Decision of the Cantonal School Commission on the Education Act (LSKB SchG) - Third Kindergarten Year (LSKBSCHG)

1. The School Board may mandate the attendance of a third year in kindergarten for children with developmental delays, lag in social maturity, or lack of school readiness.

1. In the introductory class, the curriculum of the first primary class is spread over two school years.

2. The two years of the introductory class are to be understood as a unit. Therefore, they are counted as one year within the compulsory schooling obligation.

1. The school council may, if needed and in consultation with the public school office, provide for the temporary deployment of a class assistant for a class.

2. The deployment of the class assistant takes place upon the request of the class teacher to the school administration or school council and is dependent on the overall situation of the class, the number of reference persons, and the objectives.

3. The public school office informs the regional school commission about their deployment.

1. Classroom assistants perform supportive tasks in a class.

2. The teacher holds the leadership role when utilizing a classroom assistant. They are responsible for the assistant's activities and assign tasks to them.

3. Utilizing a classroom assistant provides the teacher with greater flexibility to address challenging situations in the classroom.

1. The Classroom Assistant should particularly possess the following competencies

a) * Willingness and ability to establish a good and reliable relationship with the students;

b) * Empathy and patience;

c) * Sense of responsibility and ability to work in a team;

d) * Flexibility and loyalty.

2. A pedagogical education is not required.

1. Employment is effected by the school board and is for a limited term.

2. The terms of employment are regulated in a written agreement (including, but not limited to, salary, insurance, workload, duties, duration of employment, confidentiality obligations).

3. The school district or the district of Oberegg bears the salary costs.

4. As a recommendation for the salary, the classification should not exceed the first level of the salary table for the primary level.

1. Children who are generally gifted and are expected to be able to follow primary school instruction later, but who are not yet ready to meet the demands of the first grade, are admitted to the introductory class for reasons such as

a) generally slightly delayed development;

b) partial performance weaknesses;

c) lag in social maturity and lack of group ability;

d) perception disorders, etc.

2. The admission of a child to the introductory class is excluded if the child has attended a third year of kindergarten or a preschool class. The school board of the regular school may, in exceptional cases, approve attendance in the introductory class.

1. The holders of parental custody or the kindergarten teacher, after informing the holders of parental custody, must register children intended to attend the introductory class with the school board no later than the end of March.

2. The first-grade teacher has the option, after informing the holders of parental custody, to register a child with the school board for placement in the introductory class by the end of November.

3. The registration must include a written report from the kindergarten teacher detailing previous observations and test results, with justification for the request for placement in the introductory class.

4. The school board decides on admission to the introductory class based on this report. It may request an additional report from the school psychological service to aid in decision-making.

5. Admission to the introductory class generally takes place at the beginning of the school year.

1. The provisions of this annex apply to

a) the school districts of the inner territory;

b) the kindergarten as well as the first and second primary classes.

2. Insofar as this annex contains no provisions, the regulations of the School Law of April 25, 2004 (SL), including implementing decrees, shall apply to the school trial.

1. School municipalities shall conduct the kindergarten as well as the first and second primary classes within the framework of the school trial starting from the school year 2026/27, at their discretion

a) as a foundational stage;

b) as the Kindergarten 3+ model.

2. Regardless of the chosen school model, school municipalities shall deploy specialists in special education starting from the school year 2025/2026. Article 22d of this decision applies analogously.

1. At the foundational level, students from kindergarten to the second elementary level are taught together. The foundational level lasts between three to five years, depending on the student’s developmental and learning progress.

2. Regardless of the actual duration of attendance, three years at the foundational level are counted toward compulsory education as per Art. 19 para. 1 of the School Act (SchG), with one year attributed to kindergarten and two years attributed to elementary school.

3. In the Kindergarten 3+ model, the third year of kindergarten is not counted toward compulsory education in accordance with Art. 19 para. 3 of the School Act (SchG).

1. The size of a basic level class comprises at least 16 to a maximum of 25 students.

2. The group size of the third kindergarten year comprises a maximum of eight children.

3. Exceptions are decided by the State School Commission.

1. The personnel costs of special needs education in schools, which arise for the school community from running the basic level or the Kindergarten 3+ model, must be reported separately.

1. The canton provides a contribution of 30% towards the personnel costs (salaries and social benefits) of special needs education for the school pilot project.

1. The department ensures an appropriate evaluation of the school trial and reports the results to the State School Commission no later than seven years after the entry into force of this annex.

2. Upon request of the State School Commission, the department prepares the necessary amendments to the school legislation based on the reporting.

1. The appendix shall be applied no later than July 31, 2033.

1. After the second introductory class, students generally progress to the second primary class.

2. Students who are expected not to meet the educational objectives by the end of the second introductory class must be reported to the school board no later than the end of April.

3. The school board decides on the further schooling of the students. It may request an additional report from the school psychological service.

4. The introductory classes cannot be repeated.

1. The provisions of this annex apply to the school communities of the inner part of the country.

2. Insofar as this annex contains no regulations, the provisions of the School Act of April 25, 2004 (SchG) along with the implementing decrees shall apply for the school trial.

1. School districts deploy special needs educators in Cycle 2.

2. Assistance through special education shall commence no later than the 2027/2028 school year. The school districts must report the binding transition date to the Department of Education by the end of April 2026.

3. For the calculation of special educational support, 2 to 4 weekly periods per class are available.

4. The school districts employ specialists in special needs education for this purpose. Article 22d of this decree applies accordingly.

1. Personnel Costs of School-Based Special Education: The personnel costs associated with school-based special education, which arise for the school district from the support provided by school special education, must be disclosed.

1. The Canton provides a contribution of 30% towards the personnel costs (salaries and social benefits) for special educational measures in the school experiment.

1. The department shall ensure an appropriate evaluation of the school trial and shall report to the State School Commission on the results no later than six years after the entry into force of this annex.

