Admissions

Sai Sishya International School is committed to the principle of equal opportunity in education and employment. The school does not discriminate against individuals on the basis of race, color, sex, sexual orientation, religion, disability, age, or national or ethnic origin in the administration of its educational, admissions or employment policies. We may take into account factors including an applicant’s prior educational and linguistic background for purposes of admission in order to fulfill the school’s mission.is committed to the principle of equal opportunity in education and employment. The school does not discriminate against individuals on the basis of race, color, sex, sexual orientation, religion, disability, age, or national or ethnic origin in the administration of its educational, admissions or employment policies. We may take into account factors including an applicant’s prior educational and linguistic background for purposes of admission in order to fulfill the school’s mission.

K2 – Eligible students are at least 2 years 8 months of age by September 1st

K3- Eligible students are at least 3 years of age by September 1st

K4- Eligible students are at least 4 years of age by September 1st

K5- Eligible students are at least 5 years of age by September 1st

Grade 1- Eligible students are at least 6 years of age by September 1st

Grade 2- Eligible students are at least 7 years of age by September 1st

Grade 3- Eligible students are at least 8 years of age by September 1st

Grade 4- Eligible students are at least 9 years of age by September 1st

Grade 5- Eligible students are at least 10 years of age by September 1st

Grade 6- Eligible students are at least 11 years of age by September 1st

Students not knowing to read, write or to speak in English will be accepted on a case-by-case decision, depending on the space-availability.
ESL students can be accepted with no knowledge of English in Kindergarten and for Primary school up to Grade 2, provided they have a strong academic background.
At least one of the parents is able to speak and read English. All communication will be handled in English only and the parents should make effort to communicate in English only.

K2 – Eligible students are at least 2 years 8 months of age upon enrollment

K2 students at SSIS are expected to be toilet trained  before their first day. Some young children do struggle with toilet training and we are happy to give a consultation on methods that usually result in success. You will know if your child is ready for K2 if he or she can separate from you, interacts with other similarly aged children without aggressive behaviors and is willing to take directions from a teacher who is not a primary caretaker.   

K2 Basic Outcomes

Often K2 students are away from home for the first time and learn how to adjust to an environment without their parents or caretakers nearby. As K2 students are still very young, written assessments are not provided.  K2 students are able to participate in all K3 activities to the best of their ability. 

Basic Goals for K2 students are the following:

  • Separate easily from parent or caretaker
  • Learn or improve in self-care skills like toileting, handwashing, teeth brushing, self-feeding with utensils,  and dressing/undressing
  • Learn organizational skills like packing/unpacking, recognizing and keeping track of personal supplies or clothes etc.
  • Follow classroom routines, simple directions, basic social expectations
  • Develop age appropriate English literacy skills in terms of listening, showing understanding and speaking 
  • Develop age appropriate skills in basic numeracy
  • Develop and improve fine and gross motor skills
  • Develop the ability to listen to, ask questions about  a storybook

K3 – Eligible students are at least 3 years old by September 1

K3 students at SSIS are expected to be toilet trained on their first day.  Some young children do struggle with toilet training and we are happy to give a consultation on methods that usually result in success. You will know if your child is ready for K3 if he or she can separate from you, interacts with other similarly aged children without aggressive behaviors, is willing to take directions from a teacher who is not a primary caretaker, shows interest in drawing/coloring, plays parallely with other children of a similar age without aggression, self-feeds with a spoon, fork or chopsticks, can take own shoes/socks on/off, can get dressed with minimal help, and can follow 1-2 step verbal directions. 

K3 Basic Outcomes

Often K3 students are away from home for the first time and learn how to adjust to an environment without their parents or caretakers nearby. Parents can assist in reducing separation anxiety by quickly putting their child on transport or into teacher’s care. 

Goals for K3 students are the following:

  • Basic numeracy skills 1-5: one-to-one correspondence, basic set theory using simple characteristics
  • Basic English literacy skills: Upper/lower case letters, sound-letter correspondence, printing letters, short ‘a’ three-letter word families, proper pencil grip
  • Further development of English language skills – vocabulary development, more complex phrases and sentences, improved pronunciation, increased self-expression
  • Dressing/undressing for pool with minimal adult assistance, self-feeding with little to no spillage on table or floor, toileting and hand-washing with little to no assistance, following verbal directions the first time, packing/unpacking backpack
  • Taking age-appropriate responsibility for one’s own actions – ie cleaning up spilt food, putting toys away, apologizing for mistakes
  • Further development of social skills – sharing, saying please and thank you, expressing feelings and emotions with words, playing with a partner or small group, becoming a member of a classroom community
  • Full participation in the PYP  units of inquiry (UOI)

