TABLE OF CONTENTS Click on the item of interest and you will be directed to the page
I. GUIDING STATEMENTS
I. QUALITY TEACHING AND LEARNING
II. SECONDARY SCHOOL QUICK REFERENCE GUIDE
III. ACCEPTABLE USE TECHNOLOGY POLICY PURPOSE SCOPE DEFINITION BASIC SAFETY RULES PRIVACY FURTHER INFORMATION
IV. ACADEMIC HONESTY POLICY PURPOSE Enshrined in the Mission of Marymount International School of Rome and the Marymount Learner Profile are the commitments: SCOPE DEFINITION ACADEMIC HONESTY IN PRACTICE PROCEDURE INVESTIGATING ACADEMIC HONESTY CONSEQUENCES OF ACADEMIC DISHONESTY FURTHER INFORMATION
V. IB ACADEMIC HONESTY POLICY
VI. GENERAL PROCEDURES ARRIVAL DISMISSAL EARLY DISMISSAL TARDINESS VACATIONS ATTENDANCE COMMUNICATIONS TELEPHONE CHANGE OF ADDRESS, PHONE NUMBER OR EMAIL
1 TRANSFER PROCEDURES CONCERNS DAILY ANNOUNCEMENTS BOOKS UNIFORM/DRESS CODE UNIFORM/DRESS CODE POLICY DRIVING TO SCHOOL FIELD TRIPS GUESTS LIBRARY LITTERING LOCKERS LOST AND FOUND LUNCH PETS RELIGIOUS EDUCATION
VII. ACADEMIC AND ASSESSMENT INFORMATION ACADEMIC ENVIRONMENT ACADEMIC PROBATION
VIII. ASSESSMENT POLICY MAP TESTING ALIS CEM-IBE TESTING MERIT-BASED AWARDS EXAMINATIONS FAILURE GRADING SYSTEM GRADING SYSTEM IB GRADING SCALE GRADUATION REQUIREMENTS
IX. SECONDARY SCHOOL HOMEWORK POLICY PURPOSE SCOPE POLICY STATEMENT PROCEDURES
2 SCHOOL SPONSORED ACTIVITIES MISSING ASSIGNMENTS HOW WE MEET THE POLICY OBJECTIVES INTERNATIONAL BACCALAUREATE PROCEDURE FOR DROPPING OR ADDING A COURSE: REPORTING TEACHING AND LEARNING PHILOSOPHY UNSCHEDULED TIME
X. STUDENT WELLBEING SAFEGUARDING POLICY DESIGNATED SAFEGUARDING LEAD PERSON (DSL) RESPONSIBLE FOR SAFEGUARDING SIGNS OF ABUSE DUTY OF EMPLOYEES, TRUSTEES, REGENTS AND VOLUNTEERS PROCEDURES
XI. BEHAVIOR AND DISCIPLINE APPROACH TO BEHAVIOR MANAGEMENT
XII. ANTI-BULLYING POLICY PURPOSE SCOPE DEFINITION POLICY STATEMENT PROCEDURE FOR DEALING WITH BULLYING
Bullying is not these single acts: CYBER-BULLYING DRUGS AND ALCOHOL SMOKING MEASURES TO SUPPORT RESPECTFUL BEHAVIOR ACCEPTABLE RECESS GUIDELINES PROTECTION OF STUDENTS’ AND MARYMOUNT’S REPUTATION PROVISIONS FOR DUE PROCESS, GRIEVANCES, AND APPEALS GRIEVANCES APPEAL HEARING RESPECT FOR PROPERTY
3 XIII. WHISTLEBLOWING POLICY PURPOSE SCOPE DEFINITION POLICY STATEMENT PROCEDURE REFERENCES FURTHER INFORMATION
XIV. SUPPORT SERVICES COLLEGE COUNSELOR ELL SERVICES SCHOOL PSYCHOLOGIST LEARNING SUPPORT ENRICHMENT PROGRAM NURSE IMMUNIZATION POLICY MEDICAL CONDITIONS
XV. TRANSPORTATION AND SAFETY BUS BEHAVIOR EMERGENCY PROCEDURES
XVI. AFTER SCHOOL ATHLETICS AND ACTIVITIES ELIGIBILITY FOR EXTRACURRICULAR ACTIVITIES GRADES 6-8 GRADES 9-12 VARSITY SPORTS
AGREEMENT OF CONDUCT
CONTACT INFORMATION
4 I. GUIDING STATEMENTS
5 I. QUALITY TEACHING AND LEARNING The program of teaching and learning at Marymount International School endeavors to develop in each member of its community the characteristics and traditions reflected in the Mission of the Religious of the Sacred Heart of Mary (RSHM), the Mission of the School, and the Goals and Criteria of the RSHM Network of Schools. Drawing from these sources, and from the philosophy of the IBO, the following Marymount Teacher and Learner Profile* challenges each teacher and student to strive to embody the characteristics of a Marymount education. By articulating these characteristics and describing some of their salient features the Marymount Teacher and Learner Profile provides teachers and students with a picture of people who are committed to the high standards, continuous improvement and personal responsibility needed to ensure the highest quality of teaching and learning in the School.
I LEARNER PROFILE* DESCRIPTORS
Strive to be: Teachers: Students:
● Develop well-scaffolded, student-centered activities that ● Develop natural curiosity. INQUIRERS allow students to develop natural curiosity, explore their ● Acquire the skills necessary for inquiry and research. own knowledge, and build on it through experimentation ● Show independence in learning. and research. ● Actively enjoy learning and sustain a life-long love of ● Inspire and enthuse the students with subject knowledge. learning. ● Recognize and validate the independent work of students. ● Provide opportunities for authentic learning.
KNOWLEDGEABLE ● Demonstrate secure knowledge of the curriculum and ● Explore issues and ideas that have local and global an awareness of knowledge issues within and beyond significance. their disciplines. ● Acquire in-depth knowledge in a broad and balanced ● Help students recall and apply information that has range of disciplines. been taught. ● Develop an understanding of different ways of ● Accurately assess student work and progress according knowing. to national and international standards and benchmarks. ● Demonstrate an ability to connect knowledge across ● Share knowledge and encourage open and balanced disciplines. student discussion of current events, both local and global.
THINKERS ● Give reflective time for students to organize and ● Exercise initiative. express their individual thoughts. ● Apply thinking skills critically and creatively to ● Provide opportunities for students to apply recognize and approach complex problems. newly-acquired knowledge to challenging questions and ● Make reasoned and ethical decisions. problems. ● Contemplate and develop an awareness of beauty in ● Use open-ended questions to develop and emphasize the universe. conceptual understanding and critical thinking.
COMMUNICATORS ● Communicate effectively with all students: speak ● Express ideas confidently and creatively in more than clearly, listen attentively and respectfully, provide one language. students with channels for feedback and respond in a ● Communicate in a variety of modes. timely manner. ● Work effectively and willingly in collaboration with ● Create supportive environments and design learning others. opportunities that encourage the development of ● Develop skills for effective decision making and communication, decision-making, and leadership skills. leadership. ● Model these skills by working collaboratively with all members of the School Community. ● Provide students with opportunities to express their ideas in a variety of modes.
6 PRINCIPLED ● Exemplify the virtues they seek to inspire in students: ● Act with integrity, honesty, and a strong sense of curiosity, tolerance, honesty, fairness, respect for fairness. diversity and appreciation of cultural differences. ● Act with justice and respect the life and dignity of ● Take responsibility for their actions and have a high individuals, groups and communities. standard of self-discipline. ● Take responsibility for their actions and have a high ● Expose students to Gospel values and to real-world standard of self-discipline. examples of principled people. ● Know that being a Christian requires following the ● Debate controversial issues, encouraging students to teachings of the Gospel. reflect on their moral responsibility when proposing solutions.
I LEARNER PROFILE* DESCRIPTORS
Strive to be: Teachers: Students:
OPEN-MINDED ● Appreciate the beauty and enrichment of differences ● Understand and appreciate their culture and personal and diversity. history. ● Challenge students’ beliefs by exposing them to a ● Seek and evaluate a range of points of view and be variety of cultures, perspectives and problems. willing to grow from the experience. ● Explore, understand and accept the diversity of student ● Embrace the perspectives, values, and traditions of responses to situations and issues as they arise. other individuals and communities. ● Be sensitive to the diverse abilities and talents of others.
CARING ● Exemplify how to be a good listener and a good friend, ● Show empathy, compassion and respect, acting to showing kindness by building caring relationships with make a positive difference to the lives of others and to students and colleagues. the environment. ● Encourage students to support and help each other in ● Have a personal commitment to service. facing challenges. ● Show particular care for the human rights of ● Develop awareness and empathy about issues of human the poor, the powerless, and the marginalized, so that rights and approach the School's Abana Project for “all may have life”. Zambia and other service initiatives in ● Treat others the way they themselves would like to be developmentally-appropriate ways. treated.
COURAGEOUS ● Encourage students to explore creative and divergent ● Approach unfamiliar situations and uncertainty with thinking when faced with problems to solve. courage and forethought. ● Embolden students to extend their capabilities. ● Have the independence of spirit to explore new roles, ● Empower students to face challenging academic ideas, and strategies. situations in their own language and in a foreign ● Articulate their beliefs and defend them courageously. language.
BALANCED ● Encourage positive habits which support the ● Understand the importance of intellectual, physical development of the whole person. and emotional balance to achieve personal well-being ● Value the community life of the School in all its variety. for themselves and others. ● Provide students with the opportunity to share ● Show concern for their moral and spiritual growth. information about all areas of their lives.
REFLECTIVE ● Provide a place and time for critical self-reflection, ● Give thoughtful consideration to their learning and including helpful and individualized feedback of how experiences. students can grow and actualize their potential. ● Seek conscientiously to fulfill their potential ● Value, engage with and act upon appraisal. ● Assess their strengths and limitations to support learning and personal development.
7 SPIRITUAL ● Model a love for God and acceptance of all religions. ● Know and love God and make God known and loved. ● Create a sacred space so that students can encounter ● Pray, participate in worship, and strengthen their God. personal relationship with God. ● Model respectful behavior during morning prayers and ● Understand and give witness to their faith in respectful spiritual events. awareness of the religious beliefs of others. ● Encourage students to take part in the School's Mission ● See each person as a child of God. to further the charism of the Sisters of the Religious of the Sacred Heart of Mary.
PEACEMAKERS ● Provide opportunities for students to examine their ● Demonstrate forgiveness, gratitude, and joy. actions and seek reconciliation. ● Examine their conscience, seek forgiveness, and make ● Model honesty, compromise and forgiveness. amends. ● Use dialogue and appropriate activities to teach the ● Work to foster a community where each person feels students about conflict resolution. respected and valued. ● Identify models of peace-makers, particularly within the ● Know the history of the RSHM and identify with its RSHM tradition and provide opportunities for students Mission in today's world. to explore the benefits of peace for the world.
8 II. SECONDARY SCHOOL QUICK REFERENCE GUIDE
USEFUL NUMBERS AND CONTACTS Main School Telephone: 06 3629 101 Website: www.marymountrome.com
Headmistress [email protected] 06 3629 1001 Ms Sarah Gallagher
Senior Executive Assistant to the Headmistress [email protected] 06 3629 1001 Ms Polly Needs
Secondary School Useful Numbers
Secondary School Principal [email protected] 06 3629 1058 Ms Viviane Mingazzini
Academic Assistant Principal High School [email protected] 06 3629 1041 Ms Orla Ni Riordain
High School Pastoral Assistant Principal [email protected] 06 3629 1070 Mr Michael Hicks
Middle School Academic Assistant Principal [email protected] 06 3629 1069 Mr Joseph Herman
Middle School Pastoral Assistant Principal [email protected] 06 3629 1075 Ms Olive Foley
International Baccalaureate Coordinator [email protected] 06 3629 1027 Ms Ellie Moore
College Counselor [email protected] 06 3629 1078 Mr Mark Kranwinkle
Athletic Director [email protected] 06 3620 1003 Mr James Brock Olivo
Director of Specialist Learning [email protected] 06 3629 1097 Ms Aimee Fenneman
School Psychologist [email protected] 06 3629 1097 Dr Flaminia Vitali
Personal Assistant to the Principal [email protected] 06 3629 1058 Mr Andrea Marcelli
9 Secondary School Attendance Office [email protected] 06 3629 1076 Ms Pao Yao
Secondary School Transcripts [email protected] 06 3629 101
Extra Curricular Activities [email protected] 06 3629 1061 [email protected]
School Nurse [email protected] 06 3629 1040 Ms Ida Gulino
Technology Office [email protected] 06 3629 1050
Bus Coordinator [email protected] 06 3629 1052 Mr Andrea Mele
Business Office Useful Numbers
Director of Finance and Operations [email protected] 06 3629 1011 Mr Michel Reynaud
Accounts and Contracts Manager [email protected] 06 3629 1030 Ms Katja Celli
Business Office [email protected] 06 3629 1031
Admissions Office Useful Numbers
Director of Admissions and Marketing [email protected] 06 3629 1012 Ms Jasmin Zarineh
Admissions Assistant/Event Coordinator [email protected] 06 3629 1018 Ms Elisabetta Savignano
Transcripts [email protected] 06 3629 101
Uniform Shop
Samples Divise [email protected] +39 06 36291074 Ms Giada Garcia +39 3925080683 Ms Simona Cirimbilla +39 350 1210183
10 III. ACCEPTABLE USE TECHNOLOGY POLICY
PURPOSE The purpose of this Policy is to establish clearly how students and teachers are committed to a responsible and ethical use of the Internet and of technology in school and outside of school.
