Students who do not fulfill all of these requirements will not be eligible to re-enroll in AIS-R in the following year and/or graduate from AIS-R

Students who do not participate are required to attend after school learning.

Students who are unable to participate in You, Me ,Community Day will make up the missing learning after school learning.

Students who are absent for more than seven (7) study hall sessions per semester must make up the missed sessions

Students will make up any missed counseling lessons, which they will find on the Counseling  Course / Google Classroom for Counseling, in their study hall and write a reflection on their learning, which they will post to their ePortfolio. Counselors will follow-up with students to ensure the lesson has been completed.

Service Learning and Community Service Requirements and Deadlines

As outlined in the Student Life Graduation Requirements, students are recommended to complete 50 hours of service learning to meet their graduation requirements for Student Life.  Students must record their service learning by the end of the school year in order for a student to be eligible for re-enrollment/graduation.  Service learning is documented through ManageBac. Students may then choose examples from their service learning to post in their ePortfolios.

Service learning due dates are:

• • Summer Service hours are to be recorded by Oct 1 and must be approved in advance

  • Q1 service is to be recorded by the end of the Quarter 1

  • Q2 service is to be recorded by the end of the Quarter 2

  • Q3 service is to be recorded by the end of the Quarter 3

  • Q4 service is  to be recorded one month before the end of Quarter 4

  • 12th graders must have their service hours documented one month before the start of IB exams

  • Students may share the evidence linked to their ePortfolio with colleges and employers.

Further information about the Service Learning Program at AIS-R is available in our Service Learning Handbook and from the Service Learning Coordinator, Ms. Mavis Wellington (mwellington@aisr.org), in the High School Counseling Center.  Students who do not complete the required number of service hours by the end of the school year in which they are due will not be eligible to re-enroll and/or graduate from AIS-R.

Student Life Probation

Students who fail to fulfill any or all these requirements, or to attend after school learning will be placed on probation at the end of the semester in question and will be required to make-up missed Student Life requirements.  Failure to make up the requirements during semester 2 and/or to participate in Week Without Walls will result in a consideration for withdrawl from AIS-R.

Diploma Programme of the International Baccalaureate

AIS-R students may participate in the DP programme in one of the following ways:

• • As a student taking DP courses  to earn DP course results in particular subjects

  • As a student undertaking the Diploma of the International Baccalaureate 

The Diploma Programme is a two-year program and a student’s decision to attempt it must be made only after careful consideration, research, conversations with parents and meetings with both the DP Coordinator and the Counselor. Its successful completion has five basic requirements:

• 1. Students will study six subjects; three at Higher Level and three at Standard Level

  2. Complete the Theory of Knowledge course

  3. Meet all Learning Goals in Creativity, Activity, Service (CAS)

  4. Write a 4,000 word Extended Essay

  5. Complete all DP assessment components, including final examinations in each subject during May at the end of each course.  

Generally, the subjects chosen at Higher Level will reflect a student’s areas of greatest confidence, interest, knowledge, and skill.  All Standard Level courses within a subject group are considered to be of equal challenge and difficulty by the IB Diploma Programme, although the content and skills taught may be different.  The students who are most successful in the programme are those who love learning for learning’s sake, are extremely self-disciplined, and possess excellent time-management skills. 

Note: Students entered as candidates for either Diploma Programme or Course Certificate Results are subject to additional fees. For more information, please see page 34 of the Diploma Programme Handbook.

Diploma Programme Requirements

The Diploma Programme is offered to all sophomore students who meet the prerequisites as they select a course of studies for their junior year.  No student who is on academic probation (see below) during the second semester of Grade 10 may attempt the Diploma.  Entering the second semester and then the second year of the Diploma Programme, however, requires that the student meets the following criteria:

• 1. Maintain a minimum Grade Point Average of 2.3, with no failing grades in any class

  2. Meet the Extended Essay deadlines throughout the course of their junior and senior year

  3. Complete all Extended Essay class assignments and all stages of the Extended Essay as outlined on Managebac, in the DP Core class and Google Classroom for Counseling.

