Student Life | Health and Safety | WIS

Health and Safety

IN THIS SECTION

HEALTH, WELLNESS, AND SAFETY

Washington International School is committed not only to our mission of being an exemplary learning community, but also to ensuring the mental, emotional, and physical health and well-being of our students.

 

CHILD SAFEGUARDING

At WIS, we are committed to safeguarding and protecting our students, and to providing a secure environment. We expect all employees, parents, and volunteers to be aware of possible signs of abuse and/or neglect of students. Our Child Protection Policy was developed in accordance with standards from accrediting agencies and in acknowledgment of the UN Convention on the Rights of the Child. Training on child protection awareness and procedures occurs on an annual basis.

All WIS employees, as well as many volunteers, must complete a background investigation process prior to hiring. This investigation is renewed every two years.

We have security measures in place, including security guards and appropriately-placed cameras. Students and employees participate in regular drills for internal and external threats.

Our Safeguarding Lead is Associate Head of School Natasha Bhalla (EMAIL). In addition, we have Child Protection Teams at each division (Primary, Middle, Upper).


HEALTH AND WELLNESS

WIS approaches community health and wellness in a holistic, age-appropriate manner. Adults and children whose mental, emotional, and physical lives are in balance are supported in times of difficulty and have greater opportunities to lead happy, grounded, and fulfilling lives. Our wellness initiatives emphasize the following:

  • Helping students manage academic pressure.
  • Working proactively through School Student Support Teams to identify students at risk as early as possible. This includes being alert to: poor academic performance, bullying, depression/anxiety, as well as students engaging in behaviors such as drug and alcohol use.
  • Teaching students about the parameters of healthy friendships and relationships.
  • Emphasizing how to maintain wellness through balanced use of technology, physical activity, healthy dietary habits, and proper hygiene.
  • Offering programs that include strategies for managing anxiety and depression.
  • Engaging faculty and staff in professional development to support student wellness initiatives AND offering wellness activities for employees, such as yoga, mindfulness sessions, and social gatherings.
Health Forms and Requirements

Each year, student health data must be updated, including immunization information. Parents update this information in our health management system Magnus, accessed via the Parent Portal.

  • Health Forms are available in Magnus, but for convenience you may download these forms requiring a doctor’s signature: UNIVERSAL HEALTH CERTIFICATE; ORAL HEALTH ASSESSMENT; NON-PRESCRIPTION MEDICINE CONSENT; PRESCRIPTION MEDICINE CONSENT (only if your child needs it); ANAPHYLAXIS PLAN (only if your child needs it); ASTHMA PLAN (only if your child needs it).
  • All students new to WIS and all students in Preschool through Grade 12 are required to have an annual physical examination, dental examination, and up-to-date immunizations. A yearly TB risk assessment by your child’s physician is required.
  • Healthcare providers outside of DC may not be familiar with the immunizations required by DC law; please have your child’s provider refer to the immunization instructions included on this form. Any child who does not have the required immunizations by the 20th day of the school year will not be permitted to attend classes on campus.


Health care on both campuses includes provision of acute care, management of chronic health conditions and activities focused on preventive health, health maintenance, and health education. The American Nurses’ Association “Standards of Clinical Nursing Practice” and the “Standards of School Nurse Practice” guide the practices and decision-making. The Centers for Disease Control and the American Academy of Pediatrics guidelines for infectious and communicable diseases guide the practices for those situations.

For questions about health-related issues, contact our school nurses. Middle and Upper School Nurses Molly Foa and Courtenay Begert can be reached by phone at 202.495.7301 or by email (molly.foa@wis.edu or courtenay.begert@wis.edu). Our Primary School nurse Jaime Zike can be reached at 202.243.1709 or jaime.zike@wis.edu.


PRIMARY SCHOOL STUDENT SUPPORT

The Primary School Student Support Team (SST) consists of the Primary School Principal; the Primary School Assistant Principals; the Learning Specialists; the English, French, and Spanish Support Teachers; the Mathematics Coordinator; and the Counselors.

