student parent handbook 2015-2016rise.edu.bd/wp...student-parent-handbook-2015_2016... · student...

1 | P a g e R I S E S t u d e n t - P a r e n t h a n d b o o k 2 0 1 5 - 1 6

STUDENT PARENT HANDBOOK 2015-2016

Table of Contents

Letter from the School Administrator 3

School History 4

Our Vision 5

Our Mission 5

Our Motto 5

Our School and This Handbook 5

School Authorization 5

Our Core Values 5

Five Learner Attributes 5

School Contact Information 6

Staff Contact Details 7

Welcome to the School 8

Term Date and Holidays 9

English as an Additional Language 9

Language Policy 9

Academic Calendar 2015-16 11

School Hours 12

Parking 12

Assemblies 12

Start and End of Day 13

Typical Day 13

Snack, Lunch and Break 13

Attendance at School 14

Finding Out About Your Child’s Learning and Progress 16

Student-Led Conferences 16

Homework Diary/Work Book 17

Handwriting 18

Communication 19

Communication with Teachers 19

Classroom Visitation By Parents 19

Monthly Newsletter 20

Code of Conduct 20

Student Personal Information 23

Student Relationships, Rights and Responsibilities 23

Certificates 24

Middle School 24

Not Permitted in the School 25

Curriculum 25

Assessment 28

Learning Support 32

Pastoral Care 32

Celebrations 33

Field Trip and Educational Visits 34

Library and Information Centre 35

Computers and Information Technology 35

Parent Involvement in School 37


Field and Play (Recreation) Areas 38 Fees and Invoices 38

Withdrawal Policy 38

Late Payments Policy 39

Uniforms 39

Tuck Shop 40

Stationery and Kit List 41

Home Stationery and Kit List 41

Sickness and Accidents In School 42

Maintaining a Safe and Secure Environment 43

Lost Property 43

Security 44

Health Safety Standards 44

Procedure for Reporting Child Abuse or Neglect 46

Feedback 46

Admission Process 47


LETTER FROM THE SCHOOL ADMINISTRATOR

It is my pleasure to welcome you to our school community.

We are humbled that you have entrusted us with equipping

your child/ren for the future. Here at RISE we pride

ourselves on being an international school that is poised to

graduate global citizens who will stand ABOVE ALL. Our

world-class faculty and facilities are in place for one sole

reason; providing a safe, secure, and supportive learning

environment for our students. All RISE activities, programs,

and interactions are geared towards ensuring that our

students, faculty, and staff continuously develop to become

more confident, responsible, reflective, innovative, and

engaged.

I am proud to say that we rely on the family-feel aspect of

our organization. Each member of the RISE community is

constantly offered opportunities to contribute to the daily life

of our campus. Every inch of campus space has been dedicated to providing the necessary atmosphere

to ensure that our students and teachers have the necessary comfort to balance the academic rigor of

our curriculum and teaching standards. The academic and general staff is well trained and passionate

about maintaining healthy and happy learning conditions.

At RISE we all work hard to keep our school comfortable, clean, a place that we take pride in. Learning

is an on-going, everyday aspect of RISE life. Our faculty and staff remain dedicated to fostering an

environment capable of preparing students in a post-industrial world for the multifaceted,

technologically advance, and ever-changing global community.

Let this academic year be the beginning or continuance of a very strong relationship between our

institution and your family.

Very Respectfully,

Mr. Christopher R. Manning

Principal, RISE


SCHOOL HISTORY

RISE was founded under the management of the Royal Educare Limited with operations beginning in

2015. The school campus was built from the ground up in the Subidbazar, Sylhet on 1 Lovely Road.

OUR VISION


The RISE vision is to become and remain the premier, private, international, English medium school

in the Sylhet Region of Bangladesh.

OUR MISSION

RISE provides an enabling learning environment where each student is valued, challenged and

nurtured to develop the academic, physical, mental, social, emotional and spiritual fortitude required

to succeed in our diverse and ever-changing world.

OUR MOTTO

“ABOVE ALL”

OUR SCHOOL AND THIS HANDBOOK

Whether you are a new family to our school, or already a RISE family starting another academic year

with us, we hope this handbook is helpful and that you enjoy being part of our school community.

SCHOOL AUTHORIZATION

Our School Curriculum is seeking authorization by the Cambridge International Examination for the

Elementary and Middle school. We aim to be authorized as a CIE (Cambridge International

Examinations) school.

OUR CORE VALUES

We believe in the following shared principles and beliefs:

EXCELLENCE We believe in meaningful learning that stretches people to the frontiers and

boundaries of their abilities.

YOUNG PEOPLE We believe young people deserve the best we have to offer. Each individual

child is capable and has the right to safety, mutual respect, and learning.

COMMUNITY We believe in our collective responsibility to work together in a cooperative effort

to achieve common goals by building communities of practice, establishing a high quality learning

community, and listening to the community.

RESPECT We believe in treating all individuals with honor and dignity.

FIVE LEARNER ATTRIBUTES CONFIDENT in working with information and ideas-their own and those of others.

RESPONSIBLE for themselves, responsive to and respectful of others.

REFLECTIVE as learners themselves, developing their ability to learn.

INNOVATIVE and equipped for new and future challenges.


ENGAGED intellectually and socially, ready to make a difference.

SCHOOL CONTACT INFORMATION

School Business Office Hours

All school business should be conducted during the regular business hours of 8:00 a.m. and 4:00

p.m.

School Address

01 Lovely Road, West Subidbazaar, Sylhet

School Website

www.risebd.org

School Email Address

[email protected]

School Facebook

www.facebook.com/royalinstituteofsmarteducation

School Telephone Number

+880 1730700900, +880 1730700877

School Admissions

[email protected], +880 172527071

http://www.risebd.org/

mailto:[email protected]

http://www.facebook.com/royalinstituteofsmarteducation



STAFF CONTACT DETAILS

Areas Name E-mail

Grade 01 Teacher Ms. Aysha Afroz Khanom [email protected]

Grade 02 Teacher Ms. Noorjahan Haque Rimu [email protected]

Grade 03 Teacher Ms. Sharmin Sultana [email protected]

Grade 04 Teacher Mr. Sujan Chandra Banik [email protected]

Grade 05 Teacher Ms. Farhana Haque [email protected]

English Teacher Ms. Altynai Manning [email protected]

Science Teacher Mr. Joydip Das [email protected]

Mathematics Teacher Ms. Moure Chokroborty [email protected]

Social Studies Teacher Md. Roziur Rahman [email protected]

ICT Teacher Ms. Shahnaj .Mahammad [email protected]

Bangla Teacher Ms. Shamim Ara

Arabic Teacher Mr. Amad Ahmed Robi [email protected]

Art Teacher Mr. Mamun Ahmed [email protected]

PE Teacher

Lab Coordinator Ms. Khilkhil Zaman Khan

Librarian Ms. Altynai Manning [email protected]

Teaching Assistant Ms. Safwana Baksh [email protected]

Asst. Librarian Ms. Imana Haque Tapadher [email protected]

Areas Name E-mail

School Principal Mr. Christopher R. Manning [email protected]

Admissions and Counseling Coordinator Mr. Hasib Zaman Khan [email protected]

Bursar Mr. Tofael Ahmed [email protected]

Middle School Coordinator Mr. Reshad John Paul Sergeant [email protected]

Examination and EL Curriculum Coord. Mr.Dewan Jakaria Ahmed

[email protected]

Information Technology Manager Mr. MS. Hussain Shaon [email protected]

Junior Accountant

Public Relation Officer Mr. Ifty Siddique [email protected]

Principal’s Secretary Ms. Sara Asifa Zaman [email protected]

School Nurse Ms. Saira Khatun [email protected]



WELCOME TO THE SCHOOL

If your child is joining RISE as a student for the first time, we want him/her to feel secure and part of

the school community.

Starting a new school is probably one of the most important moments in a child or young person’s life.

