PURPOSE AND MISSION

Academic honesty lying behind Eğitmen Primary School promotes students’ personal and academic development. Eğitmen primary school’s Academic Honesty Policy text was issued in the light of “IB Academic Honesty in the IB Educational Context”. As a goal of this policy, we would like to ensure that students acquire universal ethical values and skills.

1. Academic Honesty

Academic honesty represents the use of others’ ideas by a person by showing the relevant sources rather than copying them. Students who produce academic works with this policy respect others’ intellectual efforts and introduce their own works accordingly. Students with these skills have an open-minded and caring IB learner profile with relevant principled, reflective, inquirers. It is aimed to ensure that students acquire the relevant concepts and skills and adopt the ethical values and to raise global citizens to contribute to the creation of a more peaceful world within the frame of the academic honesty policy implemented.

2. Misconduct

A student is expected to prepare a study, assignment and homework charged to him/her by observing the academic honesty policy. It is undue for him/her to take or attempt to take verbal or written assistance from anybody rather than his/her own efforts. Behaviors to avoid are as follows:

• Copying another person's work by treating it as if it belongs to him/her,

• To show an assignment or coursework as if he/she made it alone, even though he/she made it with the assistance of someone,

• To talk with someone during the examination

• To use different materials for cheating during the examination.

Student:

• Knows how to reach the correct information

• Knows the significance of using the correct information.

• Knows that he/she must perform his/her studies, course works or assignments with impartibility.

• Benefits from many different sources while making his/her studies, course works or assignments.

• Questions the source of all information reached (internet, author, written sources..) and provide a reference for it

• Respects others efforts and ideas.

• Makes his/her studies, course works or assignments with his/her own efforts.

• Introduces different, creative and unique products in his/her studies, course works or assignments

• Is aware of the significance of sharing the information that he/she obtained with others.

• Knows and observes the academic honesty rules.

• Knows that he/she has to claim his/her products and works introduced.

Teacher:

• Adopts academic honesty policy rules and principles previously than everyone else.

• Is responsible for describing what academic honesty policy means to the students.

• - Is responsible for describing what academic honesty policy means to the students.

• Provides necessary guidance to the students by encouraging their creative opinions or giving home works.

• Teaches and ensures that students must indicate the correct sources in their studies, assignments or course works.

Parent:

• Supports the student in observing academic honesty policy in their assignments, course works or studies.

• Supports the student in observing academic honesty policy in their assignments, course works or studies.

• Leads the student to make his/her assignment, study or coursework alone rather than making them in the name of him/her.

• Leads the student to make his/her assignment, study or coursework alone rather than making them in the name of him/her.

Academic Honesty Policy is shared with the school personnel, parents and students through the website of Private Tuzla Eğitmen Elementary School and parent-teacher meetings. At the beginning of each school year, the Academic Honesty Policy is revised and reviewed with teachers, students, and school staff.

PYP PROGRAMME LANGUAGE POLICY

LANGUAGE POLICY Objectives of the Turkish National Education curriculum have been reformed at Tuzla Private Eğitmen Primary School within the frame of the International Baccalaureate Programme. Considering the necessities of the time and interests of the learners, our school has implemented a scheme of education intended to raise lifelong learning individuals. Our language policy is based on understanding the cultures of different people and communities and valuing them. Language learning is thought to be one of the complementary elements of social actions. Thus our school aims at raising the individuals who question the facts and will to learn different languages by taking experience and learning attitude as a basis.

The medium of instruction is Turkish. Language diversity of the students covers Turkish, English and French. Main principles set out herein are defined by the school community by taking the different opinions of parents and students as well as teachers and managers.

The language learning process in our school consists of three simultaneous key elements. The said processes:

Language Learning:Learners listen to other people and use language in their daily lives.

Learning about Language: Learners develop their perspectives on how the language is processed.

Learning through Language: Learners listen to and discuss the information, opinions, and ideas on different topics and use the language as a medium by thinking reflectively.

Since the language learning processes are interconnected, they can’t be considered separate processes. Three inseparable fields of language are identified as a spoken language, visual language, and written language. All language studies are based on listening-speaking, studying-making presentation, and reading-writing activities.