  4. Use ManageBac to manage and complete all CAS and Extended Essay requirements in grade 11 and grade 12 according to deadlines published by the CAS Coordinator

  5. Meet AIS-R’s deadlines for all IBDP assignments 

  6. Meet the Minimum Attendance Requirement as outlined in the Student-Parent Handbook

  7. Abide by AIS-R’s Academic Honesty Policy as outlined in the Student-Parent Handbook

  8. Uphold the Profile of an EAGLE Learner and exemplify the IB Learner Profile Qualities

Students not fulfilling these requirements at the end of the first Quarter of 11th grade will be removed from the Diploma Programme and placed in IBDP courses for certificates.  Students who do not (in the analysis of the High School Leadership Team and counselors, and supported by evidence from the record of behavior compiled by the APs) demonstrate sufficient character/dedication to be an IBDP student, will be placed on probation at the end of the first quarter.  If they do not meet the terms of their probation after one semester they will be withdrawn from the IBDP and will take IBDP courses instead. Students who do not meet the terms of their probation at the end of Semester 1 will be removed from the IB Diploma Programme, but must continue in all courses offered as IBDP Certificate courses or American Diploma courses, with the exception of the DP Core Class/ToK.

The Diploma Programme requires commitment and dedication.  Only students who meet the above criteria can proceed to the second year of the Diploma Programme or remain in the program. There are also specific pre-requisites for progressing to Year 2 in SL mathematics AA and all HL courses. See below.

Academic Eligibility for Diploma Programme and DP Courses

• 1. In order to continue into Year 2 of the diploma, students must maintain at least a 4 in their HL courses.  If a 4 grade is not maintained, students will be required either to take Diploma Program courses only.  This is in addition to the other handbook guidelines determining eligibility for the  diploma.

  2. Students in SL mathematics AA must maintain at least a 4 in order to move from one year of the course to the next.  If they cannot maintain this, they will be moved across to SL mathematics AI. Students taking two DP Science courses must maintain a minimum 4 in each course for both semesters of Grade 11 in order to be eligible to continue with two sciences into Grade 12.

  3. In order to continue to be eligible to take the Diploma Programme, students in Year 2 of the Programme must maintain a 4 average in HL Year  2 courses, up to and including the mock examinations in February and beyond.  AIS-R reserves the right to remove any student from the  diploma who is unlikely to be successful up to the 15th April of the second year of the Programme.

If at any point in the Programme  it becomes clear that a student is struggling with a particular course, and thus their diploma may be placed in jeopardy, then we will meet with the student and their parents to recommend a course of action.  Signs of potential jeopardy include:

• • The student risks earning a "1" in any subject

  • The student risks earning a "2 or 3", two or more times in any subject

  • The student risks earning  fewer than 12 points from HL subjects

  • The student risks earning fewer than 24 points in total

  • The student risks receiving an “E” for Theory of Knowledge and/or Extended Essay. 

We also reserve the right to undertake the recommended course of action in the best interests of the student.  We do not want our students to be in the position of failing to gain the diploma because they were unable to earn at least a 4 in all their subjects.  If we believe a student is at risk, we will do our best to agree to a course of action with parents and students, but in the end we will place a student where –in our professional judgment - they have the best chance of success.

Reporting Revised Predicted Grades to North American Universities

Students who gain acceptance at universities in the North America on the strength of their DP predicted scores run the risk of being placed on academic probation at the start of their university career or having their place rescinded if they do not achieve their predictions.  AIS-R's reputation as an institution that reports accurately on student attainment and thus the prospects of future AIS-R students applying to those institutions are damaged by students not attaining their predicted scores.

We are required to send revised predicted grades to North American Colleges and Universities for any student who under-performs in the February Mock Examinations and for any student who is not learning to their full potential between March and the end of May of their senior year.  This includes students who do not apply themselves during the actual DP examinations.

Students who do not continue learning to the very best of their ability right up until they have taken the final DP examination therefore run the risk of having their university place rescinded.

Good Standing

In order to ensure that our students are successful, all requirements of being in ‘good standing’ within the Diploma Programme must be met.  Good standing will be evaluated from the first semester of grade 11 onwards.  This means that students must continue to meet all the DP deadlines throughout the Programme, maintain a GPA of 2.3 or above with no failing grades in any DP classes, and not receive any referrals for behavior or academic dishonesty.  Failure to maintain ‘good standing’ status will jeopardize the student’s placement in the Diploma Programme, as outlined above.

