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Admits Allegation | 1st Offense Violation– Student signs Academic Integrity Violation Report – Email sent to parents by the Department Coordinator – Student recreates the assignment reducing points by 20%. This means that a perfect score would not exceed 80%. Mistakes and rubric points reduced from that score. – Report stored internally in students file to track possible patterns of behavior | 2nd Offense Violation – Student signs Academic Integrity Violation Report – Email sent to parents by the Department Coordinator warning suspension if this offense reoccurs. – Student recreates the assignment reducing top points by 30%. This means that a perfect score would not exceed 70%. Mistakes and rubric points reduced from that score. – Report stored internally in students file to track possible patterns of behavior | 3rd Offense Violation – Student signs Academic Integrity Violation Report – Email sent to parents by the Department Coordinator and parents invited to school for a meeting with Department Coordinator and School Counsellor – Student receives a maximum of 50% for perfect assignment and is suspended for 2 days – Report stored in students file and shared with incoming schools along with their report card. |
Contests Allegations, but Evidence Proves Allegation | 1st Offense Violation – Email sent to parents by the Department Coordinator including the evidence – Student receives a maximum of 70% for a perfect assignment – Student will meet with School Counselor for mandatory 2 sessions – Report stored internally in students file to track possible patterns of behavior | 2nd Offense Violation – Parents invited to school for a meeting with the Department Coordinator and School Counselor – Student receives a 0% for the assignment– Student receives suspension for 2 days and mandatory 3 meetings with School Counselor upon return. – Report stored in students file and shared with incoming schools along with their report card. | 3rd Offense Violation – Parents come to school for a meeting with the Head of School and School Counselor to discuss whether the student will continue to study at UKIM.– Student receives a 0% for the assignment – Report stored in students file and shared with incoming schools along with their report card. |
Have a responsibility to:
3.6 Police and Community Members are essential partners in making our schools and communities safer
4.1 School Rules
In a safe and positive learning environment, school members:
4.2 Definition of Bullying
Bullying can be defined as repeated and systematic harassment and attacks on others. Bullying can be perpetrated by individuals or groups and takes many forms including: physical violence, verbal abuse, extortion, and persistent and unwarranted exclusion from the peer group.
4.3 Dress Code
It is expected that everyone at our school will adhere to a modest dress code. Our dress code applies to all genders, and for all school activities (e.g.: gym class, outdoors, field trips).
Uniforms tops are mandatorywhile bottoms cannot include violent, discriminatory, derogatory, or otherwise offensive images, or wording.
Clothing should cover a person’s full torso (e.g.: no midriff showing, no open back, no low chest, no open sides).
Undergarments (e.g.: top and bottom) should not be visible
Tank tops are permitted if the straps are fully covering undergarments, or two fingers in width
Skirts, shorts must be mid-thigh in length
Safe footwear is to be worn at all times
Wearing hats, hoodies is appropriate when outside
Dress code concerns will be addressed with common sense and under appropriate circumstances.
If a person knowingly or unintentionally violates the school dress code, they will have the following 3 options:
4.4 Electronic Devices
All mobile/cell phones, cameras, smartwatches and similar electronic devices are not to be used during the school day without teacher permission. Use of any device may result in confiscation. Three confiscations result in return of such a device to a parent only.
All members of the school community must:
Respect the need of others to work in an environment that is conducive to learning and teaching, including by ensuring that cell phones and other personal mobile devices are used only during instructional time (as directed by an educator), for health and medical purposes and/or to support special education needs.
4.5 Consequences for Inappropriate Behavior
Failure to follow the Code of Conduct will result in teaching of desired behaviors followed by progressive discipline and appropriate consequences.
UKIM language philosophy is to nurture multilingualism as a tool for better understanding, appreciation, and acceptance of other cultures, traditions, and differences. Language development is a crucial aspect of human development, beginning at birth and continuing for life.
At UKIM, all teachers are language teachers, but we strongly believe that language learning/acquisition does not happen only in language classes.
Our school welcomes students, staff, and scholars of all language backgrounds (32 nationalities including the United States, United Kingdom, Uruguay, Israel, Ukraine, Rwanda, and many more). We also have students who attended national programs. The official language of education and instruction is English.
This document is made with the purpose to serve as a guideline connected with the resources we use, and to define practices in the process of language acquisition.
Our school is located in Montenegro. It is therefore mandatory for students to learn Montenegrin (officially Montenegrin-Serbian-Bosnian-Croatian) from Gr 1 to Gr 8 twice a week. As the host language, it is the mother tongue of a third of our student population. Our school offers two more foreign languages-German and Spanish from Gr 6 (Yr 7.)
School Language Profile (Language of Instruction, admission, and assessment)
All teachers at UKIM are language teachers since language is central to learning and teaching in our school.
English is the language of instruction at UKIM. It is the primary language that UKIM uses to communicate with its community. All the learning instructions are provided in English. English is integrated into the units of inquiry or organized into stand-alone language sessions.
