DIS strives to attract motivated students from diverse backgrounds who are well-suited for our trilingual educational programs. We actively seek students and families that share in our school’s vision, mission, and core values. Students admitted to DIS are expected to be active contributors to our local community and the world at large.
The school does not discriminate on the basis of race, religion, color, sex, national origin, ancestry, genetic information, sexual orientation, gender identity, gender expression, or disability. While DIS takes into consideration various criteria in admitting students, no individuals or group of people will receive exclusive treatment or consideration at the time of admission.
DIS Admission Policy
Academic Honesty Policy
Once admitted, students and families are expected to abide engage in and support academically honest practices. This policy document explains our commitment to academic honesty, what constitutes academic misconduct, and the practices and procedures in place to support our policy.
Assessment data is critical in informing instructional practices, differentiation strategies, and curricular growth and development in the school. This policy explains how students will be assessed during and after admission and how assessment data will inform other practices in the school.
Our school follows a thoughtfully-planned combination of leading international curricula. This policy explains our curricular philosophy, curricular commitments, and overall structure of our educational program.
At the heart of DIS mission is a commitment to immersive instruction of languages. This policy explains our language-based philosophies as well as the practices we have in place to support students with varying language backgrounds.
Special Education Needs Policy.
DIS does not discriminate on the basis of a special educational need, we are only able to admit students whom we are able to fully support. This policy document explains how students, once admitted, are supported for certain special educational needs.
DIS Admission Procedures
Admissions procedures are administered by the Admissions Coordinator. While initial application deadlines will be set for applicants, families are invited to contact the Admissions Coordinator to determine space availability.
Once the application and all supporting documentation are submitted, the material will be sent to the Admissions Committee for review, consideration, and admissions recommendation. The Admissions Committee is comprised of:
The admissions recommendation from the Admissions Committee will be sent to the Head of School who is responsible for the final decision on all applications for admission as well as grade-level placement.
All admissions decisions from the Head of School are considered final.
A number of criteria will inform the admissions decision; however, no single criterion will determine the final decision on admission and/or grade-level placement. These criteria include:
Families and students are required to embrace the school’s vision, mission, and core values.
Families must be willing to support the school’s Positive Discipline program
Academic and physical reports are prepared and set to the admission council to be negotiated.
Reports are sent to the Head of the school to take his/her final decision.
After passing these stages the parents are called for an interview with the principal.
After the admission procedures are fully done and the student is accepted at school
The admission office contacts the parent and informs him
The parents are asked to pay the first installment (within 10 working days ) and complete the student papers which are:
All children must be fully toilet trained. There are no exceptions to this requirement.
Special needs applicants
DIS has a Learning Support program, although the number of students to whom it can be offered is limited by the resources it has available at any given time.
Parents or guardians of any applicant having a specific need must submit complete reports with the application. These might include individualized psychological reports or speech and language reports.
Any student with significant specific academic or physical needs for which the school does not have adequate resources will not be admitted.
Students needing Learning Support may be admitted if it is believed that the school can offer appropriate support and that the students can be placed in the regular classroom.
When reviewing the application of a student with specific needs, the Admissions Committee will take into consideration all students receiving learning support in that grade, with additional consultation from the Learning Support specialists.
As part of this process, the applicant will usually be interviewed, and the Admissions Committee reserves the right to request that a psycho-educational evaluation be conducted before a decision is made.
Special needs applicants