2024-2025 FASPS Employee Handbook

2024-2025

EMPLOYEE HANDBOOK

The Purpose of This Handbook

The French American School of Puget Sound (FASPS) Employee Handbook only summarizes FASPS’s personnel policies, benefits, school policies, and procedures. Additional provisions relating to benefits, rules, and procedures that are not addressed in this book may apply. 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 occasionally. Addenda will be provided for changes and supplementary policies.

It is every employee’s responsibility to read this Employee Handbook AND the most current FASPS Parent Handbook to keep up to date on the latest policies and procedures of the school.

TABLE OF CONTENTS

INTRODUCTION

1.1 Mission, Vision, and Core Values

1.2 History

1.3 Accreditation

1.4 Memberships and Affiliations

1.5 Governance

1.6 Board of Trustees

EMPLOYMENT AT FASPS

2.1 Non-discrimination

2.2 Employer Philosophy Towrd Faculty and Staff

2.3 Honoring Diversity

2.3.1 - Neutrality Policy Statement

2.4 Employee Requirements

2.5 First Aid, CPR, and Other Requirements

2.6 Employee Records and Employment References

2.7 Employee Pay

2.7.1 Schedule of Pay

2.7.2 Employee Leaving FASPS Employment

2.7.3 Teacher and Teacher / Class Assistant Salaries

2.7.4 Non-Exempt Employees

2.7.5 Timesheet Procedures

2.7.6 Benefits (Please see Employee Fringe Benefits Handbook.)

2.8 Employee Conduct

2.8.1 Work Hours and Expectations

2.8.2 Absences

2.8.3 Substitute Plans

2.8.4 Paid Wellness Leave Policy

2.8.5 Professional Review and Growth Process

2.8.6 Drug, Alcohol, and Smoking

2.8.7 Drug and Alcohol Testing

2.8.8 Disciplinary Action

2.8.9 Confidentiality of Student Information and School Matters

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

2.8.11 Grievance and Appeal Policy

2.8.12 Whistleblower Policy

2.8.13 Requests For Remote Work Assignments

2.8.14 Outside Obligations and Conflicts Of Interest

2.8.15 Visa Status

2.8.16 Tutoring

2.8.17 Professional Development and Training

2.8.18 Personal Property

2.8.19 Supplies and Materials Purchases

2.8.20 Business Expense Reimbursement Policy

TABLE OF CONTENTS

(continued)

EMPLOYMENT AT FASPS (continued)

2.9 Facilities and Emergency Procedures

2.9.1 Building Security, Key, and Alarm

2.9.2 Parking

2.9.3 Restrooms

2.9.4 Hallway Safety

2.9.5 Classrooms and Common Areas

2.9.6 Emergency Procedures

2.9.7 Communication with the Head of School and Division Heads

2.9.8 School Stationery and Fax Policy

2.9.9 Photocopying Policy

2.9.10 Personal Visits, Telephone Calls, and Mail

2.9.11 Employee Mail Slots and Email

2.9.12 Proper Use of Technology

2.9.13 Ownership and Storage of Employee Created Content

2.9.14 Administrative Bulletin Board

2.9.15 Important Forms

HEALTH AND SAFETY POLICIES

3.1 Safety and General Concern for Others

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

3.3 Classrooms and Other Educational Areas

3.4 Lunches and Snacks

3.5 Playground

3.6 Hallways

3.7 Allergy Policy

THE SCHOOL DAY: ROUTINES AND PROCEDURES

4.1 Teacher Responsibilities

4.2 Curriculum Outline

4.3 Active Student Supervision

4.4 Student Attendance

4.5 Morning Drop-off

4.6 After-school Pick-up

4.7 Late Arrival / Leaving Early During School Hours

4.8 Communication Guidelines

4.8.1 Written and Electronic Communication

4.8.2 Weekly Communication

4.8.3 Yearbook and Documentation

4.8.4 General Bulletin Boards

THE SCHOOL DAY: ROUTINES AND PROCEDURES

4.9 Fall Info Nights

4.10 Parent-Teacher Conferences

4.11 Progress Reports and Middle School Reports

4.12 Differentiated Learning Experience

4.13 Student Success Plan (SSP)

4.14 Student Use of Technology

4.15 Academic Integrity

4.16 Promotion of Students

4.17 Hallway and Classroom Displays of Student Work

4.18 Assessment Policy

4.19 Guidelines for Learning Beyond the Classroom

4.20 Employee Appearance Policy

4.21 Field Trips and Special Events

4.22 Student Birthdays

4.23 FASPS Online Sessions Recording Guidelines

4.24 Academic Modalities

4.25 Inclement Weather Policy

4.26 Delayed Start

BEHAVIOR EXPECTATIONS AND DISCIPLINE GUIDELINES

5.1 Positive Guidance

5.2 The Four Expectations

5.3 Student Appearance Policy

5.4 Communication and Partnership **Employees Should Make Sure Students Are Following These Rules

5.5 Behavior App

5.6 Notifications to Families

5.7 Types of Notes

5.7.1 Bravo Note:

5.7.2 Missing Assignment (Middle School Only)

5.7.3 Academic Information (Grades 3–8)

5.7.4 Sharing Information

5.7.5 Behavior Issue — Notification Given by Level of Incident

5.8 Behavior Intervention Plan

5.9 Consequences

5.9.1 Natural Consequences

5.9.2 Repair

5.9.3 Traditional Consequences

5.10 Expectations Surrounding Displays of Affection at School

5.11 Limited Restraint Policy

5.12 Physical Aggression

5.13 Bullying

5.14 Cellular-enabled Devices

5.15 Prohibited Items

5.16 FASPS Rules

EXPECTATIONS OF FACULTY PARTICIPATION OUTSIDE OF THE CLASSROOM

6.1 Admissions

6.2 Tours

6.3 Open Houses and Discovery Mornings

6.4 Planned and Unplanned Student Visits

6.5 Events

6.6 Engagement & Philanthropy

6.6.1 Supporting FASPS

6.6.2 Annual Fund

6.6.3 The Gala and Auction

6.6.4 Donations

APPENDICES

7.1 Responding to Low To Moderate Incidents Level Flowchart

7.2 Responding to Significant Incident Level Flowchart

7.3 Responding to High Level Incident Flowchart

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:

OUR MISSION | NOTRE MISSION | WHAT WE DO

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.

OUR VISION | NOTRE OBJECTIF À LONG TERME | WHY WE DO IT

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.

OUR CORE VALUES | NOS VALEURS FONDAMENTALES | WHAT GUIDES OUR WORK AND SHAPES OUR STUDENTS’ EDUCATIONAL EXPERIENCE

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 students, parents and employees. 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 sought-after 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 455 students in 2024-2025.

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 (FACC-PNW), and the Mercer Island Chamber of Commerce (MICC).

1.5 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.

1.6 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

2.1 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.

2.2 EMPLOYER PHILOSOPHY TOWARD FACULTY AND STAFF

FASPS, a nonprofit corporation governed by a Board of Trustees, makes every effort to provide a pleasant and welcoming atmosphere in which each employee is encouraged to become an active member of the school. Faculty and staff are informed of FASPS’s mission, vision, and core values and are expected to adhere to them. They are also welcome to give suggestions concerning everyday life at FASPS.

2.3 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.

HONORING2.3DIVERSITY

By using our cultural agility and our sense/desire FASPS, we honor and nourish an appreciation ligion, culture, language, gender, physical ability, nize learning experiences that provide multicultural,

2.3.1 - NEUTRALITY POLICY STATEMENT

The French American School of Puget Sound (FASPS) expects employees to foster a classroom and school environment that welcomes diverse viewpoints within the boundaries of our school mission, vision, values, and policies. While some organizations have a mission to resolve or adjudicate global conflicts, our greatest contribution to the cause of peace, is our school vision to continue to “inspire the next generation of global citizens to learn, understand, and act wisely in a multicultural world”. We understand that employees and students may feel strongly about a wide range of issues impacting our world, including politics, and exploring these issues is a natural part of learning and intellectual growth, employees must not present these topics to students in a way that suggests bias or the employee’s personal perspective. Employees must exercise considerable discretion, empathy, and respect for others when expressing their own views and beliefs with students and adults on campus.

Employees have a right to engage in political activities off-campus, outside of school activities, and in their own time. Due to the inherent power imbalance between students and employees, it is required that employees respect differing views and avoid communication and behavior that may impact students’ perception of fairness, especially in matters of grading and evaluation, and their ability to mentor and care for students who may hold different beliefs.

