Legal

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Students at Seoul International School
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Teacher and tiger mascot hugging.
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High School student art

Korean law requires international schools to publish specific documentation regarding school policies, demographics, and financial status.

School Regulations

Seoul International School Regulations

Established on June 5, 1973
Amended on January 1, 2014
Wholly amended on April 24, 2019

Chapter I General Provisions

Article 1 (Purpose)

  1. The educational ideology of Seoul International School (the “School”) is to foster persons who are creative and contribute to the global society by providing a well- rounded education to students who fall under Article 60.2 of the Elementary and Secondary Act.
  2. The purpose of this regulation (the “Regulation”) is to set forth matters concerning the operation of Seoul International School according to Article 7 of the Regulations on the Establishment and Operation of Schools and Kindergartens for Foreigners (“Regulations on School for Foreigners”).

Article 2 (Name)

The purpose of establishment of the school is to provide The name of the School is 서울국제학교 in Korean and Seoul International School in English and its English abbreviation is SIS.

Article 3 (Operating Level)

The School operates the following levels and all levels shall be operated as an integrated school under Article 20:

  1. Kindergarten and elementary school;
  2. Middle school; and
  3. High school

Article 4 (Name)

The School’s principal address is Seoul International School, 15, Seongnam-daero 1518 beon- gil, Sujeong-gu, Seongnam-si, Gyeonggi-do, Korea.

Chapter II  Composition of Organization

Section 1. Founder and Manager, Head of School and Business Manager

Article 5 (Founder and Manager)

  1. As the School is a foreign private school that is founded and managed by a foreigner under the Elementary and Secondary Education Act, the Private School Act and the Regulations on School for Foreigners, the founder and chief executive manager of the School (the “Founder and Manager”) has general powers and authorities to manage the School.
  2. Subject to other provisions of this Regulation and laws and regulations applicable to the School in South Korea (the “Laws”), the Founder and Manager has the powers and duties, including but not limited to, of the following acts:
    1. Appoint or remove the Head of School and the Business Manager. Where a proposal to remove the Head of School or the Business Manager is resolved with the consent of three quarters (3/4) or more of the total number of board of directors under Article 13 of this Regulation, the Founder and Manager may dismiss the Head of School or the Business Manager;
    2. Consider proposals made by the board of directors and, where he thinks it necessary, take an appropriate action; and
    3. Do other acts the Founder and Manager is entitled to do under the Laws.

Article 6 (Head of School)

  1. The Head of School will be appointed or removed by the Founder and Manager.
  2. The term of the office of the Head of School is three (3) years. At the end of the term, the Founder and Manager may extend the term for three (3) years.
  3. Subject to other provisions of this Regulation, the Head of School is responsible for provision of academic leadership to the School by doing the followings:
    1. Having overall responsibility for the management of the School’s academics of teaching and implementation of the School’s academic policy;
    2. Ensuring the effective delivery of high quality teaching and the maintenance of academic standards;
    3. Promoting a culture of learning that is directed to student needs;
    4. Fostering the development of academic policy and initiatives within the context of the long-term strategies of the School;
    5. Dealing with student admissions, awards and disciplinary actions; and
    6. Liaising with the Founder and Manager for recruitment of the Faculty Member and dealing with Orientation and guidance of the Faculty Members in the understanding of their role and contribution to the School

Article 7 (Business Manager)

  1. The Business Manager will be appointed or removed by the Founder and Manager.
  2. The term of the office of the Business Manager is three (3) years. At the end of the term, the Founder and Manager may extend the term for three (3) years.
  3. Subject to other provisions of this Regulation, the Business Manager is responsible for provision of administrative leadership to the School by doing the followings:
    1. Financial management of the School, including establishment and management of budgets and other financial planning, resource allocation, the identification of new sources of income, the monitoring of expenditure to ensure that it is within appropriate levels;
    2. Liaising with the Founder and Manager for recruitment of administrative staff or other employees of the School and orientation and guidance of administrative staff in the School in the understanding of their role and contribution to the School; and
    3. Compliance with the Laws

Section 2. Directors and Auditor

Article 8 (Number of Directors and Auditor)

  1. The School shall have the following number of directors and auditor:
    1. Directors: Not less than seven (7) but not more than thirteen (13)
    2. Auditor: One (1)
  2. The Head of School and the Business Manager shall be directors of the board. Where the number of the initial board of directors composed under Addenda of this Regulation increases, additional member(s) of the board shall be appointed from the candidates nominated by Gyonggi Education Office or an independent 3rd party in similar nature.

Article 9 (Term of Office)

  1. The term of office of directors and auditor shall be two (2) years and they may be reappointed only once.
  2. The term of office of the directors who form the founding board of directors shall be different from one (1) year to two (2) years in order to prevent the changes of all the directors at the same time.

Article 10 (Method of Appointment)

  1. The board of directors may by ordinary resolution (pass by a simple majority) appoint a director and an auditor. However, the composition of the initial board of directors shall be made in accordance with the addenda.
  2. Any vacancy in the office of directors or auditor shall be filled within two (2) months.
  3. Appointment of the directors and auditor shall be made at least two (2) months prior to the expiration of their term of office; provided, however, that if the quorum for a meeting of the board of directors is not met due to the delayed appointment of new directors and auditor, the outgoing directors and auditor shall hold their position until their replacements are appointed.
  4. If any director or auditor engages in any of the following acts, he/she may be dismissed by the board of directors with the consent of two thirds or more of the total number of directors even prior to the expiration of his/her term of office:
    1. Cause any material disturbance to the operation and reputation of the School due to the embezzlement, breach of trust, accounting fraud or significant wrongful act;
    2. Infringes on the authority of the Founder and Manager, which causes material disturbance to the operation and management of the School; or
    3. Violate the provisions of the Laws or fail to comply with orders made under the Laws;

Article 11 (Chairman of Board of Directors)

The chairperson of the board of directors shall be elected by the board of directors among the directors and details thereof will be set forth in the Board Manual.

Article 12 (Duties of Auditor)

  1. The duties of the auditor shall be as follows: To audit the accounts of the School;
    1. To audit the matters concerning the operation and duties of the board of directors; and
    2. To state the opinion at the meeting of the board of directors concerning the accounts of the School or the operation and duties of the board of directors
  2. The auditor, where he believes it necessary to carry out the duties under this Article, may request an employee of the school to provide him with the materials related to duties of the employee. At the request of the auditor, the employee shall immediately provide such materials as requested. If the employee fails to respond to the request, the auditor may request the Head of School (if the Employee is a Faculty Member) or the Business Manager (if the Employee is an administrative staff) for taking a disciplinary measure on the employee. The Head of School or the Business Manager shall investigate this matter in accordance with the applicable disciplinary procedure and, based on his findings, take an appropriate sanction against the employee.

Section 3. Board of Directors

Article 13 (Functions and Authority of Board of Directors)

The board of directors shall have the authority to do and pass a resolution on the following matters:

  1. Review and approve the budget and other financial plans of the School prepared by the Business Manager;

  2. Make a proposal to alter this Regulation including the number of students;
  3. Appoint and/or dismiss directors or auditor;
  4. Make a proposal for dismissal of the Head of School and/or the Business Manager;
  5. Review and make a proposal for the Founder and Manager’s consideration on establishment and change of internal rules of the School that are necessary for the operation of the School such as the accounting rules and HR policies;
  6. Matters proposed by the Founder and Manager as he thinks them important for operation and management of the School;
  7. Review and make a proposal for the Founder and Manager’s consideration on other important matters concerning the operation of the School; and
  8. Other matters for which the board of directors is entitled to pass a resolution under this Regulation or the Laws.

Article 14 (Convening and Resolution of the Meeting of Board of Directors)

The specific process and method of convening and resolution of the meeting of board of directors shall be set forth in the Board Manual.

Article 15 (Procedure for Convening Meeting of Board of Directors)

When a meeting of board of directors is to be convened, a notice containing the agenda of the meeting shall be given to each director at least fourteen (14) days prior to the date of such meeting; provided, however, that such procedure may be omitted with the unanimous consent of all the directors.

Article 16 (Disclosure of Meeting Minutes of Board of Directors)

  1. The board of directors shall cause minutes of the board to be entered in books kept for this purpose.
  2. The books containing the minutes of proceedings of the board shall be kept at the School.
  3. The books may be open to the inspection:
    1. Of any member of the board of directors or the Founder and Manager without charge; and
    2. Of a person, who applies for inspection of the books and the board of directors by ordinary resolution allows him to inspect the books.

Chapter III Terms of Study, Academic Year, Semesters and Holidays

Article 17 (Terms of study)

The term of the Kindergarten and elementary school is 8 years, the Middle school is 3 years, and the High school is 4 years

Article 18 (Academic Year and Semester)

  1. The semesters of the School shall be divided into 1st semester and 2nd semester and each semester shall be divided into two (2) quarters and the elementary school course shall have three (3) trimesters.

  2. In principle, the academic year shall commence in mid-August and end in mid June of the following year.
  3. The 1st semester shall commence in mid-August and end prior to the end of the winter vacation and the 2nd semester shall commence from the date after the end of winter vacation and end in mid June.
  4. Other academic calendar shall comply with the determination of the board of directors.

Article 19 (Holidays)

The holidays of the School shall be as follows:

  1. Days determined by the School among the Korean national holidays;
    1. Days determined by the School among the US national holidays;
    2. Spring vacation (Easter holiday);
    3. Summer vacation;
    4. Winter vacation (Christmas holiday); and
    5. Saturdays and Sundays.
  2. Upon occurrence of any emergency disaster, infectious diseases, or other events requiring the emergent action, the Head of School may declare the temporary holidays other than those set forth in Paragraph 1 above.

Chapter IV. Organization of School and Number of Students

Article 20 (Organization of School)

The School shall operate all the grades opened as integrated course without classifying the course for kindergarten (JK and SK), elementary school, middle school and high school. The number of classes shall be the number approved by Gyeonggido Office of Education.

Article 21 (Maximum Student Enrollment)

  1. The maximum number of students of the kindergarten per grade shall be twenty (20) and the number of students per class shall be twenty (20).
  2. The maximum number of 1st graders to 2nd graders shall be 69 per grade; the maximum number of 3rd graders shall be 92; the maximum number of 4th graders shall be 115; the maximum number of 5th graders shall be 138; and the maximum number of students per class shall be 23.
  3. The maximum number of 6th graders to 8th graders shall be 161 per grade and the maximum number of students per class shall be 23. The maximum number of 9th graders to 12th graders shall be 170 per grade.
  4. The maximum number of students per course may be adjusted within the scope of the entire maximum number of students.

Chapter V. Curriculum ∙ Number of School Days

Article 22 (Curriculum)

The School shall educate the students in accordance with the U.S. regular curriculum determined by the Western Association of School and Colleges (the “WASC”), and specify the matters concerning the detailed curriculum per grade on its website for the purpose of access.

Article 23 (Number of School Days)

In principle, the number of school days shall be 180 days; provided, however, that the Head of School may adjust the number of school days within 1/30 of the entire number of school days upon occurrence of the Act of God or if it is necessary for the curriculum.

Chapter VI. Admission ∙ Re-Admission ∙ Transfer ∙ Temporary Absence From School ∙ Expulsion From School ∙ Completion of Course ∙ Graduation and Procedures Thereof, etc.

Article 24 (Admission Period)

The students shall be admitted to the School in a new semester commencing in August every year, and the details thereof shall comply with the School Year Calendar published by the School every year.

Article 25 (Admission)

  1. The School may allow the admission only to those who fall under the followings:
    1. Children of foreigners (in case either father or mother has a foreign nationality);
    2. Nationals who have resided in a foreign country for not less than three (3) years;
    3. or
    4. Children of the person who has acquired Korean Nationality under Article 4 of the Nationality Act and the Head of School regards him as having difficulties in studying in accordance with the standards and procedures prescribed by Presidential Decree.
  2. In principle, as a foreign school, admission shall be considered throughout the year. 
  3. Students shall submit an application for admission and take an admission test (English reading ability, vocabulary, listening, speaking, writing and math, etc.).
  4. The applicants who pass the test shall be notified of their admission letter as well as required documents and schedules for admission.
  5. The students who have been notified of their admission letter shall submit a copy of their alien registration card, certificate of reporting domestic residence for a foreign national who used to be a Korean, passport, academic transcript, certificate of entry & exit, certificate of non-Korean nationality, and other prescribed documents required by the School.

Article 26 (Re-admission)

For re-admission, Article 25 of this Regulation applies. Article 25 3 may be waived at the discretion of the Head of School.

Article 27 (Transfer)

An applicant who applies for transfer to the School must submit a certificate of enrollment in the school he has attended, in addition to the documents required for admission.

Article 28 (Temporary absence from School)

A student who wishes to take a leave of absence must submit a written request for a leave of absence to the School. The Head of School may grant a leave only where there is a justifiable reason.

Article 29 (Withdrawal)

  1. AstudentwhowishestowithdrawfromtheSchoolduringthesemestershouldnotify the admission office of the fact at least two weeks prior to the date he wishes to leave the School.
  2. If a student wishes to withdraw from the School a few days before the end of the semester, the student or his parent(s) must notify the admission office in writing and request for preparation of the documents required for transfer.

Article 30 (Expulsion from School)

The Head of School, after having a meeting with the principal of the relevant level, may decide expulsion of a student from the School on one of the following reasons:

  1. Due to negative learning attitude, it is decided that the student is not able to continue studying at the School;
  2. Even after the student is disciplined for a bad behavior causing a harm to other students, he continues or repeats the bad behavior;
  3. It is decided that it is not possible educate the student under the School’s educational program; or
  4. The student disturbs the class which seriously affects other students’ studies.

Article 31 (Graduation)

  1. The students of the School may graduate after obtaining credits pursuant to the School Manual
  2. ThestudentsoftheSchoolmaygraduateaftermeetingthefollowingrequirements: 
    1. Credits (certain level determined by the School or higher); and
    2. Number of school days
  3. TheHeadofSchoolshallpresentdiplomatothosewhoaredeemedtohavecompleted the entire curriculum of the School.
  4. The Head of School may recommend the students, who fail to obtain the required credits set forth in Paragraph 1 above, to take additional course. In such case, when such students obtain the required credits, the Head of School may present the diploma to such students.
  5. Specific items regarding graduation would be set forth in the School Manual.

Article 32 (Early Graduation)

  1. Notwithstanding Article 31, the Head of School may allow an early graduation in accordance with the principle set forth in the School Manual.
  2. Only those who obtain the required credits for graduation may be subject to the early graduation set forth in Paragraph 1.

Article 33 (Credit System)

The Credit system shall be set forth in the School Manual.

Chapter VII. Collection of Tuition Fess, Admission Fees and Other Expenses

Article 34 (Admission Fees and Tuition Fees)

Matters concerning the admission fees and tuition fees of the School shall be determined by the Guidance on Tuition Fees and Admission Fees.

Article 35 (Scholarship)

Scholarship shall be provided pursuant to the separate policy of the School.

Chapter VIII. Faculty Members and Staff

Section 1. Faculty Members

Sub-section 1. Matters concerning Qualifications and Duties of Faculty Members

Article 36 (Definition of Faculty Members)

Faculty members (the “Faculty Members”) mean teachers who teach and guide the students and the School shall have a person in charge (such as principal and vice-principal) for each level of kindergarten, elementary school, middle school, and high school; provided, however, that if necessary, the School may operate the person in charge for each course by integration.

Article 37 (Duties of Faculty Members)

The Faculty Members shall assist the Head of School, administer the academic affairs and educate students according to their duty assignment.