Actions intended to support language development in our school are as follows,

• Studies intended to support the use of the library and to develop it

• Reading activities in and out of school,

• Reading hours for one course per week,

• Promoting the use of dictionary and spelling book,

• Studies on listening to and pronounce the words,

• Studies on listening to and pronounce the words,

Actions to enhance media literacy in our school are as follows:

• Actions to enhance media literacy in our school are as follows:

Actions to promote visual reading are as follows:

• Studies to learn how to read and interpret the graphs, charts, maps etc.

Customs and Practices in Foreign Language Learning

• - Considering the importance of the foreign language in the learning process, English and French languages are taught for respectively 5 and 2-course hours at Kindergarten and for 10 and 4-course hours at primary school. By being aware of the fact that language teaching and learning can’t be limited to in-class training, out-of-class activities to promote questioning, researching behaviors and practices like trips, festivals, picnics, movies and schoolyard activities are organized.

• Considering the importance of the foreign language in the learning process, English and French languages are taught for respectively 5 and 2-course hours at Kindergarten and for 10 and 4-course hours at primary school. By being aware of the fact that language teaching and learning can’t be limited to in-class training, out-of-class activities to promote questioning, researching behaviors and practices like trips, festivals, picnics, movies and schoolyard activities are organized.

• Our students have taken Cambridge University Young Learners Examination as from second grade and gain experience of an international examination since a 2012-2013 academic year.

• International projects designed by taking the standards set out within the Common European Framework.

• A system for reading the book online, course resources in conformity with PYP, online homework system, library usage, periodicals, and online additional sources are used in foreign language education.

• Our students develop their language skills by using technology effectively in this way.

• Our students develop their language skills by using technology effectively in this way.

• Our students’ individual learning differences and their progress levels are used. Works of our students are exhibited on boards at the corridors and classrooms.

• Works made by our students during the semester are kept in their portfolios. When the students show their products in their portfolios to their parents, parents have knowledge about their learning processes in this way.

• Our students ‘academic progress is followed through the general assessment implemented during the whole year. The said progress is reflected in the school report issued at the end of the semester. It may be observed in their reports and portfolios. They are ensured to become individuals with reflection skills abilities through the self-assessment forms in the aforementioned reports and portfolios

• Our students get the opportunity to display the information and skills that they have gained during the year through ‘’English Culture and Fest Day’’ and various year-end activities (sketch, drama, songs, games…).

• We believe that teachers can pave the way for the linguistic progress that we expect from the students. Thus language teachers participate in various conferences and seminars held within the year. Considering all teachers have a teacher, attention is paid to be a role model in using the language correctly.

• We believe that teachers can pave the way for the linguistic progress that we expect from the students. Thus language teachers participate in various conferences and seminars held within the year. Considering all teachers have a teacher, attention is paid to be a role model in using the language correctly.

• Students having difficulty in reaching the desired foreign language level should be supported with an additional course schedule for progress.

• Parents are involved in the learning process through the various end-of- the-unit projects intended to ensure the questioning units get in touch with other disciplines.

PYP PROGRAMME ADMISSION POLICY

ADMISSION POLICY

Objective:
Tuzla Private Eğitmen Primary School aims to raise modern, well-informed and sensitive young individuals with its education concept minding personal differences. Student’s learning potential in admission and placement processes is of great importance for academic standing and benefiting from the learning process in the most effective way.

All students at Kindergarten and primary school are observed and assessed by well-experienced teaching staff and a senior psychologist. Following the assessment, students are admitted to the school based on the current school quota pursuant to the legislation.

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Admission for the Students Needing Special Education

Following the determination of the status and degree of the students needing special education, an expert view is received about it. Students whose need for education can be met are admitted. If the current conditions are not appropriate for such need, the student is referred to an appropriate education institution and parents are informed about it. Considering the aforementioned criteria, students may be admitted for the whole year.

Admission of Foreign Students

A preliminary interview is made with foreign students in their mother language before admission. Students’ Turkish speaking level is determined by Teachers. Students in the need for Turkish learning assistance is provided with an additional training programme intended to develop reading, writing and listening skills before the start of school year.