This can occur if an employee conveys personal perspectives on these issues. Interactions that fail to meet this expectation—including attempts to persuade students to support or oppose specific political views, causes, candidates, or political parties, or displaying support for or opposition to candidates for political office—may be considered a breach of professional standards. Such actions undermine the school’s commitment to providing an environment where students with a wide range of views, including unpopular or controversial ones, can express themselves freely. These breaches may lead to disciplinary action.

Nothing in this policy permits employees or students to violate the School’s policies on bullying, harassment, and discrimination.

Employees are protected from discrimination and harassment based on their political views. However, as a 501(c)(3) non-profit corporation, the School, and its agents, must refrain from endorsing or appearing to endorse specific political candidates or issues.

As such, employees are not permitted to engage in any endorsement of a specific candidate or political issue while acting within the scope of their employment.

DIVERSITY

sense/desire of inclusion at appreciation of all constituents’ race, reability, and family structure. We orgamulticultural, non-stereotypical understandings.

2.4 EMPLOYEE REQUIREMENTS

Teachers must be certified or have equivalent experience. Teacher Assistants must have at least a high school diploma and some early childhood development units and/or teaching experience. All Teacher Assistants are required to be bilingual.

2.5 FIRST AID, CPR, AND OTHER REQUIREMENTS

All employees must obtain first aid, pediatric CPR certification, and blood-borne pathogens training within the first two weeks of school. FASPS organizes onsite one-day training for all employees every year. Any employee of FASPS who works with any students under the purview of the Washington State Department of Children, Youth, and Families (DCYF) must have current STARS certification and a food handler’s permit. All employees are required to provide proof of MMR immunization or immunity.

Employees are required to complete training as soon as possible after employment commences. The Operations Director will verify that all required training has been completed with the employee's supervisor. The school may advance funds required to pay for training directly to the training vendor, stipulating that training be completed and proof of completion submitted to the supervisor within 60 days (90 days for Childcare Basics STARS30). If training is not completed within the required time, the employee may be required to repay funds advanced for training through payroll deduction.

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

2.6 EMPLOYEE RECORDS AND EMPLOYMENT REFERENCES

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.

Employees may provide a personal reference for current and former colleagues at their discretion. Personal references may not be given on school letterhead or given out through the employee’s FASPS email account. Personal email accounts or cellular phones are acceptable when providing personal references.

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

2.7 EMPLOYEE PAY

2.7.1 SCHEDULE OF PAY

All employees will be paid monthly in accordance with the scheduled dates published by the Business Office for each fiscal year. All employees are paid over a twelve-month schedule. For exceptions, please see the Business Office.

2.7.2 EMPLOYEE LEAVING FASPS EMPLOYMENT

The employee’s final paycheck will be held by FASPS until the employee has turned in all school property to their direct supervisor, and their direct supervisor has signed a release form and submitted the release form to the Business Office. If after one month from the employee’s last day of employment, the property of FASPS that is in the custody of the departing employee has not been turned in to their direct supervisor, FASPS will keep the paycheck in lieu of payment for FASPS’s property.

2.7.3 TEACHER AND TEACHER / CLASS ASSISTANT SALARIES

Teacher and Teacher / Class Assistant salaries are according to a scale based on evaluation / performance and years of teaching / educational experience.

2.7.4 TIMESHEET PROCEDURES

A monthly timesheet to record hours worked needs to be completed in ADP every day for all non- exempt employees. Exempt faculty employees should log hours worked for subbing, sick days, and personal days. All timesheets should be 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 might be included on the following month’s timesheet.

It is the employee’s responsibility to submit the timesheet on or before the payroll cutoff date. All timesheets submitted after the cut-off date will be paid the following month.

2.7.6 BENEFITS

Please see 2024-2025 Employee Fringe Benefits Handbook .

2.8 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.

2.8.1 WORK HOURS AND EXPECTATIONS

FASPS expects the performance of teaching and non-teaching 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.

All working scheduled days (including, but not limited to, meetings prior to the beginning of school, following the end of school, faculty meetings throughout the year, in-service training days, parent teacher conferences, Admissions events, etc.) are mandatory working times for full-time employees. These will be mandatory workdays for part-time employees unless otherwise decided by their direct supervisor.

• Unplanned School Closures: Days are built into our school calendar for unplanned closures. In the event that additional closures are required, or additional workdays are deemed necessary, breaks might be shortened, or days may be added to the end of the school year and attendance in person will be required. Please consider this when making summer travel plans.

• Employee Meetings: Faculty and staff meetings will occur outside the framework of the daily school schedule on a regular basis. Attendance at these meetings is mandatory for all full-time employees. These will be mandatory workdays for part-time employees unless otherwise decided by their direct supervisor.

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

FASPS encourages its faculty to participate in the life of the school and insists that fulltime employees not undertake outside commitments that would detract from the completion of professional duties or impair the quality of our program.

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.

2.8.2 ABSENCES

Reporting Absences: All employee absences must be reported by the employee on the online Absence & Substitute system (formerly ReadySub). All absences must be approved by the employee’s direct supervisor through Absence & Substitute.

Absence and Substitute Quick Start Guide

Employees must also record them on ADP to document the day(s) missed.

Login To ADP

In case of a last-minute absence or late arrival (e.g., flat tire on the way to work), please call or text your direct supervisor.

• Preschool and Kindergarten Head, Déborah Worrall: (425) 326-9809

• Elementary School Head, Khalid Amali: (206) 887-2094

• Middle School Head, Stacy Chandler: (206) 375-3533 Ext. 238

• Director of Auxiliary Programs, Ren Keller: (312) 965-4647

If you cannot reach your supervisor, please get in touch with Executive Assistant Libby Molamphy at (408) 761-4948.

Planned absences (medical, professional development, personal, wellness, etc.) should be requested at least a calendar week in advance. A medical certificate may be required from the employee.

Personal Days: Full-time staff are alotted 2 personal days per school year. Taking advantage of one's personal days is encouraged to maintain mental health and a healthy work/life balance. In an attempt to reduce the strain on colleagues, staff and students from a personal day absence, FASPS encourages staff to use (at least) one personal day before the end of the calendar year and the other (if applicable) in the new year prior to May 15th.

Employee personal days may not be used just before or after a holiday or extended weekends or after May 15 (unless an exceptional situation arises and the direct supervisor approves it), during accreditation or inspection visits, professional development periods, or on days of special FASPS activities or events.

One of the goals at FASPS is to provide a consistent and productive educational environment for both students and staff members. Therefore, personal day approvals will happen on a first-come, first serve and /or case-by-case basis to account for proper feasibility and to maintain a steady work environment for everyone.

2.8.3 SUBSTITUTE PLANS

The school will do its best to cover all absences with outside substitutes; however, in cases where there are no substitutes available for one or more faculty, other faculty members may be called upon to cover classes for a period of time, while they are not working with students. If Distance Learning needs to occur, Teacher Assistants, Class Assistants, and Educational Assistants may be asked, when applicable, to take over synchronous activities when a teacher is absent.

Teachers are responsible for posting their sub plan, including recess, outdoor and lunch duties, in Absence & Substitute. Teachers must have emergency lesson plans and relevant/related exercises already prepared in the substitute file easily accessible in the classroom or online.

Here are the important details to remember:

FASPS Sub Team:

• We have created a new team called FASPS Sub. This team will play an essential role in the management of Sub Plans.

• The account used by the subs is shared and all documentation could be potentially visible to any sub. Please keep this in mind as you write your sub plans. The sub account will not have access to Teams chat, there will be no contact via that method. The sub account will not have access to any group emails that are sent.

Class and level folders:

• In the FASPS Sub Team files section (link below), you'll find a dedicated class folder for French teachers and a grade level folder for English teachers.

Shared repository:

• Replacement plans will be carefully placed in these folders, creating a shared repository accessible to all teachers, administration, and sub.

Additional files:

• You can also add any additional files that substitutes need, such as PowerPoint or SMART Notebook files.

File access:

• Link to folder - https://studentfasps.sharepoint.com/:f:/s/FASPSSub/ElT70RFoU1pNno_VAKObtFABM4ZVnKS3ZPOxxITWSfOXUQ?e=C4Ussq

• Also available from with Teams via FASPS Sub team.

If required, sub will have access to laptops to present these files. Alternatively, you can access the link via SMART Boards and present them directly in class.

If required, sub will have access to laptops to present these files.

Alternatively, you can access the link via SMART Boards and present them directly in class.