SCOPE This Policy applies to students, parents, faculty and staff of Marymount International School Rome.
DEFINITION Students at Marymount are encouraged to use and enjoy the latest technology to support and enhance the learning experience as long as it is used in a safe and appropriate manner. They are responsible for exercising good judgment and behaviour whilst using the School’s IT equipment or any other tech device.
Any use of Technology that brings the School into disrepute will be treated with the utmost seriousness and will result in disciplinary action.
The following is designed to provide you with a basic guide to the safe and acceptable use of all technology at Marymount International School (including but not limited to Computers, iPads, Cellphones, smartwatches and MP3 players).
BASIC SAFETY RULES ● The School uses application filters on its servers. Parents should activate the appropriate Parental Control on all their children’s devices to support safety and security. The IT help desk can assist parents who wish to set parental control. ● You may only log on to the school network as yourself. Do not use someone else’s login name or password or share your login and password details to anyone else or allow anyone else to use them. ● Be aware that the School can check your computer files on the server at any time to see which sites you visit during school time. ● Do not use bad language, bully or try to access inappropriate material online. ● Cell Phones must be switched off and out of sight during lessons unless permission has been given by the teacher to use them. ● Middle School students may bring mobile phones to School but they must remain switched off and in the locker during the School day and may only be used with the express permission of the Middle School Coordinator. ● During the school day, High School students may use mobile telephones only at break, lunch and/or study periods and only in the designated areas. ● iPads, computers and internet browsers may not be used during lessons unless permission 11 has been given by the teacher to do so. ● Under no circumstances are you to use social networking sites, personal email or Skype during the school day. ● You are not to record anything during lessons unless the teacher requests that you do so. ● You must not wear earphones when walking around the campus at any time ● Attempting to bypass the School’s web filters by using 3G/4G-capable devices and/or VPNs (Virtual Private Networks) to access the internet is strictly prohibited. ● Do not give out your personal details online and never arrange to meet a stranger. ● Respect copyright and do not plagiarise work. ● During the school day, you may only use the computers for educational purposes. ● The taking, possession or distribution of indecent images is strictly forbidden. ● Do not attempt to go beyond your authorised access. ● Do not make deliberate attempts to disrupt the computer system or destroy data ● Do not alter school hardware in any way. ● Do not have any inappropriate behaviour related to electronic communication in compliance with Italian Law n.71 May 19,2017 such as take, post or share a photo or recording of another student, member of staff without their permission. ● Do not harass another person. ‘Harassment’ is persistently acting in a manner that distresses or annoys another person. ● Do not knowingly or recklessly send or post false, defamatory or malicious information about a person. ● Do not post or send private information about another person without their prior agreement. ● Do not use the Internet for gambling. ● Bullying of another person either by email, online or via texts will be treated with the highest severity. (See Anti-Bullying Policy and law). ● Do not access material that is profane or obscene, or that encourages illegal acts, violence or discrimination towards other people. NB - If you mistakenly access such material, please inform your teacher or another member of staff immediately or you may be held responsible. ● If you are planning any activity which might risk breaking the Acceptable Use Policy (e.g. research into terrorism for a legitimate project), an appropriate member of staff must be informed beforehand. ● Do not attempt to use proxy sites on the Internet. The School has put filters in place to limit access to sites that would bring the School into disrepute or mean the safety of students is jeopardised. If a student was to access such sites through their own means, they would face disciplinary action.
EMAIL ETIQUETTE
● Be polite and appreciate that other users might have different views to your own. The use of strong language, swearing or aggressive or bullying behaviour is unacceptable. ● All students will be provided with a Marymount email account. This account should be used to communicate with Marymount teachers and staff. Under no circumstances should you use your personal email account (Gmail, Hotmail, Yahoo! etc.) to contact Marymount teachers and/or staff. ● You should check your School email at least once a day during term time for new messages.
12 ● Do not reply to spam emails as this will result in more spam. ● All emails sent from the School reflect on the School name so please maintain the highest standards. ● Do not use personal email (including webmail) during lessons unless your teacher has given permission. ● Do not join mailing lists without the prior permission of IT. ● Only send mail to a distribution list if you really have to. ● If you receive an email sent to you in error, please inform the sender as soon as possible. ● If you receive an email containing material of a violent, dangerous, racist, discriminatory, defamatory, offensive, in breach of copyright or other inappropriate content, always report such messages to a member of staff. The sending or receiving of an email containing content likely to be unsuitable for children or schools is strictly forbidden. Any breach of this policy will result in appropriate disciplinary action.
PRIVACY All files and emails on the school server are the property of the School. Computer storage areas and removable disks will be treated like school lockers. As such, system administrators and staff have the right, upon the permission of the student's parents, to access and review them, to ensure that students are using the system responsibly.
FURTHER INFORMATION Questions regarding the content of this Policy should be directed to the Principal / Headmistress.
IV. ACADEMIC HONESTY POLICY
PURPOSE Enshrined in the Mission of Marymount International School of Rome and the Marymount Learner Profile are the commitments: To develop students who are capable, honest, and respectful, and who are prepared both academically and spiritually to be lifelong learners and leaders of tomorrow. To stimulate students to think independently, critically and without prejudice. In line with the International Baccalaureate guiding documents on Academic Honesty, the School is committed to developing an academic honesty ethos and promoting an understanding of academic misconduct.
SCOPE This Policy applies to students, parents, faculty and staff of Marymount International School Rome.
13 DEFINITION Marymount International School Rome chooses to focus on the positive aspects of Academic Honesty by regarding it as a ‘set of values and skills that promote personal integrity and good practice in teaching, learning and assessment’ (Understanding Academic Honesty, IBO, 2013).
The School has based its own Academic Honesty Policy on the guidelines set out in this IB document and Academic Honesty in the IB educational context, IBO, 2014 . The School is committed to developing these values and skills in students through the guiding example of faculty, staff and parents.
Plagiarism is defined as the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism.
Collusion is defined as supporting academic misconduct by another student, for example allowing one’s work to be copied or submitted for assessment by another.
Misconduct during an examination includes taking unauthorized material into an examination room, disruptive behavior and communicating with others during the examination.
Duplication of work is defined as the presentation of the same work for different assessment components and/or Diploma Programme requirements.
ACADEMIC HONESTY IN PRACTICE Marymount International School Rome expects all students to: ● Act with honesty and integrity in their work at all times ● Avoid plagiarism: submit their own work in their own words at all times. If using the words, phrases or ideas of others, students must point out or reference that they have done so. ● Use appropriate and recognized research and age-appropriate techniques regarding paraphrasing, references, citations and quotations. ● Read and sign the Academic Honesty contract attached to this policy
PROCEDURE INVESTIGATING ACADEMIC HONESTY If a teacher or advisor suspects academic dishonesty, s/he will investigate the matter thoroughly, gather supporting evidence, inform the Principal, Assistant Principal, or IB Coordinator, and then refer to the Student/Parent Handbook to establish an appropriate course of action.
CONSEQUENCES OF ACADEMIC DISHONESTY Students should note that the range of sanctions for academic dishonesty vary depending on the
14 seriousness of the breach of academic honesty. If the misconduct is repeated and egregious, it may lead to exclusion or forfeiting the right of sitting an examination. In all cases students will receive a ‘0’ for the piece of work and might be required to redo it. Further disciplinary action may be taken in the form of detention, reference in the student academic records, especially if the student concerned has been found guilty of academic dishonesty on a previous occasion.
When there is a serious allegation of academic misconduct, the Principal will contact the parent or guardian and invite them to meet together with the student. The School also recognizes that instances of academic dishonesty may be an indicator of student academic struggle which has not been identified. In this case the Principal will evaluate the support necessary to redress the student’s problem as part of the closure of the incident.
FURTHER INFORMATION Questions regarding the content of this Policy should be directed to the Principal / Headmistress.
V. IB ACADEMIC HONESTY POLICY
The program of teaching and learning at Marymount International School aims at developing in students the values reflected in the School’s Mission, the Goals and Criteria of the RSHM Schools, and, in the Secondary School, the mission of the International Baccalaureate Organization. The Marymount Learner Profile clearly and succinctly describes these values. In particular, in encouraging students to be thinkers and inquirers who are principled, the Marymount Learner Profile stresses the importance of showing independence in learning, making reasoned and ethical decisions, and acting with integrity. In our increasingly competitive world, with its explosion of disreputable Internet sites, the temptation for students to engage in academic misconduct continues to grow, and so, consequently, does the need for ethical academic practice. Such practice helps students to avoid the serious consequences of academic misconduct and to gain the knowledge and skills truly needed to succeed.
Please read the Marymount Learner Profile, the IB General Rules and Regulations, and the information below before signing this Academic Honesty Contract. Electronic copies of these documents can be found on the International Baccalaureate links on Managebac and on the School’s website www.marymountrome.com. By signing this contract, you recognize that students who breach it are subject to disciplinary action by the School and may be disqualified by the International Baccalaureate Organization from pursuing IB courses.
1. I will always work independently on schoolwork that is required to be completed on my own. I am aware that it is not permitted to receive unauthorized assistance on any IB work being submitted for internal or external assessment. 2. I will use my own words and ideas on IB work and will properly acknowledge the words
15 and ideas of others when used. I understand that plagiarism, i.e., using the words or ideas of others, in whole or in part, and submitting them as one’s own without giving proper acknowledgement to the original authors, is forbidden. 3. I will respect the ethical requirements of all examinations. I am aware that it is not permitted to consult any unauthorized information during exams and that it is not permitted to communicate exam information or answers during or following an exam. 4. I will always use accurate information. I am aware that it is not permitted to falsify or fabricate data or observations on any work. 5. I will submit original work for every class. I am aware that it is not permitted to turn in a paper or project more than once for different classes or assignments. 6. I will submit only my original work for uploading on IBIS.
VI. GENERAL PROCEDURES Link to the Covid-19 Opening Campus Protocol ARRIVAL All parents and students must check in with security upon arriving at the campus. Students arriving prior to the start of the school day will remain in the common areas or the Secondary School Library until the 8:20 bell. Students may not be playing with balls, etc. on the fields and Elementary School common area, including blacktop. Late Arrivals to school: Students who arrive after 8:35 late to school should report directly to the Attendance Office. After 8:35 am the student will not be admitted to class without an Admittance Slip from the Reception/Attendance DISMISSAL At 15:30, all students who use the school bus service must exit through the back door and proceed up to the bus area. All other students should exit by the front door. Students on campus after school must be closely supervised and within eyesight of an adult at all times. EARLY DISMISSAL A student who is obliged to leave school before dismissal must provide an Early Dismissal Form to the Reception/Attendance Office no later than 10:00. All early dismissals will be verified. Students are required to sign-out in the Reception/Attendance Office before leaving the campus, pick up security exit slip, and sign-in upon returning (if returning the same day). TARDINESS
The school day commences at 8:20 in Gr 6-9, 8:30 in Gr 10-12 and concludes at 15:30. Students are to be in attendance on the campus during these hours. Attendance will be taken within the first five minutes of each period. Students who arrive late to class will be marked tardy. Habitual tardiness will be given consequences by Administration and could jeopardize the student’s re-enrollment for the following school year. VACATIONS Recreational travel is not considered necessary and may not be excused. Considering the school 16 calendar, summer vacation, Thanksgiving and Christmas holidays, winter break and Easter vacation, it is requested that parents make every effort to work around the school schedule. Absence due to travel where a significant family occasion is scheduled may be excused. However, teachers will not be required to honor requests for work prior to a student’s planned absence, but will make an effort to do so at the parent’s request. The work can be completed upon return to school. ATTENDANCE 1. Regular attendance is expected of all students and is a necessary factor in academic success. Work missed can never be made up in a completely satisfactory manner because the value of class activities is missed forever. 2. Absences are excusable for illness or recovery from an accident. All absences must be accompanied by a written note by the parent explaining the reason for the absence. According to law, a student absent for more than five days (not including weekends and holidays) must produce a doctor’s certificate. Medical certificates written by family members will not be accepted. 3. Such serious reasons as a death in the family or other grave issues are obviously acceptable to the school. 4. Absences for such reasons as vacations, non-school activities, or visiting are discouraged. These are considered unexcused absences. If the absence is an unexcused absence, all work missed on that day may count as zero. Late night activities that cause a student to be tardy or absent the following day are also discouraged. 5. Appointments with doctors, dentists, or other professionals should be made after school hours or on Saturdays whenever possible. 6. Students are not permitted to leave school early for sport programs or sport lessons unless sanctioned by the school. If a student is missing more than 15% of classes in any one course, the Principal will meet with the student and parent, as further absences could result in the loss of class credit and/or re-enrollment for the following school year. PARENT/GUARDIAN RESPONSIBILITIES ● It is the responsibility of parents to ensure that their students attend school regularly and on time. ● When a student is absent from school parents must contact the school to report the absence that same morning to the Attendance Office. An email can be sent to [email protected]. ● A written excuse must be submitted to the Attendance Office the following day. ● A doctor’s verification of the absence will be requested if the student is absent for more than five days (not including weekends and holidays). Each student has the responsibility to make up work or tests that are missed due to absence. Students will be allowed reasonable time to make up work or tests missed. Any work not completed within the assigned time will receive a zero. Work assigned, including tests, prior to the absence is due the first day back. It is the student’s responsibility to get missed work. COMMUNICATIONS Communications to parents will generally be sent via email, direct mailing or sent home with students. Many of the basic events and dates for the school year are printed on the calendar.