2. Upon request by the State School Commission, the department shall prepare the necessary amendments to the school legislation based on the reporting.

1. The appendix shall be applied no later than July 31, 2033.

1. The combined classes of both grades should generally not exceed 14 students.

1. Teaching Authorization according to Art. 32 of the School Act (SchG) can generally only be granted to teachers who

a) hold a recognized primary teaching certificate,

b) have teaching experience at the lower level, and

c) generally possess a special education diploma.

1. The instruction is based on the curriculum for the first cycle.

2. ...

3. ...

1. In the certificate for primary school, the title "Lower Level" will replace "1st Grade" with "1st Introductory Class" and in the second year with "2nd Introductory Class."

2. For both introductory classes, the following applies in analogous application of Article 45 of this resolution

a) * The teacher informs the holders of parental responsibility verbally or in writing about the learning progress in the individual subjects before January 31.

b) * At the end of the school year, the teacher issues a school report in which the student's performance in the subjects listed in the certificate is assessed with words.

3. The issuance of the certificates can be flexibly organized in agreement with the Department of Primary Education.

4. In the evaluation discussion of the second year, holders of parental responsibility must also be informed about the proposed applications for further education in the following school year.

1. In the preschool class, children who lack school readiness in specific areas of performance receive differentiated support in a small group, in order to better meet the requirements of regular school in the following year.

1. Preschool classes enroll school-age children who lack school readiness in areas such as language, mathematical concept formation, perception, cognition, as well as self-, social, and emotional competence. It is also noted for these children that a third year of kindergarten is not advisable by consulting professionals due to the absence of a small group setting.

2. Enrollment of a child in the preschool class is prohibited if the child has attended a third year of kindergarten. The school board of the regular school may approve attendance in the preschool class in exceptional cases.

1. The holders of parental responsibility or the kindergarten teacher, after consultation with the holders of parental responsibility, must register children intended to attend the pre-school class with the school board by the end of March at the latest.

2. The registration must be accompanied by a written report on previous observations and test results, including the reasoning for the application for admission to the pre-school class.

3. The school board decides on admission to the pre-school class based on this report. It may request an additional report from the school psychological service for decision-making.

4. Admission generally occurs at the beginning of the new school year.

1. Upon completion of the preschool class, a transition to the regular primary class or to the small class typically occurs. The school board of the regular school may, in exceptional cases, approve attendance in the introductory class.

2. The transition to a special school pursuant to Art. 12 SchG remains reserved.

3. The preschool class cannot be repeated.

1. The preschool class comprises seven to ten children.

1. The Teaching Permit is governed by Art. 32 of the School Act.

1. The instruction follows the curriculum of the first cycle.

1. No written report card shall be issued. The teacher shall inform the holders of parental responsibility orally or in writing about the learning progress before the end of each semester.

2. During the evaluation meeting at the end of the school year, the holders of parental responsibility shall also be informed about the proposed applications for continued schooling in the following year.

1. Holders of parental authority or the kindergarten teacher, the latter after consultation with the holders of parental authority, must register children for the special class with the school board by the end of March at the latest.

2. The teacher has the opportunity, after consultation with the holders of parental authority, to register a child for assignment to the special class with the school board.

3. A written report from the kindergarten teacher and/or teacher regarding previous observations and test results, with justification for the application for placement in the special class, must be attached to the registration.

4. The school board decides on admission to the special class based on this report. It may request an additional report from the school psychological service for decision-making.

5. Admission to the special class generally takes place at the beginning of the school semester.

1. On the recommendation of the teacher, a transfer to the regular class is possible by decision of the school board.

1. The Teaching Permit according to Art. 32 of the SchG can generally only be issued to teachers who

a) possess a recognized primary school teaching certificate,

b) have long-standing teaching experience, and

c) hold a special education diploma.

1. The instruction is based on the curriculum sections up to the fundamental requirements of the respective cycle.

1. In the report card of the regular class, the corresponding level title is replaced by small class.

2. The report card regulations of the corresponding level apply to the small class.

1. The small class cannot typically be repeated.

1. The provisions of this section apply to the Oberegg School, which operates an integrative form of education.

1. The Integrative Schooling Form of Oberegg integrates all students with academic performance issues into the regular school and aims to accommodate the individual abilities of all. A Special Education Teacher is employed to support students with special needs.

1. Children and young people with special needs are assigned to regular classes. Children and young people requiring special education are taught in a special school pursuant to Art. 12 of the Education Act.

1. The School Remedial Teacher supports and teaches schoolchildren with learning difficulties and is responsible for a comprehensive, promotion-oriented assessment and support of the child. After identifying the problem and an initial assessment, the scope (number of lessons and duration) and form of support (individual support, small group, integrative in the class) are agreed upon in consultation with the teacher and the holders of parental responsibility. The school board is to be informed regularly.

1. In consultation with the holders of parental authority and the elementary school office or the school administration, individual learning objectives may be set for students in specific subject areas. This is indicated in the grade field with "ILZ" and the note "Learning Report Documentation".

1. Changes to the timetable can also be made for students with special needs in the integrative school setting. The fundamental prerequisites are the pedagogical justification and the organizational feasibility of such a measure.

1. The operation of a private school and the provision of private tutoring require approval by the State School Commission.

2. Approval is granted if the applicants demonstrate that they meet the following approval requirements.

3. The approval is granted for a period of one year and can be renewed.

4. The authorization for private tutoring exclusively permits the instruction of children from a single family.

1. Instruction must be provided by individuals who possess a cantonal teaching permit.

2. The cantonal curriculum is mandatory.

3. The use of compulsory teaching materials is required.

4. The weekly number of lessons for the respective level must be distributed over 5 days within 8 hours per day (not before 7:30 a.m. and not after 5:30 p.m.).