Age group criteria and quota set out by the Ministry of National Education are considered in the admission of students to Tuzla Private Egitmen Primary School. Accordingly;

Kindergarten -PYP Age

Pre-school 3 3-4 Age

Pre-school 2 4-5 Age

Pre-school 1 6 Age

Primary School-PYP Age

Grade 1 6-7 Age

Grade 2 7-8 Age

Grade 3 8-9 Age

Grade 4 9-10 Age

Admission Process

1.Introduction and Information

Parents who want to enroll their child for our school gets an appointment from our Publicity and Admission Commission and is invited to the school. IB – PYP programme, the general operation of the school and educational approaches adopted are described and comprehensive information including the physical conditions of the school is given.

2.Visit

Parents who decide to enroll their child following the introduction and information visit the school with their child. The course schedule is explained and school units are shown during the visit. School administrators and class teachers are introduced to the parent.

3.Admission

If the necessary conditions are met and the parent prefers Tuzla Villa Elementary School, the student admission process is initiated.

Admission Requirements

• Fully completed admission form

• Payment of tuition

Documents to be submitted to Registrar

• Documents to be submitted to Registrar

• ID card photocopy of the student

• ID card photocopy of the student

• ID card photocopy of the student

Following the submission of the forms completed fully by the parents and documents as required, admission is carried out.

PYP PROGRAMME ASSESSMENT POLICY

PURPOSE AND MISSION

This document includes the goals of assessment and evaluation policy of Tuzla Private Egitmen Primary School. Policy issued in cooperation with managers and all teachers is reviewed with regular intervals. Main objectives of the assessment in conformity with IB philosophy are to take feedbacks about learning process and to make arrangements to improve the learning processes. Individual differences of all students are considered and assessment and evaluation processes are carried out in most appropriate way for the purpose of this policy.

Tuzla Private Egitmen Primary School is a candidate school for the International Baccalaureate (IB) Primary Years Programme. We aim to ensure that students make self-assessment by supporting their reflecting thinking abilities and thereby become lifelong learners.

Objectives of Assessment and Evaluation:

• To provide students, teachers, parents and school administration with feedbacks on the learning process,

• To determine to what extent the objectives set out for the learning process are reached,

• To keep the records on the performance of the student, report and to carry them to the top level by developing them,

• To follow cognitive, sensory and psychomotor development of the student,

• To determine what student learned and understood during the learning process and is able to do,

• To determine to what extent a student adopts IB Learner Profile and its 5 key elements (knowledgeable, concepts, attitudes, skills and action),

• To determine to what extent a student adopts IB Learner Profile and its 5 key elements (knowledgeable, concepts, attitudes, skills and action),

• To shape the learning processes and measurement-assessment tools by considering individual differences,

• To reinforce the learning process and relevant practices as learners community,

• To plan the development process by following and improving the program continuously.

ASSESSMENT COMPONENTS:

Assessment and evaluation as stated in the curriculum are divided in three main interrelated elements

Assessment: It is the phase where student and what student knows are discovered.

Recording: It covers the process where it is decided to collect and analyze data.

Reporting: It is the area where it is decided to transmit the information.

Reporting: It is the area where it is decided to transmit the information.

Assessment Principles

Summative assessment

It covers the most significant part of the teaching and learning processes. It gives students an opportunity to realize what they learned, tests to what extent the main idea is understood and whether the skills targeted to be acquired are developed or not. Observation, performance review, process review, selected answers and open-ended application strategies are used for this purpose and the tools like rubric, sample, control list, short observation records and scale are used also.

Formative Assessment

It allows planning the phase succeeding the learning process. Since the process assessment and teaching depend on each other, they develop together. Learning process is targeted to be supported through this assessment by providing regular and frequent feedbacks. Correct and effective feedbacks are thought to affect positively students’ development process. The fact that students find out their weaknesses and strengths and become able to think reflectively contributes to the assessment process.

The Pre - Assessment

It covers the knowledge that students have how they feel at the beginning of learning process and learning and analyzing phases. Learning process is built on the preliminary information of the students. Thus various strategies and tools are used in order to assess the current information of the student before the beginning of the unit. Practices like concept maps, mind maps, question and answer, brainstorming, KWL, anecdotes, color-symbol-picture etc. are used also.

Self-Assessment

It means the self-assessment of the student by taking the responsibility of learning. Measurement techniques like self-assessment forms and self-assessment rubrics are used for this purpose

Assessment of Attitudes

It means the assessment of the attitudes that student displays in every moment of the learning process and to what extent student is about to reach the attitudes targeted. Measurement tools like self-assessment, peer assessment, check list, observation, anecdotes and behavior charts are used for this purpose.