17 Official parent conferences are scheduled twice a year. Parents are encouraged to conference frequently with teachers by phone or in person by appointment. TELEPHONE The school telephone should be used by students only in case of emergency. Plans to go home with friends after school should be made at home prior to coming to school. The use of private cell-phones in class is strictly forbidden. CHANGE OF ADDRESS, PHONE NUMBER OR EMAIL Parents are asked to notify the school if there is a change in address, phone number, or email. This can be done either by email, by telephone, or by sending a note with the student indicating the updated information. This information should be sent to the Reception/Attendance Office of the Secondary School. TRANSFER PROCEDURES If your student will be transferring to another school during the school year, please notify the Admissions Office at [email protected] at least two weeks before you need to leave. All textbooks and library books must be returned to the Secondary School Office, in good condition and a check out form before picking up school records. In addition, all outstanding amounts including tuition fees must be settled in the Business Office before transcripts may be released by the School.
CONCERNS It is very important that parents feel comfortable with all aspects of their child’s education. Therefore we ask that if you have any concerns, you should make an appointment to see your child’s teacher. Almost always, the problem can be solved in a mutually satisfying manner. If concerns remain, or if the problem persists, please make an appointment to see the Principal of the Secondary School. Our aim is to work together as a team to ensure your child’s success at school. DAILY ANNOUNCEMENTS Announcements about activities, meetings, schedule changes, lost and found, and important events are read to all students at the end of first period and then are posted on the Parent and Student Portal. Students who wish to place an announcement in the daily bulletin must leave it with the P.A. of the Principal before 14:00 p.m. for approval and the next day’s issue. BOOKS Books and supplies for the year are issued to all students. Students are expected to cover their books and keep them in good condition. Lost or damaged books must be paid for so they can be replaced. Final report cards may be withheld until payment is made. UNIFORM/DRESS CODE Middle School Uniform (Grades 6-8) Formal Uniform ● Marymount Blue blazer ● Marymount V neck navy blue sweater or navy blue V neck sweater vest ● Marymount Blue skirt or blue trousers
18 ● White long sleeve shirt or blouse ● Blue or black shoes Please note that the Formal Uniform will be worn on Assembly Days, Masses and special occasions. Middle School Everyday Uniform: ● Marymount V neck navy blue sweater or vest, or Marymount sweatshirt ● Marymount Navy blue skirt/ blue trousers/bermuda shorts (summer only) ● White long sleeve or short sleeve shirt, white long sleeve or short sleeve blouse or white polo ● Blue or black shoes · (trainers are permitted only if completely blue or black) Middle School Physical Education Uniform ● Technical Gym Suit with Marymount emblem ● Technical training kit – shorts and jersey ● Gym Shoes All items (except shoes, plain white polo/shirt/blouse or t-shirt) are to be bought through the Uniform Company. High School Dress code (Grades 9 – 12) Secondary School Formal Uniform: ● Marymount Blue blazer* ● Navy blue sweater or vest ● Marymount Blue skirt * ● Blue trousers (no leggings, jeggings, or denim) ● White long sleeve shirt or blouse ● Blue or black shoes Please note that the Formal Uniform will be worn on Assembly Days, Masses and special occasions. Secondary School Everyday Winter Uniform: ● Navy blue sweater or Marymount sweatshirt* ● Marymount Navy blue skirt* ● Blue trousers (no leggings, jeggings, or denim) or Bermuda shorts (summer only) ● White shirt or blouse (only oxford style) or polo ● Blue or black shoes · (trainers are permitted only if completely blue or black) *PE Uniform for High School (grade 9 & 10) only: ● Marymount Technical Gym Suit ● Marymount Technical training kit – shorts and jersey ● Gym Shoes * Items with an asterisk must be bought through the Uniform Company, all other items must comply with the Marymount dress-code. The Uniform Company will have a selection of shoes, polo shirts, shirts and t-shirts to help parents.
For further information on our uniform and shop hours please visit our website
19 www.marymountrome.com UNIFORM/DRESS CODE POLICY The Principal, Assistant to the Principal and MS coordinator can discipline a student for breach of uniform policy. However, MMI does not consider exclusion to be an appropriate response to breaches of school uniform policy, except where they are persistent and defiant. Where a student repeatedly refuses to comply with school uniform policy even if they do not otherwise display poor behaviour, the parents will be contacted and the student will not be accepted in class. After the first verbal warning, infractions will be logged in to Powerschool and parents will be contacted and the infractions treated as a behaviour problem. Students must have a natural hair color. DRIVING TO SCHOOL Link to the Covid-19 Opening Campus Protocol Registering Students who wish to drive to school must register their vehicles with the Reception/Attendance office by completing the Vehicle Registration Form. A parent or guardian must sign the form. Italian Law Driving to school and the use of the school car park is a privilege accorded to those students who drive in compliance with the local laws governing the use of motor vehicles and act as respectful members of the Marymount community, and as such demands a high degree of responsibility from each student. Reserved car parking for students Spaces have been reserved in the upper car park for students. These are on the far side of the car park, furthest from the school gate. Students must use the car park spaces reserved for the student body. Violation of these regulations may result in suspension or loss of driving privileges. Respectful behavior while driving/parking on campus For the safety of all those in the Marymount community, any student who is reported for driving dangerously or without respect for other road users (such as overtaking the line of traffic on Via Villa di Lauchli waiting to turn onto Via Cassia), or acts inappropriately in the car park area in a manner that is out of keeping with respectful behavior as outlined in the handbook, will lose the privilege to drive to school. Student cars cannot display any offensive language or graffiti. In no case may students proceed with motor vehicles beyond the entry area to the campus. Students who drive to school are not to return to their vehicles at any time during the school day. Marymount reserves the right to refuse, suspend, or revoke a student’s parking privilege at any time. FIELD TRIPS Link to the Covid-19 Opening Campus Protocol Field trips offer an excellent opportunity for extending learning and are planned as part of the curriculum. A permission slip will be sent home before the field trip. This must be signed by the parent and returned to the teacher accompanied by any money that is required. No student will be permitted to attend a field trip without a signed permission slip and a current Health Record form with the school infirmary.
20 GUESTS Link to the Covid-19 Opening Campus Protocol Students may occasionally request to have a guest in school. Such requests must receive the prior approval of the Principal or administrative designee. LIBRARY The Media Center is located on the second floor of the secondary school building. It is open from 8:00 to 16:00, and is a quiet place for research, study, and reading. Students and parents must also have signed the Acceptable Use Agreement and students must have a password and sign-in code. Food and beverages are not allowed in the library. Students must respect the atmosphere of the library by working quietly and keeping the work area neat and orderly. LITTERING Link to the Covid-19 Opening Campus Protocol Marymount students and their families are welcome to stay on campus after school until 17:00. We ask that all community members be mindful about keeping our campus clean and beautiful. All snacks, cups, bottles, cans, etc… should be placed in a trash receptacle before leaving campus.
LOCKERS Link to the Covid-19 Opening Campus Protocol These are available to students should they wish. Students will be able to sign up in the Reception/Attendance. Office according to a schedule the second week of school. Should a student have a locker issue, please direct them to the Assistant to the Principal Office.
LOST AND FOUND “Lost and found” is located in the hallway outside the Auditorium. Any name items should be returned to the student. Teachers should send students to the “lost and found” for lost or misplaced items. LUNCH Link to the Covid-19 Opening Campus Protocol Lunch is part of our educational provision: the students are educated in food quality, sourcing, international food and dining etiquette. The food is plated to reduce queues at lunchtime and offers a variety of choice: rice, pasta or soup, meat or vegetarian option, a fresh salad bar, fresh fruit and bread. Marymount is a nut safe campus. No food containing nuts, nutella and other nut derivatives can be brought to campus. Nut products off limits on campus include shelled nuts, whole or split, further processed products including roasted nuts, and almond oils, cashew nut olive and all their derivatives. PETS For the safety of our students, no unauthorised pets are allowed on campus.
21 RELIGIOUS EDUCATION Students from all religious traditions are welcome at Marymount. In the Secondary School, our religious education program seeks to help students receive and respond to the great gift of God’s deep, personal love for them. We want students to explore God’s loving gifts of creation and most especially the gift of his son Jesus. Students participate in the liturgy once a month to give thanks and praise to God through prayer and song. Students also create and share personalized prayers each morning. Retreats are an essential part of the curriculum and student attendance is mandatory.
VII. ACADEMIC AND ASSESSMENT INFORMATION
ACADEMIC ENVIRONMENT The Secondary School for Grades 6 through 12, combines a rigorous academic curriculum with athletic and extracurricular activities so that students are presented the opportunity to excel intellectually while pursuing their individual talents. If you are a student in Grades 6, 7, or 8, you will follow a course of study centered on English, Science, Social Studies, Mathematics, Modern Language (French, Spanish, German, Mandarin and Italian) and Religious Studies, while classes in Computer Studies, Physical Education, Drama, Music, and Art, provide you with additional opportunities for intellectual, creative, and physical endeavors. Students in Grades 6 through 8 may also decide to prepare for the Italian national examinations (Prima, Seconda, and Terza Media). If you are entering Grades 9 through 12, you will focus largely on obtaining a U.S. diploma and preparing for college, as nearly all of Marymount graduates matriculate into colleges and universities around the world. Given Marymount’s intensive course of study, you will follow a rigorous core curriculum while enjoying the flexibility to pursue other individual interests through elective classes. As a student in Grades 11 or 12, you may also take advantage of the opportunity to participate in the prestigious International Baccalaureate Program, which Marymount has offered since 1985. ACADEMIC PROBATION Students who receive two or more D’s, a D and an F or who seriously short of meeting expectations at any time during the year may be placed on academic probation. The Principal will send notify the student and parents regarding academic probation. Students who fail courses required for graduation will be required to retake the courses. Students who are on academic probation for more than one semester may be asked to leave Marymount.
VIII. ASSESSMENT POLICY
ASSESSMENT POLICY STATEMENT
At Marymount, assessment is an ongoing process that is integral to learning and teaching and is part of the continuous cycle of curriculum planning, implementation and review. It is a method 22 of gathering information, both formally and informally, which permits teachers to measure student progress against established benchmarks, reflect on their own teaching methodologies and discover what students know and understand, what they have learned, and what they are able to do. All learners will be expected to demonstrate that they are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective, spiritual, and peacemakers. The results of assessments are recorded by individual teachers and communicated to parents via both formal and informal reporting and conferencing throughout the school year. Follow-up conferences allow students, parents and teachers to collaborate in establishing new goals and guidelines for the growth of each student and realization of each child’s potential. Effective assessment is positive and constructive and supports student learning and teaching.
Professional development supports the school’s assessment policy and practice.
Why do we assess?
Assessment takes place to support the development of students who are capable, honest, and respectful, and who are prepared both academically and spiritually to be lifelong learners and leaders of tomorrow.
Assessment is used by stakeholders including teachers, students, parents, and administrators to: • Diagnose starting points and guide subsequent learning and teaching • Monitor and provide a continuous record of learning • Identify and address different levels of learning • Encourage reflective learning by evaluating their own learning and motivating success • Celebrate achievement or identify the need for intervention and support • Facilitate progression through grade levels and onto tertiary education • Verify whether learning outcomes meet curricular goals • Review teaching strategies and, where necessary, adjust them accordingly • Provide valid information regarding progress and performance and to plan and review the curriculum.
What is assessed?
● Student learning and development through the assessment of: o Knowledge and understanding o Process skills
23 o Ability to apply, and reflect on, what is known and understood ● Achievement of established learning outcomes ● Pace of learning ● Curriculum and programs, including materials and textbooks ● Effectiveness of teaching methodologies
How do we assess at MMI?
To ensure assessment tools enhance the learning process and student development, a balanced variety of assessment techniques are used. Specific assessments, by grade level and subject, can be found on individual course curriculum maps and documents.