Some may be familiar with the experience if they have moved frequently, and to others it will possibly

be the first time they have moved away from the familiar surroundings and people of their home.

The first two weeks will be a period of transition. To begin with, the new student will be assigned a

teacher or mentor who will help him/her to learn about the school and get used to the routines. Many

of our students have had to make ‘fresh starts’ during their education and understand what it feels like

to be new to a school.

As a parent/guardian please let the class teacher know if there are any concerns with settling in and,

likewise, let the class teacher know if all goes smoothly and settling in is a positive experience.


TERM DATE AND HOLIDAYS

The RISE school year is approximately 180 days of instruction. Our school follows the semester

system. There are two semesters each academic year. The semesters are organized as follows:

FIRST SEMESTER: mid-August to mid-January

SECOND SEMETER: mid-January to mid-June

We observe all Bangladesh public holidays.

There are staff professional development days when the school does not have any class.

ENGLISH AS AN ADDITIONAL LANGUAGE

For children whose home language is not English.

We are aware that students with EAL in the Reception class may well have no particular learning

difficulty, in the sense that they have special educational needs, and that they are in a position similar

to that of any students learning a language other than their mother tongue. As a school we take

reasonable steps to provide opportunities for children to develop and use their home language in play

and learning, supporting their language development at home. We provide for all students:

a wide range of opportunities for speaking and listening;

effective models of spoken and written language;

a welcoming environment in which children feel confident and can contribute.

Support may be available for students whose first language is not English and who might benefit from

extra tuition, for which there is an extra charge. Parents can be advised of external agencies that could

provide such an assessment and we have the name of a private tutor who can help. Parents are asked

to contact the school for further information if they so wish.

LANGUAGE POLICY

English will be the primary language spoken within

the school during times of instruction and school

activities. As with any policy, the aim is to enhance

the student’s academic environment.

Every learner in our school is entitled to an

experience of English that supports his/her

development in areas of educational experience

(particularly in aesthetic and creative, human and

social, and spiritual and technological areas).

Attitudes and competencies to be developed

By our own attitudes towards our students as

language users, we endeavour to foster within them

respect for each other’s language. We do this by:


Building on the successful language learning which students have already accomplished in their own homes and communities.

Providing students with the best possible learning opportunities matched to their individual needs.

Providing an apprenticeship approach to acquiring oral, reading and written language in which “the adult represents the success the child seeks and yet offers endless help”.

Maintaining a constant respect for the pupil’s language.

Enabling students to reflect on themselves as language users.


ACADEMIC CALENDAR 2015-16


SCHOOL HOURS

Elementary School 8.30am to 1.55pm

Middle School 8.30am to 3:15pm

High School (Once open) 8.30am to 3:15pm

Student pick-up 3.15pm to 4.00pm from School lobby/Playground

PARKING

In the interests of safety, there is no parental parking on the school premises.

ASSEMBLIES

1. Assemblies play an important part in the school’s instructional program, in intra-school

communications, and in the development of school spirit.

2. All assemblies will be announced in ample time in order to allow for instructional

planning.

3. At the beginning of the assembly period, students and teachers should proceed to the

playground in an orderly manner, when announced.

4. All teachers are expected to assist in the supervision of students during assemblies, and

are asked to model what is appropriate behaviour for students.

Assembly Policy

1. The school will offer varied, entertaining and cultural assemblies. No specific type of

assembly from outside the school will necessarily be repeated every year.

2. Faculty and students will be given ample notice of a forthcoming assembly.

Assembly Seating

Designated class teachers will assign seats for students. Seating arrangements will be shown on

the ‘assembly-seating diagram’. The diagram for a particular class period will be distributed to

faculty mailboxes several days prior to an assembly.

Before the Assembly

Please communicate to your students the seats to which their class is assigned. Remind students

that assemblies are planned for academic enrichment and that courteous behaviour during

programs is essential. Assist students in arriving to the playground in a prompt but orderly

manner. Designated class teachers must account for all of their students before the assembly

begins.

During the Assembly

Students are not to talk, eat or drink, sleep, or otherwise disturb others during programs. If

students are not cooperative, please refer them to the appropriate staff member for disciplinary

action.


START AND END OF DAY

For Elementary School students, the classroom will open at 8.15am for parents to drop off their

children. At the end the day parents are expected to collect their child from the school lobby/play

ground between 02.00pm to 03.15pm.

All Middle and High School students go directly to their classroom ready to begin daily activities at

8.20am.

All students come down to the lobby area/ ground at the end of the school day, when either they are

met by parents or a designated adult to be taken home. Parents are requested to wait for students in the

lobby area, not near the car park, as students are not permitted to wait in this area. Permission should

be sought in writing if you wish for your child to go home on his/her own.

TYPICAL DAY

Each school day has three (EL) 1h 15m and four (MS) 1h 15m periods. There are snack breaks of

15mins and a lunch break of 30mins. After school we have many Extra-Curricular Courses (ECCs)

in which students can participate from 02.05pm until 4pm.

Start End Activity

08:30 09:00 Drop Everything And

Read

09:05 10:20 Period 1

10:20 10:35 Snack Break

10:40 11:55 Period 2

11:55 12:35 Lunch

12:40 01:55 Period 3 (EL Finish)

02.00 03:15 Period 4 (MS Finish)

SNACK, LUNCH AND BREAK

Times:

Start End Duration Activity

10:20 10:35 15min EL & MS Snacks

11:55 12:35* 45min EL & MS Lunch/Prayer Break


All students can bring their own food and drink.

All students should bring in a healthy snack and

packed lunch each day. Please ensure that the

lunch is well packed and lunch boxes, bags and

water bottles are clearly named. It is advisable

to put the lunch in an insulated bag, preferably

with an ice pack. Lunch bags will be stored in a

temperature controlled room. In our endeavor to

foster environmental awareness throughout the

school, please ensure packaging is disposable.

Both cooked and packed lunches are eaten in the

school appointed catering area.

We will have a school canteen. Parents can deposit a certain amount of money to a student’s tuck-shop

account to obtain a meal card, and the canteen will provide food according to their nutrition standard.

Water bottles should contain plain water, not juice or fizzy drinks.

Elementary School students are supervised whilst eating lunch, before going to play. They are given a

reasonable time to eat their food and are encouraged to do so. Any leftovers are packed up to take

home.

Special Diets

Parents of children who have allergies to any food product, or who have special dietary requirements,

are asked to make this clear on the medical questionnaire sent in the information prior to their child

starting school. Parents should inform the school at once if their son or daughter subsequently develops

intolerance to any food. The School Catering Manager is happy to be contacted by any parent who

has concerns about their son or daughter’s medical condition, and happy to devise a special menu,

where practically possible.

Packed Lunches

Points to note for those having packed lunches:

All Students require a plastic plate. They should not use a

lid from the lunchbox.

Yoghurts should be in a pot, not a tube. Please provide a spoon.

No fizzy drinks.

In the interests of encouraging children to eat a balanced and healthy diet we suggest that sandwiches or other

savoury items make up the main part of their lunch.

Uneaten food will be sent home, though students will be

encouraged to finish their meal.

On special occasions food may be provided by the school. In this instance the school will take account

of the special dietary needs of the children. Please ensure that you inform us of any allergies or special

requirements.

ATTENDANCE AT SCHOOL


We value punctuality. A timely arrival at school in the morning gives students time to socialize with

their friends and be ready to start learning in a positive way. In the unlikely event that a student is late

coming to school, please follow the following procedures:

Elementary School

Students report to the lobby area and a teacher and/or aya will escort your child to the class.

Middle School

A student who arrives between 8.20am and 8.30am should go straight to the class room.

A student who arrives after 8.30am should sign in at the office.

In both cases late marks will be recorded in the register.

If you are picking up your child at the end of the day, we appreciate you arriving on time. In the event

you are delayed, please contact the receptionist (+880 1730700877) or Admissions and Counseling

Coordinator’s office. Elementary students will be brought from the class room to the school lobby.

