Secondary Campus Handbook

Secondary School Community Rights and Expectations

Secondary School Guiding Philosophy

ZIS welcomes and celebrates diversity among our student population for the mutual benefit of all. The Secondary School should be a place where teachers and students can work together harmoniously to meet student learning goals, and a place where all members of our community feel safe, respected and valued. We expect students to behave in ways that reflect these goals and the ZIS Character Standards (specifically compassion, fairness, and integrity) so that we all benefit from a positive environment and community. We also expect community members to accept responsibility for their choices and actions. We believe that school life and our school community extends beyond the campus and school day. These expectations remain in place whether students are in or out of classes including, but not limited to the hallways, during breaks, at co-curricular events, on field trips, when traveling to and from school on public or school transport, and when students are interacting with each other outside of school, etc. We expect all behavior and communication amongst community members to reflect community values. 

Community Rights and Expectations

We believe that all persons including students, parents/guardians, staff and faculty, are entitled to the following rights and freedoms, at all times: 

• The right to develop and express one’s own identity and personality without ridicule, criticism or pressure 
• The right to be treated with respect, free from physical, social or emotional coercion or abuse such as name-calling, intimidation, or any other form of bullying, harassment, or violence on the basis of (but not limited to) race, sex, religion, sexual orientation, gender identity, physical traits, culture, (dis)ability, financial status, social status, appearance. 
• The right to privacy when this does not endanger self or others 
• The right to an educational environment which leaves teachers free to teach and students free to learn 
• The right to have personal and school property respected 
• The right to be informed of expectations and rules, and the fair administration of consequences 
• The right to be addressed with their preferred name and pronoun 

Student/Parent Grievance and Resolution Process

ZIS Mission: We surface and inspire each learner's curiosity, critical thinking, and high expectations for their learning so that they positively impact their family, community, and the world. 

ZIS Values: We act with Respect, Humility, Courage, and Joy.

Our Commitment to Students and Families

ZIS is a community shaped by respect, belonging, and high expectations. Every student has the right:

• To feel safe—physically, emotionally, and socially.
• To be treated with courtesy, respect, and dignity by peers and adults.
• To understand the expectations for conduct and learning.
• To have their efforts and achievements recognized.
• To be challenged, supported, and encouraged in their learning journey.

These commitments reflect and uphold Board Policy 8.2, which outlines student rights, responsibilities, and the school’s obligation to ensure a safe, respectful, and supportive learning environment.

With these rights comes the responsibility to live our values and contribute positively to the learning environment. Parents and students will be informed of these rights, responsibilities, expectations, and protocols each year through the campus handbooks.

Psychological Safety & Open Communication

We want students and parents to speak openly about concerns, ask questions, and seek clarification. Sharing a concern will never impact a student’s opportunities, standing, or relationships at school.

Resolving Concerns: A Clear and Fair Process

Most questions or concerns can be resolved informally through a direct and respectful conversation grounded in positive intent. We encourage starting with the person closest to the situation; these conversations often build understanding quickly.

1. Start with an Informal Conversation

• Learning or classroom matters: classroom teacher
• Wellbeing or behavioural issues: advisor, counselor
• Administrative or logistical matters: relevant office or deputy principal or coordinator

Informal conversations are often the fastest and most human way to find clarity and resolve misunderstandings.

2. If the Issue Needs Further Review: Submit a Written Concern

If informal steps do not resolve the concern or if the matter requires formal attention, students or parents may submit their concern in writing to the relevant Principal.

Once received:

• Acknowledgement within 5 working days
• A fair and impartial review, which may include meeting with those directly involved
• A written response within 10 working days, or an update if more time is required

Families may request support measures—for example, meeting in a neutral space or bringing a trusted support person.

3. If the Concern Remains Unresolved: Contact the Director

If the matter is still unresolved, the student or parent may request a meeting with the Director within 5 working days of receiving the Principal’s response.

The Director will meet with the family at the earliest mutually convenient time and will follow up in writing.

4. Final Appeal

If, after meeting with the Director, the concern remains unresolved, a final appeal may be submitted to the Chair of the Board of Trustees, who will evaluate the extent to which the Director has properly implemented policies and procedures. The decision at this stage is final.

Anti-Retaliation

No student or parent will face retaliation, intimidation, or negative treatment for raising a concern or participating in a review. Our focus is always on fairness, learning, and the well-being of the student.

Sensitive Matters

Concerns involving discrimination, harassment, bullying, or safeguarding follow additional procedures consistent with Swiss law and ZIS policy. These will always be handled promptly, confidentially, and with appropriate support.

Scope of the Process

This process also applies to concerns or complaints related to the school’s implementation of International Baccalaureate or Advanced Placement programmes.

Safeguarding and Child Protection Policy

Safeguarding is defined as protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes – Keeping Children Safe in Education (KCSIE) 2016.

Child Protection refers to the action required to protect a child from a situation that is causing significant harm, or that is likely to do so. The ZIS Safeguarding and Child Protection Policy applies to all ZIS Employees, including teaching faculty, non-teaching faculty and staff, support staff, peripatetic, contract staff and ancillary staff, volunteers/Parent/Guardian volunteers, and any other adults working at the school. This Safeguarding and Child Protection Policy and the Code of Conduct applies to all children and adults in the school, including when being educated off-site and undertaking educational visits. It also applies to students who are on an exchange and being hosted by the school. This includes all visiting students hosted by ZIS when involved in events organized through the Athletics and Activities (ATAC) office. The full text of the ZIS Safeguarding and Child Protection Policy is available on the school website here. 

Ridicule, Bullying, Harassment and Violence

Ridicule, bullying, harassment, intimidation or violence toward another community member is not acceptable and will not be tolerated at ZIS. Students who feel that they have been the target of such actions, as well as students or community members who have witnessed such actions are required to report this immediately to a trusted adult. The School Administration is committed to investigating all reports in order to take appropriate action against perpetrators, supporters, and bystanders, and to support victims.

Bullying, harassment, intimidation and violence are deliberate actions:

• by an individual or a group that are an ongoing and deliberate misuse of power, of verbal, physical and/ or social behavior intended to cause physical, social and/or psychological harm 
• distributing or sharing text, images or videos without the permission of those involved
• targeting characteristics including, but not limited to, race, sex, religion, sexual orientation, gender identity, physical strength, size, features, friendship groups, age, culture, (dis)ability, financial status, clothing, or classroom performance
• implicitly or explicitly expressed non-verbally or verbally in person, or in written, graphic or audiovisual form, online via digital platforms

Example actions that indicate ridicule, bullying, harassment, intimidation and violence may include, but are not limited to:

• Microaggressions: Everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership (Derald Wing Sue Ph.D., Columbia University Professor of Psychology and Education)
• Verbal: Name calling, jokes, sarcasm, teasing, rumors, epithets, slurs, threats, derogatory comments, comments about an individual’s body, innuendos, negative stereotyping, mocking, ridiculing, requests for sexual favors, questions regarding sexual experience or activities, talking or boasting about sexual prowess
• Behavioral: Mimicking characteristics of another person, leering, staring, whistling, unwelcome, non-consensual physical contact or touching, non-consensual sexual advances or gestures, acts of aggression or assault including pushing, kicking, hitting, punching
• Written/Graphic/Audio-visual: Notes, texts, graffiti, distribution of private photographs, audio or video material, shared with others in person, via electronic means or posts on digital platforms

Incidents of bullying, harassment, intimidation and violence are serious violations:

• Initiating, perpetrating, condoning, or supporting incidents described above as bullying, harassment, intimidation and violence may result in suspension, withdrawal or expulsion as outlined in our Code of Conduct (see page 21).
• Witnessing incidents described above as bullying, harassment, intimidation and violence without reporting them may result in disciplinary action including detention, community service, or suspension depending on the circumstances.

Academics and Learning

Learning at ZIS

At ZIS we are committed to supporting our students with a learning environment compatible with their need to understand themselves, to define their values, and to prepare them for life’s challenges.

Learning at ZIS…

• Integrates core areas of knowledge and skills throughout the student’s school experience.
• Provides ample opportunity for creative self-expression and imaginative exploration.
• Involves students in rich and significant knowledge about the world and its cultures.
• Acquaints students with the significant issues and problems confronting civilization.
• Introduces ideas that evoke curiosity and, at times, awe and wonder.
• Challenges students to examine their own and others’ perceptions critically.
• Allows students to enjoy and successfully participate in a wide range of physical activities.
• Involves students in meaningful service and positive leadership opportunities.
• The learning community extends beyond the classroom.
• Provides opportunities for every student to succeed
• Partners with families to support students’ learning

The Curriculum at ZIS…

• Involves students in setting goals, planning, and assessing their own learning.
• Includes continuous, varied, and appropriate assessment of academic progress.
• Encourages students to learn and express themselves in a variety of ways.
• Applies a range of communication skills and technologies in purposeful contexts.
• Engages students in creative and collaborative problem-solving.
• Enables students to differentiate between the significant and the trivial.

Academic Pathways Grades 6-8

Students in Grades 6–8 enroll in eight courses. Six of these are required courses: English, Mathematics, German, Science, Social Studies and PE. The other two blocks are the elective blocks, in which students get to choose some classes ranging from music and the arts, technology or languages. Course descriptions can be found on the zis website under Curriculum.

For some students, an elective class is replaced with either learning support or English as an Additional Language (EAL).

All students (with the exception of Beginning EAL and some students with a documented learning difference) must study German. This is a requirement of the Canton of Zurich. Placement tests will be used to determine levels and advancement. We offer multiple levels of German in each Grade.

A typical course load for students in Grades 6–8 includes:

• English (or EAL)
• Mathematics
• Science
• History
• Health and PE
• German
• Elective block 1 / EAL / Learning Support
• Elective block 2

Academic Pathways Grades 9-12

Students in Grades 9 and 10 usually enroll in eight courses. Students in Grades 11 and 12 enroll in six or seven courses. Grade 9 and 10 courses have been created by ZIS faculty so that students are well prepared to access International Baccalaureate (IB), Advanced Placement (AP), and ZIS course options in Grades 11 and 12. During the Grade 10 year, students and families will receive information and support to help them in making decisions about the Grade 11 and 12 options. Course descriptions can be found on the school website under Curriculum.

A typical course load for Grade 9 and 10 students includes:

• English
• Mathematics
• Science
• History
• Physical Education/Health
• German (required in Grade 9) / Additional Elective (Grade 10)
• Elective 1 / EAL / Learning Support
• Elective 2

Students in Grades 11 and 12 can choose between the following two options:

1. Students enroll in the two-year International Baccalaureate (IB) Diploma Programme*, or,
2. Students enroll in six courses in Grade 11 and six courses in Grade 12, selecting a combination of courses which may include a mix of:

• Advanced Placement (AP) courses*
• ZIS courses designed by Upper School teachers
• Individual IB courses (referred to as IB Certificates)

* Note: AP and IB examination fees are not included in tuition.

The ZIS Administration will provide further guidance about the pathway options at Student/Parent Information Meetings and in advisory sessions to students. The University Counselors also meet with Grade 10 families individually to advise on pathway and course selection for Grades 11 and 12.

Virtual High School Courses

With permission from the Assistant Principal for Academics, students are able to take Virtual High School (VHS) online courses as part of their academic program. VHS courses may not substitute for an existing and/or required course, and the cost of VHS courses is the responsibility of the family unless enrollment in VHS is due to an unavoidable scheduling conflict or upon recommendation of a University Counsellor or administrator.

Most VHS courses last one semester and are worth 0.5 credit each. The VHS Coordinator will provide an orientation into the VHS program and will monitor and support the students throughout their course of study. VHS students are expected to log into their course five times a week and use their scheduled block to work on the VHS coursework. For more information about VHS visit: vhslearning.org

Graduation Requirements

A Zurich International School (ZIS) High School Diploma confirms the completion of secondary schooling required for application to university. This diploma is accredited by the New England Association of Schools and Colleges (NEASC). Graduation requirements are established by the Secondary School Administration in consultation with the faculty, and are subject to approval by the Board of Trustees. Graduation requirements include meeting the attendance requirement, participation in Service Learning, and earning a minimum of 23 course credits from Grades 9–12 distributed in the following subjects:

4 English/EAL *
2 World Language **
3 Social Studies
3 Mathematics
3 Science
2 Creative Arts ***
2 Physical Education
4 Electives (courses beyond required courses)
——————
23 Credits

Each year-long course is worth one credit. Most students in Grades 9–12 earn more than the minimum credits. In exceptional circumstances, the Principal may graduate a student with fewer than 23 credits.

* Students enrolled in English as an Additional Language (EAL) will receive a grade and English credit for EAL, and will take English 9 or 10 as an elective with the option to receive grades or credit/no credit.

** Students are required to study a language other than English for at least two years across Grades 9–12. Mitigating circumstances may apply when a student is enrolled in an EAL or Learning Support class in Grades 9 and 10 consecutively, and/or when a professional diagnosis indicates interference with language acquisition.

*** Students must complete at least two Creative Arts credits to graduate. Rare exceptions are made if a student is enrolled in an EAL or Learning Support class in Grades 9 and 10 consecutively or if students transfer to ZIS from an institution where such credits were not offered or required.

The Principal and/or an Assistant Principal, in consultation with the faculty, may determine exceptions to, waivers, or modifications of the graduation requirements or other appropriate actions if circumstances render a student unable to fulfill the graduation requirements.

