Terms & Conditions
AOBA-JAPAN INTERNATIONAL SCHOOL (Aoba) TERMS AND CONDITIONS OF ENROLLMENT
Upon accepting an Offer of Admission from Aoba, you accept and consent to all Aoba policies, terms, and conditions of enrollment. Parent/guardian/student non-agreement or non-compliance with the Aoba enrollment policy may result in withdrawal, admission, or exclusion from enrollment.
Disclosure, Consent, and Permissions:
- I confirm that I am this student’s parent or legal guardian, that I have full authority to enter into this contract, and that by consenting to these policies, terms, and conditions, consent by all other legal guardians of this student is implicit.
- I understand and agree that failure to fully disclose any and all information as requested on the Aoba requested forms may result in incorrect grade or program placement, nullified acceptance, or withdrawal of enrollment.
- I give permission for Aoba to receive and release information from or to any of my/our child’s past, current or future schools, educational institutions, or student support providers.
- I understand that continued enrollment at Aoba is conditional on my child remaining in good academic, behavioral, and financial standing.
By enrolling my child at Aoba, I commit to:
- Accepting and supporting my child’s grade level placement, class list placement, EAL placement, and Learning Support placement and service model.
- Supporting the school’s mission, vision, values, strategic objectives.
- Ensuring my child’s regular attendance at school.
- Ensuring that my child will be living with a parent, or a legal guardian acknowledged by the school for the duration of his/her enrollment at Aoba.
- Reading, understanding, and following academic and behavior policies.
- Working in partnership with the school to support my child at home in order to help him/her meet the school’s academic and behavioral expectations.
- Reading notifications sent from the school to ensure knowledge and understanding of the school’s academic programs, curriculum, and co-curricular activities.
- Using the channels of communication established by the school when seeking a resolution to a problem or concern.
- Paying school fees and all other fees invoiced by Aoba in accordance with and adherence to the School Fee Schedule.
- Accepting the school’s decision to temporarily close and/or temporarily move to online learning due to immediate or imminent threat to the health or safety of students, staff or community members. This may be due to emergency, critical incident, extreme weather, pandemic, power failure and the like. There will be no reimbursement of school fees for unexpected temporary school closure.
- Enabling my child to participate in the mandatory Bring Your Own Device (BYOD) Program. As a blended learning school, it is a requirement that all students in G1-G12 are part of the BYOD program. G1 – G3 students need their own iPad, while G4 – G12 students need their own MacBook. Students should bring their charged devices to and from school daily. Device specifications will be provided upon student registration.
- Enabling my child to participate in the mandatory Residential Trips (for MYP students, G6-G10). MYP students are expected to attend the annual residential trips as part of the MYP framework. The inquiry-driven trips, to various locations within domestic Japan, are directly linked to the MYP curriculum; failure to attend may result in failure of the related unit. In the event of an unavoidable or exceptional circumstance that may prevent participation in a residential trip, we request the parents contact the school as soon as possible to discuss.
- Understanding that Aoba is an IB school that implements the PYP, MYP and DP curriculums. I agree to read and understand the relevant International Baccalaureate Organization (IBO) Regulations before enrolling my child in each respective IB program at Aoba.
- Understanding, agreeing to, and following all other Aoba Policies.
Aoba-Japan International School seeks to admit students who benefit from an environment that provides a challenging and rigorous standard of education with English as the language of instruction. Students who are proficient in English and are familiar with international education systems, in particular the International Baccalaureate, stand to gain most from being admitted into Aoba-Japan International School (Aoba); students who are not fluent may also benefit from the education Aoba offers in the elementary and middle schools.
Aoba offers a rigorous and challenging educational program, but at the same time we accommodate students with a range of academic abilities, provided they are able to adequately access and benefit from our curriculum. We make this determination primarily by reviewing students’ school records and teacher recommendations.
The following information is meant for internal use by the school administration and the faculty. It aims to outline the processes and guide the procedures of the admissions office in its processing of applications.
Any changes to the process outlined below will require the authorization of the leadership team, including the Head of School. This policy will be reviewed and the information updated annually in August of each year.
The Application Process is in place to ensure that students can successfully access the curriculum within a reasonable time and to thrive in our English-language learning environment.
English is the language of instruction at Aoba. Every class starting from G1 will have a 70/30 ratio, which means up to 30% of the students will be receiving EAL support of all ranges. All students entering and applying into G9 will need to be proficient enough to access the curriculum with no EAL support.
English is also the primary language for communicating with parents. Although not required, it is recommended that at least one parent or guardian is able to communicate comfortably with school personnel in English. In addition, parents must be able to access electronic communications from the school (email and web-based platforms including the school’s parent portal).
Please refer to our Language Policy for more details on eligibility requirements around the English language. The Language Policy and Assessment Policy must be read and understood, and parents will need to acknowledge their understanding by signing the designated area in the application form.
Our IB Primary Years Programme (PYP; K2 – G5) learning is designed to encourage curiosity in an integrative way. A balance is sought between the acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking responsible action.
In the development of our learners, we emphasize the characteristics of:
- Global leaders
- Effective communicators
- Wise risk-takers
In our IB Middle Years Programme (MYP; G6-G10), we emphasize the core values of global leadership, entrepreneurship, and innovation. We also emphasize the teaching of effective communication skills, problem solving, and wise risk-taking.
We concentrate on developing independent and interdependent learners who are able to draw upon strong academic skills of inquiry, critical thinking and analysis to discover and apply new knowledge.
We future-proof our middle school learners, helping them be ready to excel along multiple pathways that, in high school, mean a variety of options such as self-designed courses (that learners and teachers develop together) and the internationally recognized Diploma Programme. Our focus is to refine their communication, problem-solving, and risk-taking skills by providing relevant, engaging, meaningful, challenging learning opportunities and possibilities for action.
Choosing the right pathway
In G11 & G12, we offer challenging academic programs (IB Diploma Programme (IBDP) and the Global Leadership Diploma Programme (GLD)) geared toward students who are planning to go on to college or university in all areas of the world. Students entering at this level must have a fairly high degree of competency in English. Moreover, in order to obtain an Aoba graduation diploma, students must have credits equivalent to four full years of high school English.
Students going into G11 will be required to decide on the DP path or the GLD path.
In the process, we encourage all students applying for admission to G9 – G12 to visit the school and meet with an Admissions Rep or the Secondary Principal for an informal interview. This will also help ensure that candidates will be able to meet academic requirements for graduation from Aoba.
For students applying for G11 during the school year who have not yet embarked on the IBDP: the IBDP coordinator will speak to the students and the parents to explain that the students hold a chance of obtaining the IB Diploma, given that the students are capable and there is enough time left in the year to catch up on the months that the students have missed. If the IB Diploma does not sound reasonable given the circumstances, then the students may choose to sit for individual exams to obtain certificates, or aim for the GLD.
For students applying for G11 during the school year, who have started the IBDP at their previous school: the IBDP coordinator will speak to the students and the parents to examine what courses they had been taking, and if the courses offered at Aoba will enable the students to continue with the IBDP. If not, but the students still wish to enroll, then they will be able to sit for individual exams to obtain certificates.
For students applying for G12 who have not yet embarked on the IBDP: the IBDP coordinator will speak to the students and the parents to explain that the students will not be able to obtain the IBDP. However, provided that the students have acquired the necessary credits up until that point, the students can obtain a high school diploma if they successfully complete G12.
For students applying for G12 who have already embarked on the IBDP at their previous school: the IBDP coordinator will speak to the students and the parents to examine what courses they had been taking, and if the courses offered at Aoba will be able to have the students prepare for the final year for the IBDP. The IBDP coordinator will also examine how far they have gone with the Extended Essay, CAS and TOK and how Aoba-Japan International School can assist with the completion of those.
We will not accept any students applying for G12 after the start of the school year.
For students applying for G11 and G12: the GLD coordinator will speak to the students and parents to examine which courses and projects will match the students’ interests, strengths, and career aspirations at the same time meeting the graduation requirements.
We will not accept any students applying for G12 after the start of the school year.
- Open House
- Application Forms
- Supplementary Documents
- Application Fee
- Interview & Assessment
When a family inquires about Aoba, the Admissions Office first answers all questions they may have about the school, and then encourage them to visit the school. School visits are the best opportunities for families to meet the Admissions team and to see the facilities and classrooms in session.
When a family is not able to come in for a school tour, the Admissions Office provide as much information as possible over the phone or email.
Application Forms and Supplementary Documents
Applicants are encouraged to apply through our website. If families experience technical difficulties, they can contact the Admissions team to be provided with assistance and further guidance.
All students must submit the following:
- Completed Application Form (online)
- One confidential recommendation Form – filled out by the Homeroom teacher, sent directly to the Director of Admissions at Aoba
- School records for the past 2 years (including current school year)
- Report cards: Copies of the report cards of the past two years, including the current year are required. The final report for the current school year is required and can be emailed or posted when it becomes available if the student is accepted.
- Students for Kindergarten who may not have report cards but attend a pre-school, nursery, or daycare are asked to submit a recommendation from the class teacher.
- If report cards are in a language other than English or Japanese, it must be translated into English by an official translator.
- Health forms (to be completed by a physician and parent)
- Health forms must be completed before the student can begin school.
- Required immunization information.
- Photocopy of birth certificate or passport, and proper visa for non-Japanese citizens
- One passport size photo for each student and their parents/guardians
- Additional reports, including from specialists if applicable
- A report of testing if the student has received or is receiving any supplementary school services or outside of school support. These may include: learning resources support, speech and language therapy, English for Speakers of Other Languages (ESOL) support, counseling, behavior modification, etc.
- Others included are: psycho-educational evaluation, Individual Educational Plan (IEP), speech language assessment, etc.
- An exit report and recommendations for future learning if the student is no longer receiving these services
Additional Documents required for Students from G7 to G12 (MYP, DP & GLD):
- Two Recommendation forms – in addition to the recommendation form from the Homeroom teacher, one from the current English teacher and one from the current Maths teacher is required (three in total).
- Standardized test results (ITBS, MAP, ISA, Stanford, PSAT, SAT, TOFEL, etc.) should be submitted for any tests taken.