A few essential tips concerning substitution plans:

Universality:

Write the plans in such a way that everyone can use them. Avoid addressing them to a specific Sub, as last-minute changes can occur.

Full inclusion:

Your sub plans should include all the tasks and hours that the Sub will have to cover. Don't assume that the Sub has detailed knowledge of your schedule from another source.

Printing plans:

Substitute plans will be printed for all substitutes, as most of them won't necessarily be using a laptop.

Updates:

If any changes are made to the Sub Plan document after the Substitute has started, please inform Libby and your supervisor. There is no guarantee that the sub will see these changes electronically.

Please remember that the account used by subs is shared, and all documentation can be viewed at any time.

2.8.4 PAID WELLNESS LEAVE POLICY

ACCRUAL:

• For hourly employees, this leave will accrue at one (1) hour of paid wellness leave for every 40 hours worked.

• Salaried employees accrue 5.33 hours of paid wellness leave for every month worked.

• For salaried employees working less than 40 hours per week or less than a full contract year the accrual rate will be prorated.

AUTHORIZED USES OF PAID WELLNESS LEAVE:

• Care of the employee or the employee’s family member

• Employees may use their accrued, unused paid wellness leave hours to care for themselves or a family member for:

o Mental or physical illnesses, injuries, or health conditions.

o The need for medical diagnosis, care, or treatment of mental or physical illnesses, injuries, or health conditions

o The need for preventive medical care.

• For the use of paid wellness leave for an employee’s family member, family member is

o a child

o a parent

o a spouse

o a registered or unregistered domestic partner

o a grandparent

o a grandchild

o a sibling

• Closure of the company or the employee’s child’s school or place of care

o Employees may use their accrued, unused paid wellness leave when FASPS has been closed by order of a public official for any health-related reason; or

o When an employee’s child’s school or place of care has been closed by order of a public official for any health-related reason.

• To address issues related to domestic violence, sexual assault, or stalking.

o Employees may use their accrued, unused paid wellness leave to:

• Seek legal or law enforcement assistance or remedies to ensure the health and safety of the employee and their family members including, but not limited to preparing for, or participating in, any civil or criminal legal proceeding related to or derived from domestic violence, sexual assault, or stalking.

• Seek treatment by a health care provider for physical or mental injuries caused by domestic violence, sexual assault, or stalking.

• Attend health care treatment for a victim who is the employee’s family member.

• Obtain, or assist the employee’s family member(s) in obtaining, services from: a domestic violence shelter; a rape crisis center; or a social services program for relief from domestic violence, sexual assault, or stalking.

• Obtain, or assist a family member in obtaining, mental health counseling related to an incident of domestic violence, sexual assault, or stalking in which the employee or the employee’s family member was a victim of domestic violence, sexual assault, or stalking.

• Participate, for the employee or for the employee’s family member(s), in safety planning; or temporary or permanent relocation; or other actions to increase the safety from future incidents of domestic violence, sexual assault, or stalking.

o For purposes of leave related to domestic violence, sexual assault, or stalking, family member has the following definition:

.

• Any individual whose relationship to the employee can be classified as a child, spouse, parent, parent-in-law, grandparent, or person with whom the employee has a dating relationship.

Reasonable Notice for the Use of Paid Wellness Leave: Employees must provide reasonable notice of an absence from work for the use of paid wellness leave. Any information provided will be kept confidential. If an employee has used paid wellness leave for an authorized purpose for more than three (3) consecutive days during which the employee is required to work, the employee must provide verification that establishes or confirms that the use of paid wellness leave is for an authorized purpose.

Paid Wellness Leave Increments of Use:

• FASPS allows employees to use paid wellness leave in increments of a minimum of 1 hour.

• A half day of paid wellness leave is 4 hours, a full day of paid wellness leave is 8 hours.

Rate of Pay for Use of Paid Wellness Leave:

• Employees will be paid their “normal hourly compensation” for each hour of paid wellness leave used.

Payment for the Use of Paid Wellness Leave:

• FASPS will pay paid wellness leave to an employee no later than the payday for the pay period in which the paid wellness leave was reported by the employee.

Carryover of Accrued, Unused Paid Wellness Leave Carryover Requirements:

• Accrued, unused paid wellness leave balances of 40 hours or less will carry over to the following year.

o For example, if an employee has 25 hours of accrued, unused paid wellness leave at the end of the year, all 25 hours will carry over to the following year.

• If an employee carries over unused paid wellness leave to the following year, accrual of paid wellness leave in the subsequent year would be in addition to the hours accrued in the previous year and carried over.

• Paid wellness leave balances in excess of 40 hours at the end of a year will not carry over.

• The accrual year is July 1 – June 30.

• If an employee separates from employment, they will not be reimbursed for unused paid wellness leave balances available at the time of separation.

• FASPS will reinstate an employee's previously accrued, unused paid wellness leave if they are rehired within 12 months.

• Upon rehire, FASPS will provide notification to the employee of the amount of accrued, unused paid wellness leave available for use by the employee.

2.8.5 PROFESSIONAL REVIEW AND GROWTH PROCESS

The main goal of the process, which may include formal and informal faculty observations, pre and post-meetings, peer observations, and various other forms of feedback, is to provide faculty with opportunities to grow as professionals. During Evaluation years, each employee provides their professional goals to their supervisor when they meet to devise the plan for the year. During non-evaluation years, teachers/TA/CA will meet with the Dean of Learning and Teaching.

The Evaluation Process may include the following:

• Formal and informal class observations

• Peer observations when applicable

• A conference following each formal observation

• Review of feedback

• A conversation between the employee and the direct supervisor

Observation Tools include:

• FASPS Evaluation Framework and Support Documents

• Pre-observation Form

• Lesson Observation Form

• Post-lesson Reflection Form

• Self-reflection

• Supporting documents related to communication with families, harmonization, lesson planning, grading, projects, etc.

The final evaluation reflects the agreement of the employee and the Preschool/Elementary / Middle School Head. In case of disagreements, the faculty member can discuss the results with the Head of School or his designee. Observations by administrative staff can be scheduled on demand. New employees will be evaluated in the first year of their appointment at the school. Evaluation of current employees will be conducted on a rotating schedule.

An employee may be placed on a Professional Improvement Plan (PIP) at any time. The PIP is established with the supervisor. Goals and check-in meetings to evaluate progress are agreed.

2.8.6 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, co-employees, 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 (field trips, 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.

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.

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.

2.8.7 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 grounds for immediate employment termination.

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.

FOR SCHOOL BUS DRIVERS OR AUTHORIZED EMPLOYEES WITH CDL LICENSE:

• Pre-employment Testing: Prior to the first time a driver operates a school bus on a public roadway, the driver shall undergo testing for controlled substances.

• Random Drug and Alcohol Testing: When notified, employees must proceed immediately to the collection site. Immediately means that after notification, all the employee’s actions must lead to an immediate specimen collection. Remember that if an employee leaves the collection site for any reason, their test will be an automatic "positive” by default.

• Post-accident Testing: Drivers shall be tested for alcohol and controlled substances as soon as practicable following an accident if:

o The accident involved the loss of human life.

o The driver received a citation under state or local law for a moving traffic violation if the accident involved:

• Bodily injury to any person who, as a result of the injury, immediately receives medical treatment away from the scene of the accident.

• One or more motor vehicles incur disabling damage as a result of the accident, requiring the motor vehicle to be transported away from the scene by a tow truck or other motor vehicle.

After an accident, a school bus driver must remain available for testing until notified by supervisory staff. Failure to remain available may result in a refusal to be tested, which is treated as a positive test. Nothing in the post-accident drug testing requirements shall require the delay of necessary medical attention for injured people following an accident or prohibit a driver from leaving the scene of an accident for the period necessary to obtain assistance in responding to the accident or obtain necessary emergency medical care.

Refusal to Submit to a Drug or Alcohol Test: A refusal to submit to a drug or alcohol test (pre-employment, post-accident, random, or reasonable suspicion) is required to be reported to DOL and is treated as a positive test.

2.8.8 DISCIPLINARY ACTION

Reasons for disciplinary action include, but are not limited to:

• Professional or personal misconduct

• Ineffectiveness of teaching or a non-teaching duty as documented by evaluation or other oral/written communication.

• Evidence of uncooperative attitude or lack of contribution to team efforts contrary with the mission, vision, core values and priorities of FASPS

The Head of School or his designee will document all steps taken and develop a plan of action with the employee. Failure to correct the problem in a timely manner will be cause for dismissal. Notes will be taken and provided to the employee.

