FASPS On-Call Substitute Handbook - First Draft

The French American School of Puget Sound (FASPS) Substitute Handbook is intended only as a summary of FASPS’s personnel policies, benefits, school policies, and procedures. Additional provisions relating to benefits, rules, and procedures may apply that are not addressed in this book. THE EMPLOYEE HANDBOOK DOES NOT CONSTITUTE A CONTRACT AND SHOULD NOT BE CONSTRUED AS SUCH. Please note that the programs, policies, and procedures explained in this Employee Handbook may change from time to time. Addenda will be provided for changes and supplementary policies. It is every employee’s responsibility to read addenda and consider them an integral part of the Handbook.

Introduction

Mission, Vision, and Core Values

The following statements, approved by the Board of Trustees and adopted by FASPS, guide our work and reflect what we aspire to achieve:

We challenge students to excel academically and thrive in French, American, and international cultures.

Nous formons nos élèves à exceller académiquement et à s’épanouir dans un environnement multiculturel français, américain et international.

To inspire the next generation of global citizens to learn, understand, and act wisely in a multicultural world.

Inciter une prochaine génération de citoyens universels à apprendre, comprendre et agir intelligemment dans un monde multiculturel.

Excellence | Integrity | Cultural Agility | Community

Excellence | Intégrité | Agilité Culturelle | Communauté.

FASPS is a school and a community that prioritizes diversity, equity, and inclusion by seeking diverse representation, creating and supporting a culture that respects and celebrates individual and group differences and engagement, as well as a school that recognizes and strives to address inequities. Following are FASPS definitions for “Diversity,” “Equity,” and Inclusion”:

 Diversity results from the unique blend of what makes us singular as student, parent and employee. It means respect for the values shaped in part by each individual’s background, race, color, ethnicity, gender identity, sexual orientation, ability, religion, nation of origin, language, socio-economic status, and any other differentiating factors.

 Equity is the process to provide the broadest possible set of opportunities for each individual’s needs and ensure that students, parents, and employees thrive. Equity is the process; equality is the soughtafter outcome.

 Inclusion is the intentional creation and nurturing of a school environment in which the engagement of each student, parent and employee is valued and sought.

History

FASPS opened its doors in September 1995. It has grown over the years to a Tiny YPK – Grade 8 program of over 450 students in 2023-2024.

Accreditation

FASPS is a 501(c)(3) nonprofit private independent school accredited by the French Ministry of Education and the Northwest Association of Independent Schools (NWAIS), and an approved private school of the State of Washington.

Memberships and Affiliations

FASPS is affiliated with the Mission laïque française (MLF), and a member of the National Association of Independent Schools (NAIS), the Association of French Schools in North America (AFSA), French International Schools in North America (FISNA), the Washington Federation of Independent Schools (WFIS), Puget Sound Independent Schools (PSIS), the French American Chamber of Commerce of the Pacific Northwest (FACCPNW), and the Mercer Island Chamber of Commerce (MICC). Click here for further information: https://www. fasps.org/about-us/worldwide-network

Governance

FASPS is a 501(c)(3) nonprofit organization governed by a Board of Trustees. The voting members of the Board, all volunteers, bring a diversity of talent and broad practical and professional experience to the work of assuring FASPS’s present stability, its development, and its perpetuation.

Board of Trustees

The Board of Trustees oversees the financial management of FASPS, engages in long-range planning, and sets school policy. It hires, evaluates, and makes decisions about the tenure of the Head of School. The daily management and operation of FASPS is the sole responsibility of the Head of School.

Employment at FASPS

Non-discrimination

FASPS admits students without regard to color, creed, disability, gender, gender expression or identity, national or ethnic origin, race, religion, religious or political beliefs, sex, sexual orientation, or use of a trained dog guide or service animal to all the rights, privileges, programs, and activities generally accorded or made available to students at FASPS. FASPS does not discriminate on the basis of age, color, creed, disability, gender, gender expression or identity, national or ethnic origin, race, religion, religious or political beliefs, sex, sexual orientation, use of a trained dog guide or service animal, or veteran or military status in the administration of its administration policies, admissions policies, benefits programs, educational policies, hiring policies, tuition assistance policies, other school-administered programs, or in any other way. FASPS will make reasonable accommodations for otherwise qualified employees. FASPS may request documentation that will be kept and maintained in confidential employee files for the duration of employment.

Honoring Diversity

By using our cultural agility and our sense/desire of inclusion at FASPS, we honor and nourish an appreciation of all constituents’ race, religion, culture, language, gender, physical ability, and family structure. We organize learning experiences that provide multicultural, non-stereotypical understandings.

Requirements for Employment

We encourage substitutes to obtain first aid, pediatric CPR certification, and blood-borne pathogens training, and may reimburse for this training depending on length of employment at FASPS.

All employees are required to file a report of a tuberculosis test with FASPS.

Employee Records

FASPS maintains complete personnel records as specified in WAC 388-150-470.

Employees must notify HR (HOS, HR, Supervisor) of any development that might occur that would affect the status of their background check within 24 hours.

Employment References

Employees provide peer reference so long as it is not on school letterhead and that the referee must clearly state they are not a professional reference, but only a peer reference.

When professional references are needed, employees should reach out to their supervisor and/or HR.

Employee Pay

Schedule of Pay

All employees will be paid monthly in accordance with the scheduled dates published by the Business Office for each fiscal year.

Hourly Employees

Employees who are paid solely on an hourly basis will be paid only for hours actually worked and are not eligible for paid personal leave, paid vacations, paid holidays, or tuition alignment. All hourly employees must record their times when they begin and end effective work on their timesheet in ADP. Hours worked exclude lunch breaks.

Timesheet Procedures

A monthly timesheet to record hours worked needs to be completed in ADP every day for all non-exempt employees and returned to the employee’s supervisor on the date specified for each month. A payroll calendar and timesheet due dates are listed on the MyFASPS calendar. Hours worked in the month subsequent to the cut-off date are to be included on the following month’s timesheet. It is the employee’s responsibility to submit the timesheet on or before the payroll cut-off date. All timesheets submitted after the cut-off date will be paid the following month.

Employee Conduct

FASPS always seeks to foster student’s growth, learning and autonomy and to take responsibility for maintaining healthy boundaries with students at all time.

Employees should model professional behavior and act as role models to inspire students to become the best versions of themselves. Employees must be in full awareness of the imbalance of power in the relationships between adults and students, including recent graduates, and take responsibility for meeting the employee’s own emotional needs, and not putting students into a position where they are doing so. When it comes to the health, safety and care of our students, FASPS asks all

employees to seek help when navigating tricky situations involving students and to always report suspicious conduct wherever and whenever it may be seen.

Work Hours and Expectations

FASPS expects the performance of all duties to be in keeping with the highest standards of professional competence, ethics, and conduct. FASPS may terminate employment with immediate effect for serious professional or ethical misconduct, or for any violations of Washington State law.

 Punctuality is expected. It is mandatory that employees are at their workstation on time for all duties: arrival, dismissal, recess, etc. Substitutes must be ready to attend to students in their classrooms when students arrive.

 Employees are expected to assume the responsibility of each individual student in their charge and in their immediate vicinity. In no circumstances should an employee leave the school without each student they are in charge of being accounted for, and/or turned over to the care or custody of other school personnel or an authorized parent or guardian.

 Substitutes are welcome, although not required, to attend FASPS community events.

Substitute Plans

Plans will be posted in Absence & Substitute and should include the following:

 Detailed plans for all distance-learning and on-campus classes for the day and clear direction for activities

 All necessary photocopies /online material

 Details of recess and other supervision times

 Details of where to collect and drop students at beginning and end of class

 Details of class routine

 Class attendance list and copies of any relevant student plans

If the sub plans are not available, please contact the following people, in this order:

 Executive Assistant

 Receptionist

 Lower or Middle School Head (depending on the grade)

Paid Wellness Leave Policy

Accrual:

 Hourly employees will accrue one (1) hour of paid wellness leave for every 40 hours worked.

Performance, Feedback, and Growth

FASPS values a development-centered feedback process for all employees. On-call substitutes who would like to discuss areas of growth are encouraged to reach out to the supervisor for whom they perform the most duties.

FASPS will also reach out to on-call substitutes to discuss development and performance as needed.

Drug, Alcohol, and Smoking

Policy: While FASPS understands that alcohol and drug abuse are problems requiring professional help, it believes these problems can seriously interfere with the operation of the school and place students, coemployees, and visitors at risk. The school therefore encourages affected individuals to seek professional help voluntarily at an early stage. Should an employee seek help from the Head of School prior to discovery by FASPS, and the employee successfully pursues appropriate treatment, FASPS will attempt to protect the individual’s confidentiality and employment status. Buying, selling, or using illegal drugs while on the school’s premises is strictly forbidden. Consumption or use of legal drugs are not permitted while on the school’s premises or anywhere else while the employee is physically in charge of our students (fieldtrips, overnight trips, etc.). An employee using prescription or over-the-counter drugs that may impair the employee’s ability to safely perform the job or may affect the safety of others must report such usage in advance to the employee’s supervisors. The school reserves the right to conduct searches of school property or employee’s personal property and to take other measures as necessary to enforce this policy. There is no reasonable expectation of privacy as to personal property brought on to the campus or outside of the campus while the employee is physically in charge of students or as to school property, such as locked rooms, desks, cabinets, etc. Limited consumption of alcohol during school sponsored social events during non-school hours may be permitted only with the approval of the Head of School. Being under the influence of alcohol, legal or illegal drugs while on the school’s premises, online (when the campus is closed) during working hours or elsewhere at all times during overnight trips is strictly forbidden. Any violation of these policies will result in corrective action up to and including immediate termination of employment.

Smoking / Vaping: There shall be no smoking or vaping by employees anywhere on the FASPS campus, at FASPS events, or in the presence of students.

Chewing Gum: It is strictly forbidden for all personnel to chew gum in the presence of students or parents

Drug and Alcohol Testing

For all Employees: The school may require an employee to submit to drug and alcohol testing at a medical clinic or laboratory as designated by the school. Submission to drug and alcohol testing may occur:

 Based upon the school’s reasonable suspicion that the employee is under the influence of legal or illegal drugs, and/or alcohol.

 Immediately following an accident involving the employee.

 As a prerequisite to an employee’s return to work following completion of a drug or alcohol rehabilitation program. Refusal to immediately submit a blood or urine sample upon request shall be conclusive evidence of being under the influence and shall be grounds for immediate termination of employment.

The testing facility shall divide the sample into two separate amounts and retain one portion for testing and one portion for subsequent testing by a different testing facility selected by the school if the initial test results are positive and the employee requests further testing.

Confidentiality of Student Information and School Matters

As professionals, discussing a student’s or a parent’s or an employee’s situation with anyone other than another employee involved, or the Head of School or his designee, is gossip and a breach of confidentiality that should be avoided at all times. Confidentiality also applies to discussing any matters pertaining to school operations with others not employed by FASPS. School confidential matters should not be discussed in public places. All digital files relating to the school need to be stored within FASPS provided accounts and not on personal accounts. Please see the addendum for the Confidentiality Agreement that must be signed by each employee.

Reporting of Injury, Incident Report, Illness, or Child Abuse:

Do we need to add something more to satisfy insurance?

 Accident / Injury: Each child sustaining an injury must be brought to the Health and Safety Aide in the Health Room. Any injury shall be documented on the Accident / Injury form and the parents informed on the same day by phone and/or email by Health and Safety Aide. Parents will receive the Accident / Injury report form by email.

 Incidents / Conflicts: Each child sustaining an injury resulting from a conflict with another student must be brought to the Health and Safety Aide in the Health Room. Any incident not causing noticeable / visible injuries needs to be communicated to the parent on the same day. Such incidents are reported on the Behavior App so that the teacher or other designee can follow up with the parents on the same day.

 Illness: Let the Health and Safety Aide know about any suspected illness. The child will be isolated, and the parents will be called.

 Child abuse: according to the Child Care Center Licensing Guidebook: WAC 110-30-0030

 (Washington Administrative Code) states that you must report suspected child abuse, neglect, or exploitation to Child Protective Services (CPS) 1-800-562-5624 and if there is immediate danger to a child you must also make a contact to our local law enforcement agency immediately. You should also inform our licensor. Chapter 26.44 of the Revised Code of Washington (RCW) describes the rules and procedures for dealing with the abuse of children, adult dependents, or persons with developmental disabilities. In part, it states: “When any licensed or certified childcare provider or their employee has reasonable cause to believe that a child … has suffered abuse or neglect, he or she shall report such incident, or cause a report to be made, to the proper law enforcement agency or to the department as provided in RCW 26.44.040.”

Child Protective Services (CPS) numbers are also posted by every school phone. The RCW further specifies:

 possible actions CPS may take following a report.

 That you are immune from any civil or criminal liabilities if you report a case of suspected child abuse in good faith.

 That as part of a suspected abuse investigation, CPS has the right to interview the child on our campus or any locations where school activities occur and look at any of our files.

 That you can be charged with a gross misdemeanor if you do NOT report a suspected case of child abuse. What constitutes child abuse and neglect?

Definitions of Abuse and Neglect:

 Infliction of physical injury on a child by other than accidental means, causing death, disfigurement, skin bruising, impairment of physical or emotional health, or loss or impairment of any bodily function.

 Creating a substantial risk of physical harm to a child’s bodily functioning.

 Committing, or allowing to be committed, any sexual offense against a child as defined in the criminal code, or intentionally touching, either directly or through clothing, the genitals, anus or breast of a child for other than hygiene or childcare purposes.

 Committing acts which are cruel or inhumane regardless of observable injury; such acts may include, but are not limited to, instances of extreme discipline demonstrating a disregard of a child’s pain and/or mental suffering.

 Assaulting or criminally mistreating a child as defined by the criminal code.

 Failing to provide food, shelter, clothing, supervision, or health care necessary to a child’s health or safety

 Engaging in actions or omissions resulting in injury or creating a substantial risk to the physical or mental health or development of a child.

 Failing to take reasonable steps to prevent the occurrence of the above.

Not all acts of abuse involve physical harm to the child. For example, persistent mental cruelty, threats, or failure to adequately supervise are also types of child abuse.

If you suspect a child is a victim of abuse or neglect: You are in a unique position to recognize abusive situations in the early stages and to take actions that will end the cycle of abuse. You must contact CPS if you even suspect that certain injuries or bruises may not be accidental. You must contact CPS if you see signs of emotional or sexual abuse or physical neglect. Even if you have made a report to CPS about a particular child earlier, you must report each new injury or incident. The phone number for CPS should be among the emergency numbers posted by your telephone. You are not required to tell the parents you are making a report. As you develop the opinion that this child may be the victim of abuse or neglect, you may have had a series of discussions with the parents asking for information and expressing your concerns. Do not, however, attempt to interview the child or attempt to handle the situation yourself. Both interviewing and investigating are the responsibility of CPS. The pamphlet “Child Day Care and CPS, DSHS 22-176(X)” outlines indicators of physical abuse and neglect, and sexual abuse. Our licensor can supply you with a copy of the pamphlet, which offers more detailed information. A family will probably be angry with you for reporting them to CPS. You may need to remind them that you are required by law to report suspected instances of abuse and neglect. One of the reasons for informing parents in your parent policies of your CPS reporting responsibilities is to try to reduce the potential shock, outrage, or embarrassment if the situation arises. Calling CPS does not necessarily result in a CPS investigation of the family. A social worker screens incoming calls to determine if the case requires further investigation. This social worker can also answer any questions you have about how to respond to a certain situation. CPS’ response is both child-focused and family-oriented. Their purpose is to safeguard the child while helping ease the circumstances and behavior patterns causing the abusive situation. If CPS conducts an investigation, you must be cooperative. CPS personnel have the right to interview children in our school, with or without you or the parents present. Abuse often results from crisis that puts stress on the family and taxes the parents’ ability to cope. If the parents continue using our school, you can help ease the crisis by providing a calm, stable, and nurturing environment for their child. You can offer them comfort and support as they deal with their situation. Be sensitive to the needs of the child in question. Reassure the child that it’s okay to talk about the incident. Reassure the child that it’s not their fault. Handle the behavior problems in an understanding but firm fashion. Remain a supportive presence for the child as the investigation unfolds.

Grievance and Appeal Policy

I. Nature of the Policy: FASPS strives to provide a work environment that treats all employees with equity, dignity, and respect. If employees experience a work-related problem, they are encouraged to discuss it and share their concern with the appropriate person(s). The purpose of this policy is to provide employees with a means to have employment concerns reviewed and responded to in a timely and appropriate manner.

II. Policy Statement: A grievance is an allegation by an employee based upon specific facts that there has been a violation, misinterpretation, misapplication, discriminatory application, or unreasonable application of an employer’s policy, procedure, rule, or regulation regarding the employee’s employment conditions. A grievance gives the employee an opportunity to present their version of any such dispute. An appeal is an expression of dissatisfaction with management’s decision regarding the administration or interpretation of a personnel policy, disciplinary action, or other employment condition. This procedure is intended to supplement, rather than discourage or replace, informal discussion between supervisors and employees. Supervisors and employees should make every reasonable effort to resolve employee concerns outside the formal appeal program. Employees are assured that they have a right to file grievances with a basis in fact without fear of censure, reprisal, or retaliation.

III. Implementation

STEP 1 (SUPERVISOR LEVEL): If you have a grievance, it must be reported to your direct supervisor within five working days of the problem’s occurrence.

The subject of the grievance should be informally discussed between you and your direct supervisor in a good faith attempt to resolve the dispute; a mediator can be involved at this point. (If the grievance is with your direct supervisor, go to Step 2.) In most cases, a problem can be resolved satisfactorily at this level. All grievances will be brought to the attention of the Head of School (HOS) and/or Chief Financial / Chief Operating Officer (CFO / COO) (depending upon if HOS or CFO / COO was involved in the grievance) by the appropriate supervisor.

STEP 2 (UPPER LEVEL): After considering the supervisor’s response, should the employee feel that the problem has not been satisfactorily resolved, or if the nature of the problem has precluded a discussion with the supervisor, the employee should submit a written appeal to the next appropriate level of management (please refer to the organizational chart) within five working days of receiving the answer in Step 1. The written appeal must state specifically what the grievance is, all pertinent facts, any specific policy, procedure, rule or regulation upon which the employee relies, and a suggested remedy or solution. The appropriate person solicited will meet with the employee promptly. Except in cases requiring further inquiry, the manager will reply to the employee in writing within ten working days of the meeting. The appropriate person will send a copy of the reply to the Head of School Office (HOS) and/or Chief Financial / Chief Operating Officer (CFO / COO) (depending upon if HOS or CFO / COO was involved in the grievance).

STEP 3 (REVIEW LEVEL): An employee who deems the response in Step 2 to be unsatisfactory may proceed to a review. The appeal should be submitted to the Chief Financial / Chief Operating Officer and/or Head of School who will then initiate the process. The review will be conducted by three members appointed by the Head of School or his designee. The committee will consult with the employee and all other parties involved and give a recommendation to the Head of School within ten working days of the meeting with the employee. The Head of School will review the entire record (original grievance, subsequent decisions and appeals, and the recommendation) and issue a final and binding written decision. This procedure as outlined describes the normal course in which appeals are resolved. Employees should note that the Chief Financial / Chief Operating Officer is available to provide employees consultation on a problem and any other assistance at any time prior to or during the grievance or appeal process.

Whistleblower Policy

SCOPE (Nature of the Policy): This policy applies to all FASPS employees, including part-time, temporary, and contract employees.

PURPOSE: FASPS is committed to the highest possible standards of ethical, moral, and legal business conduct. In line with this commitment and FASPS’s commitment to open communication, this policy aims to provide an avenue for employees to raise concerns and reassurance that they will be protected from reprisals or victimization for whistleblowing in good faith.

POLICY: The whistleblowing policy is intended to cover serious concerns that could have a large impact on FASPS, such as actions that:

 May lead to incorrect financial reporting;

 Are unlawful;

 Are not in line with company policy, including the Employee Handbook; or Otherwise amount to serious improper conduct.

SAFEGUARDS:

Harassment or Victimization: Harassment or victimization of the complainant will not be tolerated.

Confidentiality: Every effort will be made to protect the complainant’s identity.

Anonymous Allegations: The policy encourages employees to put their names to allegations because appropriate follow- up questions and investigation may not be possible unless the source of the information is identified. Concerns expressed anonymously will be investigated, but consideration will be given to:

 The seriousness of the issue raised;

 The credibility of the concern; and

 The likelihood of confirming the allegation from attributable sources.

Malicious Allegations: Malicious allegations may result in disciplinary action.

PROCEDURE: (Implementation)

Process for Raising a Concern

Reporting: It is the responsibility of all FASPS employees to observe high standards of business and personal ethics in the conduct of their duties and responsibilities at all times, to comply with all applicable laws and regulations, and to report violations or suspected violations in accordance with this Whistleblower Policy. Employment-related concerns should continue to be reported through your normal channels such as your supervisor or other administrator.

Timing: The earlier a concern is expressed, the easier it is to take action.

Evidence: Although the employee is not expected to prove the truth of an allegation, the employee needs to demonstrate to the person contacted that there are sufficient grounds for concern.

How the Complaint Will Be Handled: The action taken will depend on the nature of the concern. The Head of School or Board Chair (only if the Head of School is involved) receives a report on each complaint and a followup report from Direct Reports on actions taken. If Direct Reports of the Head of School are involved, the Head of School will be in charge of investigating the incident and preparing the report.

Initial Inquiries: Initial inquiries will be made to determine whether an investigation is appropriate, and the form that it should take. Some concerns may be resolved by agreed action without the need for investigation.

Report to Complainant: The complainant will be given the opportunity to receive follow-up on their concern in two weeks:

 Acknowledging that the concern was received;

 Indicating how the matter will be dealt with;

 Giving an estimate of the time that it will take for a final response;

 Telling them whether initial inquiries have been made;

 Telling them whether further investigations will follow, and if not, why not.

Further Information: The amount of contact between the complainant and the body investigating the concern will depend on the nature of the issue and the clarity of information provided. Further information may be sought from the complainant.

Information: Subject to legal constraints the complainant will receive information about the outcome of any investigations.

Tutoring

Employees should never recommend tutoring for any student to their parents or guardians without the consent of their direct supervisor. Private tutoring of FASPS students by any FASPS employee needs to be cleared by the direct supervisor. Private tutoring may never be done on school premises.

Personal Property

FASPS will not be responsible or liable for any personal property of an individual that is lost, stolen, or damaged. The responsibility for safeguarding, replacing, or repairing personal property lost, stolen, or damaged while on school premises is that of the employee. Consequently, we encourage employees not to bring personal property to work.

Facilities and Emergency Procedures

Building Security, Key, and Alarm

It is the responsibility of each teacher or staff member to keep rooms in an orderly way, turn off the lights and projectors, shut the windows, and lock the doors before leaving for the day. It is important not to lend your key to anyone at any time. All substitutes should have their key card and Substitute badge with them at all times.

Parking

Parking is located in the Hertzl-Ner Tamid parking lot. Due to the limited amount of parking in front of the school, it is mandatory that teachers and most staff use the Herzl-Ner Tamid parking lot across the street (use spaces 1–60 and 85-99 ONLY; cars parked in other spaces may be towed). Please display your FASPS pass when parking at the Herzl. Parking at FASPS must be reserved for parents who are dropping off and picking up students who need to be signed in and out, and for visitors coming to FASPS. Per SJCC policy: DO NOT PARK AT THE SJCC. Please contact the Facilities, Office, and Transportation Director for additional parking locations. Globe Building parking is reserved for employees whose offices are at the Globe. Employees who need certain accommodations may request a special parking spot by contacting the Operations Director.

Restrooms

Adults are not permitted to use the children’s bathrooms.

Hallway Safety

Fire Department regulations specify that hallways be kept clear, with no items on the floor. Therefore, all backpacks and coats should be placed on hooks or always stored. Under no circumstances should there be any debris left on the floor. It is important that the Preschool sink area in the hallway is also kept tidy, with no paper towels on the floor. Please assist students in making sure that paper towels are disposed of into the garbage cans.

Emergency Procedures

Employees must wear footwear that will allow for efficient, safe evacuation.

Your good judgment and understanding of these procedures can save lives in case of disaster. A fire, earthquake, or other natural disaster could strike at any time. Please be sure you have read the information below and are clear on what to do in case of an emergency. FASPS will conduct regular fire, earthquake, and lockdown drills periodically throughout the school year. A copy of the full Emergency Preparedness Plan is available in each classroom, located in the class backpack by the door and available online. Emergency supplies should only be used for an emergency situation.

Person in Charge: Victoria Paolacci-Mellor, Operations Director.

Before an emergency strikes, you need to know:

 Location of the nearest exit

 Location of the nearest fire alarm box and fire extinguisher

 Evacuation procedures from your work area

Emergency Phone Numbers:

 Fire, Police, Ambulance: 911

 Poison Control: (206) 526-2121 or 1-800-222-1222

 Washington Suicide and Crisis Lifeline: 988

FASPS has the following supplies available for emergencies:

 First aid supplies

 Radios

 Emergency Preparedness Kits with food and water supplies

For fire, earthquake, and lockdown procedures see the excerpt of pertinent components of the Emergency Preparedness Plan in the addendum of this Handbook.S

Communication with the Head of School and Division Heads

To make an appointment with the Head of School or Division Heads, please contact the Executive Assistant or the Head/Division Head directly.

School Stationery and Fax Policy

School stationery and the fax machine are not available for use by on-call subs.

Photocopying Policy

FASPS photocopiers are limited to official school use only, such as classroom related items. They should not be used for personal copying. Report any malfunction to the IT Director immediately. Copier paper will be stored by the machines. Faculty are asked to limit their color copying to only needed items due to increased costs. The access to copying is controlled by a badge or login provided to Employees and should not be shared under any circumstance. Employees are responsible for reporting when paper is running low. Students are not allowed to enter the Copier Rooms.

Personal Visits, Telephone Calls, and Mail

Personal visits during school hours need to be approved by the direct supervisor. Please do not use school telephones to make personal calls unless authorized by your direct supervisor after an advanced request. Under no circumstances should the reception telephone located at the main entrance be used by anyone other than the person working in the reception area. It is the school policy to open all mail received on campus. If the school receives mail that appears to be an invoice or related to a school payment, the school reserves the right to open the mail even if addressed to someone other than the school. Personal mail should be directed to your home and not to the school unless there is a temporary arrangement with your direct supervisor following a formal request. Personal cell phone usage (for phone calls and/or texting) during student contact time, in the classroom, in corridor, public areas, and on recess, lunch, and nap duties, is strictly prohibited. Cell phones should be kept on vibrate when on school premises.

Proper Use of Technology

All employees are expected to use the technology on campus with the understanding that it is limited to school purposes only. They should be aware of the appropriateness of internet sites they access, even when researching material for their classes. Accessing sites that may cause unwanted emails (spam), downloading material, joining newsgroups, bidding on auction items, etc., is not allowed. In addition, employees should follow proper etiquette concerning sending emails. Employees should be aware that the computers on campus provided for common use are shared and therefore must use proper care and discretion when using them.

Ownership and Storage of Employee Created Content

Any content created by a FASPS Employee during working hours, or using FASPS provided tools, or on FASPS provided equipment is the property of FASPS. This content as well as any files with information on the school, its employees, its students, and the parents of students should only be stored and FASPS approved services to ensure proper security and auditing of access. No FASPS data should be stored on personal accounts on any service.

Health and Safety Policies

FASPS’s rules should be strictly and consistently enforced. Concern for safety and the wellbeing of students, cleanliness, and courtesy dictate these rules. The faculty and staff shall keep rules simple and refer to child guidance techniques below.

3.1 Safety and General Concern for Others

Proper behavior for following rules of safe play is the responsibility of each student:

 Everyone should respect personal and school property.

 Students are not allowed to bring any toys to school except for “comfort toys” for preschool children.

 All students should walk quietly indoors.

Use of Photographs, Video, and Private Information on the Internet

To protect students and follow privacy and safety guidelines, posting photographs and/or video of students and/or FASPS employees at school functions to the internet will only be done by designated people, such as the Director of Communications or a designated person. This includes, but is not limited to, social media sites, YouTube, personal, unprotected sites, etc. Additional material that constitutes identifying information (e.g., first and last names, names with addresses, etc.) may not be posted on the internet.

Classrooms and Other Educational Areas

Students may be in the classroom and other educational areas only when an adult is there. Students, including children of FASPS employees, should not be left unattended at any time.

Lunches and Snacks

Students should remain seated during the eating period. Exchange of food is not permitted. FASPS strictly forbids any peanut products due to allergies (see FASPS’s No Peanut Policy). The list of students who are enrolled in the Hot Lunch program will be provided to employees in charge of a class during lunchtime. Hot lunches will be delivered to the classroom. Emergency lunches are not provided through the Hot Lunch program. Should you have a student that needs a lunch, please notify either the Auxiliary or Facilities Team.

Playground

Substitutes should ensure the safety of students by providing active supervision and reinforcing rules. Altercations between children must be stopped immediately. While on duty, substitutes are to be alert and directly involved in supervision of their assigned area and not chatting with colleagues.

Playground rules:

 Students in PK should be one at a time on the slide, sitting on their bottoms, feet first – not climbing up the slide.

 Nobody should be standing on the middle part of the bouncer in preschool playground

 Only 3rd grade and up standing on the wheel

Faculty and substitutes in the preschool classes will accompany children to the bathroom and supervise toileting at all times. Kindergarten and elementary students may go to the restrooms independently after asking an adult. Students need to exhibit appropriate behavior in the restrooms. Students should properly dispose of paper towels and other debris into the proper waste containers (garbage, compost, recycling) and should never play with water. Faculty and substitutes should monitor students to make sure that no fighting or playing occurs in the restrooms. Per Washington State law, students are permitted to use the restroom associated with their gender identity. FASPS will accommodate this request and facilitate a process that meets the needs of all students.

Hallways

Running in the hallways is strictly prohibited at all times.

No Peanut Policy:

Exchange of food is not permitted. FASPS strictly forbids any peanut products due to allergies Peanuts and peanut products, including peanut butter and foods containing traces of peanuts, are strictly banned from the FASPS campus and from off-campus school events at all times. Peanut products are banned — including products with the label “may contain trace of peanuts,” “processed in the same plant as,” “processed on

shared equipment” — because some students are severely and potentially fatally allergic to peanuts. A single peanut in a candy bar, or a small amount of peanut butter in a cookie, may trigger hives, swelling, coughing, stomach cramping, nausea, vomiting, anaphylactic shock, constriction of the breathing passages, and death within a short period of time. Students are not mature enough to know which foods are safe and which are unsafe. Some students are so sensitive that they can have an allergic reaction when people near them are eating or have eaten peanut products. FASPS’s No Peanut Policy applies whether or not students with allergies are known to be present.

Allergies Policy

Responsibilities of FASPS:

 When applicable, any item brought to FASPS that contains peanuts will be returned home without being opened. This applies to potluck and other FASPS-sponsored functions in areas accessible to students on the FASPS campus. This applies whether or not students with allergies are present.

 All packaged items brought to FASPS must have an ingredients label. All items brought to the school need to be checked at the front desk before going to the classroom. The teacher or person in charge of food for the function will review this list. Packaged foods without an ingredients label will be sent home unopened.

 EpiPens will be with FASPS faculty in charge of students at all times, including field trips, trips to the SJCC, and at all times away from the FASPS campus.

Treatment Policy

Unless the parents of students with allergies request a different treatment policy, FASPS will employ the following policy if peanut exposure is certain or highly likely:

 Administer EpiPen immediately. The EpiPen is less effective with the passage of time; therefore, it needs to be administered without delay. EpiPen treatment cannot hurt a student, but a delay could make it ineffective.

 Call 911. The EpiPen is effective for approximately 20 minutes. It is meant to give time to seek medical attention. All students treated with an EpiPen must immediately be given emergency medical care because the EpiPen is not a cure. Be prepared to use the second EpiPen if treatment is more than 20 minutes away. If not used, send second EpiPen in aid car with student.

 Administer Benadryl if prescribed.

 Notify the student’s parents as soon as possible.

The School Day: Routines and Procedures

Substitute Responsibilities:

Info re Substitutes posting notes on Abs & Sub

Active Student Supervision

Students must be supervised at all times everywhere, indoors and outdoors. Never leave a student alone except in the restroom as appropriate. It is the duty of each school employee to ensure the safety of all students at all times. Active supervision with a focus on student interactions is the best way to notice potential physical safety or wellbeing concerns, and mitigate negative behavior. Altercations between students must be stopped immediately. Faculty and staff members are expected to intervene promptly and in a manner consistent with FASPS’s rules and values whenever a student’s safety and wellbeing are at stake.

Student Attendance

Lower School teachers are responsible for keeping track of and reporting absences by 9:00am. Middle School teachers are responsible for keeping track of and reporting absences by 8:30am and at the beginning of each class.

Communication Guidelines

Interpersonal Communication

FASPS expects colleagues to use in-person/live dialogue with the parties involved if conflicts arise. It is important to consider how a person’s readiness and the location set for the dialogue will support a positive outcome.

Weekly Communication

Every Friday, parents, students in Grades 5–8, FASPS employees, alumni, trustees, and subs (if requested) will receive FASPS’s Friday Flash e-newsletter, which contains pertinent information about FASPS news, events, deadlines, FPC activities, and other matters of interest. If you are interested in receiving the Friday Flash, please email the Director of Communications, Marketing, and Public Relations at KarlA@fasps.org.

Substitutes may also request to receive the weekly Faculty News. If you are interested in receiving this, please contact the Division heads at LSHead@FASPS.org and MSHead@FASPS.org.

Student Success Plan (SSP)

When the student’s need is such that it requires more than a differentiated learning experience, Student Success Plan (SSP), must be considered as soon as possible. Please refer to the Student Learning Services document on MyFASPS, under the Pedagogy section of the Resource Board.

Who:

 For Lower School students, the homeroom and the English teacher will create the SSP. For Middle School students, the Advisor will create the SSP. The Dean of Students will be informed of the creation of the document and can assist the teachers in the process.

Why:

 You notice academic challenges, unusual behavior, and/or the need for more academic enrichment when observing or assessing a student. Differentiation and accommodations in class do not seem to be helping.

 You have shared your observations with parents and requested their feedback.

 A child has been tested and recommendations have been made by the educational psychologist, speech therapist, and/or other specialist in charge of the evaluation.

 You feel a plan is necessary to find solutions / strategies to address those issues that may include work outside of the classroom and collaboration from the parents.

When:

 This should be initiated as soon as possible.

Follow up:

 Meet the parents by the deadline mentioned on the SSP. (Teachers and advisors are the ones to contact the parent(s).)

 Discuss the results and provide some examples (cahiers, etc.). Possible SSP outcomes:

o The SSP is successful, and the student overcomes their challenges, OR they benefit from the right enrichment program that will address their needs. All parties involved have been successful and the process comes to an end.

o The SSP is working, but you would like to renew it, adding a new goal(s) or new activities. Please fill out a new form and decide on a new deadline. Propose the renewal of the SSP to the parents.

o The SSP is not successful: after discussion with the Dean of Students and the administration, the teachers, the Dean of Students and the administration will encourage parents to seek testing outside of the school or may try to find a school that responds better to the student’s needs.

Remember:

 Respecting the schedule and the commitments we make in the plan is very important for the student to succeed.

 If we do not have the specialized resource personnel for specific learning disabilities at the school, we may seek help from outside.

 A copy of all forms should be placed in the student’s file for later accessibility by other teachers as necessary, Dean of Students, and Administration.

Please use caution when talking about tutoring a child outside of school. When a child is experiencing serious learning differences, academic support is probably not enough, and parents might expect results from you that you might not be able to provide. Get information from the parents, talk to your supervisors, and share with other child’s teachers.

Academic Integrity

Integrity is a FASPS value, and we teach students how to become learners who understand the importance of academic integrity and how it impacts their learning. We recognize how challenging it can be for students to understand the complexity of academic integrity as they develop.

Academic dishonesty such as plagiarism or cheating, regardless of whether technology has been used, will be reported via the behavior app. After review of the incident, the student could lose the opportunity to submit that assignment for a grade. FASPS communicates and involves parents when incidents of academic dishonesty occur.

Employee Appearance Policy

Our Employee Appearance Policy is designed to support our school’s diversity, equity, and inclusion statement. The way employees present themselves for school is a reflection of our cultural agility and shows respect for the cultures and individuals who come together within the community of FASPS. Employees should dress casually and comfortably for school, while wearing clothing and shoes that are well-suited and safe for the school environment. We respect current fashions and understand that clothing styles are ever evolving, and the school is open to discussion about trends. Special circumstances will be considered on a case-by-case basis.

 Clothing will cover undergarments when employees engage in normal movement and school activity.

 Clothing and accessories that display or promote negative messages are not permitted. These could include drug, weapon, alcohol or tobacco-related information, obscenities, put-downs, stereotypes, sexual innuendos, offensive words or graphics.

 Costumes and pajamas will not be worn except for spirit days and special occasions.

 Face must be visible (with the exception of mask wearing as necessary).

 Employees should have appropriate clothing for the weather, including a coat (preferably a raincoat) with a hood. Any faculty participating in coaching or sports alongside students need to bring to school appropriate attire for swimming and PE class, including tennis shoes with non-marking soles.

 Shoes should be comfortable and appropriate for indoor and outdoor wear and must be worn at all times. For safety reasons, shoes must have a back strap (no flip flops, no heels/platform shoes, no clogs) and allow for moving up and down the stairs quickly, between FASPS and the SJCC

Special Events

Holidays are opportunities to learn about cultures and religions around the world. Employees’ beliefs should never be imposed upon students or other members of the FASPS community. Lessons and discussions need to be presented in a neutral way.

Student Birthdays

Students are permitted to celebrate their birthday by bringing refreshments (store bought only, with label listing ingredients) to share with their friends at a time prearranged with their teacher. Home-baked / homecooked goods are not allowed. Be sure never to allow any peanut or nut products. FASPS strictly forbids any peanut products due to allergies.

Inclement Weather Policy

The Head of School will make a decision regarding closures or late starts. This information will be available through the following sources:

 Information regarding school closures and late starts for public and private schools is posted at www. flashalert.net. (Information on creating a FlashAlert account can be found on the Policies / Forms / Comm. Resource Board on MyFASPS).

 Information will be posted as soon as possible on FASPS’s website, www.FASPS.org.

 Call FASPS’s main line at (206) 275-3533 and dial extension “1”.

Delayed Start

In case of a delayed start, faculty and substitutes must arrive at work 30 minutes before the students start. (For example, if late start is at 10:30am, faculty starts at 10:00am.) A delayed start will be communicated to the faculty and staff through FlashAlert and the FASPS website.

Behavior Expectations and Discipline Guidelines

FASPS faculty establish an atmosphere of inclusion, safety, and wellbeing, where students encounter a maximum of opportunities to learn. Learning about student behavior and emotions is an integral part of the educational process. The Expectations, Guidelines and Consequences are important policy guidelines; however, they do not represent contractual obligations and the school reserves the right to bypass any specified path, in its discretion.

Positive Guidance

Positive guidance is used to encourage students to make appropriate choices for themselves and the group. By actively listening to the students, the staff will modify the environment to meet their needs. Families are a key part of this approach. Faculty use strategies and techniques drawn from positive discipline philosophy, mediation techniques, and restorative practices. Faculty reinforce individual positive behavior by encouraging the expression of feelings and coming up with alternative actions.

Expectations are ways of acting and attitudes that FASPS guides students to adopt as part of a positive school culture.

Procedures are the routines and structures that bring students together to learn as a community and foster productive relationships and experiences.

Rules set non-negotiable conduct boundaries.

The Four Expectations

Through our harmonized curriculum, the faculty and staff strive to instill the following expectations within our community by exploring them in age-specific ways. In contrast to rules, school-wide expectations help to guide behavior, developing students’ autonomy and empowering everyone to make right choices.

Respect, responsibility, safety, kindness

 Respect oneself, respect for others, respect for environments

 Everyone is deserving of equal respect, in alignment with our commitment to diversity, equality and inclusion.

 Students respect the authority of all adults equally, following directions the first time.

 Relying on our values of cultural agility and integrity, communicating with others directly using mediation and by bringing a problem-solving mindset to conflict resolution.

 Be kind to oneself and others when mistakes happen.

 Assume everyone has the best of intentions

 All spaces are shared, cared for, and used safely, according to purpose.

 All school materials are common, cared for, and left in the way that they were found

 Everyone respects their own and others’ personal property

 Everyone respects each other’s personal space by being mindful of each other’s consent.

 Everyone respects each other’s time is important.

 Take daily actions to reduce waste.

 Bring a growth mindset to your learning.

FASPS Rules

 Students respond to directions from any FASPS employee.

 Students walk in hallways.

 Students avoid unnecessary physical interaction with each other and rough play.

 Students are not part of physical or verbal aggression.

 Cellular- and Wi-Fi-enabled devices are used according to FASPS policy and are never allowed into restrooms.

 Students do not damage school property.

 Students do not seek to be unsupervised.

 Students leave campus with explicit permission.

 Students leave prohibited items outside the school.

 Communication with outside parties takes place with permission from a FASPS director.