DP Courses 

If a student is up to the challenge of a rigorous course but is not interested in completing the Diploma, taking DP courses is a more appropriate option.  Students who qualify to take DP courses for DP course results may sign up for a course(s) at the Higher Level or Standard Level.  All AIS-R students are encouraged to take as many DP courses as possible on their way toward graduation.  Preparing for the external exams provides a valuable experience prior to enrolling in university. 

Depending upon the university to which a student applies, the DP course results obtained at the Higher Level may be accepted for advanced placement. More importantly, however, the subjects chosen at the Higher Level should reflect a student’s areas of greatest confidence, interest, knowledge and skill. Standard Level subjects do not generally require the same degree of confidence, interest, knowledge or skill.

Please note the following: Diploma Programme (DP) courses are for two years. Students who choose to take DP courses must study them for the entire two years and complete all the assessment components required, including the May DP examinations at the end of the second year of the course. It is to a student’s advantage to finish all Diploma Programme courses so that these courses remain on their transcript and, therefore, we require students to take the courses for the entire two years. Students may not drop a Diploma Programme course at the end of Grade 11 or during their Senior Year. Students not able or willing to make that commitment can take an American Diploma pathway course for their third math and/or science and/or social studies credit.

Any questions about the DP can be directed to the DP Coordinator, Mr. Jason Crook (jcrook@aisr.org).

Orchestra/Band/Choir and Music-based Class Electives

AIS-R supports an elective program to include Orchestra, Band, Choir and music-based class electives. Orchestra, Band, Choir and music-based class electives are electives for all students. Beginners are accepted in all grade-levels upon review, but may have limited options for other electives. 

Schedule Change Parameters

The Master Schedule is created each year based on the course selections made by enrolled students in February and March of the previous school year.  Course selections at each grade level are driven by a combination of graduation requirements needed for the American Diploma, prerequisites for entry into the Diploma Programme, and finally, specific courses required for Diploma Programme candidates.  

Unanticipated changes in a student’s schedule may also be required due to availability of courses in our timetable.  However, every effort will be made to give our students their first choice of courses requested in the selection process.  The constraints of the master schedule mean that we cannot accommodate any request for a particular teacher from parent or student.  Once the schedule has been created, it is not possible to make schedule changes.  This is also true for the second semester.

The following specific parameters apply:

• 1. Diploma Programme courses offered through Pamoja  cannot be dropped until the end of year one.  Pamoja reserves the right to charge the student the fees for year two of the course even if it has been dropped.  Pamoja also reserves the right to charge the student a withdrawal fee.  All Pamoja fees must be covered by the student.  Pamoja is an online organisation that is authorised by the IB to offer DP Courses.  Although rare, some students at AIS-R may choose to use Pamoja to take DP courses not offered on site.  To learn more about Pamoja, click HERE.

  2. Junior students wishing to move from Diploma Programme to Diploma Programme Courses must do so at the end of Q1. They may do so at the end of the first semester of year one, but must stay in all courses with the exception of the DP Core. Courses can only be dropped after Junior year

  3. In order to be eligible to undertake the Diploma Programme Language A Self-Taught and School Supervised option in their mother tongue in 11th grade, students must have taken and passed consecutive World Languages courses in the same language in grades 9 and 10. The latter fulfills AIS-R High School diploma credit requirements. Only DP candidates are eligible to take this course. It is not open to DP Course candidates. Students dropping the DP, must also drop self-taught courses and move to ab initio Spanish or Arabic if they require language credits to graduate 

  4. Students must meet prerequisites for HL by end of Grade 10. If a student has not met the requirements by the end of 10th grade their schedule will be adjusted at the start of 11th grade

  5. Students will be removed from DP courses at the end of  quarter 1 and year 1, if they do not meet the requirements outlined in the course catalog

  6. When a student is approved for a change from one subject to another that is a very close equivalent (e.g. changing from DP Biology HL to DP Biology SL) the grade in the original course will carry over to the new one

  7. In order to continue in DP Mathematics AA SL, students must achieve a minimum of 4 by the end of Quarter 1.  Students who do not achieve a 4 by the end of Quarter 1, will be move to DP Mathematics AI SL. 