2.8.9 CONFIDENTIALITY OF STUDENT INFORMATION AND SCHOOL MATTERS

As members of our school's recruitment commissions, it is our responsibility to guarantee the confidentiality and protection of information exchanged throughout the selection process. This confidentiality statement is intended to underline our commitment to respecting and preserving the confidentiality of candidates' personal and professional data, as well as the commission's internal deliberations.

Commitments of Recruitment Commission Members:

Confidentiality of applications:

• Applications, including CVs, covering letters and any other documentation submitted by candidates, must be treated with the utmost discretion.

• Access to these documents is strictly reserved for commission members directly involved in the selection process.

Internal deliberations:

• Discussions, evaluations and decisions taken at recruitment commission meetings are confidential and must not be shared outside the restricted framework of the commission.

• Members must ensure that discussions and the results of deliberations are protected from unauthorized disclosure.

Protection of personal data:

• Candidates' personal information must be handled in accordance with current laws and regulations on the protection of personal data.

• Data must be stored securely and used only for the purposes of the recruitment process.

Integrity and Ethics:

• Members of the commission must act with integrity and impartiality, avoiding any conflict of interest and ensuring fair treatment of all applicants.

• Any attempt to exert external pressure or influence on the selection process must be reported immediately and treated with the utmost rigor.

By adhering to these principles of confidentiality, we ensure that the recruitment process is conducted fairly, transparently and with respect for the rights and dignity of all candidates. We are committed to maintaining the trust and integrity of our school in all our recruitment practices.

2.8.10 REPORTING OF INJURY, INCIDENT REPORT, ILLNESS, OR CHILD ABUSE

• 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.

• Refer to the FASPS Prevention & Response policy for reporting symptoms of potential communicable diseases.

• CHILD ABUSE: according to the Child Care Center Licensing Guidebook: WAC 11030-0030

• Washington Administrative Code) states that an employee must report suspected child abuse, neglect, or exploitation to Child Protective Services (CPS) at 1-800-5625624 and if there is immediate danger to a child this person must also make contact with the local law enforcement agency immediately. Employees 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 employees are immune from any civil or criminal liabilities if they 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 employees can be charged with a gross misdemeanor if they 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 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 an employee suspects a child is a victim of abuse or neglect: FASPS employees are in a unique position to recognize abusive situations in the early stages and to take actions that will end the cycle of abuse. Employees must contact CPS if they even suspect that certain injuries or bruises may not be accidental.

They must contact CPS if they see signs of emotional or sexual abuse or physical neglect. Even if an employee has made a report to CPS about a particular child earlier, they must report each new injury or incident. The phone number for CPS should be among the emergency numbers posted by an employee’s telephone. FASPS employees are not required to tell the parents they are making a report. As an employee develops the opinion that this child may be the victim of abuse or neglect, they may have had a series of discussions with the parents asking for information and expressing their concerns. Employees should not, however, attempt to interview the child or attempt to handle the situation themselves. 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 FASPS Employees with a copy of the pamphlet, which offers more detailed information. A family will probably be angry for reporting them to CPS. Employees may need to remind them that they are required by law to report suspected instances of abuse and neglect. One of the reasons for informing parents about parent policies of the 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 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, be cooperative. CPS personnel have the right to interview children in our school, with or without the employee or the parents present. Abuse often results from a crisis that puts stress on the family and taxes the parents’ ability to cope. If the parents continue using our school, FASPS employees can help ease the crisis by providing a calm, stable, and nurturing environment for their child. 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.

2.8.11 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 concerns 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 an employee has a grievance, it must be reported to their direct supervisor within five working days of the problem’s occurrence.

The subject of the grievance should be informally discussed between the employee and their direct supervisor in a good faith attempt to resolve the dispute; a mediator can be involved at this point. (If the grievance is with the employee’s 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.

2.8.12 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 normal channels such as an employee’s direct supervisor or other administrators.

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 follow-up 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 a 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.

2.8.13 REQUESTS FOR REMOTE WORK ARRANGEMENTS

In cases where employees wish to request remote work or work-from-home arrangements, they must first receive prior approval from their direct supervisor. In-person duties and responsibilities that may need to be covered due to the physical absence of the employee will need to be arranged by the employee prior to their departure to begin remote work.

2.8.14 OUTSIDE OBLIGATIONS AND CONFLICTS OF INTEREST

Teachers and staff may pursue outside employment provided that they fulfill their duties and responsibilities at FASPS. A teacher or staff member may not perform any duties related to an outside job during their regular working hours or during the additional time that they need to fulfill the responsibilities of the position. Other employment obligations will not constitute an excusable absence from employee meetings, Parent-Teacher Conferences, Faculty In-service Days, or any other activity that faculty / staff are expected to attend. A teacher or staff member should inform their direct supervisor about an outside job or work opportunity.

FASPS acknowledges that many employees have multiple roles and responsibilities (e.g., teacher, parent, coach, alumni, volunteer, etc) Employees should avoid situations that involve or may involve a conflict between a personal interest and the interest of FASPS. If an employee feels that a situation might be a conflict of interest, they are required to disclose the nature of this conflict (potential, actual, or perceived) so that school administrators and supervisors can step in to diffuse tensions and relieve the employee from having to make decisions that may jeopardize the reputation of both the employee and the school.

Primary employment at FASPS takes precedence over any secondary employment or other jobs you may have. Any conflicts in time or scheduling need to be reviewed with the emplpoyee's direct supervisor.

2.8.15 VISA STATUS

It is the responsibility of any employee under visa regulations to comply with the regulations set forth by the Department of State, including restrictions concerning outside obligations and employment, submitting required documents and notifications in a timely manner, and maintaining an awareness of their status. Additionally, it is the responsibility of any employee under visa regulations to keep all documents up to date and in compliance and to meet all necessary deadlines.

2.8.16 TUTORING

Teachers 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.

2.8.17 PROFESSIONAL DEVELOPMENT AND TRAINING

FASPS values and recognizes the importance of continued professional growth, involvement in professional organizations, and participation in community service organizations. All full-time, salaried employees may be reimbursed for any professionally related materials and/or training pre-approved by their direct supervisor. The Educational Leadership Team reviews professional development opportunities, who strive to balance opportunities and costs equitably for each employee each year according to budget. It is the employee’s responsibility to meet registration or application deadlines for prior approval. Professional development opportunities should not interfere with an employee’s ability to fulfill their duties and responsibilities at FASPS without prior approval from the Head of School or his designee. An employee attending professional development is expected to share what is learned with their peers. For further process details, employees should consult their direct supervisor.

REP PANEL

FASPS employees have the opportunity to serve as a sounding board for ideas and suggestions representing each employee constituency group:

· TAs/CAs

· Educational Assistants

· Maternelle Faculty

· Preschool School Faculty

• Elementary School Faculty

· Middle School Faculty

· Faculty Specialists

· Non-Director Administrative Staff

The representatives from each group comprise the FASPS Rep Panel which solicits feedback from their respective group and communicates that feedback to the Head of School and CFO/COO prior to each All-Employee meeting. Any concerns are reviewed with the Directors Team and applicable follow up actions are then communicated back to the FASPS Rep Panel.

Continuous Professional Growth and Development Procedure 2022-23.docx

2.8.18 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.

2.8.19 SUPPLIES AND MATERIALS PURCHASES

Regular school and office supplies orders need to be submitted for approval (use Purchase Request Form). When approved by the direct supervisor and account owner, orders will be placed by the Operations Director. Employees may exceptionally purchase relevant materials in an amount to be determined by the appropriate supervisor, without pre-approval. To get reimbursed employees must complete a Reimbursement Form (with receipt(s) attached) and return it to the appropriate supervisor for approval by the end of the month.

2.8.20 BUSINESS EXPENSE REIMBURSEMENT POLICY

This policy for reimbursement of business expenses applies to all employees of FASPS who may incur costs for FASPS business purposes. Within 10 calendar days after the ordinary and necessary cost is incurred (or 10 calendar days from receipt of the corporate credit card invoice), a fully documented and approved expense reimbursement form must be submitted to the Business Office. FASPS reimburses business expenses that are reasonable and necessary to achieve a FASPS business objective. Expenses that are deemed unreasonable or unnecessary in the review process will not be reimbursed.

2.8.21 TRAVEL EXPENSES

Refer to FASPS Business Reimbursement and Mileage Policy on MyFASPS for travel expense policies. For information about travel expenses incurred during overnight school trips when faculty are chaperones or trip leaders, refer to the Overnight Trips Handbook.

