DOSTYK AMERICAN

INTERNATIONAL SCHOOL

A Community of learners

Dostyk American International School, serving Chevron families seconded to Tengizchevroil in Atyrau, Kazakhstan, provides an enriched American curriculum with a global perspective. With a small student-to-teacher ratio and in partnership with parents, the school will motivate and inspire students to become well rounded, lifelong learners and positive contributors to a global society.

Dostyk American International School TCO, Dostyk Village

37, Vladimirskaya Street Atyrau 060009

Republic of Kazakhstan Phone +7 7122 209 203

Introduction: This handbook is designed to provide information to help you understand the current operation of the school. We hope, this handbook will answer questions and give you an understanding of the educational expectations and values we hold as a school. From the first day of operation the students, teachers, and parents have helped make the school a success. Students have committed themselves to the task of meeting the high expectations set by the teachers, and teachers have given their best to offer the students a challenging and rewarding educational experience. Parents have supported the school by providing special activities and celebrations for students to enrich their school experience, and have given the DAIS staff their trust and support which is crucial to the success of any school. It takes this kind of support to make a school successful. Enrollment has fluctuated over the years. Current enrollment for the 2018-2019 school year is approximately 105 students. As you read through the Parent-Student Handbook you may have questions, if so please contact me at

smarriott@daiskz.org or call the school office at + 7 7122 209 236. Statement of Purpose Chevron (Tengizchevroil - TCO)) established Dostyk American International School, located within the Company’s housing complex in September 2002. The school is solely owned by Chevron and the primary purpose of the school is to serve the expatriate children from families working for TCO. The school is managed by International Schools Services of Princeton, New Jersey and is accredited by the Middle States Association of Schools and Colleges headquartered in Pennsylvania. Dostyk American International School is an American/International School as characterized by the Association for the Advancement of International Education with the following attributes: ● A strong identification with principles and practices of North American education, and the basic language of

instruction is English. ● The course of study, as well as marking, grading and reporting procedures, facilitates student transfer back to

school within North America or schools of similar type overseas. ● The curriculum is similar to that commonly found in the United States and like International Schools and

generally meets the preparation requirements for Admission to North American colleges and universities. ● The student body is oriented towards programs commonly found in the United States including those of an

extra-curricular nature. Other outstanding programs from English speaking countries that supplement U.S. programs are used.

● Program of studies include courses dealing with the history, culture and language of host country, in addition to those core programs that are clearly North American.

Dostyk American International School strives to maintain a learning environment that provides a highly-individualized program in most of the core subjects with students benefiting from an experienced faculty of international teachers. Please recognize that while Dostyk American International School is international, having children and teachers from many countries and cultures, its governance and influence is primarily American. Other aspects of school include: ● The school calendar reflects the northern hemisphere school year. ● The school curriculum uses mostly North American resources and methodologies. ● Our social studies curriculum reaches out to embrace world cultures and geography, however some grades still

have an American focus. ● As an international school located in Kazakhstan, respect for the language and culture of our host nation is

embedded in the curriculum. ● School uniforms are not part of the school environment. (See dress guidelines) ● Nightly homework and parent support is an expectation.

School Climate at DAIS At DAIS we seek to foster the development of the whole child. We believe this is best achieved through a positive learning climate including quality relationships between student and teacher and between student and student. In order to achieve this:

Basic School Rules Rules are developed for the health and safety of all within our school community. We expect student to act in a responsible manner showing mutual regard and courtesy to all who learn, work and visit here. Students are to:

We place and emphasis on: ● Respect to self, others, and property. ● Safety ● Good manners ● Sportsmanship

We discourage: ● “Put downs” ● Sarcasm of any kind

We encourage the development of certain values including: ● Integrity, Honesty, Tolerance, Cooperation

We encourage certain types of behavior including: ● Taking responsibility ● Independence ● Cooperation ● Perseverance ● Negotiation ● Sensitivity to the needs of others ● Concern for younger children

● Show respect for self, others and property. ● Act in a safe manner at all times. ● Permitted to be in rooms only when supervised by

a teacher. ● Students should walk between classes. Run only

when it is safe: eg. on the field, in the gym, tennis courts etc.

● Wear appropriate clothing and footwear. ● Students should keep all personal electronics at

home. ● Keep gum away from school.