Article 38 (Qualifications of Faculty Members)

  1. Those who have bachelor’s degree or higher with teaching certificate of elementary, middle and high school in Korea or overseas, or with good knowledge and skills required for teaching shall be appointed as the faculty members.
  2. Faculty Members shall have legitimate qualifications set forth in the Immigration Act of Korea.

Sub-section 2. Appointment and Dismissal

Article 39 (Appointment and Dismissal)

Faculty Members shall be appointed and dismissed pursuant to the HR Policy.

Section 2. Administrative Staff

Article 40 (Qualifications, Appointment, etc.)

Specific items including the qualifications, appointment and dismissal, retirement age, remuneration, duties of the administrative staffs of the School shall be set forth in the HR Policy.

Chapter IX. Awards and Disciplinary Action of Students

Article 41 (Awards)

The Head of School may give an award or letter of recognition for those students who have become examples for other students and who have achieved an excellent academic record, a good record of attendance, especially good behavior.

Article 42 (Disciplinary Action)

If necessary, the Head of School may take disciplinary action against students according to the standard and process set forth in Parent·Student Handbook.

Chapter X. Amendment To The Regulation and The Board Manual

Article 43 (Amendment to the Regulation)

  1. The Founder and Manager or a director of the board may propose the amendment of this Regulation to the board of directors.
  2. The proposal set forth in paragraph 1 (the “Proposal”) shall be resolved by the board of directors with the consent of two thirds or more of the total number of directors. Thereafter, the Proposal resolved by the board of directors shall be finally reviewed and approved by the Founder and Manager.
  3. If the amendment to this Regulation is approved by the Founder and Manager, the Head of School shall register or report such amendment with or to the competent authorities if necessary in accordance with the applicable laws and regulations; provided, however, that if the Head of School fails to perform the above process within seven (7) days after approval of the Founder and Manager, the Business Manager shall register or report such amendment with or to the competent authorities.
  4. This Regulation shall be posted on the website of the School as set forth in the Regulation on School for Foreigners.

Article 44 (The Board Manual)

A manual for operation of the board of directors (the “Board Manual”) shall be made in a separate document. The Board Manual and amendment to the Board Manual shall be resolved by the board of directors with the consent of two thirds or more of the total number of directors.

ADDENDA (wholly amended on April 24, 2019)

  1. (Effective Date) This Regulation shall be effective on April 30,2019.
  2. (Election of Initial Director sand Auditor) Initial board of directors may be composed of nine (9) directors including the Head of School and the Business Manager as follows:
    1. Five (5) candidates recommended by the representatives of parents of students formed on 16 September 2018; and
    2. Two (2) candidates recommended by the Founder and Manager

School Operations

About Our School

Seoul International School opened is doors in 1973, becoming the first foreign school, after Korean Liberation, to be licensed by the Korean Ministry of Education. SIS was first located on the campus of Konkuk University where a new classroom facility was completed in 1976. The first graduation of the four-year high school program was held in 1978. The Western Association of School and Colleges (WASC) fully accredited Seoul International School for the first time in 1979. SIS has received full WASC accreditation on each successive visit.

As SIS grew and expanded larger facilities were needed. In 1981, an eight acre site in Seongnam was selected, and the current 150,00 square foot structure with its unique Korean architectural style was constructed in just over four years. The move to this beautifully wooded campus with its many Korean cultural artifacts took place in May, 1985. Conveniently located on the southeastern border of Seoul in the direction of Seongnam City, the school is about twenty-five minutes south of Lotte World, the Jamsil subway station and Olympic Park. Our school philosophy, values, goals and programs are all defined in the TIGERS acronym. As a school we value trustworthy, independent learners who can think creatively and independently, communicate effectively, act in socially responsible ways and appreciate their role in a global society.

Colors and Mascot

In 1973 when the school began, students adopted the Korean tiger for the school mascot. It followed naturally that the black and orange tiger’s stripes would be chosen as our school colors. In Korea, the tiger is prominently portrayed in Korean folklore, legends, art and has even slipped into the early religious beliefs of this country. The true spirit of the Korean people is epitomized in their folk art and the Korean tiger is their most representative subject. Koreans have given this animal a personality that includes humor, wit and sophistication. It is this particular folk tiger that is the SIS mascot. In 1988 the Korean government used the folk tiger Hodori as the official logo and mascot for the Seoul Olympics.

Tiger Values

Trustworthy individuals who:

  •  Demonstrate academic and personal integrity
  •  Strive to reach their potential and have a realistic understanding of themselves
  •  Volunteer time, energies and talents to improve the quality of life in the school

Independent, critical thinkers who:

  •  Solve problems creatively
  •  Analyze, evaluate, synthesize and apply information
  •  Show competence in research and study skills

Global citizens who:

  • Value and preserve the environment
  • Understand that physical and mental well-being is a lifelong commitment
  •  Accept and respect the diversity inherent in a multi-cultural world

Effective communicators who:

  • Understand oral and written information
  • Express themselves clearly, logically and creatively in oral, written and visual forms
  • Have the ability to integrate technology

Reflective learners who:

  • Demonstrate knowledge with understanding
  • Apply and integrate skills and knowledge from multiple disciplines
  • Recognize and develop their strengths and talents

Socially responsible individuals who:

  • Collaborate meaningfully and efficiently on teams
  • Value their own contributions and those of others
  • Demonstrate responsibility and effective leadership

Code Of Ethics

Leadership Team Code of Ethics 1
School administrators at Seoul International School will uphold the honor and dignity of their profession as educational leaders in all interactions with staff, students and parents.

Our school administrators:

  • Make the education and well being of students the fundamental value that drives their actions;
  • Fulfil their professional duties with honesty and integrity and always acts in trustworthy and responsible ways;
  • Treat everyone fairly, equitably and with due process;
  • Promote and support school goals and best educational practices;
  • Maintains confidentiality in all matters related to students, staff and school decisions.
  • Accept responsibility and accountability for their actions and behaviors;
  • Hold others accountable for their actions and behavior.
  • Commit to serving others above self.

1 Adapted from the American Association of School Administrators’ Statement of Ethics for Educational Leaders

Teacher Code of Ethics 2
Teachers at Seoul International School create positive, productive learning environments that promote the academic, social and emotional potential of all students:
In their daily professional practices our teachers:

  • Assist students to become confident, independent and successful learners
  • Demonstrate respect for the dignity of others and promote a safe, secure and inclusive learning environment
  • Take responsibility for continually improving the quality of their teaching practice
  • Work collectively as part of the school team and co-operate individually with other professionals for the greater good of the school
  • Maintain positive and productive lines of communication with our parents
  • Demonstrate honesty, integrity, and trustworthiness in all their interactions

2 Adapted for The Code of Conduct and Practice for Registered Teachers General Teaching Council of England

Gifts to Staff From Parents or Students
Teachers and leadership team are not permitted to accept any gifts from parents, students or companies that do business with the school. This includes but is not limited to: gifts of cash, certificates, tickets, discounts, merchandise, travel, dinner or recreational outings. All gifts given by parents or students to teachers must be submitted to the level principal who will then advise the Director of School. Parents will be contacted and the gift returned.

Daily Schedules

Elementary School

Everyday Time
Period 1 8:05 – 8:55
Period 2 9:00 – 9:45
Recess Grade 4, 5 9:20 – 9:50
Recess Grade 1, 2, 3 10:05 – 10:35
Lunch Grade 1, 2, 3 10:35 – 11:05
Period 3 9:55 – 10:45
Period 4 10:50 – 11:40
Period 5 11:45 – 12:35
Lunch Grade 4, 5 11:45 – 12:15
Recess Grade 4, 5 12:15 – 12:45
Recess Grade 1, 2, 3 13:45 – 14:15
Recess Grade JK & SK 14:05 – 14:35
Period 6 13:40 – 15:00

Middle School

Day A & B Time
Period 1 8:00  – 9:20
Advisory 9:25 – 9:50
Period 2 9:55 – 11:10
Lunch / Recess 11:15 – 11:40
Activity 11:45 - 12:10 (Gr. 6,7)
12:20 - 1:40 (Gr. 8)
Period 4 1:40 – 3:00

Sports / Activities

3:00 – 5:00

High School

Day A & B Time
Period 1 8:00 – 9:20
Office Hours 9:20 – 9:50
Period 9:50 – 11:10
Break 11:10 – 11:20
Period 3 11:30 – 12:40
Lunch / Activity Period 12:40 – 1:40
Period 4 1:40 – 3:00

Sports / Activities

3:00 – 5:00

 

Parent Involvement

Our level parents groups and the school jointly host a number of events throughout the year to encourage parent participation in the school. These activities include Open House, Field Trips, Science Fairs, Book Fairs, Music Festivals, Field Days, and Drama Productions. We also encourage our parents to attend regular season games, home tournaments and special events hosted at the school. In the Elementary and Middle Schools parents from each class choose a Room Mother who communicates regularly with both class teacher and the class parents. The Room Mother assists with class activities and meets with the other room mothers on a monthly basis. Room Mothers attend the Elementary Parents Council meetings and disseminate information to other parents. They organize and coordinate special events for the class and the whole Elementary school.

Parent Advisory Committee

The Parents Advisory Committee (PAC) is comprised of two representatives from each level with one all-school representative. PAC is structured to ensure that parents are active partners in decisions regarding school initiatives.

The aims and objectives of the Council are as follows:

  1. Promote SIS as an international school in Seoul, Korea and internationally
  2. Review and recommend revisions to the school’s Education Plan
  3. Review the school’s operational calendar for the coming school year
  4. Become well informed on any new initiatives and thoughtful advocates for change
  5. Be a sounding board for school-wide concerns
  6. Support the orientation of new teachers
  7. Examine changes to government laws affecting international schools
  8. Promote positive communication with SIS parents

Helping With Homework

The purpose of homework at Seoul International School is to:

  • supplement class work and consolidate learning;
  • assess learning and to practice skills development; and
  • develop private, unsupervised study, research habits.

We strongly encourage all students to participate fully in after school activities, family activities and to get the recommended amount of sleep each evening. Homework assignments in Grade 9 and 10 outside class time shall take, on average, no more than one hour per class per night to complete. Teachers are encouraged to develop an agreement with students about when it is appropriate for the student to cease working on the day’s homework (for example, it is taking too much time or the student is unable to complete the assignment independently).

The family shall:

  • intervene and stop a child who has spent an excessive amount of time on the day’s homework;
  • not allow students to sacrifice sleep to complete homework
  • communicate with teachers if the student is not consistently able to do the homework or if challenges or questions arise.

These guidelines do not apply to essays or projects with assigned completion dates established well in advance. Families of older students should encourage the child to communicate with the teacher in order to foster independence and personal responsibility. It is the responsibility of parents to monitor the effective use of student time during homework sessions. Teachers may not assign homework during short holiday periods including Chuseok, Thanksgiving, Christmas, Lunar and Springbreak.

  • Reading assignments may be appropriate for Advanced Placement students.
  • Only one night’s worth of homework should be assigned over any weekend.

School Communication

Parent Teacher Conferences

Parent-Student-Teacher conferences are held to inform parents of student progress and involve them in the planning for the future. Parents who understand their child’s educational program and who are knowledgeable about their capabilities are in a better position to offer aid and support to help. Parent-Student-Teacher conferences are held over two days twice a year. Parents are allocated a specific amount of time with teachers. Elementary and Middle School Conferences are Student-Led in the Spring. Parents who may require a long period of time to discuss their child’s progress are asked to schedule an additional meeting at a later date. Parent conferences are not for tutors or consulants. Parents may request a conference with their child’s teacher at any time during the year providing they contact the school to make an appointment at least 24 hours in advance. From time to time teachers may request additional conferences.

Dispute Resolution

Parents are always encouraged and welcomed to address issues and concerns about their child’s program with the school. Parents are strongly encouraged to take the first step by scheduling an appointment to talk directly with the classroom teacher. General school or classroom concerns should be discussed with the appropriate level administrator. Parents are strongly discouraged from scheduling an appointment with a school Principal until they have spoken with the teacher. Problems are most often resolved when teachers, parents and students work in partnership. A teacher or parent can request an administrator or translator be present to facilitate communication if requested.

School-Wide Policies

School Closures for Inclement Weather

From November to March, Seoul experiences occasional snow or other inclement weather conditions that might necessitate the closing of school due to dangerous road conditions. In the event of a school closure, information will be posted on the school website. Changes in weather conditions can affect the timing of the bus routes and student pick-up times.

If your child has already been picked up and school is subsequently cancelled, the school bus will return all students to their destinations as soon as is feasible.

If school is in session and inclement weather necessitates dismissing classes early, we will attempt to contact the parents by e-mail or through text messages.

There may also be times when the school will not permit students to go outside because of air quality or yellow dust warnings. The school nurse and the Director of School will monitor conditions and make decisions based on school policy.

Student Attendance Policy

If your child is ill and unable to attend school, please telephone the level administrative staff on the first day of the illness.

Students who are ill during the school day will be required to see the school nurse for an evaluation before a decision is made as to whether they will be sent home. The final decision as to whether to send a student home from school or have the student stay will be made by the school nurse. A parent or designated representative must pick the child up at the earliest possible time. The school will not send a child home or to the hospital in a taxi or via public transportation.

Should a student reach a total of 45 days of unwarranted absences in a school year, that child may be asked to withdraw from SIS with or without the written consent of the parent. In addition, the External Education Authority may need to be notified.

Parents must notify the school any time a student is absent. Failure to notify the school after three days may lead to the school contacting the police to assure the safety of the child.

Students who are absent from school for 9 consecutive days, may be reported to the External Education Authority if a justifiable reason for their absence has not been presented to the school.

Emergencies

If an accident or sudden serious illness occurs at school, every effort will be made to contact parents, but immediate treatment of the injured student is our first concern. The school’s Registered Nurse will administer first aid. If the situation is serious enough to require other treatment, 119 will be contacted immediately and an ambulance will transport the student to the hospital. The school will request that students be taken to Asan Hospital where SIS has a contracted agreement with the International Clinic. In the event that the  ambulance will not comply with our request, then the student will be taken to a hospital in Seongnam City, as determined by the ambulance driver. SIS personnel will accompany the student. Parents will be notified of the hospital location and should immediately go to the hospital, where the SIS staff member will be waiting to meet them. If medical treatment is a result of an accidental injury, parents will pay the hospital/ambulance expenses and the money will be reimbursed when parents submit the hospital receipts and medical certificates to SIS. The school is not liable for payment of medical expenses incurred as a result of a pre-existing medical condition of a student.

Medication

Medication can be brought to school if it is essential to the health of the student. The medicine with accompanying written statement must be clearly marked with the student’s name, correct dosage, and parent’s signature. Medicine will be kept in the nurse’s office during school hours.

Immunizations

Please check your child’s health records to be sure all immunizations are up to date (e.g. polio, diphtheria, tetanus, pertussis, measles, rubella, mumps, and TB skin test). SIS requires documentation of these immunizations. It will be recorded on the student’s school medical history form and kept in the nurse’s office.

Insurance

A group accident insurance policy is provided for each student. This insurance covers the student during regular school hours and after school activities. All school buses carry maximum insurance. Contact the School Nurse or the General Affairs Office for more information. Students will be required to carry insurance on all school-sponsored trips outside Korea. If students have their own insurance, they will be asked to sign a waiver exempting SIS from liability. If they do not have their own insurance they will be required to purchase insurance through the school.

