• Review of previous school records
• Recommendation of previous teacher/counselor
• Age of student
• Years of schooling successfully completed
• English and/or other placement tests as relevant
• Evidence of student’s ability to succeed at ASOY

Final admission decisions are at the discretion of the Director, in collaboration with the Student Support Team (SST), Board, and the parents. Students will not be allowed to start school until all admission documents have been submitted, to include previous school records and grade reports and immunization records.

Students Transferring from Other Schools
All students transferring from other schools must provide accurate school records at the time of admission. For high school students, grade reports and/or transcripts must be translated into English and must include an equivalency interpretation of grades. ASOY reserves the right to deny admission of students dismissed from other schools for academic, disciplinary, or other reasons. Students falsifying records or failing to provide accurate information at the time of registration will be denied enrolment and/or continuation of attendance.

Early Childhood and Elementary School Placement
Children entering the Early Childhood and Elementary Programs must be the following designated ages by September 1 of the current school year:

Placement ages for the Early Childhood Program shall not be waived except under rare circumstances in which a child has completed a previous grade under different age requirements.

Middle and High School Placement
Students entering subsequent grades in the middle and high school are expected to be the appropriate age for a specific grade level, and to have successfully completed the appropriate years of schooling. Decisions regarding grade placement are based on academic achievement; teacher recommendations; years of successful schooling; age; records from previous school; placement tests; language proficiency; physical, social, cognitive, and emotional growth and development; consultation with parents and teachers; and the appropriateness of the school program for meeting student needs
High school students are placed in the appropriate grade at the beginning of the academic year based on age, number of years of school successfully completed, and credits earned toward graduation. One credit is earned by successfully passing a course that meets 5 class periods per week for a full school year (2 semesters). A course that meets 5 class periods per week for 1 semester is worth 0.5 credits. A minimum of the following 25 credits is required to earn a high school diploma (Adopted May, 2007):

High School Students New to ASOY
High school students transferring from other schools must provide accurate school records at the time of admission. Grade reports and/or transcripts must be translated into English and must include an equivalency interpretation of grades. The school reserves the right to deny admission of students dismissed from other schools for academic, disciplinary, or other reasons. Students falsifying records or failing to provide accurate information at the time of registration will be denied enrolment and/or continuation of attendance.

Students transferring from other schools are required to master the academic standards required to meet graduation requirements. Records from previous schools will be reviewed to determine appropriate grade placement and the number of credits earned toward graduation prior to enrollment at ASOY.
New high school students from other educational systems will be awarded a maximum of 8 credits per year. The director and the counselor shall be responsible for determining the number of incoming credits transferred and grades earned, based on ASOY’s grading scale and curriculum. Grade placement in high school shall be determined based on previous school records, age, years of schooling, level of English language mastery, and transferring the following number of credits:

• Grade 9:       0-6 credits
• Grade 10:       6-11 credits
• Grade 11:      12-17 credits
• Grade 12:      18+ credits

Requirements for receiving a high school diploma stipulate that students must complete at least two semesters at ASOY. New grade 12 students who enroll during the second semester will not be awarded an ASOY high school diploma. The grade placement and evaluation of incoming coursework of new students will be determined by the Director, counselor, and Student Support Team.
Students with limited or no English proficiency who plan to attend ASOY should enroll by Grade 9 at the latest in order to learn English well enough to complete required coursework. English mastery is essential to successfully meet the academic standards required to earn a high school diploma.

Thirteenth Year
Students who have already completed a secondary program of study, or who have already earned a high school diploma, may under special circumstances be admitted to ASOY to complete a post-secondary thirteenth year. The admission of students requesting to complete a 13th year at ASOY is based on the following:

• Academic achievement and attendance records from previous high schools, grades 9-12
• Completion of high school graduation requirements, and the desire to experience learning in a diverse cultural, academic environment
• The need for an additional year of advanced coursework for university admission
• A desire to return to his/her national system which requires a thirteenth year for university admission