Characteristics of assessment at Marymount include each of the following:
o Both formative (measuring progress in a given area over time) and summative (measuring performance in a given area at a certain time) assessments are used.
o Diagnostic and evaluative assessment may take place at the beginning and end of a course of study; when students enter the school; and to identify individual learning needs.
o Different learning styles are accommodated, and a personalized approach matches student needs, interests and aspirations to provide a positive and successful learning experience. Differentiation helps to meet diverse linguistic, cultural and learning needs of students while at the same time maintaining consistent standards.
o Methods are both formal and informal, using grades, scores, anecdotal comments (written and verbal) and student reflection as a means of providing feedback.
o Assessment procedures are criterion based. Expected learner outcomes and grading standards are clearly communicated to students and parents.
o Authentic assessment takes place in order to demonstrate meaningful, effective and creative application of essential knowledge and skills. Students are also provided opportunities to have a voice in assessment and understand their own strengths and limitations through the use of self-assessment.
o Teachers and school leaders collaborate to ensure consistency of standards across grade levels and departments. They also consult student records in order to facilitate transitions between schools (EC, ES, MS, HS), classes, and grade levels.
24 o Standardized testing is conducted to measure progress against established norms and is used to inform instruction, programs, and curriculum.
Communication and Analysis of Assessment Data
Assessment expectations, processes, and criteria are communicated to students at the start of a unit of work or specific assessment task.
Grade level and subject area teams work together to determine internal and external common assessments and discuss areas of strength and areas for improvement in instructional practices to enhance the results of student learning.
The results of student assessment inform instructional practice and provide specific and timely feedback for students. Results data from standardized tests, such as MAP tests, PSATs and final IB results are collected and analyzed for trends in student achievement. Assessment data is also analyzed by the school’s administration as part of its ongoing commitment to student learning and academic excellence.
Data is collected regarding graduate student university acceptances and entrances.
MAP TESTING The Measure of Academic Progress (MAP) is administered to all students in grades 6 through 8 in the fall and spring. Parents may make an appointment with the teacher, school psychologist, assistant principal, or principal to discuss their child’s scores. The purpose of these tests is both evaluative and diagnostic and results indicate to teachers and students the effectiveness of the teaching and learning process. It also serves to highlight areas of strength and weakness for each student. ALIS CEM-IBE TESTING, PSAT and SAT Marymount students in grade 11 take the CEM IBE assessment, a post-16 assessment system designed by Durham University for schools and colleges following the IB Diploma programme. It provides an individualised learner profile, comprising baseline measures and predictive information to ensure learners maximise their potential. The assessment is computer-based and adaptive for each student. This means that each individual receives a unique assessment tailored for them, with questions varying in difficulty according to the responses given, making it an engaging and time-efficient approach. Furthermore the CEM IBE system also provides detailed value-added progress information for each student and subject at the end of the course. Results are only communicated to administrators and considered for future IB College predictions. In addition, all students in Grade 10 take the PSAT, the Preliminary SAT/National Merit Scholarship Qualifying Test, a standardized test administered by the College Board and cosponsored by the National Merit Scholarship Corporation in the United States. Students in Grade 11 take the SAT and Marymount is an official SAT College Board testing center.
25 MERIT-BASED AWARDS The reward system in Marymount Secondary School is designed to reflect all aspects of the school life.
The aims for the reward system are: ● To be inclusive for all. ● To recognise and celebrate students’ work, commitment, and high levels of achievement. ● To promote the positive recognition of success amongst all members of the school community through public celebration and contact with parents and faculty. ● To celebrate progress made by students. ● To encourage progress in all aspects of school life. ● To acknowledge students frequently for a variety of achievements.
Marymount provides incentives for academic excellence and rewards those promising students who, through their work, have shown outstanding academic achievement in a particular subject area at the end of each academic year. The School also rewards students for the work they do as members of the community in extra-curricular activities which contribute to the formation of well- rounded individuals.
In Middle School one student at each grade level receives an outstanding achievement award in each subject area and students are officially commended by the faculty for the work and effort they put into school. An RSHM award is given to the exemplary student who is caring, honest and principled; the winner of the prestigious award reflects the Goals and Criteria in his daily living.
A best attendance award is given to the student(s) whose attendance to classes is impeccable.
In High School, likewise, the Outstanding Academic Achievement Award is given to a student by each department who has consistently performed highly, and shown talent for and genuine interest in the subject area in Grades 9, 10, and 11:
English Chemistry Italian Drama
Mathematics Physics Mandarin/Arabic Music
Philosophy Latin/Ancient Greek Spanish Computers
History French/German Religion Artificial Intelligence
26 Biology Italian Literature Visual Arts Physical Education
An Honor roll of the top 10 students with the highest semester GPA in each grade is published at the end of each semester and congratulatory letters from the Headmistress and Principal are sent home to the awardees.
A service award is given to the student(s) whose service contributions are above and beyond the scope, responsibilities, and expectations and have made significant positive impact on the Marymount community.
A best attendance award is given to the student(s) whose attendance to classes is impeccable.
Gold Medals for scholastic achievement in subject areas and commendations are awarded to students in their senior year during the Graduation ceremony.
Along with gold medals graduates are awarded:
● The Marymount award, instituted in 1996 to give fitting recognition to the student who has exhibited the highest levels of personal honesty and integrity, who has positively supported the ideals,standards and spirit of Marymount, who has actively engaged in service to the school community, the person who most demonstrates the values of a Marymount education.
● The Faculty award is given to the student whose consistent approach to study and openness to working with others in the classroom have promoted a true spirit of cooperation and academic excellence among his or her classmates. ● The E.C.I.S. award for international understanding, is given annually “to the student /who is a good representative of his/her own country, with a positive attitude towards the life and culture of others / able to converse in at least two languages, a contributing force in the life of the school, with the ability to bring different people together into a sense of community, thus furthering the cause of international understanding.”
● The Peace through Knowledge award, granted since 1965 to a graduating senior student, who is a U.S. citizen. This award is presented to an outstanding student for his/her multicultural contribution by mastering the language and taking an active part in the culture of his/her host country.
● The Global Citizenship Ambassador award, presented to honour an international graduating senior student holding a citizenship other than U.S. In the context of an increasing globalization, who understands the importance that every student act as a role model showing outstanding international spirit and wants to commend and recognise these young people as better and wiser ambassadors of any country.
27 The Global Citizenship Ambassador award recognizes a student that: ● acts as a role model showing an outstanding international spirit ● sets high standards for his academic and social achievements ● shows an exceptional sense of respect of other cultures and point of views ● exhibits an ethical and balanced behaviour ● is a positive and active member of his/her community with a caring and empathetic attitude ● uses his/her communicative and collaborative skills for the benefits of the local and global communities. ● puts his/her knowledge into action with a long-term vision of helping to create a better. ● The Student Life award in special recognition of the student who through participation in extracurricular activities throughout high school, has provided an outstanding contribution to the overall life of the school ● The Gold medal for academic excellence is the highest academic honour that Marymount recognizes
In Sports as part of our Varsity Program all students are given a certificate of participation and in each sport a Most Valuable Player award and Coach award are given to those athletes who display in each sport outstanding technical ability and sportsmanship.
Merit Scholarships are granted to those students who show outstanding academic ability in Grades 6, 9, and 11. In the allocation of scholarships, consideration will be given to a student’s academic achievements, character, and potential to contribute to Marymount’s Catholic and International educational ethos, as well as the student’s ability to benefit from the opportunities offered by the School.
A Marymount education seeks to support each student so that they may excel in their academic and extracurricular program but also to reinforce and mark achievement through student recognition and awards programs.
EXAMINATIONS Students in grades 6-12 sit for final exams at the end of each semester in December and June. The specific exam dates are listed in the school calendar. Illness is the only acceptable reason for absence from these exams. Students who are absent from exams will be required to provide a medical certificate. Make up exams are to be arranged with the Assistant Principal or Middle School Coordinator.
FAILURE If a student is in danger of receiving a failing grade in any subject, the teacher will conference with the student and the parent to make a plan for improvement. Generally an administrator will also attend this conference. Students failing a required course may be asked to repeat the course
28 the following school year or attend an approved summer program or accredited online (VHS) course in order to attend the following academic year. Students who fail classes may be requested to leave Marymount International School.
GRADING SYSTEM Grading expectations are explained to the students through a course syllabus which can be found on Google classroom or Managebac. Homework should be a balanced, reasonable, and a meaningful extension of the day’s learning. Daily quizzes may be given at any time without prior notice. All tests will be announced in advance and displayed through PowerSchool. Examinations are given in most Secondary School subjects at the end of each semester and constitute 25% of the semester final average. Students in IB courses are graded using a 1-7 grade scale. Please see below grade descriptors: 7 - excellent : outstanding performance with only minor errors 6 - very good :above the average standard but with some errors 5 - good :generally sound work with a number of notable errors 4 - satisfactory: fair but with significant shortcomings 3 - mediocre: performance can meet the minimum criteria 2 - poor : some more work is required before credit can be awarded 1 - very poor:considerable further work is required
Students in ELL WIDA 1 and 2 Tier 3 may receive a passing grade P in the courses they take in their first semester at Marymount. The P grade will not count towards GPA calculation but the students will have earned credit in the course. Parent Conferences are held twice a year. All parents may arrange private conferences with teachers by phoning the Principal’s Office (tel: 06 3629 1006) to leave a message for the teacher or by emailing the teacher. Official transcripts are maintained in the Principal’s Office for all students in grades 6-12. The student’s permanent file includes: 1. The student’s application to the school 2. Previous school records (grades 6-11) 3. Current grade reports 4. Current official transcripts
Official semester marks (January, June) are recorded on the student’s official transcript and are used to compute the student’s cumulative grade point average. The grading scale for marking and transcripts is as follows in Secondary course
GRADING SYSTEM
CLASS GRADING, REPORT CARDS, REPORT CARDS AND TRANSCRIPTS TRANSCRIPTS ONLY
Letter grade Percentile Regular classes Honors classes (IB)
A 95-100 4.0 4.7
29 A- 90-94 3.7 4.4
B+ 87-89 3.3 4.0
B 84-86 3.0 3.7
B- 80-83 2.7 3.4
C+ 77-79 2.3 3.0
C 74-76 2.0 2.7
C- 70-73 1.7 2.4
D+ 67-69 1.3 2.0
D 64-66 1.0 1.7
D- 60-63 0.7 1.4
F BELOW 60 0.0 0.0
P = Pass I = Incomplete W = Withdrawal F = Fail
The grading scale for marking and transcripts is as follows in IB courses: IB GRADING SCALE
CLASS GRADING, REPORT CARDS, TRANSCRIPTS REPORT CARDS AND TRANSCRIPTS ONLY
IB score Grade boundary Percentage Unweighted Honors classes (IB)
7 100-88 100% 4.0 4.7
6 87-75 86% 3.7 4.4
5 74-62 71% 3.0 3.7
4 61-52 57% 2.0 2.7
3 51-36 43% 1.0 1.7
2 35-28 29% 0 0
1 27-0 14% 0 0
30 GRADUATION REQUIREMENTS Marymount’s course of studies offers students a wide range of subjects. Students in grades 9-12 register for courses from the course offerings of each year. A minimum of 20 credits in grades 9-12 is required for graduation and the Marymount Diploma. Consideration will be given to students who transfer to Marymount and may not have all the required subjects. To earn a Marymount High School Diploma a student must fulfill (grades 9-12) the following requirements: English 4 credits Social Studies 3 credits Mathematics 3 credits Science 3 credits including 1 year of a Lab Science Fine Arts 1 credit Physical Education 1 credit required in grades 9-10 (0.5 each year) Foreign/Classical Language 4 credits or 1 credit each year at Marymount Religious Education 2 credits required or 0.5 credits each year in attendance at Marymount
IX. SECONDARY SCHOOL HOMEWORK POLICY PURPOSE The purpose of this Policy is to establish clearly how students, parents, guardians and teachers are committed to extend learning experiences at school in order to reinforce, enhance and develop knowledge learned during school and to promote independent learning.
SCOPE This Policy applies to students, teachers, parents and guardians.
POLICY STATEMENT Relevant homework is assigned regularly to support students: to reinforce what they learn in class and to enable them to come prepared to participate meaningfully for the next lesson. Homework is also assigned to make students increasingly responsible for organizing their learning materials, as well as managing their time and deadlines. Although the assignment of homework is a policy of the School, students should not spend more than one hour daily in Grade 6 and no more than twenty minutes per subject in Grades 7 and 8. Homework collected is part of formative assessment, and it is used to provide constructive feedback from the teacher. Sometimes projects and class assignments need to be completed for homework, and are thus included in grades. They are not recorded as homework and students will be given at least two weeks to complete an assignment, which contributes to a grade. The time required for homework will increase incrementally through High School, but it should
31 never compromise the wellbeing of students; this is in line with our Approaches to Teaching and Learning pedagogy. Middle School students who select the Media Program or a Classical language are expected to dedicate more time to homework in order to meet the course requirements. It is our aim to introduce a shared calendar in order to track daily homework load. PROCEDURES In conjunction with the weekly assemblies on Approaches to Teaching and Learning, students are encouraged and guided on managing time wisely and on exercising their memory and thinking skills . Homework is announced in class and posted on the portal by each teacher who will also indicate the estimated time to complete the homework. Homework is checked on a regular basis. On PowerSchool it is marked as a check ✅ . The category is weighted 10% and students who fail to complete homework will receive a 0 instead of a ✅. Students who are ill are exempt until they return to school. Upon return to school, students are encouraged to seek guidance on the work they were absent for. It is the student’s responsibility to make up missing work in agreement with the teacher.