Additional Documents required for Students applying for G11&G12 (DP & GLD):
- Official Transcript
- All high school students applying for G11&G12 are required to include an official transcript from their current school. They should post or bring with them, an official transcript which includes the year just completed. Transcripts are required from all high schools attended by the student
- If official transcripts are in a language other than English or Japanese, it must be translated into English by an official translator
Age of students:
- The cut off date for age placements is September 1
- The age of the student is considered in placements for Kindergarten to G1
- Age requirements for the lower grades are as follows
- K2: 1.5 years old
- K3: 3 years old (must be toilet trained)
- K4: 4 years old
- K5: 5 years old
- G1: 6 years old
- All students for G2 and up are placed according to their completed or current grade level or at the principal’s discretion in consultation with the parents.
- The application fee for all grade levels is 22,000 yen for the 2019/2020 academic school year and is subject to change annually based on the Board approved fees.
- This fee is applicable for only one attempt unless the student’s matriculation is affected by space availability for that academic year or an inadvertent mistake on the part of the admissions office.
- A new fee is required on all subsequent submissions of applications
- The application fee covers the processing of the application, testing and interviews.
- An application fee is required with each student
- The fee is non-refundable
Appointments for interviews and assessments
- Upon reviewing the application, student’s school records and recommendation(s), we invite the student and his/her parents for an assessment and interview.
- All students and their parent/guardian from schools within Japan must come in for an interview before they can be accepted into Aoba. The Admissions office contact the students’ parents/guardians to set up an interview & testing appointment
- Students from overseas schools are asked to join Aoba for a SKYPE or other form of virtual interview/assessment.
Students entering Kindergarten and/or G1 are asked to come to school for an informal play session and interview before a formal acceptance can be offered. While the student is taken into the relevant classrooms, the Admissions Director interviews the parents.
In addition to the above, an English level assessment using the WIDA Test or equivalent is conducted, along with an interview of the student by the Principal and the Admissions Director. The WIDA Test is conducted to ascertain the level of English proficiency of the student. If the student is accepted, but the assessment results show that the student requires EAL support, the class/grade in which the student will be placed in, must be examined. If the class has already reached 30% of EAL students, that student will be placed on the waiting list until there is an opening. The school does not disclose the WIDA Test, or any other application test results. The acceptance may be dependent on the results of the WIDA Test for the upper grades, as the English proficiency is necessary to access the IB Programmes.
The EAL Support is only available until the end of G8. Students applying to G6 and above with a need for the EAL support must demonstrate that he/she will exit the support program before the end of G8.
While the student is being tested, the Admissions Director may interview the parents/guardians.
For students applying to G9, the application forms and supplementary documents will have proven the student’s English proficiency, and will only be invited in for an interview if the above is true.
The Admissions Director and the Principal of the school section for which the candidate is applying for, review all applications. The relevant Principal makes the final admissions decisions. In the case of G11 and G12, the Secondary Principal and the IBDP/GLD Coordinator, at times in addition to consultation with the Head of School, makes the decision.
Other school personnel, such as Learning Support and EAL staff, may also be involved in the review process.
No student may be denied admission due to nationality, race, or religion; all students who meet the academic and behavioral expectations of our school are accepted. The admissions office denies a student only when it believes that it is not in the best interest of the student to join Aoba and/or when it believes that the school is unable to serve the specific learning or behavioral needs of the student.
Conditional and probationary acceptances
- For future acceptances, Aoba uses conditional acceptances.
- All letters of conditional acceptance must offer clear and precise conditions upon which the student has been accepted.
- All letters of conditional acceptance must offer a time frame by which the condition(s) must be met.
- All letters of conditional acceptance must offer clear suggestions as to how the conditions can be met by the student.
- All letters of conditional acceptance must offer clear suggestions as to how the school can support the student in meeting the condition(s).
- All letters of conditional acceptance must state who determines whether or not the condition has or has not been met within the given time frame.
- The principals are responsible for following up with conditional acceptances to see if the student has met the conditions of acceptance such that the student’s acceptance becomes a regular acceptance.
- The principal of each school determines the consequences and next steps when conditions of acceptance have not been met.
Deadlines and timeline
The Admissions Timeline
- Applications are accepted for the following school year, every year from November 1 until December 31, for consideration for interviews in February. Thereafter, rolling admissions applies to all students up to G10 – please refer back to the Introduction for details for students applying to G11 & G12 (IBDP & GLD)
- Students will be waitlisted once the students’ class is at full capacity
- Decisions are made by the Admissions Director and the Principal of each respective school
- Families who have been accepted are sent a confirmation letter by the Director of Admissions
- The school does not respond to any inquiries around acceptance decisions over the telephone
- The Admissions Director informs families of students whose applications have not been accepted with an email
- Letter to announce the student has been put on the Waiting List (if the class is full or disrupts gender ratio), is prepared and sent to the family, by the Admissions Director
- An invoice (Registration Fee and/or Tuition and all other relevant Fees) prepared by the Accounting Department is also be sent with the Letter of Acceptance
- If an accepted student decides to enroll, the student’s parents/guardians are expected to sign the Letter of Acceptance and return it to the Admissions Office
- The enrollment is final when the signed Letter of Acceptance has been received by the Admissions Office and when the Registration Fee has been received
- New students and their parents starting at the beginning of the school year have a group orientation session on the weekday afternoon before the first day of school
- All students who enroll in the middle of the school year have an individual orientation either before or on their first day of school
Adopted: 2014 Reviewed: 2020
As the parent/guardian of an enrolled Aoba student, I understand that:
By making, or authorizing, a full or partial payment of Aoba Registration, Tuition and other fees, I give my consent to all Aoba Payment & Refund Regulations.
It is my duty to ensure that my financial obligations to the school are discharged promptly (even if I am sponsored by our employer).
Late payment of fees will result in penalty interest and may result in the withholding of enrollment, reports, and annual transcripts.
Failure to respond to requests for settlement of late fees may result in a student’s suspension.
PAYMENT and REFUND REGULATIONS
It is the family or guardian’s duty to ensure the financial obligations to the school are discharged promptly, even in the case where their employer may be paying the fees on their behalf. Even though a student has been accepted by or is enrolled in Aoba, if financial obligations are not met by documented dates, the student’s enrollment will be cancelled.
Tuition, School Lunch, EAL Support, Learning Support Fee
Tuition, School Lunch, EAL Support and Learning Support Fee are payable by semesters.
|One Payment Option||Due by 20 June (or payable at the time of registration for new students)|
|Two Payment Option||Due by 20 June and 20 November (or payable at the time of registration for new students)|
Bus fee for the full school year is billed with the first tuition invoice. For students entering school for 2nd semester, the fee is calculated based on the school’s half quarter. A student’s attendance for any portion of a quarter requires payment of the entire quarter.
Building Maintenance Fee and Family Community Membership Fee
Building Maintenance Fee and Family Community Membership Fee are billed in full with the first tuition invoice and are not divided for mid-year entry.
Enrollment after the School Year Commences
For students entering school after the Autumn Break or the Spring Break, tuition is calculated based
on the school’s four quarters. A student’s attendance for any portion of a quarter requires payment of the entire quarter. Full payment of the Building Maintenance Fee and Family Community Membership Fee are also required, regardless of the length of attendance.
For re-entry of students who have left the school, the Building Development Fee will be billed in full and Registration Fee as follows:
|Re-entry in the same school year as withdrawal||JPY 100,000|
|Re-entry in the next school year after withdrawal||JPY 150,000|
|Re-entry in the second school year after withdrawal||JPY 200,000|
|Re-entry after two years have elapsed||Full Charge|
In the event of cancellation of re-entry, the fees will be refunded according to Refund Policy.
Leave of Absence
Students may apply to take a leave of absence by submitting an official notification by 31 July for the
1st semester and by 8 January for the 2nd semester. Leave of Absence is applicable only by semesters. Upon the approval by the Principal, 50% of Tuition will be waived during the leave of absence. Any other fees will not be billed for the term of the leave of absence. Building Maintenance and Family Community Membership Fees will not be refunded for Leave of Absence taken in the 2nd semester.
Delinquent Payment Policy
An arrears charge of 1.20% per month, compounded monthly, will be applied to all overdue accounts. In the case of serious financial delinquency, the school will prohibit class attendance and/or the release of report cards and transcripts.
In the case of withdrawal or cancellation of enrollment, the Admissions Office will refund fees according to the policy below. The enrollment cancellation (for new students) or Notification of Withdrawal (for current students) must be submitted.
Application Fee, Registration Fee & Building Development Fee
Building Maintenance Fee and Family Community Membership Fee
Enrolled students who withdraw by 31 July will receive a full refund. The enrollment cancellation (for new students) or Notification of Withdrawal (for current students) must be submitted. No refunds will be given to students who submit the notice after 31 July.
First Semester of Tuition & Support Fees
Enrolled students who withdraw by 31 July will receive a full refund of the first semester’s tuition, EAL
Support and Learning Support Fee (remaining balance after deduction of administration fee for continuing students including those enrolled after April of the year). The enrollment cancellation for new students or Notification of Withdrawal for current students must be submitted. No refunds will be given to students who submit the notice after 31 July.
Second Semester of Tuition & Support Fees
Enrolled students who withdraw by 8 January will receive a full refund of the second semester’s tuition,
EAL Support and Learning Support Fee. The enrollment cancellation for new students or Notification of Withdrawal for current students must be submitted. No refunds will be given to students who submit the notice after 8 January.
Re-enrollment (Continuing Students Only)
A deposit of JPY 250,000 is required by the due date in order to reserve a place for the next school year. This deposit will be deducted from the Tuition Fee. In the event of cancellation of re-enrollment, following administration fee will be deducted from the deposit for refund after Notification of Withdrawal is submitted. Re-enrollment without payment of deposit by the due date will result in a JPY 150,000 Reinstatement Fee. The Reinstatement Fee is non-refundable.
|Administration Fee||Deposit Refundable|
|Up to May 31||100,000 yen||150,000 yen|
|Up to June 30||150,000 yen||100,000 yen|
|Up to July 31||200,000 yen||50,000 yen|
|On or after August 1||No Refund|
Students who withdraw before the first day of Mid-Winter Break in February will receive a full refund of
the Graduation Fee by submitting a Notification of Withdrawal. No refunds will be given to students who withdraw after the first day of Mid-Winter Break.
School Lunch Fee, Bus Fee
Students who withdraw by 31 July will receive a full refund of the School Lunch Fee and Bus Fee. Students who withdraw by 8 January will receive a full refund of the second semester’s School Lunch Fee and Bus Fee.
In the event of school lunch cancellation, a notification will be required two weeks before the first day of the new semester. Refunds will be provided for the semester the student will not eat school lunch. No refunds will be given if the notification is not received two weeks before the first day of the semester.