A student who does not fulfill graduation requirements and is not eligible to receive the ZIS High School Diploma may be issued a “Certificate of Attendance” after discussions with the Principal and an Assistant Principal.

Earning Academic Credit (Grades 9–12)

a. Each year-long course earns 1.0 credit and each semester-long course earns 0.5 credit, if a student earns a passing grade;

b. A student who has accumulated 10 or more absences may be denied academic credit, promotion to the next grade, and/or graduation eligibility;

c. A student entering the Secondary School mid-semester may receive credit if, in the teacher’s judgment, the student has demonstrated satisfactory completion of the course expectations; or, if the student submits withdrawal grades at a passing level for an equivalent course at the student’s previous school;

d. A student entering the Secondary School any time during the second semester and who has not been enrolled in an academic program of equivalent standing during the same school year may audit courses approved by an Assistant Principal;

e. A student leaving school before the final four weeks of the semester may receive academic credit for work completed, and withdrawal grades, if in the teacher’s judgment, the student has satisfactorily completed the course material and expectations;

f. A student leaving during the final four weeks of a semester may earn credit by passing ZIS final examinations upon return or under the supervision of an approved proctor, and provided all other course requirements have been fulfilled;

g. If a student repeats a course (or its equivalent) previously taken at ZIS or elsewhere, only the repeated course may earn academic credit; any credit granted or transferred previously for such a course is removed from the transcript.

Transfer Credits

When students transfer to ZIS from another school, the Assistant Principal (Grades 6–8) or the University Counselors (Grades 9–12) will evaluate the transcript from the student’s previous school to determine which credits will be accepted as transfer credits. Such determination will be made in a final and binding manner at the discretion of ZIS. No more than eight units of academic credit may be accepted in transfer for any full school year.

Attendance Requirements for Graduation

Students must satisfactorily complete four years of schooling beyond Grade 8, and attend the ZIS Secondary School for at least the full Grade 12 year. In addition to achieving passing grades, a good attendance record is required in order to earn credit for a course. When students have 10 or more absences in a course the student may forfeit course credit.

Credit Recovery

Students who need to earn additional credit(s) to meet the minimum graduation requirements can do so through credit recovery courses. These courses earn credit provided the syllabus is judged equivalent by the Assistant Principal.

Credit will be awarded for such courses when one of the following conditions is met:

• The course is validated by a passing performance on a corresponding ZIS semester examination;
• The course is validated by a satisfactory performance on an appropriate placement test;
• Appropriate course documentation and a record of its successful completion are received and approved by the Assistant Principal.

Transcripts

A transcript is a formal record of courses taken, the level of the courses, and the grades earned. Many universities, employers, or prospective schools want to review a transcript before accepting a student. Students and parents can request that a transcript be sent to universities or other academic programs by filling out the transcript request form on the Community Portal.

Alumni over 18 years need to request a transcript themselves due to Swiss data protection and privacy laws. They can either request a copy of an unofficial transcript or request that ZIS send official transcripts directly to institutions requesting them by completing the transcript request form. Please note that all transcript requests need a minimum of 10 working days to process. Please contact the Registrar, Ms. Sue Nettleton, (registrar@zis.ch) if you have any questions.

Course Selection Process

In March students are asked to submit their course selections for the next school year. Descriptions of courses can be found on Community Portal under curriculum and on the Middle and Upper School sections of the public ZIS website. Information for parent(s)/guardian(s) is offered at Parent Information Meetings advertised through the Weekly News.

All students are able to seek guidance from their University Counselor. Students in Grade 10 and Grade 11 will have individual family meetings with their University & Career Counselor. Students are also supported in making choices through the Advisory Program and discussions with their teachers.

While we aim to meet each student‘s course requests, logistical constraints are such that in a few instances this may not be possible.

Student course requests drive decisions regarding which courses ZIS will be able to offer based on enrollment numbers. The master schedule is built each year on the basis of these student requests. Students are urged to take great care in making course selections as it may not be possible to make course changes after the master schedule is built.

Course Changes in Grades 6–8

Our goal is that all students are placed in the courses that align with their learning needs, abilities and interests. Course changes may occur during the school year. All course changes require the approval of the Assistant Principal and requests may be denied without reason being given.

Course Changes in Grades 9–12

The official Add/Drop Period is the first four weeks of Semester 1 (extended to the October Break for full IB Diploma students). During this time, students may request a course change. Such a change may be denied based on course availability (whether the course is full or fits in their schedule) and the recommendations of teachers, Student Support Team, University counselors, and administrators on the appropriateness of the change. Changes after the Add/Drop Period will only be approved in exceptional circumstances. 

Students should speak with their University Counselor to initiate the change. If the change is approved during the Add/Drop Period, the dropped course is not recorded on the student’s transcript and the added course is. Students are expected to catch up on learning and assessments they have missed in the new class. If a change is made after the Add/Drop Period, depending on the timing, the dropped course will remain on the transcript indicating withdrawal with passing grades (WP) or withdrawal with failing grades (WF). No credit will be given for the course dropped. The student is expected to make up all major assignments in the new/added course before the end of semester in order to earn credit and grades. 

Students may request to drop a year-long course within the first week of Semester 2 subject to availability and approval of the University Counselor and Assistant Principal. If a student drops a class after a semester, the student’s Semester 1 grade in the dropped class will be factored into GPA calculations. 

Assessment: Grading, Reporting and Feedback

Assessment is an integral part of the teaching and learning process. Assessment provides students and parents with invaluable feedback on student progress and achievement levels. Assessment is also used to modify curriculum and to inform teaching in order to meet the needs of every student.

Typically, assessments fall into two categories – formative and summative.

• Formative assessment is an ongoing process where teachers and students gather feedback to guide learning and check for understanding. It supports instructional decisions and next steps and is not included in the grade.
• Summative assessment is a formal evaluation that measures a student's achievement at the end of an instructional period and informs a student's grade. These may include assessments such as tests, quizzes, papers, and projects. Teachers must provide at least one week's notice before a major summative assessment (assessments over 30 minutes).

There is a limit of two major assessments due in one day. If more than two major assessments are planned for the same day, students should speak with their teacher, Advisor or Grade Level Leader about rescheduling the assessment.

Assessment in Modified Programs

Students who have a modified academic program will have courses listed as modified by ** on their transcript (example: Coordinated Science **) and will be graded based on the requirements of their individual program. Students enrolled in a modified program can also elect to take a course on a “Credit/ No Credit” basis. 

Assessment and Achievement Levels in Grades 6-8

In Grades 6–8, learning and self-management will be assessed against academic and self-management rubrics in each subject area (a rubric is a scoring tool that teachers use to assess learning against defined standards). Academic rubrics show learning achievement in subject areas, and the self-management rubric assesses students’ organization, respect, effort, and responsibility. Achievement levels are assigned for subject categories on a semester basis.

The following achievement levels are used to describe student learning in all subjects:

• does not meet expectations
• approaches expectations
• meets expectations
• exceeds expectations 

No Achievement Level (NA)

This indicates that this particular category or standard has not been assessed in the semester.

No Grade (NG)

This indicates that student achievement cannot be measured against course expectations because the student has not produced enough work for the teacher to be able to accurately assess their learning.  If the teacher cannot assign a level that accurately reflects the student’s learning performance during the semester, they will provide a comment and assign a No Grade.

Academic Grades and Grade Point Average for Grades 9–12

As a general principle, all summative classroom assessments are graded using an A–F letter scale. Teachers will share with students through Google Classroom at the beginning of the year how different assessments (tests, quizzes, papers, homework, etc.) will be graded and weighted in the calculation of semester grades. Grades will be updated on a regular basis in PowerSchool so that students and parents can better understand student academic progress. At the end of each semester, grades will be calculated by averaging all grades according to the weighting criteria of each course.

End-of-year grades in all year-long courses are calculated as follows:

• Semester 1: 50%
• Semester 2: 50%

Note: Grades for final exams or projects in the second semester will be calculated into the second semester grade.

An Assistant Principal may, with the approval of the Principal, change a student’s grade if:

• A computational error is identified;
• An investigation reveals that a serious violation of the principles enumerated in the above paragraph has occurred. Alternatively, the course and course grade may be deleted from the student’s transcript.

ZIS Grading Scale and Grade Point Average

The chart below describes the levels of mastery for the A–F grade scale that ZIS uses. In addition, the school calculates a Grade Point Average (GPA) that is shared on the student transcript and reported to colleges. The GPA is based on a 4-point scale, and all courses have equal weights.

* The descriptors are based on “Framework for the Use and Design of Grade Descriptors” from the University of Manchester.

IB Diploma Programme and Advanced Placement (AP) Grading Scales

The IB Diploma Programme and AP Program utilize different grade scales to assess student mastery than ZIS. The IB Programme uses a 7-point scale and the AP Program uses a 5-point scale.

ZIS teachers will grade most work in both programs on the A–F scale, but will also assign to certain IB or AP tasks a grade using the appropriate scale.

To help you understand these grading scales, the charts below provide approximate equivalent ZIS grades for each IB or AP level.

Predicted Grades (IB Diploma)

Predicted Grades are a critical component of the International Baccalaureate (IB) Diploma Programme, serving as an indicator of a student’s expected final performance. To ensure consistency and transparency, teachers follow a structured timeline and specific criteria when determining these marks.

The Three Predicted Grade Intervals

Teachers calculate and release official predicted grades at three specific milestones throughout the two-year program:

1. End of Year 1: Based on the culmination of the first year's work and internal examinations.
2. Autumn of Year 2 (University): Generated primarily for college and university applications (UCAS, Common App, etc.).
3. Final IB Predicteds (April of Year 2): The final submission to the IB prior to the May examination session.

Calculation Criteria

These grades are not a simple average of all past work. Instead, they are an evidence-based projection of the student’s trajectory. Teachers emphasize the following data points:

• Year 1 Final Exams: Significant weight is placed on the end-of-year examination performance.
• IB-Style Assessments: Consistency in summative tasks that mirror IB formatting, rubrics, and difficulty.
• Internal Assessment (IA) Progress: For relevant subjects, the quality and development of the IA are factored into the grade.
• Recent Improvement: Consideration is given to students who demonstrate a clear upward trend in mastery and skill.

The "Realistically Optimistic" Standard

The goal of a predicted grade is to be "realistically optimistic." While teachers use their professional judgment to support a student’s highest potential, all predictions must remain anchored in IB standards. This ensures that the grades are aspirational for the student yet credible to external university admissions offices and the IB organization.

Predicted Grades (AP Programme)

Predicted grades in the Advanced Placement (AP) programme serve as an indicator of a student’s expected final performance and are provided upon request for university applications. 

Guiding Principle

Predicted grades are intended to be fair and evidence-based, reflecting a student’s current level of achievement and their potential performance in the final AP examination. While teachers aim to support students’ aspirations, all predictions must remain grounded in demonstrated performance.

Calculation Criteria

Predicted grades are based on a student’s overall performance across the course and reflect a teacher’s professional judgment of likely AP exam outcomes. Key factors include:

• Classroom Performance: Consistency and quality of work across assignments and assessments.
• AP-Style Assessments: Performance in tests and tasks that reflect AP exam standards and expectations.
• Mock Exams: Where applicable, mock exam results may help inform the prediction.
• Progress Over Time: Consideration of improvement, effort, and academic development throughout the course.

The "Realistically Optimistic" Standard

The goal of a predicted grade is to be "realistically optimistic." While teachers use their professional judgment to support a student’s highest potential, all predictions must remain anchored in AP standards. This ensures that the grades are aspirational for the student yet credible to external university admissions offices and the College Board organization.

External Exam Policy - IB and AP

AP / IB Courses and External Exams

Expectations for AP/IB Exam Participation

All students enrolled in an AP/IB course are expected to take the corresponding external exam. These exams are a central part of the curriculum and are designed to assess the knowledge and skills developed throughout the course. As such, when students register for an AP/IB course, they do so with the understanding that they will take the associated exam at the end of the course.

In certain circumstances, students may wish to opt out of the external exam. The following situations will be considered acceptable reasons for exam opt-out, pending approval by the Assistant Principal of Academics and, when appropriate, input from the Student Support Team:

• Serious health concerns (physical or mental) that have significantly impacted the student's ability to access the full curriculum or take the exam.
• Financial hardship that makes paying for the exam unfeasible.
• Academic overload or an inability to manage workload, as reflected in the student’s grades and academic performance in PowerSchool.

The school will not consider the fact that a student does not need the exam score for college admission or credit as a valid reason to opt out of an important aspect of the curriculum.

Students enroll in AP/IB courses with full knowledge that the culminating exam is part of the course structure. We strongly encourage all students to see the course through to its conclusion by taking the AP/IB exam, as it represents the full scope of their learning and commitment.

In addition to the official AP/IB exams in May, all students are also required to attend a course-specific mock exam, which serves as a critical checkpoint in exam preparation. The mock exam schedule will be released in September, and attendance is mandatory.

Course Add/Drop Deadline

Students have until September 26 to initiate a request to add or drop an AP course, and October 3 for an IB course. Please take this deadline into consideration as you begin the school year and assess your course load. After this date, schedule changes will only be made under exceptional circumstances and with administrative approval. We encourage students and families to communicate early if they have concerns about course placement or workload.