SCHOOL SPONSORED ACTIVITIES When students are involved in school sponsored activities, (MUN, RSHM Events, Concerts, Musicals) they are exempt from homework, but are responsible to seek clarification from the teacher in order to help them to recuperate the work they have missed. (This is recorded on PowerSchool as Exempt and Missing).
MISSING ASSIGNMENTS M (missing) is recorded on PowerSchool for assignments which are not completed. Students are required to turn in missing homework on the following day; the M on PowerSchool will then become a check mark ✅. If the homework is not turned in, the grade becomes a zero. Missing assignments are accepted the next class or the following at the discretion of the teacher.
Middle School students who consistently fail to complete homework, resulting in limited class participation, will spend their lunch recess from 12:45 until 13:15 doing homework in the library.
HOW WE MEET THE POLICY OBJECTIVES The policy is discussed and reinforced regularly by both teachers and students in the context of ATL Assemblies and Student Council meetings. Student Responsibilities: ● Refer regularly to the strategies you are learning during the ATL Assemblies. Remember to use your time productively and to give yourself ample time to complete the assignment reflecting your best effort.
32 ● Use class time wisely and effectively to minimize homework. Participate and ask questions if you are unsure about the assignment. Do not leave the classroom uncertain of what the assignment entails.
● Turn off all electronic devices which cause a disturbance to productive and purposeful work. ( Mobile phone, iPad, etc.)
● Go to the Portal and read the assignment carefully.
● Ensure that all necessary resources such as textbooks, notes, and study guides are brought home and are easily accessible.
● Remember that you are required to complete all homework assignments in a conscientious manner and submit them by the designated due date. Be proud of your effort.
● Homework is to be completed independently in line with our Academic Honesty Policy and with a high level of effort ; always try your best. Remember that you also learn by making errors.
● Check your schedule and pack your backpack for the following day.
● Plan time for completion of long-term assignments, projects or oral presentations. Please consult with your teacher regarding meeting deadlines and remember to collaborate with your group if you are involved in a group project. ● ● Be responsible for getting assignments when absent from school; missed work must be completed. Talk to your teacher. Questions regarding the content of this Policy should be directed to the Principal / Headmistress.
INTERNATIONAL BACCALAUREATE The International Baccalaureate (IB) Program is a rigorous course of studies offered to students in grades 11 and 12. Students may undertake IB courses to obtain individual certificates or the full IB diploma. Students are admitted to IB courses on the basis of having a minimum 2.3 non cumulative GPA in grade 10 and teacher recommendations. Full details concerning the IB Program at Marymount can be found in the IB Handbook available in the IB Coordinator’s office. PROCEDURE FOR DROPPING OR ADDING A COURSE: In order to make a course change, a student is expected to complete the following procedure: 1. Obtain a course change sheets from the Office and supply all the necessary information. 2. Obtain the signatures of your teacher, college counselor (if the student is a Junior or Senior), parent, IB Coordinator if it is an IB Course and all instructors involved. 3. Pass the completed forms to the Principal’s Assistant. The course change does not go into effect until a new schedule is viewed on Powerschool. 4. Course changes will not be done after the second week of school unless approved by the Principal.
33 REPORTING Grades are live through PowerSchool and the parent is responsible for monitoring their student’s progress at all times. If a student’s grade falls to a “D”or an “F” in a course, they should receive notice from the teacher. Teachers may notify parents if the student has improved or dropped significantly in performance, has been excessively absent, or has been behaviorally disruptive. Report cards for the end of the year are mailed home. TEACHING AND LEARNING PHILOSOPHY Rigorous and engaging curriculum and skillful instruction are the foundation of education and the path to success for every student. Curriculum and instruction at Marymount International School are concept based and inquiry driven. The MMI pedagogy is built around the Approaches to teaching and learning (IBO, 2011), it is closely linked to the MMI learner profile and reflects the Mission of the School and the Goals and Criteria of the RSHM Network of Schools. Our teaching and learning practices reflect: ● The Marymount Learner Profile ● The Marymount Quality Teaching and Learning Statement ● Internationally recognized Standards and Benchmarks (AERO Standards, ISTE, NGSS) ● The revision, articulation, and implementation of curriculum as documented on the online mapping program Atlas Rubicon ● Research-based instructional methods supported by diverse professional development for faculty to stay current on best practices ● Differentiated instructional practices ● Learning about, with, and through technology ● ELL support for second language learners in which English is added on rather than seen as a replacement for the first or second language ● Learning support for students in need that involves a team approach to design classroom interventions and individualized programs if needed. ● A balanced variety of assessment techniques to measure student learning ● Students participating in their own learning and the assessment of their progress. UNSCHEDULED TIME During the school day, grade 11 and 12 students may have some unscheduled time. During this unstructured time, students are expected to make use of the variety of resources and facilities available within the school to complete homework and out-of-class assignments, to investigate subjects of special interest and to master required skills. Teachers routinely give assignments that require use of the materials and equipment available at school and which encourage the study of subjects related to what is being taught in class. Within specific written permission, students in grade 12 may arrive late or leave early in cases of no scheduled classes.
X. STUDENT WELLBEING Link to the Covid-19 Opening Campus Protocol At Marymount we believe that a low level of student wellbeing is an important indicator of risk for stagnation in Secondary Schools. The development of students’ self-regulatory skills leads to an increase of task setting, problem solving behavior, and could therefore serve as a strategy to improve school wellbeing and ultimately achievement. At Marymount we introduced the IB
34 Approaches to Learning implementing self-regulated learning principles conducive to students’ wellbeing. Marymount engages its Secondary School students in weekly "Approaches to Learning" (ATL) Assemblies. These sessions are designed to provide students with the skills to explicitly learn "how to learn", giving them the tools to build wellbeing in their lives and positive study habits. The five approaches to learning aim to develop Thinking skills, Communication skills, Social Skills, Self-management Skills and Research Skills.
SAFEGUARDING POLICY Policy Statement Marymount International School Rome embraces the values inherent in the United Nations Convention on the Rights of the Child (1990). The School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment and understand that the child’s welfare is our paramount concern. Every child should feel safe and protected from any form of abuse which, in this policy, means any kind of neglect, non-accidental physical injury, sexual exploitation or emotional ill-treatment. The School should provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child.
The School recognizes that safeguarding incidents could happen anywhere and all staff should be alert to possible concerns being raised in this School.
The School will take all reasonable measures to: ● Ensure that we practice safe recruitment in checking the suitability of staff and volunteers (including staff employed by another organization), and other staff or supply staff which must be completed to work with children; ● Protect each child from all forms of abuse, whether from an adult or another child; ● Be alert to possible signs of abuse both in the School and from outside; ● Design and operate procedures which promote this policy; ● Deal appropriately with every suspicion or complaint of abuse; ● Design and operate procedures which, as far as possible, ensure that no-one is prejudiced by false allegations; ● Support children who have been abused in accordance with their agreed child protection plan; ● Be alert to the medical needs of children with medical conditions; ● Operate robust and sensible health & safety procedures; ● Take all practicable steps to ensure that school premises are as secure as circumstances permit; ● Operate clear and supportive policies on drugs, alcohol and substance misuse;
35 ● Consider and develop procedures to deal with any other safeguarding issues which may be specific to individual children in our School.
Designated Safeguarding Lead Person (DSL) Responsible for Safeguarding
The School has appointed senior members of staff, referred to as DSLs, with the necessary status and authority to be responsible for matters relating to child protection and welfare.
The DSL for the Secondary School is the Principal, Ms. Viviane Mingazzini who may be contacted on 06 36291091 or by email [email protected]. The DSL for the Elementary School is the Principal, Ms. Helen Davico who may be contacted on 06 36291091 or by email [email protected]. If the DSLs are not available the Whole-School Psychologist, Ms. Flaminia Vitali, may be contacted on 06 3629 1091 or by email [email protected] and the Headmistress, Ms. Sarah Gallagher, can be contacted by phone on 06 36291091 or by email: [email protected].
The main responsibilities of the DSLs are:
● To be the first point of contact for parents, students, teaching and non-teaching staff and external agencies in all matters of child protection; ● To coordinate the child protection procedures in the School; ● To maintain an ongoing and regular training program for all school employees, which ensures that their behavior and actions do not place children or themselves at risk of harm or of allegations of harm (for example, in one-to-one tuition, sports coaching, conveying a student by car, engaging in inappropriate electronic communication with a child, and so on); ● When new duties and protocols are introduced, staff are made aware at briefings, staff meetings, by email and in training sessions; ● Special provision is available to staff who struggle with English and literacy; ● The DSLs receive updated child protection training at least every two years.
All new staff, including temporary staff and volunteers, are provided with induction training that includes:
● The School’s Safeguarding Policy; ● The staff code of conduct/behavior policy; ● The identity of the DSLs.
To monitor the keeping, confidentiality and storage of records in relation to child protection separate from student records, until the students’ 25th birthday. These should be copied on to the 36 student’s next college or school. An indication of the existence of the additional file is marked on student files.
The DSL will keep the Headmistress informed of all actions unless the Headmistress is the subject of a complaint. In this situation, the DSL should:
● Consult with the Chair of the Board of Regents; ● Advise and act upon all suspicion, belief, and evidence of abuse reported to her; ● Liaise with outside agencies on behalf of the School.
If the DSLs are unavailable or are themselves the subject of a complaint, their duties will be carried out by the Headmistress or another Deputy, who has received appropriate training which is updated every two years.
The Headmistress ensures that there are sufficient resources, time, funding, supervision and support allocated to allow the DSLs to fulfil their child welfare and safeguarding responsibilities effectively.
Signs of Abuse
Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused by an adult(s) or another child or children. Forms of abuse are:
● Physical including Female Genital Mutilation (FGM); ● Emotional (including faith abuse, bullying, cyber-bullying and radicalization); ● Sexual; ● Neglect.
Safeguarding issues include: ● Child missing from education; ● Child missing from home or care; ● Child sexual exploitation (CSE); ● Bullying, including cyberbullying; ● Domestic violence; ● Drugs; ● Fabricated or induced illness;
37 ● Faith abuse; ● Female genital mutilation (FGM); ● Forced marriage; ● Gangs and youth violence; ● Gender-based violence/violence against women and girls (VAWG); ● Mental health; ● Private fostering; ● Preventing radicalization; ● Sexting; ● Teenage relationship abuse; ● Trafficking
Possible signs of abuse include (but are not limited to):
● The child says s/he has been abused or asks a question which gives rise to that inference; ● There is no reasonable or consistent explanation for a child’s injury; the injury is unusual in kind or location; there has been a number of injuries; there is a pattern to the injuries; ● The child’s behavior stands out from the group as either being extreme model behavior or extremely challenging behavior; or there is a sudden change in the child’s behavior; ● The child asks to drop subjects with a particular teacher and seems reluctant to discuss the reasons; ● The child's development is delayed; ● The child loses or gains weight; ● The child appears neglected, e.g. dirty, hungry, inadequately clothed; ● The child has difficulties integrating in the school community; ● The child displays signs of hyper-sexuality; ● The child is in possession of pornographic material ● The child is reluctant to go home, or has been openly rejected by her parents or caregivers.
Duty of Employees, Trustees, Regents, and Volunteers
Every employee and Regent of the School, as well as every volunteer, who assists the School is under a general legal duty:
38 ● To protect children from abuse; ● To be aware of the School's child protection procedures and to follow them; ● To know how to access and implement the procedures, independently if necessary; ● To keep a sufficient record of any significant complaint, conversation or event; ● To report any matters of concern to the DSL.
PROCEDURES
Initial complaint: A member of staff suspecting or hearing a complaint of abuse:
● Must listen carefully to the child and keep an open mind. Staff should not take a decision as to whether or not the abuse has taken place; ● Must not ask leading questions, that is, a question which suggests its own answer; ● Must reassure the child but not give a guarantee of absolute confidentiality. The member of staff should explain that s/he needs to pass the information to a DSL who will ensure that the correct action is taken; ● Must keep a brief but sufficient written record of the conversation. The record should include the date, time and place of the conversation and the essence of what was said and done by whom and in whose presence. The record should be signed by the person making it and should use names, not initials. The record must be kept securely and handed to the DSL. ● The School should not do anything that may jeopardize a police investigation, such as asking a child a leading question or attempting to investigate the allegations of abuse.
Preserving evidence: All evidence, (for example, scribbled notes, mobile phones containing text messages, clothing, computers), must be safeguarded and preserved not fewer than six years and at least until the student has reached the age of 25.
Allegations against staff: Suspension will not be an automatic response to an allegation. Allegations against the Designated Person with responsibility for safeguarding should be reported to the Headmistress within 24 hours. If the Headmistress is absent, the allegation should be passed on to the Chair of the Board of Regents. If an allegation concerns the Headmistress, the person receiving the allegation should immediately inform the Chair of the Board of Regents without notifying the Headmistress first. In cases of serious harm, the police should be informed from the outset. The reporting staff member is provided with immunity from retribution or disciplinary action for “whistleblowing” in good faith.