Behavior & Discipline. Teachers have high expectations for student behavior and are responsible for communicating those expectations

in order to ensure an optimum learning environment for all. Therefore, in addition to school rules, each classroom has established class rules that are unique to the successful functioning of the particular class. Students are responsible for following school and class rules, and when infractions occur; teachers are responsible for addressing these issues with individuals or whole group as appropriate. The Director will intervene and consult or conference with parents on a case-by-case basis. A variety of consequences and/or discipline strategies are used by both the teachers and Director to promote learning and prevent re-occurrence of infractions.

Dress Expectations We do not have a school uniform because we believe that learning to dress appropriately is an essential part of a well-rounded education. We hope that our children will develop a sense of style that suits them, is appropriate for their environment or occasion, and prepares them well for professional life. To that end we have a dress code which we believe sets an appropriate tone without being too prescriptive. In order to be sensitive to our host country’s culture and to provide an appropriate school atmosphere, the following dress guidelines are offered. In addition to the school day, dress guidelines are in effect for all field trips and may be more conservative if the circumstances of the trip require it. In general, clothing should be neat, clean, and in good taste. Clothing should not have offensive language, graphics, or advertisements for tobacco, alcohol, or other drugs. More specifically, tops should completely cover the midsection to the waist, shoulders should be covered, and underwear should not be visible. Pants, shorts, skirts, or dresses should be respectful and appropriate for a learning environment. Also for each season please keep in mind the intensity of sun exposure/ cold weather and the amount of protection provided by clothing when selecting what is worn. During hot weather we encourage daily application of sunscreen & mosquito spray, hats, etc. School Day Routines Arrival ● Students should not report to school earlier than 7:40 a.m. There is no supervision until that time. The school

assumes no liability or responsibility for children on school grounds until supervision begins. ● Should a child need to arrive earlier than 7:40am adult supervision is the responsibility of the family. Late Arrival ● Any student who arrives after 8:00 a.m. is considered late. ● Late arrivals are recorded on a student’s attendance record. Early Dismissal ● Any child leaving early must be signed out at the office. ● Written notification is required for children to be released to any non-parents or previously designated adults. A student will not be released without written permission to any other adult other than those who have been designated. We ask that any alternative arrangement be communicated as early as possible

At DAIS We Believe That: We believe that the school’s program should:

A desire to learn is an intrinsic human quality that should be nurtured. Learning is a process of making meaning from experiences. Children are natural meaning-makers, whose curiosity leads them to explore their surroundings, solve problems and make sense of things. When children experience success, their self- confidence rises and they learn more effectively. Children tend to learn well when they feel safe yet challenged.

Nurture and support natural curiosity, instill a lifelong love of learning, and develop well-rounded students

A supportive, positive, and respectful partnership among school, family, and community fosters successful learning. Children need to live up or down to the expectations of important people in their lives. In fact, they thrive on high expectation as long as they feel assured that making mistakes in not the end of the world but something everyone does, and that successful learning often requires considerable risk taking.

Inspire, build confidence, and challenge students to reach their potential.

Meaningful, lifelong learning is enhanced through active involvement in the learning process. Children need time to be children. Adults should not hurry childhood. Too many pressures, too much emphasis on using every minute productively, on achieving maximum result, can rob children of their right to live fully as children.

Include a sound academic foundation, supported by specialist classes to create a well-rounded education.

Development of independence, collaboration, creativity, and critical thinking are fundamental to quality education. Children learn by watching, joining in, and imitating people. They learn from each other as well as from adults. And they deepen their understanding when they explain their thinking and/or demonstrate a skill to others. Children learn through play, through handling materials and through solving real-life puzzles. Discussion helps children learn. They learn when they ask questions, explain things, hear different points of view, or think aloud.

Provide an interesting and stimulating learning environment, which utilizes appropriate technology.

Respect and recognition of cultural diversity is fundamental to understanding and developing an appreciation of others. A primary goal of culturally responsive education is to help all students become respectful of the multitudes of cultures and people that they’ll interact with in their lives. 

Provide the tools for emotional and social well-being of each student with an aim to teach students that differences in viewpoint and culture are to be cherished and appreciated rather than judged and feared.

Active involvement in community is a critical component in developing responsible, caring youth. Students can gain better understanding of themselves as they explore and develop ways to contribute to their communities. They can develop self confidence and an enhanced commitment to public service.

