indicate clear performance targets for students, and the purposes of
each assessment should be explicit (transparency);
• provide timely feedback in an accessible and easily understandable
form;
• incorporate authentic assessment tasks, which reflect “real world”
tasks and achievements;
• include self-assessment;
• accommodate different learning styles, aptitudes, linguistic and
educational backgrounds;
• be based on what is being taught and the expected outcomes;
• include both formative and summative aspects;
• incorporate procedures for ensuring consistent results independent of
the assessor and the time of the assessment (reliability);
• measure what it claims to measure (validity);
• be monitored, evaluated and revised regularly;
• address the intellectual, social, and physical development of the
student;
We distinguish clearly between “assessment” and “evaluation”:
Assessment is the collection and analysis of data about student learning. It
identifies what students know, understand, value, and what they can do at
various stages of the learning process.
Evaluation is a judgment based on the results of assessment and is
represented by a number grade (1-7).
Assessment is broadly categorized as:
• Formative assessment: refers to evidence used to adapt teaching to
meet student needs and to help students understand their progress
and how they could improve e.g. observations, quizzes, homework,
initial drafts, teaching questions. Formative assessment takes place
during the learning process and teachers give feedback to the
students in a variety of forms to help them to improve their learning. It
is designed to answer the question “is learning taking place?” The
results of formative assessments are used to guide learning and
are not used for grading (evaluation).
• Summative assessment: refers to the periodic (end of unit, semester or
year) assessment of pupils’ overall achievement, and is designed to
provide a comprehensive, summary description of performance and
progress in pupils’ learning e.g. final versions of written work, tests,
exams, projects, performances. It is designed to answer the question
“did learning occur?” and the results are expressed as numbers.
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During the year in grades 6-10, the results are expressed as one or
more MYP criterion achievement levels (see below) and, in grades 11
and 12, in a variety of ways, sometimes on the IB 1-7 scale. In all
grades the final end-of-year evaluation is expressed as a number on
the 1-7 scale.
Summative Assessment Procedures
The following procedures all refer to summative assessments only. They do not
necessarily apply to formative assessments.
1. At the start of each unit, students receive a brief outline of the unit
including an overview of the assessment task.
2. All students studying a unit are assessed using the same criteria.
3. Students are informed at least one schedule rotation before the date of a
summative assessment task. This information includes:
• What they have to know
• What form the task will have (test, project, presentation)
• Criteria to be assessed
• Assessment rubric
• How long the task will take
• Due date of the task
4. Feedback on summative assessments is given as soon as possible but no
later than one rotation after the date of the assessment.
5. Students have the opportunity to view their marked summative
assessments with the associated rubrics 1
6. The summative assessments, rubric, criteria, results and feedback
comments are made available to parents (for example by sending the
assessment home for signature or by collecting in a portfolio for
discussion at progress conferences)*.
7. If a student is absent for an in-class summative assessment task or on the
day a hand-in task is due, they will be asked to provide evidence of a good
reason for the absence before being allowed to complete the task.
Arrangements will be made for an alternative completion date or task.
1
Assessment that may be moderated externally (e.g. as part of the IB Diploma Internal
Assessment) may not be made available
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Grading
Final (end of year) grades are determined thus:
• In grades 6-10
o Each subject has a number of criteria which are divided into several
bands of achievement levels* represented by number ranges (1-2, 3-
4, etc). These numbers are symbols representing different defined
descriptions of achievement and should not be interpreted as
scores, fractions or percentages of the maximum achievement
level e.g. an achievement level of 5 on a criterion for which the
maximum achievement level is 8 should not be interpreted as 5/8 or
62.5%. It actually means that the student has reached the lower end
of the second highest of five achievement level bands. The teachers
keep a record of each student’s achievement levels in each criterion
throughout the year.
o At the end of the year they determine each student’s final achievement
level for each criterion by looking at the student’s best sustained
performance over time, focusing on the student’s most recent work.
They do not average the individual criterion achievement levels.
o They then add up the achievement levels for each criterion and assign
the final 1-7 grade by comparing the total to a grade boundary table*
for the subject.
o Finally they compare the 1-7 grade obtained with the grade
descriptors in the grading scale (see below) to ensure that it is an
accurate description of the student’s academic achievement by the
end of the year.
*The descriptions for the achievement levels in each subject specific
criterion and the grade level boundaries for each subject can be found
on the school intranet site by going to www.intranet.isdedu.de →
Parents → Parent Information → Middle Years Programme → MYP
Assessment criteria.
• In grades 11 and 12
o The teachers keep a record of each student’s achievement levels in
each summative assessment throughout the year.
o At the end of the year they determine each student’s final achievement
level by looking at the student’s best sustained performance over time,
focusing on the student’s most recent work. They do not average the
individual summative assessment results
o Finally they compare the 1-7 grade obtained with the grade descriptors
in the grading scale (see below) to ensure that it is an accurate
description of the student’s academic achievement by the end of the
year.
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Grading Scale
Grade Descriptor: The student has demonstrated
1 • minimal achievement in terms of the objectives
2 • very limited achievement against all objectives
• difficulty in understanding the required knowledge and skills
• inability to apply required knowledge and skills fully in typical classroom
situations, even with support
3 • limited achievement against most of the objectives, or clear difficulties in
some areas
• limited understanding of the required knowledge and skills.
• ability to apply required knowledge and skills fully in typical classroom
situations only with support
4 • satisfactory general understanding of the required knowledge and skills
• ability to apply required knowledge and skills effectively in typical
situations
• occasional evidence of the skills of analysis, synthesis, and evaluation
where appropriate.
5 • a consistently good understanding of the required knowledge and skills
• ability to apply required knowledge and skills in a variety of situations
• regular evidence of analysis, synthesis, and evaluation where
appropriate
• occasional originality and/or insight as appropriate.
6 • consistent and thorough understanding of the required knowledge and
skills
• ability to apply required knowledge and skills in a wide variety of
situations.
• consistent evidence of analysis, synthesis, and evaluation where
appropriate.
• frequent originality and/or insight as appropriate.
7 • a consistent and thorough understanding of the required knowledge and
skills
• ability to apply required knowledge and skills routinely in a wide variety
of situations
• consistent evidence of analysis, synthesis, and evaluation where
appropriate
• frequent originality and/or insight as appropriate.
• work of high quality on a regular basis.
A passing grade is a 3 or better.
3. COURSE LOAD
Usually, G6-10 students are scheduled for ten courses and 11 th or 12 th
graders for at least six. Under no circumstances is a full-time student, prior to
graduation, scheduled for fewer than five courses.