As every day at school makes a difference to your child’s learning, we prefer that holidays are taken

outside of school term time.

For Middle School students, it is particularly important your child attends school regularly to ensure

they do not fall behind academically, and that they honor commitments to extracurricular activities

etc. To avoid your child missing school for non-medical reasons please arrange your holidays during

school breaks - refer to the Academic Calendar provided in this handbook.

In exceptional cases when your child needs to be excused from school, written approval needs to be

sought from the School Principal before the leave is taken.


FINDING OUT ABOUT YOUR CHILD’S LEARNING AND PROGRESS

There are a number of planned opportunities to meet the teachers to find out more about the curriculum,

teaching and learning.

Teacher and Parent Meetings

Semester 1:

Meet the Teacher Evening Grade 01-05

An opportunity to find out more about routines, learning experience and expectations in class

time, and specialist lessons.

Introduction for New Parents to Middle School

EL Parent Teacher Consultation Meetings

An opportunity for a confidential interview with your child’s class teacher.

Semester 2:

Elementary School Parent-Teacher Meeting

Middle School Parent-Teacher Meeting

Student-led Conferences

Reports

Primary/middle school students receive a progress report in Semester 1 and end of year report in

Semester 2.

At the end of semester 1 student receive a progress report, which includes information from all subject

teachers on observation during the term and advice for further development. It also gives an indication

of scores achieved so far.

At the end of semester 2 reports are given in the form of statements of achievement, including final

scores for two terms along with a description of material and skills covered.

STUDENT-LED CONFERENCES

Definition

Students share pre-selected work with their parents. Work can be presented through a variety of media

from any subject.

Purpose

To promote home and school partnership


To increase students’ responsibility for their learning and promote reflection

To demonstrate the Cambridge learner profile

To give the parents an opportunity to experience the diversity of the school week at RISE

To show progress made

To encourage 2-way interaction

Roles of Participants

Timetable Teacher’s role Student’s role Parent’s role

BEFORE the

student- led

conference

Explain to the students

that their parents will

be coming in to share in

their learning.

Explain to the students

that they will be using

their portfolio as a base

for the conference.

Help the students select

work for their

conference.

Help students create a

conference plan.

Allow opportunities for

the students to practice

their conference.

Know his/her portfolio.

Select 4 pieces of work

for the conference plan.

Talk to teacher and peers

about the work selected.

Fill out the conference

plan.

Practice the conference.

Talk to parents about the

conference.

Read and

understand the

information

leaflet on

student-led

conferences.

Talk to their child

about the student-

led conference.

Organize daily

schedule so as to

be free for the

conference.

Ensure they

arrive on time.

DURING the

student-led

conference

Ensure student is

prepared.

Allow the student to

take the lead but tune

into what is happening.

Back up students’

explanations.

Ensure conference is a

positive experience.

Welcome parents.

Explain each piece of

work and discuss with

parents.

Answer questions.

Communicate effectively.

Be confident.

Be on time.

Listen to their

child.

Be positive.

Ask questions.

Encourage their

child.

AFTER the

student- led

conference

Remind parents and

students about

reflection sheets.

Thank parents.

Praise students’ efforts.

Help in student

reflection.

Thank parents.

Reflect on student-led

conference.

Work with parents on

parent reflection.

Discuss conference with

peers.

Thank their child.

Complete parent

reflection.

Return the

reflection to

school.

HOMEWORK DIARY/WORK BOOK

The provision of homework in accordance with RISE policy is a requirement of teaching at this school.

Weekly homework tasks are to be provided using online tool Edmodo.


Definition

Homework is any teacher task a student is set, to be carried out completely, or partially, at home,

or outside of the normal school curriculum time.

Homework is

Consolidation work or work the students can complete alone – no new teaching

points will be introduced during homework assignments.

Designed to cover a range of multiple intelligences and for that reason may take a variety

of forms, leading to independence and creativity – it is not purely worksheet based.

Child-centered and addresses different learning styles.

Used by the teacher to further develop his/her picture of the student as a learner.

Not completed by a child’s tutor!

Marked and recorded by the teacher, and in some cases the teacher and student together,

in a timely manner. Students receive feedback as applicable.

There is no compulsory holiday homework.

The purpose of homework is to

Improve student learning through the consolidation of the programme and the skills we

are aiming to develop, specifically the learner profile, learners attitudes and trans-

disciplinary skills.

Develop independence.

Develop time-management skills. Students must plan when to do each part of the

homework in order to meet final deadlines.

Allow teachers further opportunities to assess the stage of their students’ development

and understanding of key concepts.

Develop home school communication links through parents taking part in activities, and

by affording the parents time to discuss teacher tasks with their children.

HANDWRITING

Handwriting expectations:

Teachers in the school will provide a range of learning experiences that encourage the development of

fine motor skills. They will teach formation and directionality of appropriate letters, as required.

Procedure for teaching handwriting

Students will be taught the correct posture and pencil/pen grip.

Attention must be paid to the teaching of the correct orientation and directionality of

letters, in both print and joined script, to ensure that letters are being formed correctly.


The Cambridge handwriting script is used throughout the School.

The study of spelling and handwriting should be integrated, with spelling lessons providing the opportunity to revise correct joins and size of letters.

It is of vital importance that the teachers set a good example when modelling writing for the students.

Teachers will teach the correct formation and directionality.

Handwriting will be taught and reinforced throughout the grades.

COMMUNICATION

Our website provides a learning management system through the portal. We encourage parents to visit

the portal at least once a week to keep abreast of what is happening in school. If you would like to

activate an email alert from the portal please contact the school IT office at [email protected] or

Admissions and Counseling Coordinator.

COMMUNICATION WITH TEACHERS

For RISE school students, class teachers are always available at their work station from 8.25am in the

morning, and at the end of the day, for the exchange of messages or to make an appointment for further

discussion.

Teachers also communicate with the parents by e-

mail, so please ensure the school office has your email

address. We always endeavor to reply to email within

24 hours from Sunday to Thursday. The class teachers

should be included in any emails sent to a subject

teacher. The office should be included in any email

about collecting a student from school.

Alternatively you can make a message or use the e-

mail addresses in this handbook. Any urgent message

can be left at the office and the teacher will be

informed immediately.

For general matters, advice, concerns and counseling or simply to share ideas, please do not hesitate

to approach the Admissions and Counseling Coordinator. The Admissions and Counseling

Coordinator is always available in the school both in the morning and after school.

In terms of maintaining proper communication with the parents, the school will do most of the

following:

• Beginning of the year written communication sent home to parents

• Interim reports

• Report cards

• Positive contact with each parent at least once every nine weeks

• Contact about behavior or grade problems as needed



CLASSROOM VISITATION BY PARENTS

It is the policy of RISE to encourage parents to visit classrooms. It is felt that parents can, in this way

better than any other, learn what the school is actually doing. There will be a chair in each and every

classroom for parents in order to observe the class. We encourage you to invite parents to visit your

classroom. Parents must fill out a class visitation form to visit a classroom except when invited by the

teacher. Visitation forms will be provided by each grade teacher. All visitors must report to the office

for a visitor’s pass.

MONTHLY NEWSLETTER

The monthly school Newsletter highlights key learning, events, and upcoming

reminders for parents, students and teachers. The newsletter is published and emailed to

parents and staff by the end of the first week of the month.

CODE OF CONDUCT

The School’s Code of Conduct is a positive statement of what is expected of each student whilst at

school. It reads as follows:

We responsibility for learning.

We respect ourselves, others and place.

We show resourcefulness and readiness to learn.

We act in a safe and healthful manner.

We are always polite and well mannered.

We are kind to one another and do not hurt anyone.

We listen to one another.

We are truthful.

We do as we are asked the first time.

We respect others and try to understand their feelings

We are sensible and act safely at all times.

We seek help when we are unhappy.

We organize ourselves and our belongings.

We take pride in the appearance of ourselves, our work and our school.