5. The number of school years is binding, and the promotion regulations apply accordingly.

6. Special attention must be paid to education for social competence.

1. Supervision is exercised by the Primary School Office.

2. The Primary School Office shall have free access at the times stated in Art. 22h para. 4 of this resolution to the premises where instruction is conducted.

3. The Primary School Office may order the maintenance of a teaching journal, determine its content, and request that the journal be submitted periodically.

4. The Primary School Office may conduct examinations at locations designated by it to verify compliance with the curriculum.

5. The Primary School Office shall also specifically examine the fulfillment of the school mandate in the sense of Art. 2 of the School Act (SchG).

6. The Primary School Office shall report annually to the National School Commission on the results of inspections and examinations.

1. The authorization shall be revoked by the State School Commission if the conditions for authorization are no longer met.

2. The authorization shall also be revoked if the private school and private tuition do not fulfill the educational mandate of Art. 2 para. 3 SchG.

1. The school authorities register children without sufficient prior knowledge of the German language at least one year before the commencement of compulsory schooling.

2. They organize introductory courses in the German language for these children, which are provided within the framework of kindergarten.

1. Students without sufficient prior knowledge of the German language must attend additional classes in German as a second language.

2. If the classes cannot be held within their own school district due to an insufficient number of students, the students must attend the classes in the nearest school district where such classes are available.

3. The school authorities facilitate the attendance of these classes.

4. The class teachers, together with the teacher for German as a second language, prepare the student list. The grouping of support groups is done in collaboration with the elementary school office or the school administration. The assignment is approved by the school board.

5. Attendance of the classes in German as a second language is noted under the general remarks in the report card.

1. The establishment of instruction in language and culture for children of other nationalities requires approval by the State School Commission.

2. Salaries and other teaching costs are the responsibility of the respective organizers.

3. This instruction is voluntary.

4. The school authorities are, as far as possible, to provide suitable school facilities free of charge.

5. These schools are subject to regular supervision by the authorities.

1. The State School Commission may, upon the application of the holders of parental authority, grant permission to exceptionally gifted and mature children

a) to advance to the next primary class at the beginning of the second semester;

b) to advance to the subsequent primary class at the beginning of the next school year.

2. Applications for permission to shorten or skip primary classes must be submitted in a timely manner to the State School Commission, accompanied by the written opinion of the teacher.

1. Written Information about a Student Relevant to Fulfilling the Educational Mandate Must Be Transferred to the Successor Teacher upon a Change of Class. This includes, in particular

a) Notes on school psychological assessments and corresponding measures;

b) Records of medical or psychosocial particularities;

c) Disciplinary rulings;

d) Notes on behavioral abnormalities;

e) Documentation of parent contacts;

f) Notifications pursuant to Art. 16a Sec. 2 of the School Act.

1. Within the meaning of this section, the school superintendent shall be deemed the governing school superintendent.

2. The school superintendent may grant a partial exemption from school attendance for the promotion of students with special talents in the sports or musical fields.

3. In justified cases, the school superintendent may revoke this approval for a partial exemption at any time.

1. Exceptional Talent Certified by the Relevant Institution Exists When the Student

a) can demonstrate outstanding regional, national, or international achievements in the arts or sports;

b) belongs to a regional, national, or international squad or elite assembly.

1. A partial exemption from lessons may be granted by the school board if the student has met the promotion requirements in the two preceding semesters and has no disciplinary entries in their record.

2. The student is responsible for independently making up the school material missed due to absences.

3. All subjects are generally to be attended. Exams scheduled during the exemption must be taken either before or after the exemption period. The individual arrangement is to be made in consultation with the school administration or the education department.

4. The student is not entitled to remedial teaching or other support measures at the school's expense.

1. The holders of parental authority must submit a written application to the school board annually for a partial exemption from certain lessons.

2. The exemption from school instruction shall not exceed 140 lessons per school year. There is no entitlement to additional days off.

3. The following documents must be enclosed with the application

a) Copies of the report cards from the last two semesters and a statement from the class teacher;

b) Proof from the institution of the student's special talent and the engagement of qualified trainers/supervisors;

c) Training or rehearsal schedule.

4. The application must be submitted by April 30 for the upcoming school year.

5. Applications for attendance at out-of-canton institutions will only be approved if no equivalent offer exists within the canton.

1. If an exemption from lessons is granted, any further entitlement to vacation days pursuant to Art. 89 para. 2, 4, and 5 of this resolution shall lapse.

1. Professional development provides teachers with necessary insights for school instruction, particularly regarding new subject matter, teaching methods, teaching materials, and teaching aids.

2. Professional training leads to the qualification to work at a certain school level or in a specialized field, such as special education, school readiness counseling, or school therapeutic pedagogy, through a comprehensive course.

3. Continuing education events are held during school holidays, on non-school half-days, or as evening courses. Scheduling continuing education events during school time is only permitted in exceptional cases and with the approval of the National School Commission.

4. The Public School Office or the school administration may mandate teachers to attend continuing education events for quality assurance purposes, either in a subject-related or didactic-methodological capacity.

1. The measures in the area of teacher training and further education shall be coordinated with other cantons as far as possible, particularly regarding leadership training and the exchange of course instructors.

2. The institutional further education of teachers in Innerrhoden takes place in cooperation with the canton of St. Gallen.

1. Teachers are required to attend professional development courses for twelve days within three years. Part-time teachers who teach less than 40% are required to attend such courses for at least five days within three years.

2. Attendance at the courses must be documented in the certificate booklet or by proof.

3. Upon request, the National School Commission may exempt teachers from the professional development requirement for compelling reasons.