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4. COURSE SELECTION AND SCHEDULING
The course selection process involves teachers, students, and parents. After
reference to the curriculum handbook and discussions with their parents and
teachers, students complete a course selection form, which must be
countersigned by their parents and teachers. The form is returned to the
senior school office and the building of the following year’s schedule begins.
This process is of special importance to tenth graders because it is at this
time that decisions are made about future participation in the IB diploma
program.
The scheduling process is complex, and primarily based on the structure of
the curriculum and the availability of teachers and teaching spaces, therefore
requests for students to be with particular classmates or particular teachers
cannot be honored.
The principal reserves the right to make the final decisions regarding
student schedules and class assignments.
5. CURRICULUM
The curriculum, based on the programmes of the International Baccalaureate
Organization (IBO), aims to provide the students with the knowledge and
skills required to enjoy, and to contribute effectively to a rapidly changing
world.
In G 6-10 we offer the International Baccalaureate Middle Years Programme
(IBMYP). In G 11 and 12 we teach courses leading to the award of the
International Baccalaureate diploma, but students not wishing to take the full
diploma may take courses for individual subject certificates and internal
credit.
Detailed information about the programs and courses is in the two curriculum
handbooks (G6-10 and G11 & 12).
6. EXAMINATIONS
Students in G6-8 have no formal exams. Students in G9-12 take exams at
the end of the school year; eleventh and twelfth grade students also have
exams at the end of the first semester. They are scheduled so that students
usually take no more than two per day, and must be taken at the prescribed
times. These exams contribute to the semester grade in all courses in which
it is possible to use such an assessment technique. “Make up” exams are
only possible for absences excused by the principal (see Attendance).
7. FIELD TRIPS
Academic field trips are an integral part of the educational program. Students
are expected to participate just as they would in classes held on campus, and
are expected to follow the regular school code of behavior and any additional
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guidelines set by chaperones. A small financial contribution may be required
to help meet the costs of certain trips.
8. HOMEWORK AND HOW TO HELP YOUR CHILD WITH IT
It has long been a widely held belief that homework improves academic
achievement, reinforces skills and knowledge learned in the classroom, and
teaches students independence, organization, responsibility, and selfdiscipline.
However, there is no conclusive evidence to support this belief 2 ,
and there are better ways of teaching most of the skills above than by
extending an already long school day. In addition students need “down time”
from school work - even during the week – and developing adolescents, who
are learning to find their places in the world need time to develop their social
relationships – with their families as well as each other.
For the reasons above, we do not assign homework for its own sake, but
there are times when students will be asked to work at home. There should
be a clear reason for asking the students to work at home, and the task
should be one that can be better done at home than at school. The teachers
are encouraged to ask themselves the following three questions before
assigning work to be done at home.
• Is this assignment worth asking the students to give up their time for?
• How will this assignment affect the students’ attitude to learning?
• Does everybody need to be doing the same assignment?
All assignments are due by the deadline set by the teacher. It is the class
teacher’s responsibility to ensure that the due date – for written work and oral
presentations – is clearly understood by all of the students in the class.
Assignments which are a necessary preparation for day-to-day class work
cannot be accepted late. For longer range assignments:
�
i. Students who anticipate having difficulty meeting a deadline must see
the teacher before the due date to discuss a possible extension. An
extension may be granted if the teacher judges that there is an
acceptable and legitimate reason.
ii. Otherwise, work may be accepted one day late only if accompanied
by a letter from a parent/guardian, giving a legitimate reason. The
teacher reserves the right to contact the parent/guardian.
iii. Students with an absence for the day that an assignment was due
should hand in the assignment on their return. They are also
responsible for finding out what new assignments there may be and
when they are due.
2 See for example: Kohn Alfie, The Homework Myth, Cambridge, MA, Da Capo Press
2006.
20

How to help your child to work at home
You should be an observer not an enforcer. The work done at home is the
student’s responsibility, not yours.
You are encouraged to
• ask your children about what they are studying in school
• ask your children to show them what homework they have
• provide an appropriate space and materials for completing homework
• help your children to put together a plan for completing homework
You could also, if you wish,
• help your children interpret the directions for an assignment
• proofread written work and point out errors (resist the temptation to correct
the errors)
• give practice quizzes or questions to prepare for tests
• help brainstorm ideas for projects or essays
You should not
• try to teach your children new skills or concepts
• complete assignments for your children
• let your children sacrifice sleep to complete homework
• force your children to continue with an assignment if it is apparent that
they cannot complete it without help. .
9. HONOR ROLLS
Two academic honor rolls are named at the end of each year.
• The Principal’s Roll is for those students who have no grade below a 4,
and have earned 58-63 points (G6-8, nine subjects), 65-70 points (G 9
and 10, 10 subjects) or 46-49 points (G 11 and 12, 7 subjects) in the
end-of-year report.
• The Academic Roll lists those who have no grade below a 4, and have
earned 53-57 points (G 6-8, nine subjects), 59-64 points (G 9 and 10,
10 subjects) or 42-45 points (G 11 and 12, 7 subjects) in the end-ofyear
reports.
In addition there are departmental awards, presented at the end of each
school year in recognition of exceptional achievement and improvement.
10. LANGUAGE POLICY
We believe that the learning of language is fundamental to students’ cognitive
and personal development and that students should:
• learn English to a level required for academic success
• maintain and develop their mother tongue (the language used in the
home or outside of the classroom.)
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• expand their linguistic competence through the study of one or more
additional languages
• develop a sense of international awareness and genuine respect for
perspectives different from their own
In practice this means that
• The school should work with parents to foster the best environment for
language learning, recognizing that a great deal of language learning
takes place at home.
• The school should work with parents to ensure the best possible
language program for individual students.
• All teachers should recognize that they are language teachers as well
as subject teachers.
• Normally, students will be expected to speak only English in all classes
in which English is the teaching language
• Students must be given the opportunity, wherever possible, to continue
learning their best language and/or mother tongue.
• Students should not be admitted unless they have a mother tongue or
first language proficiency which is deemed to be age-appropriate.
• To support their integration into the host community, provision is made
for all students to learn German.
• Students will be assessed individually on their standards in English
and German when they enter the school. When a student has limited
knowledge of English, extra support in English will be provided and the
development of English given initial priority.
11. QUALIFICATIONS FROM ISD
ISD awards a Certificate of Attendance and an ISD Diploma. In addition,
students may also earn the external International Baccalaureate (IB) Diploma
or individual IB certificates. In certain circumstances, the German 10 th grade
diploma may also be awarded.