Assessing and Reporting Student Progress
Definition of Terms
Formative Assessment: Formative assessment provides feedback on a student’s progress towards the achievement of specific learning objectives.
Summative Evaluation: Summative evaluation provides a record of a student’s achievement of specific learning objectives.
At times, formative assessment is referred to as ‘assessment’ and summative evaluation as ‘evaluation.’ Collectively, they will be referred to as assessments.

Formative assessment is:

  • work completed by students for the purpose of assessing their progress towards learning goals,
  • used to measure proficiency towards curricular standards during instruction;
  • reviewed with students using statements such as,
    • “Here is where you are,
    • Here is where you should be,
    • Here is how you can get there”
  • used by the teacher to drive /modify instruction
  • used to inform teachers of gaps in instruction or activities needed to meet student learning needs.
  • used to help develop appropriate corrective activities prior to summative assessment

Summative assessment is:

  • an evaluation of student learning towards curricular goals
  • administered at the end of an instructional unit
  • assessment that focuses on both skills and content from standards and benchmarks
  • what students know and do not know at a specific point in time
  • used to inform a variety of audiences

The Purpose of Assessment and Evaluation
Assessment and evaluation are essential components of teaching and learning. Together they provide a basis to communicate student learning and to validate and inform instructional practices and programs. Assessment (and subsequent feedback) serves the following primary purposes:

  • Students: to enhance learning, motivation, and confidence which helps students develop skills and strategies as self-assessors responsible for their own learning;
  • Teachers: To provide feedback on individual strengths and areas of concern in relation to the defined curriculum outcomes in order to inform and reflect on next steps for instruction;
  • Parents/Guardians: To provide information about a child’s strengths and areas of development in relation to the defined curriculum outcomes, as well as information about how student progress and achievement can be supported;
  • School Leadership Team: To inform school targets for improvement, to reflect on progress

Seven Guiding Principles
All classroom assessments will be aligned with school curriculum standards and TIGERS Values.
Teachers will share common understandings of the learning goals and related success criteria with students and parents at the beginning of units of instruction (or through course syllabi in MS/HS).
Assessment will engage students in meaningful, challenging experiences that help them to become more selfdirected in their learning, accomplished through regular, guided self-assessment.
Assessment will be balanced, varied and comprehensive.
Assessment will be fair, valid and reliable.
Assessment information will be communicated frequently, accurately, and effectively.
Assessment will be appropriately balanced between formative and summative. Grading (a final evaluative measure of student learning) will be understood to be different from assessment (an ongoing process of reflecting on learning and growth).

Classroom Assignments for Students
Students are responsible for completing all their assignments and submitting them on time.
Students will be provided with more than one opportunity to demonstrate progress towards the achievement of outcomes, at a rate determined by the teacher, grade level, department or faculty, or school.
In the event that a due date for an assignment is missed, the classroom teacher will extend the deadline once. The maximum grade a student may achieve for this extension is up to 90% of the original grade.
Parents will be informed that those students will be required to attend supervised instructional periods beyond the school day to complete alternate assignments. All assignments should be completed by the last class day of the semester.
Students will be required to complete the assignments in order to avoid receiving a mark of Incomplete (INC) at
the next reporting period.
Failure to complete assignments or make-up tests will be considered a disciplinary infractions and may result in consequences extending from suspension to expulsion.

Communication of Assessment Information
Teachers will use a variety of methods including e-mails, phone calls, and parental meetings to communicate concerns related to student progress directly to parents via to Parent Teacher Conference dates. Teacher will delineate the various types of formative assessments and summative evaluations to be used in their courses and distinguish clearly the purpose of each. Leadership team will be responsible for overseeing the grade level or department’s communication of the school’s expectations regarding the use of formative and summative assessment categories.

Elementary School - Email, Teacher web pages, homeroom or specials web pages or sites, Open House, direct meetings, phone calls, parent coffees (EPC).

Middle School- Email, Teacher web pages, Edmodo, PowerSchool homeroom or specials web pages or sites, Open House, direct meetings, phone calls, parent coffees.

High School- Email, Teacher web pages, Google Classroom, Moodle, PowerSchool, Open House, direct meetings, phone calls, parent coffees.

Bold denotes primary communication

Grading and Report Cards
While evaluation serves many functions, its primary purpose is to document and communicate student achievement.
Grading and reporting will be conducted in a fair, open and transparent manner.
Grades and report cards will accurately reflect student achievement.
Individual student achievement will be measured against defined curriculum outcomes.
Report card marks are derived primarily from the evaluation of student progress. Factors unrelated to the achievement of the stated learning outcomes (e.g. organization, timeliness of submission, neatness, etc) may not constitute more than 10% of the overall mark for any evaluation.

Teachers are responsible for:

  • Providing students and parents/guardians with a written syllabus of expected learning outcomes, assessment and
  • evaluation strategies and grading criteria at the beginning of the school year.
  • Collaborating with colleagues responsible for the same grade or course within a school to establish common expectations for student achievement. Collaboration will include a shared approach to assessing work.

Evaluating student learning by:

  • Developing clear criteria for grading student work;
  • Communicating criteria for evaluation with students before the process of learning, assessing, evaluating and reporting occurs.
  • Analyzing evidence of learning from multiple sources and methods;
  • Collecting a sufficient variety of evidence of student progress to accurately reflect student achievement and inform instructional practice (a range of 6-16 summative assignments, depending on department and grade level, with specials being on the low end of the range).
  • Consider the most recent evidence of achievement in determining students final grades
  • Involving students in the assessment and evaluation process by:
  • Discussing achievement targets and classroom assessment practices with students, in an-age appropriate manner, at each stage of instruction.
  • Ensuring that students have a range of opportunities and ways to demonstrate learning.
  • Using a variety of assessment strategies
  • Articulating expectations to students before learning, assessment or evaluation takes place (except when using diagnostic assessments prior to instruction to determine what students already know and what they need to know to achieve the expected learning outcomes);
  • Helping students to understand the expected learning outcomes for which they are responsible, as well as the
  • criteria used to evaluate their work.
  • Giving students exemplars to help them understand what quality looks like and what is required to achieve the expected learning outcomes;
  • Providing timely feedback (suggested 4-10 days, depending on assignment and department) that describes what specific aspects each student can improve on with reference to the expected learning outcomes;
  • Providing opportunities for students to give descriptive feedback to each other.
  • Structuring assessments that require students to reflect and critically assess their own thinking and learning.

Students are responsible for:

  • Accepting responsibility and ownership for their own learning through active involvement in the assessment and evaluation process.

Classroom Assignments
Teachers are responsible for:

  • Communicating the purpose(s) of the assignment and the criteria for evaluating the work to the students when it is assigned;
  • Providing timely, descriptive feedback when a product is involved;
  • Ensuring that the grades students receive are an accurate reflection of the student’s achievement of the learning outcomes;
  • Ensuring that assignments have clearly stated due dates that are communicated to students and parents/guardians;
  • Setting due dates for assignments which are reasonable, involve students (where appropriate) and take into consideration major tests and deadlines in other subject areas (where possible);
  • Providing ongoing support, encouragement, and checkpoints;
  • Encouraging self-monitoring and the seeking of assistance;
  • Determining an extended deadline and plan for successful completion of incomplete assignments with the student.
  • Ensuring that a grade is not reduced by more than 10% when an assignment is not turned in on time;
  • Providing students with more than one opportunity to demonstrate progress toward achievement of the outcomes.
  • Assigning no single summative evaluation a value of more than 20% of a student’s overall term grade

Students are responsible for:

  • Seeking assistance with assignments when required;
  • Requesting an extension for an assignment prior to the deadline and providing a legitimate reason to support that request;
  • Completing assignments by specified due dates so that teachers can provide timely feedback.
  • Assignments submitted after the extended deadline established by the teacher will be graded and may returned to the student without feedback.

Grading and Reporting for Teachers
Teachers are responsible for:

  • Employing early interventions for students requiring additional time and support before grading occurs;
  • Explaining to students and parents/guardians how marks will be determined for the course(s) they teach;
  • Using communication methods other than report cards (e.g. phone calls, e-mails and face to face communication) to regularly inform students and parents about progress toward the expected learning outcomes.
  • Providing clear and well-supported feedback about student progress toward the achievement of expected learning outcomes;
  • Using language that is based on school learning expectations and is easily understood by parents;
  • Identifying the student’s strengths, areas needing improvement, and what the individual student, parents and teacher can do to support learning in relation to the expected outcomes;


Teachers are responsible for producing accurate report cards by:

  • Always relating grading and reporting to expected learning outcomes;
  • Limiting those characteristics not directly linked to curriculum outcomes (such as effort, behavior and attendance to no more than 10% of the overall mark.
  • Ensuring that the grade each student receives is a fair reflection of what he/she knows and can do, emphasizing the most recent summative assessment information.
  • Basing report card grades and comments upon evidence gathered through classroom evaluations.
  • Ensuring the highest grade or percentage is 100
  • Allowing students more than one opportunity to show learning if they score below an 85%
  • Using an accurate formative assessment to allows students to understand their progress
  • Setting up the Student Management System with grading categories and weighting percentages and ensuring that these are then fixed for the remainder of the school year and all assignments and/or tests (this is accomplished in conjunction with department or grade level team)

Assessment and Evaluation Categories

Selected Response/Short Written Response

Bloom’s Taxonomy:
Understanding/Analyzing/Evaluating

Examples

Selected and short written responses assess knowledge-level targets and can be used to evaluate patterns of reasoning.
  • Multiple Choice
  • Fill in the blank
  • Mix and Match
  • True/False
  • Short Answer Responses
  • Reproductions of diagrams

Extended Written Response

Bloom’s Taxonomy:
Understanding/Analyzing/Evaluating

Examples

Answers of a paragraph or more that require students to explain concepts, demonstrate independent thought,
critique ideas and/or evaluate material.

  • Compare and Contrast
  • Lab Reports
  • Research Reports
  • Oral Reports
  • Book Reports
  • Model

Performance Assessment

Bloom’s Taxonomy:
Analyzing/Evaluating/Creating

Examples
Performance assessments require students to create complex, open-ended products or performances
in response to a stimulus or prompt.
  • Portfolios
  • Research Reports
  • Oral presentations
  • Works of art
  • Creative writing
  • Inventions
  • Dramatic presentations

Critical Self-Assessment

Bloom’s Taxonomy:
Remembering/Understanding/Analyzing/Evaluating/Creating

Examples
Critical self-assessment measures students’ abilities to selfassess - to think about their own thinking.
  • Self-assessment
  • Peer review
  • Critical analysis
  • Goal setting
  • Reflective learning rubrics

Observational Assessment

Bloom’s Taxonomy:
Remembering/Understanding/Analyzing/Evaluating/Creating

Examples
Observational assessments are used to gather evidence of cognitive development and the achievement of
specific learning objectives.
  • Oral exams
  • Interviews
  • Learning logs
  • Conferences
  • Student Journals
  • Running Records
  • Classroom participation

Student Expectations

We expect our staff and students to conduct themselves according to our TIGERS values in the classroom, on the court and when representing SIS at local, national and international events outside the school.

SIS High School Honor Code
(Adopted: SY 2014-2015)

The SIS TIGERS values define us as a community of learners, and the honor code supports these values. When we cheat, we break the trust of our parents, teachers, and peers. When we plagiarize, we fail to independently formulate our own analyses, and we miss the opportunity to hone our skills of being effective communicators. Academic integrity is a breakdown of social responsibility, and SIS students can be a good example in today’s globally interconnected world.

Everyone in our community agrees to abide by our honor code, acting with integrity in all our words and actions.

  • Teachers and Leadership Team are responsible for modeling integrity and treating students with fairness and respect.
  • Teachers are also responsible for making the assignment parameters clear, including what amount of collaboration or research is allowed.
  • Students are responsible for avoiding academic misconduct: any behavior which misrepresents your abilities.

Academic Misconduct includes the following on any Formative or Summative assignment or test.

  • Copying off of others’ tests, or allowing someone to copy from your test.
  • Taking unauthorized notes or electronic devices into a test.
  • Possessing, in any form, a copy of the test before it is given.
  • Passing off someone else’s words or ideas as your own. This includes copying from the internet, a friend, or anyone else (plagiarism).
  • Allowing someone else to copy your work, or doing someone else’s homework for them.

However, there are many more ways to be dishonest than the ones listed above. In signing the honor code, you are agreeing not just to a specific list of rules, but to the general principle that you will accurately communicate your knowledge and abilities to your teachers. In this way, your teachers can effectively do their job of helping you to learn.

Note:
Homework may include expectations that you will use outside sources for research or that you will collaborate with a classmate. We realize that there are often gray areas when you are unsure what conduct is allowed. Because of this, whenever possible, err on the side of caution: over-cite your sources rather than under-cite them. Cite even when you summarize or paraphrase someone else’s ideas. Ask your teacher
to clarify exactly what kind of collaboration is acceptable for a given piece of work before beginning it.

Academic Integrity

The Academic Integrity policy serves to develop honest, creative independent learners capable of taking existing knowledge and evaluating, extrapolating and synthesizing it. Cheating/plagiarism is defined as the deliberate misuse of material, information, answers, solutions, and/or other student’s work with the intent to represent the work as one’s own individual efforts. Examples of this include plagiarizing, cheating on a test/exam, claiming the work of a tutor, parent, sibling or another student as one’s own, altering grades, using or having a device on your person during an exam or test, using a notesheet on a test, or any other behavior that is determined to be Acadmic Integrity violation. Students who allow their work to be used by other students or who otherwise aid others in academic dishonesty are also in violation of academic integrity. Turnitin.com is used to verify the originality of student work. Students who are found in violation of the Academic Integrity Policy will be required to resubmit the assignment. It will be treated as a late assignment. The student is eligible to receive a maximum of 90% of the full value of the assignment. This will be recorded as a disciplinary infraction.

First Incident:

In the High School this incident could be reported to student council, honor societies, and MUN advisors. A record of violations of the Academic Integrity Policy could be reviewed should the student seek to participate in school activities; i.e. student council, honor societies, athletics, and MUN.

  • Parent Notification
  • 2 Detentions

Students found cheating in AP courses may be removed from the AP course and restricted from future AP course participation. At the time of application to colleges and universities this record will be available to teachers and the Dean of Students. Evidence of cheating, plagiarizing or any other breach of the academic integrity policy may jeopardize acceptance to college and can be reported to colleges.

Second Incident:

A one day suspension from school.
A second incident could include any of the consequences listed above in addition to:

  • Campus Exclusion

Additional offenses may result in further disciplinary action, including a recommendation for Expulsion.

Bullying and Harassment

Our school does not tolerate or ignore bullying in any form. It is behavior that makes the person being bullied feel afraid or uncomfortable. There are many ways that students bully each other-Some of these include:

  • Punching, shoving, and other acts that hurt people physically
  • Spreading rumors or gossip about people
  • Excluding certain people out of a group
  • Teasing people in a hurtful way
  • Getting friends to “gang up” on others

The five most common types of bullying are:

  1. Verbal Bullying - name-calling, sarcasm, teasing, spreading rumors, threatening, making negative references to one’s culture, ethnicity, race, religion, gender, or sexual orientation, unwanted sexual comments
  2. Relational Bullying – Relational bullying or aggression encompasses behaviors that harm others by damaging, threatening to damage or manipulating one’s relationships with his/her peers, or by injuring one’s feelings of social acceptance. For example:
    • Purposefully ignoring someone when angry (giving the “silent treatment”)
    • Spreading rumors about a disliked classmate
    • Telling others not to play with a certain classmate as a means of retaliation
  3. Physical Bullying - hitting, poking, pinching, chasing, shoving, coercing, destroying or stealing belongings, or unwanted sexual touching
  4. Cyber Bullying - using the Internet or text messaging to intimidate, put-down, spread rumors or make fun of someone
  5. Cultural Bullying - using Korean Language as a tool to isolate non-Korean speakers

It is the responsiblity of the school principal to investigate all allegations of bullying. Consequences for bullying or harassment will vary depending on the severity of the behavior and the individual student's previous disiplinary record. Such consequences might include lunch and/or after-school detention, behavioral essays, temporary suspension, conditional enrollment and, in egregious cases, possible recommendation for expulsion from school. All consequences are designed with the intention of protecting the victim and changing the aggressor's undesired behavior. 