Bus fee is non-refundable for cancellation.
All other fees are non-refundable.
*This regulation shall be governed by, and construed and interpreted under the laws of Japan. The lawsuits hereunder shall be exclusively brought in the Tokyo District Court of Japan.
RECORDS MANAGEMENT POLICY
I understand and agree that the school maintains cumulative records of all student files including application documents, school records, and confidential documents. Paper records are kept in locked file cabinets on campus. Digital records are stored in a secure, private, in-house server. Only certain staff and faculty have access to student records including, School Administrators, Student Support Team members, Admission Office personnel, and Campus Registrars. Teachers can access these records on request if need be. Parents have a right to request access to their child’s records, except those for which they have waived rights of access (e.g. Admission test results, confidential references).
I understand and agree that upon a student’s withdrawal or graduation from Aoba, the school will only forward documentation accrued during the student’s enrollment at Aoba. The school will obtain written consent from the parent before forwarding confidential records.
I understand and agree that the school will keep student files for 20 years after withdrawal of enrollment or graduation after which student records will be destroyed and/or permanently deleted from the server. High School transcripts and report cards will be kept indefinitely and securely as both digital and hardcopy documents.
SHARING POLICY / USE of PHOTOGRAPHIC IMAGE and CONTENT
Aoba is committed to the security and privacy of our school community, including students, faculty, staff, and parents. Students photographs, images, quotations, and work products may be used in accordance with the Aoba Sharing policy. Aoba cannot be held responsible for unauthorized sharing of digital data by a member of the Aoba community.
Regarding the use images and content, I understand and accept that:
- Aoba will take photographic and video footage of the Aoba community for the purpose of informative and promotional materials of the learning, events, and activities of Aoba, including pamphlets, websites, reference materials, year books and the like. The intended audience will be for current and prospective students, alumni, parents/guardians, and the like. Student work may be reproduced for this same purpose; sometimes modified, translated or otherwise changed to meet the Aoba purpose. Full names and other information will not be used, to minimize the possibility of revealing the identity of the person.
- As an IB World School, Aoba is required at times to submit student work and images to the IBO (International Baccalaureate Organization). The IBO will have a non-exclusive worldwide license to use student work that has been submitted to them by Aoba. These materials may be modified, translated or otherwise changed to meet the IBO’s purposes and names will be removed along with information that may lead to the identification of the child or of Aoba. Photographic and video images, taken in the course of approved Aoba activities and in circumstances under the control of Aoba, may also be reproduced by the IBO with an understanding that the identity of the person will not be revealed.
The below Sharing Guidelines are designed to set expectations for online contributions in accordance with Aoba values. The below guidelines have been created to balance participation with privacy, contribution with caution, and action with accountability. This policy applies to all members of the Aoba community – faculty, students, staff, parents and alumni.
All community members are expected to understand and adhere to the following guidelines regarding the sharing of content:
- Only share such content when there is a reasonable assumption that the content owner or subjects would approve.
- Provide proper attribution to the original content owner or creator when sharing the work of others.
- Not require creation of accounts on sites with age restrictions by students who are underage, asking parents to create the accounts instead.
- Enable content owners or subjects who are personally identifiable in the content to request the removal of shared content from publicly shared locations and have said content removed whenever possible and within reason.
- Not reshare content beyond the audience intended by the original sharer.
- Respect copyright in using materials in any context.
- Respect user choice about account creation for sites or tools other than those that are part of official Aoba digital resources.
- Not share information or promote content that is confidential or damaging to the school, its operations, or to other community members.
- Notify leadership if content posted online raises concerns about student welfare.
CHILD PROTECTION POLICY
This policy has been developed in accordance with the principles established by the UN Convention on the Rights of the Child (1990), Children Abuse Prevention Act 2000 (Act No. 82 of 2000) and Child Welfare Act 1947 (Act No. 164 of 1947) in Japan, and also the guidelines provided by Ministry of Education, Culture, Sports, Science and Technology-Japan (MEXT), the Tokyo Metropolitan Bureau of Social Welfare and Public Health and the Center for Child Abuse Prevention (CCAP), and the CIS Code of Ethics. This procedure will be reviewed and updated as needed.
The World Health Organization (WHO) defines child abuse and child maltreatment as “all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.”
Types of Abuse
Abuse can be:
- physical abuse, for example, beating or punching;
- emotional abuse, for example, rejection and denial of affection;
- sexual abuse, for example, sexual assault or encouraging a child or young person to view pornographic material;
- neglect, for example, failure to provide appropriate care including emotional or medical attention
Students harming themselves, for example through cutting, burning, or misuse of substances as well as forms of self-harm related to anorexia and bulimia, need to be supported. The school will follow the steps outlined in the Aoba Student Protection Flowchart to notify the appropriate parties.
Signs of Abuse
Possible signs of abuse include (but are not limited to):
- The student says she/he has been abused or asks a question which gives rise to that inference.
- There is no reasonable or consistent explanation for a student’s injury; the injury is unusual in kind or location; there have been a number of injuries; there is a pattern to the injuries.
- The student’s behaviour stands out from the group as either being extreme model behaviour or extremely challenging behaviour, or there is a sudden change in the student’s behaviour.
- The student asks to drop subjects with a particular teacher and seems reluctant to discuss the reasons.
- The student’s development is delayed.
- The student loses or gains weight rapidly.
- The student appears neglected, e.g. dirty, hungry, inadequately clothed.
- The student is reluctant to go home or has been openly rejected by his/her parents or carers.
Duty of Employees
Every employee and director/trustee of the School is under a general legal duty to:
- Protect students from abuse
- Be aware of the School’s child protection procedures and to follow them
- Know how to access and implement the procedures, independently if necessary
- Keep a sufficient record of any significant complaint, conversation or event
- Report any matters of concern to the school nurse who will then inform the Head of School (HoS) and Principals as soon as possible.
- Collaborate with the School Nurse to complete documentation of any incident as required
A member of staff suspecting or hearing a complaint of abuse:
- If you suspect abuse, inform the school nurse.
- If the student approaches you, listen carefully and keep an open mind. Staff should not make a decision as to whether or not the abuse has taken place.
- Staff must not ask leading questions, that is, a question which suggests its own answer.
- Must reassure the student but not give a guarantee of absolute confidentiality. The member of staff should explain that they need to pass the information to the school nurse and/or counselor, who will ensure that the correct action is taken.
- Must keep a sufficient written record of any teacher-student conversations, on the current SIS platform at the time.
- The record should include the date, time and place of the conversation and the essence of what was said and done by whom and in whose presence. The record must be kept confidential on the SIS platform.
All evidence, (for example, scribbled notes, photos, mobile phones containing text messages, clothing, and computers), must be safeguarded and preserved to the best of the school’s ability, within the limits of the law.
All suspicion or complaints of abuse must be reported to the school nurse who will ensure that the HoS and/or the principals are aware.
Action by the HoS (or on behalf of the HoS):
The action to be taken will take into account:
- The local inter-agency procedures of the Child, Family Support Center or/and Child guidance Office.
- The nature and seriousness of the suspicion or complaint.
- A complaint involving a serious criminal offense will always be referred to the police without further investigation within the School.
- The wishes of the student who has complained, provided that the student is of sufficient understanding and maturity and properly informed. However, there may be times when the situation is so serious that decisions may need to be taken, after all appropriate consultation, that override a student’s wishes.
- The wishes of the complainant’s parents, provided they have no interest which is in conflict with the student’s best interests and that they are properly informed. Again, it may be necessary, after all appropriate consultation, to override parental wishes in some circumstances. If the HoS is concerned that disclosing information to parents would put a young person at risk, or it is against the student’s wishes, he or she will take further advice from the relevant professionals before making a decision to disclose.
- Duties of confidentiality, so far as applicable.
- The lawful rights and interests of the School community as a whole, including its employees and its trustees.
- If there is room for doubt as to whether a referral should be made, the HoS may consult with external agencies. However, as soon as sufficient concern exists that a student may be at risk of significant harm, a referral will be made without delay. If required, the HoS will confirm the referral in writing to the relevant Social Services within 24 hours.
Confidentiality and information sharing
The School will keep all child protection records confidential in the current SIS platform, allowing disclosure only to those who need the information in order to safeguard and promote the welfare of children. The School will cooperate with police and social services to ensure that all relevant information is shared for the purposes of child protection investigations under Article 25 of the Child Welfare Act 1947, Article 6 of the Child Abuse Prevention Act 2000.
Prevention of student abuse
The school will not hire staff who have a record of abuse. Background checks will be part of the hiring process for employees. Applicants for Aoba positions will agree in writing with the terms of this policy as part of the contracting process.
Abuse prevention and awareness training will be provided for faculty and staff
Aoba will develop and maintain guidelines for faculty and staff to address the prevention, reporting, and investigation of student abuse.
Safeguarding Agreement with Employees
Employees are to read, agree and understand the below, and sign their Full Legal Name, Date, and Position every year.
- I will treat everyone with respect, patience, integrity, courtesy, dignity, and consideration.
- I will exercise due diligence and professional judgement at all times.
- I have read, understood, and agree to abide by the Aoba-Japan International School Student Protection Guidelines. I understand that any violation of the guidelines may result in disciplinary action up to and including dismissal from Aoba and/or legal action if warranted.
Uniforms are to be worn everyday unless directed by the school otherwise.
Lands’ End and Top of the Class will continue to be our main supplier of uniforms.
School PE clothes are REQUIRED for all of the students of Hikarigaoka Campus*.
Required PE items are ONLY AVAILABLE from Top of the Class. Please purchase PE items from them.
* Meguro students do not need the school PE clothes.
Top of the Class: www.schooluniform.jp/how-to-order/
Please contact them directly for any questions.
Lands’ End: www.landsend.com
School Number is 900160342. Please contact them directly for any questions.
Items for each grade level are detailed in the attached Uniform Guide. Please do not substitute with alternative items, unless advised by the school, even if the alternative is from our suppliers. Certain items require the school logo – these are noted in this Uniform Guide and already come with the logo applied. All uniforms must be clearly named. Girls may choose to wear pants in any grade level.
*Secondary Students (G6 – G12): Alternative shorts, pants, or skirts can be worn. All top wear must be an official Aoba-Japan International School garment. Please purchase at least 1 full set of summer and winter uniforms for formal activities such as field trips. Please discuss with your children what is appropriate to wear in a school setting and/or in public representing the school.
