ASB Board Policies
Policy: 7.000
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Educational Philosophy
EDUCATIONAL PHILOSOPHY
The ASB Mission, Core Values, and Strategic Objectives will be the School’s educational philosophy. ASB's Mission Statement: We inspire all of our students to continuous inquiry, empowering them with the skills, courage, optimism, and integrity to pursue their dreams and enhance the lives of others. Core Values We believe that…
Each person has equal intrinsic value.
Embracing our interdependence is vital for community to flourish.
All people have potential for growth.
Mutual trust and respect are essential for healthy, enduring relationships.
People are responsible for the choices they make.
Internal motivation is the most powerful driver of learning and success.
A balanced lifestyle is the essence of well-being.
Practice, perseverance, and reflection are integral to a culture of excellence.
We are the trustees of our environment.
Adoption Date: March 11, 2008 Last Revised: May 29, 2018
Policy: 7.020
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Cross-Cultural Learning Opportunities
CROSS-CULTURAL LEARNING OPPORTUNITIES
ASB fosters pride in one's own country while promoting open-minded understanding of other cultures, reflecting our international enrollment, staff, and Mission and Core Values.
The Board recognizes the learning opportunities provided by our international setting and will coordinate cross-cultural engagements throughout the educational program.
Key objectives:
1. Promote respect and acceptance of individual differences within the school community.
2. Enrich curriculum with materials reflecting various ethnicities, cultures, and races.
3. Support activities and celebrations highlighting the School's community.
4. Uphold the School's Core Value of mutual trust and respect for all students, and parents, and the need for responsible interactions.
Cross References:1.110 - Host Country Government Relations 7.000 - Educational Philosophy 7.330 - Host Country Studies Program
Adoption Date: March 11, 2008 Last Revised: May 24, 2025
Policy: 7.050
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Curriculum Beliefs, Design, Development and Evaluation
CURRICULUM BELIEFS, DESIGN, DEVELOPMENT AND EVALUATION
Curriculum development is an ongoing process requiring a coordinated effort across the School. The Head of School is responsible for establishing procedures to ensure that the school’s curriculum reflects the highest educational standards while remaining current and consistent with the School’s Mission, Core Values, and Strategic Objectives.
The Board encourages and supports the professional staff in its efforts to investigate new curricular ideas, develop and improve programs and evaluate results. All teachers have responsibility to contribute to the ongoing improvement of the school’s program by giving their time beyond regular classroom duties in the development of the curriculum.
The “Curriculum Beliefs” stated below will guide curriculum design. The curriculum will also include measurable achievement standards for each content area and level that delineate what each student will know and be able to do. The Head of School or his/her designee will define methods for measuring student achievement of the standards set for each grade level. The Board supports the following “Curriculum Beliefs” as the foundation for the School’s curriculum design:
Curriculum is the structure through which schools organize their expectations for what is to be learned, how it is to be taught and how it is to be assessed.
A complete curriculum houses units of study for each course taught. Units will include subject area content standards, skills and knowledge to be learned, specific assessments to know whether the students have learned, instructional engagements that will be used to teach the unit and any relevant resources.
The curriculum will be articulated vertically and horizontally, meaning between grades and across classes within a grade.
The curriculum will be documented in a format and location approved by the Head of School. Additional resources such as concise, practical curriculum guides and course of study descriptions will be available. Parents will also be given access to curriculum information.
The curriculum will target, where appropriate, grade level achievement standards.
Content standards will be determined from national and international professional sources.
The standards will be developmentally appropriate for our students, their cultural backgrounds and experiences.
The curriculum will respond to the changing nature of knowledge and research.
Instruction will be differentiated to encourage the success of students at all levels of achievement.