Take advantage of the unique overseas experience and assist students in exploring the culture of Kazakhstan and other countries.

Curriculum The course of studies at Dostyk American International School includes: Language Arts, Mathematics, Social Studies, Science, Art, Physical Education, Music, Foreign Language and Technology. Curriculum Integration

When reading about the various learning areas, it should be kept in mind that learning in the school continually moves across discipline boundaries. When children focus on a particular topic, they may discuss, interview, read, write, study graphs, measure, or make models; they may inquire, test ideas, calculate, paint, sing or do any number of learning-activities that are not narrowly tied to one specific subject area. We use the term “integration” to describe our commitment to this principle of ‘bringing things together’ and making meaningful and real connections in learning. This approach is valued and planned for on a continual basis. This approach does not exclude or diminish the need for teaching explicit and discrete skills and concepts. Helping Your Children

Along with each of the outlines of the broad learning areas are some ideas for parents to consider taking up at home. The suggestions are intended to build on the school curriculum and help provide a means of informal inquiry and discussions. This further supports the parents’ role as a child’s first and most important teacher.

Language Arts/Literacy Our Language Arts curriculum seeks to develop the skills of reading, writing, listening and speaking, in an integrated approach. These are our K-8 Literacy Standards that are the cornerstones of our curriculum. Students will: 1. read fluently using the skills and strategies of the reading process. 2. comprehend, respond to, and analyze a wide variety of literary texts. 3. apply skills and strategies appropriate for reading non-fiction texts. 4. write with a command of informal and formal English. 5. write with clarity, logic, validity, and effectiveness on a wide range of topics and for a variety of purposes and audiences. 6. listen and respond critically to oral communication. 7. deliver coherent, well-focused informal and formal oral presentations. By staying abreast of current research, we are able to implement practice that is most effective for student learning. We adopt the Balanced Literacy approach which means that the following components are included in almost daily teaching – interactive read aloud, shared reading/writing, independent reading /writing, small group guided teaching, individual conferences, partnership work, word study and ongoing assessments. Reading and writing strategies are explicitly taught in a workshop setting where: ● Mini lessons (10-15 min) are used to teach a skill or strategy that students can use on that day or on any day.

During this time, partnership conversations are encouraged to share ideas and articulate new learning while developing listening and speaking skills. ● Students then practice the new learning independently (actually reading or writing), while the teacher works

with individual students or a group. ● Class comes together in the last 10 minutes to share new learning and thoughts.

Since each child has different language experiences that are brought to the classroom, we use the child’s present developmental level as a point of entry within the spiraling curriculum. A wide variety of resources are used to support learners at different stages of development. Multiple assessment tools are used to provide perspectives on learning and growth, with the aim to further plan appropriate instruction for each child. Additional support is provided for students reading about a year below grade level. It is our goal to develop life-long readers and writers!

Mathematics

Today mathematics is perhaps even more important than ever. It has been influenced by new technologies, and mathematical demands of everyday living are increasing. As a result, school mathematics has changed over recent years, leaving some parents confused. Accurate calculation is still an important part of mathematics. It includes knowing or being able to work out what calculations need to be done to solve particular problems. This one aspect of leading children to think mathematically about the real world-to look for patterns and relationships expressed in terms of number.

In doing so, children must learn to: estimate, classify, manipulate objects, measure, order, and make sense of results.

The Importance of Confidence Both research and everyday observation show how important it is for children to feel confident in themselves as mathematicians if they are to learn as they should. Of course, confidence is a vital in any learning, but there is a long-standing tendency to regard math as a special case where you may have a blind spot. Hence, there is a necessity to develop positive attitudes towards math, of stressing understanding as a basis for correct procedures, and giving children plenty of experience of success, along with encouragement to take risks as they work towards greater competence. How Parents Can Help with Mathematics ♦ Build confidence. Express positive attitudes towards mathematics and praise your children’s efforts.

♦ If helping with math, make it fun-and always remember the importance of understanding. You will probably find that demonstrating with solid objects (matches, buttons, lengths of string, etc.) will help younger children to grasp a point.

♦ Try to cultivate a sense of number, size, volume, area, weight time, and distance in everyday life. Join them in estimating, counting, and calculating.

♦ Let your children see you using mathematics. Show how you decide on the different quantities you buy at the shops, how you check your bills or how you measure a piece of material or wood in preparation for a household job.