This Code of Conduct is reinforced both in class and in assemblies with all students. It is understood

and followed by all members of our school – Faculty,

Administration, Classroom assistants, lunchtime

supervisors and office staff.

Within our school even the youngest students are

encouraged to behave towards each other with kindness

and consideration. They have to learn to look after their

own possessions and to respect other’s possessions. We

expect them to be honest, helpful and polite, and to work

hard and to listen to others. They should respect everyone

and learn to value differences and diversity.


We explain to students why some forms of behavior are unacceptable and hurtful to others. We rarely need to impose sanctions; but sometimes we may remove a treat for hurtful behavior.

Other information concerning the welfare of the children (Anti-Bullying, Child Protection, Health and

Safety on Trips, Good Behavior and Sanctions) is available in this handbook and/or on the website or

by request from the School.

Prohibited Conduct

Academic dishonesty (as per the policy).

Obstruction or disruption of teaching or other school activities.

Unauthorized absence from class and/or other organized program activities.

Use of, or threats of, physical violence.

Violating the laws of the country in which the student is traveling or living.

Damage to, or destruction of, property of others.

Alcohol or substance abuse.

Student Responsibilities

Students are responsible for:

Attending school on a regular basis and to be on time.

Completing all academic work as assigned.

Bringing appropriate materials to class.

Obeying school/classroom rules.

Respecting the rights of others and their own actions. Using appropriate language.

Respecting school property.

Complying with requests of school employees.

Dressing appropriately for school.

Student Rights

Students have the right to:

An education.

Attend a safe school.

Physical safety and protection of personal property.

Not be discriminated against.

Privacy.

Fair and just treatment by school employees.

Common Area

On the playground, students will:

Avoid rough play (play fighting, wrestling, pushing, kicking, etc.) or play that mimics violence

(sword fighting, gun fights, etc.).

Stay out of ditches, off the hillside, away from puddles.

Finish all food before going out to the playground. Leave food, candy, gum, etc., in the

building.


Request a pass when necessary to leave the playground, signed by the playground supervisor. Take turns with the equipment.

Bathroom Behavior

In the bathroom, students will:

Use appropriate voice level.

Respect the privacy of others

Use healthy hygiene habits.

Have a bathroom pass.

Keep the bathrooms clean and safe.

Lunchtime Behavior

Students will:

Walk into the cafeteria quietly, get their lunch, and find their class table.

Remain seated until lunch is finished and permission to leave has been given.

Use appropriate voices so that only close neighbors can hear: no higher than a level 2 voice

(one-on-one or small group).

Use appropriate meal-time manners.

Clean their area and take care of garbage when they have finished eating.

Assembly Behavior

Students will:

Show appropriate listening behavior by sitting up and looking at the speaker.

Show appropriate appreciation by clapping.

Exit quietly, watching for directions from their teacher.

Harassment, Intimidation and Bullying

Harassment, intimidation or bullying means any intentionally written message or image, including

those that are electronically transmitted, a verbal or physical act, including but not limited to one shown

to be motivated by any characteristic such as race, color, religion, ancestry, national origin, gender,

sexual orientation, or mental or physical disability, or other distinguishing characteristic, when an act:

Physically harms a student or damages a student's property; or

Has the effect of substantially interfering with a student's education; or

Is so severe, persistent or pervasive that it creates an intimidating or threatening educational

environment; or

Has the effect of substantially disrupting the orderly operation of the school.

It is true that harassment often occurs off school grounds and outside of the school day and this

is an area over which a school district does not have authority. If there are threats that will be

acted out at school or a school related event, the district will intervene.

Exceptional Misconduct

Certain behaviors that are so serious in nature in terms of the disruptive effect upon the operation of


the school may be deemed Exceptional Misconduct. Exceptional Misconduct may warrant immediate short-term suspension or expulsion. Exceptional Misconduct includes, but is not limited to:

Possession or sale of a controlled substance.

Profane or vulgar language directed to, and in the presence of, a staff member.

Arson.

All fighting and/or assault and battery.

Harassment.

Defacing, misuse or destruction of property.

Defiance of school authority.

Possession of dangerous weapons.

Theft.

STUDENT PERSONAL INFORMATION

It is vital you keep us updated of any changes to your child’s information. This handbook contains a

data checking form to be returned to school, which will help ensure we have correct information on

our records. We assure parents and students that the protection of all personal data is a high priority to

the school authority.

STUDENT RELATIONSHIPS, RIGHTS AND RESPONSIBILITIES

Maintaining a Positive Learning Environment

Our policy aims to ensure everyone

Is happy coming to school

Feels safe at school

Is able to learn effectively

Is respected and valued by others

Learns to take responsibility for their behavior and understands the consequences of their

choices.

Most matters are dealt with in school, but we ensure you

as parents are kept informed when deemed necessary for

your support. Our procedures are slightly different for

Elementary and Middle School.

Throughout the school, we do not tolerate bullying behavior and may use suspension and/or exclusion

procedures if necessary in managing extreme behavior, which causes harm to others.

Elementary School

At the beginning of the year, students and the class teacher develop a class agreement, clarifying

behavior expectations.

If students do not comply with our behavior expectations, we use the following process:


Step One

It is made clear to the student that he/she is choosing to behave in an inappropriate way, i.e., not

keeping to the class agreement. Teachers make clear to the student the consequences of choosing to

continue to behave in that way.

Possible consequences are:

Moving away from the area where the problem took place for a period of “time out” (within the

classroom); Losing some playtime; repairing damage; Letter of apology.

Step two

If the behavior continues, the consequence, as explained, is carried out.

Step three

If a student persists in making the wrong choice, the teacher may refer the student to a member of the

Senior Leadership Team who will complete a behavior responsibility form with the student. After

three such forms have been completed within a term, parents will be informed and notified about the

possibility of progression to step four.

Step four

If the student acquires three behavior responsibility forms, parents are invited to school for a meeting

and a course of action is agreed.

If the issue is very serious, we may go straight to step two, three or four.

CERTIFICATES

Certificates are awarded for exceptional examples of students demonstrating the attributes of the

learner profile. These are presented during assemblies.

MIDDLE SCHOOL

A code of conduct is established by students and class teachers, based on the principles of relationships,

right and responsibilities. As part of the merit Reward System, subject and class teachers’ award merit

slips. Certificates of participation are awarded for commitment to extra-curricular activities and

extraordinary projects such as the science fair. Both merit and participation certificates gain points at

the end of each term.

If the student does not comply with our behavior expectations, we follow the process below.

The subject teacher is responsible for dealing with matters in the class room that involve unwanted

behavior or negative attitude within the learning experience or towards other people. Examples of

consequence include the student being moved to another seat, being asked to repeat a piece of work,

or having a note written in the diary.

For more serious matters the subject teacher will refer the student to the class teacher.


Examples of consequence include an email to parents, detention, and the student writing a

letter of apology.

In the event of persistent bad behavior and/or negative attitude a student may be put on a report which

monitors him/her in one or more particular subjects every day for a set amount of time (usually four

weeks). The class teacher will pursue this in negotiation with the School Principal.

If there are no significant improvements, the student will be referred to the School Principal. Parents

will be asked to attend a meeting to discuss what further measures are to be taken. These may include

internal or external suspension, or withdrawal from the school.

For serious breaches of school rules (for example violence, possession of drugs, or theft) the student

will be sent straight to the School Principal and the parent will be asked to come into school

immediately. Consequences could include internal or external suspension or withdrawal from school.

NOT PERMITTED IN SCHOOL

Items not allowed for Elementary School students, nor Middle School students, are listed below. These

include toys and electronic devices unless for Show and Tell.

Mobile Phones

The school accepts no responsibility for phones brought into school by students.

Phones are not allowed to be used within the school grounds unless a teacher gives permission.

Phones must be turned off at all times and should not be carried around by the student.

If a student needs to make a call, they can seek permission from a teacher, the office or the nurse to use the school phone.

Items and Substances

Chewing gum.