Skills necessary for success on external assessments will be reinforced in classroom instruction. The Head of School, in consultation with division principals, will establish a regular cycle for conducting comprehensive review and evaluation of the educational program and curriculum. Such evaluation may lead to recommendations for modifications of practice, changes in course content and instructional materials, or the development/removal of a course. Proposed changes in curriculum that have a significant budget impact, as determined by the Head of School, must be presented to the Board for approval.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 6.240 - Staff Recruitment, Qualifications and Selection 6.380 - Staff Performance Assessment Process and Annual Evaluations 7.000 - Educational Philosophy
Adoption Date: March 11, 2008 Last Revised: May 29, 2018
Policy: 7.080
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Class Size Guidelines
CLASS SIZE GUIDELINES
The Board recognizes the need to maintain a student-teacher ratio that offers maximum opportunities for instruction and learning within the constraints of the annual operating budget. For Kindergarten-Grade 12, the preferred maximum enrollment will be 20 students per class. At the Pre-kindergarten level, the preferred maximum enrollment will be 16 children per class. The minimum class size at ASB will be 6 students per class. However, the maximum and minimum class size may vary, depending on a number of factors, including:
the nature of the course;
the integrity of the program;
the availability of staff;
financial considerations;
other considerations.
There cannot be more than 20 percent beginner EAL (English as an Additional Language) students in any class - see Board Policy 7.410.
Waivers for maximum and minimum class size must be approved by the Head of School, who will then report to the Board. The Head of School will be responsible for informing the Board when a given class is expected to exceed or has exceeded the maximum class size or EAL limitations, and will propose solutions for addressing the issue.
Cross References:1.250 - Collection of School Fees 7.410 - English as an additional language (EAL) program 8.000 - Student Enrolment and Admissions Criteria
Adoption Date: March 11, 2008 Last Revised: May 29, 2018
Policy: 7.150
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Academic Freedom
ACADEMIC FREEDOM
The Board mandates an environment that supports teaching and learning in a manner consistent with the School’s Mission, Core Values, and foundational documents.
Academic freedom is the right to pursue knowledge and ideas in their many forms and consider multiple perspectives within a discipline. It includes: 1. The right of teachers and students to discuss potentially controversial issues 2. Encouraging students to critically examine different meaning systems in their search for knowledge and ideas.
The Head of School will establish guidelines for implementing academic freedom, to include:
1. Must be developmentally appropriate and consider students' maturity levels 2. Should align with the School's curriculum requirements 3. Recognizes students' need for guidance 4. Teachers must present issues fairly and without bias 5. Teachers should continually expand their own perspectives and knowledge 6. Must respect and be sensitive to the school's community members 7. Supports teaching and learning consistent with the School’s Mission, Core Values, and strategic objectives 8. Responding to questions related to the suitability of materials and the teaching of controversial issues.
The Head of School has final say over any disputes.
Exceptions to this include checking out materials from the learning commons. Parents or legal guardians have final authority over which materials their child may select.
Cross References:6.400 - Employee Code of Conduct 7.160 - Teaching Controversial Issues
Adoption Date: March 11, 2008 Last Revised: May 24, 2025
Policy: 7.170
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Student Homework
STUDENT HOMEWORK
The development of self-directed and self-motivated students is the general intent of homework assignments. Additional study outside the classroom enhances students’:
initiative, responsibility and self-reliance,
independent study skills,
use of out-of-school resources,
ability to apply what he/she has learned.
Homework is intended to provide the maturing student an opportunity to develop sound independent study habits and enrich learning through individual research and experimentation. The amount and complexity of homework assigned will be developmentally appropriate and may change based on the nature of a program and number of courses. Teachers will provide feedback on assignments in a timely fashion. Principals will determine reasonable turn-around time for all assessments. Guidelines for homework are available in the faculty and student handbooks and syllabi which are annually reviewed by the staff/administration. Parents are expected to support their children in their completion of homework. If parents have concerns regarding the amount or type of homework assigned, they should consult with the teacher.
Adoption Date: March 11, 2008 Last Revised: May 29, 2018
Policy: 7.200
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Student Achievement, Progress Reports and Parent Conferences
STUDENT ACHIEVEMENT, PROGRESS REPORTS AND PARENT CONFERENCES
The Head of School will establish performance standards and reporting systems that continuously monitor both student effort and achievement.