♦ Encourage the use of a calculator as a useful tool of mathematical problem-solving, not a substitute for clear thinking. Before helping with calculations, check on what methods are being taught to avoid confusion for your child.

Science & Engineering Science at DAIS uses the Next Generation Science Standards (NGSS). The NGSS identify scientific and engineering practices, crosscutting concepts, and core ideas in science that all K–12 students should master. The NGSS provide a strong science education that equips students with the ability to think critically, analyze information, and solve complex problems — the skills needed to pursue opportunities within and beyond STEM fields. Children work in such general areas as: Earth and Space, Life Science, Physical Science. How Parents Can Help with Science ♦ Encourage curiosity about why things happen. Draw attention to changes in the weather, different types of soil and

vegetation, different landforms, the rise of the tide, and weathering of buildings. ♦ Pay family visits to places that will stimulate scientific interest: museums, zoos, national parks, observatories, rock

pools on the seashore, natural bush land, and science exhibitions. ♦ Give presents that will prompt investigation, such as a magnifying glass, microscope, telescope, thermometer,

mirrors, magnets, or some elementary science equipment. ♦ With your children, watch nature and science programs. Ask them to share their thoughts and observations with

you. ♦ Buy books on nature and science and encourage your children to check out science oriented books from

library. ♦ Share an interest in pets or garden with your children. Talk about what pets need to enjoy healthy lives. Show

how plants can be helped to grow in gardens; explain the importance of watering, drainage, sunlight, fertilizer, a compost bin.

♦ Display or draw attention to news items about environmental changes, scientific breakthroughs, cyclones,

floods and droughts, and the human adaptation of nature.

Social Studies In this learning area, children study the way people relate and have related to each other in various places and at various times; they also study their natural built surroundings. The inquiries they make and the experiences they have will help them to develop as informed citizens, actively participating in their society and in the world as a whole. International standards following American Education Reaches Out (AERO) guidelines have been adopted to allow teachers to address key issues, as well as to provide flexibility of content. Content is drawn from examples worldwide. Through the AERO Social Studies standards and benchmarks the curriculum focuses on meeting the key ideas and principles: ● History ● Geography ● Civics ● Economics ● Culture

How Parents Can Help with Social Studies

♦ Encourage an interest in people from all over the world, a respect for their dignity as human beings and an understanding of their different ways of doing things.

♦ Give your children a real interest in your home country-its geography, its past, its various people and their

ways of life, its contribution to and place in the world. ♦ On special occasions (such as multicultural festivals) give books on how different groups of people live. ♦ Encourage your children to value and cultivate such qualities as tolerance, cooperation, generosity,

compassion, open–mindedness and respect for legitimate authority. Point out such qualities when you see them demonstrated at home or in society in large.

♦ Watch and discuss with your children suitable programs that explore current social issues or historical events. ♦ Ask grandparents and other older family members to share their stories with the children. What are their most

vivid memories? Where have they lived and worked? How were things different in the past? Remember, tolerance and acceptance of other culture is learned at home as well as at school.

Russian/Kazakh Studies The goal of this sequential program is to introduce children to a new and challenging set of academic experiences and offer a basic introduction to our host country language –Kazakh/Russian. It focuses on appropriate communicative language skills. Many creative hands-on activities such as role-playing, games, songs, storytelling, listening, speaking, reading, writing and field trips are used to immerse the student in this communicative language program. Guided practice ensures that each child develops at an appropriate pace.

Spanish The Spanish program at DAIS stresses the use of language for communication in "real life". It emphasizes what students can do with Spanish and is supported by what they know and learn about the language. Students explore relationships between Spanish as a language and the practices and products of various cultures. Cultural activities in and out of the classroom reinforce exploration of these connections. Students are encouraged to compare and contrast languages and cultures in order to discover patterns, make predictions, and analyze similarities and differences. In Middle School, Spanish is a component of the core curriculum. As such, increased time is allotted for students in Grade 6 - 8.