Reporting

We aim to provide accurate, specific, and holistic information about our students’ progress in a timely way. The feedback we provide in relation to student learning is used to keep students and parents informed and can be used to set specific learning goals.

The PowerSchool School Information System (SIS) provides access to important information about your child, including:

• Courses, daily schedule, and teachers (including email links for all teachers)
• Attendance data
• Academic achievement levels (grades) in all classes
• Information about self-management behaviors in Grades 6–8
• Historical achievement data
• Campus contact information
• Demographic information (address, email, phone, etc.)
• Important health information

All achievement reporting occurs through the online PowerSchool Portal.

The main features of our online reporting system include:

• Continuous chronological reporting of achievement in all subjects.
• Individual assessments (projects, tests, etc.) will be listed, and the achievement levels for these will be shown.
• Areas of assessment will be indicated. These are skill areas and include, for example, reading, writing, speaking, listening, critical thinking, writing, speaking, and communication. These vary from subject to subject.
• In Grades 6–8, academic rubrics showing learning area categories and achievement descriptors for each subject will be viewable.
• In Grades 6–8, self-management achievement (relating to organization, respect, responsibility, effort) will be viewable. An explanation from the teacher will accompany any report of a student not meeting expectations in these areas.
• Overall achievement levels in all subjects will be finalized at the end of each semester, regardless of grade. However, in Grades 6–8, all learning area categories receive an achievement level, while in Grades 9–12, an overall achievement level is awarded at the end of the course. 
• Teachers will contact parents personally if they become concerned about their child’s progress or well-being.
• Parents and students should contact teachers at any time if concerned about academic and self-management progress, or if there are questions about our assessment and reporting procedures.

Family Conferences

Family Conferences take place in the first semester and the second semester. Students are expected to attend these conferences with their parents or guardians. This is an important opportunity to review a student’s progress, identify a student’s strengths and specific strategies they can employ to improve. Information regarding family conference dates and how to schedule appointments is provided through the Weekly News.

Written Comments

Written comments are provided for students in Grades 6–8 regarding their self-management at the end of Semester 1. IB students receive written comments in June at the end of Grade 11, and include an indication of the student’s overall performance on the IB 1–7 grading scale.

Standardized Testing

During the course of the year, each student in Grades 6–9 will take a number of standardized tests in reading, writing, and mathematics. The testing platforms we use are the WrAP (writing assessment program), testing twice annually and MAP (Measures of Academic Progress), testing in mathematics and literacy twice annually.

We use the results of these tests to monitor student growth and to set learning goals. The results of all testing are sent home.

Feedback and Home Learning Philosophy

Meaningful learning experiences should be the goal of both students and teachers. Lessons provide opportunities for extension beyond the classroom that keep the learner and their individual needs, such as ability, maturity and motivation, in mind. Teachers strive to create learning opportunities that inspire, challenge, and reassure the learner, in and out of the classroom. Equally important are the authenticity (i.e. intended learning has relevance outside the classroom) of the activities and for teachers to provide meaningful feedback. The responsibility for mastery of learning may require individual practice, reflection or project completion outside the classroom.

What This Means

• Teachers may assign tasks to be completed outside the classroom that reflect our beliefs and philosophy.
• Teachers may provide feedback to students about any assigned work completed outside the classroom.
• Students must complete assigned tasks without assistance from others or AI except as allowed by a teacher in line with the Academic Integrity Policy.
• Assigned tasks should be understandable to the student.
• All assigned home learning tasks will be communicated by the teacher through Google Classroom.

Home Learning must be completed by the due date with exceptions for absences.

Students in Grades 6–7 can expect to have approximately 10–15 minutes of home learning time per subject. Students in Grades 8–10 can expect to have approximately 20–30 minutes of homework assigned per class each day, and students in Grades 11 and 12 can expect to have 30–40 minutes of homework assigned per class each day. Additional time may be necessary for AP or IB courses.

Home Learning/Assessment-Free Days

During the Fall Break, Winter Break, February Break, and Spring Break, no home learning will be assigned to students except in IB, AP and honors courses. Additionally no assessments will be given to students on the first day the class meets after the holiday. We strongly encourage all students to read and will assign reading over the summer.

Late Work Policy and Procedures

Students are expected to complete all work assigned. Home learning and assessments provide feedback to the student and teacher on student progress toward learning goals. In addition, timely completion of home learning is often necessary to fully participate in and understand instruction on a daily basis. Finally, on summative assessments such as tests and papers, fairness and academic honesty procedures require that students complete these assignments during a similar time frame.

Note: In cases of excused absence for illness or school trips, students will be given an equivalent number of days to complete assignments as they have missed school. Therefore, students are expected to complete all home learning and assessments on time. If this is not possible, students have the obligation to discuss the situation with their teacher before the due date and agree on an alternative solution.

If a student does not turn in home learning or complete an assessment on time, the teacher will do the following:

• Have a conversation with the student about the reasons for not completing the assignment (lack of understanding, time management, extenuating circumstances).
• Collaboratively determine which supports should be implemented to help the student in their continued learning.
• Identify a new reasonable deadline for the assignment.
• Indicate it is missing in the Gradebook, and if it is a summative assessment counting toward the final grade, the teacher will change the final grade to INC (incomplete) until it is completed.
• The teacher will communicate with the student and family via email to clarify expectations and invite collaboration in supporting the student's progress.

In Grades 9–12, the following supports may be identified and implemented during the initial conversation in order to support student learning.

• Late Work Support - Students who require a quiet space and time to complete their work may use the Late Work Support Room. Unless otherwise specified by the teacher, the date the student is assigned to the Late Work Support Room will serve as the new deadline for completing the task. As this is a support, students who complete the necessary work in advance of the allotted time do not need to attend.
• Flex Period - Teachers and students may identify a need for a student to attend additional short 1:1 flex sessions with a teacher to better understand the material, either before or after school.
• Writing & Math Support - For those looking for additional help with these subjects, time is available after school
• National Honor Society Tutor - Student tutors at NHS may be identified as useful supports for students and can meet as frequently as necessary.
• ZIS Registered Tutors - If necessary, a ZIS-approved tutor can be identified to support a student for a prolonged period of time.

If a student does not complete the assignment by the agreed-upon new deadline, the teacher and student will meet to discuss the reasons for the missed work and determine next steps. This will communicated to both the student in person and their family by email. If this third deadline is not met, the Assistant Principal will schedule a meeting with the student and family to determine next steps.

Additionally, if a pattern of late work emerges, the Assistant Principal, teacher, and family will meet with the student to identify underlying challenges and collaborate on a restorative plan of support (e.g., time management strategies, check-ins, or accommodations).

Academic Integrity Policy

Two of ZIS’ core Character Standards are Integrity and Fairness. Therefore, we expect students to demonstrate honesty and integrity in all their interactions, but especially in their academic work. Out of respect for the learning process, their teachers and fellow students, we expect students to abide by the following expectations:

Students will not engage in the following:

• Cheating on tests, quizzes, or other assignments
• Plagiarism of another’s work without proper citation
• Inappropriate collaboration
• Dishonesty
• Facilitating the academic dishonesty of another student
• Unauthorized use of AI tools

For further definitions of these expectations, please see the section below.

Definitions of Academic Integrity Infractions (based on Tufts University Code of Conduct)

• Cheating is giving or receiving unauthorized assistance of any kind on academic work; having available, accessing, or using unauthorized devices or material during exams or other academic work; or failing to follow any instructions related to academic integrity provided by a teacher.
   
• Plagiarism is the use of another‘s published or unpublished ideas or work without full and clear attribution. Plagiarism applies to published or unpublished work or concepts whether or not in direct quotation or paraphrase. Self-plagiarism, defined as submitting previously completed academic work as though it is an original creation for a particular course or other academic endeavor without teacher permission, is also prohibited.Students should keep a detailed record of their work process for all assignments (whether graded or not), demonstrating that the work was completed over time with their own original input. Retain all stages, including brainstorming, outlining, and drafts, until the assignment is reviewed and returned by the teacher. This record will help validate the authenticity of the work in any plagiarism disputes. This applies to both handwritten and digital assignments.
   
• Inappropriate collaboration occurs when students collaborate on academic work beyond the limits specified by the teacher. This can include sharing data, assignments, or information when directed to work independently. Teachers should be clear on what is appropriate collaboration, but if in doubt, ask the teacher for clarification.
   
• Dishonesty is communicating falsehoods or misrepresentations related to any academic work or any representation made to others about your contributions or work. It can also be a misrepresentation of the actions of others.
   
• Facilitating academic dishonesty is taking any action that a student knows or reasonably should know assists another student in violating the Academic Integrity policy. This includes providing past or current assignments to others, providing information about tests or assignments that are against the instructions of the teacher to provide an advantage to other students.

The rules on Academic Integrity apply to all forms of work assigned to students, including but not limited to class work, homework, quizzes, tests, papers, and assignments, whether these are to be graded or not.

Investigation Process

All suspected violations of the academic integrity policy are required to be reported to the Assistant Principal who will investigate to determine if an infraction occurred. In this situation, students will be informed of this and may be asked if there is any evidence that could help understand discrepancies identified.

During the investigation, every attempt is made to understand if and why the student resorted to dishonesty.

Consequences and Communication

If an infraction did occur, the Assistant Principal is responsible for assigning and communicating a consequence, providing supportive interventions, informing parents/guardians, and logging it in PowerSchool.

The Consequences will vary based on the severity of the infraction, the student’s intent, and whether it is a student’s first or a repeat offense. Consequences will have three aspects: Academic, Learning, and Restoration.

First Infraction

As a learning institution, the school views the first infraction as an important learning opportunity. What follows are the possible consequences:

• Academic Consequence: Students will be required to redo the assignment, on a timeline worked out by the teacher, for full credit.
• Learning Consequence: Students could be assigned to meet with the librarian to better understand citation and academic integrity expectations.
• Restoration Consequence: Students will have a restorative/reflective conversation with the Assistant Principal, where they will identify what is needed in order to make things right. This may involve apologies to faculty for the loss of trust.

For first infractions, students will be informed, have a restorative conversation with the Assistant Principal, and then be granted the opportunity to inform their parents before they hear from the school via email.

Second Infraction

Second infractions indicate the beginning of a pattern of behavior and require the involvement of the Principal in determining appropriate consequences. A second infraction will result in a mandatory meeting involving the student, their parent or guardian, and school administration. Consequences will be determined by the school administration based on the severity and nature of the emerging pattern of behavior, selected from the list of possible outcomes below.

Third and Fourth Infraction

Any infraction beyond the second will require that the Principal be informed. In such cases, expulsion will be considered as a possible consequence and must be discussed in a mandated meeting with the student’s parent(s) and/or guardian(s).

Below is a list of possible consequences and interventions beyond the first infraction:

Academic:

• The student will redo the assessment for full, reduced, or no credit.
• The student may be asked to complete an alternative assessment, measuring the same outcomes, for full, reduced, or no credit.
• The student may forfeit their right to complete the assignment and will receive a failing grade.

Learning:

• The student may be required to attend regular sessions with their Advisor, Grade Level Leader, or Assistant Principal to better understand the consequences of their actions and learn appropriate strategies to prevent similar situations in the future.
• The student may be asked to complete online tutorials to help them better understand how to navigate similar situations in the future.
• The administration may mandate educational material to be read and discussed in a follow-up meeting in order to support their understanding of their behavior.

Restorative Process and Consequences:

• Family meeting with student, teacher, counselor, and Assistant Principal
• Review the student’s eligibility for honor societies, academic awards, and student privileges.
• Suspension
• Expulsion

AI Assistance Guidelines

• Academic work: In the absence of specific instructions from the teacher, using AI to complete assignments and assessments is prohibited. When a teacher allows some use of AI tools, they should clarify which uses are appropriate or prohibited. While students cannot use AI for assignments and assessments without explicit permission, they do not need permission to use AI as a study aid.
   
• Study Aid: AI tools may be used as a tutor or studying assistant to prepare for assessments. Sample uses include: generating practice questions, explaining difficult concepts, highlighting key points, providing feedback on practice responses, creating personalized study plans and tracking progress.
   
• Bias & Critical Thinking: Teachers and students alike should critically evaluate AI-generated content for potential biases or inaccuracies and understand the limitations of AI and the importance of cross-referencing with trusted sources.
   
• Citations: Any AI-generated content used in assignments must be appropriately cited; its use must be disclosed and explained. As part of the disclosure, students may choose to cite their use of an AI system using one of the following resources: 
   
  • MLA Style - Generative AI 
  • APA Style - ChatGPT
  • Chicago Style - Generative AI 
     
• Plagiarism: AI tools may be used for brainstorming or preliminary research, but using AI to generate answers or complete assignments without proper citation or passing off AI-generated content as one’s own is considered plagiarism.
   
• Students enrolled in AP courses or the IB Program should follow the specific policies outlined for their coursework. These will be communicated to them by their teacher.

Middle School Dress Code

All students must come to school dressed appropriately for learning. It is important that we are respectful of others and do not cause offence by the way that we dress.

• Clothing that has inappropriate slogans/advertising is not allowed.
• Students must be suitably covered: no underwear should be visible and cropped tops should be no more than 2.5 cm (1 inch) above skirts/trousers.
• Shorts, skirts, and dresses should be an appropriate length: shorts should not be too short, and dresses/skirts should be at least mid-thigh length.
• No flip-flops or backless shoes
• Hats, caps, and hoods should not be worn indoors (except for bona fide religious reasons).