The School will seek to make achievement both recognizable and possible for students and is obligated to provide periodic assessments of academic performance. It is understood that performance feedback is important for developing a student’s fullest potential and should be of motivational value to the student.
The School will provide periodic progress reports based upon full information, accurately and honestly reported with the proper maintenance of confidentiality. Parents will have access to information that indicates the student's strengths, and areas of growth in a format that is understandable to parents.
To ensure that all parents have an opportunity to meet with their student’s teachers to discuss their child’s progress, principals will schedule division-wide parent/teacher conferences at least twice per year. Print or online progress reports/report cards will be made available for all students in all subjects prior to these regularly scheduled conferences. Student-led conferences may be scheduled as one of these conferences, and will include an opportunity for parents to speak with a teacher and will include the above-mentioned progress report/report cards for all subjects. Further, parents, teachers, counselors or administrators may initiate additional conferences at any time during the school year whenever there is a concern or need for information.
Cross References:7.210 - Grading Philosophy 7.250 - Student Academic Records
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.210
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Grading Philosophy
GRADING PHILOSOPHY
Student grades must accurately reflect what a student knows and can do with regard to subject standards. The process of communicating feedback about learning will encourage student performance. The School’s grading system will provide a measure of the extent to which each student has attained academic standards and will be applied consistently. Grades will be based on academic achievement. In addition, other areas of performance, such as approaches to learning, learning attitudes and behavior in the classroom, will be reported separately from the academic achievement grade. The grading system will allow for additional comments and/or coding to reflect other factors, such as students who receive Academic or EAL support.
The Head of School, in consultation with the Principals, will establish and periodically review grade reporting formats that are appropriate for all grade levels. Upon review, recommended changes will be approved by the Head of School. The Principals will ensure that all teachers clearly understand the School's grading policy and adopted guidelines for implementation. Teachers will be held responsible for clearly explaining the grading policies and procedures to students and parents and will periodically inform students of their progress. The reporting format used will be age appropriate and will include clear information about a student’s academic and approaches to learning. Report cards will include teacher comments that are consistent with the assignment grades. The approved format will be published in the School Handbook and changes will be directly communicated in a timely manner.
Cross References:7.200 - Student Achievement, Progress Reports and Parent Conferences 7.370 - High School Graduation Requirements
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.240
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Promotion, Grade Retention and Termination of Enrollment
PROMOTION, GRADE RETENTION AND TERMINATION OF ENROLLMENT
The teaching and learning program at the school will be designed to ensure that students complete one grade level each academic year. A student will be promoted to the next grade level if, in the judgment of the classroom teacher and other appropriate school personnel, they have met all the requirements for placement at the next grade level. The Head of School, in consultation with the Principals, is responsible for developing guidelines and procedures for promotion and retention. Decision criteria include age, academic progress, social adjustment, parental support, availability of alternative programs in the community, and teacher recommendation. A recommendation for retention at a particular grade or termination of enrollment is made after a thorough review of progress, performance, and social skills by teachers, the school counselor, principals and the parents. Retention or termination is viewed as a serious matter requiring ample notice to parents. It is expected that in situations where retention or termination are possibilities, quarterly meetings will be held in advance with the student, parents, teacher, and principal or counselor. In cases where retention or termination is being considered, parents will be informed of the school’s decision no later than March 31st of the current school year. In all cases, the decision regarding promotion / retention lies with the relevant Principal, subject to final review by the Head of School. The Head of School will inform the Board of a termination decision. The Head of School’s decision will be final and no appeal will be entertained by the Board.