More than 100 BDT per day.

Guns and Fire arms.

Alcohol (including food which contains alcohol).

Drugs.

Cigarettes.

Knives and anything else which could cause harm, for example metal corkscrews.

Pornographic material.

Lighters and matches.

Nail polish and remover.

Toys and electronic devices unless for Show and

Tell (in the primary school).


CURRICULUM

Elementary and Middle School

We strive to plan and deliver an active, hands-on curriculum, which provides a range of motivating

and exciting opportunities across all subject areas, drawing creative and meaningful links between

the range of curriculum subjects.

We will deliver:

A curriculum that is up-to-date, relevant and prepares children for life in a rapidly changing

world.

A curriculum which provides stretch and challenge for all students, and which constantly

stimulates and broadens their interests.

A curriculum meeting all requirements of Cambridge International Examinations.

Opportunity for students to be involved in evaluating each topic taught, becoming increasingly

involved in identifying the knowledge, skills and outcomes they would like to be included in

the next week, or phase, of their learning.

Where evaluations show topics have been less successful in meeting the aims outlined above, they

are altered or replaced for the following cycle. This is providing the elements of the specified

objectives term plans, overseen by the Curriculum Coordinator and subject leaders, ensure that this

‘blocking’ of subjects does not affect specified curriculum.

Topics typically start with a ‘wow’ event to stimulate students’ interests. Many topics involve a

visitor coming into school and / or a trip out of school. These include visits which take advantage

of the local environment and which therefore have minimal cost to parents, as well as trips further

afield.

Our current topics are typically built around History, Geography / Global Citizenship and Science

topics; Art, Design-Technology and Music run through these topics, and the outcomes of these

are linked to the overall theme being taught.

Each subject within the topic typically has a planned outcome, identified in discussion with

students at the medium-term planning stage. The skills needed for these outcomes are taught

throughout the topic, building up to this final point.

Literacy teaching is linked to the main topic being taught. Typically, this means that texts being

used as models for writing, and the outcomes of each literacy unit, are linked to the main class

topic. Where good quality, appropriate texts are available, guided reading texts may also be

linked to the main topic.

Both fiction and non-fiction texts, linked to the main topic, are used during literacy teaching.

Math is typically taught as a discrete subject. Where links exist, however, these are made.

Students will also typically use and apply their math skills in topic-related contexts across the

rest of the curriculum; for example, reading scales and calculating averages in Science.

ICT skills are taught in every topic, and students use and apply these skills within the context of

the topic.

Grading Scheme


Core subjects will counts towards overall GPA, these courses will follow the traditional grading scale

of A, B, C, D, F. Percentages of Grade Range with respective Grades are as follows:-

Percentage Grade Range Letter Grade

90-100 A

80-89.9 B

70-79.9 C

60.69.9 D

0-59.9 F

Extra-Curricular Courses (ECC)

ECC will be held every day at 4th period. Generalist teachers will take ECC with specialist teachers

(Art, Social Studies, ICT, Arabic, Bangla), and specialist teachers will take ECC with Generalist

Grades 1 to 5. This course will be called ‘ECC’ in the Elementary Classes, and called ‘Specialty

Courses’ in the Middle School. They are held during 4th period only in the Elementary School.

Mastery Learning Approach for Specialty Subjects

ECC will be graded based on mastery learning. Mastery learning focuses on performance based model

which is described below:-

Performance-Based

The curricular model used is a “Performance-Based” approach to education. The content of each

academic discipline is divided into specific student expectancies or “Essential Units”. An “Essential

Unit” contains specific concepts or skills. Teachers give instruction and guidance for the Essential

Unit using appropriate materials and activities, and then test for student mastery when the essential

unit is completed. Records are maintained documenting individual student progress and

credentialing. Objectives, instruction, teaching materials, and evaluations are aligned. Curriculum is

reviewed periodically for relevance and validity. All curriculums are available for parents to review.

Mastery Learning

In this research-validated model, each “Essential Unit” is taught with a view to excellence. When

students demonstrate mastery of the essential unit, they move on to the next essential unit. If the

student does not achieve mastery, the teacher teaches again and the student revises as

necessary. Additional conferencing and extended practice may be given to demonstrate proficiency

at the appropriate level before testing again. When the students demonstrate mastery, they are

rewarded with an “A” or “B”. Thus a student never “fails” in the traditional sense. Instead, he/she

proceeds logically through the curriculum at a pace determined by his/her own mastery of the material.

ASSESSMENT


Assessment provides information about what a student knows, understands, is able to do and where

they go next. It is part of the teaching and learning process, and as such is a part of everyday classroom

practice.

The majority of assessments are part of an on-going process rather than a separate activity requiring

the use of extra tasks and tests. The data obtained through on-going assessment is used to inform

medium and short term plans, and thus highlight each and every student’s strengths and areas for

development.

We consider the following when assessing each and every student’s progress:

The assessment technique - this must match the learning objectives and the activities designed

to meet them.

Key assessment opportunities – these must be identified and included within medium and short

term planning.

Selectiveness - when deciding who and what to assess.

Clarity - about what we are going to assess - i.e. we must identify key learning objectives (what

we want students to know, understand and be able to do); intended outcomes for lessons (what

the students will ‘produce’); and the assessment criteria used (how we will know whether the

students have been successful in achieving the learning objectives).

All assessment records are updated at least once per term. Individual and group targets are set and

reviewed at least once each half term. Information from these sources is then used to provide feed-

back to students; to assist in refining target setting; to feed into teaching plans; and to inform parents

of student progression.

At the end of the year these records are passed on to the next teacher.

Assessing speaking and listening, reading and writing

Speaking and Listening

We need to be clear about what is being assessed. It is not the accent, dialect, length of contribution,

opinion, confidence or leadership qualities. We assess:

The effectiveness of a student’s speech - its adaptation to purpose, context and audience.

Contributions to, and within, groups.

Clarity in communicating. This includes giving reasons to back up statements and opinions; using

clear sequences of ideas; and the appropriate use of Standard English.


We must ensure that each and every student is aware of the criteria under which they are to be assessed.

The assessment of speaking and listening should be focused on two to three students per week.

However, whole class monitoring should be catered for in lesson objectives.

Evidence of Speaking and Listening Assessment

We collect evidence in all subjects. For example, during the shared part of the ‘Literacy Hour’ a

teaching assistant could be assigned to focus on two or three children making notes of their specific

contributions and detailing how well they listen.

Alternatively, students could be asked to give instructions during a Geography, Design and Technology

or Science lesson. The criteria would relate to the brevity and clarity of the wording, the sequence in

which the instructions are given, and the choice of appropriate vocabulary to convey technical

information.

Evidence can be collected:

During specific drama and role play activities, class, group, paired and individual work.

When work is recognised as excellent or significant for a student.

What form can evidence take?

Evidence of speaking and listening assessment can take the following forms:

Notes made by the teacher and/or teaching assistant(s).

Notes made by students – e.g. talk logs; notes during group observations; notes made for

argument, discussion, presentation, and reflection.

Taped work - e.g. on video or cassette tape.

Assessment of speaking and listening will also be integrated into other records.

Reading

Individual and guided reading sessions provide the main opportunities for monitoring students’

progress and achievements in reading and for setting targets for future teaching. Monitoring involves

both student reading and discussion.

When can assessment take place?

Assessment can take place whenever students are engaged in reading activities and whatever type of

text is being read. A note is made of anything the student does which is new or significant to their

learning, and/or anything which requires teaching.


Role play and early readers have individual reading conferences weekly. As these early reader students

begin to read they have a running reading record once a week. As they become established readers

individual reading conferences will take place once every half term. These assessments can take place

during guided reading time.

Areas for assessment

Note is made of:

Evidence that the student has early concepts of print – e.g. orientation of books, awareness that

print is read.

Reading strategies that the student uses – the student should use a range of strategies to decode

unknown words e.g. graphic, phonic, and contextual.

The level and sophistication of understanding – literal, inferred and deduced.