Alcohol and Drugs

Any student found to be in the possession of non-prescription drugs, alcohol, tobacco or tobacco related products at school, any school sponsored function or in the school neighborhood will be suspended and may face additional disciplinary action. The student’s eligibility for after-school activities will be reviewed. Parents will be called to the school when a student is judged to be under the influence of drugs or alcohol. Absolute proof is not required for the school to take disciplinary action. Urinalysis may be conducted at a facility of the school’s choosing. Lack of cooperation on the part of the parent or student may result in the student’s withdrawal from SIS.

Tobacco
The Republic of Korea’s law does not permit students under college age to smoke in public. Smoking is not permitted at any time in any location, on or off campus. Use or possession of tobacco products will result in disciplinary action. Tobacco products include, but are not limited to, cigarettes, cigars, e-cigarettes, nicotine containing gum, and chewing tobacco. Vaping devices and vaping juice or related materials are all banned as a part of this expectation. They are considered illegal and students found to be in possession of or sharing such materials will be given one day of in-school suspension. Subsequent violations of the school’s tobacco policy will result in further suspension leading to expulsion.

Underground Parking Areas Out of Bounds

Unsupervised areas of our underground parking facility and grounds are only for picking up and dropping off students. All areas of the school’s parking lot will be off-limits to all students between the hours of 8:00 a.m. - 5:00 p.m. daily, unless being dropped off or picked up. 

Weapons

SIS has a zero tolerance policy in regard to the possession of weapons on campus. Firearms, knives, clubs or any other object perceived by administration as a weapon will be confiscated and the student will face a disciplinary review that may result in suspension or expulsion. Student bringing props (such as fake guns) to school are required to seek the prior approval of their school leadership team

Theft

Theft is defined as taking, assisting in taking or hiding property that belongs to someone else. Students involved in theft will be suspended and may be recommended for expulsion. The excuse that a student was “playing a joke on his friend” will not be accepted as valid explanation for theft. The police may be called in to investigate theft that may take place either on or off campus. All students valuables should be locked in lockers. Instances of theft will be recorded and may be shared with colleges or universities. 

Lost and Found
Students are asked to contact their school secretary to locate lost items. Found items should be brought to the school secretary.

Lost Textbooks
A student who loses a textbook is required to pay for the replacement of the original textbook, DHL costs from the U.S. and an additional 50% of the cost to cover ordering procedures. The student will be issued a new textbook once the lost book payment has been cleared through the Administrative Assistants’ office. Should any student lose two books in a year, the book deposit fee will be forfeited, and a new book deposit will have to be paid. Those without textbooks at the end of the year will be charged the cost of a new book, handling charges plus shipping charges.

Student Identification Cards
The school’s computer technicians handle ID cards. Students can obtain their ID card from the appropriate level principal’s office. When a student loses an ID card, they will be required to pay a W10,000 replacement fee. Students are asked to contact their level secretary for information on how to replace lost student ID cards.

English Only Rule

English is the language of daily use the classroom, the hallways and on the playing field. All students are expected to speak English to their teachers and peers.

Student Drivers
Students are not permitted to drive themselves or other students to or from school or any other school related function.

Student Cell Phone Use
Students are not permitted to use cell phones during instructional time. A phone is available in the levels offices if an emergency arises. Students are asked to turn off their cell phones before coming to class.

Parents are respectfully requested not to phone students during class time.
Main office numbers are:
Tel: (82-31) 750-1200
Fax: (82-31) 759-5133
E-mail: info@siskorea.org

Dress Code

SIS staff and students take pride in our school. This pride shows in our actions and is reflected how we present ourselves. SIS believes how students dress contributes to school pride, creates a positive image and builds a productive learning environment. We expect student attire to be respectful and appropriate to the learning environment. The following are guidelines for attire at SIS: Footwear and a sleeved shirt must be worn at all times. Clothing which is too tight, revealing, oversized, undersized and/ or with inappropriate slogans or pictures are not permitted. Midriffs should not be exposed at any time. The word revealing means that a student is wearing clothing that allows more of the wearer’s body to be seen than is usual Multiple piercings must be removed while at school. Tatoos must be covered. Students not in compliance with the school’s dress code will be referred to the school counselor. Students referred to the counselor or leadership team will be counseled on the dress code and potentially asked to modify their dress in a way that fits the best interest of SIS as a place of learning. Students have many options to dress as they wish outside of school and it is expected they respect the rights of others to allow for appropriate dress while in a learning environment. This includes the fact the dress code needs to be comprehensive for many students and grade levels K-12 yet consistent for both in-school classes and for when students are on activity and sports trips in Korea or outside the country acting as representatives of the school. The SIS dress code is in no way meant to demean or diminish the worth of student choices but simply and practically to help focus the intent of the organization as a place where learning comes first. Our school dress code is in effect any time students are on the SIS campus (after school, evenings, weekends) also while on any school sponsored trip or activity and during exam writing time. In the interests of safety, beach wear like flip flops are prohibited. Repeated dress code violations could result in disciplinary action

Bus Conduct

Students are expected to behave on the bus the same way that they would behave in the classroom with teachers. Students who misbehave on the bus may lose the privilege of riding on that bus. Seat belts must be worn at all times when on a school bus.

Damage/Loss of School Property
Students who intentionally damage school property or who lose school property under their care will be expected to replace the damaged or stolen item. The school may also impose additional disciplinary or restorative measures.

Technology

We expect our students to be guided by the TIGERS values in all decisions they make in this school. SIS has taken active measures to block access to controversial sites.  Students are expected to make appropriate and responsible
decisions with regard to internet access.

Acceptable Use Policy
We expect our students to be guided by the TIGER values in all decisions they make in this school – particularly those involving access to the Internet and the acceptable use of technology as a learning tool. Our school computers and wireless access are provided for educational purposes. SIS has taken active measures to block access to controversial sites. However, it is impossible to restrict access to all questionable materials. Students are expected to make appropriate, responsible decisions with regard to internet access.

Acceptable Use
Resources are available solely for educational objectives of this school. When in doubt, students are requested to seek guidance from a responsible adult. Students who use their internet access for anything other than acceptable use may lose their access.

Limits on Internet services
The school reserves the right to limit the number of devices accessing our internet services at any one time.

Security Responsibilities

The school reserves the right to monitor all school internet traffic. Nothing is ever completely erased from the Internet.

Guests

Guests to our school require the prior approval of the level principal one week in advance of the visit. Students who bring guests to school without prior approval will be asked to phone their parents and make arrangements for the guests to be picked up. All guest must sign in at the front gate and at the respective school office and wear a visitor pass at all times. The school administration has the right to restrict any and all visitors at any time based on the best interest and safety of students and teachers.

Closed Campus
Students have access to campus from 7:30 a.m. until 3:00 p.m. Unless students are participating in extra curricular sports or booster activities, they are expected to leave the school campus by 3:00 p.m. Students are not to remain in the neighborhood after school. Students who remain for supervised activities (including detention) will depart the campus at 5:00 p.m.

Students may not leave the campus during regular school hours (including lunch) without administrator permission. Students are required to sign out with the level administrative staff. In the interests of safety, students leaving school at the end of the school day, may not return until all busses have departed.

Student Records
For information on transcripts and tuition refunds please contact our Admissions Office. For information on boarding school applications please contact our Counseling Office.

Early Withdrawal From School
Notice of early withdrawal from school should be made at least two weeks prior to departure. All books must be turned in and financial clearance must be made at the admission office before student records can be released. If withdrawal is expected a few days prior to the end of a semester, parents are asked to notify the school in writing as soon as possible so that the official transcript can be prepared.

Records for Withdrawing Students
All records for students withdrawing from SIS will be ready one week after the last day of school. Students who are leaving the country early are required to leave a mailing address. No report cards will be released ahead of the last day for students. Students withdrawing before May 15 may have their records on the day of withdrawal provided two weeks prior notice has been given and all other requirements met.

Tuition Refunds
If a family cancels their child’s enrollment after the RE-ENROLLMENT payment is paid, 100% of their re-enrollment payment (which is part of the Tuition) will be NON REFUNDABLE. If a bus fee was paid, it will be fully refunded. If this amount is less than the re-enrollment payment (3 million won), then only the re-enrollment payment will be deducted from the refund. If this amount is greater than the re-enrollment payment (3 million won), the tuition cost to the date of cancellation will be deducted from the refund. If a family cancels school transportation during the course of the school year, a refund on the bus will be given only for any unattended school days.

Summer School Application Fees
Because every student has different interests and aptitudes, it is difficult to make specific recommendations to parents regarding summer school programs. We recommend that parents and students visit the website www. petersons.com to research options available. This website has an extensive range of schools and gives details of courses, facilities and includes the area in which the school is situated. Once the choice has been made, each school has an e-mail that enables parents to obtain application forms. These forms can be brought to the high school counseling office to be completed.

Students Applying to Other Institutions
Students wishing to attend another school that requires an application and recommendation process must bring completed applications to the counselor for distribution to appropriate teachers. Those wishing express delivery will be charged an additional W30,000 per school. Students are permitted a maximum of five applications per year. Allow at least two weeks for the completion of the process. There is no additional charge for the duplication of letters. See also sections 15 & 15.1.

Transcripts
The Admissions Office normally sends transcripts only to the receiving school. In exceptional cases, transcripts can be given directly to the departing student’s family.

School Emergencies and Drills
The safety of our students is our number one priority. The building meets current codes of safety that include smoke detectors, sprinkler systems and a fire alarm in the event of fire. When the fire alarm sounds, all occupants are required to evacuate the building immediately and not return until a school administrator gives the “all clear” signal. A number of fire drills are conducted annually for students and staff. Students are required to follow the directions of any adult in the building during an emergency evacuation. Tampering with fire extinguishers and smoke alarms or causing false fire alarms are both very serious offenses in Korea.

Elementary School

Elementary School Philosophy
Our philosophy is to develop highly educated, well-rounded students who are excited about learning and who will become lifelong, self-directed learners. Through the use of differentiated instruction we challenge all students to achieve to their highest potential.

Reading Workshop
During Readers Workshop, reading instruction takes place with the whole class, small groups, partners, and individual students. Development of reading strategies is the focus of this time. Guided reading in small groups or with individual students utilizes leveled books. Our reading workshop consists of the following components:

  • Shared Reading
    Shared reading allows students to participate in reading material that may be beyond their reading levels. The teacher models a reading strategy to the whole class using enlarged text such as big books, posters, or the morning message on chart paper. Students all have access to and can interact with the text
  • Independent Reading
    During the independent reading portion of the workshop, students read Just Right Books – books they select that can be read without help. Each classroom has a wide variety of books and poems for shared reading, posters, magazines, and a teacher who loves reading to children and teaching them about reading! While the children are reading independently, the teacher provides direct instruction to a group of students (guided reading) or to individual students (conferences).
  • Guided Reading
    Guided reading is designed to help students learn how to problem solve increasingly challenging texts with understanding and fluency. Students meet in small groups and work on skills and strategies, with support from the teacher.
  • Read-Alouds
    The teacher reads a selection to the class from a book, magazine, poem, or other print material for a specific purpose. It’s an opportunity for teachers to model reading fluency and reading/writing strategies. This can be done at any part of the school day.

Writing Workshop
The writer’s workshop has a set format. It always starts with a mini-lesson with the large group gathered on the floor in front of the teacher. It continues on to independent writing time and closes with the large group back together again for sharing. There is an ebb and flow to it. Large group, small group….large group. The children learn the routine and without question, should know what is expected of them. They should be able to get busy without direction from the teacher once the routine is taught and established.

  • All Writing Workshop lessons are Multi-Level
    A great benefit of the Units of Study is the fact that the lessons are all multi-level. They are very open-ended. Since the students are choosing their own topics and writing at their own level, the lessons are truly differentiated for all the different levels in our classrooms. With all of the mainstreaming and the wide range of levels common in classrooms, this is truly a curriculum that will fit all.

Music
A variety of extra-curricular music programs operate during recess for Elementary students. SIS has been fortunate in recent years to offer to students the opportunity to become part of various music groups such as:
Suzuki Violin Level I, II, and III
 *(Grade 1 through 5th Grade)

  • Suzuki Cello
  • Primary Choir (1st 2nd 3rd Grade)
  • Junior Choir (4th through 5th Grade)
  • Band (4th through 5th grade)

Students may join more than one musical group if they meet all the requirements and have no timetable conflicts. An enrollment form goes home near the beginning of each school year listing details such as teacher in charge, rehearsal dates and times, requirements, starting dates, and other miscellaneous details. Parents must fill in the form for their child and return it to the school by a specified deadline.

Library and Media Technology
IIn our school library students learn how to handle and properly care for books and magazines, how to find books in the three sections: Picture, Junior Fiction and Non-Fiction Books. Students also learn media technology skills such as how to use the computer catalogue to conduct research for special projects. Students are exposed to a variety of literature relating to a wide range of topics . Students can participate in voting for the Morning Calm Medal, an annual award given to deserving authors from around the world by students in South Korea. Parents are able to check out 5 items at any one time.

Elementary Library Borrowing Policy: Students in grades K-1 may borrow one book at a time. Students in grade 2-5 may borrow two books (including a graphic novel). A third book may be borrowed for reading buddies or a special project. Students may exchange books as many times a week as they wish.

Lost Books: If a book has been overdue for a month, the library will send a reminder note that includes the price of the book. If the book cannot be found, it must be paid for in order for the student to continue borrowing books from the library. If the book is found and returned in good condition the cost of the book will be refunded.

Damaged Books: If a book is returned damaged (wet, ripped, written on or dirty) and needs to be replaced a notice will be sent home with information on the replacement cost. As with lost books, the replacement cost must be paid before the student can continue borrowing more books.

Art
The main focus is art production, past and present art, aesthetics and art criticism. Students explore various forms of art media including drawing, painting, ceramic clay, printmaking, textiles, mixed media and collage. The art room may be open to students at various times throughout the year.

Physical Education
Students proceed through fundamental gross motor skills and apply these skills through modified games. Topics include basketball, soccer, swimming, hockey, volleyball and many others. At the beginning of the year, each classroom is issued a sports box with a selection of sports equipment for students to use in the playground. After school sports activities for Grades 4 & 5 students (including teams from other schools in Seoul) are held at various times throughout the year.

Elementary Mandarin Chinese Courses Grades 1-5

Young students with very little or no knowledge of Mandarin Chinese are introduced to basic communicative skills including speaking, listening, reading and writing, as well as important cultural elements. Courses are designed with age in mind and include many fun activities and projects. The goal of learning is to spark an interest in learning a foreign languages among elementary aged students. Students will be able to use simple daily conversation such as exchanging personal information, talking about food, asking about the price, discussing hobbies and more. Each grade level has an individual curriculum and unit topics, cultural lessons are integrated within the units

Maker Space

The Makerspace program offers students a designated space to create, engage and explore using both digital and physical resources such as computers, audio and video editing tools, 3D printing, robotics, and traditional arts and craft supplies. Makerspaces allow students the opportunity to deeply engage in the arts, sciences and engineering practices within a collaborative setting that encourages students to design, build, experiment and invent using product design and technical skills such as coding and computational thinking.