Cross References:7.200 - Student Achievement, Progress Reports and Parent Conferences 8.050 - Student Acceleration and Advanced Placement
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.250
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Student Academic Records
STUDENT ACADEMIC RECORDS
The Head of School will establish and maintain a system for keeping accurate academic records on file for each student that ensures the appropriate level of confidentiality. This will include procedures for the collection of student information as well as the retention of, and access to student records. The Administration will also clearly document and adhere to the legal retention requirements for each type of record. Student records, including grade reports, test scores, teacher comments and other related information, will be kept confidential and used only when deemed necessary to help the student and/or parent with college placement, references and/or relocation. The following provisions will guide the Administration in establishing a system for keeping student records on file:
Basic Requirements: Parents are required to provide previous school records with their application for acceptance and placement purposes. School records will be stored according to best practice in a secure place. Upon departure of a student, the School will keep student records on file for five years, after which time, the paper files will be destroyed. Computer files will be kept for thirty years. All school records will be treated as confidential documents.
Access by Faculty and Staff: Through the school counselor or Principal, faculty members and appointed staff will have access to student records. Such access generally does not extend beyond those of students assigned to the teacher. Under all circumstances, student record information is considered confidential and privileged.
Access by Parents to Their Child’s School Records: To access their child’s school records, parents may make a request to the counselor or the Principal. Every attempt will be made to assist parents in the correct interpretation of the child's records. Parents may challenge the content of these records to correct or amend alleged inaccuracies.
Internal School Documents: Internal documents such as admissions comments will not be shared with parents unless approved by the Head of School.
Release of Student Records: Parents will have a sealed copy of their child's records upon departure from the school. Without written permission from the parent, the school will provide no school records or related information to anyone other than the parent. Confidential material such as psychological testing, psychiatric evaluations and social case history are to be withheld unless the parents specifically request a transfer. The school will respond to confidential recommendation requests without sharing the content of this correspondence with the parents or the student. Under no circumstances will records be released until all school financial obligations have been cleared.
Cross References:4.315 - School Fees - Payment Schedule 5.340 - Document Records/Retention 7.200 - Student Achievement, Progress Reports and Parent Conferences 7.440 - Standardized Testing Program 8.000 - Student Enrolment and Admissions Criteria 8.020 - Placement of Students
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.300
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Instructional Program Overview
INSTRUCTIONAL PROGRAM OVERVIEW
The instructional program at ASB includes the curriculum, the technology program, host country studies, and the Community Social Responsibility program. The Head of School will be responsible for insuring that the School’s instructional program reflects our core values, and enables us to achieve our mission and strategic objectives. In addition, the instructional program will be designed to honor the objectives set out in the Trust Deed.
ASB will offer the following Divisions.
Elementary School for PreK to Grade 5
Middle School for Grades 6 to 8
High School for Grades 9 to 12
The Board is committed to supporting school-wide programs that help ensure a broad well-rounded education for all students. The school will provide programs to support character building, conflict resolution, and healthy life choices.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.310 - School Curriculum 7.320 - Instructional Technology Program 7.330 - Host Country Studies Program 7.340 - Community Social Responsibility (CSR) Program 7.350 - International Baccalaureate Program 7.370 - High School Graduation Requirements 7.400 - Individualized Learning Services (ILS) Program 7.510 - School Intramural Activity Program
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.310
Section: SECTION 7: CURRICULUM AND INSTRUCTION
School Curriculum
SCHOOL CURRICULUM
The Head of School will ensure the development and delivery of a comprehensive, standards-based, international curriculum. This curriculum will reflect the School’s Core Values and enable us to achieve our Mission.
The curriculum will be built on current research-based best practices for students in those grades, keeping in mind what is developmentally appropriate and culturally relevant. The curriculum in each division of the school will be designed to teach to the individual learning needs of that age group and will provide for the successful transition to the next grade, division, school or life beyond.
The International Baccalaureate Primary Years Program, in addition to rigorous literacy and math, is the core curriculum for the Elementary School.
The Middle School curriculum is based on the Association of Middle Level Education’s research on the characteristics of successful middle school programs. The program is set up to meet the developmental needs of students and to prepare students for success in high school and beyond.