2.9 FACILITIES AND EMERGENCY PROCEDURES

2.9.1 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 keys to anyone at any time. If an employee is the last one to leave the school building, they must arm the alarm. Do not give the code to anyone. All school employees, on duty or not, should have their key, school badge and wear their employee ID with them at all times.

2.9.2 PARKING

Parking is in the Herzl-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). A FASPS parking pass must be visibly displayed 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 Operations 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 Facilities, Office, and Transportation Director.

2.9.3 RESTROOMS

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

2.9.4 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 in the garbage cans.

2.9.5 CLASSROOMS AND COMMON AREAS

It is important to keep all areas in the building orderly and neat, safe for all students and employees, and presentable for parents and visitors.

Please make sure that when not in the classroom, that desk area and floors are cleared, with items put away, and the classroom is tidy. For common areas shared by employees, please be aware that all users are responsible for cleaning up after themselves. It is the responsibility of all faculty and staff to ensure, for example, that the copier area, hallways, and preschool kitchen are kept clean and tidy. Concerning the last day of school, make sure nothing is left behind: artwork, notebooks, nap blankets, coats, etc. All teachers must assure that their classroom is completely clean before leaving on vacation and before Summer Camp starts.

For faculty and staff not returning, all keys, computers, and any school property must be returned prior to the end of the last working day.

2.9.6

EMERGENCY PROCEDURES

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 to read the information below and are clear on what to do in case of an emergency. Employees will review proper emergency procedures together and FASPS will conduct regular fire, earthquake, and lockdown drills periodically throughout the school year. Faculty and staff will participate in Emergency Teams outlined in the Emergency Preparedness Plan. Additionally, any school employee, as a disaster services worker, may be asked to assist an Emergency Team whenever necessary.

A copy of the full Emergency Preparedness Plan is available in each classroom, located in the class backpack by the door, and available online. Teachers are also responsible for reporting missing emergency supplies in their rooms (for example Student Kits for each person in the classro om). Emergency supplies should only be used for an emergency. All employees must wear proper footwear during the school day in the case of an emergency to allow for a safe and efficient evacuation.

Person in Charge: Victoria

Paolacci-Mellor, Operations Director.

Before an emergency strikes:

• Know the location of the nearest exit.

• Know the location of the nearest fire alarm box and fire extinguisher.

• Know the evacuation procedures for the current 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.

2.9.7 COMMUNICATION WITH THE HEAD OF SCHOOL AND DIVISION HEADS

The Head of School and Division Heads have an open-door policy (whether online or in person): Employees are welcome to communicate on matters that require a short conversation, or for urgent matters, at any time. For discussions that may last more than 5 minutes, employees are encouraged to make an appointment or to visit via Teams during the published Office Hour. To make an appointment, please contact the Executive Assistant or the Division Head directly. The Head of School and Division Heads will have a weekly Office Hour during which employees are welcome to meet with them without an appointment. The Office Hour day and time will be communicated in the Faculty News.

2.9.8 SCHOOL STATIONERY AND FAX POLICY

School stationery and the fax machine are to be used by employees only after administration approval.

2.9.9 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.

2.9.10 PERSONAL VISITS, TELEPHONE CALLS, AND MAIL

Personal visits during school hours need to be approved by the direct supervisor. Employees should not use school telephones to make personal calls unless authorized by their 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 an employee’s home and not to the school unless there is a temporary arrangement with their direct supervisor following a formal request. Personal cell phone usage (for phone calls and/or texting) during student contact time, in the classroom, in corridors, public areas, and on recess, lunch, and nap duties, is strictly prohibited. Cell phones should be kept on vibrate when on school premises.

2.9.11 EMPLOYEE MAIL SLOTS AND EMAIL

Employees should regularly check their mail slots in the mail cart for memos, messages, paychecks, etc. Do not use the mail slot for storage as it leaves little room for mail. All email messages should be acknowledged within one school day within one business day unless prevented by special circumstances. As a good practice, employees should check email at least twice a day. Teachers are expected to respond to parents’ emails, with at least an acknowledgement of receipt of the email, within 24 hours when school is in session

2.9.12 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 and should refrain from using their school account for personal use. 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. Laptops that have been assigned to specific faculty and staff members are owned by FASPS and to be used only for school purposes. It is understood that the employee may need to take their assigned laptop off campus for work related reasons. However, no other school property is to be removed from the school premises without prior permission from their supervisor. See the addendum for FASPS’s Technology Acceptable Use Policy and communication guidelines.

2.9.13 OWNERSHIP AND STORAGE OF EMPLOYEE CREATED CONTENT

Content created by a FASPS Employee for use in the classroom or on behalf of the school, during working hours, or using FASPS-provided tools, or on FASPS-provided equipment is the property of FASPS.

Any files with information on the school, its employees, its students, and the parents of students should only be stored on FASPS-approved services and devices to ensure proper security and auditing of access. No FASPS data should be stored on personal accounts on any service.

2.9.14 ADMINISTRATIVE BULLETIN BOARD

There are physical administrative bulletin boards in the two copy rooms. Additionally, please check the Employee Resource Board on MyFASPS for important announcements and memos.

2.9.15 IMPORTANT FORMS

All forms are located on the MyFASPS Employee Resource Board and should be completed online or printed as needed.

HEALTH AND SAFETY POLICIES

Refer to the FASPS’s website for current COVID health policies and procedures for 20242025.

FASPS’s rules should be strictly and consistently enforced. Concern for safety and the well-being 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.

3.2 USE OF PHOTOGRAPHS, VIDEO, AND PRIVATE INFORMATION ON THE INTERNET

In order to protect students and follow privacy and safety guidelines, posting photos and/ or videos of students and/or FASPS employees at school functions to the internet should only be done by or with the approval of designated people, such as the Director of Communications or Social Media Manager.

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. Employees may post photos and videos to approved secure internal platforms such as MyFASPS, Toddle, OneDrive, or Teams.

All photos taken at school should be posted onto VIDIGAMI for storage, sorting and usage by the school. https://www.vidigami.com

3.3 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.

3.4 LUNCHES AND SNACKS

Students should remain seated during the eating period. The exchange of food is not permitted. 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 there be a student that needs a lunch, please notify either the Auxiliary or Facilities Team.

3.5 PLAYGROUND

Faculty should ensure the safety of students by providing active supervision and reinforcing rules. Altercations between children must be stopped immediately. While on duty, Teachers, Teacher Assistants, Class Assistants, and Educational Assistants are to be alert and directly involved in the supervision of their assigned area (please refer to plan and schedules). Supervisors cannot chat with colleagues. Faculty 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 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. Faculty will need to accommodate this request and facilitate a process that meets the needs of all students.

3.6 HALLWAYS

Running in the hallways is strictly prohibited at all times.

3.7 ALLERGY POLICY

Please refer to the Parent Handbook about the revised Allergy Policy at FASPS.

THE SCHOOL DAY: ROUTINES AND PROCEDURES

4.1 TEACHER RESPONSIBILITIES

• Follow the appropriate harmonized bilingual program of the assigned class.

• Maintain a lesson planner.

• Create a scope and sequence (progression) of goals and communicate it on a regular basis to parents.

• Coordinate and work with other teachers (French and English parts of the program, specialists, coordinators, educational leaders, deans).

• Log each child’s progress, success, problems, and overall adjustment to school.

• Develop a regular communication plan about classroom activities and student work (emails, in-person meetings) that will be explained to the parents at the beginning of the year. Teachers will maintain communication channels with parents so that families are informed weekly of learning activities.

• After an individual meeting between parents and faculty, it is the faculty member’s responsibility to fill out the Individual Parent-Teacher Conference form available on MyFASPS or another form of documentation and share it with the Dean of Students and the Division Heads.

• Read the Emergency Preparedness Manual and be aware of all required responsibilities in case of an emergency.

• Feedback regarding family enrollment and dissatisfaction or great concern should be reported to the appropriate supervisor.

• Be proactive in communicating with parents.

4.2 CURRICULUM OUTLINE

At the beginning of each school year, teachers are required to submit a program overview document to be approved by the Division Heads. The program overview document should be a detailed program outline that includes content or topics, as well as objectives for the year. An example of the types of materials should also be listed. This document is to be used for communication with parents during Fall Information Nights. Class schedules, written in French and English, need to be posted in each class. A scope and sequence (progression) per subject and for each period of the school year should be made available to Preschool, Lower School or Middle School Division Head if requested. Daily lesson plans must be available at all times.