Additional Programs for Elementary Students

Book Fairs
SIS hosts a book fair twice each school year for the Elementary School. Book vendors set up tables of books for all levels of readers. These fairs usually coincide with Elementary school parent-teacher conferences. A schedule sign up is sent around so teachers can book a time to escort their classes through the fair. During this time students create wish lists of books they would enjoy. Parents are encouraged to purchase books with their children after school or throughout the parent teacher conference days.

Field Day

SIS hosts an Elementary Field Day annually. The day is divided into halves, with Kindergarten, 1st and 2nd Grades participating in the morning event, and 3rd, 4th, and 5th Grades participating in the afternoon event. This day is planned and coordinated by the Elementary PE Specialist with the support of the Specialists and teachers

After School Enrichment Classes
SIS Elementary School strives to create a school environment in which children are exposed to many facets of learning in order to allow them to become well-rounded individuals. It is our hope that through providing children with a comprehensive curricular program coupled with a variety of after school extra-curricular activities we will expose children to opportunities for learning that may broaden their horizons and foster interest. SIS prides itself on being able to provide a variety of after-school enrichment activities that appeal to a variety of students. The activities are held based upon student interest and faculty availability.

4th & 5th Grade Sports
Students in the 4th and 5th grades have the opportunity to participate in four after school sports programs. These include: soccer, flag football, basketball and swimming. The goal of the sports program is to maximize participation and skill development while, at the same time, encouraging all students to have fun and demonstrate great sportsmanship. Students compete with other international schools during jamborees.

Boosters

SIS offers a Saturday sports club program for elementary students throughout the year. Students in SK-5 have the opportunity to participate in three different booster programs. The three sports offered are soccer in the fall, swimming in the winter, and basketball in the spring. Each sport typically runs for 6 Saturdays and lasts one hour. Boosters provide students with the opportunity to develop fundamental skills and interact with other students their age. If space is limited, students are placed in the program on a first come, first serve basis.

Battle of the books

Battle of the Books is an excellent reading incentive program for grade 4 and 5 students. It encourages students to read and ask analytical questions from a range of stories and genres they might not have otherwise been exposed to. The program culminates in a wonderful international schools’ competition promoting collaboration, sportsmanship, and a love of reading. In preparation for the big finale, the BOB team, first, read the carefully selected competition books, before, knuckling down for an intensive ten-week training period from January to April. Here, the teams learn the format of the competition and test their knowledge of the books under simulated battle conditions. This is a lot of fun with the students answering lightning round questions against the clock while practicing the necessary communication

Student Evaluation

SIS elementary report cards are distributed during the 1st, 2nd and 3rd trimester of each school year. Criteria for assigning marks include observation checklists, portfolios, discussions or conferences, work samples, verbal and nonverbal participation, assessments and anecdotal notes reflecting student’s progress. The report cards inform what the student can do consistently at the instructional level in curriculum areas. Concepts listed in each curriculum area are yearly goals. The stages of development section lists learning behaviors a student demonstrates as he or she progresses along a learning continuum in language arts, mathematics, science, art, physical education, computer training, library skills and social studies and music. The learning behaviors are grouped into four levels of development:

Junior & Senior Kindergarten
Secure – Meets with expectations
DI – Developing with independence
DT - Developing with teacher support
E – Emerging

Grades 1–5
E (Exemplary) – Exceeds expectations
P (Proficient) – Meets expectations
D (Developing) – Approaching expectations
DT (Developing) – With teacher support

Promotion and Retention
SIS elementary report cards are distributed during the 1st, 2nd and 3rd trimester of each school year. Criteria for assigning marks include observation checklists, portfolios, discussions or conferences, work samples, verbal and nonverbal participation, assessments and anecdotal notes reflecting student’s progress. The report cards inform what the student can do consistently at the instructional level in curriculum areas. Concepts listed in each curriculum area are yearly goals. The stages of development section lists learning behaviors a student demonstrates as he or she progresses along a learning continuum in language arts, mathematics, science, art, physical education, computer training, library skills and social studies and music. The learning behaviors are grouped into four levels of development:

Academic Support Guidelines
This program is designed to offer students who need academic support an additional intervention with the objective of learning foundational skills that will help students be academically successful. A student will only be considered if a substantial lack of progress is evident. After monitoring student progress teachers will recommend students for After-School Academic Support and meet with parents in order to gain support and create individual goals. The Elementary Academic Support Coordinator will select the support teacher on the basis of the student's needs. Academic Support sessions are composed of twenty four meetings: two times a week for twelve consecutive weeks. The hourly fee for academic support is W50,000 for each one-to-one meeting.

Middle School

Program Overview
Core and Elective Curriculum
For additional information on the core curriculum for the Middle Schools, please consult the course outlines provided on Powerschool. Over the next three months the school will be placing a Course Outline Handbook on our website for parents and students to consult.

Parent Involvement and Communication
In the Middle School parents from each class choose a Room Mother who communicates regularly with both class teacher and the class parents. The Room Mother assists with class activities and meets with the other room mothers on a monthly basis. Room Mothers attend the Middle School Parents Council meetings and disseminate information to other parents. They organize and coordinate special events for the class and the whole school.

Middle School Student Council

The Middle School Student Council (MSSC) is a leadership organization at Seoul International School. Each year the student body of middle school elects a group of students whom they feel would best represent them. The role of the Student Council is not only to represent the thoughts and desires of the students, but also to provide academic and social events in which all students can participate. These activities consist of dances, class competitions, talent shows, etc. Also, charities and service projects are sponsored. The goals of the Student Council is to increase school spirit, provide a more friendly and exciting atmosphere, and offer an opportunity to express student opinions on school matters.

Advisory

All Middle School students have a faculty advisor who serves as a trusted adult, mentor, and advocate in the life of the student. Advisory period occurs daily and is an opportunity for students to check in and ensure that every student knows he/she has an important place in the school community. Grade levels complete different activities based on the individual needs of the grade-level and/or the advisory group. Each advisory group is also responsible for coordinating several grade-level assemblies throughout the year.

Athletics Program

The Student Athletics Program is an integral part of the total learning experience offered to Seoul International Middle School students. The aim of the program is to develop self-confidence, teamwork,
and sportsmanship through skill development and participation in appropriate competition.
The Student Athletics Program is characterized by:

  1. Commitment to the school's core values:
  2. Development of basic physical and athletic skills;
  3. Encouragement of students to participate in a variety of sports;
  4. Support for broad participation of all students; and
  5. Opportunities for success in appropriate competition

Attendance and Deadlines

Students are expected to be in class for each day school is in session. Important learning takes place every day. The Middle School office should be notified by the parents on any occasion when their child will be missing school. A note from the doctor will be required if students miss school more than two days due to sickness. Once at school, the school nurse only may excuse ill students. Students with pre-planned appointments should clear their appointment in advance with their teacher and ask
about any make-up works. Unexcused absences, repeated tardiness and significant excused absences in a quarter may result in parent conference with the Principal, detentions, suspensions, retention and in severe cases, expulsion.

Longer Period of Absence (more than 5 days)
Parents are required to ask permission to the Principal regarding long term absences if it students miss more than 5 school days. Students are responsible to notify their grade level teachers about their absences and make sure they check with the teachers about any school works that they will be missing during the period.

Tardiness
Parents are expected to notify the MS office when students are late to school. It is only excused when parents notify the MS office in advance. If not, students will be marked Unexcused Tardy in Power School.

Injured or Sick Student Policy Regarding PE Class
If your child is injured or sick and must miss P.E. class, a note from the doctor will be required. The note must detail the sickness/injury, the duration for which the student will miss PE classes, and the dates that the student cannot participate in PE. Prescriptions or hospital/doctor receipts of payment are not allowable substitutions.

Procedures for Using the MS Student Elevator Pass
All Middle School students using the elevator are required to have a note from a doctor BEFORE receiving an elevator pass. An elevator pass can be obtained from the Middle School office. Students who are injured and need to use the elevator should have parents contact the Middle School office, and the students is to present the doctor’s note to the Middle School officer who will give the student a numbered elevator pass. The pass should be returned back promptly to the Middle School office at the end of the time period allocated. Students found on the elevator without a pass will receive the consequence of detention. Students who lose an elevator pass will receive the consequence of a detention. The deadline for students handing in homework, essays or projects will be the beginning of class on the day the assignment is due. If a student is going to be absent on the due date, it is their responsibility to get the work to the teacher’s e-mail by the deadline. Students who fail to meet this deadline will be required to meet with the teacher on the day of their return to school. Students who are absent with a medical note will have the opportunity to complete missed tests or work for 100% credit. Students absent with a parent note or absent without an excuse will have the opportunity to submit the work or write the test for 90% of full credit for the assignment. A teacher may deduct no more than 10% of the value of an assignment for work submitted late. Students who fail to meet the first resubmission deadline will have missed that opportunity to demonstrate mastery and will be required to attend tutorial period to make up the missed work.

Student Cell Phone Use

Middle School policy states that students are required to turn off their phones and store them inside their lockers for the entire school day, from 8:00 am to 3:00 pm. Students who violate this policy may be assigned a detention. Parents are respectfully requested not to phone or text students during class time. If students need to call home during the school day, they are asked to come to the Middle School office where they will be allowed to use the office phone.

Core and Elective Curriculum
For additional information on the core curriculum for the Middle Schools, please consult the school website.

Grading
Powerschool grading includes both letter and numerical scores. The following is a range of percentages used:

100-94 93-84 83-74 73-66 65 or below INC
Excellent Good Satisfactory Minimal Pass Fail Incomplete

A grade of INC can only be issued with the permission of the school principal. Semester grades are issued at the end of each semester. Seoul International School does not issue semester grades greater than 100%.

Character Grade

Students will receive a grade based on the TIGER Values. Our focus is to help our students with not only academics, but also develop our quality of character. The students will receive the following grades for each value: E - Exemplary (exceeds expectations) / P - Proficient (meets expectations) / D - Developing / DT - Developing (with teacher assistance)

VALUES Exemplary - exceeds expectations (E) Proficient - meets expectations (P) Developing (D) Developing with teacher assistance (DT) Indicators
Trustworthy Individual

Student consistently:

  • demonstrates academic and personal integrity
  • takes responsibility for his/her actions.
  • completes his/her own work, asks for help when needed
  • avoids plagiarism.
  • exhibits honesty, truthfulness, dependability, and reliability

Student often:

  • demonstrates academic and personal integrity
  • takes responsibility for his/her actions.
  • completes his/her own work, asks for help when needed
  • avoids plagiarism.
  • exhibits honesty, truthfulness, dependability, and reliability

Student sometimes:

  • demonstrates academic and personal integrity
  • takes responsibility for his/her actions.
  • completes his/her own work, asks for help when needed
  • avoids plagiarism.
  • exhibits honesty, truthfulness, dependability, and reliability

Student rarely:

  • demonstrates academic and personal integrity
  • takes responsibility for his/her actions.
  • completes his/her own work, asks for help when needed
  • avoids plagiarism.
  • exhibits honesty, truthfulness, dependability, and reliability

What does a Trustworthy Individual look like in our classrooms?

  • Demonstrate academic and personal integrity
  • Demonstrates honesty
  • Takes responsibility for actions Specifically:
  • Always completes own work
  • Asks for help when needed
  • Avoids plagiarism
Independent Thinkers Student consistently:
  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects.
  • Is able to recognize and develop their own strengths and talents.
  • takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.
Student often:
  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects.
  • Is able to recognize and develop their own strengths and talents.
  • takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.
Student sometimes:
  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects.
  • Is able to recognize and develop their own strengths and talents.
  • takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.
Student rarely:
  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects.
  • Is able to recognize and develop their own strengths and talents.
  • takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.

What does a Reflective Learner look like in our classrooms?

  • Demonstrate knowledge with understanding
  • Apply and integrate skills and knowledge from multiple disciplines
  • Recognize and develop their strengths and talents
Specifically:
  • Open minded
  • Good listener
  • Accepts constructive criticism
  • Takes responsibility for own learning
  • Demonstrates ability to reflect and finds opportunity to extend learning
Global Citizens Student consistently:
  • looks for opportunity to
  • volunteer his/her time and energy to improve the quality of life in the classroom and around school.
  • accepts and respects the diversity inherent in a multicultural world.
  • engages responsibly in campus activities.
  • practices sustainability when working on projects and using resources. 
Student often:
  • looks for opportunity to
  • volunteer his/her time and energy to improve the quality of life in the classroom and around school.
  • accepts and respects the diversity inherent in a multicultural world.
  • engages responsibly in campus activities.
  • practices sustainability when working on projects and using resources.
Student sometimes:
  • looks for opportunity to
  • volunteer his/her time and energy to improve the quality of life in the classroom and around school.
  • accepts and respects the diversity inherent in a multicultural world.
  • engages responsibly in campus activities.
  • practices sustainability when working on projects and using resources.
Student rarely:
  • looks for opportunity to
  • volunteer his/her time and energy to improve the quality of life in the classroom and around school.
  • accepts and respects the diversity inherent in a multicultural world.
  • engages responsibly in campus activities.
  • practices sustainability when working on projects and using resources.

What does a Global Citizen look like in our classrooms?

  • Volunteer time, energies and talents to improve the quality of life in the school
  • Accept and respect the diversity inherent in a multicultural world
Specifically:
  • Involved in campus activities (MSSC/GIN sponsored events)
  • Engages in responsible citizenship
  • Environmentally conscious in projects and use of resources
  • Culturally aware and sensitive to cultural diversity
Effective Communicators

Student consistently:

  • understands and has the ability to express their own opinions in oral, written, and visual form.
  • expresses himself/herself clearly and logically.
  • demonstrates the ability to integrate technology to enhance communication.
  • appreciates and listens carefully to others ideas and perspectives about the discussions.

Student often:

  • understands and has the ability to express their own opinions in oral, written, and visual form.
  • expresses himself/herself clearly and logically.
  • demonstrates the ability to integrate technology to enhance communication.
  • appreciates and listens carefully to others ideas and perspectives about the discussions.

Student sometimes:

  • understands and has the ability to express their own opinions in oral, written, and visual form.
  • expresses himself/herself clearly and logically.
  • demonstrates the ability to integrate technology to enhance communication.
  • appreciates and listens carefully to others ideas and perspectives about the discussions.

Student rarely:

  • understands and has the ability to express their own opinions in oral, written, and visual form.
  • expresses himself/herself clearly and logically.
  • demonstrates the ability to integrate technology to enhance communication.
  • appreciates and listens carefully to others ideas and perspectives about the discussions.

What does an Effective Communicator look like in our classrooms?

  • Understand oral and written information
  • Express themselves clearly, logically and creatively in oral, written and visual forms
  • Have the ability to integrate technology
Reflective Learners

Student consistently:

  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects
  • Is able to recognize and develop their own strengths and talents.
  • Takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.

Student often:

  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects
  • Is able to recognize and develop their own strengths and talents.
  • Takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.

Student sometimes:

  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects
  • Is able to recognize and develop their own strengths and talents.
  • Takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.