ACADEMIC

The learning needs and special strengths of students are identified through a variety of forms of assessment, including informal teacher observation and checklists, grade-level assessments in reading, writing, spelling, and math, standardized tests, parental concerns, and, when appropriate, external professional evaluations. In-class learning support strategies, additional learning support, and other interventions are designed to support the individual student. The following support structures also exist:

  • Language Support in English, French and Spanish, Grades 1-5: The English, French and Spanish language support coordinators provide in-class and out-of-class support for individuals and small groups in English, French and Spanish.
  • Learning Specialist: Our learning specialists work with teachers and students to provide strategies to address identified learning needs.
  • Mathematics Support: The math support teacher works with teachers to plan differentiated lessons and provides in-class support and out-of-class support for individuals and small groups in Grades 1-5.
SOCIAL/EMOTIONAL
  • WIS employs the Responsive Classroom approach, which supports the strong connection between social-emotional learning (SEL) and academic success by using practices to develop engaging learning environments and a community whose members feel significant and valued.
  • The counselors work with teachers to provide classroom lessons to develop healthy friendships, solve social problems, and increase self-esteem.
  • Counseling support consists of short-term individual or small-group support for students, as well as consultation with teachers, either individually or during quarterly grade-level team pastoral meetings, and meeting with parents.

MIDDLE SCHOOL STUDENT SUPPORT

The Middle School Student Support Team is composed of the Middle School Principal and Assistant Principal, the Grade Level Coordinators, the Learning Specialist, and the Counselor.

ACADEMIC

Student learning needs are initially identified through individual teacher assessments, student progress meetings, a learning specialist or other administrator, or parental queries. Once a problem is noted and evaluated, the team will identify in-class learning support strategies, additional learning support, and other interventions. If necessary, a recommendation might be made for further external evaluation. There are three tiers of academic support:

  • Subject Labs: These sessions are run by teachers to support classroom learning.
  • After School Supervised Study: Supervised study provides organized, monitored study time for students, which includes support for organizational and study skills as well as assistance with homework and test preparation.
  • Tutoring: Families wishing to engage tutors should contact the learning specialist, who maintains a list of WIS-approved tutors.
SOCIAL/EMOTIONAL
  • A certified professional school counselor provides short-term individual counseling, crisis intervention, psychosocial assessment, and referral to outside services as needed.
  • Advisors meet with students for one hour per eight-day cycle in Grades 6-8, as well as for 10 minutes during homeroom.
  • Along with the division principal, assistant principal, teachers, and advisors, the counselor also provides psycho-education programs through life skills classes which meet once per eight-day cycle in Grades 6 and 7. Topics covered through these programs include depression and anxiety, relationships, communication, peer pressure, drugs, alcohol, stress management, conflict resolution, and sexual health.

UPPER SCHOOL STUDENT SUPPORT

The Upper School Student Support Team is composed of the Upper School Principal, the Upper School Assistant Principals, the Learning Specialist, the School Counselor, and the Nurse. Our University Counselors provide additional support to prepare Upper School students for the next stage of their lives.

ACADEMIC

Student learning needs are initially identified through individual teacher assessments, student progress meetings, or parental queries. Once a problem is identified, the learning specialist or counselor may conduct a more focused assessment. Students can receive academic support at school from their teachers, the learning specialist, or through the following two after school programs:

  • After School Supervised Study: Supervised study provides organized, monitored study time for students, which includes support for organizational and study skills as well as assistance with homework and test preparation.
  • Tutoring: Families wishing to engage tutors should contact the learning specialist, who maintains a list of WIS-approved tutors.
SOCIAL/EMOTIONAL
  • A certified professional school counselor provides short-term individual counseling, crisis intervention, psychosocial assessment, and referral to outside services as needed.
  • Advisors meet with students for one hour per eight-day cycle in Grades 9-10, as well as for 10-minutes during homeroom.
  • Along with the division principal, assistant principals, teachers, and advisors, the counselor also provides psycho-education through life skills classes which meet once per eight-day cycle in Grades 9 and 10. Topics covered through these programs include depression and anxiety, relationships, communication, peer pressure, drugs, alcohol, stress management, conflict resolution, and sexual health.