K4 – Eligible students are at least 4 years old by September 1

K4 students at SSIS are expected to be toilet trained on their first day.  You will know if your child is ready for K4 if he or she interacts with other similarly aged children without aggressive behaviors, is willing to take directions from a teacher who is not a primary caretaker, shows interest in drawing/coloring/writing, plays with other children of a similar age without aggression, self-feeds with a spoon, fork or chopsticks, can take own shoes/socks on/off while standing, can get dressed without help, and can follow multi-step verbal directions the first time. 

K4 Basic Outcomes

  • English literacy – sight words, stroke order fluency, basic spelling, reading simple stories with short ‘a’ 3-letter words and sight words, write and draw to express ideas, ask and answer questions about a story
  • Numeracy – Counting to 20, shapes, fluent addition and subtraction within 5, number stories, comparison of length, weight, and capacity
  • Self-feeding using a spoon, fork or chopsticks without spillage
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Learning collaboratively in small groups
  • Using words to express feelings, ideas, likes, dislikes, opinions etc
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up toys or learning materials, keeping one’s own cubby neat, keeping track of one’s  own supplies or clothing
  • Having a positive impact on the classroom community
  • Full participation in the PYP  units of inquiry (UOI)

K5 – Eligible students are at least 5 years old by September 1

K5 students at SSIS are expected to be able to use the toilet independently before their first day.  You will know if your child is ready for K5 if he or she interacts with other similarly aged children without aggressive behaviors, is willing to take directions from a teacher who is not a primary caretaker, shows interest in drawing/coloring/writing, plays with other children of a similar age without aggression, self-feeds with a spoon, fork or chopsticks, can take own shoes/socks on/off while standing, can get dressed without help, and can follow multi-step verbal directions the first time, applies sound-letter correspondence when decoding 3-letter words

K5 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, basic spelling, reading simple stories with short vowel 3-letter words, basic long vowel 4-letter words, and sight words, write and draw to express ideas, ask and answer questions about a story
  • Numeracy – Counting to 100 , 2D/3Dshapes, fluent addition and subtraction within 5, number stories, comparison of length, weight, and capacity, number pairs, fluent addition and subtraction within 10, analyzing, comparing and composing shapes
  • Self-feeding using a spoon, fork or chopsticks without spillage
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Learning collaboratively in small groups
  • Using words to express feelings, ideas, likes, dislikes, opinions etc
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up toys or learning materials, keeping one’s own cubby neat, keeping track of one’s  own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes within a specified time period
  • Full participation in the PYP  units of inquiry (UOI)

Grade 1 – Eligible students are at least 6 years old by September 1

G1 students at SSIS are expected to be able to perform all self-care tasks independently before the first day – toileting, handwashing, eating with a utensil, packing and unpacking etc.  You will know if your child is ready for K5 if he or she interacts with other similarly aged children without aggressive behaviors, is willing to take directions from a teacher who is not a primary caretaker, shows interest in drawing/coloring/writing, plays with other children of a similar age without aggression, self-feeds with a spoon, fork or chopsticks, can take own shoes/socks on/off while standing, can get dressed without help, and can follow multi-step verbal directions the first time, applies sound-letter correspondence when decoding 3-letter words

G1 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, G1 spelling, reading increasingly complex stories/passages with short vowel 3-letter words, basic long vowel 4-letter words, and sight words, write and draw to express ideas, ask and answer questions about a story, recognize different literary genres, write in full sentences following conventions, compare and contrast stories and passages
  • Numeracy – Sums and differences to 100, basic place value,  choosing from different strategies to calculate sums and differences, number stories, comparison of length, weight, and capacity with numbers, number bonds, identifying, composing, and partitioning shapes
  • Self-feeding using a spoon, fork or chopsticks without spillage
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Learning collaboratively in small groups
  • Using words to express feelings, ideas, likes, dislikes, opinions etc
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up toys or learning materials, keeping one’s own cubby neat, keeping track of one’s  own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes in a specified time period
  • Participating fully in the PYP  units of inquiry (UOI)

Grade 2 – Eligible students are at least 7 years old by September 1

G2 students at SSIS are expected to be able to perform all self-care tasks independently before the first day – toileting, handwashing, eating with a utensil, packing and unpacking, dressing and undressing etc.  