Student rarely:

  • demonstrates an understanding of acquired knowledge.
  • Is able to apply and integrate skills and knowledge from academic subjects
  • Is able to recognize and develop their own strengths and talents.
  • Takes responsibility for own learning by looking to extend and apply their knowledge.
  • accepts and acts upon constructive feedback.

What does a Reflective Learner look like in our classrooms?

  • Demonstrate knowledge with understanding
  • Apply and integrate skills and knowledge from multiple disciplines
  • Recognize and develop their strengths and talents
Specifically:
  • Open minded
  • Good listener
  • Accepts constructive criticism
  • Takes responsibility for own learning
  • Demonstrates ability to reflect and finds opportunity to extend learning
Socially Responsible

Student consistently:

  • demonstrates ability to collaborate efficiently and meaningfully on teams.
  • takes opportunity to demonstrate leadership ability.
  • values his/her own contributions and those of others.
  • demonstrates empathy

Student often:

  • demonstrates ability to collaborate efficiently and meaningfully on teams.
  • takes opportunity to demonstrate leadership ability.
  • values his/her own contributions and those of others.
  • demonstrates empathy

Student sometimes:

  • demonstrates ability to collaborate efficiently and meaningfully on teams.
  • takes opportunity to demonstrate leadership ability.
  • values his/her own contributions and those of others.
  • demonstrates empathy

Student rarely:

  • demonstrates ability to collaborate efficiently and meaningfully on teams.
  • takes opportunity to demonstrate leadership ability.
  • values his/her own contributions and those of others.
  • demonstrates empathy

What does a Socially Responsible student look like in our classrooms?

  • Collaborate meaningfully and efficiently on teams
  • Value their own contributions and those of others
  • Demonstrate responsibility and effective leadership

Honor Roll
The Honor Roll is recognition of more than academic achievement. It recognizes a student’s overall commitment to excellence in academics, behavior and attendance. Honor rolls are computed first and second semester.

Honor Roll–Award of Merit
88% ~ 93% (No one individual mark of 73% or below)
No more than one unexcused absence per quarter
No significant disciplinary infractions or Academic Integrity Violations

Honor Roll-Award of Excellence
94% and above (No one individual mark of 83% or below)
No more than two unexcused absences per semester
No significant disciplinary infractions or Academic Integrity Violations

Middle School Mastery Classes

In the Middle School Mastery Classes (Language Arts/Mathematics), recommended students will build on the instruction from their Language Arts and Mathematics classes in a smaller group setting. Each student will focus on completing tasks designed to help demonstrate his/her potential. Major emphasis is placed on helping students develop active student strategies, as well as note taking, test taking, organizational, and time/task management skills. Admittance to this program is determined by specific guidelines. Entry and exit from the Mastery Program will be determined by classroom teachers, the MS Counselor and the Mastery Class teachers. The final decision regarding these classes rests with the Middle School Principal

Promotion and Academic Probation
Seoul International School requires that students make academic progress commensurate with their potential. Students will be promoted to the next grade level using the following criteria: Maintaining a Grade Percentage Average of at least 75% for all academic subjects and no marks less than 66% and no more than two marks less than 75%. Students who are having difficulty achieving academic success will be placed on Academic Probation. Any grade of 75% or less is of concern.

Academic Probation

Students with the following grades on the mid-term or semester report will be placed on Academic Probation. Academic Probation should be considered as a serious indication of difficulty and can put continued attendance at the school in question. Any one of the following conditions will result in your child being placed on Academic Probation:

  • One or more failing grades
  • Two or more grades with a mark less than 75%
  • Grade average that is less than 75%

Academic Probation requires a conference with the student, parents, guidance counselor and/or Principal to develop an improvement plan. Students on Academic Probation may not participate in extracurricular activities unless they have special permission from the Principal.

Students must make progress on their improvement plans or discontinuation of the school's services may be recommended. Students who are placed on Academic Probation more than once in any one academic year may be required to withdraw from the following academic year due to lack of academic progress. Alternatively, they may be allowed to return under strict conditions of improvement.

The final decision on pupil placement rests with the principal. If a student withdraws due to academic and/or disciplinary reasons there is no tuition refund

Academic Integrity
The Academic Integrity Policy serves to develop honest, creative independent learners capable of taking existing knowledge and evaluating it and synthesizing it. Cheating/plagiarism is defined as the deliberate misuse of material, information, answers, solutions, and/or other student's work with the intent to represent the work as one's own individual efforts. Some examples of this include plagiarizing, cheating on a test/exam, claiming the work of a tutor, parent, sibling or another student as one's own and altering grades. Students who allow their work to be used by other students or who otherwise aid others in academic dishonesty are also in violation of academic integrity. Turnitin.com is used to verify the originality of student work. Students who are found in violation of Academic Integrity Policy will be required to resubmit their assignment. It will be treated as a late assignment and the student is eligible to receive a maximum of 85% of the full value. The student mark may be less than 85%, as it is based on the actual grade of the second assignment. It will also be recorded as a disciplinary infraction, recorded and parents will be informed. The student will also be required to write a reflection letter highlighting their inappropriate actions, the results of their action and why they will not plagiarize again.

Second Incident of Academic Integrity

In the case of a second incident occuring in the Middle School in the same year, the MS Principal will arrange to meet with the student and their parents to discuss this serious breach of ethics. Discipline will include a one day suspension from school and any additional disciplinary actions as deemed necessary by the MS Principal. Such disciplinary action could include recording this 2nd infraction on the student's academic record.

Mid-Semester Comments

Comments may be sent out between reporting periods (This is usually done at mid semester) to indicate areas that might need special attention and help. They are used only in cases in which the teacher feels that a particular problem area or improvement trend should be brought to the attention of the parents.

The Student Support Team (SST)

Students are at the center of learning at Seoul International. To guarantee all students meet their learning goals, SIS has a Student Support Team (SST). The SST is a collaborative group of teachers, specialists, and administrators who meet regularly to create plans that support the individual needs of students. The goal of the SST is to help support classroom teachers and students with additional interventions and strategies to best facilitate the learning needs of each student. Interventions may include new teaching strategies, differentiation and/or modification of instruction.

After-School Tutoring

This program is designed to offer students who need academic support an additional intervention with the objective of learning foundational skills that will help students be academically successful. A student will only be considered if a substantial lack of progress is evident. After monitoring student progress teachers will recommend students for After-School Academic Support. The Middle School Counselor will select the support teacher on the basis of the student's needs. Academic tutoring for SIS students will be considered upon request from a parent or teacher, if a student meets the established guidelines. Contact the Middle School counselor for additional information.A student’s involvement in after school activities will be evaluated before academic support is scheduled. Tutoring will not be continued automatically after the initial eight sessions, however if the parents and classroom teacher agree, tutoring may be continued. Academic Support sessions are composed of eight sessions, either once or twice a week for one hour or 1.5 hours respectively. The hourly fee for academic support is W50,000 for a one hour one-to-one session and W75,000 for a 1.5 hour one-to-one session.

Course Preparation Outside SIS

Although many students attend summer schools, it is usually for enrichment. Course taken outside SIS cannot be used for credit.

Boarding School Application Process

Families who are interested in having their child apply to boarding school should contact the Middle School office as early in the school year as possible. All applicants or applicant’s parent must speak with Mr. Benavidez, MS principal in person to request recommendations and transcripts BEFORE contacting teachers regarding recommendations. Students are limited to 5 application packages that will be prepared by the school. Parents are responsible for any mailing or additional costs necessary to complete the submission of application documents to the schools. Additionally, students are asked to notify Mr. Benavidez, MS principal as to which schools they have been accepted to, and which boarding school they will attend the following school year. The DEADLINE for requesting boarding school recommendations is the LAST Friday in NOVEMBER. Teachers should be given at least two full weeks to complete recommendations. Please contact the Middle School office to set up an appointment to request recommendations. Translation is available upon request.

MS/HS Summer Program Application Process

The process for requesting summer recommendations is very similar to the boarding school process. Please arrange an appointment and visit the middle school counselor to inquire about summer opportunities for your child and to submit summer program applications. The DEADLINE for summer school recommendation request is the FIRST FRIDAY of APRIL. If you do not meet the deadline there is no guarantee that your application will be accepted. If you are planning to send your child to one of the summer gifted and talented programs, please visit their website in the fall and be prepared to request anything required from the school in December or no later than mid-January. If you have any questions please email the Middle School counselor.

High School

High School Course Selection Flow Charts & Curriculum

See Course Selection Flow Chart and Coure Outlines posted on Powerschool and the SIS Webpage.

 

 

High School Program Overview

Core Curriculum and Electives

See Course Selection Flow Chart and Coure Outlines posted on Powerschool and the SIS Webpage.

Parent Excused and School Function Absences
Important learning activities take place daily in our classrooms. There is simply no substitute for the direct instruction and the learning that comes from being part of a class. For this reason, students must be in class for at least 85 percent of classes, excluding school related absences, in order to receive credit in a course. Parents can only excuse their child from 15 percent of classes. (6 First Semester, 7 Second Semester, Fewer Seniors second semester)

Should a student exceed the number of parent excused absences then the Student Review Committee will consider the reasons provided by parents for each absence. If the High School Student Review Committee believes that the parent excused absences were avoidable, credit may not be awarded regardless of the student’s grade in that course. A student who exceeds the attendance policy may appeal the loss of academic credit in writing to the Principal within three (3) school days of notification that credit has been withdrawn.

If students are absent from class as part of a school function such as KAIAC, AISA, MUN, etc. they will be marked absent with an SF (School Function). These absences are not counted against the 85 percent minimum attendance. Should students miss class without permission from parents or the school they will be marked as unexcused (UN). Parents who have not contacted school prior to an absence may do so within 24 hours of an absence either by phone, email or with a written note. If parents do not contact the school, students will be considered truant (S) which will affect grades and the ability to make up missed learning opportunities. Students who have skipped a class will receive the appropriate consequences according to the Student Handbook and an unexcused absence. Students who are tardy to a class by 30 minutes or more will be marked as unexcused absent until a parent contacts the school. If the student is not excused by the parent or the school, the student will be marked as truant (S) When a student is absent or tardy, the parent or guardian is required to phone the respective school office as soon as possible at 031-750-1324. Parents may also send a note or email to verify the cause of an absence or tardy. If a student misses a major assessment, for example a unit test or a major paper, a doctor’s note must be provided in order for students to receive full credit for the missed assessment. When a student is at SIS the only person who can excuse a student from school for illness is the school nurse. Parents should not call school expecting to excuse their student who is at school and is ill, unless the student is seen first and excused by the school nurse. Parents should not excuse students from school for any reason on days that students have a summative exam, summative project or final exam. Students who miss a summative exam and report late to school that same day will be required to stay after school that day to take the exam. No other events, activities or sport will hinder the completion of the exam that same school day.

Students who miss a summative exam and are absent from school the entire day will take the summative exam at school the next day. The student will have to take the exam after-school unless they complete the assignment or assessment during the day. No other events, activities or sports will hinder the completion of the exam that next school day.

Students who miss on a Friday could be expected to report to school on Saturday to complete the exam under the supervision of SIS faculty.

Students who fail to show for the exam will receive (a) detentions after school. Students who continue to make a habit of missing exams will jeopardize their AP class enrollments.

Attendance During Advanced Placement Exams

All students registered in an Advanced Placement class must sit the final exam. The exam is the culminating experience and is an essential part of what makes AP classess equivalent to a college experience. If the exam is in the afternoon, students are excused from morning classes on the day of the exam. If the exam is in the morning, students are excused from classes the day before that exam. Students are excused the day before an AP exam. Students who have met or exceeded the maximum number of absences in a class may not miss those classes before an AP exam. If a student misses an AP exam for any reason in most cases the exam will not be made up and students will have to sit the course final exam.

SIS High School Behavior Expectations

Like all communities, Seoul International School has behavioral expectations that students must adhere to in order to be a successful contributor of the community. We believe all students need a safe, supportive and respectful learning environment. We hold students accountable for their choices and behavior in order to foster trustworthy, independent, and responsible global citizens. Should students not meet SIS community expectations, administration will implement the consequences outlined in the following sections. However, the leadership team of SIS reserve the right to move to a higher level of consequence if they decide it is appropriate.

Truancy

Truancy is defined as student absence unauthorized by parent, legal guardian or the school. (This includes forged notes.) An unauthorized absence from class is one without teacher permission. A student assigned to Study Hall or Work Study who does not attend will be considered truant. A student who leaves a class with permission and does not return as required is truant from school. Please do not remove your child from school until they have seen the school Nurse. Students arriving late to school MUST stop at the HS office before going to class. Students who go directly to class without stopping by the office first will be marked as absent under the expectations outlined in 19.6.4.

Behavior Expectations

In every instance, the severity of the consequences will be determined by the leadership team. Fighting which includes weapons or cases of aggravated assault can immediately result in expulsion. Any one party involved in a fight might be penalized more than another party if circumstances warrant.

In every instance, the severity of the consequences will be determined by the leadership team. Fighting which includes weapons or cases of aggravated assault can immediately result in expulsion. Any one party involved in a fight might be penalized more than another party if circumstances warrant.

Subsequent smoking offenses can result in the recommendation to expel a student for one semester. Smoking offenses are cumulative during the year. If students are found in a smoke filled area they will be considered to be smoking.

Subsequent smoking offenses can result in the recommendation to expel a student for one semester. Smoking offenses are cumulative during the year. If students are found in a smoke filled area they will be considered to be smoking.

  1. We expect all students to display appropriate behavior while at school and in the classroom.
    Unwarranted or persistent disruption(s) during a class, or behavior that embarrasses, offends, or otherwise detracts from a productive learning environment at school, in the hallways or at school function carries the following consequences:
    • First Referral: Conference with leadership team, possible campus exclusion up to three days, possible suspension.
    • Second Referral: A parent conference will be required; and 1 day of detention, up to seven days campus exclusion, possible suspension.
    • Third and Subsequent Referrals: 1 day in-school suspension from all classes; campus exclusion for up to 14 days; and possible permanent removal from the class in question.
  2. We expect students to demonstrate effort in completing assignments, to participate in classroom activities and to perform to their individual level of ability on a consistent basis.
    Teachers are responsible for contacting parents when a pattern of irresponsibility or lack of effort becomes apparent. If the pattern persists subsequent to parent involvement, a regular detention period may be imposed.
    • First Referral: Conference with leadership team.
    • Second Referral: Conference with leadership team; parent contact; and 1 day of detention.
    • Third Referral: 3 days of detention; a parent conference to establish an academic and behavioral contract.
    • Subsequent Referrals: Up to 2 days in-school suspension from all classes; and up to 14 days of campus exclusion.
  3. We expect all students to do their own work and not copy from a resource book, another student or any electronic source without a proper citation or teacher approval. This includes all homework, assignments in class and tests.
    All cases of academic dishonesty will be reported to the leadership team and could result in students losing the priviledge of taking Standardized tests at SIS (AP, SAT)
    • First Offense: Parent contact: make-up work is completed, detention, possible suspension.
    • Second Offense: Parent conference; 2 days of detention; make-up work is completed, detention, possible suspension.
    • Third Offense: Parent conference; 3 days out-of- school suspension; make-up work completed; no credit is given.
    • Subsequent Offences: Recommendation for expulsion
    The person who willingly lets another person copy homework, an assignment or a test paper is considered equally responsible for the academic dishonesty and can expect the same consequence as the person who copies.
  4. We expect all students to be in class on time. Tardiness is defined as: Student enters a class after the class has officially started.
    Arriving in class within the first 30 minutes results in a tardy.
    • Arriving in class after the 30 minutes or not attending class at all results in ONE (1) absence.
    • The following consequences will occur for tardiness in each class-Excused or unexcused:
    • Third & Fourth Tardy: one day of after school detention.
    • Fifth and Sixth Tardy: two days of after school detention; parent contact, up to three days campus exclusion.
    • Additional Tardies: three days of after school detention; three days of campus exclusion; parent contact.
  5. We expect all students to attend all classes while at school.
    We expect all students to come to school after leaving home in the morning. At no time during the school day should students be in the underground parking structure unless attending a strings class. A cut class is defined as: A student comes to school and is absent from class for the entire period without an excused note from a teacher/counselor/principal/ nurse. Parents cannot excuse students from class if they are at school.
    • First Offense: 2 days after school detention; and conference with leadership team.
    • Second Offense: 3 days after school detention; and parent contact.
    • Third Offense: 5 days of after school detention; parent conference to establish a behavior contract; and up to 7 days campus exclusion.
  6. We expect all students to behave respectfully at all times when they are on campus or in any other online environment. This includes refraining from purposefull harassment based on gender, race, nationality or sexual orientation.
    • First Offense: Formal warning; parent contact; 1 day after school detention; 3 days of campus exclusion, possible suspension
    • Second Offense: Parent conference; 3 days out- of-school suspension; 14 days campus exclusion; parent conference to establish a behavioral contract; and a counseling recommendation.
    • Third Offense: Recommendation for expulsion. The leadership team may move to any level of consequence depending on the severity of the behavior.
  7. We expect all students to refrain from physically harming each other or endangering the physical wellbeing of any other student through their actions.
    The consequences for students who fight or physically harm others are:
    • First Offense: 3 days out-of-school suspension; parent conference to establish a behavioral contract; 7 days of campus exclusion.
    • Second Offense: Recommendation for expulsion.