Art Paramount within the DAIS Art program is the belief that expression in art is basic to all persons and common to all cultures. The DAIS student’s study of fine art develops aesthetic perception, awareness and creativity. The student’s problem-solving ability is challenged through the utilization of art elements and design principles. Manipulative skills are strengthened through the use of tools and equipment. Exposure to historical and cultural heritage enhances student self-expression and prepares students to analyze, interpret and make sound aesthetic judgments in terms of both the visual and functional aspects of art. The art curriculum is focused on a sequential skills approach with the following four components of basic art skills: 1) aesthetic perception, 2) creative expression, 3) visual art heritage, and 4) aesthetic valuing. Skills are developed gradually so that students are able to discuss and create their own artwork while observing and appreciating the work of those around them. Media employed include drawing, painting, printmaking, collage,

sculpture, mixed media, computers, textiles, and installations. Presentation of the program assures that the acquired skills will become an integral part of the students’ problem solving, decision making and aesthetic response throughout their lives.

Music The music program at DAIS provides each student with the opportunity to develop his/her interest and ability in a broad range of musical experiences. Participation is the surest way to fully involve students in the learning of music. Therefore, the emphasis is on singing, playing Orff and other instruments, moving, listening, analyzing, creating and performing. Music from pre-kindergarten through grade eight is intended to establish a foundation of concepts and skills, which will enable students to pass into advanced music classes and establish a basis of musical literacy, knowledge and experiences upon which they can continue to build for a lifetime of participation and enjoyment.

Physical Education The Physical Education curriculum is designed to enable each child to explore and increase his/her own physical potential and creative abilities. The curriculum focuses on the development of fundamental movement skills and core fitness, which are crucial to enjoying a healthy, active lifestyle. It also seeks to highlight an appreciation for good health habits, positive feelings about the human body, enjoyment of physical activity, fair play and good sportsmanship. Students in the physical education classes are guided to develop confident attitudes about their bodies so that they are able to move freely, efficiently and creatively. Children are encouraged to respect and show concern for each other in all situations. The ability to work closely and cooperatively with peers is a key aim of the physical education curriculum.

Technology Technology is a valuable tool and resource available for teachers and students in our school. Here at DAIS, strategies used in technology learning for students will... · be curriculum driven and integrated · be purposeful, sequential, and spiraled · be differentiated · be developmentally appropriate · promote creativity and higher level thinking · promote responsible and ethical use Teachers integrate technology within their curriculum. ***Acceptable use policy

Homework Homework is considered an essential part of the DAIS academic program. The satisfactory completion of homework is an important part of a student's overall academic development. DAIS teachers assign homework on a regular basis, though this will vary according to the teacher, grade level, and needs of the student. The classroom teacher will communicate the expectations for homework. At DAIS, homework is monitored for completion and understanding. Homework is evaluated on completion, not on correctness.

Generally, homework is not given on weekends and holidays. Homework is reviewed with students either individually or as a group so that students have an understanding of the concepts presented. At home, parents can give support and encouragement for their child in developing good work and study habits by: ● Talking with your child about what she or he is learning and doing in school. ● Establishing a nightly homework routine ● Providing a quiet place to study ● Answering questions once the child has tried to figure things out ● Reviewing complete work ● Informing the teacher when problem arise ● Spending time reading with your child every day ● Giving them all the positive support you can; ask questions, demonstrate skill (e.g. using a dictionary) but resist

the temptation to do the work for them. Remember too, that learning progresses at an uneven pace and guard against becoming impatient or over critical

● Let the student learn to take responsibility for the work. Satisfaction is gained from the work that only they do. Following a review of the homework, students may be asked to complete additional work on the topic. The amount of time that students spend on doing homework will vary from day to day, by grade level and with the ability and diligence of the individual student. As a general guideline, average minutes per night would be:

Kindergarten 10-20 minutes

Grade 1 15-25 minutes

Grade 2 20-30 minutes

Grade 3 30-45 minutes

Grades 4 45-60 minutes

Grades 5-8 60-90 minutes

Children are expected to read a minimum of 20 minutes every night in addition to nightly homework. If a child has put in the maximum minutes of homework time, but not completed the assigned work, the student should stop working and the parent should send a note to the teacher explaining that the student was unable to complete the tasks in the allotted time.

Reporting and Assessment Reporting

We have three trimesters or reporting periods a year. A report card of your child‘s progress is distributed shortly after the end of the reporting period. Additionally, an informal interim progress report is sent home approximately mid-way through each trimester. Parent/teacher conferences are held at the close of the first and second trimester. During the final trimester, we have a celebration of learning in the form of student-led conferences. It is expected that both teachers and parents

request conferences at any time they feel they are needed. We want to have open and frequent communication between home and school. Grading System

The grading system is similar to that which is used in many schools in the U.S. and in international schools. Students in elementary grades receive number 1-3 to indicate progress related to the grade level expectation. Middle School student receive letter grades in the core subject area. Key 3 = Proficient. Student meets or exceeds grade level standard for this reporting period. 2 = Developing. Student is working toward grade level standard for this reporting period. 1 = Emerging. Student is beginning to develop the skill or understand concepts to meet grade level standards.