Group and Peer Assessment

It is ensured that students in a group assess each other within the frame of certain measurements and their capabilities of making positive and constructive criticism and being open to criticism are developed. Measurement tools like peer assessment, check list, observation, anecdotes and behavior charts are used for this purpose

Tools and Strategies for Assessment and Evaluation

Tuzla Private Egitmen Primary School sets every tool and strategy that they use based on students’ level, interests, skills and individual differences. Every student is targeted to assess himself/herself to what extent he/she can describe himself/herself in best way through the differentiation studies.

Assessment Strategies

Observations

All students are observed frequently and regularly. As the case may be teacher performs a wide angle observation by focusing on the whole class or makes a close observation by focusing on only one student or activity.

Performance Assessments

Target-oriented assignments are considered in accordance with the predetermined criteria. Many approaches on the struggles experienced in such assignments and there is unlikely to be a single correct answer. Many skills should be used in such kind of assignments. Audiovisual (video) and expressive records are useful for such kind of assessments and evaluations.

Formative Assessment

Students are observed regularly and frequently. Behaviors expected and not expected are noted, evidences from different sources are synthesized and recorded in order to enhance the reliability. A system is developed with the intention to minimize the writing and recording time. Check lists, inventories and describing specifications (learning logs/records…) are the methods used in order to obtain observation.

Selected Responses

They are the one-time and one-dimensional studies. Most known assessment and evaluation ways are tests and quizzes.

Open Ended Practices

Students are presented with a stimulus and each one of them is expected to respond to it. Response may be a short written answer, drawing, diagram or solution.

Değerlendirme Araçları

Rubrics

It is a criterion established to rank the students in all spheres. The person to carry out assessment and evaluation describes the characteristics and signs that student should consider in his/her study and how he/she will assess it by the use of the predetermined scale. Rubrics may be issued by teachers and students also.

Samples

They are the sample studies including concrete standards used in assessing the different samples.There is a standard for each success level in scoring rubric in general.

Check Lists

It is the list of information, data, qualifications or elements which should be acquired. Transcript may be considered a check list.

Short Observation

They are the short written notes taking students’ basis. These records should be compiled and

Records

arranged systematically.

Continuums

It is the visual representation of the stages of representation in learning. It determines where the student takes place in the process and success trend.

Reporting

Reporting in Tuzla Private Eğitmen Primary School covers the following items:

• Partners, students and teachers participate in it as a party

• It reflects school culture.

• It is complicated, true, fair and reliable.

• It is clear and obvious for everybody to understand.

Portfolio Presentations

As an indicator of an active mind, portfolio is managed by students. At the end of the academic year students make a choice among their products introduced in the recent year and prepares a portfolio. Students make a presentation with reference to this portfolio before parents and teachers by stating why they select it. Parents get informed on the studies and developments of their children in this way.

Parent-Teacher Meetings

They are organized to inform the parents on students’ development, progress and needs, to take information about the student from the parents and to ensure that partners participate in t learning process actively. Parent-teacher meeting is held at least once in a year. Its time and duration is determined based on the needs of the teacher and parents

Teacher-Student Meetings

Teacher-student meetings are held in order for student to assess his/her own learning process and to enhance his/her personal development. Teacher specifies student’s strengths and sides to develop in these meetings.

Eğitmen Tracking System

Eğitmen Tracking System is a web-based application which is accessible on internet. Parents may follow students’ home works through this application, check the attendance, reach exam results and progress reports and get in contact with all teachers contributing to the development of the student.

PYP Progress Report

Each PYP is prepared in written as the end of the questioning unit. This report takes place in Eğitmen Tracking System. Students’ strengths and improvable sides are stated in the report. Their learner profiles are observed and assessed in terms of their characteristics, attitudes and skills. Feedbacks of all teachers contributing to the development of the student take place in the chapter reserved for teacher’s views in the progress report. Students fill in the forms issued with reference to the behaviors exhibited during the unit at the end of each PYP unit. These assessment forms are kept in students’ portfolios.