Middle School Student Social Spaces and Eating in Designated Areas

Students should eat lunch/snacks and drink only in the cafeteria and cafeteria terrace area. Students may take water only into other areas of school during the school day. At lunch time, students may spend time in the cafeteria, cafeteria terrace, field, gym and roof terrace.

Students may also sit in the hallways in areas where chairs are available. Students are not allowed onto the roof terrace, at any time, unless a teacher is present.

Middle School Mobile Phones Expectations

Effective August 2025

Preamble

At ZIS, we equip students with the judgment, discipline, and values to thrive in a digital world—while protecting them from risks they may not yet be ready to manage alone. Technology is part of life, but how we engage with it is a choice. At ZIS, that choice is guided by our mission:

“We surface and inspire each learner's curiosity, critical thinking, and high expectations for their learning so that they positively impact their family, community and the world”

Our approach places learning, connection, and wellbeing at the center of student life.

Goals

• Mental Health: Reduce digital distraction and promote presence and focus.
• Healthy Tech Habits: Build intentional use through clear expectations and modeling.
• Parent Partnership: Collaborate with families to support healthy boundaries at school and home.

During the School Day (Grades 6–8)

On-Campus Expectations

• Any personal devices (e.g., phones, smartwatches, tablets) brought to school must be turned off as soon as the student enters campus.
• Devices must remain off and stored in lockers for the entire school day unless a teacher explicitly permits their use for learning purposes.
• As long as they are on campus, phones are not to be used.

Activities and Trips

School Trips:

• Grade 6 & 7 - No phones allowed on these trips
   
• Grade 8 - Phones may be used:
   
  • as part of the activity (e.g. navigation, taking photos)
  • for safety when travelling and in times of indirect supervision (students will always be in groups with phone access)

ATAC Trips: 

• Students may take phones for the purposes of onward travel, payments etc
• Phones are expected to remain in bags for the duration of the ATAC event

Overnight Expectations:

• Students will be required to hand in their phones in the evening and will not be allowed to have phones in the bedroom overnight
• The exception to this will be when students are housed with host families instead of a hotel stay, or for specific health apps (Diabetics etc).

Communication with Home

• If a student needs to contact a parent during the school day, they may use the Middle School Office phone.
• Parents should not expect or initiate communication with their child via personal devices during school hours.

Partnership and Purpose

• With Parents: Families are encouraged to delay smartphone and social media use until at least age 16. Support will include resources and workshops.
• Curriculum Support: A cross-divisional Digital Literacy and SEL program will build awareness, balance, and self-regulation.

Our Commitment

We want to guide students to be present, purposeful, and connected. Together, with students, families, and educators, we are building a school culture where technology serves learning and wellbeing—never replaces them.

Upper School Dress Code

Norms involving acceptable and inappropriate clothing differ across cultures and societies, and social contexts. While we wish to support freedom of expression, we must also ensure an atmosphere of respect appropriate to a professional and multicultural environment. These guidelines are adapted from the Portland Public School Board of Education revised, non-sexist dress code.

Clothing is considered inappropriate when it:

• Displays references to advocating violence, prohibited substances, inappropriate language, sexual, derogatory or discriminatory references.

Students must wear attire that:

1. includes both a shirt or top with pants or skirts, or the equivalent (for example dresses, leggings, or shorts) and shoes.
2. require shirts and dresses to have fabric in the front
3. covers undergarments (waistbands and straps excluded)
4. has fabric covering chest, genitals and buttocks that is opaque
5. ensures hats and other headwear allow the face to be visible to faculty and staff, and not interfere with the line of sight of any student or adult. Hoodies must allow the face and ears to be visible. Hats and other headwear may be worn in the hallways but only with permission from the teacher in classrooms.
6. ensures clothing is suitable for all scheduled classroom activities including physical education, science labs, MakerSpace, and other activities where unique hazards exist
7. respect that specialized courses may require specialized attire, such as sports uniforms or safety gear

Upper School Mobile Phone Expectations

Effective August 2025

Preamble

At ZIS, we equip students with the judgment, discipline, and values to thrive in a digital world—while protecting them from risks they may not yet be ready to manage alone. Technology is part of life, but how we engage with it is a choice. At ZIS, that choice is guided by our mission:

“We surface and inspire each learner's curiosity, critical thinking, and high expectations for their learning so that they positively impact their family, community and the world.”

Our approach places learning, connection, and wellbeing at the center of student life.

Background

This policy follows a six-month inquiry involving student voice, faculty experience, parent partnership, and global research. It reflects our shared belief that balance matters, and that students do best when they are fully present—academically, socially, and emotionally.

Goals

• Mental Health: Reduce digital distraction and promote presence and focus.
• Healthy Tech Habits: Build intentional use through clear expectations and modeling.
• Parent Partnership: Collaborate with families to support healthy boundaries at school and home.

During the School Day (Grades 9–12)

In-Class Expectations

• Upon entering every class and advisory, students must:
   
  • Silence phones and place them in the assigned cell phone holders.
  • Remove and put away headphones.
  • Devices are retrieved only after class ends.
     
• Students may only use a phone when the teacher requests its use for a specific educational purpose. 
• Faculty will refrain from using personal phones in classrooms and hallways.

If a Phone Is Used Without Permission:

• First Incident: Phone is turned in to the Upper School Office and returned at the end of the day.
• Second Incident: Phone is turned in and only returned to a parent who must collect it in person.
• Third Incident: Phone is turned in, and a family conference is held to resolve the issue and support behavioral change.

Outside Class Time (~90 minutes/day)

• Students are encouraged to engage in face-to-face social interaction.
• The school will expand phone-free zones and offer engaging, tech-free spaces and activities.
• All tech use in common areas should reflect respect and moderation.

Activities and Trips

• School Trips:
   
  • Grade 9 (e.g., Bergwald): No phone use during mountain work or meals; devices collected overnight.
  • Grade 10: School rules apply; limited use only when approved by instructors.
  • Grades 11–12: Limited use allowed (e.g., for navigation, safety, or photos) but not during meals or group time.
     
• ATAC Trips (Grades 9–12):
   
  • Phones allowed for travel and payments.
  • No use during team meals, meetings, or bonding activities.
  • JV Teams (Grades 9–10): Devices collected overnight unless students are with host families or have a medical exemption.

Partnership and Purpose

• With Students: Students will help shape phone-free areas and will have input in ongoing evaluation of this policy.
• With Parents: Families are encouraged to delay smartphone and social media use until at least age 16. Support will include resources and workshops.
• Curriculum Support: A cross-divisional Digital Literacy and SEL program will build awareness, balance, and self-regulation.

Our Commitment

We want to guide students to be present, purposeful, and connected. Together, with students, families, and educators, we are building a school culture where technology serves learning and wellbeing—never replaces them.

Upper School Student Social Spaces and Eating in Designated Areas

For health and sanitation reasons, students should only bring water to class. Students may eat a snack between classes anywhere in the building, or in class, at the discretion of the teacher, with the expectation that they clean up after themselves and do not litter.

Students must eat lunch in the cafeteria or the Lion’s Den, except with given permission by a teacher or club sponsor. In all cases, students are responsible for cleaning up after themselves and not littering.

Upper School Campus Boundaries and Off-Campus Privileges

The boundaries of the Upper School are outlined in light blue on the image below. The public park “Dietlimoos” (outlined in yellow) on the south side of the school is not officially part of the campus. However, during nice weather students in Grades 9–12 are welcome to use this area during free time, providing they treat it respectfully.

All students are allowed to leave the Upper School campus during lunch time and are required to return in time for their next scheduled class. At all times, except during the start of the day and lunch, students must enter and exit the campus through the main entrance. When off campus, students must show respect for the local community with their behaviors.

The following privileges are automatically extended to all students unless parents/guardians withdraw permission by writing to an Assistant Principal, with the understanding that it is not possible for the school to monitor student compliance.

Grade 11 or 12 students who have the first block free must arrive at school in time for their first class of the day. Students are required to attend advisory on Wednesdays. 

Consequences

Students who are disrespectful to the local community, tardy, absent or do not sign in/out when late to class or leaving early may incur detention, have their off-campus privileges revoked or face further disciplinary consequences for continued infractions.

Smoking

Grade 11 and 12 students who have parental permission to smoke at the designated outdoor smoking area (see image below) must keep smoking products out of sight from other students. If these products are displayed to others, it will be treated the same as if the student was using the products on campus, according to Code of Conduct and Consequences above.

Student Support and Well-Being

Monitoring Student Well-Being and Academic Progress

At ZIS, we are committed to the academic growth, personal development, and well-being of every student. We believe that students thrive when they are supported by a network of caring adults working in partnership with families.

Role of the Grade Level Leader

Grade Level Leaders coordinate the Advisory Team and work closely with teachers to monitor the academic progress, health, and social-emotional well-being of students. When concerns arise, the Grade Level Leader will consult with the School Counselor or Assistant Principal as needed, and may refer the student to the Student Support Team to ensure appropriate supports are in place.

In addition to this process, any faculty or staff member may refer a student to the Student Support Team if they have concerns about a student's academic or personal well-being.

Initial Support and Partnership

When a student is experiencing academic challenges, the first point of contact should be the classroom teacher. Teachers are best positioned to clarify expectations, suggest strategies, and provide individual support.

In Grades 9–12, students are encouraged to use Flex Time, teacher office hours, and the resources available in the Learning Support Center or Study Center in the library. Private tutoring should only be considered when recommended by the school, after other supports have been explored. See Academic Support and Tutoring. 

Academic Monitoring and Support

Proactive Assistance

If a student consistently struggles to submit assignments or meet academic expectations—such as “Not Meeting” in Grades 6–8 or earning grades of C– or below in Grades 9–12—a supportive meeting will be arranged with the student, a teacher, or the Grade Level Leader. Together, they will co-create a plan with clear goals, timelines, and appropriate strategies for success.

If additional support is needed, the case may be referred to the Student Support Team. Plans will be shared with the Assistant Principal and parents/guardians to ensure everyone is working together to support the student.

Possible Interventions

Academic support plans may include:

• Targeted support from classroom teachers
• Guidance around balancing co-curricular commitments
• Attendance at supervised study or after-school academic support
• Peer tutoring through NHS or recommendation for private tutoring

Continued Support and Collaboration

If a student continues to face challenges despite these interventions, a collaborative meeting with the family will be scheduled to explore further strategies. The Student Support Team may recommend more targeted interventions, which could include educational testing or enrollment in a Learning Support class.

In some cases, if a student’s progress remains limited despite layered supports, a personalized learning or success plan may be created. This plan would outline key actions, timelines, and shared responsibilities to guide progress and ensure continued learning and growth. In certain cases, if a student continues to struggle or show little response to interventions, a contract may be written outlining specific steps to be met for re-enrollment or promotion into the next academic year.

Afternoon Flex Block

Flex Block provides students with time during the school day to take ownership of their learning, well-being, and engagement in school life. It also creates space for students to connect with teachers, access resources, and manage their academic responsibilities.

Middle School (Grades 6–8)

On Monday, Tuesday, Thursday, and Friday, a Flex Block is scheduled in the afternoon. During this time, students engage in Silent Sustained Reading and can:

• Meet with teachers for additional support
• Work independently on assignments
• Participate in school-related activities

Students will be provided with a Flex schedule that outlines expectations and opportunities for each day.

Upper School (Grades 9–12)

In Grades 9–12, Flex Blocks are scheduled at the start and end of the day on Monday, Tuesday, Thursday, and Friday. This time is intended to support students in managing their academic and personal responsibilities and may include:

• Independent work or study
• Meetings with teachers, university counselors, or school counselors
• Attending grade-level meetings (Grade 9 and 10))
• Participating in clubs, school activities, or wellness-focused options
• Visiting the NHS Study Center in the library, which offers both quiet and collaborative spaces
• Using the gym, weight room, or cardio room if available
• Completing missing or late assignments
• Research or reading in the library  

Using Flex Time Effectively

Students are encouraged to use this time responsibly and intentionally in ways that support their academic progress, well-being, and connection to school life.

A supervised study space may be assigned to students who would benefit from a more structured environment as a supportive intervention when a student is finding it challenging to manage Flex Time independently.

Academic Support and Tutors

At ZIS, we believe that learning is a collaborative process, and every student is encouraged to seek support when they need it. Our academic support systems are designed to help students take ownership of their learning, build confidence, and access the right help at the right time.

Teachers are the first and most important source of academic support. If a student has a question, needs clarification, or would like to review content, they are encouraged to contact their teacher directly. Students may email teachers with specific questions or request an in-person meeting. Flex blocks in the morning or afternoon are an ideal time for such meetings. Teachers will communicate their Flex Time availability to each class at the start of the year and update students as needed.

Additional academic support includes:

• The National Honor Society (NHS) offers free peer tutoring during the school day and after school. NHS tutors are available through the Study Center in the library.
   
• Teacher-supervised support sessions in English/History and Math/Science are available after school on two designated days per week. Locations and schedules are shared at the start of each academic year. For current details, students can speak with their Grade Level Leader.

Private Tutoring

A list of qualified and approved adult tutors is available on the Community Portal. These tutors are permitted to work with students on the Secondary Campus during or after the school day. Please note the following:

• ZIS teachers who are fully employed may not tutor students enrolled in their own classes or tutor during school hours.
   