ISD CERTIFICATE OF ATTENDANCE: is for students who have attended
school for twelve or more years, and who have been enrolled at ISD for at
least one academic year, but who have failed to meet the requirements for
award of the ISD Diploma. Recipients of this certificate may subsequently be
awarded the ISD Diploma if they make up the missing requirements within
one year of the end of their 12 th grade.
ISD DIPLOMA:
Students must be enrolled for a minimum of four years in an officially
accredited secondary school commencing at ninth grade or its equivalent. At
least the final year of study must take place at ISD.
To be awarded the ISD diploma a student must have
22

• completed four years of education in G 9-12 or their equivalents.
• successfully completed G 9 & 10 (at ISD this normally means having
followed years 4 and 5 of the IBMYP, including at least three options) with
no more than two final academic achievement grades below 3 in either
year.
• earned a minimum total of 40 points over G 11 and 12, with no more than
four final academic achievement grades below 3, of which no more than
two may be earned in 12 th grade.
• successfully completed the CAS programme during each year of
attendance (G9-12) at ISD. 3
In addition each student should have:
• taken at least one year of mainstream English
• taken three consecutive years of the same foreign language
• studied German to a minimum competency level equivalent to ISD's
"Advanced German" (normally three years).
There may, under exceptional circumstances, be students for whom these
requirements might not be appropriate. In these cases the principal
will determine whether or not the student has met the conditions under which an
ISD diploma can still be awarded.
Students who complete G 11 and 12 or G 12 and 13 at ISD may be awarded the
ISD Diploma with High Honors if they
i. take the IB Diploma program and
ii. have an average at least 43 points (out of 49) over the two years.
or
they may be awarded the ISD Diploma with Honors if they
i. take the IB diploma program and
ii. have an average of 40-42 points (out of 49) over the two years
or
i. do not take the IB Diploma program but.
ii. have an average of 43 points (7 subjects), or 37 points (6 subjects)
over the two years.
IB DIPLOMA
The International Baccalaureate Diploma is offered as a supplement to the
ISD Diploma.
The IB Diploma curriculum is a comprehensive and rigorous two-year
program, normally undertaken in G11 & 12. Based on the pattern of no single
country, it is a deliberate compromise between the specialization required in
some countries and the breadth preferred in others. Since its inception in the
3 This requirement only becomes operative when a CAS programme has been set up in G 6-12.
23

late 1960’s, the IB Diploma has become a symbol of academic integrity and
intellectual promise, and is accepted widely throughout the world as a
university entrance qualification.
IB Diploma candidates must pass examinations in six areas, including
Language A (best or native language); Language B (foreign language);
Individuals and Societies; Experimental Sciences; Mathematics; and a sixth
subject.
Of the six examinations, three must be taken at the Higher Level with the
remaining examinations taken at the Subsidiary Level. Higher Level
examinations are more demanding academically and MUST be taken in the
final year.
Other requirements include: the completion of the “Theory of Knowledge”
course (including such topics as the foundations of philosophy and logic, the
nature of scientific proof, the nature of values and fundamental concepts); the
submission of an Extended Essay (4,000 words on a research topic of the
candidate’s choice); and participation in activities encompassing elements of
creativity, action and service.
German nationals who wish to use the IB diploma for entrance to a
German university must meet certain conditions regarding the
composition of their diploma e.g. one of their higher level subjects must
be mathematics, biology, chemistry, or physics. Further detailed
information about these conditions and other aspects of the IB program
can be obtained from the IB coordinator and the German college
counselor.
The school accepts no responsibility for ensuring that any specific IB
diploma will be accepted by the Bezirksregierung as valid for university
admission. Subject choices can be checked with the Bezirksregierung
using the appropriate form. Further details are available from the
German college counselor.
Students who do not require the full IB Diploma for university entrance may
work towards individual IB certificates.
GERMAN 10 th GRADE DIPLOMA
Students who plan to leave after tenth grade to start an apprenticeship or
attend a German secondary school can have their studies up to tenth grade
certified as “Hauptschulabschluß”, “Fachoberschulreife”, or
“Fachoberschulreife mit Qualifikation”.
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This 10 th grade diploma is the only diploma recognized by the German
education authorities if the student does not have a full IB diploma.
To be eligible for the Oberstufe in a Gymnasium the diploma must be at the
level of “FORQ” (Fachoberschulreife mit Qualifikation) which means that the
student has learned 2 foreign languages. The second language has to be
taken for 14 “Jahreswochenstunden” in G 6-10. At ISD the students have 16-
17 Jahreswochenstunden in total within 4 years, so the second foreign
language requirement can be met taking an appropriate language in any four
of the G 6-10. Furthermore the student must attain a sufficient grade level in
mathematics, English, science, German and history, as determined by the
Ausbildungs- und Prüfungsordnung Sekundarstufe I (APO SI).
Since 2007 the new school law has required state-wide tests in English,
German, and mathematics which are taken near the end of the year and
determine 50% of the final grade on the German Abschluss- or
Übergangszeugnis. The level of the diploma will be determined by the
Didaktische Leiterin according to the APO SI.
The above applies primarily to German students, but is also a possibility for
foreign students who have reached sufficient proficiency level in German.
Further details can be obtained from Frau Raider, the Didaktische Leiterin.
12. REPEATS
Students whose academic achievement is especially poor in a particular year
e.g. several end-of-year grades below 3, may be advised to repeat the year.
Any such recommendation will be fully discussed with the student and
parents concerned, but the principal – or the director upon appeal – has the
final authority to require that the student repeat the year.
In G 9-12, credit is awarded for a repeat only if the course is failed at the first
attempt and passed after the repeat. The record of the first attempt remains
on the student’s transcript.
13. REPORT CARDS
Report cards for each student are sent out twice a year: in December for
G610; in January for G11 & 12; in May for G12; and in June for G6-11.
The first report card shows progress so far in the subject-specific criteria and,
for G11 & 12 only, an academic achievement grade.
The second report summarizes achievement for the whole year, not just since
the first report, and includes a final academic achievement grade indicating
the level the student has reached at the end of the academic year.
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The aim of the reports is to provide you with information about how your child
is progressing in her courses, and advise you on how she can improve her
learning. The evaluations in the report are based on the assessment evidence
gathered by the teacher from the student over the course of the marking
period.
Report cards will not be sent for a student who has been enrolled for less
than five weeks of a given marking period.
Interim reports are sent to parents/guardians of any student who is working at
the 1 or 2 levels in any course or whose academic behavior or attitude is a
cause for concern. Other interim reports documenting satisfactory or
exceptional work are occasionally sent at the discretion of the teacher.