PYP exhibition

Students make an exhibition at the end of Grade 4 which is the last year of PYP education. Work of each student with reference to five key elements of the programme (knowledgeable, concepts, skills, attitudes and action) is exhibited in the projects prepared within this scope. In this way students get the opportunity to exhibit the properties taking place in their learner profiles.

Eğitmen Zero Defect Programme (ESP)

Weekly control examinations are held at the end of each unit in Grades 3 and 4 in order to check the deficiencies in the learning process. According to the results of the examination class works or individual or group works are conducted in order to contribute to the learning process

Ministry of National Education (MEB) Assessment Requirements

Teachers hold an examination and give a project examination by considering the general principles of assessment and evaluation and general objectives and outcomes of the course schedules. Studies for the performance of the student are assessed out of 100. Achievements of the students covered by the special education are assessed in accordance with the studies intended to determine their examination performance and individualized education programmes. Scores and grades for assessment results are typed on transcript. Scores, grades and degrees are listed below.

85 – 100 5 Well

70 – 84 4 Good

55 – 69 3 Satisfactory

45 – 54 2 Pass

0 - 44 1 Fail

Grade point average, cumulative grade point average and diploma score are specified out of 100. Semester grade and year-end grade are specified out of five in accordance with the provisions of the regulations. Achievement and failure are considered with grades 4 and 1 respectively.

Number and Characteristics of Assessments and Evaluations

Development, progress and efforts are observed by teacher in Grades 1, 2 and 3. Projects to be carried out under the guidance of the teacher are determined based on such observations.

At least two and at least three examinations are held respectively for the lessons with three and less than three course hours and the ones with course hours over three.

SEN POLICY

PURPOSE

Tuzla Private Egitmen Primary School special education need policy was created by a commission selected in our school. In the creation of the document, IB standard, and practices document has been taken into consideration and the practices made in Tuzla Private Egitmen Primary School have been turned into a written document. This document includes policies for inclusion in IB programs and curricula for the purpose of the IB and Tuzla Private Egitmen Primary Schools. In line with the meetings held with the members of the Commission, our special education needs policy will continue to be developed.

2. Tuzla Private Egitmen Primary School Statement of Purpose

In a learning environment where contemporary and individual differences are considered; It educates young people who are embellished with the advanced technology facilities, adopts the principles and ideas of Atatürk, researching, questioning, productive, building bridges between the past and the future for a peaceful world.

As the Tuzla Private Egitmen Primary School, our aim is to educate individuals who use knowledge in a holistic approach in a beneficial way to the community with an inclusive curriculum for each student, by investigating and questioning, by triggering a sense of curiosity in order to reveal the interests and potentials of our students.

The curriculum of Tuzla Private Egitmen Primary School has been prepared with the aim of educating the generations who have been able to bridge the gap between the knowledge that they have and by respecting all the differences by adopting an intercultural understanding. We consider student diversity of our school a positive resource that enriches the learning environment, enables our employees to be aware of their individual differences and offer opportunities to deepen their thoughts.

Need for Special Education

Students in need of special education include students who need to be regulated in the curriculum to facilitate learning and facilitate academic maturity. Children with mental disabilities are not accepted to Tuzla Private Egitmen Primary School. Tuzla Private Egitmen Primary School prepares the following educational needs for the accepted students:

a) Students with a differentiated education program

b) Students in need of psychological counseling support

c) Highly successful or talented students who wish to enrich their academic skills

d) Students in need of economic support

Objectives of Special Education Needs Program

The objectives of Tuzla Private Egitmen Primary School special education program are:

a) To Identify students with different kinds of needs, to provide them a peaceful environment, to identify individual differences and to make them useful

b) To ensure that all of our students reach the curriculum with the help of various methods,

c) To record and monitor the success and periodic development of our students, to revise them in an individual training plan when necessary and to share them with all the teachers of the student.

d) To determine the changing needs of our students with the meetings attended by teachers, counselors and guidance services and to share the decisions taken with the parents and to create an individual training plan for the students

e) To support all of our students to achieve their unique skills.