• If a tutor not employed by ZIS is engaged, it is the family's responsibility to ensure compliance with Swiss social security requirements.

Advisory

Our advisory program is responsive to the developmental needs of students and aims to:

• Provide a safe community for students
• Provide each student with a caring and understanding advocate
• Offer an environment that encourages and enables students to develop character
• Build students’ capacity to monitor their academic progress and achievement, assist them in choosing appropriate academic pathways and strengthen social and emotional competencies
• Provide a clear line of communication between students, parents/guardians and teachers
• Support transitions into and out of our school

Each student is a member of a small advisory group, led by a teacher advisor. This advisor takes on the role of advocate for the students in the advisory group and is responsible for delivering the advisory program.

In Grades 6–8, students meet with their advisor at the beginning of every day on Tuesday, Thursday and Friday for a 10-minute check-in and announcements. An extended advisory lesson takes place on Wednesday.

Grades 9–12 follow a theme driven by specific grade-level needs, realities, and core challenges that provide a focal point for the advisory program:

• Grade 9: Bringing and Discovery
• Grade 10: Exploration and Direction
• Grade 11: Intention and Preparation
• Grade 12: Transition and Empowerment

In Grades 9–12, Advisory groups meet three days a week:

• Tuesday and Thursday for Community Conversations
• Wednesday for Advisory Lessons and Consultancy

Community Conversations

These 15-minute sessions serve as a vehicle for school-wide conversations and day-to-day housekeeping. Advisories discuss the daily announcements, preview and recap important school-wide events and encourage participation in upcoming co-curricular activities.

Advisory Lessons and Consultancy

These 50-minute sessions are dedicated to structured discussions and activities, which address topics and events related to the grade level theme, student needs, realities and core challenges. In addition, Advisory teachers have time to consult individually with students and review academic progress and goals.

Student Support Program and Inclusion

Student Support at ZIS
We believe every student belongs and deserves to feel that way.

Our Philosophy

The Zurich International School (ZIS) student body is intentionally diverse. Our community values diversity and a plurality of voices -- including neurodiversity and linguistic diversity -- and we know our school is better for it. We understand that thoughtful, proactive planning is required to ensure that everyone is supported and feels that they belong. As such, we have designed support systems and services that aim to meet the needs of our remarkable students from age three to graduation.

At the heart of our support model is a multi-level system of support that centers student agency and self-awareness. We aim to cultivate expert, lifelong learners at ZIS, and our support model reflects this belief. As we consider our diverse student body, we think about three levels of instruction that provide the appropriate level of challenge and support for each student. 

Level One Instruction 

ZIS classrooms and curriculum are designed with all learners in mind, and this responsibility is shared across our faculty. Teachers regularly reflect on best practices as they aim to support all learners in their classrooms. They receive guidance and support from our EAL teachers, Learning Support teachers, counselors, and Instructional Coaches.

Level Two Instruction 

For some students, short- or medium-term interventions may be required to enhance an academic skill, address a specific gap in knowledge, or guide a student’s social and emotional development. Members of our student support team regularly meet to discuss the needs of individual students and collaborate with families to design short-term supports for their children.

Level Three Instruction 

Level three instruction includes longer-term services in language acquisition and academic support. Students receiving these services either have a diagnosis from a medical professional or limited English proficiency.

Support Services

Our multi-level system of support values and depends on services from our teaching and support professionals. An overview of each of our internal services is provided below.

ZIS provides a range of Student Support Services, including:

• English as an Additional Language (EAL)
• Counseling
• Learning Support
• Individualized Learning Provision
• Speech and Language Therapy
• Occupational Therapy

Students with a diagnosed learning, attention, mental health disorder or physical/medical disability are eligible for an Individualized Education Plan (IEP). This plan helps all adults understand how best to accommodate different learning needs in the classroom. An external evaluation is required for a student to have an IEP or to participate in a Learning Support Class. This evaluation needs to be updated every 3–4 years.

School Counseling Services

School Counselors

Our counselors support students with academic, social and emotional issues and can refer and connect families to outside support. They also help students develop the skills they need to optimize their well-being, happiness and learning.

ZIS counseling programs are proactive, collaborative, and developmental in nature.

The School Counselors are student advocates who can provide short-term independent, group or class counseling sessions which address personal, academic, social, or behavioral issues. They consult with parents, administrators, teachers, and outside experts regarding social, emotional, and academic needs of specific students. Furthermore, they assist families with referrals to local providers if additional support is needed. School Counselors also collaborate with the University and Career Counselors for Grades 9–12, Head of Grades and teachers to present a proactive, prevention-based guidance curriculum.

Information shared with a School Counselor is considered confidential. School Counselors are obligated to discontinue confidentiality when there is a potential of serious harm to the student or others, or if there is a concern of neglect or abuse.

Requests for Recommendations Procedure

As a service to our families who are moving, pursuing boarding/private school applications, or seeking application to a summer enrichment program, students in Grade 6–8 should contact the Principal or Assistant Principal and students in Grade 9–11 should contact the School Counselors for assistance in coordinating any recommendations or transcripts needed for all non-university related applications.

Please follow these important steps:

• Before any forms are requested, the parents/ student must inform the School Counselor (Grades 9–11) or Principal (Grades 6–8) that they will be requesting recommendations.
• The student and Counselor/Principal will decide on the most appropriate teachers to approach for a recommendation.
•  Where a school may require a letter from a particular department for an appraisal of the student’s strengths, the appropriate teacher will fill it in, but students must speak with the School Counselor/Principal first.
• Where paper forms need to be filled out by a “Homeroom Teacher” or Principal, these forms should be given to a School Counselor/Principal first who will then coordinate the letters. The faculty member will return the completed form back to the Counselor/Principal.
• Requests for recommendations need to be submitted to the School Counselor/Principal at least three weeks prior to the deadline. If the parent/ student gives less than three weeks notice, the understanding is that it will still take 15 working days to complete the letter. If that is not acceptable, then the faculty member may decline to write a letter.
• All letters of recommendation are considered confidential and neither the student nor the Parent/ Guardian may request to read them.
• The student must not assume the teacher or counselor will write a letter of recommendation, but rather request that the teacher or counselor provide the letter. Once the recommendations are complete, the student should follow up with a “thank you” note to the person writing the letter.
• In exceptional circumstances, if a teacher feels unable to give a strong endorsement, the teacher may suggest to the student to seek one from another teacher where possible.

Exams for Entrance into Other Schools

ZIS is often asked to administer entrance examinations for other schools or institutions. Please be advised that a fee may be charged for the administration and mailing of these exams. Arrangements for all external entrance or placement exams should be made through the School Counselors.

University and Career Counselors 

University and Career Counselors guide students in their quest to find the post-secondary pathway that best fits their abilities, interests and needs. The University and Career Counselors advise students in Grades 9–12 on a variety of topics including, but not limited to, university admissions, external testing, course selection, and career options.

Process for University Letters of Recommendation and Subject References 

The University and Careers Counselors help to coordinate and facilitate the collection and submission of recommendations and subject references required for university applications. 

Instructions on the process and timing for requesting teacher recommendations will be delivered in advisory lessons and/or counseling meetings. See below for further information. 

• All recommendation letters written for the university application process are confidential. We cannot send them directly to alumni, independent counselors, families, or external providers. University and Career Counselors will send letters directly to the institutions requesting them. 
   
• University and Career Counselors will communicate the Recommendation Letter timeline to students and parents. If a student needs a recommendation letter outside of this timeline, ZIS needs at least 15 working days’ notice in order to provide recommendations directly to an institution.

Standardized Tests Required by Universities 

• The ZIS Secondary School acts as a test center for the PSAT and SAT. The ACT and Oxford testing is not hosted at ZIS but there are opportunities to set these tests at other testing centers. The PSAT and SAT exams are adminstered and scored by the College Board, an external organization. For more information regarding the PSAT and SAT, please go to www.collegeboard.com. For PSAT and SAT enquiries, contact the Test Coordinator Bong Kunz at lkunz@zis.ch.
   
• Other standardized tests required by Universities include exams such as the LNAT, UCAT, TMUA, or subject-specific exams for particular courses. Students and families should work with the University and Careers Counselors to determine which exams might be necessary and create a timeline for completing them. 
   
• The University and Career Counselors can advise students about procedures and deadlines for registering for standardized tests. However, it remains the student’s responsibility to ensure that registration materials and payments are submitted in a timely manner. For more information on creating a testing timeline as well as content of the tests, contact your University and Career Counselor.

Students Re-Taking External Exams (IB and AP) 

• ZIS does not provide predicted grades for retake exams. If a student is making a new university application, based on retakes, they will have to leave the predicted grade mark blank or submit their application after the new grade has been released. 
   
• If a student retakes IB exams, and wants to send the updated scores to a university, the student needs to contact the IB directly and pay to have the updated IB Diploma transcript scores sent to each university. Contact the IB Coordinator, Sean Maley (smaley@zis.ch) for instructions on how to do this. 

Athletic Dispensation Policy

The Athletic Dispensation policy provides guidelines for student-athletes in high-level sports to request a Physical Education exemption, ensuring their health and academic success. Eligible students have the right to petition for this exemption by submitting their request to the Assistant Principal of Academics in the Upper School.

The school is committed to doing what is best for each student based on their unique circumstances. Previously, only students with a Swiss Talent Card were eligible for dispensation, which excluded high-level athletes who did not have access to this card due to recent relocation or other cause. To ensure fairness and inclusivity, the policy has been modified to provide additional pathways for students to obtain a dispensation beyond the Swiss Talent Card.

Athletic Dispensation Eligibility: Students may earn an athletic dispensation in the following ways.

• Swiss Talent Card: Students with a valid Swiss Talent Card receive automatic approval for dispensation.
• Comparable Participation: Students who can demonstrate a rigorous training schedule but do not possess a Swiss Talent Card may still be eligible for dispensation. Their documentation must reflect the typical weekly training commitment and rigorous regional competition commitments similar to the Swiss Olympic minimums for the particular sport. Acceptable documentation includes a letter from the association, training schedules, travel records, team participation certificates, and other relevant proof of commitment.

Approval Process: 

• Student sends their request to the Assistant Principal of Academics
• The Assistant Principal of Academics, together with the Athletic Director, Principal, and Head of Physical Education, reviews the talent card or documentation. A decision is then made and communicated accordingly.
• If approved, the students' dispensation is internally logged, and their PE is removed from their schedule.

Maintaining Dispensation: In order to maintain eligibility for the dispensation students must complete the following.

• Review the dispensation request annually.
• Provide evidence of continued athletic commitments outside of school. This may include documentation of schedules, communication to the school from the outside coach, or updated talent card.

Health Curriculum Expectations: Students provided the PE exemption are still expected to attend the Health related classes during their free period.

Essential Medical, Contact and Emergency Contact Information

School Medical Health Form

ZIS requires that a complete online medical health form is submitted prior to a student’s attendance in classes and activities at ZIS. The School Nurse manages the health of students based on the information given on this form; therefore it is important that the form be filled out completely, including emergency contact information, emergency treatment authorization, immunization records, and the authorization to administer medication. ZIS follows the Swiss immunization plan available at www.euvac.net/graphics/ euvac/vaccination/switzerland.html.

At the beginning of the school year, families are asked to verify and update their child’s health and medical information via PowerSchool. The verification and update process is only available through the PowerSchool parent login, not through the student login.

Medical Insurance

According to Swiss law, parents must obtain health and accident insurance and the name of your child’s insurance provider, policy number and AHV number.

AHV Number

ZIS is required to record the AHV number of students. This 13-digit number, beginning with 756, can be found on the medical insurance card. This can be added to your child’s health information using PowerSchool. The AHV is the Swiss social security number and if you have difficulty finding it, your employer should be able to help.

Emergency Contact Information

At the beginning of the school year, families will be asked to provide a local emergency contact information (other than parents) for their children. Should this information or any other changes in your demographics, (such as a new address) change during the course of the school year, notification should promptly be given via the Contact and Information form linked on the homepage of the Community Portal.

Health Services

The Secondary School is staffed with 1–2 full-time nurse(s) during working hours. A student may make their own appointment or just drop in during opening times e.g. lunch time, before or after school. It is vital that the nurse is made aware of any health conditions, medication, or health risks affecting students. In cases of a chronic illness or health condition that could result in a life-threatening medical situation (diabetes, anaphylaxis, heart condition, seizure disorder, etc.) a meeting will be organized with the School Nurse and the parent(s)/guardian(s) to develop an Emergency Care Plan. This plan will be distributed to all teachers/ staff involved with the student.

In order to keep the school a safe and healthy place for students, the nurse appreciates parents’ cooperation in dealing with any possible communicable illness at school. If your child is ill, the absence should be reported via PowerSchool using the “Attendance Monitor” option. If your child is ill for more than three days, please send a note or medical certificate to the school nurse explaining the nature of the illness.

Medical conditions requiring students to stay home include, but are not limited to the following:

• Temperature – greater than 38°C or 100°F
• Uncontrolled cough or difficulty breathing
• Vomiting twice within 24 hours or persistent diarrhoea
• Red eyes with dark or “crusty” discharge, discolored nasal discharge
• Other conditions as decided by the nurse

Emergency Medical Care

If a student is involved in a minor accident or injury that may require medical assistance during school hours, the School Nurse will try to contact the parent(s)/guardian(s) or “Local Swiss Emergency Contact” in order to seek assistance in obtaining medical help.