Report card sections
• Work Covered: This is a list of the course content covered by the class
since the last report card. Different sections of the same course are
expected to cover the same content and skills over the course of the year,
but not necessarily in the same marking period.
• Absences: the number shown is the total number of taught lessons the
student has missed for any reason from that subject from the beginning
of the year to the date of the report. If the teacher is teaching the lesson
and the student is not present - even if it is for a school-sponsored reason
such as a sports trip - the student has missed the educational interactions
of the class and an absence is recorded. This is important information for
all concerned, particularly if the student is having difficulties in the subject.
• Assessment criteria: evaluate individual student progress in subjectspecific
criteria.
In G6-10 the evaluations are represented by numbers (see above p. 16).
In G11 & 12 they are represented by letters
o “BE” (below expectations) is a matter for concern and should be
addressed by the student with help from the teacher and parents.
o “AE” (approaching expectations) evaluation is not necessarily a
matter for concern if it appears in the January report. It may not be
possible for students to meet expectations in some criteria and
skills until near the end of the course.
o “ME” (meeting expectations) means that the student is making
good progress and is right where she should be in relation to the
course criteria.
26

o “EE” (exceeding expectations) means that the student is doing very
well indeed.
o “IE” means that the student has presented insufficient evidence for
an evaluation to be made. The teacher should find out why the
student has presented insufficient evidence and arrange with him
that he produce the missing evidence within an appropriate time
frame.
o “N/A” means that the particular criterion or skill has not yet been
addressed in the class during the given marking period.
• Academic achievement grade (January and June reports for G11 &
12; June report only for G6-10) is the teacher’s professional estimate
of the student’s best sustained performance i.e. the level at which the
student has performed, or demonstrated the ability to perform, over a
significant proportion of the assessment period. (see above p.16).
This grade relates solely to individual, “pure” academic
achievement i.e. the individual student’s progress towards the
acquisition of the course-related knowledge and skills, as defined by
the course criteria, and does not include other variables such as
behavior, effort, attitude, temperament etc. unless they are specified in
a criterion descriptor.
• Strengths and Targets: in this section the teacher answers the
questions “what does the student do well?” and “what should she do to
improve her learning?” He also addresses personal engagement and
any issues related to other sections of the report.
14. STUDENT PROGRESS CONFERENCES
One formal Parent-Teacher Conference is held towards the end of January.
It is also possible, through the senior school office, to arrange other
appointments when necessary throughout the school year.
15. STUDY/UNSCHEDULED PERIODS
As students move up in grade level they are expected to work more
independently. There may be unscheduled (not “free”) periods in each
higher-grade student’s daily schedule. G6-9 students do not have
unscheduled periods and they are rare in G10. During such study periods
students are expected to work in the Library, unused classrooms, or the
café. 12 th grade students may sign out to leave campus during these
periods.
27

ACADEMIC COACHING AND TUTORING
Mission Statement: Our goal is to provide the students of the International School
of Düsseldorf with the best possible program of academic and personal
development in a challenging and supportive environment.
The provision of “the best possible program of academic...development” implies
the occasional necessity for individualized instruction. As this cannot always be
fully provided within scheduled classes the school encourages teachers, private
therapists, and tutors to provide individual help and tutoring to students as
needed.
Coaching
All teachers are expected to be available to students, by prior arrangement,
during school hours for review and explanation of work not mastered, or
reinforcement of content and concepts covered in class. This is “coaching”
rather than “tutoring” and no reimbursement may be accepted for such extra help
during the school day.
Tutoring
Tutoring is defined as the provision of academic assistance, outside scheduled
classes, which is aimed at meeting needs which cannot be met by normal
academic coaching. ISD’s guiding principles for tutoring are:
1. Any tutoring of a student must be carried out in close consultation with the
classroom teacher.
2. The primary goal of tutoring is to improve basic, enduring understanding,
rather than to address short-term considerations related to individual class
tests or exams.
3. Tutoring should be targeted on specific needs and deficits identified by the
classroom teacher.
4. The classroom teacher, tutor, and student or parent (whichever is more
appropriate) should agree on the goals of the tutoring.
5. The tutor and teacher should monitor the student‘s progress to determine
when the student has met his/her goals and tutoring can come to an end.
6. Tutors are expected to give regular feedback on student progress and
attendance to the classroom teacher and parents. To avoid conflicting
information, the tutor and teacher will consult before a written tutor’s report
is given to the parents.
7. Requests or recommendations for tutoring may be initiated by a teacher,
parent, or student, but must be channeled through the head of the learning
support department, who will maintain a list of tutors approved by the
school.
8. The tutoring referral form should be completed for all referrals, and given
to the head of the learning support department.
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9. Paying for tutorial help is the sole responsibility of the parents of the
student being tutored. The school may be able to recommend suitable
tutors.
10. Under normal circumstances a teacher is not permitted to tutor his/her
own students for pay. Exceptions may be made if the request for tutoring
originates from the parent, but such cases must be reviewed and
approved by the principal.
11. Tutoring for pay may not take place during school hours, nor may school
materials be used unless specific written approval has been obtained from
the appropriate principal.
12. School premises may be used for tutoring outside school hours provided
the appropriate principal has given permission
ATTENDANCE
ISD is not a correspondence school: regular attendance in classes is a
requirement of all courses.
The learning experiences of the classroom are a meaningful and essential
part of a student’s education, and classroom participation is a vital part of the
educational process. Classroom time lost is irretrievable. This is
particularly true of the opportunities for interaction and exchange of ideas
between students, or between students and teachers. Make-up work is no
substitute.
We encourage parents to see that their children are in school every day as
long as they are healthy and fit for study.
If a student, for any reason, misses 15% of any class in a given semester
(about 10 fifty-minute periods), the case will be brought to the principal for
review. The principal will take action, depending on the nature of the
absences, after consultation with the parents, year head and other teachers
involved.
All students are normally expected to be on campus between 08:40 and
15:45.
Students in G 9-12 may leave after they have completed their final class of
the day, and a teacher does not require their presence.
Students in G9-10, who have written permission from their parents, may sign
out for lunch (usually period 6) on three days of the nine-day rotation.
Students in G11 may sign out for lunch every day.
Students in grade 12 may sign out when they have an unscheduled period
subject to the conditions of senior privileges (see p. 35)
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Every reasonable allowance is made for students who are absent for good
reason (see 1 below). However, absence for other reasons (e.g. extended
vacations and family trips during school time) is against German law and is
strongly discouraged.
Attendance is ultimately the decision of the student and his family, but
responsibility for work missed, and reduction in academic achievement which
may result, falls on the student alone.