G2 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, G2 spelling two-syllable words, reading increasingly complex stories/passages with varied vocabulary and syntax, writes and draws to express ideas, asks and answers questions about a story, recognizes different literary genres, describes characteristics of fiction, non-fiction and poetry, write in full sentences and paragraphs using conventions, compares and contrasts stories and passages, writes narratives, opinions, informative pieces, revises and edits with support
  • Numeracy – Sums and differences to 1000, place value to thousands,  applying different strategies to calculate sums and differences to 100  in number stories, addition and subtraction of length units, foundations of multiplication and division, problem solving with length, money and data, time, shapes and fractions as equal parts of shapes
  • Keeping own supplies organized and neat
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Following classroom routines on a daily basis without reminders – ie writing class diary daily
  • Learning collaboratively in small groups
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up learning materials, keeping one’s own cubby neat, keeping track of one’s own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes in a specified time period
  • Participating fully in the PYP  units of inquiry (UOI)

Grade 3 – Eligible students are at least 8 years old by September 1

G3 students at SSIS are expected to be able to perform all self-care tasks independently before the first day, they will be able to show more responsibility for their learning over time and perform classroom routines without reminders.  Grade three is a transition year for students in terms of reading. The year begins with honing reading skills and then making the transition from learning-to-read to reading-to-learn. 

G3 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, G3 spelling multi–syllable words, prefixes, suffixes, reading increasingly complex stories/passages with varied vocabulary and syntax, writes and draws to express ideas, asks and answers questions about a story, recognizes different literary genres, describes characteristics of different genres, integrates knowledge and ideas, writes in paragraphs over extended time periods using conventions, compares and contrasts stories and passages, writes narratives, opinions, informative pieces, revises and edits with support
  • Numeracy – Multiplication and division with units 0-10, multiplication and area, place value and problem solving with units of measure, fractions as numbers on the number line, collecting and displaying data, geometry and measurement word problems.
  • Keeping own supplies organized and neat
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Following classroom routines on a daily basis without reminders – ie writing class diary daily
  • Learning collaboratively in small groups
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up learning materials, keeping one’s own cubby neat, keeping track of one’s own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes in a specified time period
  • Participating fully in the PYP  units of inquiry (UOI)

Grade 4 – Eligible students are at least 9 years old by September 1

G4 students at SSIS are expected to be able to perform all self-care tasks independently before the first day, they will be able to show responsibility for their learning over time and perform classroom routines without reminders.  Grade four is the first year for students during which the entire year focuses on reading-to-learn. Therefore reading strategies focus on skills like identifying details, summarizing, character analysis, interpreting information, explaining events or concepts in context, and content structure, just to name a few.

G4 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, G4 spelling, syllabication,  root words, morphology, reading increasingly complex stories/passages with varied vocabulary and syntax, writes and draws to express ideas, asks and answers questions about a story, recognizes different literary genres, describes characteristics of different genres, integrates knowledge and ideas, writes in paragraphs over extended time periods using conventions, compares and contrasts stories and passages, writes narratives, opinions, informative pieces, revises and edits with minimal support
  • Numeracy – Place value, algorithms for addition and subtraction, units of measure and place value, multi-digit multiplication and division, angle measure and plane figures, fraction equivalence, ordering, operations, decimal fractions, exploring measurement with multiplication
  • Keeping own supplies organized and neat
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Following classroom routines on a daily basis without reminders – ie writing class diary daily
  • Learning collaboratively in small groups
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding in various ways (posters, models, writing etc.)
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up learning materials, keeping one’s own cubby neat, keeping track of one’s own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes in a specified time period
  • Participating fully in the PYP  units of inquiry (UOI)

Grade 5 – Eligible students are at least 10 years old by September 1

G5 students at SSIS are expected to be able to perform all self-care tasks independently before the first day, they will be able to show responsibility for their learning over time and perform classroom routines without reminders.  Grade five is the second year for students during which the entire year focuses on reading-to-learn. Therefore reading strategies focus on skills like identifying details, summarizing, character analysis, interpreting information, explaining events or concepts in context, and content structure, just to name a few.