UKIM considers language development as a crucial aspect of human evolution. Therefore multilingualism and diversity are highly valued at our school.
Educational research shows that those students who maintain their mother tongue will have better access to learning when working in a second or third language, therefore we must provide the opportunity for students to access their first, or mother-tongue languages.
Students have 2 lessons a week of the Montenegrin language according to the requirements of the Ministry of Education of Montenegro.
Starting from Grade 6 (Year 7) our students have the possibility to learn an additional language – German or Spanish.
UKIM students are allowed to conduct their research and use the materials for their learning in their mother tongues. For that reason, the school library provides resources in multiple languages which are most common among the students of UKIM.
Various field trips, workshops, and other educational activities are held in the Montenegrin language to promote the host country’s language. UKIM encourages parents to talk, read and write with their children in their mother tongue, and the National Costume, National Cuisine Days as well as National Music, Mother Tongue, and Other Languages Days are held each year at UKIM.
Based on the agency questionnaires’ data, UKIM encourages and supports using English at recess to help socialize and communicate with their peers who come from more than 30 countries of the world.
UKIM administrators, teachers, librarians, and other school staff attend professional development in the fields of language learning and teaching.
Admission to UKIM
English is the language of instruction and a key working language at UKIM.
Kindergarten Students are advised to have a minimum of A1level of English (CEFR) when joining UKIM for smooth integration and socialization.
PYP Students are required to have a minimum of A2 level of spoken and written English (CEFR) when joining UKIM for smooth integration and socialization.
MYP students are required to have a minimum B1 level of English (CEFR) to be able to comprehend and apply their academic knowledge.
iGCSE and iALevel students are required to have a minimum B2 level of English (CEFR) to be able to comprehend and apply their academic knowledge.
If the level of the student’s English is not sufficient, UKIM offers intensive ESL courses at an additional fee.
Assessment
Differentiation in language lessons is based on best practices according to the standards and practices of the IB. All teachers respond to students’ needs and may therefore provide individualized instruction guided in some cases by specific learning goals and Individual Learning Plans (ILPs). Teaching strategies may include working in small groups, using different resources with different levels of language complexity, as well as changing the level of questioning and tasks for individual students. Our school also follows the IB recommendations on student placement.
Assessment is integral to teaching and learning at UKIM. Using a range of tools and strategies, teachers can determine students’ knowledge, skills, understanding, and attitudes toward language.
At the School, teachers use pre-assessment to determine what students already know, can do and understand. Formative assessment is used to check in and to give constructive feedback or praise on learning. Summative assessments are used to gather evidence about students’ progress at the end of a unit. Various forms of both formative and summative assessment may be used. Along with teacher assessment, students are often asked to peer or self-assess as well.
Assessments are reported to parents in different ways. Students receive written report cards about their language learning. Parents are also invited to attend three-way conferences twice a year.
Our Language Policy is implemented as a working document throughout the existing channels of communication with the school agency as well as in the form of a leaflet that is shared with the agency at the beginning of each school year.
The study of Global Languages (English, German and Spanish) is a cornerstone for each of our students.. At UKIM students are not just exposed to the language itself, they also learn about the history and culture of the people and countries they study. This serves to impress upon the children how interconnected our world truly is and better prepares them to live in such a world.
At UKIM we believe that language is fundamental to the success of all students learning. This includes the ability to express oneself through speaking, reading, writing, drawing,etc. This also includes communication through different languages, including the language of Scence, Math Arts and of course, foreign languages.
Language is essential to the construction of meaning and connects all of our curriculum elements and ultimately supports the mission of our school. We believe that literacy instruction should connect to our units of inquiry, instilling an intrinsic love of literacy by using balanced literacy, authentic assessment, and instruction that is differentiated to the needs of each learner thus building life-long readers and writers.
Through inquiry, teachers provide students with opportunities to use language in many different formats, including debate, role-play, and art, as well as the traditional teaching of language both embedded in the units of inquiry and as stand-alone subjects. All of our teachers work together to make sure that language is through integrated learning and meaningful conext.
Language in the Classroom
In the classroom, language is supported through various literacy activities such as reading A-Z, guided reading, writer’s workshop, writing in content, classroom libraries, visuals, instructional vocabulary, individual word lists, daily read-aloud, and opportunities for students to use language during presentations and collaboration. Learning is differentiated in the classroom in a variety of ways. Students are individually assessed in their reading ability using STAR testing and often organized into leveled groups.
Language and the Program of Inquiry
Language is integrated throughout the Program of Inquiry. Higher level thinking, key concept questions, and extended research all lend themselves to having a strong vocabulary and language presence within the planners. Oral, visual, and written language are all present within planner activities.
Language Resources
Our goal is always to increase language resources. We continue to add to an extensive literacy library of leveled books that support our IB planners. UKIM library has an array of fiction and nonfiction books, and we are continuing to grow our collection of books in other languages. In addition, we have a variety of online resources to support student learning and research.