Parents will be kept informed if their student’s attendance falls below
requirements. Parents may check their children’s daily homeroom
attendance i.e. attendance recorded in homeroom (08.40 - 08.50), in the
eportal.
1. ABSENCES
Parents/Guardians should contact the relevant school office (see below) by
telephone or email if a student will be absent from school on a given day.
G6-8: Mrs. Walther, 0211 9406 704, walther@isdedu.de
G9-12: Mrs. Scattergood. 0211 9406 715, scattergood@isdedu.de
If a student is absent or late because of a medical appointment, (s)he should
bring a medical certificate (Bescheinigung) from the doctor or dentist.
Absences are “excused” or “unexcused”. An absence is EXCUSED if it is due
to:
illness which is explained in a note or phone call to the office by the
parent/guardian (a doctor’s note is required for an illness lasting more than
three consecutive days);
a significant family occasion, such as a wedding or funeral, or religious
observance, of which prior notice has been provided to the school;
school-sponsored or –sanctioned activity such as a field trip, IB
examination preparation, or university-entrance interviews or exams. or
unavoidable circumstances such as bad weather or impassable roads.
All other absences are UNEXCUSED.
Students returning to school after any absence should arrange a time limit
(normally no more than two weeks) by which missed work should be made
up.
2. CLASS SKIP
A student is deemed to have skipped a class if the parent/guardian or school
is unaware of reasons for the absence beforehand. After the first skip a letter
will be sent home and one disciplinary point will be deducted. A second skip
30

will result in the deduction of two further disciplinary points and a parent
conference. The student must comply with whatever arrangements are put in
place by the teacher for completing the work missed as well as any
additional or alternative work that has become necessary as a result of the
absence.
3. DEPARTURE DURING THE SCHOOL DAY
Under no circumstances should students leave campus if it means missing a
class, unless they first report to the office to ask permission, and then sign
out.
4. DRIVING TESTS
Driving tests should, whenever possible, be scheduled outside school hours.
When this is not possible, absences for driving tests will only be excused if
the office has been notified beforehand. Absences for retests or driving
lessons will not be excused.
5. IB EXAMS
G12 Students are excused from school from the beginning of “study leave”
before their IB exams. This is usually one week before the IB exams start.
6. ILLNESS
A student who becomes ill during the school day should report to the office.
At the discretion of the school staff, in consultation with parents when
possible, the student may leave school to go home or to a doctor.
7. POST-IB EXAM ATTENDANCE
A student who completes terminal IB exams may be excused from attending
further classes in the courses examined. However, the student must attend
all other classes unless special arrangements are made with individual
teachers for independent study.
8. SENIOR SKIP DAY
Senior skip day is normally not counted towards the absence limit. However,
if skip day causes undue disruption to the normal functioning of the school,
the resulting absence will be “Unexcused” and disciplinary action might follow.
9. TARDINESS
The classroom teacher deals with tardiness of less than five minutes.
Tardiness of more than five minutes is reported to the office or year head, and
a student will lose a disciplinary point for three or more late arrivals to class.
10. UNIVERSITY ENTRANCE EXAM/INTERVIEW ABSENCE
All work missed must be made up within two weeks of the absence.
31

SUPPORT SERVICES
1. ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
The English as an Additional Language (EAL) program is designed to meet
the needs of those students whose command of English is insufficient at the
time of enrollment for full participation in the mainstream academic program.
It is a content-based program, and follows as closely as possible the material
and themes of the mainstream classes.
Students for whom English is not a first language are tested at the time of
admission for placement in one of the grade-based proficiency levels. While
enrolled in the EAL program, students are also scheduled into various
mainstream classes; mathematics, science, physical education, music, art,
native language, and German.
When the EAL department determines that a student is ready (s)he is
transferred to mainstream classes.
2. LEARNING SUPPORT DEPARTMENT
Full-time learning specialists are available to assist students who have
diagnosed, mild learning disabilities. Students with severe behavioral,
emotional or learning disabilities are not accepted because there is no selfcontained
program available to meet their needs.
Students who are identified by their teachers as experiencing problems during
their time at ISD will be taken through the referral procedure.
An Individualized Education Plan (IEP) is developed for each student
receiving learning support by withdrawal from some classes. The IEP
contains learning goals, broken down into learning outcomes, and states the
achievement criteria which will be used in assessing these outcomes.
Progress will be monitored carefully and an end of year review will take place
to review progress and to determine the support needed for the following
year.
If not requested at the time of referral, an external assessment by an
educational psychologist will be required after a student has received
additional support for 1 year. No accommodations are granted for exams
without the assessment documentation
It is possible for a student diagnosed with a recognized learning disability e.g.
dyslexia, ADHD, etc. to receive exam concessions such as additional time or
the services of a reader
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The teaching, learning process is as a partnership between school, students
and parents. Parents will be expected to comply with the school’s request for
any and all additional testing required. Failure to comply will place the
student’s admission or continued enrollment at risk.
3. LIBRARY AND LIBRARY RESOURCE CENTER
The library resource center, located in the North Building, and the library, in
the South Building, have computers with internet access, as well as books, to
help students in their research. The library also provides magazines,
newspapers, audio books and videocassettes, for students, teachers and
parents.
LIBRARY HOURS: Monday – Thursday: 08:15 – 16:30
Friday 08:15 – 16:00
LOAN PERIODS:
Overnight: Videocassettes, DVD’s, reference books, reserve books,
current issues of magazines and newspapers.
One week: Magazines back issues, college catalogs.
Three week: Books, audio books
Materials should be returned as soon as they are no longer needed. They
can be renewed if needed for more than one loan period.
OVERDUE MATERIALS: Fines are charged to students and parents for
overdue materials. Borrowers are responsible for keeping track of due dates,
returning or renewing materials before fines accrue, and checking posted
overdue and fine lists. If you feel the librarian has made a mistake, talk to the
librarian or the circulation desk aide immediately.
LOST/ DAMAGED MATERIALS: borrowers will be charged the replacement
price plus a small fee (€ 4) for processing and shipping. When a book is lost,
inform the circulation desk aide immediately so that fines will be stopped.
Borrowers are responsible for all materials signed out in their names. Be
especially careful, when working on a group project, to keep track of your
books.
Computers are available for student use in accordance with the “Network Use
Agreement” signed by students and parents.
A photocopy machine is available in the library. Use of the photocopier is free
for school-related work; for personal use, the charge is 10 cents per page.
To keep the library a pleasant place for everyone, no food or drink may be
brought into the library and necessary talking should be in a quiet voice.
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4. GUIDANCE
College and career counseling is available to students and their parents, who
are contacted at the appropriate times for testing, career-exploration and
career/college application procedures. Parents and students are always
welcome to initiate their own contacts concerning these matters through the
Guidance Office.