Allegations against students: A student or students against whom an allegation of abuse has been made may be suspended from the School during the investigation, and the School's policy on behavior, discipline and sanctions together with the Anti-bullying and Acceptable Use of 39 Technology policies will apply. If the School determines that the latter have been violated in either the real or virtual world, the violator will be subject to appropriate disciplinary action, which may include referral to appropriate counseling, temporary or permanent exclusion.
All children involved, whether perpetrator or victim, are treated as being “at risk”. The School recognizes that false accusations or harassment and/or bullying can cause serious harm to innocent persons. If an allegation results in a finding that the complainant knowingly and falsely accused another person of harassment and/or bullying, the complainant will be subject to disciplinary action, up to and including permanent exclusion.
Action by the Designated Safeguarding Lead Person (DSL) should take account of the following:
● The wishes of the student who has complained, provided that the student is of sufficient understanding and maturity and properly informed. However, there may be times when the situation is such that decisions may need to be taken, after all appropriate consultation, that override a student's wishes. ● The wishes of the complainant's parents, provided they have no interest which is in conflict with the student's best interests and that they are properly informed. ● Senior students given positions of responsibility over other students are briefed on appropriate action to take should they receive any allegations of abuse.
The DSLs will monitor the operation of this policy and its procedures and make a report to the Headmistress before every Board of Regents’ meeting. Monitoring will take place three times a year. The CP log is reviewed to detail the number of cases involving students and staff that have been addressed by the DSLs, and a report on this is submitted by the Headmistress to the Board Chair tri-annually.
Regents undertake an annual review of safeguarding procedures and of this policy at the October Board meeting, and how their duties under it have been discharged. They also consider how children are safeguarded via the curriculum.
XI. BEHAVIOR AND DISCIPLINE
APPROACH TO BEHAVIOR MANAGEMENT Marymount International School Rome is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment and understand that the child’s welfare is our paramount concern. Every student should feel safe and protected from any form of abuse which, in this policy, means any kind of neglect, non- accidental physical injury, sexual exploitation or emotional ill-treatment. The School should provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child.
40 The School recognizes that safeguarding incidents could happen anywhere and all staff should be alert to possible concerns being raised in this School. The School will take all reasonable measures to: ensure that we practise safe recruitment in checking the suitability of staff and volunteers (including staff employed by another organization), and other staff or supply staff which must be completed to work with children and young people. protect each student from all forms of abuse, whether from an adult or another student; ● Be alert to possible signs of abuse both in the School and from outside; ● Deal appropriately with every suspicion or complaint of abuse; ● Design and operate procedures which promote this policy; ● Design and operate procedures which, so far as possible, ensure that teachers and others who are innocent are not prejudiced by false allegations; ● Support students who have been abused in accordance with their agreed child protection plan; ● De alert to the medical needs of children with medical conditions; ● Operate robust and sensible health & safety procedures; ● Take all practicable steps to ensure that school premises are as secure as circumstances permit; ● Operate clear and supportive policies on drugs, alcohol and substance misuse; ● Consider and develop procedures to deal with any other safeguarding issues which may be specific to individual children in our School
Respect for others and student well being is an important guideline for behavior at our school and all students are expected to be respectful, caring and thoughtful to others at all times. Therefore any incidents of bullying will be treated very seriously and will not be tolerated under any circumstances.
XII. ANTI-BULLYING POLICY This policy is available in an abridged version on the Parent Student Handbooks and on the school website. To be read in conjunction with the Safeguarding Policy and the Acceptable Use Policy. Content of this Policy is directly discussed with new staff upon induction into the School and access to a hard copy of the Policy is available upon request.
PURPOSE Marymount International School is committed to safeguarding and promoting student and staff well being. The purpose of this policy, in line with the School Mission Statement, is to guide students towards the achievement of their full potential by empowering them to think creatively, reason critically, communicate effectively, and learn continuously. In our School bullying is unacceptable and reported instances of bullying or subtle unkindness will be followed up swiftly, sensitively and effectively by staff.
41 SCOPE This Policy applies to all members of the Marymount Community: students, parents, teachers, administrators, assistants, support staff, Third Party employees.
DEFINITION Bullying is defined as any behavior by an individual or group deliberately hurtful, repeated over time that can have a serious long-term impact on the person(s) affected. It is difficult for the victims to defend against the behavior as it often involves an imbalance of power. It can be motivated by prejudice, disability, actual or perceived differences in race, religion, culture, sexual orientation, gender or because of homophobia, special educational needs, adoption, marital status, or any other basis protected by law. Bullying can be:
● Cultural Negative stereotyping, unwanted conduct affecting the dignity of others. ● Cyberbullying Through any electronic means of communication e.g. mobile phones, videos, cameras, internet sites, social networking sites, etc – these can include real or manipulated images, and sexting- causing undue pressure, aggression, molestation, blackmail, defamation, manipulation, false identity and any other circumstance in compliance with Italian Law n.71 29 May 2017. ● Physical Kicking, pushing, hitting or threatening to do so. ● Emotional Excluding, hiding possessions ,humiliations, threatening gestures, emotional blackmail. ● Sexual Unwanted physical contact, comments or abuse. ● Sexist Victimising someone because of their gender or imposing gender stereotypes. ● Verbal Name calling, teasing, sarcasm, spreading rumors, graffiti, gestures. ● Other Related to LS students or disabled i.e. deliberate ‘jokes’ perpetrated deliberately to humiliate or hurt more vulnerable students.
This list is not all-inclusive. Other unwelcome acts or comments of an offensive nature may also constitute harassment/bullying.
This policy applies both at school and outside of school.
POLICY STATEMENT It is the responsibility of the whole Marymount community to uphold the values of respect and concerns for others. All members of the community have the right to remain free from bullying and the fear of bullying. All members should feel free to report any concerns related to bullying in the certain knowledge that those concerns will be listened to and the matter investigated by the designated DSL officers. Those who report an incident of bullying or suspected bullying will be able to do so in safety. Marymount does not tolerate bullying.
42 PROCEDURE FOR DEALING WITH BULLYING There are essentially two strands to our Policy: 1. Prevention – this is a whole school approach to raise awareness 2. Dealing with Incidents
1. Prevention At Marymount the emphasis is on kindness, mutual respect and empathy. There are several avenues through which students are made aware that bullying is not acceptable.
Elementary School Following the Marymount Way: We take care of ourselves; We take care of others; We take care of this place.
Focused lesson topics: keeping hands to ourselves, respect, kindness, inclusion /exclusion, internationalism and creating unity through diversity.
Individual and group support with ES Psychologist, ES Student Council, ES Assemblies, introduction of regular well being sessions targeting Gr 1-3, Gr 4-5, annual Retreat.
Secondary School
ATL assemblies, open discussions with teachers and administrators, curriculum opportunities, individual pastoral care conferencing with the Middle School Coordinator .
Cyber bullying is also covered in our Acceptable Use Policy signed by all students upon enrolment at Marymount. Both students and parents in the Elementary School complete a course in Digital Citizenship prior to having access to internet services.
2. Dealing with incidents of Bullying If a student is being bullied, or feels s/he is being treated unkindly or insensitively or made unhappy or uncomfortable or feels that this is happening to someone else, s/he should report this immediately to the Principals, the Middle School Coordinator, or Head of School.
The Head, Principal, or Coordinator will listen to what the student has to say, inform parents as appropriate explaining that a bullying incident has been brought to the attention of Administration and that an investigation will be carried out discreetly. In minor incidents the focus is on the need for the bully/bullies to recognise the impact of their deeds and words and on reconciliation before the situation escalates. Sanctions will depend on the severity of the bullying ranging from detention and community service to suspension and expulsion in the case of intimidation and persistent bullying.The parents of all the students involved will be informed of the actions taken by Administration. The sanctions will be logged on to Powerschool or filed in the DSL file as appropriate and will be part of the student’s school record. A cyberbullying incident brought to the attention of Administration will be reported to Italian Authorities as required by Italian Law n.71 29 May 2017. In compliance with the law, the School educates and helps students reflect on digital citizenship, digital footprint and post of photos, images, comments on the web space, through regular assemblies
43 A bullying incident should be treated as a safeguarding concern where there is ‘reasonable cause that a child is suffering or is likely to suffer significant harm’ and the Safeguarding protocol will be applied to the incident. The School will use the Italian legal instruments when managing allegations of abuse or online grooming.
Bullying is not these single acts: It is important to understand that bullying is not falling out with friends, name calling, arguments, or when the occasional joke is played on someone.
Students sometimes have disagreements with friends or say things because they are upset. When occasional problems such as these arise, they are not considered bullying.
It is an important part of a child’s development to learn how to deal with friendship breakdowns and odd name calling or childish pranks.
We all have to learn how to deal with those situations and develop the necessary social skills to repair friendships.
CYBER-BULLYING Cyberbullying is when someone uses technology like cell phones or email to deliberately and repeatedly harm or embarrass someone else. Research shows that about one third of 10-18 year-olds have experienced some form of cyberbullying. Marymount complies with the recent Italian Law (Legge 29 maggio 2017 n.71) condemning any form of cyberbullying. Every student in Middle School participates in a Digital Citizenship course with the Library/Information Technology teachers and is expected to sign an Acceptable Use Policy. As part of the development of self-management skills and approaches to learning students will be engaged in activities focussing on safe networking, interpersonal and digital community. Any student found to be involved in cyberbullying will be reported to the Principal and MS coordinator. Further disciplinary actions may be taken depending on the severity of the incident.
DRUGS AND ALCOHOL For the safety and well being of all its students, Marymount International School views the use of illegal drugs and alcohol as a serious violation. Therefore, any student found in possession of or under the influence of illegal drugs or alcohol at school, or at school sponsored activities, will be immediately suspended and be subject to additional consequences which may lead up to and include expulsion from Marymount.
SMOKING For their health and well being students are not permitted to smoke or vape on campus or while attending school sponsored activities. Students caught smoking, or in possession of tobacco
44 products, will be subject to consequences such as: community service, detention, suspension, etc.
MEASURES TO SUPPORT RESPECTFUL BEHAVIOR If, during the process of developing a sense of self-discipline, corrective measures become necessary, they will be used with fairness and with the growth and learning of the student in mind. Procedures will allow for individual differences among students; yet these guidelines will be enforced to ensure the safety and well being of the entire Marymount community. The teacher on the scene at a particular time will deal with individual discipline problems. The Principal will deal with serious or continued discipline problems.
Violations of school guidelines may result in: loss of the student’s privileges, service to the community, detention, suspension, or in extreme cases, expulsion from school. The disciplinary action taken by the school will be commensurate with the severity and the frequency of the referrals. Bullying as defined by the Student Handbook is considered a serious violation of school regulations (see section on Bullying) and carries serious consequences. Lesser referrals, such as Disrupting a Class or Inappropriate Behavior, will result in serious consequences if multiple referrals are received. Depending on the severity of the offence, the Principal, MS Coordinator or Assistant Principal reserves the right to impose consequences that address specific situations. Additional referrals will lead to more serious consequences and conferences with the Principal and/or Head of School and parents. Any violation that warrants suspension or expulsion will be investigated by the Head of School or their Designee, who will meet with all individuals involved. If suspension is warranted, the student and parents will be notified immediately. A student on probation is liable to dismissal for additional serious violations of the school regulations. The school reserves the right to expel a student if a student’s conduct on, or away from, campus indicates that he/she does not adhere to the ideals, objectives, and programs of the school. Parents may be required to withdraw the student even though there may have been no infraction of a specific rule.
ACCEPTABLE RECESS GUIDELINES ● Soccer or basketball is played at lunchtime ONLY ● Language should be appropriate at all times and should be in compliance with our Language Policy.. ● Students are always supervised in specific designated areas ● Students should be mindful of the school environment and refrain from entering flowerbed areas. ● No leaping off walls. ● Older students are expected to set the example for younger ones
PROTECTION OF STUDENTS’ AND MARYMOUNT’S REPUTATION Marymount is proud of its reputation as an excellent educational institution. Thus, it is taken for granted that students at Marymount will strive to uphold this reputation. As a private school, Marymount reserves the right to take appropriate disciplinary action, including suspension or expulsion, for activities of a student, whether on-campus or off-campus, which are considered detrimental to the welfare of the school, student body or individual.
45 Marymount students are subject to school rules and disciplinary responses for incidents of misconduct or breaches of discipline occurring during school or while attending school-sponsored activities. Marymount students may be subject to school rules and disciplinary responses while away from school should actions by them be considered detrimental to the welfare of the school. This will include cyber bullying or other forms of harassment via social networks (FaceBook, email, internet, etc.).