Confidence and independence when reading.

Response to the book.

Fluency when reading.

Intonation and expression when reading.

Awareness of audience.

Attitude to reading.

A written record is made of every individual reading conference. A written record should also be made

of students with whom a teacher works with during guided reading sessions. These on-going records

are summarized onto the ‘Positive Statement Banks’ at the end of each half term. Each highlighted

statement is dated, showing what the student can do without support. The statements that are not

highlighted indicate the areas for development. The Statement Banks form the basis of reports to

parents and are also passed onto the next teacher, along with the list of books read.

Drop Everything And Read (D.E.A.R.)

To promote and encourage reading as a priority activity, each and every student at RISE will participate

in ‘D.E.A.R.’. The Drop Everything And Read scheme, will be implemented between 8.30 am and

9.00am. Reading as a regular daily activity promotes literacy and learning, and should be encouraged

as a fun practice to participate in.

Writing

Each teacher is to keep (or make a photocopy of) one sample of writing towards the end of each half

term, linked to one of the key writing focuses for assessment. The key writing focuses for assessment

are taken from the teaching objectives in the Cambridge curriculum. Across the year there must be a


balance between fiction and non-fiction, as well as between the various genres and text types. The

non-fiction samples of writing should have links to the cross-curricular schemes of work being studied

within that half term.

How is writing assessed?

Each sample of writing is annotated to provide a cumulative record and may include comments on the

student’s:

Ability to communicate effectively.

Confidence as a writer.

Ability to work independently.

Persistence.

Writing preferences.

Approach to planning, editing and re-drafting.

Comments should also be made on:

Accuracy of spelling* – common sight words, visual patterns, self-corrections.

Choice of vocabulary.

Use of punctuation.

Appropriate grammatical construction.

Paragraphing.

Whether the writing is correctly adapted for a specific audience and/or purpose.

*Spelling, assessed in the course of student’s writing, is linked to both individual and group targets.

Standardization

In order to standardize assessments across the school, one staff meeting in each term is assigned to the

moderation of samples. A mixture of teachers from across the school is to moderate one sample of

work from various year groups.

For reference and support, staff have access to ‘Assessment and Achievement – English, Mathematics

and Science Exemplification Materials to Support Consistency in Teacher Assessment at Key Stages 1

& 2’, Birmingham Advisory & Support Service.

LEARNING SUPPORT


We accept students with Learning Support requirements if we believe we can provide

adequately for the student without a detrimental

impact on the education of other students. From

the time a student starts school, we constantly

monitor his/her individual progress. If at any

point we think your child requires extra support,

we will contact you. Often we can cater for

learning needs by differentiation and

development of an ILA (Individualized

Learning Assessment) with parental support,

however sometimes specialist help is required.

We liaise with specialist organizations, which

can provide support at a cost to parents. All costs

will be agreed with parents before an individual

learning plan is put in place.

We accept students who have English as an Additional Language if we believe the students have

sufficient English to access the school curriculum and support is provided at home.

We accept students who are new to English up to Grade 6 if we believe they have the capacity to learn

quickly through immersion in normal class activities in the early years. Parents of children in Grade

1-5 must be willing to support the learning of their child by payment for intensive English lessons and

with general support at home. All students from Grade 06 onwards are required to have a sufficient

level of English to access the school curriculum. A student who is new to English wishing to join

Middle School may be able to receive intensive ESL instruction at the school.

PASTORAL CARE

In the Elementary and Middle School, class teachers provide pastoral care for their students and are

responsible for their individual needs. The class teachers/ACC provides pastoral care. It is important

you to inform the class/form teacher about any home circumstances, which may affect the behavior

of your child in school.

CELEBRATIONS


We understand the desire to celebrate your child’s special occasions in elementary school. We prefer

you do not bring in whole birthday cakes with candles, however if you would like your child to bring

in individual birthday cupcakes to celebrate their birthday at break time, please liaise with the class

teacher beforehand.

Middle School students are encouraged to celebrate special occasions outside of school hours.

Public holidays in Bangladesh celebrated at RISE

The calendar outlines the major events that take place during the school year and how we celebrate

them at RISE.

The main events that will be celebrated throughout the year are:

International Mother language Day 21 February

Independence Day 26 March

Pahela Baisakh 14 April

Victory Day 16 December


FIELD TRIP AND EDUCATIONAL VISITS

The class teachers arrange a number of educational

visits to support the units of enquiry. Grade 2 and above

go on a residential outdoor educational visits to support

both their academic learning and their personal and

social development.

Field Trips and Excursions

School trips, to extend learning opportunities provided

in the regular instructional program, and to provide

opportunities for students to participate in

extracurricular programs, are valuable activities. The

Principal/Designee shall approve trips. Principals are

expected to consider the educational value of the trip,

the availability of the learning opportunity at the school

level, and the distance, time, and expense involved in the trip. Only properly insured modes of

transportation are to be used for school trips. Principals should ensure that no student is denied

participation on a field trip because of the expense of the trip.

RISE Statement Regarding Field Trips

We believe that field trips are an opportunity to enhance instruction. As a result, we encourage teachers

to carefully select field trips that directly relate to instruction and that involve pre- and post- activities

in the classroom.

Guidelines:

1. All students participating in field trips must have a parent permission slip completed before the

day of the trip. An example of a permission slip with required information is in the Appendices.

2. Teachers should email a list of students who plan to attend the field trip at least a week or longer

in advance.

3. On the day of the trip, teachers should turn in a list of students who are actually present on the trip

to the attendance secretary before leaving, as well as a copy of the permission slips with emergency

contact numbers.

4. Teachers should keep with them the permission slip with emergency numbers where parents may

be contacted.

5. Teachers should leave their cell phone number with the office. If a teacher does not have a cell

phone, the office will provide one.

6. An alternative activity should be provided for those students not attending the field trip.

7. Field trips should not be planned the week before a marking period ends or two weeks before

exams.


8. Students should be aware of the rules and consequences while on the trip. They should also be

aware of what to do in case of an emergency.

9. Students are not allowed to transport themselves.

Field Trip Educational Value Statement

What is the academic purpose of this field trip?

What learning standards(s) or ESLR(s) is (are) addressed by this field trip?

How will you connect this field trip to content and skills students need to master in your class?

What activities are students expected to complete prior to, during, and/or after the field trip?

How will this field trip help students in making college/career decisions?

The school reserves the right to withdraw a student from any school trip should the attitude or behavior

of the student give rise to the belief that he/she may compromise the safety of other individuals on the

trip.

LIBRARY AND INFORMATION CENTRE

We have an excellent library of English books. Each

week, elementary students have the opportunity to

borrow books. The library is open each day of the week

Sunday to Thursday until 4pm. An adult should

supervise all students younger than Grade 2. Please

encourage your children to look after the library books

and return them in good condition. Any losses will need

to be paid for. Primary school students have designated

library times during the school day.

Middle School students have access to the library at any

time of the day unless it is in use for a meeting etc. All

books must be taken care of and returned in good

condition. Any losses or damage will need to be paid for

or replaced.

We have recently started the implementation of e-readers

in the library and these can be booked out for home use using our Library Management System. PC’s

are available in the library to access these books from within the school.

COMPUTERS AND INFORMATION TECHNOLOGY

Information Technology is an integral part of the curriculum. We have banks of PC to use in Computer

Lab as well as laptops and smart boards in all classrooms.

All students, or parents on behalf of students, are expected to sign an ICT agreement form. All students

in Grade 2 and above have school email accounts.


Students are generally not allowed to bring in personal laptops unless given permission in special

circumstances.

We expect all students above Grade 1 to have access to a computer at home and all parents to have

sufficient technology at home to access our school website. If there is problem either in the short term

or long term please inform the class teacher.

As a school, we use EDMODO for Education. This is a suite of applications which allow easy access

and communication between teachers and students. These applications are available when a student is

assigned a school email address and will be used for the entire career of a student at the school. As the

school develops, the use of iPads/laptops as an educational tool will also be increasing.

