Frequently Asked Questions

Academic Issues

Q: Can every child be successful in a dual language program?

R: Work done by the Language Task Force last year indicates that most students can be successful in a dual language program providing that they have sufficient time and opportunity in the target language. Our experience shows that there are two critical conditions required for successful language acquisition:

While there is agreement that a dual language program is appropriate for most children, students with certain learning disabilities may not be as successful in a dual-language program as in a monolingual program. Students with significant attention issues, learning issues, or social issues will generally struggle at AIS, especially to the extent that these conditions interfere with student motivation. Certain issues cannot be identified until the later grades and require outside support, and in some cases, they can be addressed effectively in order for a student to succeed at AIS. Additionally, the rigors of a dual language curriculum in the PS combined with high academic demands of the PYP make this a particularly challenging program which may not be suitable for all students.

Q: What percentage of the instructional program is offered in the target language?

R: The core academic subjects (literacy, numeracy, unit of inquiry) are all offered in the target languages. However, the Specials may be offered in the target language or in English depending on scheduling and the availability of faculty which speak the target language. The school offers a minimum of 45 percent of instruction in all of the target languages.

Q: What are the stages of language acquisition? How long will it take for my child to start speaking a second language?

R: It is not always easy to identify children who are not being successful in the early years. All children learning a second language go through a "silent period" where they are building their receptive vocabulary but are not yet producing language. The silent period is followed by early production of language where students will start to speak in one or two word sentences. Gradually, students will progress through a series of stages, building vocabulary and more complex sentence structures until they have reached a level of advanced fluency. Although all new language learners progress through the same stages, the length of time each student spends at each stage may vary greatly. It takes students from 4-10 years to achieve proficiency in a second language.

Q: Will my child be bilingual when he/she leaves the Primary School?

R: It is not possible for children to reach a stage where they are bilingual with only 88 days of instruction in the target language each year. For most children, they will need significant support outside of school to become bilingual. However, most of our students will be functionally proficient by 5th grade. They are able to understand the target language very well and they can communicate with ease.

Q: Are there some indicators which show that my child is not being successful in the dual language program? Is there a formalized process for counseling out students who are not being successful?

R: The best way to determine your child's success in the dual language program is to communicate directly with his/her teachers. In cases where children are not being successful, the primary school has a formal process in place to support students. Details of the Student Support and Intervention Policy can be found in the Parent-Student Handbook (PDF).

Q: What types of assessment does AIS use? Are there standardized tests in place which compare our results to other independent schools?

R: The school uses ongoing formative and summative assessment tools. Standardized testing takes place in 3rd, 4th and 5th grades. The results for our students compare very favorably, with AIS students outperforming the independent school norms.

Q: Where can I find more information about the expectations for my child?

R: The best source of information will be your child's teacher. Additionally, information about the primary school's curriculum and our learning outcomes can be found on our website.

School Procedures and Policies

Q: How can I best support my child and the school?

R: The Parent Partnership Agreement (PDF) and the Community Principles (PDF) discuss the best ways to support your child's learning.

Q: What is the best way for me to communicate with my child's teacher?

R: The most effective vehicles for communication are your child's agenda and/or email. Teachers check both of these daily; however, keep in mind that each teacher will only see the agenda every second day. Although these are excellent tools for a short communication, parents are encouraged to set up parent/teacher conferences for any significant academic or social concerns.

Q: Are new applicants required to speak the target language?

R: New applicants to the school are not required to speak the target language in 4K, 5K, or 1st grade. However, preference is given to students who are native speakers or are functionally proficient. After first grade, students must meet established language requirements in order to be admitted.

Q: What if a child wants to apply to the primary school after first grade and does not speak the target language?

R: Each year the school offers a late language immersion class to students entering after first grade, depending on space and faculty availability. For example, in 2007-2008, the school offers a French immersion class to new students in grades 3, 4, and 5. The students will study French intensively every day for one year before entering the regular program in their second year at AIS. The teacher-student ratio is small and students are integrated into regular classrooms where possible for specials, lunch/recess, and some academic areas if appropriate. As these students gain language proficiency, they will be integrated into the classroom for longer periods of time with the goal of total integration for the following year.

Q: Who makes up the school faculty and where can I learn more about their backgrounds?

R: Information about school faculty can be found on our website. Short biographies are also sent home to parents early in the school year.

Q: How often are substitutes required in the classroom? Is there a process in place to screen substitute teachers?

R: Substitute teachers are required in the classroom when teachers are away for reasons relating to illness, professional development, or curriculum planning. All substitute teachers are subject to screening and background checks. The school makes every effort to find certified teachers but this is not always possible, especially in the case of substitutes in French, German, and Spanish.

Q: What are the parent responsibilities regarding carpool? What are the school responsibilities during carpool?

R: With 450 children in the Primary School, it is necessary to have the cooperation of all involved to create a safe and efficient carpool which will minimize frustrations for parents, faculty and children. The school will provide supervision and support for children in the morning and after school, and will develop procedures to ensure that the carpool is as efficient as possible. Parents are responsible for dropping students off and picking students up in only the assigned area during the assigned times. Under no circumstances may students be dropped off unless there is a supervisor present; students arriving after carpool has ended must be walked to the office by a parent.

Q: Why are there half-days at the end of each month?

R: The half-days are used for faculty professional development activities. Wednesdays are preferred over Fridays as they are more conducive for faculty learning. The school believes that the most effective schools are those where the faculty is constantly learning and growing. Anthony Alvarado, the superintendent of New York City schools from 1987-1998, said it best when he stated, "It is how well the adults are learning that determines how well the students are learning."

Q: What should I do when I have a concern about my child?

R: Any concerns about your child should be addressed directly with your child's teachers. If your concern is not resolved, please follow the procedures as outlined in the school's Open Communications Policy (PDF). Concerns which are grade-wide, language-wide or involving multiple parents should be brought to the attention of the classroom representatives who will pass it along to the PS Parent Representatives.

Q: What happens during recess and lunch breaks? Is supervision provided during this time? What do children do when inclement weather makes it necessary to stay indoors?

R: Students may eat in their classrooms or in a common area such as the cafeteria or SAC, depending on their ages and availability of facilities. Students may be required to eat quietly to ensure that they finish their lunches before being given time to socialize. There is an afternoon recess either before or after lunch. Supervision is provided by school personnel at lunch time and recess. On the rare occasion when inclement weather makes it necessary to stay indoors, supervisors will provide students with activities or show an educational video.

Q: How are behavior concerns addressed in class and on the playground? Does the school contact parents in cases of misbehavior?

R: The school has processes in place to address student conduct issues in class and on the playground. Classroom concerns are addressed by the teacher if they are minor in nature. Incidents which interfere with the ability of the students to learn or the ability of the teacher to teach are addressed through a REFOCUS. At the discretion of the teacher, this may involve removing the student from the classroom and having them fill out a REFOCUS form. Repeated disruptions may lead to a referral to the school counselor or the office. Playground issues are addressed by the supervisor on duty and referred to the office where appropriate. Possible consequences for misbehavior in the classroom or playground may involve loss of privileges or free time (including recess), in-school suspension, or out of school suspension. All student conduct issues are recorded in the school's discipline database and monitored by the administration. Parents will be contacted for repeated incidents or incidents of a serious nature. More information about our Code of Conduct can be found in your child's agenda.

Q: Where can I find more detailed information about the school's policies and procedures?

R: Please view the Parent-Student handbook (PDF).