    In every instance, the severity of the consequences will be determined by the leadership team. Fighting which includes weapons or cases of aggravated assault can immediately result in expulsion. Any one party involved in a fight might be penalized more than another party if circumstances warrant.

  8. We expect all students to respect property of other people and of the school at all times.
    The leadership team may move to any level of consequence depending on the extremity of the behavior.
  9. We expect all students to refrain from using tobacco products of any kind, including but not limited to cigarettes, cigars, e-cigarettes, nicotine gum and smokeless tobacco.
    Any student discovered smoking or in possession of tobacco, which is illegal in the Republic of Korea for any student under college age, will receive the following consequences:
    • First Offense: 2 days of after school detention; parent contact; and 7 days of campus exclusion.
    • Second Offense: 1 day suspension; parent conference; 7 days of campus exclusion.
    • Third Offense: 3 days suspension; campus exclusion for the remainder of the semester; and a parent conference upon re-admission to establish a behavioral contract.
  10. We expect all students to refrain from possessing, consuming, or being under the influence of alcoholic beverages on campus, on a school bus, or on a school-sponsored activity off-campus.
    It is also forbidden to consume alcohol prior to coming to class or to an activity. Students not complying with any of the above can expect the following consequences:
    • First Offense: Up to 5 days of out-of-school suspension; parent conference; campus exclusion for 14 days.
    • Second Offense: 10 days of out-of-school suspension; parent conference; no further trips for the remainder of the year; campus exclusion for 30 days; behavior contract.
    • Subsequent Offenses: will result in recommendation for expulsion.
  11. We expect all students to refrain from public displays of affection. The SIS student body encompasses many different cultural expectations for appropriate displays of affection in public. We maintain an expectation that students must refrain from public displays of affection beyond hand holding and brief hugs.
    The following consequences will result:
    • First Offense: Warning.
    • Second Offense: Parent contact; 1 day after school detention.
    • Third Offense: Parent contact; 2 days after school detention; parent conference for a behavior contract.
    • Subsequent Offenses: Recommendation for expulsion.
  12. We expect all students to refrain from carrying any weapons on their persons or in their bags.Carrying weapons onto school grounds will result in the following consequence:
    Every Offense: Confiscation of object; parent conference; possible suspension or expulsion based on the facts.

After School Detentions
Students referred to the principal for after school detention will report at 3:15 and remain until 5:00 PM. Students are expected to arrive prepared to complete school work and will not take part in any after school activities.

Campus Exclusion
If excluded from campus, a student cannot attend any activities which occur on campus after classes or which are school sponsored but held off campus. Campus exclusion includes all weekend activities.

Suspension
There are two types of suspension at SIS: in-school suspension (which excludes a student from all classes and breaks) and out-of-school suspension. The leadership team will determine which suspension is appropriate. In-school and out-of–school suspensions count as excused absences from class.

Behavior Contracts
In special cases identified by the Principals and Counselors, high school students may be placed on a Behavioral Contract. Students who are on contract will have their attitude and behavior reviewed periodically. Students on contract who choose not to fulfill behavioral expectations may be withdrawn from school.

Number of Tests in One Day
Two tests on one day is reasonable. If a student is scheduled for more than 2 tests (not including make-ups or quizzes) on one day they should try to reschedule with the teachers. If no resolution can be reached, the principal will make the decision. A student with more than 2 tests on one day must see the teachers at least 4 school days (2 A/B rotations) before the test. Failure to do so will result in the student writing exams as scheduled. Any rescheduled exams will be held the following day

Project Due Dates
All major projects must have a due date at least one full calendar week before the beginning of school exams.

Grading
Letter grades are not assigned on report cards. The letter grade guide is used only to reflect the range in the quality of work and to assist colleges and universities to convert percentage to a four-point scale.

  • 94-100 Excellent
  • 84-93 Good
  • 74-83 Satisfactory
  • 66-73 Minimal Pass
  • 65 or below Fail
  • INC Incomplete

A grade of INC can only be issued with the permission of the school principal. The highest grade is a 100. In-Progress grades are issued mid-semester. Semester grades are issued at the end of each semester. Only semester grades are recorded on the official transcript sent to other schools and colleges. Percentages on comprehensive semester exams may be reported separately.

SIS uses a well-known and reputable Student Management System for recording and tracking grades. Teachers will input grading categories and weighing percentages at the beginning of the year. Equity and consistency in reporting practices ensure that these designations will then not change for the remainder of the year. Slight issues with rounding up or down small percentages will be consistent, fair, and equally distributed on all assignments for all students. Powerschool is not the program used for calculating student GPA's Junior and Senior year These are all computed through the Dean's office.

Deadlines for Tests and Assignments

Unless otherwise stated, the deadline for all assignments to be submitted at the beginning of the class on the day the assignment is due.

Honor Roll

The Honor Roll is recognition of more than academic achievement. It recognizes a student’s overall commitment to excellence in academics, behavior and attendance. Honor rolls are computed each semester using Grades In Progress and semester grades. A certificate will be presented at the start of the following school year reflecting all semesters in which the student qualified.

Honor Roll – Award of Merit

  • 88% ~ 93% (No one individual mark of 73% or below)
  • No more than one unexcused absence per semester
  • No significant disciplinary referrals

Honor Roll-Award of Excellence

  • 94% and above (No one individual mark of 83% or below)
  • No more than one unexcused absence per semester
  • No significant disciplinary referrals

Promotion and Retention

In high school students are promoted by both grade and course. High school students are required to achieve a final mark of 66% or better to receive credit for a course. The criteria for entry to the next level of that course may be higher than 66% and is set by the school in consultation with individual departments (See Course Selection Guide for details).

Only in exceptional circumstances and with the agreement of all parties will the school consider retaining a student in a high school grade.

Student whose marks are below 74% in two or more core subjects at the end of a term will be placed on Academic Probation and a plan developed to improve their performance. Students who remain on Academic Probation for two consecutive quarters will be referred to the Student Review Committee. The SRC committee will decide if SIS continues to remain the best place for the education of individual students, depending on their academic history and circumstance. Students who fail semesters of required grade nine, ten, or eleven classes will not be eligible to continue on to their senior year if they do not have the required credits.

Graduation Requirements
Students may graduate from SIS with a diploma after accumulating 26/27 credits. Students with 29/30 or more credits will graduate with a Diploma with Honors.
1 Credit = a year-long course unless otherwise specified
All classes taken for credit towards graduation must be taken at the high school level.

Diploma

Credits Course Work
2 English 9 and Communications 9
1 English 10
1 Writing 10 (if required)
2 English 11 and Writing 11 or AP Language
1 English 12 or AP Literature or AP Language
1 World History 9
2 US History or AP US History + An Additional Social Studies Course
2 Geometry and Algebra II
2 Biology and Ecology 9 + Chemistry and Physics
1 Physical Education 9/Health 9
1 Life Sports
1 Fine Arts (Music, Art, Drama)
10 Additional credits chosen by the student.
Total Credits: 26/27 if Writing 10 is required

 

Diploma with Honors

No semester grade may be below a 74%

Credits Course Work
2 English 9 and Communications 9
1 English 10
1 Writing 10 (if required)
2 English 11 and Writing 11 or AP Language
1 English 12 or AP Literature or AP Language
1 World History 9
2 US History or AP US History and one additional Social Studies Course
3 Geometry and Algebra II and one additional Math Course
2 Biology and Ecology 9 + Chemistry and Physics
1 Additional Sciences
1 Physical Education 9/Health 9
1 Life Sports
2 Language Course (Chinese or Spanish - 2 years required in one language)
1 Fine Arts (Music, Art, Drama)
9 Additional credits chosen by the student.
Total Credits: 29/30 if Writing 10 is required

 

Requirements for College or University Entrance
Since most colleges differ in their individual requirements for admission, it is recommended that students who have an inclination toward a particular college or major carefully research entrance requirements. Most colleges require a strong college preparatory program with a 85% average or better as follows:

  • 4 in English
  • 2 or more in any Foreign Language studied (if English is the native language)
  • 3 or more in Social Studies Prepartory Program
  • 3 or more in Science
  • 3 or more in Mathematics
  • 1 Fine Arts

Those interested in math or science fields may have a higher requirement (usually four years) in math. Some of the most competitive universities in the U.S. have rigidly prescribed high school subject prerequisites for admission. Following a challenging academic program through high school is to a student’s advantage.

Note: Highly competitive colleges do not base acceptances solely on academic achievement. Most of the highly competitive colleges and universities select candidates not only on the basis of academic record, SAT and AP courses, but also on co-curricular activities such as athletics, art, music and school publications.

Early Graduation
There are three reasons the school considers valid for early graduation.

  1.  A senior (and or family) departs Korea at the end of first semester or during second semester.
  2.  A senior is applying exclusively to universities in Korea that begin in February or March. In most cases applicants apply by passing the Korean GEDF (geomjeonggosi). Graduates who apply to Korean universities after graduation from SIS will be charged a fee of W50,000 per school if the application requires more than a transcript.
  3. A senior has sufficient credits and the school leadership team will not permit the student to complete the school year, because of a discipline issue. In this situation the student is not permitted to attend school events or activities for the balance of the year.

Students who are applying to Korean universities during their senior year must request Early Graduation in writing. The written request must be submitted within the first two weeks of the school year. The written request must be given to the Dean of Students. Approval from the Headmaster is required. With special permission of the Headmaster the student may be allowed to attend the graduation ceremony and senior prom dance.

A senior must have sufficient credits to graduate and a GPA of at least 75%. Parents must make the request in writing to the Dean of Students for submission to the Headmaster for approval.

WHEN EARLY GRADUATION IS PERMITTED, A FULL YEAR’S TUITION IS CHARGED 

20 Seniors Applying to Colleges and Universities
Seniors may apply to to a maximum of 14 private and public universities that require a secondary school report and teacher recommendations. Seniors may apply to additional public universities that do not require teacher recommendations. The senior fee will cover the logistical support for all applications. Graduates or former students seeking to attend or transfer to another university must first contact the admissions office, there is a fee of 15,000 Won per transcript.

Course Preparation Outside SIS

Although many students attend U.S. summer schools, it is usually for enrichment. Course taken outside SIS cannot be used as pre-requisites for courses at SIS nor can they be used for credit.

Valedictorian and Salutatorian

A six semester GPA is computed at the end of grade 11 (grades 9-12). The GPA is recomputed after the first semester of grade 12. The senior with the highest seven semester GPA is Valedictorian. The senior with the second highest GPA is the Salutatorian. Both are reconized at graduation.

Advanced Placement Program

The Advanced Placement Program is a high school program, sponsored by The College Board, which allows students to study courses designed for freshman college students. All AP students at SIS must write AP external exams for courses in which they are registered. Students who complete several AP courses and score grades of four or five are often eligible to apply for advanced standing when they leave SIS and go on to university. Students who take an AP exam outside of SIS before they take the course at SIS will not be able to enroll in that course at SIS.

The recommendation process is an important opportunity for students and teachers to discuss the decision to take advanced level courses in specific areas. A recommendation is not a good predictor of your future grade in an AP class. Once recommendations are made, strongly consider the following guidelines when choosing courses to take. These recommendations are based on current SIS student AP enrollment data.

  • 11th grade: 1, 2, or 3 AP courses
  • 12th grade: 2, 3 or 4 AP courses

Students interested in exceeding the numbers listed in the guideline above will be able to appeal to take an additional AP course, but appeals are subject to a committee review and may not be approved.

Students who do not complete the AP summer assignments may be dropped from the course. A grace period at the beginning of the course allows students to make sure that the AP class is suitable for them. If a student chooses to drop, or is dropped from an AP class after this time, they carry ‘W/F’s’ on their transcript for the school year. The cost for AP courses will be announced before the end of the 2 week AP grace period. The school actively discourages students from taking AP exams prior to taking an AP course and will not accept or endorse AP exam scores written outside SIS.

Advanced Placement Pre-Requisites See Course Flow Chart in the SIS MS/HS Course Guide

See Course Flow Chart in the SIS MS/HS Course Guide

National Honor Society (NHS)

The NHS is an organization whose members are recognized as scholars as well as positive contributors to the life of the school. Students need to maintain a 95% yearly cumulative average in high school for two consecutive years with no semester grade below 90% in order to be minimally eligible to apply. Eligible SIS students are first invited to apply in their junior and senior year, and are inducted as members after a successful completion of the application process and selection by a five-member faculty committee. Students new to SIS who have been previously inducted into NHS, or new students who are eligible may apply if they meet the requirements for minimum eligibility.

All new students are required to go through the application and selection process. Students who are selected and inducted are required to maintain a 95% average and a minimum of 90% on their final semester report cards in order to maintain eligibility for continued membership in the SIS chapter of NHS.

National Arts Honor Society

Sophomores, juniors, and seniors who have had at least one year of high school Art and earned an 85% average are eligible for membership. Proceeds from NAHS projects are contributed to charities.

 

Extra-Curricular Programs and Activities

In line with the SIS school wide learning expectation emphasizing well rounded individuals, considerable emphasis is placed on the SIS Sports Program. SIS strives for Tiger PRIDE, Power, Respect, Integrity, Determination and Enthusiasm. All new clubs, trips, programs should be proposed to level Leadership member and the Athletics and Activities Coordinator no later than the end of February. Seoul International School sponsors teams for athletes from sixth to twelfth grade, although, seniors are not eligible to compete at junior varsity level.

KAIAC Teams and Seasons of Play

SIS belongs to the KAIAC (Korean-American Interscholastic Activities Conference). As SIS fully supports participation in the KAIAC league, students are not academically penalized for classes missed due to sports. These classes are regarded as a “school function,” absence but students are expected to make teachers aware of their absence ahead of time and arrange for times to complete work that will be missed. All athletes are required to have a medical exam each year.

The seasons in which we participate are:

  • Fall: Tennis, Cross-Country and Volleyball
  • Winter: Basketball and Cheerleading
  • Spring: Soccer, Swimming and Badminton

Student Council

The Student Council is a leadership organization at Seoul International School. Each year the student body of both the high and middle schools elect a group of students whom they feel would best represent them. The role of the Student Council is not only to represent the thoughts and desires of the students, but also to provide academic and social events in which all students can participate. These activities consist of dances, pep rallies, class competitions, talent shows, etc. Also, charities and service projects are sponsored. The goals of the Student Councils are to increase school spirit, provide a more friendly and exciting atmosphere, and offer an opportunity to express student opinions on school matters.

Junior-Senior Prom

The Junior Class sponsored Prom is held in May. The Prom consists of a dinner that can be attended by all junior and senior students, their guests and teachers. After dinner there is a program that honors the seniors.

Commencement Ceremony and Reception

Commencement exercises are held at SIS for family and friends. Following the ceremony a reception is held.

Team Commitment

Seoul International School offers a diverse range of extra-curricular activities. Sport is only one of these offerings. However, at any time during the year a student’s commitment to a particular activity may prevent them from being involved in another activity. In order to help students manage their commitments, a student activity application form is distributed at the beginning of each sport’s season. This form outlines possible calendar clashes involving the sport in question, and other important events, such as MUN trips, orchestral concerts, and dramatic performances. It is important that students are honest on these forms. Although many students can handle two or three extra curricular commitments, some cannot. A realistic assessment of each student’s needs early on helps prevent academic trouble and broken commitments. Hence, sponsors will meet regularly to assess who is applying for each activity, and they will make a final decision on the load each student can handle at any given point in time. In order to involve parents as much as possible in this process, their signature is required on the form. This indicates they understand the total commitment, and support their child’s application.

Eligibility Requirements

In the beginning of the first quarter of each academic year, all students are considered academically eligible unless specifically excluded as a result of conduct the previous year.

Academic Probation for KAIAC Activities:

If a student’s previous quarter GPA falls below 83%, that student will not be eligible to try out for teams or participate in extra-curricular activities. Participant eligibility for athletics and activities is established on the first day each quarter. However, the school principal reserves the right to revoke student eligibility due to failing grades or excessive missing work. Students who are on academic probation may not be part of the team until academic probation is cleared.

Student Eligibility and Athletic Probation

Any student on SIS academic probation or school suspension is not eligible to participate in a KAIAC sport for the season.

Academic Probation for KAIAC Activities

Students’ previous quarter grades determine whether or not they may try out and participate in a KAIAC sport for the season.

Grade Check Procedures

  • Subject teachers will monitor the grades of students involved in all extra-curricular activities.
  • Students who are failing in one or more classes will be declared ineligible to participate, practice, play, or travel the following week (including the weekend games/activities). Even if they come out of failing status during the week, they are ineligible for one entire week (7 days).
  • Ineligible students will be checked on the following week by the coaches and if they are still in failing status they will remain ineligible for a second week (7 days). If the student remains in failing status on the next grade check they will be dropped from the team or activity.

Rules During Sports Season

Athletes are expected to be role models for other students. The following rules are standard policy at SIS and most other KAIAC schools.

  • Tobacco: Use or possession during a sports season will result in permanent suspension from the team.
  • Drugs and Alcohol: If it is found that a player is under the influence of alcohol or drugs during an athletic season he/she will be permanently dropped from the team, and further action will be taken.
  • School Attendance: Students must be in school and attend all classes on the day of a contest in order to participate that day, (unless they have approval from the Principal).
  • In order to participate or attend a Saturday contest students must attend all classes on Friday.
  • All athletic team members who arrive home from an away athletic contest before midnight are expected to be in school on time the following day.
  • If expected arrival time is after midnight, the student must get to school as soon as is reasonably possible, and definitely before the third period, in order to be eligible for an excused absence and in order to play in the next scheduled game or practice.
  • An athlete who is prohibited from playing (due to breaking any of the above criteria) may not attend an away match as a spectator.

Athletic Transportation

For practices and games in Seoul a set bus route going near most major travel routes will be distributed to all potential athletes before the season. Parents and students may have to plan necessary supplemental transportation with that route in mind.

At games outside of Seoul the bus will return to Seoul and stop at major stops. All remaining students will be bused to SIS for transportation by parents. When returning from away games at least one coach stays with the bus until all students have departed.

Criteria for Earning an Athletic/Activity Letter

  • Is a member of the junior varsity or varsity team
  • Attends all practices unless excused by the coach for illness or other school function.
  • Meets all eligibility criteria as determined by SIS and KAIAC
  • Must complete the entire athletic/debate season, considered to run from first day of practices until the end of the designated KAIAC tournament. Far East, held after the KAIAC tournament, is an extension of the season
  • Must participate (not just be on the roster) in at least one half of scheduled games/matches/meets
  • Must meet established coach/advisor criteria, as communicated before the season begins
  • Must have returned all school provided warm ups and/or uniforms to be eligible for an award
  • Athletic awards are given in recognition of outstanding athletic achievements and service to the school, not merely for participation on a team
  • Team managers are considered in the above criteria and may earn a JV or Varsity Letter

Child Protection Policy

Established 2018
Posted June 18, 2019

The hereafter displayed policy is taken from the Child Protection Parent Handbook.

Child Protection Parents Handbook

Child Protection Parents Handbook

Child abuse and neglect are concerns throughout the world. Violations of a child’s human rights are obstacles to the child’s education as well as to their physical and emotional development. Seoul International School’s Child Protection Policy is based on international law and on the United Nations Convention on the Rights of the Child 1 of which South Korea is a signatory. The following two articles are of the utmost importance:

Article 19 Protection from abuse and neglect

The State shall protect the child from all forms of maltreatment by parents or others responsible for the care of the child and establish appropriate social programs for the prevention of abuse and the treatment of victims.

Article 34 Sexual exploitation

The State shall protect children from sexual exploitation and abuse, including prostitution and involvement in pornography. As an international school, Seoul international School fully recognizes its responsibility and unique position as it pertains to child protection while respecting the laws and authorities of Korea. We also realize how important both the family and the community are in building the safest environment for the students. As we continue to work together, the child’s best interest will always be the focus of our efforts. For this reason, SIS has adopted the Child Protection Policy (CPP) outlined in this document.

Seoul International School’s Child Protection Policy includes the following:

  1. Parent information/materials offered to explain and clarify the CPP.
  2. Extensive background checks for all staff and faculty prior to hiring.
  3. Training for faculty and staff to recognize signs of suspected abuse and to follow appropriate protocol for reporting.
  4. SIS is mandated 2 by Korean law to report suspected cases of child abuse to the National Child Protection Agency (NCPA) in Seoul.

By enrolling your child at SIS, you have entrusted us with his/her safety, a responsibility we do not take lightly. We hope to work in partnership with you to ensure that together we will provide a school climate where students feel confident, safe and secure. Thank you for supporting our efforts and please feel free to contact the school counselor, division principal or the Head of School if you have any questions or concerns about the SIS Child Protection Handbook.

WHAT IS CHILD ABUSE?
DEFINITIONS AND INDICATORS
Child abuse is a complex set of behaviors that are non accidental and result in far reaching negative effects. Definitions and possible indicators of different forms of child abuse are given below:

PHYSICAL ABUSE:
Physical abuse of children includes any non-accidental physical injury caused by the child’s caretaker. It may include injuries sustained from burning, beating, kicking, punching, and so on. While the injury is not an accident, neither is it necessarily the intent of the child’s caretaker to injure the child. Physical abuse may result from extreme discipline or from a punishment that is inappropriate to the child’s age or condition. Non accidental trauma or physical injury caused by punching, beating, kicking, biting, burning, or otherwise harming a child.

POSSIBLE INDICATORS OF PHYSICAL ABUSE
  • Unexplained bruises and welts on any part of the body
  • Injuries reflecting the shape of the article used (an electric cord, belt, buckle, hand, etc)
  • Injuries that regularly appear after absence or vacation
  • Unexplained burns, especially to soles, palms, back, or buttocks
  • Burns with a pattern from an electric burner, iron, or cigarette
  • Rope burns on arms, legs, neck, or torso
  • Injuries inconsistent with information offered by the child
  • Unexplained laceration, abrasions, or fractures
  • Avoiding adult contact
  • Showing aggressive and/or intimidating behavior
  • Fearing parents
  • Fearing going home
  • The child described as “accident prone”

EMOTIONAL ABUSE:
Emotional maltreatment includes blaming, belittling, or rejecting a child; constantly treating siblings unequally; and a persistent lack of concern by the caretaker for the child’s welfare. While emotional maltreatment most often is observed through behavior, it is possible for children to internalize it so sufficiently as to cause developmental lags, psychosomatic symptoms, and other visible effects, such as speech disorders. A pattern of behavior by parents or caregivers that can seriously interfere with a child’s cognitive, emotional, psychological or social development. (This could include ignoring, rejecting, isolating, exploiting, verbally assaulting, and neglecting.)

POSSIBLE INDICATORS OF EMOTIONAL ABUSE
  • Behavioral problems (antisocial, destructive behaviors)
  • Sucking or biting a particular object constantly
  • Mental neurogenic reaction (hysteria, pressure, fear)
  • Extreme behavior, hyperactivity, suicidal behavior
  • Overreacting to making mistakes
  • Fearing contact with parents
  • Sudden change in observable, identifiable, and substantial impairment of a child's or vulnerable mental or psychological ability to function

SEXUAL ABUSE:
Childhood and adolescent sexual abuse have been associated with a wide variety of adverse mental and physical health outcomes. The involvement of a child in sexual activity that he or she does not fully comprehend is unable to give informed consent to, or for which the child is not developmentally prepared and cannot give consent, or that violates the laws of society. In addition, teens may also experience sexual harassment or other unwanted behaviors through technology and online interactions.

POSSIBLE INDICATORS OF SEXUAL ABUSE
  • Sexual knowledge, behavior or use of language not appropriate to the age level
  • Unusual interpersonal relationship patterns
  • Evidence of physical trauma or bleeding to the oral, genital, or anus areas
  • Unhealthy eating patterns, like a loss of appetite or excessive eating
  • Signs of physical abuse, such as bruises
  • Anxiety or worry
  • Falling grades
  • Changes in self-care, such as paying less attention to hygiene, appearance, or fashion than they usually do
  • Self-harming behavior
  • Expressing thoughts about suicide or suicide behavior
  • Drinking or drug use

NEGLECT:
Failure of a parent or guardian of the child to provide needed food, clothing, shelter, medical care, or supervision to the degree that the child’s health, safety, and well being are threatened with harm.

POSSIBLE INDICATORS OF NEGLECT
  • The child is unwashed or hungry
  • Parents are uninterested in the child’s academic performance
  • Parents do not respond to repeated communications from the school
  • The child does not want to go home
  • Parents cannot be reached in the case of emergency
  • Unhealthy due to not getting vaccination/medical treatment
  • Wearing clothes out of season
  • Begging for food or stealing
  • Coming to school early and going home late
  • Constantly feeling tired and insecure
  • Sleeping in class
  • Frequent absences

GUARDIANSHIP
Seoul International School mandates that each student must live with at least one of his/her parents or legal guardians recognized by the school. All students should be provided with an ongoing and stable relationship and a family environment that is supportive of the student’s education at SIS.

Parents who are temporarily unable to fulfill SIS’ guardianship criteria must inform the level principal’s office and will be supported by the school to develop suitable alternative arrangements for the student in question. Failure to inform the level office of a change in guardianship may result in the student’s ongoing enrollment being reviewed by SIS.

PROCEDURES FOR REPORTING SUSPECTED ABUSE

If there is cause to suspect child abuse or neglect, it is the responsibility of the staff member or any member of the community to report their suspicion to the counselor, sectional administrator, or the Head of School. The National Child Protection Agency considers all school personnel mandated reporters.

SIS Child Protection Flowchart:

child protection flowchart

DUTY OF CARE
A school community must ensure that all children in its care are provided a safe and secure the environment in which to grow and develop intellectually, physically, emotionally, socially and psychologically. School employees, as well as school community members, have a professional and ethical obligation to identify children who are in need of help, report to a principal/counselor, and to take action to help ensure the child’s safety and well being.

Seoul International School is committed to the duty of care for the students that the organization is entrusted with. To ensure the safety of every student, all SIS Personnel shall:

  • undergo extensive criminal and background checks prior to working with students at SIS
  • receive annual training to recognize and report issues of abuse and neglect,
  • conduct themselves with the highest degree of professionalism, integrity, and ethics,
  • assure the physical and emotional safety of all students,
  • foster appropriate and healthy relationships with students,
  • report any suspected cases of abuse,
  • maintain confidentiality 3 regarding all private and sensitive matters as they arise, and
  • comply with and act in accordance with Korean Laws as well as School’s Policies and Administrative Regulations.

WHAT DOES A CHILD PROTECTION POLICY MEAN FOR THE SIS COMMUNITY?

SIS is defining a standard for the treatment of all students in the community – that they be treated with respect and dignity at all times.

All children have legal and moral rights to their individuality, that when protected, will develop into the ability to meet the needs of the family, community, and society as a whole. SIS’ Child Protection Policy encompasses all cultures and international law. If given reasonable cause to believe that a student’s rights have been violated, SIS will use all available resources to protect those rights.

GLOSSARY OF TERMS

United Nations Convention on the Rights of the Child
The Convention on the Rights of the Child is an international treaty that recognizes the human rights of children, defined as persons up to the age of 18 years. The Convention establishes in international law that States Parties must ensure that all children—without discrimination in any form—benefit from special protection measures and assistance; have access to services such as education and health care; can develop their personalities, abilities and talents to the fullest potential; grow up in an environment of happiness, love and understanding; and are informed about and participate in, achieving their rights in an accessible and active manner. (from UNICEF resources)
Mandated Reporting
The legal requirement imposed on selected classes of people to report suspected cases of child abuse and neglect to government authorities. Failure to follow protocol could result in fines and/or criminal charges.
Confidentiality
The non-disclosure of information except to another authorized person.

Sources:

Convention on the Rights of the Child:
https://www.crin.org/rights-gallery/convention

Children’s Rights Alliance Summary of the UN Rights Convention of the Child:
https://www.childrensrights.ie/sites/default/files/information_sheets/files/SummaryUNCRC.pdf

National Child Protection Agency:
http://korea1391.go.kr/new/page/eng/welcoming.php

Special thanks to Seoul Foreign School, and Milim Oh, Counselor at Dulwich College for their assistance in developing this handbook.

Child Protection Parents Handbook

Land and Buildings

School Land

Unit: m2
*playground includes soccer fields (6,178.64) and playgrounds (591)

School Land School Building
School Land Playground* Total 27,236.03
19,783.26 6,769.64 26,552.90

 

School Buildings

Unit: Number of Rooms

Teaching Space Faculty & Meeting Rooms Offices
Classrooms Library Music Room Fine Arts Room Science Lab Computer Lab 4 48
73 2 4 3 7 3

Unit: Number of Rooms

PE Space Nurses' Room Rest Room Cafeteria Changing Rooms
3 1 67 1 7

 

Other Facilities

Other Supplementary Facilities for Education

Units: Number of Rooms
Gym Auditorium Library Swimming Pool Cafeteria Copy Center Fitness Center
1 1 2 2 1 2 1

Accommodations for Handicapped

Main Entrance Interior Of The Building Restroom
Access of Main Entrance Parking Removal of Doorsill Door Hallway Handrail Elevator, Ramp