The High School curriculum is based on the American four-year high school model. The program is set up to meet the developmental needs of students and to prepare them for success in the IB Diploma program and beyond. The International Baccalaureate Diploma in the High School is designed to give students the academic foundation needed for success in post-secondary education.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.300 - Instructional Program Overview 7.370 - High School Graduation Requirements
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.320
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Instructional Technology Program
INSTRUCTIONAL TECHNOLOGY PROGRAM
The Board endorses the integration of technology as a tool to enhance teaching and learning. Appropriate proven technologies will be universally integrated into instruction. The Leadership Team will have appropriate orientation plans for new and continuing students, parents and teachers. The School will use technology as a tool for parents to engage in their child’s education.
Cross References:5.040 - School Technology and Computer Systems 6.620 - Professional Development Program 7.300 - Instructional Program Overview
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.330
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Host Country Studies Program
HOST COUNTRY STUDIES PROGRAM
The Board believes that the School has a responsibility to acquaint all students and faculty with the culture and history of India through curricular and co-curricular activities. Host country learning will be embedded in the curriculum at all grade levels.
Cross References:7.020 - Cross-Cultural Learning Opportunities 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.160 - Teaching Controversial Issues 7.300 - Instructional Program Overview
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.340
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Community Social Responsibility (CSR) Program
COMMUNITY SOCIAL RESPONSIBILITY (CSR) PROGRAM
The Board is committed to a school-wide program through which all students habitually recognize the needs of their community and give of themselves to enhance the lives of others. The CSR Program is founded on the belief that all students should:
Understand their role and responsibilities as active participants within their communities.
Possess a sense of self-worth and foster it in others.
Respect themselves and exhibit respect for others in our community.
Demonstrate initiative, independence, and commitment to working with and serving others.
Be empowered with the tools and education to navigate the service world.
The goals of the CSR Program are:
To further facilitate the intellectual, social and emotional development of the student through community engagements.
To provide students with opportunities to collaborate across cultural, linguistic and socio-economic boundaries in order to generate, interpret and apply knowledge and experience.
To develop insight, empathy, critical thinking, collaborative and leadership skills.
To build and exhibit one’s commitment to our community by putting learning into action.
To instill a sense that commitment to society and others is a life-long process, and to reinforce the core values, strategic objectives and mission of ASB.
As necessary, the school will provide a CSR coordinator to work with the faculty to develop programs and facilitate participation by all students in meaningful and appropriate service learning.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.300 - Instructional Program Overview
Adoption Date: January 24, 2005 Last Revised: May 24, 2025
Policy: 7.350
Section: SECTION 7: CURRICULUM AND INSTRUCTION
International Baccalaureate Program
INTERNATIONAL BACCALAUREATE PROGRAM
The Board is committed to offering the International Baccalaureate Primary Years Program and the International Baccalaureate Diploma Program, widely acknowledged for providing students a solid platform for success in schools, universities worldwide, and life beyond.
The specific IB courses offered each year will vary, according to the specific needs of the high school student body and resources. The School will inform the parents and students in spring, which courses will be available in the upcoming school year.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.300 - Instructional Program Overview
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.370
Section: SECTION 7: CURRICULUM AND INSTRUCTION
High School Graduation Requirements
HIGH SCHOOL GRADUATION REQUIREMENTS
Requirements for graduation, including the number of credits in each subject, will be approved by the Board upon recommendation of the Head of School. They will be consistent with the stated goals of the school and the requirements for admission to institutions of higher learning. Each student’s yearly performance achievement will be reviewed to ensure he or she will eventually meet the School’s graduation requirements.
To be eligible for graduation, a minimum of 23 credits must be earned, with at least six (6) of those credits earned at ASB. The requirements will also define the subject areas that must be successfully completed with a passing grade or the specific performance achievement criteria the students must meet (as defined by the Principal, Counselor, or Head of School). For those high school students transferring to ASB in the middle of the high school program, the School will accept official transfer credit as interpreted and approved by the Head of School. The student’s previous grades will not count towards their ASB grade point average.