4.3 ACTIVE STUDENT SUPERVISION

Students must always be supervised 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 well-being 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.

4.4 STUDENT ATTENDANCE

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

4.5 MORNING DROP-OFF

Lower School teachers are required to open their classrooms and welcome and supervise students prior to the beginning of drop-off (8:00am for K–5, and 8:15am for TYPK-PK).

Middle School teachers are required to open their classrooms by 8:00am. Designated teachers are on duty to supervise students in the hallways and classrooms.

Student drop-off times are the following:

• Preschool: 8:15 – 8:45 am

• Grades K–5: 8:00 – 8:30 am

• Middle School: 8:00 – 8:10 am

4.6 AFTER-SCHOOL PICK-UP

Teachers are on duty until the end of after-school pick-up time. Punctuality is extremely important. Information about the indoor procedure and location of students for both morning drop-off and afternoon pick-up will be set in faculty meetings prior to the beginning of school.

Pick-up times by grade are the following:

• Preschool: 3:00–3:30 pm | Garderie: 3:30–5:00 pm

• Grades K–5: PM: 3:15–3:45 pm

• Middle School: 3:45–4:00 pm

4.7 LATE ARRIVAL / LEAVING EARLY DURING SCHOOL HOURS

A student is considered tardy if they arrive 15 minutes after the end of the drop-off window for their grade. Students who are late will be given a tardy slip to take to their teacher for entrance into the class. Students arriving late will need to enter school by the Blue Door (main entrance).

Tardy arrivals after the drop-off window are monitored by FASPS. If a student has excessive tardies, the parents will be contacted for a meeting with the appropriate Division Head.

4.8 COMMUNICATION GUIDELINES

4.8.1 WRITTEN AND ELECTRONIC COMMUNICATION

Teachers who wish to use school letterhead for any type of written communication should get prior approval from their direct supervisor. Letterhead is to be used for official FASPS communication only.

Teachers are responsible for communicating with parents in English (unless both parents expressed their preference to communicate in French) through a grade-appropriate communication tool (MyFASPS, OneDrive, Teams, Toddle). Other tools must be approved by a direct supervisor. Teachers will communicate class-related news, field-trip announcements, special celebrations, learning beyond the classroom, and any other pedagogical information to parents on a regular basis. Teachers will inform parents at the beginning of the year of which method of communication they will use. Class parents’ role is to coordinate celebration/party logistics, and other class-related activities.

FASPS administration may also use grade parents to communicate with parents regarding the Gala and other general reminders.

Teachers are expected to respond to parents’ emails, with at least an acknowledgment of receipt of the email, within 24 hours when school is in session. Employees are required to check emails at least twice a day: at the beginning of the day and before leaving the school premises. Teachers are encouraged to seek advice from the administration in case of sensitive issues/matters. After two email exchanges, if an issue remains unresolved, we recommend inviting parents to meet in-person or face-to-face online. A meeting should then be scheduled in advance, outside of class time to allow for ample meeting time. Impromptu conferences or meetings with parents should be strongly discouraged by teachers. Most questions should be resolved within three business days. If resolution will take longer, the employee’s supervisor should be notified.

Time estimates should be reasonable and made in good faith. When it appears likely that an original estimate will not be met, a revised estimate should be provided along with the reasons for the revision. Once a commitment is made to resolve a subject by a certain time, the employee remains responsible to ensure that the resolution happens or that the person leaving the message is notified of the resolution status. Any unreasonable delays in resolving a subject should be reported to the employee’s supervisor.

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.

Use of technology (such as cell phones or laptops) during meetings should be used for notetaking or to monitor school-related communications (if necessary). Please refrain from conducting any personal matters on electronic devices during meetings. As a courtesy to colleagues and meeting attendees, please step outside of the meeting room to respond to any personal emergencies if they arise.

4.8.2 WEEKLY COMMUNICATION

Every Friday, parents, students in Grades 5–8, FASPS employees, alumni, and trustees will receive FASPS’s Friday Flash e-newsletter, which contains pertinent information about FASPS news, events, deadlines, FPC activities, and other matters of interest. Employees are asked to read this important communication tool every week. All Friday Flashes will be posted on the MyFASPS Communications Resource Board.

Using the iPad / iPod provided by the school, please take pictures of class projects, activities, outings, events on a regular basis for the yearbook and other publications. Teachers may also request that members in the Communications office come to take pictures and video of special events, important student milestones, visits from special guests, etc. per their availability.

Starting in 2023, all FASPS photos will be uploaded and stored on Vidigami, FASPS Digital Asset Management System. Each teacher will be assigned their own Vidigami account linked to their grade's page. Uploaded photos will automatically populate onto designated pages or albums. A quickstart guide of how to use Vidigami and upload photos is available here: Quickstart Guide For Teachers, Faculty and Staff.

4.8.3 YEARBOOK AND DOCUMENTATION

The school develops and produces a Yearbook and other publications covering the life of the school and pages about each class every year. The book is finalized by early June and released the following September.

Photos for the Yearbook will be selected from the VIdigami albums and pages (see Section 4.8.2)

One complimentary copy of the yearbook is offered to each employee per their request

4.8.4 GENERAL BULLETIN BOARDS

Inside and outside bulletin boards are used to communicate FASPS and community news and events to the FASPS community. If an employee is interested in posting something on the general bulletin boards, please email Communications@FASPS.org; this does not include the bulletin board outside the classrooms.

Posting on anything other than bulletin boards is not allowed in order to protect our walls, windows, and doors. Any use of FASPS’s logo or school mascot must first be approved by the Communications, Marketing, and Public Relations Department.

4.9 FALL INFO NIGHTS

An evening meeting is planned within the first month of school, to which all parents are invited, and all teachers and teacher assistants and class assistants are required to attend. Fall Info Nights will be hybrid: The evening provides parents with a clear understanding of their child’s program of studies. Teachers present their teaching philosophy, the program, their objectives and methods, and their preferred way to communicate with parents.

The following are a few suggestions for the occasion:

• Decorate the classroom and post samples of students’ work, in French and English, class textbooks, as well as the teachers’ academic objectives.

• Use of a bilingual PowerPoint presentation is strongly encouraged.

• General organization of the classroom:

o Presentation of French and English textbooks, French cahiers and books

o Classroom schedules and example of daily schedule/routines

o Use of “cahier de texte” or student planner

o Learning beyond the classroom and after-school Learning

o Behavior expectations and classroom rules

o Use video

• Cover the following: Yearly goals with specific objectives and methods, the assessment process, the approach to harmonization and differentiation, learning beyond the classroom, special projects, method of communication between parents and faculty, etc.

• Available documents: Weekly schedule for the class, showing the French program and English program times and the subject matters covered. Program overview for the Grade level.

• Avoid being sidetracked by one parent who may embark upon any individual concern or issue. If this happens, tell the person to schedule a meeting to discuss the matter since time is short and there is a lot to cover.

• Do not discuss an individual student’s health, attendance, participation, progress or personal matters.

• Remind parents of upcoming Parent-Teacher conferences.

• Conduct presentations in English, with support from colleagues as needed.

Three Parent-Teacher conferences are scheduled during the year. Please refer to the calendar for details. Parents must sign up to obtain an appointment with their student’s teacher. At that time, teachers are expected to give a detailed assessment of the student’s progress, successes, and challenges that should not come as a “surprise” to the parents (challenges that require attention should be communicated as soon as they occur and are being identified). In cases where there is a specific issue, parents should be notified as the issue arises. It is also advisable to show parents their student’s work. Supplementary private conferences may be set up at any time, either in person or by telephone, if the need is felt, either at the parent’s, teacher’s, or the administration’s request.

The Individual Parent-Teacher Conference form must be filled out for both an in-person conference and a telephone conference and sent to Preschool, Lower School or Middle School Heads. Student testing or counseling must not be recommended by the teachers without prior discussion with the Division Head and Dean of Students. Teachers must not make recommendations to parents about other teachers for their children. Middle School students are expected to attend their conferences. For grades 7-8, the first conference is student-led. For grade 6, the second set of Middle School conferences uses a student-led format.

4.11 PROGRESS REPORTS AND MIDDLE SCHOOL REPORTS

Progress Reports will be posted to MyFASPS two times during the school year. The comments are reviewed by the Division Heads or their designee. When completing progress reports, please keep the following points in mind:

• Be positive, specific, and constructive.

• Be empathetic: see the parent’s perspective and offer suggestions to help them better understand.