Injuries are treated as the condition warrants. If a group of students arrive at the same time, priority will be given to the most serious injury. The School Nurse will attend to the injured student until their Parent/Guardians arrive. If no contact can be made, the School Nurse will decide what would be in the best interest of the student. In the case of a life-threatening situation, or other serious condition, the student will be transported by ambulance to an appropriate hospital. In that case, parents/guardians will be notified to meet the child at the hospital instead of at the school.

Accidents and injuries at school are recorded in PowerSchool.

Physical Education Excuse Policy

If a student is unable to participate in PE, parent(s)/ guardian(s) must email the PE teacher. The School Nurse may only excuse a student from participating in PE when clear, presenting symptoms require it. For PE absences lasting more than two classes, a physician note must be submitted to the Nurse and PE teacher.

Medication

During School Hours The Nurse’s Office routinely stocks basic over-the-counter medications. Parents/Guardians must sign the consent for treatment found on the ZIS health form which grants permission to administer medications during the school day as needed.

Middle School students are advised to inform the School Nurse regarding self-administered medications. If a student needs to take prescription medication during the school day this medication needs to be brought to the Nurse’s Office in the original container, and whenever possible, with a copy of the prescription from the doctor/physician.

Students that have been tested for and diagnosed with severe allergies, asthma, seizures, diabetes, or any other medical condition requiring medication during school hours, must provide a supply of all their appropriate medication needs to the Nurse’s Office.

Safety and Attendance Procedures

Attendance Procedures

Regular attendance and participation is necessary to adequately learn course content and take full part in the ZIS community. In addition, we have a legal responsibility to know which students are in attendance during the school day. Therefore, ZIS takes attendance daily and asks that parents/ guardians keep the school informed. It is expected for parents to do everything possible to ensure a student’s regular attendance.

The school is required to report excessive absences to educational authorities in the Gemeinde where the family resides. Parents will be informed if the school takes this action.

In Grades 9–12, regular attendance is a requirement for earning course credit, therefore attendance is taken for every block. If a student accrues 10 absences from any given course in a semester, the student could be at risk of losing credit for that course. Frequent absences may require a meeting with students and/or parents to discuss the impact on the student’s learning and to create a plan for better school attendance. In more serious cases, an attendance contract will be drafted. A review of the reason for absence and catch-up plan will be conducted with the Student Support Team and/or Assistant Principal and Principal.

All absences should be reported via PowerSchool using the “Attendance Monitor” option.

The Attendance Front Office Team will process the notifications reported through PowerSchool. Any absences (A) entered by a teacher that cannot be explained or without notification from a parent will remain as ‘A’s in PowerSchool. The Attendance Front Office Team will contact the student and/or family to find out the reason for accumulated unresolved absences. Depending on the answer, students may have to have a conference with an administrator, or parents may be invited in for a family meeting with the Assistant Principal or Principal. If it is discovered that the student skipped class or school, a restorative consequence could be assigned. 

If a student is absent from school or a class without notification, parents/ guardians will receive notification through PowerSchool that an attendance code has been changed. Parents should turn on these automated notifications. Our Attendance Front Office Team will follow up at the available phone numbers or email addresses to clarify the reasons for the absence.

Arriving Late and Leaving Early

Students who arrive late to their scheduled class must sign in when they arrive and explain the circumstances for their late arrival.

• Middle School students must sign in/out at the Main office. When parents inform the school by email or phone, providing a valid reason, the tardy will be marked as Excused Tardy (ET). Accidental oversleeping is not considered a valid reason. All other tardies are marked Unexcused Tardy (UT).
   
• Upper School students' attendance will be taken in each class and will be marked late by their individual teachers upon arrival in class.
   
• If a student accrues 5 or more Tardies (‘T’s) in a semester, this will lead to a message being sent for a conversation with our attendance counselor and the creation of a plan to improve on-time attendance.  If the pattern continues, a family meeting will be held to discuss a way to improve and/or address the impact on their academic progress.   If an Upper School student has an excused reason to be late to class due to a school meeting with an administrator or counselor, or because of seeing the school nurse, the attendance code will be changed to Excused Tardy (ET) by the responsible administrator, counselor or nurse and do not count towards the ‘T’s for triggering a conversation with an attendance counselor.

Arriving on time for classes is important to the learning process and is a sign of respect for the teacher and the other students. Lateness to class disrupts the flow for both the teacher and the students. Students are expected to be in their seats and ready to begin work at the start of class so that teachers may begin the class promptly. Lateness to class will be recorded and addressed by the teacher involved and will be reported to the Head of Grade or Assistant Principal if it becomes a pattern of concern. Students are responsible for making up all class work and missed assignments when they are absent or late to class.

For all grades, regular attendance reports will be produced and shared with the Principals, Assistant Principals, Heads of Grade and School Counselors. If a student develops a pattern of lateness or missed classes without any reason, the student may have to have a conference with the attendance counselor,  or parents may be invited in for a family meeting. If a pattern continues, students may be placed on an Attendance Contract after a meeting with the family and Principal.

All students in Grades 6 - 8 must remain on the school grounds during the academic day, unless they are on a field trip or if arrangements are agreed to by the office staff, Principal or Assistant Principal after speaking with parents. 

Grade 9 and 10 students are allowed to leave the school grounds during lunch. Grades 11 and 12 students have off-campus privileges whenever they do not have a class or school commitment and can leave campus.

Students who leave early with notification received from parents, must sign out – Middle School students will sign out in person at the Main office, Upper School students by using the QR code.

Excused Absence

In case of illness or a change of routine, this should be reported via PowerSchool using the “Attendance Monitor” tab. Our front office staff will review all Attendance Alerts and assign the appropriate attendance code as explained below.

The following reasons will be considered excused absences (EA):

Medical appointments, religious holidays, hazardous weather conditions, university visits/ application interviews, driving license testing, military orientation, passport renewal, visa/ immigration appointments, major family events/ bereavement, educational testing.

Illness (ILL) – After three consecutive days of illness and in cases of chronic or extended absences for an illness, parents/guardians must send a note or medical certificate explaining the nature of the illness to the nurse at sec_nurses@zis.ch. ZIS reserves the right to request a medical certificate.

School Related or Co-curricular Absence (EA)

There are many opportunities to extend student learning outside of the classroom through participation in field trips, sporting competitions, etc. However, students who have excessive absences, have incomplete work or whose academic performance raises concern may be denied further participation in activities that require absence from classes or participation in sports or other activities. Decisions to restrict student travel for co-curricular activities will be made by the Principal or Assistant Principal.

Students who wish to participate in a co-curricular activity must be in school for the entire day and attend all of their classes unless the student has received prior approval from an Assistant Principal or Principal.

All students involved in co-curricular activities are expected to be in school the day after an event.

Notified Absences (NA)

Absences for personal or family trips or personal other appointments are not encouraged, as these do impact learning negatively. As far as possible we ask families to avoid taking students out of school as this creates additional pressure for students and teachers. However, we understand that there are times when this is unavoidable. A parent/guardian should contact the Principal or an Assistant Principal as early as possible in advance to seek permission for the absence.

For these planned absences, students are expected to fill out an absence form (a document that all relevant teachers fill out with assignments and work that will be missed). Students must honor this form and the commitment made to their teachers. Teachers may be unable to adequately assess the learning of students who are absent for a large number of classes during a reporting period, and may not have enough data to assign an achievement level. This will be noted in the student’s achievement report and on their transcript.

Unexcused Absence (UA)

If the student is missing class without parental notification and/or excusable reason as mentioned above, the absent code will be changed to “UA” to indicate this as an unexcused absence.

Absences will be reviewed by the Assistant Principal/ Principal and Student Support Team and may require a meeting with students and/or parents to discuss the impact on the student’s learning and to create a support plan.

Students may be required to attend detention or provide community service supervised by a member of Staff.

Missed Assessment (MA)

If a student is absent for a class assessment, the attendance code MA is entered into PowerSchool. 

Students are encouraged to proactively communicate with their teachers in advance to reschedule assessments when they will be absent due to ATAC commitments or other extracurricular activities.

If a student misses an assessment due to illness or unforeseen circumstances, they are expected to coordinate with their teacher to make up the assessment as soon as possible.

• Students who are absent only on the day of the assessment may be asked to complete it upon their return.
   
• Students who are absent for an extended period should work with their teacher to identify a mutually appropriate time to complete the assessment.

If a student establishes a pattern of absence on assessment days, the school is obliged to investigate to resolve the pattern of absence. Stiffer academic consequences may result should the pattern continue, and students may receive no grade for the assessment. In Grades 9–12, several “no grades” may lead to losing credit when assessment evidence is lacking or insufficient. Upon identifying a pattern, students and families will be consulted. 

Returning from an Absence

• In the case of extended absence when there is much work to complete, students are encouraged to speak to the Head of Grade who can assist him/ her/them to establish a schedule to catch up with work.
   
• Teachers will follow the general guideline of allowing one class period extension per class period missed for work to be completed (i.e. a student who missed two class periods of a particular subject will be expected to have missed work completed after the next two classes upon return)

If a student establishes a pattern of absence on assessment days, the school is obliged to investigate to resolve the pattern of absence. Stiffer academic consequences may result should the pattern continue and students may receive no grade for the assessment. In Grades 9–12, several “no grade”s may lead to losing credit when assessment evidence is lacking or insufficient.

Illness During the School Day

Students who feel ill during the school day must see the School Nurse. The student may rest in the Nurse’s Office for a period of time or if the Nurse determines that they should return home, she will contact the student’s parents. Based on the recommendation of the School Nurse in conjunction with permission from a parent or guardian, the student can be released. If parents cannot be reached or are working abroad the alternate emergency contact will be contacted to provide the necessary care. Students may not leave school without permission from the Nurse or Main Office.

Absence During Final Examinations for Grades 9–12

To gain full credit for a course students must complete all requirements including the final exam. Absence during final examinations should be avoided. Parents must contact the Principal in advance to seek permission for an absence during final examinations. Students absent from an exam due to illness or emergency will be required to take the exam on a designated make-up day.

Parent/Guardian Absence

In order to support a child’s health, safety and security, the “Parent/Guardian and ZIS Partnership” document, an integral part of your agreement with ZIS, describes the collaborative partnership between the school and parent(s)/guardian(s), and the expectations of both with regard to rights and responsibilities. This document is published on the ZIS Community Portal. A section of this document refers specifically to the need for parent(s)/guardian(s) to appoint a temporary guardian should they be away for 24 hours or more.

Mandatory Guardianship Requirements

Students may not enroll in ZIS unless one parent or an officially appointed guardian is in full-time residence with the student at all times. Parents/Guardians are required to submit the Temporary Guardianship Form to school, giving details of who is caring for their child/ren (under 18 years old), in these circumstances. This form can be found in the ZIS Community Portal.

Emergency Procedures

In accordance with Swiss law, periodically, and without warning to faculty, staff or students, the school will undertake fire drills. Every drill must be taken seriously and approached as if the situation were real. When the alarm sounds everyone must leave the building and report to the designated area as quickly and quietly as possible. Students and faculty will be able to re-enter the building only after an “all-clear” signal is given by the Administration.

The school has also developed lockdown procedures. A lockdown occurs when there is a situation that requires students to be secured inside the school building. School teachers and staff have been informed of procedures to take during a lockdown. Based on advice from the Cantonal authorities, lockdown procedures are not “drilled” by the student body

School Transportation Safety

Students should follow all rules, safety requirements, and instructions as requested by bus drivers. Students are expected to wear seat belts at all times and to use booster seats when required.

Student Life and Beyond the Classroom

Awards and Recognition

ZIS Secondary School values and celebrates excellence in Academics, Character, Community Involvement and Service in line with our mission to Learn, Care, Challenge and Lead. Throughout the year and at the end of the year, students who embody these values are honored. Below is a sample of some of the ways we recognize student achievement at different grade levels.

Grades 9-12 Awards

Honor Roll

Academic Honor Roll Students are placed on the academic Honor Roll at the end of the 1st semester and the 2nd semester, if they meet the following criteria:

• Grade 9 and 10 students must be enrolled at least seven classes, Grade 11 and 12 must be enrolled in at least five classes
• They earn a “B” (3.0 GPA) average with no grade lower than a “C”
• They must have no incomplete grades
• A “CR” grade is not an eligible grade
• They must not have committed infractions of the Academic Integrity Policy in the current semester.

Honors Diploma

A student who completes the ZIS High School Diploma requirements, including three Advanced Placement (AP) or International Baccalaureate (IB) Higher Level courses (in at least two subject areas) in Grades 11 and 12, achieves a combined average of “B” (3.0 GPA) during the student’s final two years of high school, does not have a grade lower than a “C” in the final year, and has performed with academic integrity in Grades 11 and 12, will be awarded a ZIS High School Diploma with Honors.

International Chapter of the National Honor Society (NHS)

Students in Grades 10 and 11 who have demonstrated excellence in the four core values of the National Honor Society (Scholarship, Service, Leadership, and Character) will be invited to join this international organization.