Assessment

A variety of assessments are used to measure student progress including: DRA, teacher’s anecdotal notes, daily records, skills’ checklist, sample of works, test, portfolio, and others. MAP Tests are taken two times a year (Fall and Spring) by students in Grades 1- 8. Retesting may occur, at the teachers’ discretion, if a student scores lower than a C-, 70%. For example, a retest could occur if a student has not understood a concept, and takes extra classes with the teacher to build their understanding. A retest is not used to increase a student’s score because they have made careless mistakes. The highest grade possible on a retest is a B.

Teachers are always available for additional help. Students should meet with their teacher to find a suitable time. School Year and Grade Structure The school calendar and grade structure of classes is based on a North American model. The calendar follows a typical U.S. school calendar starting August and finishing in June. The calendar includes a 1 week fall break, 3+ week vacation in December / January and a Spring break holiday. Instructional Time Students should arrive at school no earlier than 7:40. Teachers are making preparations for the day prior to that time Pre-K Program 8:00AM - 12:00PM Daily

Kindergarten- Grade 8 8:00AM – 3:15PM

Attendance Your child is encouraged to be in school every day school is in session. Due to the necessary scheduling for medical trips, visa runs etc, taking your child out of school is sometimes unavoidable. Our hope is every attempt will be made to keep absences to a minimum so the regular learning continuum can be maintained. When it is necessary to take your child out, the school should be notified in advanced by parents.

Entry Age, Grades and Ages

August 30 is the “cut off “date for entry to preschool and kindergarten. Age is the first criteria taken into consideration for correct placement of students at Grade Level. We strictly adhere to this policy. Final decision for grade placement rests with the school Director.

Students coming from schools whose school year ends in December will continue in that same grade level for the reminder of our school year.

DAIS has limited Learning Support services, so students with extensive learning needs will generally not be accepted. DAIS is able to assist children with mild learning issues who need only limited accommodations or additional support.

The school can request Psych-Ed assessment prior to acceptance.

Application form for enrollment can be obtained from the office or though TCO HR. Students should arrive with all school records and reports from the previous school. DAIS reserve the right to request a copy of student records. Students who are departing should hand carry their current records to their next school. These records will be given only to the parent of the child.

Preschool Entrance Policy Children must be four years old by August 30 and must possess a foreign passport. Original documents must be shown at the time of registration. In addition, Children must be immunized per school policy, be toilet trained, and be socially mature enough to benefit from the preschool experience. The preschool teacher will determine social maturity during the first two weeks of enrollment. In certain cases, the preschool teacher may suggest a limited day. This will be handled on a case by case basis.

Immunizations All students are to be compliant with the vaccination schedule as determined by Chevron/TCO and home country. Parents must provide documentation immunization compliance at the time of registration. If you have any question regarding immunizations, please contact the Riverside Doctors Clinic or the school. If your child is ill, please do not send her/him to school. If your child has had a fever, please wait at least 24 hours before sending the child to school. Many children’s illnesses are very contagious. If in doubt please contact the doctor.

Student Illness/Injury at School If a student should becomes ill or injured during the school day the following procedures will be followed: Illness- The child will be brought to the office, an assessment made and home contacted should it be determined the child needs to go home. Injury- Minor injuries/abrasions will be assessed and tended to at school. For injuries of a more serious nature the child (if transportable) will be brought to the Riverside Clinic and parents contacted. If it is determined that the child should not be moved an ambulance will be requested.

Medications at School Dostyk American International School has a no drug policy, which includes any over-the-counter medication, herbal medications and prescription medications. In the event that a child’s parent is not available and there exists a valid health reason which requires the administration of any medication to a student during school hours, please understand that for the safety of all involved proper notification and procedures as listed below must be followed: ● Only an adult should deliver medication to school. ● A parent or guardian must request in writing that the medication be administered during school. ● Medication should be in its original container and be labeled with information, including the name of the drug,

dosage, time for the dose, student's name, and name of the prescribing doctor.