Top of the Class provides sizes by age or height (cm).
Lands’ End provides charts to ensure accurate sizing. Trousers, shorts, and skirts come with adjustable elastic inner waistbands. Trousers can be hemmed to preferred length.
Summer uniforms are to be worn from May 1 – September 30, and winter uniforms are to be worn from October 1 – April 30. These dates are to serve as guidelines.
- School-commuting Route
Commute route from Hikarigaoka Station
Areas painted grey on the map below is private property of apartment complexes. Please use public roads, roads beside the park, or use the recommended route as outlined in Blue.
Any family members who come to the school, such as pick-up and drop-off, must also check the temperature before coming to school. Families are not allowed to enter the school building in principle. Doors open for 8.20 to 8.30 and 15.30 – 15.50. You cannot enter the school building earlier than 8:20 am. For safety reasons, students must use the Main gate (Bus gate) for entering and leaving the school property at all times. If they are accompanied by guardian(s), they also must use the main gate.
- Bus Riders
If your child is registered to ride the bus, he/she may ride the bus from the first day of school. The bus attendant will check the student’s temperature before getting on the bus. If the temperature is 37.4°C or above, the student will be asked to go home. Please sanitize the hands prior to getting on the bus and wear a mask on the bus.
＊For younger students, then, parents should be with them while they wait for the bus, in case they need to return home if they cannot do so on their own.
- Coming to School other than Bus or public transportation
Coming to school by car
If you intend to bring your child to school by car, please use parking spaces nearby the school or near Hikarigaoka train station, and walk your child into the school grounds.
Please do not stop outside of the front gate to drop off. Also, please do not park at Family Mart or A-Colle store (opposite the school).
The following are examples of the nearby parking lots.
Hikarigaoka IMA Parking: http://www.ima-hikarigaoka.jp/access/
Hotel Cadenza: https://h-cadenza.jp/en/access/
Coming to school by bicycle
Students may ride their bicycle to school. We request that all students wear a helmet and protective gloves. Please ensure that your child’s bicycle is registered and has insurance. There is a bicycle form that we will ask you to complete, so please contact us. Parents of younger children may ride their child to school by bicycle. They can enter through the main gate.
＊As of April 1, 2020, the Tokyo Metropolitan Government requires all bicycle riders to enrol in insurance (such as bicycle casualty insurance) to ensure that they can pay for any damage or injury to others if the rider is involved in a cycling accident.
- When the student is late
If your child is unavoidably late for school, please let the school reception know. Students who are late will have their temperature check at the reception desk, and a late pass will be issued if there is no problem with the health observation sheet. Those students cannot enter the classroom without a late pass.
- Families visiting the school
Parents are restricted from entering the school building. The family will have access to the front door of the school lobby. If you have special circumstances and need to enter the school, please make reservations and registration by emailing at email@example.com, and follow the instructions. Families without reservations/registrations may not be permitted to enter the school building.
The school office will not receive or keep your child’s forgotten items at the reception. Please be sure to check your child’s items for school use. We can receive lunch, water bottle and medicine for your child at the infirmary. Please email firstname.lastname@example.org in advance and follow the instructions.
SCHOOL BUS POLICY
Aoba puts high priority in the safety of all the children. For a smooth and safe bus operation, the following rules apply to all Aoba students riding the buses.
- Bus riders are allowed to take the pre-registered bus route.
- Morning pick-up is at the designated point. The bus will not wait any longer than one-minute passed the designated time.
- Bus riders may be dropped off ONLY at their assigned stop.
- K3 – K5 Students must be accompanied by their parents/guardians to and from the bus stop.
- No visitors, parents/guardians are allowed on the bus.
Aoba provides medical coverage for all students for injuries or accidents during curricular, co-curricular or extracurricular activities on campus, off-campus locally and off-campus abroad. This insurance also covers food poisoning. Non-students, parents and visitors who participate in any Aoba event are covered for injuries on campus.
The Aoba language policy is a working document developed by staff and administration and input for the Aoba community. The policy is consistent with the stipulated principles and practices of the IB. This policy is intended to provide an overview and guiding principles for language learning at Aoba which permeates the entire school curriculum through authentic contexts in a culturally rich and diverse environment. Our policy is a statement of agreement—one to which the staff and the Aoba community are asked to commit to so our school can achieve its mission of developing globally-minded, compassionate, collaborative students inspired to learn, take risks, and lead change in the world.
At Aoba we share these common beliefs about language acquisition and learning.
- Language is an important focus because it is integral to effective learning in all curriculum areas and across all phases of learning.
- Language is essential for students’ lifelong learning and for their active participation in a highly complex and networked world.
- We value the importance of learning the host country’s culture and language. This is reflected through the teaching of Japanese language and culture from beginner to native level throughout the school.
- All teachers are teachers of language and, as such, need to teach their students explicitly how to engage with the language conventions and vocabulary of their subject area.
- At Aoba we believe that language is central to all learning, is used to construct meaning and deepen our understanding of the world. We believe that language is best learned in an authentic context
- The acquisition of more than one language and maintenance of the mother tongue enrich personal growth and help facilitate international understanding.
- Whilst English is the language of instruction, the language policy allows students to inquire in their mother tongue to assist with understanding, inclusion, and multilingualism.
- Students learn best when they are actively involved in listening, speaking, reading, and writing. At Aoba we approach language through a variety of methods and strategies with a focus on inquiry and team-based learning. As all teachers are teachers of language where the conventions of communication are unique in a given subject, the appropriate scaffolding and teacher modeling must be in place to encourage students to succeed (i.e., lab report, literary essay, letter).
- Differentiation of tasks and expectations to suit students’ language levels assists students’ ability to access the curriculum.
- The use of language must be assessed using a balance of authentic assessments, both written and oral. Continuous feedback and student self-assessment support student learning.
The Aoba language environment
Aoba students consist of a high percentage of host country nationals and a minority population consisting of many different languages and cultures. More than half of the students speak Japanese as their first language, while less than 20% speak English as their first language. Korean speakers make up roughly 10% of the population, and the remaining 20% is divided amongst many tongues. This has guided our choices in languages offered to our students: Japanese and English. We acknowledge that many of our students speak English as an additional language. There is a range of proficiency in English, both spoken and written across the school. Results from externally moderated and internal assessment tools such as ISA, PAT, DRA and WIDA may be used to determine the effectiveness of our language programme, and provide feedback and focus for student learning needs.
To support students and inform teachers, an English language proficiency screener test in all four domains of literacy, reading, and writing, speaking and listening is administered to incoming students to ascertain the level of English proficiency of the student.
Children in Grades 6 and 7 with limited English will have to demonstrate their capacity to acquire and engage the language of instruction to ensure success in accessing the curriculum.
Our high school academic programme (for grades 6-12) is geared toward preparing students who are planning to go to college or university, so students need to have academic English proficiency commensurate with the grade level for which they are applying.
Language of instruction
To meet the language and communication needs of everyone at Aoba, English is promoted as the language of inclusion as it is the language of instruction and therefore the common language within the community. To this end, students, teachers, administrators, and parents are encouraged to converse in English whenever possible to ensure a sense of community and belonging.
Beliefs about bilingualism
As an IB world school, Aoba offers students the opportunity to learn more than one language and for some, the opportunity to be proficient bilinguals, with fluency in two languages. We believe that exposure to more than one language and bilingualism offers multiple perspectives, not only linguistically, but in all areas of life and learning.
Beliefs about Mother Tongue
In keeping with the IB philosophy, appropriate use of the mother tongue is encouraged, valued, and supported at Aoba.
We recognize that a solid foundation and continued development of the mother tongue language is essential in the development of all other languages and is crucial for maintaining identity, cultural understanding, and empathy.
Japanese Culture and Language Studies support the host country students in the development of their mother tongue, these classes are offered throughout all grade levels.
The programmes have been developed with guidance from the Japanese Ministry of education standards. Aoba recognizes the need for students to use their mother tongue language to translate and clarify when the language of instruction is not clearly understood. The continued promotion of mother tongue languages is encouraged in the home environment; parents are informed of the necessity to continue the development of their native language(s). Supporting mother tongue languages provides an emotional component as the child maintains links to their own culture and their native language is valued. Academic benefits include the transference of linguistic structures and thinking skills from one language to another providing essential links and scaffolds for language proficiency.
Beliefs about additional language learning and exposure
The JSL (Japanese as a Second Language) programme promotes cultural awareness and language acquisition of the host country for the non-fluent Japanese speaking school population. We believe that the acquisition of more than one language enriches personal growth and promotes global mindedness as highlighted in the Aoba Mission Statement.
English as an Additional Language (EAL)
Aoba will provide an inclusive programme to support EAL students in becoming proficient in English for social interaction and academic success and to enable them to fully access the IB curriculum with confidence and understanding.
In Kindergarten, complete beginners in English will be accepted. Children from Grade 1 – 5 with limited English will be provided with assistance to support them in their English acquisition.
Inclusive EAL students in Grades 1 – 5 will have their needs met through including modifications in specific subjects as necessary, along with having language objective goals that are modified from the WIDA Can Do descriptors for students (based upon grade level and proficiency levels). These students will receive in-class support at key junctures in the day from our EAL support team.
We will employ a two-stage EAL to grade level assessment cycle for the 2020-2021 academic year, which we employ school-wide in November, February, and May. As an exit criterion, we utilize the widely used WIDA Model assessment to benchmark eligible students in the language domains of speaking, listening, writing, reading, oral language, and literacy to produce a composite, weighted score of each student’s overall English proficiency level. Teachers use these scores, along with their own formative and summative assessments, to place the students in the appropriate phases.
All faculty are enrolled in a vertically aligned programme in order to ensure the highest of professional standards, undergoing professional development in both the IB and other leading educational programmes, such as the “Teaching ESL Students in Mainstream Classrooms” certification programme from the Australian government.
English in the MYP
EAL students in Grades 6-8 are enrolled in MYP Language Acquisition classes whilst being immersed in mainstream classes for social inclusion and contextual enhancement of language acquisition, divided into Phases. We employ the MYP curriculum to support these students to progress through IB Phases 1-6, but we use the WIDA assessment as an additional assessment tool. The students are taught according to the MYP Language Acquisition guide and are assessed against the related criteria by qualified teachers who have completed IB-sanctioned training. Upon achieving a cumulative WIDA score of 6.0, students exit Phase 6 of Language Acquisition and enter the standard English Language & Literature course, along with the mainstream students who take Language & Literature as their English course.