The key criteria include:

• Scholarship: Students who have a cumulative GPA of 3.5 or higher
• Service: Students who have made voluntary contributions to the betterment of the school or community with a positive, courteous and enthusiastic spirit
• Leadership: Students who have demonstrated leadership in school or community activities. These students are resourceful, community builders and good problem solvers. 
• Character: Students who conduct themselves with honesty in all their interactions. They are cooperative and show concern and respect for others. They generally maintain a good and clean lifestyle.

End of Year Awards Assembly and Graduation Awards Near the end of the academic school year, the school community gathers together to recognize outstanding student achievement, leadership and service. As part of an assembly, an Awards Evening and/ or at graduation, students who have demonstrated excellence in all areas of school life and academic study throughout the year are honored.

Beyond the Classroom

At ZIS, learning is not limited to the classroom. A wide range of experiences—curricular, co-curricular, and service-based—support our students in becoming confident, compassionate, and globally minded individuals. These opportunities help students build relationships, develop new skills, and engage with the world around them in meaningful ways.

Curricular Experiences

Excursions and trips are valuable extensions of classroom learning that deepen understanding and bring the curriculum to life. These experiences align with the school’s mission and include local site visits, day trips within Zurich and surrounding areas, and longer trips within or beyond Switzerland.

Depending on the course, some field trips may be optional while others are required. Trips that occur during scheduled school days are considered mandatory, and their costs are covered by ZIS (except for occasional costs like meals or local transport).

Before each trip, families will receive detailed information, including:

• The purpose and destination
   
• Itinerary and travel logistics (drop-off/pick-up times and locations)
   
• Names of staff chaperones and emergency contacts

To help ensure student safety and clear communication, families are asked to keep contact information and health records up to date.

Co-Curricular and ATAC Activities

ZIS offers a vibrant co-curricular program, including student clubs, athletics, service, and the performing arts. Activities take place before, during, and after school and include local events, festivals, performances, and competitions. A full list of opportunities is available under “Learning and Activities” on the ZIS website.

These experiences encourage students to:

• Pursue passions and discover new interests
   
• Build friendships and connect with faculty mentors
   
• Take on leadership and service roles
   
• Collaborate with peers across local and international communities
   

ATAC activities (Athletics and Activities) run in three seasons. At the start of each season, students receive information about available options and are invited to sign up online.

Some activities may involve additional costs beyond tuition, particularly those involving travel or extended commitments. While not all students may participate in competitive teams, we aim to ensure recreational options are available—especially in Grades 6–8—so that all students can be involved.

Events related to these activities, including performances, tournaments, and festivals, are listed on the school calendar (accessible via the ZIS App or Community Portal). Families will receive travel information in advance of any commitments.

Please note:

• ZIS does not cover travel-related costs for athletics or other co-curricular activities.
   
• The Field Trip Risk Management Guidelines are available in the Community Portal.
   
• Under Swiss law, parents are required to provide health and accident insurance for their children. The school assumes this requirement is fulfilled.

Service Learning

Service is a powerful way for students to contribute meaningfully to their communities and to grow as empathetic and active citizens.

• In Grades 6–12, students are encouraged to participate in service opportunities, both through school and in their local communities.
   
• In Grades 9 and 10, participation in school-based service learning is a required part of the ZIS experience.
   
• In Grades 11 and 12, service is integrated into the IB CAS (Creativity, Activity, Service) framework.

Through service, students explore purpose, build leadership skills, and reflect on the impact they can have in the world.

Beyond the Classroom Expectations and Guidelines

School trips and experiences are valuable opportunities for learning, growth, and connection beyond the classroom. While off campus, students continue to represent the ZIS community and are expected to uphold the values of respect, responsibility, and care for others.

The following guidelines are designed to support student safety, well-being, and a positive experience for all:

• School expectations apply throughout all school-related trips, just as they would during the school day. Students are expected to act with integrity, show kindness to others, and make responsible choices.
   
• Chaperones provide guidance and support throughout the trip. Students are expected to follow instructions from chaperones and contribute to a respectful and inclusive group atmosphere.
   
• Punctuality matters. Students are expected to arrive on time for all departure times, meetings, and scheduled events.
   
• Consideration for shared spaces: Whether in hotels, homes, or on transport, students are expected to keep noise levels low and be mindful of others.
   
• Traveling safely together: During leisure time, students must remain in groups of three or more. They may be asked to stay within designated areas and to inform a chaperone of their plans.
   
• Respect for accommodations: When staying overnight with host families or in hotels, students are expected to follow all guidelines with maturity and gratitude, remembering that they are guests representing ZIS.
   
• Curfew guidelines are in place to ensure adequate rest and safety. Students must remain in their rooms from the designated curfew time until morning.
   
• Valuables and electronics: Students are encouraged to leave valuables, large sums of money, and audio equipment with external speakers at home to avoid loss or distraction.
   
• Substance-free expectations: To maintain a safe and supportive environment, the possession or use of alcohol, drugs (unless medically approved and reported to the school nurse), and vaping/tobacco products (such as Snus) is not permitted on school trips.
   
• Smoking/vaping is strongly discouraged. In rare cases, families of students over the age of 16 may request an exception by contacting the Principal directly. If approved, chaperones will designate appropriate times and locations.

Participation and Readiness for Trips

Participation in trips is a privilege that supports student growth and community connection. For safety and success, students are expected to demonstrate readiness to participate responsibly.

In some cases—such as when a student is experiencing frequent absences, ongoing academic challenges, or behavioural concerns—participation in a trip may be postponed or conditional. These decisions are made thoughtfully, in partnership with families, and with a focus on the student’s well-being and growth. Participation in “Beyond the Classroom” week-long experiences will be reviewed with care and in alignment with this approach.

Rooming

• Students should respect room assignments and not be in one another’s rooms unless permission is granted by chaperones.
• Whenever possible, chaperone rooms will be interspersed with student rooms.
• Prior to checking in and out of a hotel, chaperones will inspect student rooms.
• Students are responsible for anything that happens in the hotel room. The cost of missing items (keys, towels, etc) and/or damage to rooms or furnishings will be shared equally by those who occupy the room if no responsibility can be clearly established.

Early Departure from Trips

In the event of illness or family emergency which would require a student to be sent home before the termination of the trip, the student will be sent home by the most suitable available means of transportation. It is the responsibility of the parents/ guardians or their designee to make arrangements for transportation home.

Chaperones

All trips are accompanied by a minimum of two adult chaperones. The number of chaperones will be proportionate to group size to ensure adequate supervision.

Discipline

Chaperones who suspect that a trip and/or school rule has been broken will ascertain the circumstances and give student(s) an opportunity to explain the situation. In cases of School Rule infractions, the chaperone will contact both the student’s parents and the Assistant Principal for Student Life. Students who violate trip and/or school rules may face the following consequences:

Minor Rule Infractions
Students involved in minor violations (e.g. returning late for curfew, being overly rambunctious, uncooperative or inconsiderate toward others) may be kept under closer supervision, and/ or be excluded from certain activities, at the discretion of the chaperones. A chaperone or other staff member may notify the parent(s)/guardian(s) and will log the incident in PowerSchool.

Major Rule Infractions
Students may be dismissed from a trip at the parents expense if:

• an incident has occurred involving though not limited to theft, drinking, vandalism, drugs, and/or disobeying safety and rooming protocols
• a student’s consistently uncooperative and/or disengaged behavior negatively impacts others on the trip
• a student has put themselves or others at risk
• a student has shown a lack of respect for the host location or people

Any infraction of a Major School Rule will be followed up upon return with the Assistant Principal for Student Life and could incur further disciplinary action. 

Emergencies

In case of an emergency, chaperones are expected to take all necessary available measures to ensure prompt and appropriate treatment of the student(s) involved to the best of their knowledge. In addition, the parents/guardians of the student(s) and Administration are informed as soon as the situation permits.

Cancellation Policy

Families may withdraw a student from participation in a mandatory school trip without financial liability in the event of a family emergency such as a death in the family or upon providing a doctor’s certificate of illness or injury which precludes participation. In the event that a student is withdrawn for reasons other than the above, parents accept financial responsibility for the payment of any non-recoverable funds due to cancellation. Grade-level “Beyond the Classroom” experiences are mandatory school trips. If the student is unable to participate, an alternative experience will be sought.

Liability

ZIS excludes any liability, to the extent permissible by law, for any kind of damage caused by any employee, ancillary staff or any other person whose actions may be attributed to ZIS, namely for:

• physical or emotional injuries of any kind that occurred because of, during or at the occasion of school-related activities of any kind (including breaks, free blocks, lunchtime, school trips, cocurricular activities, shuttle bus trips etc.)
• lost, stolen, or damaged personal property of any kind, namely electronic devices, even if temporarily confiscated by the school
• the loss of data resulting from delays, nondeliveries, misdeliveries, errors, or interruptions of any IT-related services including internet access as well as in case of deletion of unauthorized software, and for any consequences in case internet users succeed in gaining access to controversial or inappropriate materials.

The parents shall indemnify, defend and hold harmless ZIS and/or its staff from and against any and all claims, damages, liabilities, losses and expenses arising out of or resulting from, directly or indirectly, any act or omission of their children.

General Information

School Hours

Students are expected to be at school, prepared for classes or advisory on time. School is in session from 08:30 until 15:50 each day apart from Wednesdays when school starts at 08:35 and ends at 14:50 to allow for teacher meetings. For Grade 11 students, school ends on Wednesdays at 15:15 after their flex grade level assembly.

Middle School begins their day at 08:35 with advisory on Mondays, Tuesdays, Thursdays and Fridays and regular classes starting at 08:35 on Wednesdays.

Upper School Flex classes begin at 08:30 and regular classes begin at 08:50, apart from Wednesday, when regular classes start at 08:35.

The school office is open from 08:00 until 16:30 Monday through Friday when school is in session. 

The school building is closed at 19:00 every day. Students who want to study in the Library can remain until 18:45 and should leave the campus then unless they are attending an event.

Getting To and From School

To help support our commitment to sustainability, all members of our community are encouraged to use sustainable methods of transportation to travel to and from the school. In addition to being easily accessed by public transportation, bicycle/scooter parking is available.

Public Transportation

Season tickets that are valid on all public transportation services offered in the greater Zurich area can be purchased at very reasonable cost. You should inquire at the train station nearest to your home for the most economical form of travel available for your particular needs.

Parking, Morning and Afternoon Drop-off and Pick-up Procedure

Below is the map of the new Secondary Campus which shows the parking and the traffic flow for the morning and afternoon car traffic.

Parking
On the Secondary Campus, there are dedicated parking spaces for faculty and staff (ZIS Parking 1) and other spots available to staff, parents and visitors (ZIS Parking 2). In the morning (08:00-09:00) and in the afternoon (15:00-16:00, and 14:00-15:00 on Wednesday), the short-term parking area across from the main entrance will be reserved for drop-off and pick-up of Secondary Campus students. At other times, these spots will serve as short-term parking.

Drop-off Procedure
In the morning and afternoon, traffic will run one way from the entrance on Moosstrasse, through the drop-off zone (short-term parking area) to the exit on Eichenweg.

Upon entering the campus, drivers will follow the directions of school personnel to the drop-off zone, which consists of 16 pull-through slots. When cars reach an open spot, students will exit their cars. As the students will have to cross the area where cars will be traveling, we ask students and parents to exercise caution as they walk and drive through this zone. School personnel will support students as they cross. Once students have exited the car, the driver should pull through and make their way to the Eichenweg exit.

Eichenweg – ZIS Shuttle and Pedestrian Entrance
There will be no drop-off for cars to the former entrance of the Upper School on Eichenweg. This area will be reserved for the ZIS shuttle drop-off and pick-up and pedestrian entrance only. Students will exit the morning shuttle at the Ahornweg bus stop and cross at the crosswalk to the campus. In the afternoon, the ZIS shuttle will be parked by the Eichenweg entrance to pick up students.

We remind students that they should still be careful as they cross the street from buses and look both ways on Eichenweg.

Pick-up Procedure
The pick-up procedure is the same as the drop-off procedure.

School Sponsored Bus Service

Parents can sign up their children for this service (depending on availability), which drops off and collects students from certain locations/train stations. This service will be billed directly to parents. All students using this service will have a special ID card. Students that do not respect and use this service properly may be banned from the buses. Seat belts are mandatory. A fee may be charged for guests.

More details including available routes and restrictions are described in the ZIS School Bus Service Terms and Conditions available on the Community Portal in the School Transportation section or will be provided by the Bus Coordinator.

Visiting School

Visitors Procedure

Visitors are asked to sign in at the Main Office when they arrive at school. Only former students, those applying to attend ZIS, or students accepted to ZIS are permitted to visit during the school day and must seek permission from the Principal or Assistant Principal in advance. All other visitors are permitted to visit at lunchtime only. We try not to interrupt the regular learning environment during school time.

While at School

School Lunch Program

While hot lunches are available from the caterer in the student cafeteria, students may wish to bring their own lunch. In order to subscribe to the hot lunch program, families will need to register their child on the school website in advance.

Lockers, Personal Property Loss or Theft

Lockers are school property and are assigned by the school office at the beginning of the year. Students will be assigned a locker for the year. Students must use only the locker to which they have been assigned; they are expected to keep it free from stickers, graffiti, scratches, or other damage. For grades 6–8, lockers come with combination locks while Grades 9–12, students must bring their own lock. Open food or drinks may not be kept in the locker. All students must use their locker for safekeeping of their tablet computers, school materials, PE clothing, and backpacks.