1. Cantonal course offerings as well as courses and conferences that are advertised in the course programs of the cantons of St. Gallen and Appenzell A.Rh. are credited towards the continuing education requirement and do not require approval, provided they are specific to teaching. The same regulation applies to courses from Weiterbildung Schweiz (swch) with the exception of those requiring approval. These will be communicated to the teaching staff with a list prepared by the Primary School Office.

2. All foreign language stays and courses, as well as courses and conferences from other providers, require approval for creditability.

3. Participation in school working groups can be credited towards the continuing education requirement under the following conditions

a) * The working groups must designate a responsible leader who reports the meeting dates and the intended area of activity to the Primary School Office or the school management before the actual work begins.

b) * At the end of the school year or after the completion of a project, the responsible leader informs the Primary School Office or the school management about the work performed. They decide on the creditability and confirm the fulfillment of the continuing education requirement.

c) * Eight hours of participation within the working group corresponds to one day of the continuing education requirement.

1. The Department of Primary Education, school administration, as well as teachers', school, or level teams, may organize further training courses. The organization must be applied for at the Department of Primary Education.

2. ...

2. The accounts for further education events are monitored by the Department of Primary Education or the school management. The costs are charged proportionately to the school communities.

3. The expense reports of the teaching staff for attending further education events must be submitted to the Department of Primary Education or the school management for review. The approved invoices are forwarded to the school community for payment.

1. Course Costs (Course and Material Fees) are generally fully covered for all courses credited and approved according to Art. 30 of this resolution.

2. For courses conducted in another part of the canton or outside the canton, the following expense shares can be charged

a) Ticket costs for 2nd class public transportation, except when three or more participants organize a joint car transport. The mileage compensation for this transport is based on the respective cantonal rates.

b) Meals up to a maximum of CHF 20.-- per day;

c) Accommodation up to a maximum of CHF 30.-- per night.

3. Non-approved courses can be attended at one's own expense. They are not credited toward the continuing education requirement.

1. A temporary, paid leave of absence for teachers with extended teaching experience provides the opportunity for intensive long-term further education tailored to the needs of the teachers and the school.

2. During this time, teachers can engage in an in-depth examination of their own professional practice at the St.Gallen University of Teacher Education through the continuing education courses "Curso" or "Elementa". They can also acquire additional knowledge about new teaching content and methods, insights into evolving perspectives in education and schooling, as well as experience in the economic and labor sectors.

3. There is an option to attend individual modules of the long-term further education program.

4. The duration of the leave is determined by the chosen continuing education courses and is a maximum of 15 weeks.

1. The attendance of a long-term continuing education program may be granted if the following prerequisites are met

a) Teaching activity amounting to at least 50% of a full-time position for a duration of ten years, with at least five years of teaching within the canton;

b) * fulfillment of the continuing education obligation;

c) * guaranteed place in the long-term continuing education course at the St. Gallen University of Teacher Education.

2. The application must be submitted to the Office of Primary Education no later than six months before the course starts. It must include

a) * the program of the relevant long-term continuing education course;

b) the statement of the school board.

3. The attendance of the long-term continuing education further requires that a substitute is secured until the start of the continuing education.

1. During long-term further training, the salary corresponding to the average workload of the last five years is paid.

2. The maximum amounts that can be paid are

a) the basic salary;

b) the 13th month salary;

c) the child allowance;

3. The course fees for long-term further training and the costs of substitution are paid by the school community.

4. The remaining expenses are to be paid by the participants. The school community's contribution to the expenses is determined according to Article 33 of this resolution.

1. Anyone who resigns from their position within three years after attending the course must partially reimburse the school community for the incurred costs as follows

a) in the 1st year 100%;

b) in the 2nd year 60%;

c) in the 3rd year 30%.

2. In the event of a job change within the canton, the new school community pays the proportionate reimbursement amount back to the school community from which the person is leaving. This community then reimburses the canton for the corresponding subsidy portion. The compensatory payment made by the receiving school community is subsidized at the regular rate.

3. In the event of non-fulfillment of the program, the costs must be partially reimbursed in accordance with the decision of the school board.

1. At the conclusion of the long-term advanced training, a written final report must be submitted to the school council for the attention of the Office of Elementary Education, which must particularly include the following information

a) * Confirmation of the completed course sequences;

b) * Personal statements regarding the achievement of course objectives;

c) * Expected impact on school instruction, the school, and oneself as a teacher;

d) * Possible lessons and consequences for future participants.

1. Kindergarten teachers inform the holders of parental authority in the second semester of the first year of kindergarten and at the end of the first semester in the second year of kindergarten, within the framework of an oral assessment, about the learning progress achieved by the child.

1bis. At the end of each kindergarten year, the holders of parental authority receive a school confirmation containing the following information: school district, personal details, date of the parental meeting, remarks, absences, signatures.

2. Teachers of the first grade (including preschool, introductory, and small classes) inform the holders of parental authority about the learning progress in individual subject areas through a parental meeting.

2bis. The observation and assessment sheet for interdisciplinary competences "learning and working behavior" and "social behavior" serves as a basis for the teacher’s parent meeting and is not handed over. At the end of the school year, the holders of parental authority receive a school confirmation containing the following information: school district, personal details, date of the parental meeting, remarks, absences, signatures.

3. The holders of parental authority receive the first report card and an assessment of interdisciplinary competences at the end of the second school year.

4. From the third to the sixth grade, the holders of parental authority receive the report card at the end of each semester and school year; at the end of the school year, it is accompanied by an assessment of interdisciplinary competences. This includes "learning and working behavior," "social behavior," and, from the fifth grade onwards, additionally "thinking ability."

5. The report cards must be reviewed by the holders of parental authority and returned signed to the teacher.

6. Justified complaints must be submitted by the holders of parental authority to the school board within ten days after the issuance of the report card, including the report card and the assessment of interdisciplinary competences.