High School Grading and Assessment Practices and Procedures

All assessment is the High School is done through a combination of ongoing formative assessment, major assessments and minor assessments. A majority of the grading that is recorded from scores on evidence of learning happens in major assessments through a hierarchy of learning beginning with the acquisition of knowledge and skills, then the application of understanding and meaning of knowledge and skills, and finally the opportunity for transfer of understanding and meaning to both familiar and unfamiliar situations as measured in levels of achievement. Evidence of learning is measured on a 1-7 scale of achievement and is drawn from specific assessment strands for each course's discipline.  See HS Assessment Structure according to Disciplinary Transfer Goals.

1.) Formative assessments are ongoing practice assessments focused on guided teaching and learning in all areas of learning. This includes formative assessment practice in all areas of acquisition of knowledge and skills, applied understanding and meaning of knowledge and skills, and the transfer of understanding and meaning to familiar and unfamiliar situations. Formative assessment is given through verbal feedback, unscored exit tickets, peer & self-assessment, reflection, journaling, etc. All formative assessment of learning is practice with guidance towards both supplementary tasks as well as performance tasks within an authentic context.

2.) Major assessments are determined by teachers and collaborative teaching teams, and are considered to be essential for the demonstration of learning with evidence toward levels of achievement in each of our assessment strands by subject. Major assessments are completed in class/school, as much as possible, and the achievement level scores, 1-7 according to our descriptors of achievement, are recorded in PowerSchool. All evidence of learning gathered from major assessments is collected for achievement towards mastery of assessment strands, mastery of the course overall, and overarching progress towards Disciplinary Transfer Goals. 

Major assessments are performance tasks that provide evidence of learning from two types of major assessments. These major assessments include culminating semester final products or final exams as well as major unit assessments. Major assessments assess all assessment strands multiple times over a semester and are used as a majority of the evidence collected towards student achievement in all High School courses. 

Major Semester Final Products/Final Exams Described: 

This is an end of semester culminating assessment/performance task with an opportunity to transfer understanding and meaning in all assessment strands within an authentic context. *Note: IB Diploma Programme final products/final exams are always cumulative and based on previous semesters of learning throughout a four semester leaning journey.

Major Unit Assessments Described: 

Major unit assessments are unit-level assessments/performance tasks with an opportunity to transfer understanding and meaning in all or specific assessment strands within an authentic context. 

Overall, major unit assessments in combination with a major semester final product/final exam, make up most of the evidence in determining the overall score towards levels of achievement (1-7) in all course disciplines each semester. Typically, a course will have between four and six major assessments including the final product/final exam and major unit assessments. The evidence gathered in all assessment strands of the discipline over a semester will help determine the overall grade for the course on a 1-7 scale. 

3.) Minor assessments include supplementary tasks as practice towards performance-level tasks and are made up of mid-unit assessments as well as more frequent, smaller assessments, and are not necessarily assessment strand specific. The achievement level scores of minor assessments are also measured according to our 1-7 scale descriptors and make up a minor portion of the evidence used to determine an overall score for the course.

Evidence of Learning from Assessments in a Course over a Semester

Essential assessments from major and minor assessments such as presentations, performances and written assignments all act as evidence to support students' learning journey towards mastery of learning. A student's final grade for a course each semester is determined by the best, most recent evidence of learning taken from these essential assessments with a majority of the evidence taken from major assessments in all assessment strands. Assessment strands are derived from- and vertically aligned to- assessment objectives written in the IB Diploma Programme subject guides.

Students who fail to complete major and minor assessments (the sources of evidence of learning) with an acceptable level of achievement (a score of "4" or higher on the 1-7 scale) will be referred to learning support in our Multi-tiered Systems of Support (MTSS) until evidence of learning is completed at the application of understanding and meaning of knowledge and skills- level.  All assessments or their equivalence in an alternative assessment must be completed by the end of the semester in which they are assigned within the maximum number of absences allowed (not more than 7) in a semester. 

Home Learning

Home learning is an essential part of every student’s educational program and important for ongoing learning.  Assignments have specific deadlines and all learning assigned is expected to be completed. 