Emergency Response Plan Dostyk American International School is given the highest priority as a part of the TCO E.R.P. The basic premise we take in any emergency situation is that we are responsible for your children until they can be safely returned to you. Our first action in any situation is to assure the safety of all students and staff. Initially, this will be in the classrooms with classroom teachers responsible for their students. When appropriate, the school lobby will become the “safe” gathering area for all students if we should need to bring them together in one area. The lobby has easy access to restrooms, phone, and food and water provisions, if necessary. As soon as feasible if required, we will contact parents to come to pick up their students. We have internal procedures established for parent notifications. In emergency situation, we will only release children to parents or an adult who has been designated by parent. This designation is done in writing on a form provided by the school. It is necessary that the school always has your current phone number, email address, and hand phone number if you have one. If Parents are away

If you are going away and leaving your child with a friend, the school should be notified in writing stating the dates involved and the name and telephone number/s of the guardian. Be sure to have a signed medical permission slip should your child need medical attention while you are away.

Student Adjustment to New School It can take from two to eight months (and sometimes up to a year) for children to settle into the new school and community. A move is always difficult for children and even when the adjustment time is exciting and fun, it is nonetheless stressful. Parent should expect to see some sign of stress in children. As children adjust to their new school and home, they often do more of what they normally do when under stress: act out, complain, fight, cry, let lethargic and distractible, give up easily, break things. It is important to give children a lot of support during this time and stay in contact with teachers. The following are some behaviors we have seen as children adjust to a new school and community. You can take some comfort in knowing that others have experienced similar situations.

Some children come cautiously into the new school. They remain quiet and reserved for a while and gradually get acquainted with new people and things and make new friends. This is a relatively steady transition. Some children dislike the school at first. Everything about their old school was better, bigger, more fun, harder more interesting. Sometimes if children have very strong personalities, they may boss or bully other children. Gradually they settle in and begin to make friends and enjoy themselves. Sometimes these behaviors continue, but are less exaggerated. Some children are very upset by the move to the new school. Perhaps they have changed grades in the move as well, and their confidence is shaken. Sometimes this takes a while to over come Some children come to the school full of confidence and enthusiasm and after a time (three or four months), they become very unhappy, and miss their old home and friends. In a month or two they rebound and are again happy and begin to settle more solidly.

How Parents Can Help in School ● Teachers welcome information you can provide that will help them better understand and work with your

children. It is particularly helpful to share any areas concern at home that may be affecting child’s performance. ● Learning is enhanced when parents and teachers are recognized as partners in education, exercising different

roles and responsibilities in pursuit of a common vision. Two-way communication is evident when parents feel comfortable in coming to the school, sharing ideas and voicing concerns. Staffs welcome parent input and use it.

● Get involved by attending special celebrations, special assemblies, holiday celebrations, whole school or class performance, sport activities, or visiting at lunch time.

● Act as a resource person. ● Help on school trips and at sporting events.

Be positive about your school and teacher. Your child’s attitude about learning and school is created from what you say and do.

DAIS Faculty/Staff 2018/2019 Director Seamus Marriott (smarriott@daiskz.org) Office Admin Mrs. Natalya / Ms.Assel Grades Teacher Assistant 4 Years Program Autum Callender Ms. Nadira Kindergarten Maureen Wade Ms. Alina Grade 1 Ruth Tsang Mrs. Masha/ Ms. Dinara Grade 2 Annette Holcomb Mrs. Kundyz Grade 3 Amy Darden Mrs. Ainura Grade 4 Theresa Marriott Mrs. Anara Grade 4 Trey Littleton TBD Grade 5 Nicole Dickson Mrs. Zarina Middle School Tam Truong, Ms. Ulbollsyn Brent Foster, Ms. Ayagul Norm Munro

Sylvia Bieniek Specialists

Technology Ryan Krisch Ms. Aygerim Music (Prek-8) / Spanish Jeremy VanSluytman Mrs. Dinara A. Art Autum Callender Ms. Nadira Physical Education (PE)/Life Skills Shane Van Staden Mr. Meiirman Kazak/ Russian teachers Ms. Yelena/ Ms Bekzada/ Ms. Dinara I.

Phone : +7 7122 209 203 / 209 236 Email : ndavydova@daiskz.org, akulmanova@daiskz.org