Students who complete the requirements for the International Baccalaureate Diploma will be granted an ASB diploma only if they have met the specific requirements set out for graduation from the School.
In special situations where a child arrives during senior year or mid-way through the senior year, the principal and counselor may propose amendments to the graduation requirements to the Head of School for his or her approval. This is to be applied only in exceptional circumstances.
The graduation requirements will be presented in the School Handbook in a manner easily understood by the parents and students. Any approved changes will be communicated on a timely basis.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.300 - Instructional Program Overview
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.371
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Early Graduation
EARLY GRADUATION
ASB may, in exceptional circumstances, allow a student to graduate early. In order to graduate early, the student must:
be able to meet the graduation requirements set out in Board Policy 7.370 by the intended graduation date;
demonstrate sufficient social, personal, and academic maturity;
have a cumulative grade point average of 3.5 or more; and
have a need accepted as critical by the Head of School.
The High School Principal and Head of School will both have to approve any petitions for early graduation.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.300 - Instructional Program Overview 7.370 - High School Graduation Requirements
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.372
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Certificate of Attendance
CERTIFICATE OF ATTENDANCE
On occasion, a student may not meet all the credit requirements for the ASB Diploma (e.g., a senior who arrived late in their school career and therefore could not meet graduation course requirements). In such cases, a Certificate of Attendance, not a High School Diploma, can be awarded. The Certificate of Attendance will record the period of attendance at ASB and will be attested to by the High School Principal and the Head of School.
Seniors who receive a Certificate of Attendance may be permitted to participate in the High School graduation ceremony at the discretion of the Head of School.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.300 - Instructional Program Overview 7.370 - High School Graduation Requirements
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.373
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Post Graduate Student
POST GRADUATE STUDENT
On occasion, a student may wish to enroll in courses after graduating from ASB or another secondary school. A student may be in need of particular courses to secure admission to the university of his or her choice.
The High School Principal, Counselor, and the Head of School will review these exceptional situations. The Head of School’s decision will be final. All admissions criteria apply prior to consideration of post-graduate status.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.370 - High School Graduation Requirements
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.400
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Individualized Learning Services (ILS) Program
INDIVIDUALIZED LEARNING SERVICES (ILS) PROGRAM
The American School of Bombay is committed to being an inclusive school that differentiates learning and meets the needs of all students. The Individualized Learning Services (ILS) Program is designed by the School and is based on the needs of the student population and the resources available. Its goal is to provide services for students with specific learning needs and exceptionalities, who meet ASB’s admissions criteria. The services offered in the School’s Individualized Learning Program will be clearly documented in the ILS Handbook.
The Board reserves the right to assess fees to defray the costs of selected student support services.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 4.310 - School Fees 7.410 - English as an additional language (EAL) program 7.430 - Counseling and Guidance Program 7.440 - Standardized Testing Program 7.450 - Tutoring Services 7.460 - Co-Curricular Programs
Adoption Date: January 24, 2005 Last Revised: October 15, 2024
Policy: 7.410
Section: SECTION 7: CURRICULUM AND INSTRUCTION
English as an Additional Language (EAL) program
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) PROGRAM
The language of instruction at the School is English and students attending ASB are expected to attain reading, writing, and speaking proficiency in the English language. In order to help students who do not have an adequate working knowledge of English, the School will provide an English as an Additional Language (EAL) Program.
The goal of the EAL program is to help multilingual learners acquire and refine the English language skills necessary for full participation in the regular mainstream program as quickly as possible. The EAL program provides for the development of communication skills in listening, comprehension, speaking, reading, and writing. EAL instruction is a systematic approach to language and content-based instruction that includes an orderly and stimulating presentation of language materials.