• Offer strategies or constructive suggestions for correcting concerns

• Do not make comparisons with other students (including siblings).

• Discuss each student with a counterpart(s) before filling out the report.

• Teachers are encouraged to communicate regularly with parents about students’ progress in order to proactively partner with parents and avoid a belated sharing of information. In cases where there is a specific issue, parents should be notified prior to receiving the information in the progress report or semester report.

• Focus on student achievement rather than the student’s personality or potential.

• Do not refer to student absences.

• Describe behavior rather than label it.

• In alignment with our differentiation expectations, reference should be made to an area for improvement and an area for commendation.

• Middle School teachers will adhere to the Assessment Timeline for each semester and the Reports and Comments Writing Guide.

4.12 DIFFERENTIATED LEARNING EXPERIENCE

Differentiated learning experience (or differentiation) is a frequently used term and one of our main priorities at FASPS. Across all grades and cycles, we strive to provide a differentiated learning experience to each student. We prioritize the overall well-being of each student and recognize that students have different learning styles and physiological, social, emotional, and instructional needs.

It is essential to our students’ success that they are engaged in a relevant and customized manner. Every student is unique and should be challenged by providing appropriate support and enrichment. Working in collaboration with parents, teachers, deans, educational leaders, specialists, and the administration is essential. Differentiation happens during every school activity and can be done individually or in small groups, by varying the learning process, the educational content, the type of material, the environment, and/or the educational tools. Communication with parents, and our partners, is crucial. Excellence in education results from an ongoing team effort where all stakeholders are involved.

4.13 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:

• There is/are 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.

• Observations have been with parents and feedback has been requested.

• 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.

• A plan is necessary to find solutions/strategies to address those issues which 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 it needs renewal, 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 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

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 which may not be able to be provided by the employee. Get information from the parents, talk to supervisors, and share with other child’s teachers.

4.14 STUDENT USE OF TECHNOLOGY

Students and their families sign an Acceptable Use Agreement for the Middle School laptop that goes home with them every day. Failure to follow the Student Guidelines for Responsible will be reported via the Behavior App by all employees who observe misuse. Staff working with students will remove technology from the student when misuse occurs.

Repeated incidents of misuse on the Behavior App can result in:

1. Loss of privileges and/or equipment, which may impact the way a student conducts their learning in or outside of class.

2. Consequences according to the Student Code of Conduct Financial responsibility for the repair and/or replacement of damaged equipment This may include the cost of the time necessary to reformat a laptop and return it to working order.

4.15 ACADEMIC INTEGRITY

Integrity is a FASPS value. 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.

4.16 PROMOTION OF STUDENTS

Decisions of placement must include consensus between the teachers, Preschool, Lower School or Middle School Head, the Dean of Students, the Head of School, and the parents. A teacher must not make recommendations about class placement nor preference of teachers for the following year directly to the parents.

4.17 HALLWAY AND CLASSROOM DISPLAYS OF STUDENT WORK

The display of student work is encouraged. Please change displays frequently when posting student work. Student work should be corrected before posting unless otherwise noted as uncorrected student work. For hallway displays, please use the bulletin boards, do not use the walls. Do not post work on the inside or outside of classroom doors or windows. When using tape to display student work, please use masking tape only; do not use transparent tape. All-stick may also be used.

4.18 ASSESSMENT POLICY

Our community of learners believes that the purpose of assessment is to support student learning and build consistency of practice both horizontally and vertically. We recognize that learning is stimulated and guided within the school environment. Learning also extends beyond the temporal and spatial boundaries of the classroom.

AS PER FASPS ASSESSMENT POLICY, THE GOALS OF ASSESSMENT ARE TO …

• Encourage development and appreciation of learning.

• Establish a path for learning and facilitate individual growth.

• Provide clarity of expectations and goals through clear feedback to students.

• Inform stakeholders throughout the process (students, teachers, parents, etc.).

• Document student learning (for internal and external use).

• Teach students how to reflect and self-assess.

• Facilitate consistent assessment horizontally and vertically, as part of our ongoing commitment to harmonization.

OUR COMMUNITY OF LEARNERS RECOGNIZES THAT STUDENTS …

• Should be included in the process.

• Must feel safe to engage in any evaluative process.

• Must have prior knowledge about the assessment.

• Must have access to a variety of summative and formative methods (tools) to demonstrate their progress and knowledge.

ASSESSMENT IS VALUABLE TO STUDENTS FOR …

• Building self-awareness and self-confidence.

• Recognizing how to meet class objectives.

• Providing documentation of development and readiness for future learning.

• Establishing personal goals and autonomy.

Our community of learners believes that assessment is used internally to identify prior knowledge and skills, gather information about student development, and inform instruction.

INTERNAL ASSESSMENT IDENTIFIES WHERE LEARNING BEGINS BY …

• Establishing what prior knowledge and skills (diagnostics, observations) students have acquired in informal differentiated experience.

• Gathering information (socio-emotional, personal interest, cultural, diversity) that can widen the school’s scope of responsiveness, engagement, and methods.

FORMATIVE INTERNAL ASSESSMENTS...

• Provide opportunities for students to demonstrate development.

• Raise student awareness of their development when learning expected skills, content, and concepts.

• Allow students, their families and faculty to observe development through a variety of routines, strategies, approaches, and methods.

• Gather further information that supports differentiation, additional learning activities and/or additional formative assessments.

• Prepare for summative assessments.

SUMMATIVE INTERNAL ASSESSMENTS …

• Establish what has been learned at the end of a learning cycle (for students, for teachers).

• Transmit student development to other partners in learning (families, colleagues,external specialists).

• Communicate student development (through varied tools).

Our community of learners needs to be aware of the types of external assessments we use and for what purpose.

The primary purpose of group external assessments (standardized tests, for example) is for FASPS to gather data and gain insight about program effectiveness, specific trends, or benchmarks in view. While individual data may still be available, it is only a snapshot of a child’s or group’s development. FASPS prioritizes internal, ongoing assessment for reporting individual development. Results from external assessments are held separate from the reporting process. External assessments should provide meaningful feedback about students and for students when possible.

The Learning Specialist Team performs assessments and evaluations upon referral. The school welcomes the results and proposed accommodations of external specialists. With respect to high school admissions placement tests, FASPS provides information about testing, but does not administer the actual tests (ISEE, SSAT). FASPS organizes and valorizes external assessments that provide certification and/or proficiency, such as the DELF (diplôme d’études de langue française). Group external assessments provide data to organizations such as the IBO, NWAIS, NAIS, AEFE, MLF, Ministry of Education and WA school districts.

4.19 GUIDELINES FOR LEARNING BEYOND THE CLASSROOM

FASPS acknowledges and supports the extension of learning beyond the temporal and spatial boundaries of the classroom. As a child’s learning journey develops, the level of autonomy and responsibility expected grows. Students gain autonomy, they become responsible for developing an appreciation and commitment to ongoing learning through a personal awareness of areas for growth. They are encouraged to explore interests already in place and new areas for discovery.

Preparation and practice are the aspects of learning that extend beyond the classroom. The use of differentiation within the classroom results in a variety of resources and activities that can be discovered, proposed, self-assigned, or assigned beyond the classroom.

Learning-beyond-the-classroom activities provide information and facilitate communication between FASPS and families. For Lower School, practice reinforces essential skills and habits. For Middle School, preparation and practice support academic achievement through learning activities that are designed to facilitate reflection on previous learning and to prepare for upcoming lessons or units of study.

Preparation and practice are relative to the age and readiness of the student. As a child develops, the expectations for time spent learning beyond the classroom increases proportionately. FASPS recognizes that students (and their families) need explicit guidelines for preparation and practice from the faculty. As student accountability increases, students can also engage in self-directed learning activities with the support of teachers and advisors.

Learning-beyond-the-classroom activities are an integral part of the FASPS program. Activities and tasks vary according to student readiness and the mode selected for sharing understanding and interest. Faculty collaborates to provide consistency of purpose by monitoring the student time commitment across a grade and developmentally through the years.

Learning beyond the classroom is developmentally aligned to create a coherent journey through FASPS programs. In Middle School, learning activities assigned beyond the classroom are formatively assessed. These activities are part of a participation grade. Teachers rely on a variety of age-appropriate methods for checking student learning beyond the classroom. The checking of outside learning activities is not intended to take up significant class time, nor should learning beyond the classroom compensate for untaught aspects of the curriculum.