General purposes of home learning include: 

• • Practicing a skill introduced in class

  • Completing learning started in class

  • Consolidating learning by bringing concepts together

  • Reviewing past material to help understand current and future concepts

It is the student’s responsibility to complete the learning assigned.  While home learning is not graded unless connected with a major or minor assessment, students who do not complete their home learning will be referred to Home Learning Support on the day they fail to submit the assignment.

Resource Rich Environment (RRE)

A Resource Rich Environment (RRE) provides media that is easily accessible to all learners, is specific to the learner, and effectively enhances the curricular expectations through inquiry, research, and reflection. Media is defined as, “The main means of mass communication (broadcasting, publishing, and the Internet) regarded collectively” (https://en.oxforddictionaries.com/definition/media). “High school students will inherit a world that demands their creativity, collaboration, resilience and that requires them to apply what they know to situations they cannot predict” (Mastery Transcript Consortium; mastery.org, 2018). RRE’s provide learners with real-world problems and scenarios through contextualized learning experiences, and the IB Mission and IB Learner Profile identify the skills required to be successful in an RRE. High School students are able to check out required novels for English, Spanish and French from the ARC for reading at home and at school.

Textbooks are available for reference in the respective teacher’s classroom and some copies of these textbooks are available for a 5-day on reserve checkout in the MS/HS Learning Commons (See AIS-R Learning Commons Textbook Reserve Practices and Procedures). All students are responsible for all novels and textbooks checked-out in their name.

At the end of the year, all resources checked out must be returned in the same condition as they were loaned (except for normal wear). Grades 6-12 Students who check out novels from the AIS-R Resource Center are responsible for returning the same copy at the end of the year (according to the barcodes). If a different copy is returned, the copy checked out will be considered lost unless it is found or turned in by another student. 

If resources are not found before the end of the school year, fines will be assigned, report cards and school records will be held, and access to PowerSchool will be blocked until they are paid.

Electronic Assignments

Teachers require students to submit most or all of their assignments electronically.  It is the responsibility of the student to submit their learning/assignments according to the teacher's specifications and with Academic Integrity.

Grades and Grade Point Average for all courses 9-12

Grade point averages (GPA) are calculated for college applications and transferring students by translating semester scores from Levels of Achievement on a 1-7 Scale for all classes taken in AIS-R’s High School to a 4.0 scaled GPA.  Each Level of Achievement in all classes is according to Grade Descriptors that explain students' progress towards the Disciplinary Transfer Goals by scoring on the 1-7 Scale (see HS Assessment Structure). Students are scored along bands of achievement in a 1-7 continuum with the range of grouped levels of achievement as follows:

Acquisition of Knowledge & Skills (Achievement Levels 1, 2 and 3), 

Applied Understanding & Meaning of required Knowledge & Skills (Achievement Levels 4 and 5), 

Transfer of Understanding and Meaning of required Knowledge & Skills (Achievement Levels 6 and 7). 

All IB Diploma Programme Higher Level courses are weighted by an additional 0.3 weighting on the translation of our 1-7 Scale in calculating Grade Point Averages (GPAs) in the student's transcript. 

Repeated Classes/Failed Classes/Credit Deficiencies

The grade of "1" or "FA" (failed due to absences) will prevent a student from earning credit in any course.  If a student earns the grade of a "1" in a required AIS-R course, they must retake the course and earn a grade of "2" or higher in order to meet the minimum graduation requirements of AIS-R.  In addition, a student who has earned a grade of "1 or 2" is placed on academic probation (see Academic Probation and Placement Review below).  When a course is retaken at AIS-R, the new grade is reflected and replaces the original on the student’s transcript.  As such, the new grade will be calculated into the quarterly, semester, and cumulative grade point average (GPA). If the course is not taken at AIS-R (such as summer school or online), the student's credits will be considered for graduation with a "2" or above (provided they did not fail the class while already on academic probation or conditional acceptance). As such, the new grade will not be calculated into the quarterly, semester, and cumulative grade point average (GPA) as AIS-R does not cumulate grades from outside institutions.  A student’s schedule for the next school year will include the failed class until an official transcript has been received to verify the credit has been earned successfully. The student will then have an adjusted schedule reflected in a transcript. The original failing grade will remain on the school’s transcript but will not be calculated into the quarterly/semester cumulative GPA. Please see Summer School for Credit Retrieval/Make-Up Credits/Enrichment below for more information.