Personal counseling is also available to students and parents. Special
courses and workshops are occasionally offered during the year, and are
advertised in the ISD Quarterly and the Friday Notes.
If a student is receiving personal counseling there are some constraints under
local law:
• Parents of children below the age of 14 may request access to specific
counseling and medical information through the appropriate counselor or
medical professional.
• Parents of children over the age of 14 may inquire as to the general nature
of counseling or medical attention their child has received, but may not
have access to specific details without the permission of the child.
• In cases of potential harm to self or others, the counseling and medical
personnel have a legal duty to inform parents and are not obligated to
keep confidences.
The school counseling and medical staff will always work with the best
interests of the child in mind. This includes open, honest, and frequent
communication with parents should a student seek medical or counseling
support on their own, or in cases where a student is referred to one of these
services by a faculty or staff member.
If you have particular questions about the confidentiality of the services
offered, please contact the appropriate support services staff member. S/he
will be happy to elaborate on our confidentiality policy.
5. PASTORAL CARE
Within each grade, are homeroom groups of 15-20 students, which meet daily
(08:40-08:50) with their homeroom teachers. The homeroom teachers
transmit daily information to their students, monitor their progress, and work
to ensure that each student has the benefit of individual attention within a
small group. The activities of the homeroom groups, within a grade are
coordinated by the year head, who bears the main responsibility for the
pastoral care of the students, and liaises with the parents, principal,
counselors, learning support teachers, and others as appropriate.
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REGULATIONS
1. DISCIPLINE CODE
“At the International School of Düsseldorf, each member of the community
has the right to safety, self-respect, courteous treatment and an atmosphere
conducive to learning. When the behavior of any student infringes these
rights of others or disrupts the educational process, the school shall apply
some form of discipline to stop the offending behavior, to restore a positive
and orderly atmosphere in the school, and to help the student develop an
understanding of his responsibilities within the school community, as well as a
willingness to fulfill them.” (policy 7.400)
The school has a duty not only to educate the students in its care, but also to
create and maintain the conditions in which education can take place. The
ISD code of discipline, based on common sense and clearly defined
expectations, plays a crucial part in establishing an environment in which
effective teaching and learning can take place.
Behavior should be based on respect for others and their property, and
should reflect a spirit of constructive cooperation. At no time should any
member of the school community display or condone behavior which will
bring discredit on the individual or the school
The school considers that its responsibilities for students, and the students’
responsibilities to the code of discipline, extend to all official school activities,
whether academic or extra-curricular, held on or off campus at any time.
Infractions
Occasionally, individuals are unable to maintain the standards required of
them, and disciplinary procedures must be invoked; illustrative examples of
types of infractions and their consequences are listed below.
Minor infractions disturb the normal functioning of school, and include,
disrupting classes, leaving campus without permission, disrespectful or
insensitive language or behavior, or inappropriate displays of affection.
These are dealt with by the teacher most directly involved or year head
and might result in a warning or the loss of a point.
Moderate infractions are deemed more harmful to the well-being of the
community and could include repeated or more serious instances of minor
infractions. The year head and principal deal these with, but members of
the Judicial Board may also be consulted. Consequences include one or
more from: a period of probation, loss of points, a letter home, or a
parent conference.
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Major infractions are forms of behavior deemed totally unacceptable at
ISD e.g. theft, possession and/or use of controlled substances or offensive
weapons, vandalism, fighting, bullying, bringing the school’s name into
disrepute. Cases are dealt with by the principal and the Judicial Board,
and might result in suspension or expulsion. The appropriate civil
authorities will deal with criminal offenses.
Parents are advised of any action taken by the school for middle or major-
level infractions.
The Judicial Board is an elected body of three teachers and three students
selected by their respective peers. Its purpose is to advise the principal
on responses to major-level infractions, as well as to counsel students in
support of the code of discipline.
Disciplinary points:
Each student begins the school year with seven points.
• One point is deducted for each minor infraction e.g. disrespectful or
insensitive language, leaving campus without permission, failure to
do lunch duty.
• Two points are deducted for more serious infractions.
• More than two points are deducted for major infractions, as defined
in the student-parent handbook.
• Deductions of one or two points are made after agreement between
the relevant year head and principal.
• The principal makes deductions of more than two points after
receiving a recommendation from the Judicial Board.
• If a student loses a total of three points a warning letter is sent
home.
• Any student losing five points is automatically suspended for a
period not to exceed two days. The length of suspension to be
decided by the year head and principal together.
• If a student loses seven points, the case is referred to the Judicial
Board to consider a recommendation for expulsion.
• Normally points are restored after twelve months, but points
deducted as a result of a Judicial Board recommendation may stay
on a student’s record for a longer period.
• The year head and the office will keep records of points deducted.
• Decisions to expel or suspend students may be made
independently of the points system
Probation:
A student may be placed on probation by the principal for middle-level
infractions. This period is an opportunity for the student to ensure that the
problem which brought about probation is no longer a concern.
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Participation in extra-curricular activities can be suspended during this
time.
Suspension:
A student is suspended from school if the principal feels that such a
consequence is likely to deter unacceptable behavior in the future.
Suspension is for a specified period of time, normally not to exceed two
days, during which the student cannot appear at school activities.
Parental involvement is an integral part of the suspension procedure.
Expulsion
The Director, after consultation with the principal and Judicial Board, will
take any decision concerning expulsion. Parents may appeal such a
decision to the Board of Trustees.
2. ALCOHOL
Possession and/or consumption of alcohol by students under school
jurisdiction are prohibited. At certain school events where alcohol may be
available e.g. Tanzania Night, the Welcome Picnic, International Fest etc.,
students are deemed to be under the supervision of their parents and not
that of the school.
Consumption of alcohol by students on any G6-10 field trip is completely
forbidden. Consumption of alcohol on G11 and 12 field trips is forbidden
unless specifically permitted by the field trip leader beforehand. In such
cases students may only drink wine or beer in moderation if they are over
16 years of age and have parental permission.
3. AUDIO EQUIPMENT
Personal music players are not allowed to be used in classrooms and
headphones should be kept in schoolbags or pockets during class time.
4. BALL GAMES
Ball games may be played outside on campus only in the places and at
the times designated: basketball on the court between the north building
and the administration (east) building, and soccer on the pitch behind the
administration building. They may not be played in the car park
5. BICYCLES
May not be ridden on campus, and they should be kept locked in the racks
provided.