7. The printed copies of the report card entries for all students in the class must be archived.

1. The students' performance is indicated by whole and half grades in the report card.

a) 6 = excellent

b) 5 = good

c) 4 = satisfactory

d) 3 = insufficient

e) 2 = weak

f) 1 = very weak

2. The report card grades represent an overall assessment based on the students' written, oral, and practical performance in a subject area. It is to be understood in conjunction with the school level and type, and is not calculated exclusively based on the arithmetic mean of the partial grades.

a) * ...

b) * ...

c) * ...

d) * ...

e) * ...

3. In the second grade, the subject areas are graded except for religious education, where "attended" is entered.

a) * ...

b) * ...

c) * ...

d) * ...

e) * ...

f) * ...

g) * ...

h) * ...

i) * ...

j) * ...

4. In the third grade, the attendance in the subject areas of English, media and computer science, and religious education is indicated with "attended." The remaining subject areas are graded.

a) * ...

b) * ...

c) * ...

d) * ...

e) * ...

f) * ...

g) * ...

h) * ...

i) * ...

j) * ...

k) * ...

l) * ...

5. ...

6. ...

7. ...

1. The written examinations are generally made available for inspection to the holders of parental responsibility.

2. ...

3. The class teacher invites the holders of parental responsibility to a parent-teacher meeting at least once per school year and informs them about the student's performance.

4. In the event of significant changes in performance or behavior, the teacher promptly informs the holders of parental responsibility and discusses possible measures with them.

1. Any student who receives inadequate performance in two subject areas or weak performance in one subject area at the end of the first primary school year must repeat the first grade.

2. Any student from the second to the fifth primary school year who does not achieve the required grade average of 3.5 at the end of the school year must repeat the grade.

a) * ...

b) * ...

3. The grade average is calculated from the grades in the subject areas of German, Mathematics, and Nature, Man, Society (NMG), with German and Mathematics being counted twice.

4. If a student has a grade average of 3.5 to 3.9, they will be conditionally promoted.

5. In the case of conditional promotion, extended school absence, or very marginal performance, the class may be repeated upon the request of the person holding parental authority, even if the required grade average is achieved.

6. The sixth primary class cannot be repeated even if there are inadequate performances.

1. Excused and unexcused absences must be separately recorded on the certificate.

**1. Teachers must inform the holders of parental responsibility about the risk of their child not being promoted to a higher grade level by the end of April. This may be done verbally with written confirmation or through a registered letter. A copy of this information must be filed in the teacher's office.**

1. In coordination with the holders of parental authority and the primary school office or school administration, individual learning objectives can be set for students in specific subject areas. This is indicated in the grading field with "ILO *" and the note "Documentation Learning Report."

2. Exemption from a subject area is undertaken in consultation with the school administration or the primary school office.

1. Conditional Promotion: The teacher decides, based on the student's performance, generally before the autumn holidays but no later than November 30, on any possible demotion.

2. The decision must be communicated in writing, with reasons and the appropriate information on legal remedies, to the holders of parental authority and the school board five days before the transition date.

1. These provisions apply to secondary level I, with the exception of the first to third classes of the Appenzell Gymnasium.

1. Teachers of lower secondary education issue a report card at the end of each semester and school year.

2. The report card documents include a grade report and, at the end of the school year, an assessment of interdisciplinary competencies.

3. The report card documents are to be reviewed by the holders of parental authority and returned to the teacher signed within the specified period.

4. Justified complaints by the holders of parental authority are to be directed to the school board of the respective upper level within ten days after the issuance of the report card, including the grade report and the assessment of interdisciplinary competencies.

1. The students' achievements are represented with whole and half grades on the report card. The grading scale is as follows

a) 6 = excellent

b) 5 = good

c) 4 = satisfactory

d) 3 = unsatisfactory

e) 2 = weak

f) 1 = very weak

2. The report card grades represent an overall assessment that pertains to the written, oral, and practical performance of students in a subject area. These are to be understood in the context of the grade level, type of school, and ability groups, and are not calculated solely based on the arithmetic mean of individual grades.

3. Mandatory subjects are graded. In elective subjects, a grade can be recorded, or the participation in the subject can be indicated as "attended." Attendance in the following subject areas is confirmed with "attended": "Ethics, Religion, Community," church-related religion, Career Orientation, Project-based Learning. The project work at the end of the third year is graded.

a) * ...

b) * ...

4. ...

5. Statements regarding conduct should be entered under the remarks section for the corresponding subject area or under general remarks.

6. Comments on a student's character traits must not be recorded on the report card. Extraordinary remarks about behavior may be communicated orally or in a separate learning report to the individuals with parental authority.

1

Excused and unexcused absences are to be recorded separately in the certificate.

1. The written examinations are generally made available for review to the holders of parental authority.

2. ...

3. The class teacher informs the holders of parental authority at least once per school year about the student's performance during a parent-teacher conference.

4. In the event of significant changes in performance or behavior, the teacher promptly informs the holders of parental authority and discusses possible measures with them.

1. Students who do not achieve an average grade of 3.8 at the end of the school year in the subject areas of German, English, French, Mathematics, as well as Science and Technology (NT) and Geography, History, Civics (RZG), will not be admitted to the next subsequent secondary class.

The average is calculated as follows

a) German: 2 times

b) French: 1 time

c) Science and Technology: 1 time

d) English: 1 time

e) Mathematics: 3 times

f) Geography, History, Civics: 1 time

2. The teachers must inform the holders of parental authority by the end of April, verbally with written confirmation or by registered letter, about the risk of their child's promotion to a higher class being jeopardized. A copy of this information must be filed in the teacher's office.

3. Students who achieve a grade average of 3.8 or 3.9 in the mentioned promotion subjects will be provisionally promoted to the next class. After a conditional promotion, the teacher will decide based on the performance, usually before the autumn holidays, but at the latest before November 30, about any potential reassignment. The probationary period is considered passed if the average grade reaches 4.