EAL classes are designed to provide instruction in English for students from Grade 1 through Grade 11 who are multilingual learners. EAL courses are not electives. Placement in the EAL program will be determined by testing at the School. Students are placed on the concept of "least restrictive environment" allowing students to remain mainstreamed to the greatest extent possible. Until adequate proficiency is achieved, however, EAL students may be engaged in language-based differentiated small groups which may take place outside of the classroom for direct instruction. In addition, outside tutoring at the parent’s expense may be required as a condition for enrollment or continuation of enrollment at the school. EAL students may require more than four years of high school to successfully fulfill all graduation requirements.
To ensure that EAL students can satisfy the academic requirements and participate to the fullest extent possible in school life, ASB has established minimum levels of English proficiency for students entering grades 9 and above.
The English-language proficiency test is administered by ASB. The School will take into account the academic record of a continuing student as well as the student’s English-language proficiency when considering placement in the next grade level. The share of students enrolled in beginner level EAL in any grade-level class will not exceed 20 percent at any one time without specific approval of the Board. Admission to grade-level classes for beginning EAL applications may be postponed until such time as the make-up of the students in those classrooms remains at or below 20 percent beginner EAL students.
Although this policy is titled “English as an Additional Language” it reflects the Board’s position regarding what is titled in some schools as “English as a Second Language” or “English for Speakers of Other Languages”.
Cross References:7.080 - Class Size Guidelines 7.400 - Individualized Learning Services (ILS) Program 7.420 - Academic Support Program 8.000 - Student Enrolment and Admissions Criteria 8.020 - Placement of Students
Adoption Date: January 25, 2005 Last Revised: May 19, 2022
Policy: 7.430
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Counseling and Guidance Program
COUNSELING AND GUIDANCE PROGRAM
Counseling and guidance services – provided by qualified professionals – will be available to all students. Counseling is also available to parents to support their child's education and wellbeing Counselors welcome input from parents on factors outside school that may be impacting the behavior or performance of the student. The Head of School will be responsible for providing qualified counselors as determined by enrollment and need.
Teachers and counselors must be committed to the principle of confidentiality in dealing with students. Mutual trust between a student and their Teacher and counselor must be regarded with great seriousness in all instances of conferring, counseling, guiding, or advising between School Staff and students. If a conflict arises between the principle of confidentiality and the best interests of the student, or the School itself, the counselor and/or members of the Professional staff are encouraged to seek confidential advice from the relevant Divisional Principal before taking any action. In all cases the School will exercise due sensitivity and discretion.
Counselors will establish and implement orientation programs for the entry and exit of students.
Information regarding Counseling and Guidance programs can be found in the School Handbooks.
Cross References:7.400 - Individualized Learning Services (ILS) Program 8.120 - CONFIDENTIALITY
Adoption Date: January 24, 2005 Last Revised: May 19, 2022
Policy: 7.440
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Standardized Testing Program
STANDARDIZED TESTING PROGRAM
ASB uses standardized testing to provide information to the School, students, and parents about individual student and group performance as compared to other similar international, independent, and American schools that use such assessment tools.
The major goals of standardized testing include:
Providing measures of group and individual strengths and weaknesses for use in planning and assessment of instructional programs;
Providing information about individuals and groups for guidance and counseling programs;
Providing test data for schools and universities;
To provide data for the school about individual students who may require advanced services;
Providing data prior to the enrollment of students who do not present standardized test results from their previous school when deemed appropriate;
Comparing school results with norms established by the Head of School in consultation with the Teachers and Divisional Principal and agreed upon by the Board. The School will norm itself against international, independent, and North American schools.The Head of School will inform the Board of any changes in the current standardized testing programs. Parents will be provided with individual results of any standardized test administered to their child along with appropriate interpretive information.