6. BOUNDARIES
To minimize nuisance to classes in session, and to help support an
appropriate atmosphere in the school, the following areas are out-of
bounds to senior school students during school hours:
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6. Hallways during classes, unless fetching something from a locker.
7. Gym, unless scheduled for a class there.
8. Behind the school buildings.
9. Emergency exits, except during fire drills and genuine
emergencies.
10. Parts of the campus north of the Gym door.
11. The car park.
12. The roof of any school building without specific permission.
7. BULLYING
Bullying is defined as “intentional, repeated, hurtful acts, words or other
behavior, such as name-calling, threatening, shunning, or deliberate
exclusion committed by one or more persons against others. Bullying may
be physical, verbal or emotional, and may be described and understood
differently in different cultures. "“Harassment”, “mobbing”, “hazing”, and
even excessive teasing may be construed as bullying.
Bullying is considered a major infraction and is totally unacceptable at
ISD. In cases of witnessed or reported bullying, the “no blame approach”
may be used. Details of this approach may be found with the principal
and counselor.
8. CAMPUS CLEANLINESS
Cleanliness of the public areas both inside and outside the school building
is the responsibility of all members of the school community. Everyone
should clean up after themselves at all times.
To help students feel ownership of the school and to encourage
responsibility, all students serve a period of lunch duty during the school
year. If everyone else plays their part, the lunch duty team should only
have to do a minimal amount of cleaning and straightening at the end of
the lunch period.
Expectations:
• Students must clean up after themselves, and leave nothing behind.
- all trash must be placed in the proper bin.
- all utensils and dishes must be put on the cart.
• Students should return any chairs they have borrowed from other
tables and push their chairs back under the table as they leave.
• The last student to leave a table is responsible for any trash, utensils,
dishes, or mess at that table, regardless if it is theirs or not.
• If a student is asked to throw away a piece of trash, clear utensils or
dishes or clean up a mess by the faculty member on duty, that student
should do so immediately without complaint.
• Students must always treat the cafeteria staff and students on duty
with respect and courtesy and comply with any reasonable requests.
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• Should a student in any way inhibit the clean up process or make it
worse, the faculty member on duty reserves the right to add that
person to the duty team for that day and may choose to excuse one of
the regular members.
• A repeat offender may incur additional duties.
• Students should eat in the commons room , in the cafeteria, or outside,
but not in the corridors or classrooms
• Plated meals should not be taken outside the commons room
9. CHEWING GUM
Chewing is not permitted in the senior school because thoughtless
disposal of gum causes unreasonable cleaning costs. Students who
persist in chewing gum after having been warned will be assigned to clean
gum off school furniture
10. DRESS CODE
ISD does not have a uniform, but good taste is knowing what to wear and
when to wear it. Clothing should not expose large areas of flesh and/or
underwear; it should be clean, in good repair and worn so as not to offend
any of our community’s culturally diverse sensitivities
11. DRUGS
The possession, use and sale of controlled substances by students at any
time under school jurisdiction are prohibited, and will be treated as a major
infraction. Exceptional provisions are made for alcohol (see above).
12. ROLLERBLADES, ROLLER SKATES AND SKATEBOARDS
Are not to be used on campus at any time.
13. SENIOR/POST-GRADUATE PRIVILEGES
12 th and 13 th Graders are allowed to sign in and out when they have an
unscheduled period. This is a privilege, not a right, and may be
withdrawn from an individual at any time. It is the responsibility of
these older students to ensure that they:
1. sign in at the office if they arrive at school after homeroom period
2. are on time for their classes;
3. are not accompanied off campus by students from lower grades;
4. sign out and sign back in at the office;
5. leave the vicinity of the school after signing out;
6. make themselves familiar with the Daily Bulletin announcements.
Failure to meet these responsibilities means loss of the privilege.
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14. SMOKING
Students are not allowed to smoke
• on campus
• on school trips
• within sight of the school buildings
• anywhere where they will cause annoyance to our neighbors.
15. TELEPHONES
Personal telephones must be kept switched off during classes, assemblies
and meetings. Telephones which interrupt any official school activity will
be confiscated.
GENERAL INFORMATION
1. CAMPUS HOURS
Campus hours, during which students are supervised by teachers, are
08:30 – 15:45. Students should not normally stay at school after 16.00
unless they are involved in an official supervised activity.
2. CHECK OUT
At the end of each school year every leaving student must complete a
checkout procedure. A student leaving during the school year must start
the procedure by notifying the office. If a leaving student does not check
out, no transcript will be released. Checkout forms may be obtained from
either of the senior school offices.
Students should complete their part of this checkout procedure at the time
of the final class meeting/exam. They should ensure that all school
materials have been returned and any necessary fines paid.
3. DAILY BULLETIN
The Daily Bulletin is the regular means of communication in the senior
school, and is read in class during the homeroom period. Students are
responsible for knowing what is in the bulletin, a copy of which is
displayed in the café for reference. Bulletin announcements, indicating to
what grade levels they apply should be submitted to bulletin@isdedu.de
by 14:00 of the day before publication.
4. EMERGENCY CLOSURE
If school has to be closed because of an emergency, you will be informed via
the “telephone tree.”
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5. EMERGENCY PROCEDURES
Emergency evacuation
Evacuation drills are mandatory throughout the year Students should
make themselves familiar with the emergency procedures posted near the
exits in each room. When the evacuation alarm sounds, students should
move quickly and quietly to their homeroom groups in the regrouping area
assigned to their particular grade. Students should remain in the regroup
area until the all-clear signal is given.
If a student discovers a fire, they should inform the nearest teacher
immediately and follow the teacher’s instructions.
If, after an emergency evacuation, students are unable to return to the
school buildings, they will be released according to parent wishes as
expressed previously on the Emergency Release Form.
Intruder alert.
When an intruder alert is broadcast over the intercom, teachers should
lock the classroom doors and bring down the blinds on ground floor
windows, and students should move away from doors and windows.
Students not in classes should take refuge in the nearest lockable space.
All should remain in their refuges until an “all clear” message is broadcast.
6. FOOD SERVICE
A caterer provides a wide range of drinks, snacks and meals in the
Commons Room on weekdays between the hours of 08:30 and 16:00.
Payment is made using a pre-payment card. Vending machines are
available in the Gym outside school hours.
7. ID CARDS (AUSWEIS)
Student identity cards, which are essential to obtain student fares on
public transport can be obtained free from the school office in the south
building at the beginning of the year. Replacements cards cost €5.
8. INSURANCE
Only students in G 1-10 are automatically covered by the school
insurance. To receive coverage, the parents of students in other
grades must apply to the Düsseldorf Schulamt for an exemption
permit (Ausnahmegenehmigung). A copy of the required form is sent to
those who need it at the beginning of the school year.