Japanese in the MYP
Beginning Japanese language learners are enrolled in MYP Japanese Language Acquisition class; this is organised into Phases 1-6 as with English. At the end of MYP, students may be enrolled in a Japanese language DP class according to their fluency level based on their instructors’ recommendation. There are Japanese A Language & Literature, Japanese B Language acquisition and Japanese Ab initio options available.
Roles and responsibilities
It is recognized throughout the language policy that each facet of the community holds responsibilities in the development and use of language and in the support of student learning.
To support the Aoba language policy:
- Take an active role in language learning that is outlined in the Aoba language policy.
- Be encouraged to seek a wide range of language opportunities.
- Do their best to develop a second language if appropriate.
- Have an opportunity to learn the language of the host country.
- Be responsible for using the language of inclusion.
- Be aware of the Aoba language policy.
- Provide a safe and supportive learning environment.
- Model effective communication.
- Help students find appropriate language resources.
- Differentiate between student’s language needs in planning, teaching and assessing student work.
- Provide timely and effective feedback about language development to the students and their parents.
- Students who are not developing the requisite language skills need to be referred to the appropriate department.
- Use a range of assessments and teaching strategies.
- Understand their role that all teachers are teachers of language.
- Engage in active communication between students and their family.
- Be aware of the Aoba language policy and support it.
- Encourage, provide and support opportunities for their child to maintain their mother tongue.
- Provide resources and support for all areas of language learning both at school and at home.
- Monitor their child’s progress and communicate concerns initially through the classroom teacher.
- Ensure all parents have access to the Aoba policy and practices
- Provide adequate resources and staffing for the school’s language programmes.
- Ensure consistency across all sections of the school in the delivery of language instruction, assessment and reporting.
- Instigate a regular review of the language policy.
- Ensure that teachers are supported with professional development opportunities to keep abreast of current practices in the teaching of English as an additional language.
This policy was completed in 2020 with input and review from the Aoba community. This document is available on the school website, staff handbook and student parent handbook. The next review will take place during the school year 2020-2021 or sooner if the language needs of the school change significantly.
Primary Years, Middle Years and Diploma programme: Guidelines For Developing a School Language Policy. IB Language Policy
Adopted: October 2014 Reviewed: 2020
Aoba Assessment Policy
Assessment is integral to all teaching and learning. All IB schools are expected to develop assessment procedures and methods of reporting that reflect the philosophy and objectives of the programme.
The purpose of this document is to present:
- our school philosophy on assessment, evaluation and reporting
- a common definition for the terms assessment, evaluation and reporting
- guidelines and procedures for assessment, evaluation and reporting
This document is based on current educational research, best practice and assessment principles as outlined by the International Baccalaureate organization. This document provides Aoba with models of effective assessment and reporting practices. In addition it fulfills the standards, principles and practices prescribed by the International Baccalaureate (IB). This document is binding to all members of Aoba faculty and administration
Principles of Assessment at Aoba
The key principles of the IB assessment, which apply to all programmes (PYP, MYP and DP, GLD) are outlined below and form the principles of assessment at Aoba.
- Assessment is integral to planning, teaching and learning.
- The assessment system and assessment practices are made clear to students and parents.
- There is a balance between formative and summative assessment.
- Opportunities for peer and self-assessment are planned for.
- Opportunities for students to reflect on their own learning are planned for.
- Students’ current knowledge and experience are assessed before embarking on new learning.
- Students are provided with feedback as a basis for future learning.
- Reporting to parents is meaningful.
- Assessment data is analysed to provide information about the teaching and learning, and the needs of individual students.
- Assessment is used to evaluate the effectiveness of the curriculum.
Assessment at Aoba
Assessment is the measurement of what students know and can do. How and when we evaluate students directly informs planning, teaching, and learning. Effective assessment places students at the center of their learning by allowing teachers to monitor student progress and adjust instruction to improve achievement. Teachers should provide a balanced variety of assessment tasks as well as conducting teacher-led assessments. Students should be involved in meaningful self and peer assessment, and should be aware of all assessment practices and expectations before embarking on evaluative tasks. Students are also expected to take ownership of their learning by being supported by the teacher in feedback sessions and self-reflection activities to support their own learning needs.
Reporting to parents should be meaningful. Parents should be kept informed of student progress, the assessment and evaluation systems and their role in supporting student learning. Accurate assessment records and documentation are kept on each student to inform all stakeholders of student progress and to guide future academic goals. Assessment is managed through an active partnership among students, teachers, and parents/guardians. Clarity of expectations and good communication are shared responsibilities. The assessment component in our school’s curriculum is subdivided into three closely related areas.
Assessing – how do we discover what the students know and have learned.
Recording – how we choose to collect, store and analyze data
Reporting – how we choose to communicate levels of performance and progress
Summative and Formative Assessment
Aligned with both current research into best practices and IB’s own guidelines, teachers use a range of formative and summative tasks.1
1 Descriptions of research-based best practices may be found in Marzano, R., What Works in Schools: Translating Research into Action (2003) and Wiggins, G. and McTighe, J., Understanding by Design (2004).
IB guidelines are described in IBO, The Middle Years Programme: From Principles into Practice (2009); IBO, The Diploma Programme: From Principles into Practice (2009); and IBO, Diploma Programme Assessment: Principles and Practice (2004) and Making the PYP Happen: A curriculum framework for International Education (2009)
Formative assessment represents the process of gathering, analyzing, interpreting and using evidence to improve student learning. It is integrated into the curriculum and woven into the daily learning process and is an integral part of instruction. It provides teachers and students with information about how learning is progressing. It helps the teacher to plan the next stage of learning. Formative assessments occur continuously and include structured and spur-of-the-moment observations that are recorded and filed; formal and informal interviews; collections of work samples; use of extended projects, performances, and exhibitions; performance exams; various forms of short-answer testing, etc. This evidence of learning can be kept in grade books, files or portfolios, which in turn can be used by students and teachers to reflect on, summarize, and evaluate student progress.
Formative assessment promotes deep understanding of knowledge and skills by careful consideration of the types of assignment given. Students are involved in the formative assessment of their own learning and that of their peers through feedback forms and formal and informal conferences and discussions. Peer assessment requires a very safe and collaborative learning environment and should only be attempted sparingly and after a period of training and discussion with the class.
Formative assessment involves providing students with descriptive feedback as they learn. This provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in the learning progression. Teachers will provide students frequent and descriptive feedback on formative tasks that aims to improve performance.
The feedback given should provide incentives for improvement and should be positive in tone, providing encouragement, positive feedback as well as constructive critique. It is expected that prior to summative assessments being conducted teachers conduct formative assessment at least once for each criteria that will be summatively assessed and that this be documented in the unit planners as applicable, depending upon programme requirements.
Generally this feedback will not include a grade, though occasionally a level or mark will be given as a diagnostic tool and as an incentive for improvement. Formative assessments usually do not support the determination of a grade level, though they may in situations when summative assessment data is lacking. It is far more important that formative assessment correctly identifies the knowledge, skills and understanding that students should develop.
Summative assessment occurs at appropriate times during a teaching and learning cycle when students are given the opportunity to demonstrate what they know and can do by applying their knowledge in new and authentic contexts. Summative assessments are a means to gauge, at a particular point in time, student learning relative to the pre-defined criteria communicated to students prior to and during formative assessment. Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the learning process.
The timing, type, scope and format of each summative task should be clearly communicated to the students ahead of time, and rubrics, examples and practice assessments should be distributed and discussed in advance. MYP and DP programmes use the IB Grading Scale of 1 to 7, and follow the procedures outlined in the respective guides, such as “From Principles to Practice.”
Standardized Achievement Tests
At Aoba we participate in standardized tests on an annual basis. The purpose of the testing is to inform curriculum, support and guide teaching and learning, provide data on individual students and to assess the school’s standing in line with other like-schools. Testing is conducted in Grades 3 – 9 in February of each academic year.
In order for learning to be valid, students must engage in their studies honestly. When a student cheats or in any way compromises the integrity of the educational process, he demeans himself, debases the efforts of his peers, and degrades the value of the International Baccalaureate program. The IB has clear guidelines that outlines the procedures for academic dishonesty. 2 The school has an Academic Integrity Policy that provides explicit guidelines for the DP programme. (Refer to DP Handbook).
Conferencing and Reporting
Reporting on assessment at Aoba includes communicating what students know, understand and can do. It describes the progress of the students’ learning, identifies areas for growth, and contributes to the efficacy of the programme. Reporting to parents, students and teachers occurs through conferences, portfolios and reports.
Assessment without feedback is merely judgment; feedback is the component of assessment that lets us interpret the judgment and improve our work. Reporting is perhaps the most public aspect of a school’s assessment policy, and as such needs careful consideration in order to provide clear information that is useful to students and parents. Reporting may take many forms including conferences and written reports.
Effective reporting must:
- involve parents, students and teachers as partners
- reflect what the school community values
- be comprehensive, honest, fair and credible
- be clear and understandable to all parties
- reflect results as assessed against the programme criteria
- allow teachers to incorporate what they learn during the reporting process into their future teaching and assessment practice.
The purpose of conferences is to share information between teachers, students and parents. P 52 Making the PYP happen: A curriculum framework for international primary education (2009). At Aoba we encourage a variety of conferences throughout the year:
- Three way conferences (twice a year)
- Student led conferences (PYP: once a year)
- Parent teacher conferences (as required by the teacher or the parent)
Three-way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. Students are responsible for reflecting upon work samples they have chosen to share, that have been previously selected with guidance and support from the teacher and could be from the student’s portfolio. The student, parents and the teacher collaborate to establish and identify the student’s strengths and areas for improvement. This may lead to the setting of new goals, with all determining how they can support the achievement of the goals. The teacher is an integral part of the process and takes notes of the discussion. These notes may then be used in the written report. All of the participants must understand the format and their roles prior to the conference.
Student-led conferences involve the student and the parent. The students are responsible for leading the conference, and also take responsibility for their learning by sharing the process with their parents. It may involve students demonstrating their understanding through a variety of different learning situations. There may be several conferences taking place simultaneously. The conference will involve the students discussing and reflecting upon samples of work that they have previously chosen to share with their parents. These samples will come from the student’s portfolio.
The Written Report
The written report is a formal document that outlines the student’s progress and is another means of giving feedback to students, parents and others about the student’s progress based on assessment and evaluation information.