Standardized tests are one of many measures of student performance. Such data, when used in conjunction with other sources of information about students, helps facilitate program improvement.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.400 - Individualized Learning Services (ILS) Program 7.430 - Counseling and Guidance Program
Adoption Date: January 24, 2005 Last Revised: May 19, 2022
Policy: 7.450
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Tutoring Services
TUTORING SERVICES
The School can require that a student receive private tutoring, and enrollment at the School may be contingent upon the parent’s agreement to secure a tutor. In order to facilitate tutoring, the school will maintain a list of tutors who parents may contact to meet this need. The School does not take the responsibility for finding a tutor, nor is the School responsible for determining fees or conducting any background or reference checks for the tutors.
Professional staff are not permitted to tutor their current students for pay.
All other consultancies are covered under the Conflict of Interest policy 6.440.3
Cross References:6.375 - Tutoring for Pay 7.400 - Individualized Learning Services (ILS) Program
Adoption Date: January 24, 2005 Last Revised: October 08, 2020
Policy: 7.460
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Co-Curricular Programs
CO-CURRICULAR PROGRAMS
The Board recognizes that student learning opportunities outside of the classroom are an integral part of education.The Board expects such a program to include a wide variety of activities that provide students with a chance to develop skills and creative abilities, and discover new interests. This Co-Curricular program also makes it possible for students to meet students in other grades and form new friendships.
The scope and variety of the activities offered by the School may vary from year-to-year, but it is expected that there will be some activities that are exploratory in nature while others stress continuity. Each program will be approved by the Head of School and supervised by a qualified Staff member. Programs may include:
Enrichment opportunities and activities offered during School holidays.
After-School Activities (ASA) and Intramurals: Enrichment opportunities and activities offered outside the normal school day.
Inter-scholastic Student Activities: Events scheduled with schools in the local and international communities. Such activities will include, but not be limited to sports, drama, music, student council, and academic competitions. ASB is a member of American Schools in India Activity Conference (ASIAC) and South Asia Inter-Scholastic Association (SAISA).
Additional costs (such as registration fees, transportation to and from any event site, and housing) will be paid by the student. Parents will be informed of the dates and approximate cost for all activities that require student travel in advance of the season/activity. In exceptional situations, the Head of School may approve a supplement to support a particular child or group’s expense for travel.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.000 - Educational Philosophy 7.400 - Individualized Learning Services (ILS) Program
Adoption Date: January 24, 2005 Last Revised: May 19, 2022
Policy: 7.470
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Adult Continuing Education Program
ADULT CONTINUING EDUCATION PROGRAM
ASB recognizes the value of parent education and will facilitate parent learning that supports or builds an understanding of ASB’s Mission, Vision and Core Values. Programs will be approved by the Head of School.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 2.210 - Board Committees 7.000 - Educational Philosophy 7.400 - Individualized Learning Services (ILS) Program
Adoption Date: January 24, 2005 Last Revised: May 19, 2022
Policy: 7.530
Section: SECTION 7: CURRICULUM AND INSTRUCTION
Field Trips
FIELD TRIPS
The Board recognizes the value of out-of-classroom experiences in supporting the overall educational objectives at every level within the School. India provides a unique opportunity for experiences outside the classroom from many perspectives, including cultural, historical, art and science, political, etc.
The School endorses day trips and extended trips within India and outside the country, where such trips support the School's educational program.
Student health, safety, and security are the School's primary concern in the assessment of every School trip. The distances, duration, and number of participants on school trips should be consistent with the age of the students and the nature of the objectives concerned. The School will ensure that CPR and First Aid trained personnel join all trips. In addition, the School will provide security and insurance information to parents.
Overnight field trips require a parental authorization and liability waiver form on file with the School office prior to students participation.
Students will be reminded that while on any School-sponsored field trip or excursion, they are expected to conduct themselves appropriately and in accordance with the School’s policies and regulations. Appropriate disciplinary actions will be taken for students who fail to follow the rules.
Cross References:1.100 - Philosophy, Mission Statement and Core Values 7.050 - Curriculum Beliefs, Design, Development and Evaluation 7.330 - Host Country Studies Program 8.200 - Student Code of Conduct 8.300 - Student Self-Regulation
Adoption Date: January 24, 2005 Last Revised: May 19, 2022