EDMODO

The Edmodo network enables teachers to share content, distribute quizzes assignments, and manage

communication with students, colleagues, and parents.

Edmodo is an educational website that takes the ideas of a social network and refines them and makes

it appropriate for a classroom. Using Edmodo, students, teachers and parents can reach out to one

another and connect by sharing ideas, problems, and helpful tips.

Edmodo improves methods of communication with teacher and students outside of class. More

communication usually means less confusion, better work, and more time to engage and focus on those

higher level essential questions.

Several benefits of Edmodo:-


A teacher can assign and grade work on Edmodo; students can get help from the entire class

on Edmodo.

It is a safe environment. There is no bullying or inappropriate content, because the teacher can

see everything that is posted on Edmodo.

Also parents can join the class to bring a level of transparency that is difficult to achieve without

technology.

All in all, Edmodo is a great companion to just about any class.

SCHOOL MANAGEMENT SYSTEM (SMS): OPEN SCHOOL

The purpose of the SMS is to store student data more effectively and to improve communication

regarding students between management, teachers and parents. The SMS consists of two main parts:

a. The detailed database and interface, which is called Facility. This part is largely used by

administration, management and coordinators to view or manipulate detailed student

information and to maintain and make changes to the system as a whole.

b. SMS is used by teachers to mark the roll call, enter report and assessment data, enter comments

on students (student events) and view any student information quickly and easily. SMS

Interface is also used by parents and Secondary students to monitor progress.

Many parts of the system continue to be developed; however, the main parts used by teaching staff are

as follows:

a. The entering and monitoring of roll call data by teachers and teaching assistants.

b. The recording of student events and comments by teachers. This is a vital tool in tracking

student behaviour and is used for communication with parents, as well.

c. The entering of report data by generalist teachers and specialists which will be used to generate

the written report cards.

d. The viewing of teacher and student timetables and the viewing and printing of class lists.

PARENT INVOLVEMENT IN SCHOOL

There are many opportunities for you to be involved at school. We always welcome parents to help in

school on a voluntary basis in areas such as the Parents and Teachers Association (PTA), library,

school trip and at school events.

For the Elementary School, there are PTA representatives who play an active role in developing the

relationship between school and parents, and who support the class teacher in a number of ways.

As part of the condition of joining the school, all parents must allow for their e-mail address to be

added to a class list of parents and children, which will be distributed via EDMODO to help network

our community.

FIELD AND PLAY (RECREATION) AREAS


We are fortunate to have a playground, basketball area, and

adventure playground. The grounds are for authorized school

use only. Students are not permitted to play in the grounds

after school hours, unless waiting for an activity, when an

adult must directly supervise them. To prevent accidents

occurring, the adventure playground apparatus is not to be

used before the start of school. Middle School students can

remain until 4pm as a privilege - they must behave sensibly

and leave by 4pm, as they will not be directly supervised.

FEES AND INVOICES

Please see our fees sheet at the end of the handbook. The enrolment of a student is an individual

contract between the parent/guardian regardless of any arrangements a parent may have with his/her

employer concerning payment of fees. The parent/guardian remains responsible for the payment of all

fees.

For students who start at the beginning of the academic year, first payment is due by the end of July.

The payment of fees will be on bank payment. Under normal circumstances all fees paid are non-

refundable.

WITHDRAWAL OF STUDENTSHIP

To help the school to manage our enrolments efficiently, it is absolutely necessary that parents provide

the Admissions Office at least one semester’s written notice of withdrawal. Should one full

semester’s notice to withdraw not be received by the Admissions Office, the process will be

paused and will not issue certificates of attendance or report cards.

RISE School reserves the right to withdraw an already registered student when any or all of the

following conditions apply:

The student’s learning needs cannot be met given available resources

The student’s presence in the class has an ongoing negative impact on her/his classmates

The student’s behavior is determined to have a detrimental impact on the Green School community

The student’s attendance record is unacceptable (missing 10% or more of classes in any given

semester)

In the event that a student is required to withdraw from RISE School due to any of the above reasons,

no tuition refund will be granted for the balance of the semester that the student is not in attendance.

The withdrawal notice period is applicable for the entire academic career of the student and should be

given even for students who are leaving at the end of the academic year.

Only with due notice given, fees paid in full and all school equipment returned, will the school issue a

certificate of attendance and any school reports due.


Fees are non-refundable except only in exceptional circumstances approved by the Board. The school

reserves the right to suspend or exclude any student from the school if fees are not paid within one

month of the due date.

LATE PAYMENTS POLICY

No student will be permitted to start school until registration fees have been paid and tuition fees have

been committed.

A 2% charge of the total amount outstanding will be charged every month after the due date if payment

is not made on, or before, the due date for that invoice.

UNIFORMS

All our students are required to wear school uniform, which is available from -

Address

REVERIE Tailors and Fabrics

Suvechha -84, East Subidbazar

(Beside Rainbow Guest House)

Fazil Chist, Sunamgonj Road, Sylhet

Opening Hours

Saturday– Thursday 10.00am- 10.00pm

For Boys For Girls

Shirt (short sleeve) Shirt (short sleeve) for elementary

Full Trouser Skirt for elementary

Sweater (for winter) Dress (for mid/high school)

Black shoes Sweater (for winter)

Black socks Orna/scarf (design provided by the school)

Black stockings

Black shoes

Black socks

SCHOOL DRESS UNIFORM RESTRICTIONS*

Hair

No fad hairstyles.

No primary colored hair or streaks.

No buzzed designs.

No hair covering eyes.

No hair touching shoulders for boys.


Adornments

No additional adornments to the uniform will be allowed with the exception of the following:

Clear nail polish for girls only.

Small stud earrings for girls only.

One religious bracelet and/or necklace.

One charitable cause bracelet.

School colored headband (yellow, navy blue, or uniform plaid, plus black) for girls only.

*The Administration reserves the right to restrict any fad or fashion trend that will potentially

distract from the learning environment, deviate from our school uniform requirement, or pose

a safety risk. In such a case, parents will be notified to rectify the situation.

Students in Grade 1 through Grade 8 will have their uniforms checked by their homeroom teachers. If

a student is in violation of the school uniform dress code, a written notification will be sent home so

that the necessary corrections can be made; this notification needs to be signed by the parent/guardian

and returned to school the next school day. If the required adjustments are not corrected,

additional consequences will be as follows:

2nd Offense for Grade 1 through Grade 5 students

Written notification plus a call to the home

2nd Offense for Grade 6 through Grade 8 students

15 minute student detention including a written assignment titled “The reason for being out of uniform” plus another written notification sent home, signed by parent/guardian and returned

the next school day.

3rd Offense for Grade 1 through Grade 5 students

Parental Conference

3rd Offense for Grade 6 through Grade 8 students

30 minute student detention including a written assignment titled “The reason for being out of

uniform a second time” plus a call to parent for a parental conference.

No cologne, perfume or body spray may be applied in the classroom.

Medical and cultural exceptions are made where appropriate.

TUCK SHOP

The School Tuck Shop will be open for the students for following time:

Before school: 08.00am – 08.30am (30min)

Lunch time: 11.55am – 12.35pm (40min)

Afterschool: 03.15am – 04.00pm (45min

STATIONERY AND KIT LIST


Primary School

Pencil case

Pens (black, blue and red)

HB pencils

Eraser

Pencil sharpener

Glue stick

30cm ruler

Colored pencils

Middle School

Middle School students are required to

have the following at all times:

Pencil case

Pens (black, blue and red)

HB pencils

Eraser

Pencil sharpener

Glue stick

30cm ruler

Colored pencils

Scientific calculator

Pocket size dictionary/thesaurus (electronic dictionaries are not suitable)

Thumb drive – 2gb min, with tie/strap

Compass

Protractor

Set square

All Middle School students have a locker at school where they keep their school bags and books.

Students do not carry their schoolbags from class to class.