9. LOCKERS
Each student is provided with a locker, and is expected to use it. Students
are responsible for maintaining their lockers in the same condition in which
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they received them. It is strongly recommended that students secure
their lockers with appropriate locks (we recommend a padlock with a
hasp at least 4mm thick). The school accepts no responsibility for
personal possessions (see “Personal property”). Exchange of assigned
lockers is not permitted without the prior approval of the year head. The
principal reserves the right of access to any locker at any time.
Additional lockers for personal belongings are also provided in the Gym
changing rooms for use by students during the times they have a
class/activity there.
10. MEDICAL
ISD has a Health Center, in the commons room, staffed by a doctor on
Tuesdays - Fridays between 10:00 and 16:00. At other times trained
volunteers are in attendance.
Parents should ensure that an accurate and current medical record for
each of their children is on file at ISD including the correct address, home
telephone number, business number and an emergency telephone
number of a person who will take responsibility in case your child
becomes ill or injured while at school. If no one is available, a severely
injured student will be taken to an appropriate hospital for proper care
Some over-the-counter medication is available to students during the day.
Illness during the school day, which requires rest or medical attention, is
reported immediately to the parents for their attention. If a particular
medical problem exists (e.g. epilepsy, asthma, etc.,) parents should
personally notify the school doctor as soon as possible.
Except in emergencies, students should obtain permission from their
teacher or the office before visiting the school doctor. After having
consulted the doctor they should inform the office before returning to class
or going home.
Students, who need to leave school because of illness, must first report to
the office for permission. If a child must be sent home because of illness,
a parent is always notified.
11. PERSONAL PROPERTY
Students should not bring large sums of money or personal property of
great value, whether sentimental or monetary, to school. Valuables tempt
the thieves who, regrettably, sometimes appear in the school community.
The school does not take any responsibility for personal effects brought to
school.
Students should follow these simple rules to protect personal property
1. Keep their lockers locked at all times
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2. Put their names on all personal belongings
3. Never bring to school more money than they absolutely need
(lunch, fares, etc)
4. Never tamper with other people’s belongings, even as a joke.
Items found should be turned in to the office where they can be claimed by
their owners. Personal belongings left/found unattended in public areas
will be confiscated, and may be reclaimed from the office.
12. SCHOOL PROPERTY
Hardback textbooks are provided as required for each course as a part of
the basic school tuition. These remain school property, and must be
returned in good condition at the end of the year. Texts which are
lost/stolen or carelessly handled must be paid for. In some courses
paperback books are distributed for student use and may not need to be
returned. Repair/replacement costs for negligent damage to other types
of school property are also charged to the person responsible.
13. SCHOOL STORE
The ISD Store, in the Commons Room, sells a variety of school clothing
and educational supplies (e.g. paper, pencils, pens, ISD T-shirts &
Sweatshirts etc). Profits from these sales go to the “Volunteer Raised
Fund Account”. Opening hours are 08.30-09.00 and 15.30-16.00 or
whenever the light is on in the shop.
14. STUDENT GOVERNMENT
Student government is organized at two levels within the senior school.
Each grade elects its own officers who are responsible for the planning of
their class social activities and fund-raising events. The entire senior
school student body also elects officers for the student councils (G6-8 and
G9-12) which are responsible for coordinating all student-led activities,
service projects, and fund-raising events, as well as representing student
interests for consideration by the teachers and administration.
15. TELEPHONES
Students may use the coin-operated public phones in the café and
commons room for outgoing calls during school hours. Urgent messages
for the students phoned to the school are delivered as and when
convenient to the educational program.
16. TRANSPORTATION
ISD does not provide transportation between home and school. The
public transportation system and private arrangements between families
can meet all the possible needs. The school does provide transportation
for official academic or extra-curricular trips. In some of these cases there
is a transportation charge.
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17. VISITORS
All visitors to the senior school should check-in first at Reception. Those
visitors who wish to look around the school or attend classes must request
permission from the office to do so at least one day in advance.
JUVENILES AND THE GERMAN LAW
The Protection of Youths Act (Jugendschutzgesetz, JuSchG) was enacted to
protect the physical and emotional well being of children and adolescents in
places accessible to the general public. The law regulates the presence of
children and adolescents in places such as gambling halls, bars, clubs and
discotheques, and there are provisions concerning the consumption of
alcohol and tobacco. Parents have to observe the provisions of the act with
respect to their children and they may authorize other adults to supervise their
children. The information below is taken from the English language brochure
“The Protection of Youths Act. Information for parents and businesses”
published by the Ordnungsamt Düsseldorf.
Children: are those who are not yet 14 years old.
Adolescents: are at least 14, but not yet 18 years old.
Alcohol: the purchase and consumption of alcohol under the age of 16 is
forbidden – even if allowed by parents. Only those aged 16 years and older
may purchase and consume wine and beer. Hard liquors, including alcopops
(soft drinks mixed with hard liquor) may only be purchased and consumed by
those 18 years of age or older.
Bars, taverns (Gaststätte) and night clubs: those under 16 may only frequent
these establishments when accompanied by an adult with authority to
supervise them unless they only want eat or drink a non-alcoholic beverage
and leave right afterwards. From the age of 16, youths may frequent a
Gaststätte until midnight. With respect to bars and nightclubs the law
provides no exceptions: no access for those under 18.
Cinemas: Admission to cinemas is restricted by the approved age categories
(FSK) which are displayed in all cinemas. Children aged 6-11 can be
admitted to “12-rated” films if accompanied by their parents.
Dances: Children and adolescents under 16 are not allowed to attend
discothèques or public dance events. Attendance by adolescents over 16 is
permitted up to midnight. These restrictions do not apply when a parent or
person authorized by the parent accompanies the child or adolescent. These
rules do not apply to traditional events such as carnivals and fun fairs
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(Schutzenfest), at these events children under 14 may stay until 22.00 and
those aged between 14 and 16 may stay until 24.00.
Gambling halls (including arcades with gambling machines: no admission to
those under 18.
Smoking: Smoking in public places by children and adolescents less than 18
years of age is not permitted. Tobacco may not be sold to those under 18.
since January 2007, cigarette machines must be equipped with a protective
device to prevent sales to those under 18.
For further information contact the 0rdnungsamt at 89-9 24 00 or
email dj-team.osd@stadt.duesseldorf.de
In addition, there is a police curfew in “potentially dangerous areas” such as
the Altstadt and the Hauptbahnhof which is applied until 22.00 hrs for those
under 16, and until 24.00 hrs for those aged 16 and 17.
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