Portfolios as an Assessment Tool
Schools have a responsibility to show evidence of student learning. As an example, portfolios are one method of collecting and storing information that can be used to document and assess student progress and achievement.
A portfolio is a record of students’ involvement in learning which is designed to demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection. A portfolio is a celebration of an active mind at work. It provides a picture of each student’s progress and development over a period of time both as individual and group learners. It enables students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement, and then to set individual goals and establish teaching and learning plans.
Evidence of learning in a portfolio should be from a range of experiences and curriculum areas. The portfolio is used to show the development of knowledge, conceptual understanding, transdisciplinary skills, attitudes and the attributes of the learner profile over a period of time. It may also be used to document student action. Portfolio entries should document both the process of learning and the product, including images and evidence of students in the process of constructing meaning. It can be used as a tool for assessment and reporting purposes for students, parents, teachers and administrators.
Assessment for EAL Students
Aoba students have a variety of levels of language competency and are provided additional language support dependent on their English literacy level to ensure access to the curriculum. Assessment for EAL students follows IB guidelines.
Continuum between the Programmes
Because of the differences in the IB programmes there is an assessment continuum ranging from almost entirely internal assessments in the Primary Years Programme to final external assessments in the Diploma Programme. Assessment at Aoba is clearly defined and transparent; all efforts are made to ensure a smooth transition between programmes and assessment procedures. MYP-specific guidelines are provided in a codicil to this document, “MYP Assessment & Reporting.”
Adopted: October 2014 Reviewed: 2020
ACADEMIC INTEGRITY POLICY
International Baccalaureate (IB) programmes encourage students to inquire and to think critically and creatively; students are then asked to give shape to their thinking through oral discussion or presentations, through visual representations and displays, and in multiple forms of writing. However, we live in an age in which we are all flooded by information and opinions. How can we help students navigate these waters so that they are able to confidently talk or write about what they are learning, making visible and explicit how they have constructed their ideas and what views they have followed or rejected? This is essentially what academic honesty is: making knowledge, understanding and thinking transparent.1
IBO Diploma Programme: Academic Policy (2007)
1 IBO (2014) Academic honesty in the IB educational context: The IB programme continuum of international education. Retrieved March 2015.
‘A spirit of community shapes the Aoba experience’2. We believe all members of our school community at Aoba-Japan International School are accountable for upholding ethical and moral behaviours in the school. It is the responsibility of stakeholders to learn about and understand the nature of intellectual honesty and academic integrity. The purpose of this document is to guide our actions related to the development of academic integrity across the entire school and to guide our management of cases of malpractice in a fair and transparent manner that is in line with IBO regulations. However, even though we hold people accountable for academic integrity, our main aim is to help young people and the rest of our learning community to become intrinsically responsible for making the right decisions when it comes to matters of integrity. In this way, we provide numerous opportunities and platforms for discussion, debate and inquiry within classes to ensure learners have had ample chance to understand what academic integrity is and the importance of developing it in themselves and the groups to which they belong.
As with other IB schools3, we also believe in the importance of our Academic Integrity Policy promoting the development of the attributes of the IB4 learner profile. We promote a commitment in our students to take responsibility for their own actions so they become knowledgeable and open-minded inquirers who are able to communicate and act in a principled manner as demonstrated through integrity and honesty. This is developed through careful attention to approaches to teaching and learning so that academic integrity is developed explicitly through the normal teaching in the school.
2 A-JIS (2014) Mission Statement https://www.japaninternationalschool.com/our-school/our-core-values/
3 YIS (2015) Academic Honesty Guidelines, Dwight International School: Academic Honesty Policy, NIST Academic Honesty Policy
4 IBO (2007) Diploma programme: Academic honesty. International Baccalaureate Organisation, Cardiff. Retrieved March 11th
Our Academic Integrity Policy has been developed in accordance with the International Baccalaureate Middle Years and Diploma Programmes, and we acknowledge the contribution of policies of Yokohama International School, Japan, Dwight School in South Korea, and NIST in Thailand.
Academic Honesty and Integrity: Definitions
Academic honesty means that all academic [artefacts] should result from an individual’s own efforts. Intellectual contributions from others must be consistently and responsibly acknowledged in an appropriate way. Academic [assignments] completed in any other way are fraudulent’5. Academic Integrity is something bigger and deeper. While academic honesty can be seen to be in response to certain situations and especially assessments, academic integrity is more about the responsibility of the individual due to their right to develop as a learner. If academic honesty is how one behaves, academic integrity is why one behaves in this way. Therefore it is the intention to develop a spirit of academic integrity among community members of Aoba rather than merely develop a reactive policy to academic dishonesty.
5 Illinois University (2015) Definition of Academic Integrity: retrieved March 11th 2015 http://www.library.illinois.edu/learn/research/academicintegrity.html
Academic misconduct is behaviour by an individual that results in that learner using material, data and information in such a way that they gain an inequitable advantage, particularly in relation to assessment practices. Academic misconduct is when a learner does not follow the school’s regulations as articulated in the school’s academic policy. Academic misconduct mainly consists of:
- Submitting work commissioned, edited by, or obtained from a third party
- Duplication of work
- Inclusion of inappropriate, offensive, or obscene material
- Misconduct during an examination
Academic misconduct is ‘any other behaviour that gains an unfair advantage for an individual or that affects the results of another learner (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record)’6.
6 IBO (2003) Academic honesty: Guidance for schools, September 2003, International Baccalaureate Organisation, Cardiff
Plagiarism is defined as using another person’s assignments or ideas as their own. This occurs in our school when a learner, teacher or parent does not acknowledge the source of the assignments or ideas of others that has subsequently been used in their own assignments. However, it is important that learners at Aoba learn how to create new ideas, products and processes by refining and extending original ideas and/or assignments. Plagiarism is theft and includes but is not limited to:
- ‘Direct copying of material without proper citation’.
- ‘Use of large segments (sentences or even phrases) of un-cited, copied wording mixed in with your own words’.
- ‘Over-dependence on sources’ phrasing in a way not allowed by the assignment, such as rewriting a paragraph in basically your own words but clearly only using the ideas and structure of the source you are reading’.8
- Peer plagiarism is copying work from another student or student lending their work to others to be used.
Plagiarism is a serious offence at Aoba that will result in disciplinary action. We expect all students to demonstrate an age-appropriate understanding of plagiarism and how to correctly attribute authorship to sources of information.
7 IBO (2019) Academic Integrity. Retrieved March 2020. www.ibo.org/contentassets/76d2b6d4731f44ff800d0d06d371a892/academic-integrity-policy-english.pdf.
8 Yokohama International School
Collusion vs. Collaboration
Collaboration is when 2 or more learners work together to create or achieve the same tasks.
Collusion is when learners work together collaboratively to take an unfair advantage when carrying out assessment tasks. This is when two or more learners act together in a dishonest way thus contravening the instructions of the teacher and or school in relation to how they respond to assignments, generate ideas, or products.
Taro and Jenny have been studying algebra together. Jenny is quite skilled in maths and has helped Taro by explaining several topics many times. Taro, who writes well, is quite grateful for her help and offers to write an essay on algebra in everyday life that has been assigned for all students to write independently. Jenny reads over his essay, checks the spelling and adds citation, then submits it as her work, as does Taro.
Taro and Jenny were collaborating initially: it’s perfectly fine for one student to explain things to another. However, each student was supposed to do their own work but when they submitted the same essay as individual work they colluded to deceive the teacher.
Submitting work commissioned, edited by, or obtained from a third party7
This occurs when a student submits work that is heavily or entirely edited by a third party (tutor, parents, external supervisor) to circumnavigate the rules set by the teacher. In our school, we highly encourage students to seek support from their school teachers while completing their work and especially DP coursework needs to be verified by their subjects teachers or supervisors.
Duplication of Work7
Duplication of work is when students present the same work, partially or fully, for different assessment components or subjects.
Inclusion of inappropriate, offensive, or obscene material7
This is a major offence when student work shows disrespect of personal, political and/ or spiritual values. Materials cannot include excessive violence or explicit sexual content that does not consider the racial, gender and religious beliefs of others. Our school’s mission statement, which is in-line with the IB philosophy, strongly supports compassionate and global minded individuals who are always considerate of the cultural diversity present in the school community.
Misconduct during an examination7
Any attempt to exhibit misconduct or disruptive behaviour during an examination; possessing unauthorized material in the examination room; exchanging, passing, obtaining or receiving verbal or written information from other students during the examination completion time; removal of secure materials such as examination papers, questions and answer booklets, from the examination room; gaining access to IB examination papers before examination’s scheduled time; sharing of IB examination paper content before or during the examination’s scheduled time, or within 24 hours after the examination; assisting another student(s) in committing an act of academic misconduct or failing to report an academic misconduct.
Roles and Responsibilities
Pedagogical Leadership Team
All members, of the school’s Pedagogical Leadership Team, including the PYP, MYP, DP, and GLD coordinators, have a responsibility to:
- model intellectual academic integrity and the integrity of the learner.
- foster a culture of academic integrity amongst the members of the learning community
- support all classroom teachers in the development of their understanding of the importance of academic integrity.
- parent and teacher information sessions related to academic integrity.
- provide the resources to ensure the monitoring of academic integrity is adequate.
- investigate cases of malpractice for facts supported by evidence.
- make recommendations to the Head of School regarding cases of malpractice.
One role of the Librarian is to regularly collaborate with all PYP, MYP, DP, and GLD classroom teachers to develop the learners’ research skills that are needed to understand and apply academic integrity. The conventions of academic integrity will be displayed in the library and classrooms. Other roles are to identify and relate the use of new resources for fostering a culture of academic integrity and for monitoring it and relating these to teachers.
IB teachers have a responsibility to teach and monitor academic integrity by:
- modelling academic integrity in their own practices.
- explaining the academic policy and the implications of academic misconduct.
- teaching research skills to all learners in collaboration with the librarian.
- developing and assessing the quality of research skills in all learners they teach.
- providing regular feedback to learners related to the assignments they draft.
- planning a manageable amount of work so that students can allocate appropriate time to produce good quality work according to the expectations of teacher, school and IB.
- identifying and monitoring the causes that lead learners away from academic integrity and ensure they are reduced or eradicated.
- monitoring learner assignments for exemplary practice.
- monitoring learner assignments for academic misconduct.
- reporting any suspicion of malpractice in a timely and professional manner to members of the Pedagogical Leadership Team.
The path to developing academic integrity in all situations is part of a learner’s path to becoming a good citizen. As part of the community, our young people must become aware of and develop their responsibility as learners with integrity. In an age-appropriate situation, our learners need to be taught about academic integrity and learn how to accept and live up to this responsibility. Our development as learners is a right and so comes with certain responsibilities that respect that right. While we wish integrity to grow within each learner, academic misconduct by learners is not tolerated by Aoba. As such all learners are expected not to engage in acts of malpractice in accordance with the guidelines outlined in this Academic Integrity Policy and associated IBO policy.
IB learners are expected to uphold the integrity of academic honesty in all the assignments they produce by having a full understanding of the policy.
Parents/legal guardians play an important role to work hand in hand with the school to reinforce the importance of academic integrity. Parents, teachers and learners will have open conversations together to uphold the IB’s principles on academic integrity and be fully committed to support the student learning and success in the IB programmes.
To manage the process of academic integrity, parents/legal guardians of IB learners are expected to:
- model and understand the tenets of academic integrity in the completion of coursework or examination papers by their children.
- understand school internal policies and process to ensure academic integrity in their work
- talking to their child about the importance of academic honesty and intellectual integrity.
- supporting the school in monitoring academic honesty.
- understand what constitutes student academic misconduct and its consequences.
- submit authentic and up-to-date evidence to support a request for inclusive access arrangements or adverse circumstances considerations for their children.
- avoid excessive assistance in the completion of work for their children
Citing and Referencing (MLA style)
Learners at Aoba will adopt the MLA referencing style leading up to and including the diploma years. Some subjects may require other referencing styles, which will be taught as needed. Learners in all grades will be taught how to use referencing as appropriate to their grade and development.
All learners will reference citations used in their assignments and include a bibliography or footnotes when appropriate. The classroom teachers and librarian will teach citation methods during normal teaching time. Methods used by learners will be adjusted in relation to their stage of development.
- Purdue Online Writing Lab by Purdue University
- Effective Citing and Referencing by IBO
- Complete Guide to MLA by EasyBib
Maintaining Academic Integrity
The Aoba school community has a responsibility to ensure the principles and spirit of academic integrity is embedded throughout the school. The school will use any tools and technology that will support the overseeing and supervision of academic integrity in the school. This could include but is not limited to:
- assignments being submitted in draft prior to completion
- the use of Turnitin.com in ManageBac to authenticate learner’s assignments to verify any possible collusions and/or plagarisms between learners and across schools.
- academic integrity workshops for parents and teachers
- all learners being consistently exposed to teaching and learning strategies and opportunities that help develop academic integrity
Detecting Academic Misconduct
All school community members have a responsibility to report any suspicious behaviour related to academic misconduct. If academic misconduct is suspected, an investigation committee, consisting of a classroom teacher and pedagogical leadership members, will meet to conduct an investigation. This investigation will be recorded and include the process of:
- establishing if the evidence of malpractice is legitimate.
- interviewing those concerned (leadership, teachers, learners, parents) .
- convening a leadership team to review the evidence.
- make a reasoned and validated recommendation to the Head of School for further action. (If it is an IB coursework that has been identified to have violated academic integrity, the school will not submit the work and it will be marked “0”. If the work has already been submitted to IB, the programme coordinator must notify IB as soon as possible. For IB examinations, if a learner has violated the regulations of the examination, the programme coordinator has to report to IB within 24hours and the student will still continue the examination and be sent for marking as usual.)
Learners under investigation for academic misconduct will be provided with a fair and transparent process in which the learner will, of course, have the right to reply. Where possible, the investigation of the facts will be done in collaboration with the learner. The school will inform all parties of the probable duration, possible consequences of the investigation process and alternative pathways after the announcement of the investigation outcome.
If a learner has been identified as having engaged in academic misconduct, they will be subjected to internal investigation to verify the facts. Pending the outcome of the investigation:
- a report will be provided for review by the Principal or Head of School
- the Principal or Head of School will forward a report to the parents outlining the issues
- For internal assessments, students can resubmit and be graded again but for IB coursework, “zero” will be recorded for the assessment piece.
- if the malpractice is related to any DP externally assessed and moderated assignments (Internal assessment, external assessment, ToK, EE and written tasks) for learners in diploma, the malpractice must be reported to IBO by the DP coordinator. This means the student work will not be submitted. As a result, the student will not be awarded the IB Diploma. The IB penalty matrices showing details of the infringement by students and the level of penalty to be applied by the IB.
- After counselling has been provided, repeated incidents of malpractice by a learner can lead to suspension or expulsion from Aoba.
Notification of Academic Misconduct
Parents and the IBO will be informed in writing of cases of learner academic misconduct. The school will follow the regulations as stated in the IBO Academic Policy.9
9 International Baccalaureate Organisation (2009) Academic Honesty Policy: Diploma Programme. IBO, Cardiff.
All other processes and procedures related to the final grade of learners in the diploma in cases where academic misconduct has been detected by the IBO examiners, the school will follow the regulations as set out in the IBO Academic Policy.
Reconsideration, Appeal and Arbitration
Learners and parents will be informed in writing of cases of learner academic misconduct that include the procedures for reconsideration, appeal and arbitration in accordance with the IBO regulations.
School Staff: Improper Conduct
If any school staff member has been found to act in an improper manner they will be disciplined in accordance with the school’s faculty labour regulations.
Adopted: 2015 Reviewed: 2020
A spirit of community shapes the Aoba experience. We are dedicated to developing global-minded, compassionate, collaborative students inspired to learn so they can lead positive change in the world. In doing so we foster five core values in students during their time with us: Global Leadership, Entrepreneurship and Innovation, Effective Communication, Wise Risk Taking, and Effective Problem Solving. We also value and promote the IB learner profile attributes as they align with our core values and mission statement. These are being: Principled, Open Minded, Caring, Risk-takers, Balanced, Reflective, Communicators, Inquirers, Knowledgeable, and Thinkers.
The purpose of this guide is to give students, parents, teachers, and staff an overview of our objective to develop and support positive behaviours, self-discipline, and respect among all members of our school community. It also makes clear the roles we all play in maintaining a safe, respectful, and caring environment for all.
We primarily adopt a restorative approach to support our students to learn from their mis-behaviours.
… whole-school restorative approaches build healthy school climates by creating space for people to understand one another and develop relationships; when things go wrong, restorative approaches create space to address needs, repair relationships, and heal. Restorative practices provide meaningful opportunities for social engagement that foster empathy and mutual responsibility for the well-being of individuals and the community. Proactive practices intentionally build trust and understanding within the community to ensure a healthy supportive climate and environment. When things go wrong, restorative practices engage those affected and create space so that individuals and communities can effectively identify, understand, and address harms and needs—this facilitates healing.
Kidde, J. (2017) Whole-School Restorative Approach Resource Guide: An orientation to a whole-school restorative approach and guide toward more in-depth resources and current research. Agency of Education, Vermont, USA.
Strategies to Meet Positive Behaviour Objectives
To achieve positive behaviours students, parents, teachers, and staff are expected to:
- ensure that behavioural expectations and agreements are clear
- be effective role models and implement the learner profiles within our own behaviour
- have a consistent approach to the adherence to and implementation of the behaviour policy
- intervene effectively in misbehaviour when it occurs
- handle behavioural incidents compassionately
- lead and participate in regular discussions about behaviour at home, during homeroom classes, and lessons
- foster collaboration between the school, students, and parents in developing lifelong learners
- report behavioural issues and concerns to the relevant personnel so that they can be recorded through our communication platform
Shared Discipline Routine: Minor Misbehaviour and Disruptions
Minor disruptions are dealt with by teachers within the context of the class. If moderately disruptive or disrespectful behaviours occur we follow a four-level approach:
- First instance: Discuss this issue, making the reason, and possible consequences for continued negative behaviour clear.
- Inform the Grade Core Team members to discuss during the weekly team meeting.
- Second instance: Give a second warning making the reason clear and reiterating while applying initial consequences for continued negative behaviour.
- Report this to the Core Team and record the incident in the communication platform (currently Engage daybook), stating in writing that this is the second instance of this behaviour.
- Third instance: Report the incident to the Core Team and set up a student-teacher conference with the reporting teacher, a member(s) of the core team, and the student(s). The purpose of this meeting is to discuss the issue and set a formal behaviour management plan.
- Record the incident & plan in the Engage daybook and notify all relevant teachers and parents.
- Fourth instance: Report the incident to the Core Team. The Core Team is to then notify leadership and set up a parent-teacher conference with parent(s), a member(s) of the core team, the student, and a member of the leadership team in order to review the initial behaviour management plan and make amendments.
Shared Discipline Routine: Severe Misbehaviours and Disruptions
Serve misbehaviours and disruptions are dealt with by teachers within the context of the school community. The difference between ‘moderately’ and ‘severely’ misbehaviour and disruption are understood in terms of social norms and specific expectations shared by the school community.
The level of severity is a matter of professional judgement on the part of the teacher, the Core Team members, and/or the Pedagogical Leadership Team.
When dealing with a serious issue such as reported self-harm and illegal activities teachers are expected to respond based on the steps outlined below:
- The adults in the school notify the school leadership member immediately.
- The leadership then informs the Head of School and an internal investigation is conducted.
- The investigation findings are analysed.
- Based on the analysis of the findings a decision* is made by the Head of School or Principal.
- Parents are informed and a meeting is convened to share the findings a decision with the parent.
*Depending on the nature of the incident parents may be involved in the decision-making stage.
Consequences for severe Misbehaviours and Disruptions: Stand-Down
A stand-down is when a student is removed from the school for a period of fewer than five (5) days. The Head of School or Principal has the authority to do this. Stand-downs provide the opportunity for the school, student and their families to look at the problem and work together to try and stop the behaviour from happening again. A student will not be stood down simply because they have broken a school rule or misbehaved.
A stand-down can be used for:
- continual disobedience (regularly or deliberately disregarding rules or refusing to do as they are told) which is harmful or dangerous to other students and/or members of the school community.
- gross misconduct (serious misbehaviour) which is harmful or dangerous to other students and/or members of the school community.
- any situation where the student needs to be temporarily removed from school for the student’s own safety or the safety of others while deliberations or an investigation is proceeding.