The ways in which the policy should be communicated within the school are various. Leaflets and posters throughout the school in visible places as a constant reminder. Monitoring is required throughout the whole school year and it is essential to be very clear about the policy of the school community. Some of the ways are face-to-face communication as well as to be open for feedback.
Every book at our school is used by the staff and students and must be entered into the library database, be stamped with the school library stamp and checked out to the person who uses it for a limited period of time.
After this period of time is over, the book must be returned to the library unless the person who checked it out asks for an extension.
The purpose of this Policy is to describe this process in detail.
The Librarian
The librarian is expected to:
The Librarian has the following rights:
The process of checking out the books
Books for private reading
Textbooks and in-class reading books
The End of the Year
The purpose of the admission policy is to help parents through the admission process effectively placing the child in the appropriate class at United Kids International Montenegro.
Our school offers admission to students from all nationalities and citizenships, providing there is space in school.
Mission and Structure of the Admissions Policy:
The admissions committee aims to recruit, inform and admit new, qualified students into UKIM. The process is accomplished professionally through a clear, integral process including application and interview. The admissions committee comprises of our Head of School, School Counselor, and Department Coordinator.
Criteria for Admissions:
Admission Applications:
All applications for admission of any grade offered by the school may be submitted anytime of the school year, and will be considered according to the admission criteria according to this policy as a spot becomes available in that particular grade. The admissions committee seeks to guarantee a balanced learning environment within each class, and will use this discretion when admitting new students.
Applicants applying for admission from PreKindergarten through 9th grade (ages 3 through 15) may be admitted at any time throughout the school year as place is available, qualifying factors are met, and the student has completed the full admission process. Students applying for admittance to Grades 10 through 12 will only be considered for admission at the beginning of the year due to subject examination criteria. Students entering the beginning of their 10th year will not be eligible for iGCSE subject examinations as this requires two years of course work to accomplish.
These students will follow an alternative path throughout the year before International A Level years.
Pre-Kindergarten to Grade 5 students will be entitled to admission throughout the year except ESL/SEN which will be considered for their assessment by the School Counsellor and Department Coordinator. Students requiring SEN or ESL assistance will be required to pay an additional fee, which the administration will use to pay the Assistant. Preference will be given to students who demonstrate an A2 English proficiency on a diagnostic test in order to guarantee completion of the program.
Students in Grade 5 may only be eligible for the PYP Exhibition Graduation Certificate if he or she had joined three months before the end of the school year. An interview and psychological assessment will be given to the student to help predict the student’s capacity of our rigorous program.
Applicants to the Middle Years Program should submit their application by 1 February of the current academic year for entry in September. A brief assessment in English and Mathematics will be conducted as an assessment tool to determine the level of the student coming from boards other than IB. The assessment will also include a psychological exercise to help predict the student’s abilities within our rigorous program. Preference will be given to students who demonstrate B1 English proficiency level based on UKIM’s diagnostic test.
Once the assessment report is submitted, students along with the parents will meet the Department Coordinator and the Head of School. This assessment is one of the tools and not the only one to make decisions about the level of the student. Students will also need to participate in an interview with the Head of School and Department Coordinator before admission. Our staff will then decide on the acceptance of the student with the advice of the School Counsellor.
Admissions for students applying to later years will only be accepted by 1 March so to
prepare necessary materials for exams.
English proficiency is required for all incoming students for the later year at a minimum of a B2 level, which will be determined by the diagnostic test administered at UKIM campus.
Once the subject assessment and diagnostic have been submitted, admission will also include a psychological assessment activity and interview. The Head of School and Department Coordinator will then decide on the acceptance of the student with the professional advice of the School Counselor.
If a student enrolls at our school in Grade 11 or 12 from a school that does not have the Pearson program, access to iGCSE and iALevel courses will be determined by the Department Coordinator and Head of School, in consultation with the student and their parents, on a case-by-case basis.
In the Academic School Year, a student can be absent up to 18 days. After the 18th day, they may fail their current grade and need to repeat the Academic year in that same grade.
4 Tardies = 1 absence. The tardies can add up to equal 18 days of missed school.
It is expected that everyone at our school will adhere to a modest dress code. Our dress code applies to all genders, and for all school activities (e.g.: gym class, outdoors, field trips).
Uniforms tops are mandatorywhile bottoms cannot include violent, discriminatory, derogatory, or otherwise offensive images, or wording.
Clothing should cover a person’s full torso (e.g.: no midriff showing, no open back, no low chest, no open sides).
Undergarments (e.g.: top and bottom) should not be visible
Tank tops are permitted if the straps are fully covering undergarments, or two fingers in width
Skirts, shorts must be mid-thigh in length
Safe footwear is to be worn at all times
Wearing hats, hoodies is appropriate when outside
Dress code concerns will be addressed with common sense and under appropriate circumstances.
If a person knowingly or unintentionally violates the school dress code, they will have the following 3 options: