Academic staff handbook


EVALUATING STUDENTS AT ALS SCHOOL



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EVALUATING STUDENTS AT ALS SCHOOL





  • Goal of Assessment:

Assessment of students’ work aims at being a supportive and positive mechanism which helps students to improve their learning, teachers to improve their teaching and contribute to the efficiency and development of the program, and last but not least, parents to be able to follow up and provide support to their children’s achievement.




  • Purpose of Assessment:




  1. To provide information about how students learn and to determine what knowledge and skills they have acquired and understood.

  2. To diagnose learning problems and student needs.

  3. To ascertain that learning outcome is in alignment with curriculum objectives and goals.

  4. To act as a feedback mechanism for curriculum development.




  • Principles of Assessment:




  1. Assessment should allow students to:

    1. Have criteria that are known and understood in advance.

    2. Analyze their learning and understand what needs to be improved.

    3. Synthesize and apply their learning in addition to recalling facts.

    4. Highlight their strengths and demonstrate mastery.

    5. Learn in ways that the teacher did not foresee.

    6. Be reflective and partake in self and/or peer evaluation.

    7. Express different points of view and interpretations.

    8. Be encouraged to be responsible for their learning.

    9. Experience successful learning.

    10. Perform at a higher level when challenged.




  1. Assessment should allow teachers to:

    1. Have criteria that are known and understood in advance.

    2. Analyze their teaching and identify areas that need to be altered.

    3. Highlight student ability and be able to differentiate teaching.

    4. Offer feedback to parents on their child’s performance.



  • Practices in Assessment:




    • Assessment should take place in every grade level and every subject.

    • Assessment should reflect skills applicable to content and course objectives.

    • Assessment should consist of a range of formative and summative activities applicable to the year and/or course.

    • Assessment should be used to diagnose individual differences and needs.




  • Expectations in regards to Assessment:




    • Students should:

      • Have a clear idea of the knowledge and/or skills that are being assessed and the criteria against which they are being assessed.

      • Be aware of the weighting of each assessment in the overall assessment scheme.

      • Receive clear and timely feedback regarding assessment outcome.

      • Be given advance warning of any assessment for which preparation is necessary and be clear about the date of the assessment.

      • Be aware that failure to meet set deadlines could result in reduced effort and achievement grades.




    • Teachers should:




      • Agree to deadlines in light of the students’ other workload and give adequate time for the completion of out-of-class assignments.

      • Clearly define common assessment tasks within subjects for each grade level.

      • Use student performance as a feedback mechanism to initiate development or changes in the curriculum and its delivery.

      • Use a variety of assessment tools.




    • The School should:




      • Monitor a master calendar to ensure an even distribution of assessment tasks with enough notice for students. In case this does not happen. T he principals reserve the right to make changes after consulting with the teachers.

      • Keep records of achievement.




    • The Parents should:




      • Support all policies of ALS particularly those that relate to learning.

      • Support student adherence to set deadlines for work.

      • Help motivate their children.

      • Help create an informative environment that is to the benefit of their children.



  • Examples and Definitions of Assessment Tasks:

All assessment can be oral or written.




  • Major tests:

    • A formalized class-controlled activity with students given a notice of at least one week.

    • Material to be tested should not be more than one semester’s work.

    • Tests should not be on the day after major holidays.

  • Unit tests:

    • A formalized, in-class and controlled activity where students have been given at least 5 days notice.

    • There should be reasonable intervals between tests.

    • They should measure student performance on work that has been taught.

    • Work should be limited to a defined unit of work that the students are aware of.

  • Quiz:

  • A formative piece of assessment on a small part of a unit, or through an informal class activity, given after completion of a particular topic. A quiz can be announced or unannounced.

  • Lesson reviews:

  • Short verbal or written questions to assess student understanding.

  • All material reviewed should have been taught.

  • Investigations:

  • A piece of structured work not necessarily linked to specific course content.

  • Problems are often open-ended with students achieving results through investigative work.

  • Formal Essay:

  • Extended piece of independent student work.

  • Can reflect a student generated title, a teacher-set title, be open or closed in nature and may have guiding questions.

  • As students progress in age this activity will move from descriptive to analytical or evaluative and increasingly have a formal structure dependent on the subject area.

    • Research Project:

  • Involves both teacher guided and/or independent student work done in class and/or as homework.

  • Requires appropriate referencing of research.

  • The product may be in any medium: oral presentation, written work, video, computer presentation or appropriate combinations.

  • The depth of the work expected should always be age appropriate.

    • Journal Writing:

  • A continuous-assessment activity, which can be part of class work or homework.

  • Criteria, guiding how students’ performance will be determined, should be made available prior to the beginning of the activity.

    • Field Work:

  • Off-site data collection for analysis and interpretation.




    • Practical/Experimental Work:

  • Involves both teacher guided and/or independent work.

  • This activity is usually in a lab or specialist room involving specialist equipment.

  • Criteria, guiding how students’ performance will be determined, should be made available prior to the beginning of the activity.

  • Group Work/Class Activities:

  • Part of a continuous activity or part of other assessment tools

  • Individual student performance must be acknowledged as well as group performance.

  • Short Exercises and Discussions:

  • Work usually done in class and/or s homework.

  • They could form part of a larger assessment task and reinforce taught material and/or develop specific skills.

  • Portfolios:

  • A collection of different activities done in class or as homework.

  • Clearly defined selection criteria are required.

  • Homework:

  • Work done at home, although it may be begun in class.

  • Should take the nature of set reading, set writing, reviewing work, revising and/or consolidating work that has already been taught.

  • May allow continues work on research projects or other projects.

  • The recommended number of hours should be reasonable relative to age group.

  • National and External/Standardized Tests and assessment

  • PYP Exhibition

  • MYP Personal Project

  • MYP Monitoring and Moderation

  • DP Extended Essay

  • DP External Examination

  • International Schools Assessment (ISA/ACER)

  • SAT/TOEFL/IELTS/QIYAS




  • Examples and Definitions of Assessment Tools




    • Rubrics: An established set of criteria for rating students with descriptors that describe what characteristics or things to look for in students’ work and how to rate it on a predetermined scale. Rubrics can be developed by students and teachers, and they are to be published with the assignment of the task.




    • Exemplars: Student work that serves as a concrete standard against which other samples of work are judged. This exemplar serves as a benchmark.




    • Checklists. A list of information, data, attributes or elements that should be present in any assigned task.




    • Continuums. Visual representations of developmental stages of learning. These continuums show a progression of achievement or identify students’ progress.

Grading system and Reporting of Student Performance
ALS Grade Calculation for a quarter is based on factoring a variety of assessment tasks. All teachers of grades 7-12 are expected to ensure varied assessment strategies based on criteria specific to each subject.

ALS requests that each teacher must have a student file that contains a copy of all graded assignments that reflect a quarter grade or reported assessment. This will be kept as evidence and as part of a student portfolio.

Grade sheets are to be kept up to date with specification of the type of assessment using Power school programme (if applicable), the date of the work or assessment and the number of points possible, for each piece of graded work.
Teachers teaching the same subject must have the same marked assignments.
For DP and MYP the following scale applies:


Grades:





    1. Achievement Grades for Grades 7-12 (MYP & DP)

7 Excellent

6 Very Good

5 Good


4 Satisfactory

3 Below Satisfactory

2 Not Adequate

1 No Achievement

INC Work Incomplete


Band Descriptors of 1-7 Grades and Levels of Achievement.


Grade

Descriptors

Level of Achievement

7


A consistent and thorough understanding of the required knowledge and skills and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

Excellent


6


A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

Very good


5


A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Good

4


A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Satisfactory


3


Limited achievement against most of the objectives or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

Mediocre

2


Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.

Poor

1


Minimal achievement in terms of the objectives.

Very poor




For PYP the reporting is linked to standards achieved and a rating against those standards on a 4 step scale:
1 The student exceeds grade level expectations.

2 The student meets grade level expectations. The student displays understanding of

concepts and application of skills.



3 The student approaches grade level expectations. The student needs additional

practice and support.



4 The student is below grade level expectations. The student has not yet demonstrated

understanding of concepts and acquisition of skills. This is an area of concern.



* Does not apply at this time



Reporting for each term:



MYP/DP:

Report Cards

Parent teacher conferences

End of term reports

Progress Reports

Academic monitoring reports


PYP:

Records of Achievement

Unit of Inquiry Reports

Parent Teacher conferences

Student Portfolio

Student Led Conferences



Dissemination of Information on Student Performance and Expectations:

Individual Student Reports:




    • Interim reports that reflect commendable performance or performance that causes concern

    • Student At-Risk letters

Parent Teacher Conferences:




    • Set parent teacher nights.

    • Individual meetings at any time with a teacher by appointment, to discuss student performance and progress.

    • Teachers are available always via email.

Curriculum Information Evenings:




    • Open House

    • Introduction to new parents and students

    • Transition evenings

    • Grade level meetings

Course Literature:




  • Curriculum Brochures/Overviews

  • Course Syllabi

  • Weekly Plans


Academic Achievement Awards
ALS awards academic achievement certificates at the end of every semester. To qualify for these awards, students in grades 7-12 must achieve an overall grade of 6 and above. Another criterion for these awards is that students do not exceed the maximum limit of absences or tardies.

LANGUAGE POLICY
ALS recognizes that language is central to learning. We also recognize that all teachers are in practice language teachers and as such need to have the appropriate support.
ALS’s mission statement stipulates that it “encourages its students to become democratic, responsible, knowledgeable world citizens, who are capable of interacting positively and productively with others.” As a result, language becomes an integral part of that interaction.
Within the school, many languages exist side by side and students are encouraged to compare their languages and the cultures associated with them.
Providing quality education in English for children from a variety of cultural backgrounds implies from the school’s side a commitment to providing support for students that are weak in English, the recognition of the important role that teachers play in developing language acquisition and a belief in the importance of mother tongue development.
Language lessons at ALS not only provide a medium for the acquisition of language, they also promote the development of the whole child. This occurs as a result of the fact that it is not only language that is promoted but also the recognition and understanding of the culture that accompanies it. Throughout their language studies students also attempt to explore, when appropriate, the links with other subject areas.
As ALS accepts students with a wide variety of linguistic backgrounds, it is extremely important that its language policy is as flexible as possible, thus allowing the students to build up their language skills to a level at which they can then pursue English as an academic language.
Current Language Courses:

Language A indicates that the language is taught in a way appropriate to students:

· For whom that language is their mother tongue

· As one of their mother tongues

· Who have reached native or near native competency in the language


English and Arabic in the DP and MYP are currently taught as Language A.
Language B indicates that the language is taught in a way appropriate for students:

· For whom that language is not their mother tongue

· In MYP, Language B will be French following the appropriate phases as prescribed by the IB MYP Language B guide. In DP Language B will be Spanish.

English (ESOL) indicates that the students have a limited competence in English, and thus have difficulty coping with mainstream classes in English. These students need extra support in English. In both PYP and MYP, this is done through a combination of pull out or in-class support depending on the level of the students.
Standard Forms of Language

Students should be exposed to the language and culture of different countries. No one form is considered standard. It is necessary for older students to appreciate the different forms of the English language. The type of language a teacher is likely to use depends on where that teacher is from. The teacher will however point out differences in expression or spelling where appropriate and the only guiding rule is uniformity of use within a given document.


Handwriting

Students also produce a variety of different forms of handwriting dependent on previous school experience. All students are taught D’Nealian handwriting in PYP. Throughout the school however, all forms of handwriting are acceptable, provided that the writing is neat and legible.


English as the Language of Instruction

English is the language of instruction within the school. To experience success in other areas, students need to have a certain level of competency within this language. English lessons have an obvious role to play in teaching and reinforcing language skills needed in other mainstream subjects. However, subject teachers are also language teachers, and should be developing students’ language skills. It is especially important to take into account those language skills required in their particular subject area(s). In addition to this, teachers are responsible for adapting their materials and teaching styles to take into account the needs of students who are not native speakers of English. Subject teachers are encouraged to correct mistakes in English as well as content of written work, and to provide missing vocabulary where appropriate.

Teachers should encourage students to speak English in class (except in

Arabic, French, or Spanish classes), but should be aware that students may benefit from help from another student in their mother tongue in which they are not only linguistically more competent, but can also think in more easily.


Languages Courses Offered by the School

English, as the language of instruction is compulsory throughout the school. The courses offered in the Diploma Years are suitable for students with a variety of English levels from native speakers to those with a basic command of English.


All students have the opportunity to learn additional languages at the school. The school currently offers Arabic, Spanish and French depending on the grade levels.

Assessment

Assessment in language like all other subject areas within the school is carried out in accordance with the school’s assessment policy guidelines. These guidelines follow the general principles of the IB Primary Years, Middle Years and Diploma Programmes.


HOMEWORK POLICY
Homework is assigned to complement classroom instruction. Homework assignments will be used to finish work not completed in class, to provide enrichment exercises and to develop research skills. Teachers will establish homework guidelines within these limits, and the amount of home study will vary with grade level and individual ability.
All homework assignments are to be carefully written in the Homework Assignment Book from Grades 1-6. At the end of the last period that the homeroom teacher has with the students, the teacher is responsible to check each journal (initialling it) to make certain that the entries are accurate and clear. Providing comments (positive ones as often as possible) to the parents, in this journal, is a very effective method of communicating. It is suggested that students have one of their parents, or person delegated by the parent, sign the Homework Assignment Book every evening. The parent’s or delegate’s signature should be required in cases where students are inconsistent in completing homework.
All homework should be evaluated and recorded. Should a student fail to do the homework, this should be noted. Failure to hand in assigned homework on time can result in a time penalty and eventually no credit for the work. Work completed by someone other than the students will also not receive credit.

Students will be expected to make up homework missed due to absence within a reasonable time frame determined by the teacher.


The basic standard for the amount of homework to be assigned is:

Grades 1-3: An average of 20 to 30 minutes per night

Grades 4-6: An average of 1 to 1.5 hours per night

Grades 7-10: An Average 1.5 to 2 hours per night.

Grades 11&12: An average of 2 hours per night

ACADEMIC INTEGRITY POLICY

Daily Homework

Copying a daily homework assignment is considered just as serious as cheating on an exam, and both the giver and receiver of information will be dealt with according to the consequences listed below.


Plagiarism and Cheating

Plagiarism refers to a form of cheating. To use another person’s ideas or expressions in your writing without acknowledging the source is to plagiarize. Plagiarism, then, constitutes intellectual theft.

You are plagiarizing if you


  • present ideas as your own without citing the source;

  • paraphrase without crediting the source;

  • use direct quotes with no quotation marks, footnotes, or textual citation of the source;

  • submit material written by someone else as your own;

  • submit a paper or assignment for which you have received so much help that the writing is different from your own. This will be judged by the classroom teacher and the programme coordinator;

  • are seen, by any ALS staff member, copying someone else’s work .

The Counsellor and the principal will keep records on each incident of cheating or plagiarism on homework, quiz, test, project, paper, lab, etc. The consequences are as follows:


1st Infraction – The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; the parents are notified by the teacher. Students can be allowed to make up the work with a maximum grade of 4 to replace the zero.
2nd Infraction - The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; and an after school detention is assigned. Parents will be informed in writing and a parent conference will be held with the teacher and the principal. The students will not be allowed to make up the work.
3rd Infraction – The Counsellor, Boys/Girls Coordinators and Principal are notified; a zero is given; the student receives a one day in-school suspension. Parents will be informed in writing and a parent conference will be held with the teacher and the principal. The student will not be able to make up the work

Further incidents will lead to out of school suspension and academic probation. The contract the student is placed on will detail conditions of continued enrolment at ALS.




PROMOTION/RETENTION POLICY

Grades 7-12
Promotion:

Students who pass all courses and meet the attendance requirements will be promoted to the next grade level.


Probation:

  • At the end of each quarter parents of students failing any course will be informed by in writing. Students at risk of failing will meet the principal, the counsellor, and the parents. Students failing any course will receive a biweekly academic monitoring report issued by the counsellors to inform parents of the students’ standing.

  • Students whose grades are below 4 in one of the core subjects (English, Mathematics, Arabic, Science, and Social Studies) will be promoted on probation.

  • Students who have failed two non-core subjects will be promoted on academic probation.

Academic Probation

Academic probation will be determined at the end of each quarter by the student’s grades.


Procedure for Probation

  1. Parents will receive a letter stating that their child is being placed on academic probation at the beginning of the next quarter. The letter will explain the expectations of the student/parent and school for the duration of the academic probation.

  2. Students on academic probation will be placed on a bi-weekly progress report to monitor progress throughout the grading period.

  3. Parents may be required to meet with the principal to discuss the conditions of the probation.


Students at Risk

During a marking period, if a student is not meeting the standards of a course or its requirements, the parents will receive an “At Risk” notification. Parents should not be surprised by report cards and at Parent-Teacher evenings with their child’s performance. Students at the risk of failing the year will meet with the principal, counsellor and parents.


For students in K-6 who are at risk, achievement is discussed with the parents throughout the year. Decisions and recommendations regarding promotion on probation, retention or change of school are communicated to parents in a timely manner based on evidence related to achievement standards.

Retention

  1. Students will be retained if they fail two core subjects.

  2. Students will be retained if they fail more than two subjects of any type.

  3. Students will be retained if they fail the same subject for two consecutive years.

  4. Students will be retained if they fail the same two non-core subjects for two consecutive years.

  5. Students may not repeat any grade level more than once.

  6. Students may not repeat any two consecutive grade levels.

  7. Students may not repeat more than two grade levels at ALS.

  8. Students will have to make up all missing required credits between grades 9 and 12 to be allowed to graduate from ALS.


GRADUATION REQUIREMENTS
Grades 9-12
To graduate within four years and earn the Advanced Learning Schools International Diploma, the following academic requirements must be met:

30 credits is the maximum that students can accumulate throughout grades 9-12. 26 credits is the minimum required to receive the ALS Diploma.



  • Students must accumulate a minimum of 19.25 credits by the end of 11th grade to be promoted to 12th grade.

  • Students in grades 11 and 12 need to have at least 6 courses registered every year in addition to Islamic Studies, Social Studies of the Arab World and Theory of Knowledge.

  • Theory of Knowledge, Extended Essay and CAS are additional requirements for the ALS Diploma.




Credit Tables:

Subject

Total Credits




Subject

Minimum credits to graduate

English

4




English

4

Arabic

4




Arabic

4

Mathematics

4




Mathematics

4

Science

4




Science

3

Humanities

4




Humanities

3

Fine Arts/Modern languages

4*




Fine Arts/Modern Languages

3**

Design Technology

1




Design Technology

1

Physical Education

1




Physical Education

1

ToK

1




Social Studies of the Arab World

1

Social Studies of the Arab World

1




Islamic Studies

2

Islamic Studies

2




Total

26

Total

30






* 2 out of the 4 credits are optional. If student opt not to take Fine Arts or Modern Languages in grades 11 and 12, they must take 2 additional credits of science or humanities.


** If students opt not to take Modern Languages or Fine Arts in grades 11 and 12, they must earn an additional credit in science or humanities.
DISCIPLINARY POLICY AND PROCEDURES
Classroom Rules and General Behaviour

Students are expected to follow classroom rules to ensure a safe and academic environment that allows all students the opportunity to learn. Students who violate classroom rules will be subject to disciplinary measures from the teacher and/or principal.


In order for students to make the most of their educational experiences they must assume the responsibility to:

  • Report promptly to class, assemblies and other required student activities

  • Bring appropriate material and supplies to class with them

  • Not chew gum or bring food or drink (except water) in to the classroom

  • Be attentive to the teacher’s instruction, work on assigned tasks, participate in class activities and complete all assigned work to the best of their ability

  • Be respectful of the staff, other students and the learning environment


Disciplinary Consequences

Students are expected to demonstrate their maturity by complying with rules without constant monitoring. When sanctions are needed, the following consequence will apply.


1. Detention
1a. Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules.
1b. After school detention: Students will be required to stay after school for one hour. Parent notification via email or direct telephone call is required.
Examples of behaviour that would result in an after school detention includes:

  • Disrespectful behavior

  • Collecting three incidents in a week as recorded by teachers on the incident sheet

  • (3) tardies to class or school, or skipping part or all of a class while on campus

  • Anti-social behaviour

  • Swearing

  • Bullying

  • Continual disruption of classroom instruction

Examples of off-task offences recorded on the incident sheet


  1. Interruption during direct instruction

  2. Socializing/off-task

  3. Disruptive actions to include loudness, noises, yelling, attention seeking, interrupting, exaggerated laughing, etc.

  4. Out of seat: Moving about the classroom without permission

  5. Minimal or no effort

  6. Misusing throwing, or destruction of materials

  7. Horseplay: pushing, grabbing, hitting, slapping, faking punches, chasing, etc.

  8. Unprepared for class

  9. Refusing clean-up of personal area

  10. Arguing/refusing “no” for an answer. Aggressively begging an issue

  11. Dishonesty/attempted manipulation or deception

  12. Inappropriate comments/tone staff

  13. Inappropriate language

  14. Tardy

  15. Refusing to follow a request/directive

  16. Unkindness to peers (verbal or physical)

  17. Refusing to speak in the language of instruction

  18. Refusing to identify oneself


2. Suspension

Students will not be allowed to participate in any school activities during the period of suspension and a parent conference will be required before the student may return to regular classes.


2a. In-School Suspension:

In-school suspension will be in an office at school with teachers sending students their work from the classroom. Students who receive in-school suspension are required to bring their own lunch to school.


2b. At-Home Suspension:

Students who receive at-home suspension for the first time are allowed to make up projects and tests, but will receive an automatic 20% deduction.

The second time they receive an at-home suspension, they will lose credit for any work missed.

• Parent notification via email or direct telephone call is required

• For major misbehaviour, parent conference in person with the Principal is required.

• Restoration or payment for damaged property is also a consequence.



Examples of behaviour that would result in suspension include:

  • Repeated violations of school rules or policies

  • Use or possession of tobacco products

  • Vandalism or initiating a fire alarm. (All replacement costs will be covered by the student.)

  • Fighting

  • Leaving school or missing multiple classes without authorization

  • Major disruptions involving violence, defiance, force, insubordination or threats

  • Possession or use of dangerous materials

  • Forceful or unlawful entry of school premises or rooms

  • Making threats, mental or physical assault, abuse or harassment of students or staff

  • Cases of theft or forgery

  • Misbehaviour or disruption during examinations


3. Disciplinary Probation:

Students who consistently misbehave at school may be placed on Disciplinary Probation. A letter will be sent home to inform parents that their child has been placed on Disciplinary Probation. Students on Disciplinary Probation will be monitored closely by the boys/girls coordinator and the principal.


A student must earn the privilege to be removed from probation. While on probation students will be restricted from participation in any extra-curricular activities and field trips. Visits to testing centres and CAS activities may be an exception.
The student will be placed on disciplinary probation for at least a quarter and the parents will receive a letter from the Principal informing them of the reasons for their son/daughter being placed on disciplinary probation
If a student is on disciplinary probation and his/her behaviour does not improve for the second quarter in a row, then:

  • Another letter will be sent to the parents informing them of their child’s inability to behave in a way that allows him/her to be removed from probation;

  • A meeting will take place between the Principal, Counsellor and Parents to discuss the matters in detail, and to inform the parents that their child risks being asked to withdraw from the school


4. Expulsion

Expulsion will be recommended when it is determined that the student is a threat to the safety and welfare of others, has continuously or seriously disrupted the education of others or when a student has been placed on a behaviour contract by the administration and has not fulfilled the requirements of this contract. Final decision needs the approval of the Board of Trustees.


ALS Behaviour Plan
In order to discourage student insubordination, frequent detentions, tardiness, and regular disruption of the learning environment, ALS will implement a progressive discipline structure toward the goal of freeing the learning environment of unwanted behaviours. A paper referral must be written by the teacher.



Unwanted Behaviour

Plan for Correction

  • 5 after school detentions resulting from incidents or a referral.

  • Being repeatedly late for a detention.

  • Refusing to serve/skipping a detention.

  • Insubordination/defiance: leaving class without permission in an angry huff, refusing to leave class when told, hitting things on the way out of class, one inappropriate word or sentence directed at the teacher, threatening a teacher, inappropriate nonverbal gesture, physical aggression, etc.

  • Racist comment to a peer

  • Bullying

  • The student shall serve one full day of In-school Suspension (ISS).

  • 3 additional after school detentions resulting from incidents or another referral (8 total).

  • The student stays home for one day of suspension. He/she must collect the homework before they leave or pick it up on the following morning.

  • 2 additional after school detentions resulting from incidents or another referral (10 total).

  • The student stays home for a second day of suspension. He/she must collect the homework before they leave or pick it up on the following morning.

  • At this point, the student’s classes are closed until a parent can come in for a meeting with the Principal regarding an Individualized Behavior Plan for 10 consecutive school days.




  • A combined accumulation of 12 days of ISS or out of school suspensions.

  • Classes are closed. Review of placement meeting with the Superintendent, the Principal, a teacher or school counselor, the parents, and the student.


Automatic Suspensions

Insubordination – 1 day

Vandalism – 1 to 10 days

Fighting – 1 to 4 days

2nd occurrence of bullying – 1 to 2 days

3rd occurrence of bullying – 1 to 4 days


***The Principal reserves the right to dispense the appropriate consequence based on the severity of the action of the student. ***
Refer to appendix for all relevant forms.


Other behaviours that result in consequences include:


  • Mobile Phones, IPods and Laptops: Mobile phones, Ipods and laptops are not allowed in class without teacher’s permission. If used during class without permission they will be confiscated. Students can use them responsibly during the breaks; however, any phone calls home can only be made from the principal’s office. Parents and students should be aware that the students are responsible for these items in school. The school will not be held responsible for the damage or loss of any items belonging to the student. If a teacher on duty feels that a student is irresponsible in the use of these items, the teacher has a right to confiscate it and the student will be banned from using it. The Parents will be notified in this event.

  • Food Delivery: The delivery of food to the school campus is not allowed. This can lead to detention on Wednesday after school.

  • Smoking: Will result in an out of school suspension and parents will be informed.

  • Out of Uniform: All teachers will send the students to the principal who will send them home to change or have their parents bring their proper uniform. Students will not be allowed to attend classes without the proper uniform. Repeated offence will result in a detention or suspension. The school uniform is available for sale at school. During cold weather students are allowed to wear a solid colour jacket over the regular school uniform. Jackets or sweatshirts worn over the uniform should have no patterns or designs on them.


Unacceptable Consequences for Students:

• Corporal punishment

• The use of group punishment for individual or small group behaviours

• The use of academic work as a disciplinary procedure to correct a behavioural concern. (i.e. assigning extra homework)

• Use of evaluation procedures as a method of discipline (i.e. – arbitrarily assigning a test)
Disciplinary procedures are progressive. When it is clear that the methods being used are not having a positive effect on the students’ behaviour, more serious consequences will be applied. If a very serious behaviour problem arises, one that cannot wait to be attended to, teachers should call the boys/girls coordinator before sending a student to the office. A student referral form must be completed and given to the appropriate Principal.

ATTENDANCE POLICY

Philosophy:

Academic success is directly related to attendance and behaviour/attitude.  Administrators, coordinators, counsellors, teachers, students and parents must work together to make sure students are present and on time to each class of the day and exhibit the right attitude. There must be a conscious effort by each person in our community to help students arrive at class on time and be prepared to learn.


It is expected that students will attend every class of every school day. All teachers will record attendance each period on Powerschool as well as keep an accurate record for each class. This policy will only work if each person involved participates consistently in its implementation.
Roles and Responsibilities:

Administrators – will support teachers by assigning after school detention and supporting all other interventions.

 

K-3, Boys and Girls Coordinator – will meet with habitually tardy or misbehaving students and make parent contact. 

 

Teachers – will make every effort to monitor students in between classes while greeting students at the door. They will keep the student traffic moving and be a positive adult presence showing students that teachers do want them to be on time.
 Teachers’ responsibilities include:


  • Recording attendance daily in their roll books and Powerschool.

  • Not allowing students out of class without a proper hall pass.

  • Recording the necessary information on the incident sheet located on the academic drive.

  • Being a positive role model by being prepared and on time to class.

 

Students – will arrive to every class on time.  They will attend all lunch/after school detentions and participate in the assigned interventions.

Minimum Attendance:

  • For grades 9-12, students are required to be in attendance for a minimum of 85% of the periods of course.

  • For grades K-8, students will risk promotion to the next level if they miss more than 30 school days.

  • All absences from class with the exception of field trips or school sponsored activities/sports are considered as absences for the minimum attendance policy.

  • Every three tardies will be counted by Powerschool as one period absence.

  • Every effort should be made by the students and parents/guardians to see that the students are in all their classes every day.

  • Extraordinary situations will be reviewed and considered by the administration.

Morning Tardy:

If students arrive at school late, they are required to go directly to the principal’s office in order to obtain late slips. The principal’s assistant will record every time a student is late for school. The school administration will take the necessary steps to modify the behavior of students who are frequently late.



Tardy to Class:

  • Students are expected to be in class on time. All students tardy to any class including homeroom and assemblies will be recorded on the incident sheets.

  • In the event a student is late for break detention or entirely misses it, he/she is required to report to the office the same day for an after school detention.

  • If a student’s lateness becomes chronic, the administration will use other measures such as assigning Thursday school.

Absence from School:

Parents are requested to call the principal’s office to inform the school if a student is absent. In case of illness, parents are requested to call principal’s assistant by 09:00 to report the absence. In the event that telephone contact is not made, the student must bring a note to the office on his/her first day back. Students absent for more than three days should bring a doctor’s note. All students following any absence will be given absence slips by the principal’s office. In order to make up the work missed during an absence, the parents must provide a letter/medical report for approval by the principal.


Disciplinary Consequences

  1. Break/Lunch detention: This will be assigned by the teachers as part of their classroom rules. Teachers can assign lunch detentions when needed or they can record the incident on the incident sheet on the academic drive.

  2. Teachers have to report students who are late to class on the incident sheet.

  3. Students who come between 0740 and 0800 will be given an after school detention on the same day.




  1. Students who come after 0800 will not be allowed into school without a written note from their parents.

  2. Three incidents (behaviour, tardiness between classes, no homework, no book, no uniform, being disrespectful, being disruptive …etc) will cause the student to serve an after school detention. Parent notification via email or direct telephone call by the respective coordinator is required. The detention is served after school during that week provided there is enough time to notify the parents. The respective coordinators will regularly check and update the incident file on the shared drive every week.

  3. Skipping class results in an after school detention. Students 20 minutes late to class will be considered skipping.

  4. If a student’s lateness becomes chronic, the administration will use other measures such as assigning school on Thursday.

Note to parents: Communication with the school is very important, please make sure you contact the school in case of inevitable delay.
PRIVATE TUTORING POLICY
The purpose of private tutoring is to help students develop specific skill deficiencies and should assist the students’ overall development. It should not be for homework assistance or cramming before exams. Students need to become self-reliant and be able to sit down and complete their homework. Also, students should study during class time and ask the teacher’s assistance for homework and examination review.
Teaching students is mainly the responsibility of the school. The school encourages students to develop independent thinking and problem-solving skills. Most often it is best to have the student work out misconceptions and non-understanding independently. However, there are cases where tutoring is a substitute for missed learning time and/or lost skills.
Intensive tutoring to complete homework assignments, projects or pass a test usually does not address the underlying weakness of a student. More often than not it offers a short-time solution to long-term problems. Effective tutoring should help remediate weaknesses of the child.
NEGATIVE EFFECTS RESULTING FROM UNWARRANTED PRIVATE TUTORING
Research has shown that one of the most significant factors in school success is parents’ ongoing interest and support for their children’s work at home and at school. Parents are encouraged to monitor their children’s work at home and help them to complete their assignments independently. When they have concerns about their child’s performance in a class parents are encouraged to call the school to arrange an appointment with the teacher concerned.
Advanced Learning Schools does not encourage private tutoring unless warranted.
Teachers may not accept tutoring or after school tutoring of ALS students without permission from the superintendent.



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