Band and string instruments should be stored in the designated spaces near to the classroom where the music lesson takes place.

When using the gym during the day or after school, students should use the lockers provided to store valuable items such as watches, jewelry and wallets. ZIS is not responsible for the loss of theft of valuable items brought to school.

ZIS Flag Display Statement

At Zurich International School (ZIS), we cherish the rich diversity of our community and the wealth of perspectives that our families bring to our shared experience. As an international school built on a vibrant 60+-year legacy, we are committed to creating an inclusive environment that fosters understanding, respect, and meaningful dialogue among all cultures,  nationalities, and identities.

To articulate our ZIS Flag Display Statement, we have undertaken a deep examination of our guiding statements and engaged in dialogue with members of our student leadership groups, faculty, parents, administrators, outside experts, and other members of our wider community. As such, the following pillars guide our Flag Statement:

Mission: We surface and inspire each learner's curiosity, critical thinking, and high expectations for their learning so that they positively impact their family, community, and the world.

ZIS students are curious learners, resilient thinkers, collaborative leaders, global navigators, and purpose-driven citizens who act with compassion, fairness, and integrity

Flag Display Statement

With the above guiding statements in mind, we recognize that Zurich International School (ZIS) is an intentionally inclusive and international learning institution. The display of national flags is one among multiple ways we acknowledge and celebrate the diverse cultural heritage of our school community. These flags represent the identity of the people who comprise ZIS—students, employees, and families—and reflect our commitment to global citizenship, as outlined in our mission and values. 

In line with Board Policy, ZIS is committed to fostering a school environment that is free from all forms of discrimination. We deeply value the dignity of every individual, consistent with the United Nations Declaration of Human Rights, which affirms that all people are entitled to rights and freedoms without distinction of any kind, including based on race, religion, national or social origin,  sexual orientation, gender identity, or any other aspect of personal identity.

To support neutrality, fairness, consistency, and our commitment to belonging, ZIS displays the flags of United Nations member states and permanent observer states represented in our current school community. This ensures the display reflects the identities of our community members, while providing a consistent, internationally recognized framework. 

Communication

Weekly News on the Community Portal

Each week the school publishes information in the Community Portal, the school’s central information resource, and it is important that parents take the time to read this information. The Community Portal can be accessed at any time using your personal login. Each week a message that updated news is online will be delivered by email. If your email address changes please inform the school via the Contact and Information form linked on the homepage of the Community Portal. Parents have the option to personalize their news by filtering by grade(s), either via the website or ZIS app.

The posts are characterized by different icons visualizing the nature of the post:

• action required due to deadline / registrations
• calendar icon - events or meetings
• information

Publications Available Online

Many important school documents are conveniently available on the ZIS website. The Program of Studies, Handbooks, ZIS Parent/Guardian Partnership, which are an integral part of your agreement with ZIS, are posted there, along with many other useful resources. To access these publications, visit the Community Portal.

Parent/Guardian Information Meetings

Throughout the year parent/guardian information meetings are held to provide necessary information around important decisions. These meetings are posted on the online calendar in the Community Portal and ZIS App and are advertised through MyZIS Weekly News.

Counselors’ Corner Sessions

Counselors’ Corner meetings take place during a school day on the Secondary Campus or virtually. Over the year, the Counselors present information and lead discussions on a variety of topics of interest to parents/guardians including: digital citizenship and safety, personal safety, supporting good mental health in students, parenting topics, and the most common university destination and application procedures for ZIS students. The topics and dates of Counselors’ Corner sessions can be accessed on the Community Portal and reminders are published in MyZIS Weekly News on the Community Portal.

PowerSchool

PowerSchool provides access to important information about your child including:

• courses, daily schedule, and teachers (including email links for all teachers)
• attendance data
• academic achievement levels (grades) in all classes
• information about self-management behaviors
• historical achievement data
• campus contact information
• demographic information (address, email, phone, etc.)
• important health information

All achievement reporting occurs through the online PowerSchool Parent Portal.

Parent Queries

Parents are encouraged to contact the school whenever a question or concern arises. Please contact the teacher most directly involved or the student’s advisor. Call the school and leave a message or send an email, and the teacher will get back to you to set an appointment. If problems remain unresolved you can contact the Principal or Assistant Principal. In our experience most problems are solved (or prevented) by communicating with a child’s teacher or advisor as early as possible.

Address Changes

Please inform the school promptly if you are moving to a new address or have a new telephone number or email address using the Contact and Information form linked on the homepage of the Community Portal.

Information Technology and Acceptable Use Policy

The Principles of Responsible Use

Internet access is available to all students at ZIS. While the Internet offers a great deal of information and resources, it is also a diverse public medium. As such, it is important that students conduct themselves in a way which is compatible with the academic aims and the spirit of ZIS. Our goal in providing access to the Internet is to promote educational excellence by facilitating resource sharing, innovation, and communication. With access to the Internet also comes the potential availability of educationally questionable, politically controversial, and morally inappropriate material. Although we strive to supervise Internet use, it is impossible to guarantee that users will not be exposed to such content. ZIS therefore relies heavily on mature and responsible use by students and believes that Internet usage is a chance to teach students about responsible, ethical behavior. These guidelines have been established to inform the ZIS community of the responsibilities which all users of the school’s Internet facilities must carry.

Access to the Internet is provided for the express purpose of furthering studies at school, engaging in collaborative work with others, and obtaining information which is consistent with the educational objectives of ZIS. Members of our community should not transmit or seek access to materials which violate laws, infringe on copyrights, or have threatening, obscene, or racist content unless in the context of investigative research. Anyone who deliberately accesses such materials and/or distributes slanderous or deliberately hurtful comments which cause personal distress, are considered out of sympathy with the school’s mission and values, in breach of professional ethics, and/or in violation of the school’s Rules and Expectations.

Regardless of device ownership, students at ZIS are expected to uphold the Principles of Responsible Use which govern ethical and safe technology use. This includes students who bring their own devices onto the school premises.

Responsible Use Policy

ZIS expects all students to be responsible users of devices by agreeing to and fully understanding the following statements:

• I understand that any devices loaned or used by me, my email account, and all other ZIS IT services and resources are to be used for educational purposes and to be cared for appropriately
• I understand that streaming video, use of social networking, instant messaging and online gaming on any device are against school rules, but may be allowed under the guidance of a teacher for completion of course related activities.
• I understand that creating, accessing, displaying, producing, storing, circulating or transmitting pornographic or other offensive material in any form or medium through any device (personal or school) is strictly against school rules and in some cases against the law. Also, sending, posting or displaying offensive images, language or any other type of offensive content, including the bullying, harassment or intimidation of others is strictly against school rules.
• I will not give out my password to anyone, nor use or acquire someone else’s password or log-in identity, and I understand the risks of giving out personal information.
• I will not deliberately introduce any harmful or nuisance executable or file from untrustworthy websites, or deliberately circumvent any precautions taken by the school to prevent this from happening.
• I will not attempt unauthorized access (hacking) to data held by the school or other users. I understand that this is a criminal act.
• I agree to comply with trademark, copyright laws, data protection laws and computer misuse laws, and to give credit to all sources used.
• I understand that school devices and systems are monitored, and will be analyzed in the case of inappropriate use.
• I agree that ZIS may limit, suspend or revoke access to the school’s technology systems, services, or network upon violation of this Responsible Use Policy.

Internet Publishing Principles and Guidelines

Content published by students is not intended to be official ZIS communication and does not necessarily reflect the viewpoint of the school. ZIS is responsible only for official content published through official channels. However, publishing online can be an effective way for students to share their work and ideas, and facilitates the following:

• broad representation from all student groups within the ZIS school community.
• reflects academic and social values of the ZIS Mission and Philosophy.
• encourages students to produce their best work through a process of revision
• creates opportunity for students to discover how to be positive and respectful contributors in an open community.
• serves as a springboard for peer review and collaboration in a global community of learners.
• encourages the conscious development of a positive “digital footprint”.

The following rules apply when preparing material for Internet publishing:

• Students are solely responsible for the content that they choose to publish.
• Students publish material with the understanding that the content must adhere to academic and/or professional norms and appropriately reflect the ZIS Mission and philosophy.
• Students should advocate and practice safe, legal, and responsible use of information technology, exhibit a positive attitude toward using technology that supports collaboration and learning, demonstrate personal responsibility for lifelong learning, and exhibit leadership for digital citizenship.
• In compliance with privacy law, no specific demographic or contact information that identifies a student, faculty, or staff member (i.e. home address, telephone no., etc.) should be published.
• Student names should not be published with images unless consent is collected, for example, in student online magazines. However, students involved in specific academic or ATAC activities, that depend upon posting results of performances, may need to agree that their name and image can be used in publications.

Physical Device Security and General Care

Devices loaned to students, remain the property of Zurich International School and as such must be returned to the school either on demand or at the end of enrollment at ZIS. It is critical that any damage to, or loss of, a school device, is reported to the IT Department as soon as possible.

Students are expected to secure the school device from loss or theft. Should the device be lost or stolen, the student may be deemed negligent. Examples of negligence include, leaving a school device unattended in a public place, a parked car, public transport or unattended on school premises.

School devices should be maintained in very good condition. Students are expected to use the protective case given. Students may be held liable for hardware or cosmetic damage beyond normal wear and tear, including the use of stickers, markings or decorations of any kind.

In instances where the student has been deemed negligent, an invoice will be issued for the replacement cost of the device, and not the depreciated value.

In the event of mistreatment to any school device, or lack of adherence to the ZIS Responsible Use Policy, disciplinary action may be taken as outlined in this handbook.

School Device Applications and Data

School devices are optimized for academic courses delivered by Zurich International School. The student should not alter the core configuration of school owned devices without approval by the ZIS IT Department because this may impact the performance of the device.

Students are expected to take due care with the data they store on the school device, and accept responsibility for the appropriateness of that data. This includes images, videos and information downloaded from the Internet.

Students should not use the device to infringe copyright, or any other applicable trademark, statute or regulation.

Students should not produce, download or access material which is incompatible with the goals and values of ZIS will be considered a violation of the Responsible Use Policy.

Google Accounts

At Zurich International School, we use Google Workspace. Google Workspace is a set of productivity tools that includes Google Classroom, Gmail, Drive, Calendar, Docs, Slides, Sheets. Classroom activities may require access to additional applications and sites such as YouTube, Google Maps, Earth, Jamboard, Hangouts and access to the Chrome Webstore.

Students are provided with a Google account to complete assignments and communicate with their teachers. When creating a student account, Zurich International School will provide Google with certain personal information about the student, including, for example, name, email address, and password. When a student uses Google services, Google also collects information based on the usage, largely for the purposes of product development.

ZIS takes data privacy seriously, and we expect students to care for their personal data by not sharing their credentials with other people.

Social Media and Digital Communications

Students who use social networking or other digital platforms to collaborate or communicate with their peers at any time, including outside of school hours, should do so in a way that reflects school values.

Students are expected to not use offensive language in such settings, including language that makes fun of others because of their appearance, race or ethnicity, gender, or abilities, even if these are intended as a joke. Students should not spread information or pictures that make fun of others or show disrespect to anyone.

Decisions about students’ readiness to use social media rests entirely with parents. Parents should only allow access and use of social media to children who have reached the minimum age in the user agreement and have the knowledge and maturity to use it responsibly.

It is recommended that students keep in mind the following when using social networks:

• If it could cause offense or harm, don’t post or send it.
• If you don’t want everyone to see it, don’t post it.
• Think carefully about the digital footprint you create through your online words and actions and choose to leave a footprint that is positive and reflects positive values.

While social networking can be used positively to discuss schoolwork, homework or assignments, they should never be used to copy work, or to share or send schoolwork for someone to copy. This qualifies as academic dishonesty as described within this handbook.

Student Bring Your Own Device (BYOD)

Regardless of device ownership, students at ZIS are expected to uphold the Principles of Responsible Use which govern ethical and safe technology use.

Appropriate Use and Content

All content displayed, created, and accessed on personally owned devices must be appropriate for a school setting and align with the school's values. Students are responsible for ensuring that any content on their devices adheres to the school's code of conduct.

Device Functionality

Students are solely responsible for ensuring their devices are functional and adequately charged for all school-related activities, including formal examinations such as MAP and AP. Students should not rely on the school to provide charging options.

Network Connectivity

During school hours, personally owned devices must be connected to the school's secure "ZIS BYOD" network. Students are prohibited from using personal hotspots or other networks unless explicitly authorised by school personnel.

System Security

Students are strictly prohibited from running any software or tools intended to bypass security measures, gain unauthorised access to school systems or networks, or interfere with their proper functioning. Any attempt to do so will be considered a serious offense and may result in consequences as outlined in Violations of the Code of Conduct.

Security and Responsibility

Students should be mindful of their privacy settings and the information they share while using their personal devices on the school network. This includes the physical security of their devices, including implementing strong passwords, passcodes, or biometric authentication.

The school is not responsible for the loss, theft, or damage of personally owned devices. Students should report any loss or theft to local authorities and /or home insurers.

Acceptable Use

The use of personally owned devices during instructional time is at the discretion of the teacher and should be for clearly defined educational purposes only.

Compliance

Failure to comply with the Acceptable Use Policy may result in the loss of BYOD privileges, network access restrictions, and other disciplinary actions as outlined in the student handbook. The school reserves the right to monitor network activity when students are connected to the school's BYOD network.