Testing and Study

LANGUAGE PROFICIENCY TESTING

As part of the application process, all prospective non-native-English speaking students from the age of 13 (Grade 8) will be required to take the Oxford Online Placement Test. Alternatively, Admissions can request the applicants to provide evidence of English language proficiency in the form of a standardized test of English. The most popular and well-known standardized tests are the TOEFL iBT® and IELTS, which are administered at test centers around the world, usually with no limit on when and how often they can be retaken. The Test Report Forms presented to Admissions upon completion must, however, be dated within the last twelve months; otherwifse, applicants will be required to take either the Oxford Online Placement Test, which Admissions will assist in the administration of, or make their own arrangements to take a further TOEFL iBT® or IELTS test at a test center in their country of residence. Admissions may also arrange an online or similar interview with applicants to assist with the building of an overall assessment of a candidate’s suitability for entry to TASIS England. The purpose of this data is to assist the EAL Department in making preliminary judgments as to whether or not EAL support will be required for the applying students at the point of entry into the Upper School.

All newly enrolled English language learners in the Upper School must take the WIDA Screener placement test, a paper-based test of English language proficiency administered remotely or on the School premises upon the student’s arrival and before the first day of school. The outcome of this placement test will determine what level of EAL support, if any, the students will receive. Students who achieve WIDA proficiency scores of 5 or 6 will usually become fully mainstreamed. Students who present scores below 5 will be required to enroll in the Upper School’s EAL program and be placed on the relevant tier, receiving sheltered classes of English, history, and science, together with a class (or classes) of EAL appropriate to their proficiency level. The Upper School will waive the Foreign Language requirement for the time students remain with this schedule arrangement; however, this does not necessarily prohibit English language learners from taking a Foreign Language course as an elective. English language learners wishing to pursue International Baccalaureate (IB) or Advanced Placement (AP) courses must achieve a composite WIDA literacy score of 4 or higher, the current minimum English language entry requirement for these challenging college-level classes. Students taking Advanced Placement courses who score within the WIDA Level 4 band for Literacy must take either the EAL 3 or EAL 4 Advanced Composition and Grammar course to help them advance to at least the WIDA Level 5 band.

Official school transcripts are printed for all seniors applying to colleges and universities. These transcripts are updated at the end of the First Semester and the end of the year to reflect final course grades. A copy of a student’s record is kept on file in case a graduate needs to request a copy for employment or further educational purposes.

Transcripts for all other students are updated as needed throughout the school year. If a student is transferring to another school, the family must write to the School Registrar requesting that an official school transcript be prepared. Please allow at least one week’s notice when requesting a school transcript.

PLACEMENT TESTS

To identify strengths and weaknesses and be placed in appropriate levels, all new students enrolled in mathematics, English-as-an-Additional Language courses, and foreign language courses will take placement tests.

ACADEMIC MONITORING

During the year, if a student is academically struggling in one or more subject areas, they may be placed on Academic Monitoring as a supportive measure. Parents of students who will benefit from Academic Monitoring are advised by letter and receive brief updates from teachers to chart progress and highlight any areas of growth and improvement.

ACADEMIC PROBATION

Consistently unsatisfactory work and effort may result in a student being placed on Academic Probation, with an advising letter sent to parents. Because of the seriousness of Academic Probation, a student’s re-invitation for the following school year is automatically put on hold and will be subject to review after the Second Semester. Any student who does not maintain an adequate level of academic achievement and effort may not be invited to return to TASIS England. If it is deemed that a student will be unable to fulfill the graduation requirements, they may not be re-invited. Other conditions may be set, such as a review of the student’s co-curricular and sports activities, including participation in various tournaments.

REPORTS TO PARENTS

Grade Reports are sent to parents four times a year. At the midpoint and end of each semester, parents receive grades and effort marks. These are accompanied by specific and extensive comments from teachers and advisors.

Progress Reports are sent to parents at the midpoint of each quarter. These are unofficial snapshots of students’ grades and are used to help determine if a student needs additional monitoring or support.

Academic Monitoring Reports will be sent periodically to parents of students placed on Academic Monitoring.

Dormitory Reports for boarders are forwarded at the midpoint of each semester. Community Service Program Reports are written at the end of the First Semester, with final reports for seniors at the midpoint of the Second Semester and for underclassmen at the end of the year.

STUDENT SUPPORT AND SPECIAL LEARNING NEEDS

The Learning Support Department aspires to fulfill and enhance each aspect of the mission statement and to ensure that learning support occurs inclusively. We welcome students with mild learning difficulties and provide a range of support services from Lower School through Upper School. As TASIS England does not have a full range of learning support services, admission of a student with learning differences is contingent upon a match between the level of service available and the needs of the student and family based on multiple sources of information.

TASIS England emboldens each learner to flourish and endorses an awareness of the diversity of learning styles. We support the educational, social, emotional, and behavioral needs of all our students, helping each student to become independent and healthy life-long learners. Our learning community emboldens each learner to flourish by supporting each student to reach their full potential.

Classroom teachers are supported by the Learning Support Services team so that students can receive what is required to be successful in their learning environment. Some students may additionally be scheduled for individual or small group instruction with a Learning Support Specialist. External professionals may also collaborate to support student learning following the implementation of the referral process.

STUDY HALLS

Periods in the day designated as Study Halls are to be used for this purpose. Juniors and Seniors are granted independent study in designated areas of the school after they sign in for their free periods during the academic day. Should their academic work decline or a student is involved in a disciplinary matter, this privilege may be withdrawn. Study Halls and independent study periods are part of the academic day and cannot be used to meet with private tutors or to attend lessons outside of TASIS England. This would include driving lessons or online tutoring.

TEXTBOOKS AND SCHOOL PROPERTY

Classroom teachers distribute books at the beginning of the year. Textbooks are the property of the School and are loaned to students. Students will be charged for textbooks that need to be replaced. Using book bags and writing one’s name on the front of the book should help prevent textbooks from being lost.