Summer School for Credit Retrieval/Make-Up Credits/Enrichment

Students who choose to participate in courses outside of the regular AIS-R High School program are solely responsible for enrolling in and completing the program, and for having the final grades sent to AIS-R’s counseling office.  Summer School for credit is accepted as long as it adheres to the following conditions:

• • The course must be pre-approved by the High School Principal and Counselor(s)

  • The course must be offered by an accredited program

  • Students intending to receive credit for a pre-approved summer course taken for credit retrieval must earn a minimum equivalent score of a "2" for the course

  • The maximum number of credits accepted from outside AIS-R for the purposes of credit retrieval including remediation is one (1) credit

  • No more than two classes can be taken at the same time outside of AIS-R

  • Grades from outside institutions are not calculated into the quarterly/semester cumulative GPA

Please be reminded that AIS-R's High School is a four year, on campus program.  AIS-R does not grant an online diploma and, other than the above conditions, students must complete their High School program on campus.

AIS-R students may also take a Summer School course to prepare for more advanced or rigorous course learning at AIS-R or to position the student to be on track for the IB Diploma Programme.  These types of classes are considered enrichment and as such will neither appear on the AIS-R transcript nor earn AIS-R credit.

Any Grade 12 student required to complete Summer School learning who has not submitted a transcript to the counseling office by the first day of Semester 2 will not be eligible to graduate from AIS-R.

Academic Probation and Conditional Placement

A student who earns a score of "1 or 2" on our 1-7 Scale for Levels of Achievement or has an "FA" for failure due to absences for a specific semester will be placed on academic probation.  Parents will be contacted and informed of the situation. Students, parents, teachers, counselors and administration will explore strategies for greater success through our Multi-tiered Systems of Support (MTSS).  If the student is unable to raise their level of achievement above a "2" or is failing one or more classes at the end of the following semester, the student’s placement will be reviewed and the student may be required to withdraw from AIS-R.  Students who have been placed on Academic Probation for two semesters and/or have failed any courses while on Academic Probation or have an "FA" for failed due to absences may not be eligible for re-enrollment at AIS-R and may be required to withdraw.

Conditionally admitted students are those students who have been admitted to AIS-R with the stipulations that they maintain at least a minimum level of achievement of a "4" in all of their classes and they pass all of their classes (achievement level of "4" or higher in all classes without MTSS interventions).  Other conditions may apply.  If a student does not meet this condition, they will be placed on Academic Probation for the remainder of the year.  A student may be invited to withdraw from AIS-R if they do not meet the requirements to be removed from Academic Probation.

Students on Academic Probation must attend mandatory After-School Learning (ASL) and are required to receive appropriate levels of MTSS support.

Academic Dismissal

A High School student will be required to withdraw from AIS-R if they cannot earn the required credits each academic year to be able to graduate with their class, and/or has been on probation for two consecutive semesters.

Levels of Achievement and Study Halls

Any student in Grade 11 or 12, who is earning an achievement level of a "2", a failing grade of "1" in any core class at the end of the quarter/semester, or is not meeting minimum attendance requirements (7 absences or fewer), will require a supervised Study Hall.  At the end of the quarter/semester if their levels of achievement have improved above a "2" on our 1-7 Scale for Levels of Achievement and/or attendance has improved, the privilege of unsupervised Study Hall will be restored. 

Semester Final Exams (including DP Mock Exams) and Final Assessments

High School students take exams/final assessments at the end of each semester.  Students are expected to take exams/final assessments on the designated days indicated in the school calendar.  For Grade 11 students taking the Diploma Programme or DP courses, the end of Year 1  examination/final assessment will comprise of learning for the entire year and will be the equivalent of a mock examination over one year's worth of course learning.

Standardized Examinations

All sophomores and juniors will take the PSAT (Preliminary SAT) in October.  For college bound juniors and seniors, taking the actual SAT is a college admission requirement.  AIS-R is a closed SAT testing site.  Depending upon a student’s native language and where they will be applying to college, the TOEFL may be required of her or him. AIS-R does not offer the TOEFL.