When a stand-down has been implemented, the Principal will contact the parents to inform them, and then send a formal letter/email regarding the stand-down. Parents can ask to meet the principal, or the Principal may ask to meet with parents. The student can be at the meeting and families may bring a support person, too. The stand-down takes effect the day after the principal’s decision is made. In some cases the school will send the student home straight away, however the stand-down officially begins the next day. The student will be able to return to school on the date given in the Principal’s letter, but the student may also be required to go to school for guidance and counselling during the stand-down period. The stand-down period can be lifted, shortened or withdrawn by the Principal before it expires.
Consequences for severe Misbehaviours and Disruptions: Suspension
A suspension is the formal removal of a student from school by the Head of School or Principal for a period exceeding five (5) days. The suspension process allows time for an investigation or deliberation that can lead to the cancellation of enrollment. It may be that the head of School will decide to lift the suspension with or without some conditions or extend the suspension with some conditions. As with a stand-down, the Principal must determine whether a suspension is warranted on any of these grounds:
- continual disobedience (regularly or deliberately disregarding rules or refusing to do as they are told) which is harmful or dangerous to other students
- gross misconduct (serious misbehaviour) which is harmful or dangerous to other students and/or members of the school community.
- behaviour that risks serious harm if the student is not suspended.
The principal may consider what information parents and/or carers can give, but there is no requirement to involve parents and/or carers before a suspension. The Head of School or Principal will immediately inform parents that they have decided to suspend the student and the reason for doing this. Parent will also receive a formal letter/email regarding the suspension, information about the suspension meeting and options on how to attend the suspension meeting. At the meeting, the Head of School or Principal may:
- lift the suspension without conditions.
- lift suspension with conditions–the student may return to school full-time but must comply with conditions that are ongoing and reasonable.
- extend the suspension–the student may not attend school and must comply with conditions that are reasonable.
- cancel the student’s enrollment.
Consequences for severe Misbehaviours and Disruptions: Cancellation of Enrollment
The Head of School has the authority to cancel a student enrollment if the student can not meet the expected student behaviour conditions. The decision to cancel student’s enrollment is based on:
- the findings of the school investigation into the student’s behaviour.
- a lack of compliance by the student to meet the school’s behaviour expectations.
- unsatisfactory progress by the student to meet the conditions set out by the school.
If a student has their enrollment cancelled the family does not receive a refund for the outstanding time remaining during the semester in which the cancellation occurred.
Right to Appeal
The student and/or family have the right to appeal to the Aoba Board regarding the cancellation of enrollment. Written application to appeal is to be forwarded to the Aoba Board Chair.
Adopted: 2014 Reviewed: 2020
LEARNING SUPPORT POLICY
In keeping with our school mission, our goal is to develop internationally-minded people who are inspired to learn, develop as learners, take risks and lead change in the world. This continues to support our mission in developing compassionate, globally-minded people. As a school, we understand that young people learn at varied paces and in different ways. Learning Support at Aoba provides access and support to the four programs operating in the school – PYP, MYP, DP, GLD. We address the educational needs of all learners we accept, including those identified with Special Educational Needs (SEN).
- To ensure learning support students have access to the school’s curriculum.
- To provide an inclusive environment for all students at Aoba.
- To continuously develop and refine the processes, procedures, delivery of services for all learning support students.
Entry Criteria for Accessing the Aoba Curriculum
Kindergarten to Grade 10
At Aoba we accept any child who, with reasonable adjustments, can access the curriculum.
- A current educational psychology report (current with 12 months).
- A current speech and language therapy report, where the child is undergoing speech therapy.
- A current occupational therapy report, where the child is undergoing occupational therapy
- A current physiotherapy report, where the child is undergoing physiotherapy
- Current school reports
- A current IEP, if applicable
- We believe that we offer a high quality education program for all students. Therefore, it is a condition of the school that all siblings from the identified family need to enroll into our school.
A panel comprising the Learning Support Team, Admissions Director and relevant Coordinator will review the documents and reports, presented at the time of application. The panel will evaluate and make placement recommendations.
We currently have three routes for young people entering grade 11 and 12:
Aoba High School Diploma: All learners meeting the basic requirements of grades 11 and 12 receive the High School Diploma. SEN learners would take this route if they are unable to cope with the full Diploma courses and could not meet the entry requirements for the DP (see table below)
Aoba Global Leadership Diploma: Students who have a strong passion or interest may choose to pursue the GLD. SEN learners who demonstrate talents in certain areas but not others could thrive in this programme. Selection requires detailed discussions with the learner and their parents and subject to meeting course-specific requirements.
IB Diploma: This is an academic programme regarded very highly by most universities in Japan and worldwide. For success, it requires a good level of communication, organisation and commitment to academic studies and extracurricular activities. Many SEN learners worldwide undertake the IB Diploma and complete it successfully.
The IB Diploma Programme is a challenging programme that can be accessed by most young people with or without special educational needs. Special educational needs and their appropriate accommodation are approved by the IB for learners with officially recognised needs. These needs must be recognised by the start of grade 10 and registered with the IB at enrolment in the DP programme to allow accommodations and reasonable adjustments during official, externally moderated assessments.
|Criteria Areas||IB Diploma Programme||Global Leadership Programme||Aoba High School Diploma|
|Learning Support||No Learning Support by the end of G9||No Learning Support given to the Course Certificate they are seeking to acquire||Student can receive Learning Support throughout the programme|
|Assessments||External examinations in all subjects||External examinations in selected subject/s received without Learning Support||Pass internal assessments that are specific to Aoba|
|If there are any IB accepted accommodations requested for examinations, there should be an external psychoeducational assessment on file at the start of G10. There should be no identified deficits/delays.||If there are any IB accepted accommodations requested for examinations, there should be an external psychoeducational assessment on file at the start of G10. There should be no identified deficits/delays in the area of the certification being sought.||Accommodations and modifications may be provided to fully access the Aoba High School Diploma Program based on the Psychoeducational Evaluation.|
|Parent Involvement||Parents of Learning Support Students must fully consent to entry into IB DP Programme, by the end of G10.||Parents of Learning Support Students must fully consent to entry into IB DP certificate classes, by the end of G10.||Parents should give the approval to receive the Aoba Diploma only. SST meeting will take place and an agreement will finalize entry.|
Support Team (SST) Involvement
|Student Support Team members share recommendations regarding entry into the IB DP Programme by the end of G10.||Student Support Team members share recommendations regarding entry into the IB DP certificate classes by the end of G10.||Student Support Team members convene to create an IEP and identify accommodations/ modifications to access the Aoba High School Diploma program.|
|Exit Learning Support Criteria||Exit criteria will be based on Report Cards, SST meetings, other internal assessments recommended by the DP Coordinator and the rest of the SST Team.||Internal assessments recommended by the DP Coordinator and the rest of the SST Team may be provided to see if the student can access the desired certificate classes.|
|WIDA Entrance benchmarks
|Students must receive a 5.0 out of 6 on the WIDA W-APT or WIDA Model Assessment, before entering the IB Grade Level Class.||Students must receive a 5.0 out of 6 on the WIDA W-APT or WIDA Model Assessment before entering the IB Grade Level Class.||Students must receive a 4.0 on the WIDA W-APT or WIDA Model Assessment to to be eligible to graduate with a HS Diploma.|
Reflection and Revision of the Aoba Special Educational Needs Policy
Our Learning Support Policy will be reviewed by a committee including staff and administrators to consider if there are any revisions required. The policy will be reviewed annually. If changes are required, they will be made and implemented and then again reviewed after a one-year cycle. Please see the information on the Learning Support Tiered System, which is part of our Admissions policy at Aoba.
Learning Support Referral Process
Children who are identified and are currently enrolled in Aoba
Parents play a crucial role in supporting their child through the Learning Support Process.
A child who has been enrolled in the Learning Support referral process will be required to
have a formal full psychoeducational evaluation with a full report on Wechsler Intelligence Scale for Children IV (WISC-IV) ( 6.0 years – 16.11 years) – test for verbal comprehension, perceptual reasoning and working memory and Wechsler Individual Achievement Test (WIAT III) , which comes with recommendations/strategies.
- Wide Range Achievement Test (WRAT 4)
- Kaufman Test of Educational Achievement II (KTEA II)
- Gray Oral Reading Test (GORT)
- Autism Spectrum Quotient
- Behavior Assessment System for Children – Second Edition (BASC 2)
- Rating Scale for Attention Difficulties
- PUPIL RATING SCALE REVISED Screening for Learning Disabilities PRS(LD児・ADHD児診断のためのテスト)
- STRAW 小学生の読み書きスクリーニング検査
自閉症・発達障害児 教育診断検査 [三訂版] -発達性読み書き障害（発達性dyslexia）検出のために-
- Wechsler Preschool & Primary Scale of Intelligence Version III (for 2.5 years to 7.3 years)
List of Clinics for Psychoeducational Assessment
〒212-0012 Kanagawa-ken, Kawasaki-shi, Saiwai-ku, Nakasaiwaichō, 3-32-7, Kowa Building 3F
Provides ; child development consultation, psychology counseling, psychology evaluation such as WISK4, phoneme inspection to LD and a neuropsychological language evaluation.
〒167-0043 1Chome-5-7 Kamiogi, Suginami-ku, Tōkyō-to
Provides ; child development consultation, psychology counseling, psychology evaluation such as WISK4, ( usually free of charge with Iryo- sho and medical insurance)
Address: 6 Chome-9-3 Mizonokuchi, Takatsu Ward, Kawasaki, Kanagawa Prefecture 213-0001
Provides; care and evaluation tests for only the residents of Kawasaki City
Address: 〒179-0072 3-1-1 Hikarigaoka, Nerima,
only for Nerima residents
Support Center for People with Developmental Disorder 発達障がい支援センター
Centers are located in Shinjuku and Yokohama
Provides; variety of evaluation tests and skill training. Medical diagnosis will not be given. Each session will cost 9800 yen.
Make an appointment via online. The first session will be free of charge.
Child Mental Clinic Shiba
〒105-0014 3F YODA Building, 3-15-13 Shiba, MINATO-KU
Aoyama Child Developmental and Mental Clinic
2−2−15 1402 Minami-Aoyama, MINATO-KU
〒150-0002 3F Shinsakae Miyamasu Building, 1-8-1 Shibuya, SHIBUYA-KU
Tokyo English Life Line (TELL)
Wesley Center 2F 6-10-11 Minami-Aoyama Minato-ku, Tokyo 107-0062
〒107-0062 東京都港区南青山6-10-11 ウェスレーセンター2F
Marielle Gorissen PhD – ( evaluate in English and French, can speak Spanish)
Adopted: October 2014 Reviewed: August 2020