PROVISIONS FOR DUE PROCESS, GRIEVANCES, AND APPEALS Due Process Students have the right to Due Process related to discipline. Students will be accorded due process when discipline is administered. Due process includes: a) Notifying the student of the allegations b) Providing an explanation of the evidence if the student denies the allegations. c) Allowing the student an opportunity to respond to the allegations. Students should be encouraged to provide a written response. d) Notifying the parents promptly of the violation and disciplinary consequences when the behavior is of a serious or repetitive nature. If the student still feels that he/she has been unjustly accused or that the disciplinary action taken is inappropriate, the student and/or parent may grieve the school-based discipline.
GRIEVANCES To arrange for a grievance conference, the student or parent should contact the Principal’s office. The parent, student, and Principal will meet to discuss the incident and disciplinary action. If the parent is satisfied with the outcome of this conference, no further grievance action is taken.
APPEAL HEARING If the parent is not satisfied with the outcome of the grievance conference, he/she may request an appeal hearing. To arrange for a disciplinary appeal hearing, the parent must contact the office of the Head of School. The appeal hearing will be scheduled in a timely manner when appropriate staff is available. The student must be present and has the right to: ● Examine any evidence ● Question the evidence or individual providing the evidence ● Question witnesses ● Provide defense or explanation A decision may be made immediately at the end of the disciplinary appeal hearing or in a timely fashion following the hearing. The disciplinary appeal panel consists of school administrators. The decision of the disciplinary appeal panel is final. * Appropriate staff refers to the Head of School, Principal of the division involved, and the 46 person with whom the grievance is directed along with other appropriate staff.
RESPECT FOR PROPERTY Respect for the property of others is an important value of the school community. A student who takes, defaces, or destroys the property of others will be liable for damages, and may face serious disciplinary action.
XIII. WHISTLEBLOWING POLICY
PURPOSE Marymount International School is committed to ensuring that all students feel safe and are able to voice concerns to an adult regarding an incident they experience, witness, or are aware of. The purpose of this Policy is to establish and make known the steps students may take to make a confidential disclosure of their concerns. Furthermore, this Policy is intended to: ● guarantee and protect the confidentiality of personal data of the student raising concerns, and of the alleged author of the incident, in accordance with the applicable data protection legislation, without prejudice to the rules concerning the obligation to disclosure the identity of the subjects involved (for instance, if requested by the Judicial Authority); ● provide for adequate protection to students reporting in good faith an incident they experience, witness, or are aware of against any form of retaliation and/or discrimination connected to the reporting by any party; ● ensure for a specific, independent, and autonomous channel of reporting.
SCOPE This policy applies to and should be read by all current students of Marymount International School.
DEFINITION Whistleblower A person who raises a genuine concern relating to suspected malpractice within the School. Within the scope of this Policy, a whistleblower would be a student.
Whistleblowing Concerns A concern of malpractice that the whistleblower wishes to share, which must be demonstrably in the public interest. The student’s concern may relate to an event or situation which has taken place, is currently taking place, or has yet to take place.
47 Malpractice Allegations of fraud, financial irregularities, corruption, bribery, dishonesty, acting contrary to the School Mission or rules, criminal activities, miscarriage of justice, creating or ignoring a serious health and safety risk, or other unlawful or unethical conduct.
POLICY STATEMENT The Policy of the School is that: ● The School understands that raising concerns can at times be difficult. ● Nonetheless, the School expects students to act as positive bystanders to help prevent actions which are contrary to the School Mission or Behavior Policy, such as bullying or unkind behavior. ● No student will suffer a detriment or be disciplined for raising a genuine and legitimate concerns, providing that they do so in good faith and following the procedures set out in section 5 of this Policy. ● The School protects the confidentiality of the information regarding the students and informs that it will treat their personal data in accordance with the applicable data protection legislation. ● The School will take disciplinary action against the student concerned in the event of false, malicious, vexatious, or frivolous allegations, in accordance with the Behavior Policy.
PROCEDURE Raising a Whistleblowing Concern Students should raise their concern with their Homeroom Advisor, or a Teacher, or any other appropriate adult at the School with whom they feel comfortable. Concerns raised will be investigated thoroughly, in a timely manner, and corrective action will be taken where appropriate. A student who is not satisfied that his or her concern has been properly dealt with should approach the Elementary School Principal, Secondary School Principal, or Head of School. Ultimately, the student has recourse to the Complaints Procedure as published in the Student/Parent Handbook.
REFERENCES Other Marymount documents ● Complaints Procedure ● Behavior Policy
FURTHER INFORMATION Any questions regarding the content of this Policy should be directed to the Elementary School Principal or Secondary School Principal.
48 XIV. SUPPORT SERVICES
COLLEGE COUNSELOR The College Counselor provides assistance to each student regarding the various testing programs. The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test is given to all students in grades 10 and to those students who wish to take it in Grade 11. Sophomores, Juniors and Seniors (10th, 11th and 12th grades) take the Scholastic Assessment Tests (SAT), both the SAT I: Reasoning Test and the SAT II: Subject Tests. The Test of English as a Foreign Language (TOEFL) is available for students whose native tongue is not English. The International School Assessment (ISA) will be given to students in grade 7 and grade 9. Although all students receive guidance with their course choices from the College Counselor, special help is given to the Junior and Senior classes regarding college decisions and placement. Numerous college representatives visit Marymount individually and as part of the European Council of International Schools College Tours in the Fall and the Spring. Specific information about the application process, financial aid, and entrance requirements is provided during these visits. Appointments to see the College Counselor are made through the secretary on 06 36 29 1035.
ELL SERVICES English Language Learner (ELL) services are available to students in need of such help. The ELL program in the Secondary School assists students whose first language is not English to become competent enough to participate fully in the mainstream social and academic life of the school. Marymount promotes Additive Bilingualism i.e.: English is added on to rather than seen as a replacement for the first language. All students are encouraged to develop and maintain their mother tongue. The ELL teachers collaborate with the mainstream teachers to monitor the progress of ELL students. When possible, the ELL teachers work along with the regular classroom teachers.
SCHOOL PSYCHOLOGIST As part of the comprehensive educational experience at Marymount, school psychologists are available to discuss with students issues related to academic planning and progress as well as personal and social development. Occasionally, it is appropriate to conduct follow up with students individually or in small groups in one or more areas. Our school policy is to notify parents and obtain written permission for counseling that extends beyond one visit in a school year or is planned on a regular basis. The school psychologist addresses the following: ● learning issues, behavioral problems and substance abuse situations. ● student and family counseling in areas that affect school performance. ● the assessment of students as an outcome of the Student Study Team to best maximize their learning potential. ● ways to improve teaching, learning and socialization. ● Consultation with other faculty to provide the best learning environment for students.
49 LEARNING SUPPORT The Learning Support Department believes that all students should have the opportunity to explore and develop their skills in an educationally rich environment that will individualize their learning experiences. However, there are times when students experience difficulty in the regular classroom setting. When a child has difficulty in school, it may be noticed by the teacher, other school personnel, the parents or the child. If a teacher/parent has concerns with a child’s school performance, he or she may request assistance from the Student Support Team. The Student Support Team is a general education initiative designed to support teachers through strategies and suggestions for students who are experiencing difficulty in the classroom. If the student’s performance continues to raise concerns the teacher may work collaboratively with the Pastoral Advisors in Gr.6-9, ELL teacher, Learning Support teacher or School Psychologist to suggest and plan alternative intervention strategies for helping the child meet with success. Though this is not a special education process, it is required before a referral for special needs. After alternative strategies have been utilized, the teacher and other involved school personnel evaluate the child’s school performance and determine whether the alternative strategies are successful and should continue. Very often, many problems are resolved at this level. However, if after a series of interventions, difficulties are not resolved, the school team members may suggest an evaluation to determine student’s areas of strength and weakness. This formal process could possibly result in individual accommodations, an individual learning plan, specialized instruction including LS teacher, school psychologist, outside speech and language therapy, and/or occupational therapy. In severe cases supported by medical certification, students may access a modified curriculum. All of the above results in the school and home working collaboratively to develop a program that best meets the student’s needs.
ENRICHMENT PROGRAM In accordance with the School Mission, Marymount is dedicated to guiding students towards the achievement of their full potential by empowering them to think creatively, reason critically, communicate effectively and learn continuously. It is our goal that a Marymount student should desire to celebrate God’s love, respond generously to the needs of our world and promote justice and dignity for all. Teachers enable students to achieve their full potential. This includes students who need to be challenged, motivated and inspired to learn beyond the curriculum. The School’s core curriculum is inclusive and differentiated. Students who may benefit from enrichment may have a formal written plan which is developed in conjunction with classroom teachers, parents, and the student. Learning targets will be set collaboratively and monitored by all parties.
NURSE The infirmary (nurse’s office) is located at the front gate, right next to the Guard House. Students must have an up-to-date health form on file in the infirmary. The school nurse is available from 8:30 a.m. to 5:00 p.m. If students need to go to the nurse, they must ask permission of the classroom teacher. Unless there is an emergency, missing class without permission is not permitted. The school nurse will telephone parents if a student must leave school due to illness.
50 The duties of the school nurse include: ● Assessing student and school health needs ● Assisting in communicable disease control through screening of health records for student immunization, management of suspected and diagnosed cases of infectious disease and infestation, and fostering education in communicable disease prevention. ● Maintaining accurate, updated records of health information on all students and making provisions for timely and accurate management of incoming and outgoing records and reports. ● Being available for first aid in accident and illness until the parents or specified emergency person can be reached to take the student home or to the doctor or hospital. In the event that parents or specified emergency person cannot be reached, the nurse is to accompany the student in the ambulance to the hospital and await the arrival of the parent.
IMMUNIZATION POLICY It is mandatory that all students are immunized in compliance with the Italian Law ( decree n.73 7 June 2017). No student will be allowed to participate in trips and retreats without a current Health Record file with the school nurse. Refer to the table below for students born from 2001 onwards.
51 MEDICAL CONDITIONS It is imperative that the school be aware of any medical conditions a student may have. Therefore, a complete medical record must be given to the school nurse (or the admissions secretary) before the student starts Early Childhood, Elementary, Middle or High school. This must be updated if there is a change. Please alert your student’s teacher if your student has any medical condition that may need attention.
XV. TRANSPORTATION AND SAFETY Link to the Covid-19 Opening Campus Protocol BUS BEHAVIOR The bus is an extension of the Marymount classroom. Therefore students are to behave on the bus with the same respect as in the classroom. Students are expected to: ● Be respectful to the bus drivers, monitors and other students. ● Remain seated. ● Use seat belts where provided. Use quiet voices. ● Clean area when leaving the bus. Any repeated incident of misbehaviour will result in the loss of privilege to take the school bus.
EMERGENCY PROCEDURES Fire drills are signaled by sounding the fire alarm. Silence is maintained throughout the evacuation drill as students walk swiftly with their teachers to assigned spots in a safe area of the school. Teachers take attendance once outside and are reported to the Division Head. Teachers and students are given the signal to return to the classroom Lockdown is signaled by either a PA announcement or alarm siren. All Staff and Students report to the nearest classroom space. Teachers and Staff will lock classroom doors. Students move away from windows and doors. They stay calm and quiet awaiting further instructions.
52 In the event of Earth tremors students should move away from windows or heavy bookshelves and go under either a desk, table or nearest door frame. If outside,students should move away from all buildings and towards open lawn spaces. Once the tremors stop, students wait for further instructions from teachers who will receive an all clear message from the Principal’s office.
XVI. AFTER SCHOOL ATHLETICS AND ACTIVITIES Link to the Covid-19 Opening Campus Protocol Extra-curricular activities play an important role in the education of students at Marymount. All Marymount students from grades 6 to 12 are highly encouraged to participate in extracurricular and after school activities offered by the school. Activities run from 3.30 to 5.00 pm Monday through Friday. A bus leaving at 5.10 is provided for the use of students who participate in the activities. Students need to sign up for the use of this bus. ELIGIBILITY FOR EXTRACURRICULAR ACTIVITIES Students are expected to display appropriate behavior at school and at all school-related activities. A student who is unable to adhere to the general rules of school conduct will lose the privilege of participating in afterschool activities and athletics. GRADES 6-8 After school activities are offered on various days of the week. Details of these activities and a finalized schedule are available on the school website at https://www.marymountrome.com/student-life/extra-curricular-activities. A typical selection of activities includes Sports, Language, Dance and Homework club. These activities are designed for Middle School students and aim to develop fundamental skills as well as the responsibilities of commitment and practice and the opportunity to extend an interest. GRADES 9-12 In grades 9 -12 extra-curricular activities include the following but not limited to (according to student interest):
DramaDrama National Honor Society Student Council
Environmental Club Royal Liar Zambia Club
Model United Nations Royal Voices Rome Outreach Club
VARSITY SPORTS Check the “Sports” button www.marymountrome.org for latest sports information and contact our Athletic Director for more information.
53 Season Sports Offered
Fall (Sept. – Nov.) Volleyball, Cross Country & Tennis
Winter (Nov. – Feb.) Basketball
Spring (March – May) Soccer and Track & Field
54 Code of Conduct Rewards and Sanctions Policy This policy is available in abridged version on the Parent Student Handbooks and on the school website. To be read in conjunction with the Safeguarding Policy, the Acceptable Use Policy, the Anti-Bullying Policy and the Drugs and Alcohol Policy.