Inclusion

In Tuzla Private Egitmen Primary School, all the studies are carried out to prepare the best learning environment that suits our students' physical and mental needs. Inclusion can be applied differently for all our students, but not limited to:

a) Student's previous experience

b) Student's qualifications

c) Subject of study

d) A different working area

e) Additional period

Differentiated Education Program

It is the complete system in which the curriculum is optimally configured so that all students have access to their real performance. The Differentiated Education Program helps our teachers to respond to all their academic needs by focusing on the individual differences of the students. Some of the differentiation methods used by our teachers are:

-Content By changing the resources that make up the content of the course, it provides the opportunity for the student to choose what they want to learn in different ways.

-Process Provides the diversity of information that students want to learn and supports their choice.

-Product By presenting the information they have learned, the students increase their strengths by allowing them to make choices.

Differentiated Education Program can be shaped according to the student's interest and preference. This program is related to the Four Principles of Good Practice.

Four Principles of Good Practice

1. Identity formation and self-esteem development

By knowing the individual needs of all of our students, giving importance to them supports their empowerment and encourages their self-esteem. When all of our students feel they are accepted throughout the school, they are more willing to show and develop their learner profiles. Students, who are in a peaceful atmosphere, try to find more opportunities for academic studies. They conduct the research activities, which is one of the most important ways of accessing information. Accepting individual differences of our students and respecting them in a positive way, enables us to educate individuals with cross-cultural understanding who have an open-minded structure..

Our students get to know each other in the classroom environment, respect their differences and work together. In this way, students become active in establishing personal relationships, develop a link between information and look at events from multiple perspectives. The sense of belonging, self-esteem, and self-confidence of the students working in a group increase.

Our teachers take training in enriching classroom activities. Activities are aimed at increasing students' communication. Each student is provided with the opportunity to communicate and present the information he/she has learned. A student who realizes learning with his / her peers and presents them in front of the group learns that he/she feels accepted and becomes more open to new experiences.

2. Handling of Previous Information

Students are required to remember the information they acquired in their previous academic life and to make contact with the new information. Before the unit starts, it is one of the most important parts of the learning that the teacher brings the child's background information to the surface and gives him or her preliminary information about the new unit.

3. Configuration

Tuzla Private Egitmen Primary School strives to achieve IB's goal of raising lifelong learners. Teachers help students identify the strategies they will use to reach information. As the students gain experience on this subject, teachers reduce the amount of support.

Tuzla Private Egitmen Primary School divides sub-skills into 3 categories-the upper cognitive, social and cognitive. Upper cognitive strategies provide the environment for the students to understand their thoughts and to evaluate what they have learned through thinking, being aware and interacting. Through social strategies, in-group work and discussions, it supports the cooperation of students. Cognitive strategies allow students to apply some techniques to achieve learning.

4. Continuity of Learning

The continuity of learning enables students to gain experience to support the continuity of their thoughts so that they can move to the next level of their learning. One of our goals is to develop the student's learning based on questioning. In order to facilitate the achievement of this goal, teachers use different strategies by talking to the other teachers of the school together with the related strategies. Interdisciplinary understanding is applied in order to increase communication between students and to strengthen the flow of information. With this planning, students get support from their peers while learning the concepts and have the opportunity to connect with their previous knowledge. All teachers work in a planned and collaborative manner in this process. All stages enable the students to explore the details of the subjects by investigating and questioning them, using them in the right way by linking them with the information they have acquired and developing empathy by examining the information from different angles.

Roles for Students Who Need Special Education

1. The Role of Teacher

1.1 English Teacher

English teachers are teachers of academic teaching, language acquisition, and skills. The Tuzla Private Egitmen Primary School carries out a test to determine the language proficiency level of all students admitted to the school. English teachers collaborate with other branch teachers to use methods and techniques to support language comprehension and development.

English teachers prepare a plan for individual or small groups to help learners at different levels in their own pace and style.

English teachers meet twice a month to evaluate the situation throughout the school. They make necessary information about the parent meetings held twice during the period.

1.2 Specialist Teachers

Branch teachers determine the order and achievements to be followed in the preparation of the curriculum. Branch teachers plan and develop lessons with other teachers. It cooperates with other teachers to revise the curriculum in order to meet all the needs of the student towards individual differences.

According to the results of the assessment carried out during the unit, the branch teacher, based on the children's rotational thinking notes and the performance in the course; decide whether the student needs differentiated education. He or she plans by sharing with the class teacher and counselor teacher his / her ideas about the development of the student.