Students with Limited English Proficiency
Students entering ASOY with limited or no English proficiency will be considered for admission on an individual basis. Admission decisions will be determined by the Director and the counselor based on an admissions assessment, previous school records, and the appropriateness of our program for meeting student needs.
High school students may receive up to three English credits for ELL courses; however, students must successfully complete at least one year of regular English in order to receive a high school diploma. It is expected that high school students in Grades 11 and 12 are proficient in English and are able to attend regular math, science, and social studies classes with minimal ELL support. Grade 9 and 10 ELL courses are designed to follow regular English curriculum requirements as closely as possible. ELL students may be advised to employ a tutor outside of school hours.
English language instruction is available for students in Grades 1-12 with limited or no English proficiency. Admission will be considered on an individual basis, and will be determined by the Director and the Student Support Team (SST) based on placement testing, previous school records, prior years of schooling, and the appropriateness of the school for meeting student needs
The need for ELL services shall be determined through placement tests indicating levels of reading, writing, and spoken English. The provision of ELL language instruction is considered as only part of language acquisition, for the integration of students into content area classes and extra-curricular programs is also necessary. Therefore, the ELL teacher and regular classroom teacher shall be expected to collaborate together to assist students to develop English proficiency. ELL support classes are supplemental to the regular program of instruction and are, therefore, offered for students in grades 1-12 for an additional fee.
Children in the Early Childhood Program (Nursery, Pre-Kindergarten, and Kindergarten) with limited or no English skills receive no formal ELL instruction, as the natural ability of children to learn language through classroom games and activities is promoted within the regular classroom.

Provisions for Gifted Students
Due to the size and budgetary constraints of the school, a separate program for exceptional students identified as gifted is not viable. However, students identified as gifted or high-achieving shall be provided an enriched curriculum to the greatest extent possible. Classes shall be kept to a size that allows teachers to individualize and differentiate instruction for students with special abilities, talents, and needs. The school will make every reasonable effort to appropriately place students in math and/or science classes according to their developmental and academic levels, and/or to appropriately challenge students by providing enrichment activities, projects, and experiences.

Correspondence and Online Courses
High school students admitted to ASOY may elect to enroll in an approved online or correspondence course not offered in the regular curriculum and/or schedule. All such courses are at parental expense and must be approved by the Director and counselor. An ASOY teacher serves as the supervisor for online or correspondence courses. Currently, ASOY is a member of the Virtual High School Program offering a multitude of online courses.

Multi-Age Classes
The Director, in collaboration with the Instructional Leadership Team and faculty, is authorized to establish multi-age groups at any school level. In making such arrangements, the Director shall take into account pedagogical considerations, the expertise of the teachers involved, the physical lay-out of the classroom, the developmental and academic levels of the respective students, the availability of resources, and the financial impact on the school. The Director will notify the Board prior to implementing a multi-age class.

Individual Tutoring
Making arrangements for an individual tutor shall be the responsibility of the parents. All expenses associated with the employment of tutors are paid by parents.

Students with Learning and/or Other Difficulties
Students with specific learning and/or other difficulties will be considered for admission on an individual basis. Parents are responsible for arranging an evaluation and for submitting all assessment and evaluation reports with previous school records.
The admission of students with learning and/or other difficulties is based on previous school records and grade reports, testing and evaluation reports, parental input, and the appropriateness of our program for meeting student needs. The director, in collaboration with the Student Support Team (SST) and the counselor, maintain discretionary authority for the admission of students with learning and/or other difficulties, based on the extent to which our school program can meet student needs within available resources.
The school maintains a Learning Support Program to support students with learning and/or other difficulties. The aim of the program is to maximize student achievement, potential, and compensatory skills. Available services are limited to implementing accommodations in the regular classroom, providing co-teaching in the regular classroom, /or providing 1-2 class periods of individual or small group learning support instruction per day. Learning support services are supplemental to the regular instructional program and are, therefore, offered for an additional fee (See Tuition and Fee Schedule).
For new students with incoming documentation documenting need for services, the Student Support Team (SST) will develop an Individual Education Plan (IEP). For currently enrolled poor achieving students for whom supplementary services are recommended, an IEP will also be developed by the SST. The IEP shall include the following:

• Present levels of performance
• Progress in the regular curriculum
• Needs to receive attention
• Meaningful and measurable goals
• Classroom accommodations needed
• Type of service to be provided
• Time frame of services and IEP

The IEP is implemented by the learning support teacher and relevant classroom teachers, and is maintained in a separate file in the counselor’s office, along with evaluation reports and other confidential supporting documents. The SST will review the IEP quarterly to evaluate progress toward IEP goals, appropriateness of continued services, and modifications warranted. From the date of implementation, the IEP is revised at least annually and/or at the end of each school year.