Behavior App

In the interest of fairness and effective communication, the FASPS faculty use a behavior app to internally document student behavior. The result of this internal monitoring and tracking facilitates communication between families and FASPS. The information collected by the app is kept internally and is not destined for external use. It is used to support communication about student behavior. Further information about the types of behavior that FASPS tracks and to what purpose is shared below.

Consequences

The following consequences are applicable, depending on the severity and circumstances of the incident, including repetition. Repetition is both within a single day, and over a period of time.

Natural Consequences:

 The direct result of student choices, for example, not studying for a test might result in a disappointment, a mean comment results in the loss of a friend, or detention coincides with an extracurricular activity

Repair:

 Repair is an important step in the behavior flow chart. This is when the student involved in an incident acknowledges that their behavior caused harm (emotional, property, physical) and pursues repair to make amends. There is no one-size-fits-all repair, and repairs need to be personalized for each student (age-appropriate, history of the student, diagnostic, etc.).

 Ideally, the repair should come from the student, and the student might need an adult’s guidance to define who was involved, who they need to make amends with, and to help discern what type of repair will creatively and responsibly restores balance to relationships.

 Additional examples of repair could include Peer Mediation, Restorative Practices (peace carpet, circles).

Traditional Consequences:

 Responses such as a written apology, researching or learning a specific topic, or guided reflection.

 Loss of privilege: students lose a privilege that, at best, is connected to the incident.

 Detention: After careful review of the full situation with the Dean of Students and division head, families are informed that a student will serve detention. The detention will take place on the next school day.

 Please note: Parents will not be refunded for missed Auxiliary Programs due to detention.

 At-school suspension: While excluded from the group, the student engages in learning, reflection, restorative, and/or service activities that increase their understanding of the infraction. . An exit interview is held prior to the student’s return to the group.

 At-home suspension: While at home, the student engages in learning, reflection, and/or service activities that increase their understanding of the infraction. Head of school is consulted prior to this consequence being taken. A formal meeting is held prior to the student’s return to school.

 Expulsion: this consequence must always be decided by the Head of School or his designee. When possible, a restorative practice or outside mediation may be considered or implemented. In case of a permanent suspension (expulsion), the tuition fee will not be refunded, as stated in the contract.

Expectations Surrounding Displays of Affection at School

At FASPS, we understand that genuine feelings of affection may exist between students. We expect, however, that students will refrain from public and private displays of affection when students are on campus or attending and/or participating in school-related activities, such as trips. Expressions of feelings of affection toward one another are personal between individuals and therefore the school context is not the right setting. Displays of affection can distract both those involved and those observing such behaviors from learning. Displays of affection include any physical exchanges that could make others uncomfortable because they may seem exclusive and/or don’t align with FASPS values for inclusivity.

Limited Restraint Policy

The use of restraints on students is prohibited except in situations when there is an imminent likelihood of serious bodily harm to a person. In such situations, restraint may be used only as a last resort and only to the extent necessary to prevent or minimize imminent bodily harm to the student or to others.

Physical Aggression

Physical aggression is not tolerated. Physical aggression should not be returned by physical aggression. Students are under adult supervision, who are available to respond to incidents quickly.

Bullying

Bullying is unwanted, aggressive behavior that involves a real or perceived power imbalance. FASPS adheres to the OSPI definitions of harassment, intimidation and/or bullying. For an action to be considered harassment, intimidation, or bullying, it needs to meet the following definition found in RCW 28A.300.285

Harassment, intimidation, or bullying means any intentional electronic, written, verbal, or physical act, including but not limited to one shown to be motivated because of his or her perception of the victim’s race, color, religion, ancestry, national origin, gender, sexual orientation, or mental, physical, or sensory handicap or other distinguishing characteristics, when the intentional electronic, written, verbal, or physical act:

1. Physically harms a student or damages the student’s property, or

2. Has the effect of substantially interfering with a student’s education, or

3. Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment, or

4. Has the effect of substantially disrupting the orderly operation of the school.

Please note that harassment, intimidation, and bullying are closely related, but they are not identical. Also remember that not every mean, unfriendly, inappropriate, or otherwise unwanted action is harassment, intimidation, or bullying.

Harmful use of technology, whether at home or at school, to tease, harass, or threaten any individual known to students

 If a student is being harassed, intimidated, bullied, or stalked inform the Dean of Students and applicable Division Head.

Cellular-enabled Devices

Students who have a cellular-enabled device (phone, smart watch, etc.) may bring it to school; however, it needs to stay on airplane mode with Wi-Fi turned off at all times during the school day, unless permission from a teacher or an administrator is given for use in a class project.

Misused cellular devices, including smartwatches, must be removed from students. Ask the student to power off the device, then turn the device in to the Dean of Students or Division Head.

Prohibited Items

Students may not bring the following items to school or on any field trip or school-related activity outside the campus:

 Weapons, fighting toys, knives, and other harmful items.

 Gum and candy are not to be consumed as a routine snack or during meals.

 Toys (unless a teacher asks for items relating to a planned activity).

 Gaming/trading cards.

 Money, physical or electronic, unless authorized for a specific school function.

Expectations of Faculty Participation Outside of the Classroom

Tours

Weekly tours are posted in the school calendar. Faculty and substitutes will help to enhance visitors and students’ experiences by warmly welcoming prospective parents, having materials ready for review and by keeping the environment safe and tidy.6.6 Engagement & Philanthropy

Supporting FASPS

FASPS provides our students with a very special and unique educational option. The academically rigorous, bilingual and harmonized program allows students to graduate with a deep understanding of diverse cultures and the life-skills needed in our increasingly international society. Providing this quality educational experience is not easy; we rely on revenue from tuition and on the generous support from FASPS community members and beyond. The primary means of support include the Annual Fund and the Gala.

FASPS might be eligible for tax deduction and may be matched if donors are employees of a business with a corporate matching gift program. Please contact the Development Office for additional information.

Donations

Before accepting a donation of any kind to the school, including equipment or supplies, please refer to the Gift Acceptance Policy. Please forward all requests to the Development Office.

Appendices