4. The decision must be communicated in writing by the school board to the holders of parental authority five days before the transition date, with reasons and corresponding instructions on legal remedies.

1. Students of the Realschule and the integrated secondary school Oberegg automatically advance to the next grade level. Decisions regarding reclassification in subject areas are made by the school administration.

1. In consultation with the holders of parental authority and the primary school office or the school leadership, individual learning objectives can be established for students in specific subject areas. This is indicated in the grading field with "ILO *" and the note "Documentation Learning Report."

2. A dispensation from a subject area is made in consultation with the school leadership or the primary school office.

1. During compulsory school attendance, only one grade repetition is permitted. Exceptions are decided by the managing school board in consultation with the elementary school office.

2. A voluntary repetition may be approved by the school board of the managing school community, taking into consideration paragraph 1.

1. At the end of the second cycle and upon leaving school, the report cards and assessments of interdisciplinary competencies are to be handed over to the student for the attention of the holders of parental authority.

1. The allocation to the various divisions of secondary level I is determined by the decision of the admissions committee based on examination results and the recommendations of the transferring teacher.

2. A possible transfer or dismissal occurs either due to inadequate performance during the probationary period or in the case of severe overstrain before or after the conclusion of the probationary period.

3. The transition from an equivalent school to the divisions of secondary level I in Appenzell Inner Rhodes is assured.

1. The transferring teacher bases their written recommendation in the admission process on the following elements from the last three semesters

a) * the report card grades;

b) * the assessment sheets of cross-disciplinary competencies.

c) * ...

2. Both elements are considered to have equal importance.

3. The teacher records the results of these two elements in a documentation for the admission committee.

1. For report card grades, the average grades from the subjects German, Mathematics, and Nature, Man, Society (NMS) over the last three semesters are relevant for sixth-grade students for transitioning; for first-year secondary school students, the subjects are German, Mathematics, Nature and Technology (NT), Spaces, Times, Societies (STS), and English.

2. The average grades for sixth-grade students are composed as follows

a) * German: 2 times

b) * Mathematics: 2 times

c) * Nature, Man, Society (NMS): 1 time

3. The average grades for first-year secondary school students are composed as follows

a) German: 2 times

b) Mathematics: 2 times

c) Nature and Technology (NT): 1 time

d) Spaces, Times, Societies (STS): 1 time

e) English: 1 time

1. Assessment of Interdisciplinary Competencies Includes the Following Areas

a) * Learning and Work Behavior;

b) * Social Behavior;

c) * Cognitive Ability.

2. The experience element evaluates those factors that significantly influence the long-term performance of children, particularly work attitude, motivation, physical and mental performance capacity, tolerance to frustration, perseverance, and social behavior.

1. The percentage shares of the individual divisions (thresholds) established by the State School Commission serve for quality assurance and control.

2. The guideline values are as follows

a) for Lower Secondary Level I, Level C (Gymnasium), a percentage share of 15-25% of a year group;

b) for Lower Secondary Level I, Level B (Secondary School), 40-50% of a year group;

c) for Lower Secondary Level I, Level A (Realschule), 30-40% of a year group.

3. For Level B (Secondary School), 5-15% come from the first class of the Realschule.

4. If the thresholds are consistently undercut or exceeded, the Department of Primary Education proposes measures to the Admissions or State School Commission, respectively.

1. The Homeroom Teacher of the Sending Schools

a) * conducts annual parent-teacher conferences to inform about the academic performance. In the sixth grade (or the first grade of secondary school), the holders of parental authority are also informed about the recommendation for transition to secondary level I and the school with higher requirements within secondary level I;

b) * submits the final allocation request to the admission committee by March 14. The holders of parental authority have the opportunity to confirm their acknowledgment and agreement to the allocation request with their signature or to document their disagreement. By the same deadline, they also have the opportunity to submit their disagreement in written form regarding the allocation decision to the admission committee.

2. The Homeroom Teacher of the Receiving Level

a) * conducts a parents' evening at the beginning of the probationary period;

b) * reports to the admission committee before the end of the first semester those students who have not achieved the required grade point average and provides their recommendation;

c) * informs the relevant teachers about a transfer to another department with documentation of previous performances.

d) * ...

e) * ...

3. The Admission Committee of the Inner Region decides on the allocation to the individual departments of secondary level I and at the end of the probationary period on any reallocation based on the recommendations of the sending teacher by means of an order.

a) * ...

b) * ...

4. The Primary School Office

a) * supervises the transition procedure, particularly compliance with the guidelines and the success of the students in further schools and vocational training;

b) * reports annually to the National School Commission by the end of February on the course of the transition procedure and the probationary period;

c) * conducts an annual informational event on the admission procedure for interested parents and teachers.

d) * ...

5. The National School Commission

a) selects the members of the admission committee at the request of the appropriate bodies;

b) * exercises oversight over the admission procedure;

c) finally handles appeals against decisions of the admission committee.

6. The Admission Committee of the Inner Region consists of

a) * a representative each from the stage conference of the primary school level for the fifth/sixth grades, the secondary school, the middle school, and the gymnasium;

b) two representatives each from the school community of Appenzell and the school council conference of the local school communities of the inner region;

c) * as well as the head of the Primary School Office.

7. ...

1. Any student who has been admitted to a division with increased requirements based on examination results and the recommendation of the transferring teacher is required to complete a probationary period lasting one semester.

The probationary period is considered to have been successfully completed if the student achieves an average grade of 4 in the examination subjects.

The average grade is determined as follows

Average of 2 x German + 1 x French + 1 x Nature and Technology + 1 x English + 3 x Mathematics + 1 x Spaces, Times, Society

2. The teacher is obligated to conduct a parent meeting during the probationary period. If there is a risk of non-promotion, this meeting must be conducted in the first half of November.