At the beginning of the year, the school psychologist will hold meetings with the teachers to provide information about all students, including students during the registration. All impressions recognized during the interviews that will support the academic development of the student are shared with the teachers for the planning of differentiated education.

At the end of each semester, differentiated training is revised according to the situation by evaluating the individual differences of the students.

1.3 Psychological Counseling Unit

Tuzla Private Egitmen Primary School Psychological Counseling and Guidance Unit aims to enable the student to be included in the system with all the problems and successes during the year and to get psychological support whenever he/she needs. His or her psychologist, after determining his/her needs for emotional and cognitive development, makes short or long-term studies at every point that the student, teacher, parent or s/he deems necessary. If the problem is not solved in the school environment and requires a therapeutic relationship, it guides the student to a specialist. The psychologist conducts meetings with the headmaster and the teacher of the student. As a result of these meetings, after determining the areas where the child will be supported, after making a plan, he/she informs the parents about the problem of the students by phone call or individual interviews. Parents can make an appointment and increase the frequency of interviews.

1.4 School Nurse

The school nurse provides support in medical matters that will negatively affect the situation of the student within the school.S/he collaborates with teachers on medical information and health-related issues, provides information resources and changes,participates in the classes and informs the students by making a presentation on the related subjects, provides information to families by making control and interventions related to health status of students, collaborates with teachers, administration and school staff to support medical and health-related advice throughout the school.

Special Education Policy Practices

1. Students Who Need Special Education Support

Tuzla Private Egitmen Primary School carries out an academic examination in the process of admission to the school. In addition to this exam, the counselor of the student conducts an interview with his / her parents. The purpose of this interview is; Explaining the education system of Tuzla Private Egitmen Primary School and determining whether the expectations of students and parents are met by this education system. With the admission of the student to the school, learning needs, academic support plan is determined, teachers are informed and differentiated studies are planned.

After determining the academic level of the student, the student meets with the psychologist. Areas, where emotional or behavioral support is needed, will be determined. Students who are in need of special education (mentally handicapped, have speech and language problems and have a hearing disability) are not accepted for admission. In all these processes, the emerging needs related to the student are shared with the teachers who attend the course.

2. Students Who Need Language Support

According to the success in the English section of the academic evaluation in the admission process of the student, group or individual differentiated program is applied to the student. Additional studies are carried out during the holiday period in order to reach the language level of the class.

Students will be able to communicate comfortably with each other and their teachers and continue with additional classes until they are able to follow the course without difficulty.

3. Students who need guidance and psychological counseling

Students in need of psychological counseling support are determined by ;

- The teacher's proposal

- For advice

- Psychologist observation

- Student request

Psychological counseling support may be due to academic, social, emotional or behavioral reasons. In all cases, support studies are reported to the parent. Students are directed to a specialist if the psychological counseling support in the school is insufficient for the students to reach their academic, social, emotional or behavioral change goals. The psychologist follows the therapeutic process of the student, receives information from the specialist and provides the necessary support at school. The frequency of individual interviews with each student varies. This frequency is determined by the student's need.

In addition to individual interviews, the psychologist does group work in the classroom. These studies are planned for the needs of the classes. The questionnaires are applied to students, evaluated and differentiation programs are organized if necessary. These group works are prepared every two weeks. However, it may increase according to the needs that may occur during the year.

4. Students Who Need Health Care

A licensed nurse works during the year in Tuzla Private Egitmen Primary School. The nurse identifies and follows the students who have any medical concern or medical diagnosis. Health forms of students are collected and reviewed. Students with health problems must document the diagnosis made by a licensed medical doctor. The drugs used by the students are followed by the nurse.

The nurse informs the teachers, the administration and the parents about the health condition of the students. Apart from this, it cooperates with the teachers to support the medical information needed in connection with the units.

5. Students in need of financial support

In Tuzla Private Egitmen Primary School, students are provided with scholarships at different rates. According to the needs of the students, students are provided with education, food, clothing and service support. The names of scholarship students are kept confidential by the institution.

Sharing Special Education Policy with Parents and Students

The policy is shared with staff, families, and students through different communication channels. The policy on the school website is published in Turkish and English. This policy is revised every year with the contribution of managers, teachers, students, and parents.

Planning, differentiation of the units, measurement and evaluation studies, in-class observations will provide evidence of the implementation of this policy.