1.Purpose Marymount International School is committed to safeguarding and promoting student and staff well being. The purpose of this policy, in line with the School Mission Statement and the Marymount Learner profile, is to guide students towards the achievement of their full potential by empowering them to become principled, caring life long learners who communicate effectively, think critically and learn continuously. In our School bullying is unacceptable and reported instances of bullying or subtle unkindness will be followed up swiftly, sensitively and effectively by staff. The maintenance of good behavior is essential to the growth, welfare and development of Marymount students. The School encourages students to develop the capacity for self-discipline, to learn to act with consideration for others and to discover acceptable behavior in School and as a member of the wider community. The School expects students to behave sensibly and show courtesy, consideration and respect for others. A commitment to the School and respect for our code of conduct underpin good behavior. All staff share responsibility for implementing the School’s code of conduct and for maintaining standards of respect, courtesy, good behavior and appearance.
2. Scope Marymount’s code of conduct is in force from the time students enter the School in the morning to the time they leave at the end of the school day. The code of conduct also applies at all other times when in school uniform or taking part in school activities. As a member of Marymount’s school community, each student should behave in a manner consonant with our ethos and not act to bring the School’s reputation into disrepute.
3. Policy statement Students are expected to : ● Treat others with respect, kindness, courtesy and consideration at all times. ● Seek to include others ● Be (punctual) on time for lessons and school activities ● Have the necessary books, materials, equipment for each class. ● Contribute to the learning atmosphere by taking an active part, concentrate, ask questions, complete work to a good standard and on time, listen to peers as well as the teacher. ● Respect School property and the property of the other members of the Marymount community. ● Never behave in a disruptive manner
55 ● Use respectful and appropriate language ( profanity, abusive, and vile language will not be tolerated) avoid vile and abusive language. ● Help keep the school campus free of litter,respect the environment ● Observe school rules, including those regarding uniform and appearance. A high standard of personal appearance is expected and it is the duty of all staff to ensure that students observe these requirements. ● Signs of affection: we rely on the good sense of students to behave decorously, and on the good sense of staff to encourage such behavior.
Observance of the Marymount’s commitment to caring, compassionate and polite behavior rules brings rewards while the failure to follow rules or meet expectations will result in sanctions. A full program of induction for all new students, and students in Grade 6 and 9 assists students in making those transitions and understanding our expectations and ethos. Rewards, and sanctions should always be fairly and consistently applied, without regard to race, gender or seniority, and should be consistent from person to person and from occasion to occasion as far as possible. The purpose of rewards is to recognize and reward endeavor or excellence and reinforce positive behavior. The purpose of sanctions is to emphasize the importance of effort and standards; in some cases support measures are more appropriate.
4. Rewards The reward system at Marymount is designed to reflect all aspects of the school life. Marymount provides incentives for academic excellence and rewards those promising students who, with their work, have shown outstanding academic achievement in a subject area at the end of each academic year. The School also rewards students for the work they do as members of the community in extra-curricular activities which contribute to the formation of the round individual. In Middle School students receive an outstanding achievement award in each subject area and they are officially commended by the faculty for the work and effort they put in school. An RSHM award is given to the exemplary student who is caring, honest and principled; the winner of the prestigious award reflects the Goals and Criteria in his daily living. A Best Attendance award is given to the student(s) whose attendance to classes is impeccable. In High School the Outstanding Academic Achievement Award is given to students from each department who have consistently highly performed, and shown talent and genuine interest in the subject area in Grades 9, 10, and 11:
56 A Honor Roll of the top 10 students in each Grade is published at the end of each semester and congratulatory letters from the Headmistress and Principal are sent home to the awardees.
A service award is given to the student(s) whose service contributions are above and beyond the scope, responsibilities, and expectations and have made significant positive impact on the Marymount community.
A best attendance award is given to the student(s) whose attendance to classes is impeccable.
Gold Medals for scholastic achievement and commendations are awarded to students in their senior year during the Graduation ceremony.
Along with gold medals graduates are awarded:
The Marymount Award was instituted in 1996 to give fitting recognition to the student who has exhibited the highest levels of personal honesty and integrity, who has positively supported the ideals,standards and spirit of Marymount, who has actively engaged in service to the school community, the person who most demonstrates the values of a Marymount education.
The Faculty Award is given to the student whose consistent approach to study and openness to working with others in the classroom have promoted a true spirit of cooperation and academic excellence among his or her classmates.
The Council of International Schools Award for international understanding is given annually “to the student /who is a good representative of his/her own country, / with a positive attitude towards the life and culture of others / able to converse in at least two languages, / a contributing force in the life of the school, / with the ability to bring different people together into a sense of community, / thus furthering the cause of international understanding.”
The Peace through Knowledge Award has been granted since 1965 to a graduating senior student, who is a U.S. citizen. This award is presented to an outstanding student for his/her host
57 country's multicultural contribution by mastering the language and taking an active part in the culture of his/her host country.
The Global Citizenship Ambassador Award was introduced to honor an international graduating senior student holding a citizenship other than the U.S. In the context of an increasing globalized world, the award recognizes a student who understands the importance that every recognizes a student who acts as a role model showing an outstanding international spirit, sets high standards for his academic and social achievements shows an exceptional sense of respect of other cultures and point of views exhibits an ethical and balanced behaviour is a positive and active member of his/her community with a caring and empathetic attitude uses his/her communicative and collaborative skills for the benefits of the local and global communities puts his/her knowledge into action with a long-term vision of helping to create a better world.
The Student Life Award in special recognition of the student who through participation in extracurricular activities throughout high school, has provided an outstanding contribution to the overall life of the school.
The Gold medal for academic achievement is the highest academic honour that Marymount recognizes.
In Sports as part of our Varsity Program all students are given a certificate of participation, and in each sport a Most Valuable Player award and Coach award are given to those athletes who display in each sport outstanding technical ability and sportsmanship.
Merit Scholarships are granted to those students who show outstanding academic ability in Grades 6, 9, and 11.
In the allocation of scholarships, consideration will be given to a student’s academic achievements, character, and potential to contribute to Marymount’s Catholic and International educational ethos, as well as the student’s ability to benefit from the opportunities offered by the School.
5. Sanctions for Middle School Students
Please read also the attached Code of Conduct - quick reference guide
Issue Identified Action Steps
Use of mobile phone, iPod, wearable Temporarily collect the item, return at the end technology etc. in lesson without of the lessons or
58 permission leave on Secondary Main Office. E-mail the pastoral care advisor especially if repeated.
Plagiarism Please see Academic Honesty Policy.
Repeated disrupting behavior which Advisor discusses with Pastoral care advisor has failed to respond to verbal and decides warning or a problem that affects appropriate response, one or more of more than one subject following: Inform parents Target setting Pastoral care advisor’s detention Involve learning support Use homework diary for Gr. 6 - 8 to monitor and communicate with parents
Minor incidents of poor behaviour, Tell student off and inform pastoral advisor. including HS Students: verbal warning, second incident Lateness, chewing gum, eating in class, send them to breaking of uniform regulations. Vice Principal. Student is awarded a detention. The offense is recorded on PowerSchool.
Poor Behaviour in Lessons On a second occasion the student should be For low level behaviour a simple sent to MS admonition may be sufficient. coordinator. If she is unavailable they will be directed to the Assistant Principal and/or Principal depending on their availability and severity of offense. It will be recorded on PowerSchool. Students sent to the MS Coordinator/Vice Principal or Principal may be awarded a lunch weekly Detention. Since poor behaviour can be symptomatic of underlying learning support needs, a case conference of relevant subject teachers may be appropriate. Contact LS coordinator.Missed Pastoral care check -ins
Missed Pastoral care check-ins First missed conversation class with no good At start of each year, as the timetables reason OR develop, a period of ‘grace’ allows first failure to respond to request to explain time offenders a warning only. unauthorised absence
59 to advisor will result in a MS coordinator’s Detention. Subsequent missed classes with no good reason or failure to respond to requests – Principal Detention.
Severe incidents of poor Conference- Parents are called in by the behaviour, using racist language, Principal/Vice profanity, abusive, vile language and Principal or MS Coordinator, and student will physical aggression be awarded Saturday morning detention
Smoking on campus Report to Principal or Head of School In-school suspension
Use of drugs on campus Out-of school suspension or expulsion Report to Principal or Head of School
Drinking Alcohol on campus Out-of school suspension or expulsion if the or in school events school is brought into disrepute
Inappropriate Use of technology Report to Vice Principal or Principal. If the breach of rules could be considered a safeguarding or bullying issue the offender will be given a Saturday detention or a more severe sanction commensurate to the breach of regulations. Parents are contacted by phone Please see Anti-Bullying Policy and Acceptable Use of Technology Policy
6. Sanctions for High School Students
Issue Identified Action Steps
Use of mobile phone, iPod, wearable Collect the item temporarily, return at the end technology etc. in lesson without of the lesson or permission leave on Secondary Main Office.
Poor/late work Student should request an extension. Subject teacher to negotiate an extension.
Minor incidents of poor behaviour, HS Students: verbal warning, second incident including chewing gum, eating in town, send them to Vice Principal. Student is breaking of uniform regulations. awarded a detention. The offense is recorded on PowerSchool.
Repeated disrupting behavior which Saturday morning detention with Principal or
60 has failed to respond to verbal warning or a Head of School problem that affects more than one subject
Severe incidents of poor behaviour, Conference- Parents are called in by the using racist or abusive language, Principal/Vice physical aggression Principal and student will be awarded Saturday morning detention
Smoking on campus In-school suspension. If repeated, out-of-school suspension
Use of drugs on campus Out-of school suspension or expulsion in line with our Drugs and Alcohol Policy on the Parent/Student Handbook
Drinking Alcohol on campus or in Out-of school suspension or expulsion if the school events school’s reputation is brought into disrepute in line with our Drugs and Alcohol Policy on the Parent/Student Handbook
Inappropriate Use of technology Report to Vice Principal or Principal. If the breach of rules could be considered a safeguarding or bullying issue the offender will be given a Saturday detention or a more severe sanction commensurate to the breach of regulations. Please see Anti-Bullying Policy and Acceptable Use of Technology Policy
61 Expectations for Remote Learning
- Be punctual and join the virtual classroom on time using Zoom.us via ManageBac calendar using your Marymount email account. - Ensure that the location you choose in your house is appropriate and conducive to learning, avoiding areas where disruption is highly possible. - Be prepared; please remember to have your materials ready for class. Please ensure that your computer is fully charged or that you have a back up device. You must have your video on. - Wear appropriate clothes, school uniform is not required, but inappropriate attire will not be tolerated. - Eating breakfast or snacks will not be allowed. - The Acceptable Use of the Internet Policy and the Anti-Cyberbullying Policy apply fully to remote learning - Participate and contribute to the class either by writing on the chat function or by answering directly using the microphone. If you are muted by the teacher, please raise your hand virtually. - Listen respectfully to your teacher and to your peers and remember to keep your microphone muted if you are not involved in the conversation. - Please refrain from interrupting the class; if there is a problem, please wait until the instructions have been given before informing your teacher. - You are expected to complete the activities during class and to participate in the discussion that follows when you are called upon. You may not leave the remote classroom without the teacher’s permission. - Please present/share your screen only when required by the teacher. - Appropriate language and content should always be used during the chat. - Submit original work. The Academic Honesty Policy applies to remote learning. - Submit your assignments using Dropbox on Manage Bac. Avoid using emails unless instructed to do so by your teacher.
62 AGREEMENT OF CONDUCT To understand the philosophy and the rules that govern Marymount International School, it is necessary that you read the Student/Parent Handbook thoroughly. Signatures are required in the following categories: A) General School policies, B) Acceptable Use Policy C) Academic Honesty Policy D) Safeguarding Policy Please read, sign, and return the following signature sheet to the school as a part of the admissions/re-enrollment process at Marymount International School. If you have more than one child in the Secondary division, include the names of each of the children on the spaces below. A. I have read, and I agree to comply with and be governed by the rules and regulations of Marymount International School as printed in this Handbook. Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Parent/Guardian Signature: ______B. I have read and I agree to comply with the Acceptable Use Policy for Technology as outlined in this handbook. I understand that these guidelines apply whether I am using a School computer or my own computer within the school grounds. I further understand that any violation of the above conditions, rules, and Acceptable Use Agreement is unethical and may constitute a criminal offense. Should I commit any violation, my access privileges may be revoked, disciplinary action and/or appropriate legal action may be taken. Student will at no time use school computers to engage in cyber-bullying in any way. Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Parent/Guardian Signature: ______C. I have read, and I agree to comply with the “Academic Honesty Policy” as outlined in this handbook. Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Student Name: ______Date: ______Parent/Guardian Signature: ______
63 CONTACT INFORMATION
Please PRINT and fill out the following information so that we can update our records.
Mother’s name: ______Mother’s cell phone #: ______
Father’s name: ______Father’s cell phone #: ______
Address: ______
______
Mother’s email: ______
Father’s email: ______
Home phone number: ______
X ______Signature Date
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