3. For all admitted students who do not achieve the average required to pass the probationary period, the teachers report to the admission committee. Based on this report, the committee generally decides to transfer the student, with notification to the relevant teachers and guardians, to a division with lighter requirements on the first Monday of the new semester or to dismiss the student if compulsory schooling has been completed.

4. The guardians are free to transfer the child to a division with lighter requirements at the time of the autumn holidays.

1. Transfer from an equivalent school is permissible, provided the student's performance meets the requirements of the respective departments. Admission is based on the recommendation of the Elementary School Office, which conducts the necessary preliminary assessments.

2. In exceptional cases, the Admission Committee may also admit students who have not attended a similar school. In such instances, a probationary period shall be set.

3. Generally, primary and secondary students from the Canton of Appenzell I.Rh. are excluded from this transfer procedure.

1. The provisions of this section apply to the integrated secondary school Oberegg, as long as the district of Oberegg maintains this upper secondary model.

1. The integrated secondary school of Oberegg must cater to the students' individual abilities in such a way that optimal conditions for subsequent educational levels are ensured.

1. The school administration is responsible for the assignment of students to classes and subject areas.

a) * ...

b) * ...

2. ...

1. The primary school teacher submits an application to the school administration for admission to the Appenzell Gymnasium after consulting with the holders of parental responsibility and the student. In doing so, the following should be considered

a) * the overall performance level during the past three semesters;

b) * the anticipated performance level at the Secondary School Level I (in French based on previous performance in language acquisition);

c) the willingness to learn and perseverance;

d) the learning pace and

e) * the ability to think.

1. The school administration makes the admission decision regarding the assignment to the Appenzell Gymnasium in consultation with the administration of the Gymnasium and the Office of Public Education.

2. The decision is communicated in writing to the holders of parental authority.

1. Within secondary level I, the transfer from a lower to a higher school type is effected by repeating the same class attended in the lower school type at the higher school type.

2. It is possible to transfer from the 2nd secondary class to the 3rd class of Appenzell Gymnasium after successfully passing the entrance examination.

1. The decisions of the State School Commission concerning the approval of school experiments are published as annexes to this resolution.

1. The attendance in kindergarten is as follows

a) * In the first year of kindergarten, 17 lessons per week;

b) * In the second year of kindergarten, 24 lessons per week.

2. A weekly lesson lasts 45 minutes.

1. School communities are obliged to conduct classes in block periods during the second year of kindergarten and in primary school (including introductory, preschool, and small classes).

2. Block periods mean that students remain at school for four lessons each morning from Monday to Friday.

3.

4. For the optional first year of kindergarten, classes are held on three mornings and two afternoons.

1. Teachers shall submit the timetables for the new school year to the Office of Primary Education for review no later than June 10th.

2. The holders of parental authority shall receive the timetables for the new school year from the teacher no later than with the report card of the past second school semester.

1. If a child changes their place of residence or school, the teacher or school office must hand over the report card to the holders of parental custody and immediately inform the primary school office, the resident registration office of the former place of residence, and the school board of the new place of residence about the change of residence.

2. If a child moves from outside into a school district of the Canton of Appenzell I.Rh., the school board and the primary school office receive the corresponding notification from the resident registration office.

1. The use of the curriculum is mandatory for all teachers of primary schools.

1. The Teaching Materials List Contains Mandatory and Optional Teaching Materials.

1. Educational materials not listed on the instructional materials list may be used by teachers for lesson planning. However, they should refrain from using them as a class set.

2. ...

3. ...

4. ...

1. Teachers generally order their annual requirements at the beginning of the school year through the teaching materials administration. They collect the ordered teaching materials there.

2. The ordering and delivery of administrative documents is carried out by the teaching materials administration.

3. The following documents are provided to teachers and school authorities at the expense of the canton

a) Certificates,

b) Student identification cards for change of residence,

c) Forms and information sheets from school services,

d) Legal decrees,

e) Curricula.

4. The following documents are charged to the school communities, such as

a) Teaching booklets,

b) School dental care booklets.

1. Educational materials, with the exception of disposable educational materials, are to be used for three to four years.

Duty of Care

a) Students are obligated to take care of the educational materials entrusted to them.

b) * Students are prohibited from making any drawings or notes in the books.

c) Educational materials that are willfully soiled, damaged, or lost and need to be replaced before the end of their intended use period must be replaced at the expense of the students or their legal guardians.

1. The Elementary School Office issues invoices to the school communities for the deliveries made.

1. If necessary, the State School Commission may issue special instructions regarding individual subjects, teaching materials, or aids, which are not to be published in the legal compendium.

1. Career Exploration Days serve students for orientation and initial contact with the professional world.

2. The Career Choice Internship (trial apprenticeship) is an important tool for the decision on an apprenticeship position. Students have the opportunity to verify their ideas about a profession and an apprenticeship through practical work and personal experience. The training company thereby gets to know the personality, work approach, and behavior of the students.

1. The Career Choice Internship is generally coordinated with the upper secondary education career choice concept and is initiated by

a) the student or the person with parental authority,

b) the class teacher in the case of mandatory career choice internships during school hours,

c) the career counseling person within the framework of Case Management for Vocational Education, or

d) the training company.

1. According to Art. 11 lit. b of Ordinance 5 to the Labor Act, school-age youths from the age of 13 are permitted to complete a career choice internship. The duration of an individual career choice internship is limited to two weeks.

1. Career exploration days and career choice internships can take place both during and outside of school hours. The focus is on conducting a thorough career choice process.

2. The school can establish binding guidelines that are oriented towards the career choice plan of secondary education level I. These guidelines particularly regulate absences from classes.

3. The Office for Vocational Education and Career Counseling supports the career choice process.

4. New guidelines or adjustments are to be submitted to the Office for Vocational Education and Career Counseling.

1. The vocational choice internship shall take place in a recognized training establishment that possesses a training authorization for the respective profession.