All freshman will take the PSAT (Preliminary SAT) in April.

MAP (Measurement of Academic Progress) is the standardized test used at AIS-R for measuring standardized learning growth in Grades 9 and 10. For more information on MAP resources for parents, please download the Parent Toolkit at NWEA. The MAP tests are administered in September, January and May of each year for Grade 9 and Grade 10 students and include Math and Reading. Additionally, one NGSS Science MAP tests will be administered in January for Grade 9 and 10 students.

Accommodations for Extra Time/Support

Below are the requirements for all assessment accommodations and standardized tests:

High School Exam Accommodation of Additional Time and Support

Transcripts, Certificates and Letters of Recommendation

A transcript is the official record of a student’s academic history at a school and is considered a legal document.  What appears and does not appear on it is governed by professional practices and ethical standards established by the National Association of Secondary School Principals.  These standards are one measure used by the accrediting agencies when they determine whether or not to grant accreditation to a particular school.  A transcript’s value and credibility depend solely on the extent to which it meets these professional and ethical standards.  AIS-R’s High School administration cannot change, alter, amend, or otherwise edit transcripts in any way.  Changing transcripts jeopardizes the school’s accreditation. 

Students who drop a class after two weeks will have the class reflected on the transcript.  The grade earned to date will determine if the grade on the transcript will be “WF” for “withdrawn with an F” or “WP” for “withdrawn with a passing grade.”  Neither impacts the GPA or counts for credit.

Students enrolled at AIS-R are entitled to request letters for recommendation from teachers in support of her/his college/university applications where required.  Students must provide teachers with the necessary documentation in order to receive a letter.  Given the high volume of letters required of teachers to support our student population, we can only provide letters for students actively enrolled in Grade 12.  Letters are an important credential and as such, this takes time to prepare with accuracy and relevance.  In addition, these letters are used in the application process in the senior year only.  Please note the following conditions apply: 

• • Letters of recommendation will be provided only for students currently enrolled at AIS-R

  • Letters of recommendation for college/universities for seniors will not be available once a student graduates from AIS-R

  • Letters of recommendation must be uploaded electronically or sent sealed by courier to colleges/universities with no exceptions. No student will receive a confidential letter of recommendation as a hard copy.

  • Students applying to universities with later deadlines must request all letters of recommendation before the second semester spring break or request to have hard copies sent by courier before they leave AIS-R (South Korea, Middle East, Europe, Southern Hemisphere)

  • CAS activities will be documented in the ManageBac system as a CAS portfolio; this is the only method of documenting CAS (certificates will not be granted by AIS-R for CAS learning)

  • Service hours are documented on the AIS-R transcript; this is the only method of documenting service hours (no additional certificates will be granted).

Assessment Overloads

Teachers announce major assessments at least one week in advance and put them on the Grade Level Assessment Calendar.  Students are responsible for informing teachers within a day of the time an assessment is announced that the scheduled assessment will be the third major assessment for the student on the day announced (only major assessments are on the calendar. Minor assessments are announced in class).

 This rule applies to assessments written in class the day of (eg. written assessments, including test), and does not apply to submission due dates (eg. an essay due or presentation/performance).

In these instances, the teacher will either change the date for the whole class or schedule an alternate assessment date for the student(s) having the conflict.  Major assessments that are not on the calendar at least one week in advance will not take place within this time period. 

High Honor Roll and Honor Roll

Students with a grade point average of 3.75 or above on a semester report card qualify for the High Honor Roll, while students with a grade point average of 3.50 or above, with no grades below a 5 on a semester report card qualify for the Honor Roll. Certificates are shared by email only upon request, so that students can link to their ePortfolios. 

Valedictory Awards

The Valedictory Award is presented to a senior who achieves the highest cumulative grade point averages through seven (7) semesters at AIS-R.  A student must have attended AIS-R from the beginning of grade nine through senior year to be eligible for this award. 

Salutatory Awards 

The Salutatory Award is presented to six seniors who achieve the next highest cumulative grade point averages through five (5) semesters at AIS-R.  A student must have attended AIS-R from the beginning of Grade 10 through the senior year to be eligible for these awards.