G5 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, G5 spelling, syllabication,  root words, morphology, reading increasingly complex stories/passages with varied vocabulary and syntax, writes and draws to express ideas, quotes accurately from a text, determines themes of fictional works, analyzes visual elements in both fiction and non-fiction works, writes to show connection between ideas using clauses, conveys ideas clearly with accurate details, revises and edits own writing with minimal adult support, conducts short research projects using several sources, engages in collaborative discussions and problem solving, demonstrates and understanding of figurative language
  • Numeracy – Place value and decimal fractions, multi-digit whole number and decimal fraction operations, addition and subtraction of fractions, multiplication of division of fractions and decimal fractions, volume and area, problem solving with the coordinate plane
  • Keeping own supplies organized and neat
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Following classroom routines on a daily basis without reminders – ie writing class diary daily
  • Learning collaboratively in small groups
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding in various ways (posters, models, writing etc.)
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up learning materials, keeping one’s own cubby neat, keeping track of one’s own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes in a specified time period
  • Participating fully in the PYP  units of inquiry (UOI)
  • Successful completion of the PYP Exhibition on alternate years

Grade 6 – Eligible students are at least 11 years old by September 1

G6 students at SSIS are expected to be able to perform all self-care tasks independently before the first day, they will be able to show responsibility for their learning over time and perform classroom routines without reminders.  Grade six is the third year for students during which the entire year focuses on reading-to-learn. Therefore reading strategies focus on skills like identifying details, summarizing, character analysis, interpreting information, explaining events or concepts in context, and content structure, just to name a few.

G6 Basic Outcomes

  • English literacy – sight words, writing fluency for words and sentences, G5 spelling, syllabication,  root words, morphology, reading increasingly complex stories/passages with varied vocabulary and syntax, writes and draws to express ideas, quotes accurately from a text, determines themes of fictional works, analyzes visual elements in both fiction and non-fiction works, writes to show connection between ideas using clauses, conveys ideas clearly with accurate details, revises and edits own writing with minimal adult support, conducts short research projects using several sources, engages in collaborative discussions and problem solving, demonstrates and understanding of figurative language
  • Numeracy – ratios and unit rates, arithmetic operations including division of fractions, expressions and equations, rational numbers, area, surface area and volume, statistics exponents and square roots, 
  • Keeping own supplies organized and neat
  • Demonstrating an understanding of expected classroom rules and routines
  • Following directions the first time
  • Following classroom routines on a daily basis without reminders – ie writing class diary daily
  • Learning collaboratively in small groups
  • Presenting their understanding to individuals and groups
  • Generating questions about an inquiry
  • Showing understanding in various ways (posters, models, writing etc.)
  • Participating in all aspects of the curriculum
  • Taking responsibility for one’s own learning 
  • Taking responsibility as a community member by saying please and thank you, cleaning up spilled food, cleaning up learning materials, keeping one’s own cubby neat, keeping track of one’s own supplies or clothing
  • Having a positive impact on the classroom community
  • Showing learning outcomes in a specified time period
  • Participating fully in the PYP  units of inquiry (UOI)
  • Successful completion of the PYP Exhibition on alternate years

All students accepted to SSIS are expected to function in the regular classroom.
It is important to note that the ongoing enrollment at SSIS for students with special needs, will be based upon the students’ ability to function within the regular program and special services the school currently offers at each grade level.
Sai Sishya International School does not have the facilities or resources to accommodate children who have significant learning, emotional or physical disabilities. Parents of a child receiving any special services, such as learning disabled instruction, remedial support, speech/language therapy, occupational/physical therapy, or seeing any educational specialist outside of the regular classroom, must contact the school prior to the beginning of the admissions process.

Sneak a Peak

Our Admissions Policy

SSIS supports the academic, educational and developmental needs of children in the community.
SSIS admits students from any education system.
SSIS only admits students that it feels are capable of bettering SSIS’S environment, goals and ambitions. Right of admission is fully reserved by SSIS

Decisions with respect to initial class placement are exclusively made by SSIS are designed to be academically and developmentally appropriate.

SSIS can refuse admission of a student, re-enrollment or request the withdrawal of a student if:

— the student‘s best interests and needs cannot be met;
— the student‘s behavior is deemed to jeopardize the welfare of the school community;
— educationally significant information is withheld from the school;
— school fees are not paid in accordance with School payment policy;

Should places be full, admission to SSIS will be granted following these criteria :

— 1st Priority: The applicant stays nearby the school.
— 2nd Priority: The applicant is a returning student or sibling of a current student.
— 3rd Priority: The applicant’s family is likely to contribute to school beyond standard parent requirements.

For any queries related to admissions, you can write to admissions@saisishya.org.
For Primary School Grade 1 – 6, download the application form here Primary School application form
For Kindergarten, download the application form here Kindergarten School application form
* For Kindergarten, the child has to be potty trained.

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