2. The structuring is fundamentally the responsibility of the training establishment.

3. Pupils attending a vocational internship during school time must document it in accordance with the school's guidelines.

1. According to Article 1a Paragraph 1 of the Ordinance on Accident Insurance of 20 December 1982 (UVV), individuals who are engaged with an employer for career choice clarification are compulsorily insured for the duration of this activity.

1. The vacation schedule is prepared by the department based on Art. 43 of the SchG two years in advance, submitted to the school boards for consultation, and subsequently determined by the National School Commission.

1. The school board is granted the right to declare one day or two half-days per school year as school holidays.

2. The student has the right to choose one personal day off per school year. This day off may not be taken during the last two weeks of the school year. The request must be submitted in writing to the class teacher one school day in advance and must have the consent of the legal guardians.

3. The following are considered school holidays

a) religious holidays that are observed in the canton, a part of the country, or a school district

b) local fair Monday (for Brülisau, Schwende, Steinegg, Eggerstanden, Meistersrüte, Haslen, and Schlatt, the fair Monday of Appenzell applies)

c) afternoon of Dirty Thursday

d) Friday following Ascension Day

4. In justified cases, the school president may grant students leave of up to one week. If the leave exceeds three days in individual cases, this must be recorded in the school board's minutes, including the reason for the leave.

5. Only the school board, upon notification to the national school commission, can permit longer absences.

1. Teachers at public schools monitor the uninterrupted attendance of classes.

2. In cases of unexcused absences from class, the student will be verbally reprimanded by the responsible teacher. In case of a repeated offense, the holders of parental authority will be notified in writing with reference to Art. 29 of the School Act. In the event of five unexcused absences (half-days), the procedure according to Art. 92 of this decree is to be applied.

1. Grounds for Excusal are as follows

a) Illness of the student;

b) Illnesses of the father or mother, if consequently the child is indispensable at home;

c) Death in the family;

d) Change of residence (maximum two school days);

e) Assistance in the parental business in emergencies;

f) Obstruction due to impassable school routes.

2. The teacher is entitled, in cases of doubt, to request a written confirmation of the cause of absence from the holder of parental authority or the attending physician. Requests for absence must be made in advance to the teacher.

3. For absences due to causes other than those mentioned above, the teacher may grant a dispensation for each day, for a total of no more than three days in a year per student. Requests for dispensation must be made in advance to the teacher.

1. Leave of absences approved by the school board pursuant to Art. 26i shall be recorded in the report card under "Remarks" with a justification.

1. Upon five unexcused absences (half-days), the teacher must report to the school president within three days. The school board will immediately issue a written warning to the person responsible for school attendance. In the case of further unexcused absences, the procedure according to Art. 76 et seq. of the School Law (SchG) is to be applied.

1. The school board sets the school hours, monitors attendance, and sanctions unexcused absences in accordance with Art. 76 et seq. of the School Act.

2. The school board may delegate the management of attendance matters to its president, another member, or a committee in accordance with Art. 66 of the School Act.

1. An Active School Community may be granted a Hardship Contribution, provided that the requirements pursuant to Art. 95 of this resolution are met.

1. For the assessment of hardship cases, one or more of the following criteria are particularly decisive

a) * high overall tax burden (canton, district, school) or low financial capacity per inhabitant

b) low equity or net indebtedness

c) * intensive further training of teachers during the fiscal year

d) * extended substitutions due to illness or accident of a teacher with additional burden for the school community

e) * age structure of the teachers

f) out-of-canton school costs

g) relatively many students in small classes

h) excessively high transportation costs and lunch expenses

1. Applications for hardship contributions must be submitted in writing, along with the latest annual financial statements, to the Department by February 28. As a rule, the National School Commission decides at the next meeting.

1. For the renovation of school premises, cantonal contributions can be granted if the renovation results in an enhancement of value for its own sake, particularly if the buildings can be better utilized for school instruction. Recognized necessities may include

a) Enlargement of inadequately sized classrooms

b) Installation of group rooms

c) Installation of storage rooms for school instruction, etc.

1. Renovations on school buildings are generally not eligible for subsidies.

2. The usual standard for energy measures is assumed as the norm starting from January 1, 1996, and is thus not recognized as value-enhancing and therefore not eligible for subsidies.

3. For expenses that result in special energy savings, the State School Commission may approve contributions from the canton.

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1. The leadership function mentioned in Art. 66 Para. 4 SchG is exercised by school heads or school principals.

2. School heads possess a pedagogical education with teaching qualification.

3. School principals have completed education in school management.

4. It is possible to supplement the leadership function with a teaching activity or the teaching activity with a leadership function.

5. The person entrusted with the leadership function may be employed by one or more school communities and is subordinate to it or them.

1. The Management Function for School Principals may include the following areas

a) Administrative leadership of the school;

b) Organizational leadership of the school;

c) Development and implementation of a school culture;

d) Financial responsibility within the budget allocated to the school principal;

e) Planning of space requirements and infrastructure.

1. The Leadership Function for School Headmasters includes, in addition to Art. 106, the following areas

a) * Personnel management of teachers;

b) * Preparation of personnel decisions;

c) * Pedagogical leadership of the school;

d) * Internal school quality development and quality assurance;

e) * Planning and implementation of team and school development projects.

1. The following areas remain with the School Board

a) Personnel decisions such as hiring and dismissal of teachers;

b) Communication of personnel decisions;

c) Decisions regarding projects and investments outside the budget available to the leadership person.

2. The following remain with the Public School Office

a) Supervision of the educational management of the schools;

b) Supervision of the quality and school development projects of the schools;

c) Initiation of cantonal quality and school development processes.

1. This resolution shall enter into force on August 1, 2005, following its adoption by the State School Commission.