HOME STATIONERY AND KIT LIST

Middle School students need to be able to work independently at home and will require tools and

materials to complete tasks to the best of their ability. It is expected that students will have the

following:

Access to a working computer with internet access and Microsoft Office.

Basic stationary materials including a hole punch and stapler.

In order to complete certain tasks, mostly long term projects, your son/daughter will benefit from

having a stock of additional materials on hand at home.

Colored paper and card of various sizes


A set of paints and brushes

Felt tipped pens/markers

Craft glue

From time to time we will ask you to provide additional materials for your son/daughter for specific

projects.

SICKNESS AND ACCIDENTS IN SCHOOL

In the event of a medical emergency the school nurse will attend to your child and the Admissions and

Counseling Coordinator will contact you.

If a student falls sick or is injured at school, primary

school students will be taken to our medical room and

you will be contacted. Please collect your child, if

asked to do so, as soon as possible. Rest assured

however, that we will care for your child until your

arrival.

If a Middle School student feels unwell or has minor

injury he/she must seek permission from his/her

teacher or the Middle School Coordinator to gain a

medical slip to visit the nurse. The nurse will attend

to the student and document details of action taken on

the slip. The slip will then be put in the homework

diary for the parent to acknowledge and sign. If the

student needs to go home the nurse will consult with

the form teacher and you will be informed.

If students are on prescribed medicine from the doctor

and the course is not finished when students return to

school, please contact the school nurse for advice.

If a student has any type of ailment, it is very important that you inform the class/subject teacher and

nurse. Students who suffer from asthma and need to bring inhalers to school must give them to the

nurse for safe keeping, together with instructions for use.

In the case of an individual outbreak of highly contagious ailment in school, we will inform all parents

of children in that class and the school community via the school website.

It is important you monitor the health of your child and keep them at home if they are sick.

MAINTAINING A SAFE AND SECURE ENVIRONMENT

The safety of the children is our highest priority, and because they are so young, we need to be

particularly vigilant. We will therefore:


Only allow a child to go home with their parent, unless we have received advance parental permission (preferably in writing) that he or she may be collected by another adult.

Never allow a child to leave the premises unsupervised. There is always at least one adult in

charge of the outside play area – which is fenced and secure.

Ask all visitors to identify themselves and to state their

business before we give them access

to the premises. Visitors sign in,

wear security badges and are

escorted throughout their visit. They

sign out on leaving.

Register all students at the start of the morning and afternoon sessions.

Check all students out as they are collected by their parents or careers.

The entrance to our building leads to our

ground area, which is equipped with a seating area for visitors. This entrance has security locked doors

which can only be opened from the inside by authorized adults. All visitors will be asked to wait in

the visitors’ reception area until they have signed in and their escort has arrived.

ID cards

Parents, ayahs and drivers (or additional care-givers who may have responsibility for picking children

up from school) are issued with ID cards which have their name on in addition to the children for

whom they are responsible.

Anyone else entering the school campus must sign in the visitors’ book at the gate and will receive a

visitor’s ID card which they must wear at all times. If you see anyone without an ID card, please ask

them to show it (and ask them to display it). If they do not have one, escort them back to the main gate.

LOST PROPERTY

The school has a lost property box in the Principal’s Office Manager’s room. Please ensure all your

child’s belongings are labeled with their name.

SECURITY

We have a 24-hour security surveillance service at our school.

We have:


CCTV cameras on the different corner of the floors 24/7.

On duty Security guards 24/7.

HEALTH SAFETY STANDARDS

Rise is committed to provide your child a healthy and clean environment according to the health and

safety standard.

Staffs are provided the Internal

International Food Safety

Management Course. RISE maintains

the internationally recognized

professional food safety management

system which is brought to us by

Servsafe. This course is based on ANSI

(American National Standards

Institute), NRA (National Restaurant

Association), ARA (Arizona Restaurant

Association) and Maricopa County,

Arizona.

A school nurse is appointed for the student’s health, safety, first aid and sometimes emergency

proceedings.

We ask that you keep your child at home if he or she exhibits the following signs or symptoms:

A fever over 101 degrees within 24 hours.

Vomiting or diarrhea within 24 hours.

Early stages of a cold.

Sore throat or swollen glands

Undiagnosed rash or skin eruptions

Earache or drainage from the eyes.

Head lice or scabies, until properly treated and all nits removed.

First Aid

First aid boxes are located in nurses’ room or other prominent places throughout the school. They are

checked and, if necessary, replenished on a regular basis. First Aid training for staff is carried out on

an annual basis for new staff and to update other members of staff.

Students who are Injured or Infectious

If a child sustains an injury that school considers to be of concern the school will inform parents, giving

the option for them to come and check the child and/or take them for further medical help.

Emergency Medical Treatment


The school will call emergency medical help if it is considered necessary.

If the school believes that the child is suffering from a notifiable disease then the child will be isolated

until parents can collect their son/daughter.

Medicines and Treatments Brought to School for Students

We ask parents to advise the School of any medication that they bring into the school for their child.

If parents have a child with a medical condition that necessitates regular access to medication, parents

are requested to inform class/subject teacher. The school nurse will be informed, in confidence, of any

condition that is likely to affect a child in any area of school life. We will work with parents in making

arrangements that work best for their child.

School Medication Policy

Legally schools are not bound to administer medication to the children. However, it is school policy

to assist children and parents by administering medicines in school time. The school does impose

certain conditions before medicine is given to the children in its care:

Parents must ensure that medicines are clearly marked with the child’s name,

the dosage and times the medicine needs

to be given.

Parents must hand the medicine to the School Nurse together with the

completed medical consent form, which

is available from the School Office.

Students may not carry any medication,

including cough sweets, without prior

written permission from the School and

parents.

Please note that a refrigerator available in school for medicines that need to be stored below room temperature.

The same rules will apply to children participating in trips and residential visits. Again, parents are

asked to complete the relevant documentation prior to the trip taking place, and to hand all medication

to the trip leader.

Copies of our First Aid Policy (which includes information on Administering Medicines) can be sent

to parents on request.

Written consent is required from parents for every medicine before we administer to their child.


PROCEDURE FOR REPORTING CHILD ABUSE OR NEGLECT

RISE protects children from abuse and neglect. All RISE

staff is mandated to report child abuse or neglect

including physical, sexual, and psychological. Specific,

formal procedures are followed in cases of suspected

child abuse or neglect. All staff are given copies and

trained in these procedures.

The staff is familiar with the physical and behavioral

indications of child abuse. The staff, through the RISE

School Principal, communicates and supports parents

both informally and through conferences initiated by

either parent(s) or the staff. A comfortable and safe

environment will be established so that children will be

able to speak about their concerns. If a staff member

suspects child abuse or neglect, and does not see

appropriate action taken within a reasonable timeframe,

as a mandated reporter, s/he will contact office of the

Principal.

If child abuse/neglect is suspected of a staff member, it will be addressed immediately. The staff will

speak directly to the RISE School Principal, who will initiate required paperwork and notify the family.

The allegedly abusive or neglectful staff member(s) will be put on a leave of absence pending an

investigation by the appropriate authorities.

COMPLAINTS

If you have any concerns about the education of your child, please arrange to discuss with the class

teacher. If you are then not satisfied with the response, please contact the respective Admissions and

Counseling Coordinator or School Principal.

In case of emergency anyone can take a complaint from a student and covey it to the respective person

as early as possible.

If you have a general complaint about the school, please either email the School Principal or contact

with the Admissions and Counseling Coordinator to arrange a meeting to discuss the matter. If you

have a complaint about educational resources, please contact the Curriculum Coordinators or the

Librarian for library resources.

FEEDBACK

As a school we strive to improve continually so we can provide the best education possible for each

and every one of our students. Do not hesitate to contact the School Principal or Admissions and

Counseling Coordinator if you have any suggestions for improvement, or commendations for what

you like about our school.

Please convey your message to [email protected] or [email protected] .



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