Apply

All visits to the QSI International School of Tbilisi campus need to be scheduled ahead of time.
 

Schedule a Visit

To enter the 5-year-old class, a child must turn 5 years of age no later than the 31st of October. This pattern is applied to the other classes in the school. If an exception is requested, documentation that supports the student's academic need is required, and the Director will make the final decision after consultation with parents and teachers. 

Preschool (2-4-Year-Old Classes)

• In the 2-year-old class, students are allowed to enter the program if they are 2 years old on or before 1 November of the same school year. Students entering the 2-year-old program are required be toilet trained prior to admission into the program.

5-Year-Old Class - Middle School (12-13-Year-Old Classes)

• 5-year-old class students are placed with their age group, however, they are assessed for achievement in Mathematics and Literacy (Reading and Writing) at admission to the 5-year-old class program and are placed at their achievement level for these courses. Example: A 5-year-old class student achieving at the 6-year-old level in Literacy is provided 6-year-old Literacy instruction, either in the homeroom class or by moving to join the 6-year-old class for the Literacy periods. For all other classes (PE, Music, Science, etc.) the student is in class with children of his or her age level. 
• For the 6-year-old class through the 13-year-old class, students are assessed in Mathematics and Literacy (Reading and Writing), and are placed at achievement level for these courses. For homeroom and all other courses, students are placed by age. Example: A 7-year-old student achieving at the 8-year-old level in Literacy is provided 8-year-old Literacy instruction by joining the 8-year-old class for the Literacy periods. For all other classes the student is with the 7-year-old class.  

Secondary Placement Procedures 

Mastery learning works to address the needs of secondary students across the learning spectrum, from those who need extra support to backfill learning gaps to those who need further academic challenges. Placement is a key ingredient in meeting the individual needs of students, so placement decisions should be consistent, and based on as much evidence as possible. The more accurately secondary students are placed, the more they understand that the mastery learning system provides student-centered instruction at the appropriate level to prepare them for the future. 

Initial Testing & Placement of Students 

1. Transcripts from past educational institutions are an important piece of the placement decision, but they don’t always give the complete picture of a student’s academic background. It is possible for a student to have completed a course within another school system without mastering the material. Similarly, the student may have already mastered much of the learning that takes place in a course without officially earning credit.  

2. Testing, especially to determine a baseline level in English and Mathematics, is an important part of the decision for placement. Testing in other subjects may also be necessary, especially for placement in courses with prerequisites. To help determine a new student’s achievement level, the following may be administered as appropriate: 

1. Measures of Academic Progress (MAP). 
2. Assessments from prerequisite courses, even if past transcripts show the student has completed the course.  
3. Writing sample: Student responds to a writing prompt. 
4. End-of-year assessments.  
5. Other assessments that help with the placement decision. 

3. Homeroom assignment should be based on the following: 

1. Fewer than 50 credits: Secondary I 
2. Minimum of 50 credits: Secondary II 
3. Minimum of 100 credits: Secondary III 
4. Minimum of 150 credits: Secondary IV 

4. Further testing may be necessary if a student is performing so well on the assessments that they are showing mastery of material found in courses for which they have not yet received credit. To credit the past learning and place the student appropriately, the student may take unit tests within a subject to earn the units of study. For example, a student who has never taken Algebra, but shows readiness for Geometry and/or Advanced Mathematics I, may take the 10 unit tests for Algebra to earn 10 Algebra credits. 

5. Meet with the student to determine strengths, weaknesses, interests, needs, and developmental level. 

6. Discuss with parents the academic, social, and emotional strengths and needs of the student.  

7. Determine placement, create a graduation plan, and meet with parents to discuss the initial graduation plan. Placement will be based on the best professional judgment of the school’s placement team; the team will be flexible and willing to adjust student placement as needed. The team should include teachers and school administrators. Explain to parents why the placement and graduation plan determined by the placement team are in the best interests of the student. 

The schools of  Quality Schools International  (QSI) have been founded in order to provide a quality English medium, North American, international education for expatriates. Local citizens who want their children to be educated in English are also accepted. Admissions to QSI schools are aligned to the QSI mission, vision, and values. 

QSI schools accept students with no previous experience with English from preschool through 13-year-old class (US Grade 8). 
Secondary students must demonstrate increasing levels of language proficiency, as determined by an English language assessment administered at the schools. 
Older students with little or no English experience may expect to spend additional years enrolled in Secondary in order to graduate with a QSI diploma. 

QSI is open to all students. We respect their diversity regardless of race, ethnicity, gender, cultural background, disability, religion, personal beliefs, and socioeconomic status. Teachers will be considerate of diverse cultural and family beliefs when teaching in the classroom. QSI employees will not impose their personal beliefs in the areas mentioned above out of respect to the family’s right to their beliefs. In QSI schools, we provide a safe and supportive environment for all students.

Quality Schools International has made considerable gains in the area of special needs with the development of a special needs policy. This policy is the foundation for our learning support framework created to serve students with mild to moderate learning challenges who may need accommodations to master the curriculum. With the support of Regional Learning Support Coordinators and on-site Learning Support Teachers and paraprofessionals at various school locations, QSI is able to develop and support appropriate academic and/or behavioral learning plans to meet the needs of each individual student. For more information about specific learning support services at QSI International School of Tbilisi, please contact the school directly for more details.

Parent-Student Handbook