Teachers strive to respect family lifestyles without compromising the integrity of our challenging bilingual program. Students are expected to use organizational and time management techniques. Parents and guardians play a key role in understanding and supporting learning beyond the classroom procedures. Parents provide space, time, and encouragement for learning beyond the classroom; as students gain autonomy, parents monitor and assist with assigned tasks and activities less and less.

To communicate effectively with families, FASPS is currently exploring a variety of learning management systems.

4.20 EMPLOYEE APPEARANCE POLICY

Our Employee Appearance Policy is designed to promote the safety and wellbeing of our employees and our students, and 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. This policy applies to all employees, including permanent and temporary staff.

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 special circumstances.

To support the school’s commitment to neutrality, all clothing and accessories must align with the school's mission, vision, and values. Any messaging or graphics on clothing must reflect these principles and not feature any political advocacy, endorsements of specific candidates, or any language or symbols that could be considered discriminatory, exclusionary, or contribute to a hostile learning and working environment.

The head of school or their designee retains discretion to address such issues as they arise, and this may require the employee to refrain from wearing a specific piece of clothing with messaging not aligned with this policy.

Additionally, the following rules apply to employee appearance:

• Appropriate clothing covers undergarments when employees engage in normal movement and school activity.

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

• Face must be visible (except for wearing masks as necessary for health guidelines).

• 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 always worn. For safety reasons, shoes must have a back strap and allow for moving up and down the stairs quickly, and for trips between FASPS and the SJCC.

Several field trips are organized during the school year. They should be relevant to the curriculum and carefully integrated into the schedule. A field trip permission slip is signed by the parents for the entire school year. Trip specific permission slips are required for all overnight trips, trips where parents are being charged for the cost, and trips taken by the Tiny YPK, YPK, and PK classes. It is the responsibility of a teacher to give the field trip request form to the Preschool. Lower School or Middle School Head so they can process the request. Please submit all forms to the appropriate supervisor at least 2 weeks before the trip is supposed to happen. Whenever possible, trips should be announced to parents before the month lunch orders are due, so parents do not order lunches for that day. It is also a teacher’s responsibility to notify any other faculty members who are affected by a field trip. Classes must be accompanied by a sufficient number of faculty members when on field trips (both French Curriculum and English Curriculum teachers whenever possible). If there is not a sufficient number of teachers participating on a field trip, the field trip will be canceled. Please check with the transportation department before communicating car seats needs to parents.

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. Class performances will be scheduled throughout the year in which classes present a brief performance. Parents and family members are invited to those events. Please refer to the calendar for details.

4.22 STUDENT BIRTHDAYS

Students can 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/home-cooked goods are not allowed. Teachers are responsible for communicating the birthday policy to parents at the beginning of the school year.

4.23 FASPS ONLINE SESSIONS RECORDING GUIDELINES

These guidelines are to explain how to record, where recordings are stored, and how to share them.

Teams: All video or audio meetings on Teams can be recorded. This includes 1:1, group chat, Meet Now initiated meetings, and scheduled meetings. If the meeting is scheduled it can be configured to automatically record. A manual recording can be initiated at any time by any user with presenter rights by choosing Start Recording.

Once the meeting is completed the recording is processed shortly after, usually within minutes. If the meeting was scheduled in a Team Channel the recording will be in the files section for that channel. If the meeting is of any other type the recording will be in the OneDrive files for the person who triggered the recording to start or if automatically recorded the person that first entered the meeting with presenter rights. The file will be in the recordings folder. The recording can be shared to anyone just as any other file such as Word can be from OneDrive.

4.24 ACADEMIC MODALITIES

FASPS may move to distance learning if needed (e.g. inclement weather, illness outbreaks, wildfire smoke, etc.)

4.25 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 school is posted at www.flashalert.net. (Information on creating a FlashAlert account can be found on the Policies / Forms / Comm. Resource Board on MyFASPS).

• Text Alerts will be sent out as soon as possible using FASPS SMS texting alert system.

• 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”.

4.26 DELAYED START

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

BEHAVIOR EXPECTATIONS & DISCIPLINE GUIDELINES

5.1 POSITIVE GUIDANCE

SEE FASPS PARENT HANDBOOK

5.2 THE FOUR EXPECTATIONS

SEE FASPS PARENT HANDBOOK

5.3 STUDENT APPEARANCE POLICY

SEE FASPS PARENT HANDBOOK

5.4 COMMUNICATION AND PARTNERSHIP

The school partners with parents and guardians to build positive behaviors a nd expectations; communication is an essential part of this partnership. The school has a school-wide, harmonized approach that monitors behavior progressively. FASPS responds to behavior in a manner that respects diversity, equity, and inclusion, and upholds everyone’s dignity.

FASPS employees reinforce positive behaviors by sharing resolutions for correcting negative behaviors. The following flow charts elucidate our processes for understanding and responding to student behavior.

See Appendices for “Low to Moderate Level Incident Flowchart,” “Significant Level Incident Flowchart,” and “High Level Incident Flowchart.” in the link to the Parent Handbook.

EMPLOYEES SHOULD MAKE SURE STUDENTS ARE FOLLOWING THESE RULES:

• Students respond to directions or instructions from any FASPS employee.

• Students should only walk in the hallways.

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

• Students should treat everyone with dignity and respect.

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

• Students will respect all school property.

• Students should always be under adult supervision from the time they arrive until they are dismissed.

• Students should only leave campus with explicit permission.

• Students should not bring prohibited items inside of the school.

• Communication with outside parties should only take place with permission from a FASPS director.

5.5 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.

5.6 NOTIFICATIONS TO FAMILIES

MyFASPS Notes are used to share information with families. In the Lower School, Notes are received by the parents. In the Middle School, Notes are received by both the student and the parents. A variety of subject lines is possible, including a range of areas and levels of concern and areas for commendation.

Notes will include the facts and action taken or to be taken, and the repair if applicable. They will not include the names of other students involved. Notes are internal and will not be shared with outside parties, nor are they part of the high school placement process (except when requested by parents).

As we upgrade to Toddle, these notifications will go through that platform. Please check back for addendums as we add instructions for this section.

5.7 TYPES OF NOTES

5.7.1

BRAVO NOTE

1. Recognizes positive student behavior

2. Recognizes student leadership

3. Recognizes service

4. Recognizes academic excellence

5. Recognizes display of empathy

6. Recognizes outstanding display of 4 expectations (Respect, Responsibility, Kindness, Safety)

7. Recognizes exemplary commitment to FASPS’ mission, vision, & values

5.7.2 MISSING ASSIGNMENT (MIDDLE SCHOOL ONLY):

1. Alerts student and parents to missing assignment

2. Missing an Assignment:

a. guided office hour

b. parent notification with information about how grades could be affected.

c. consultation with advisor

d. conference with parents

e. individual development plan suited to need.

5.7.3 ACADEMIC INFORMATION (GRADES 3–8)

1. Targets recipient generally the student

2. Comes from the student’s advisor and teacher

3. Shares action student may take to remedy the situation

4. Communicates role of student accountability

5.7.4 SHARING INFORMATION

1. Shares when students are involved in an incident 2. Shares concerns about student well-being

3. Shares any additional helpful information for student’s success.

5.7.5 BEHAVIOR ISSUE NOTIFICATION GIVEN BY LEVEL OF INCIDENT

All Behavior Notes share facts of incident, communication thus far with student(s) involved, how families can support at home, the repair or consequences, and any applicable follow-up needed. The level of incident will be determined taking into consideration intention, repetition of behavior, and ramifications of behavior incident. Notifications are not sent for low-level incidents.

5.8 BEHAVIOR INTERVENTION PLAN

When behavior concerns persist, the Dean of Students, the student’s teacher/advisor, and the family will come together to discuss a supportive path forward. The plan includes the student’s strengths, behavior observed, determined triggers, possible reasons for behavior, and strategies for replacement behaviors. With parent input, the plan is designed to include both proactive measures and clearly defined consequences.

When a student has a behavior intervention plan, all individuals interacting with them will be made aware of the plan and are expected to apply it accordingly. The plan is assessed every 8 weeks or earlier as needed. The Behavior Intervention Plan is an internal document that will not be shared with outside parties (except when requested by parents).

5.9 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.

5.9.1 NATURAL CONSEQUENCES

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

5.9.2 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-sizefits-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, whom they need to make amends with, and to help discern what type of repair will creatively and responsibly restore balance to relationships.

• Additional examples of repair could include Peer Mediation, Restorative Practices (peace carpet, circles). 77

5.9.3 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 a 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. The 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.

5.10 EXPECTATIONS SURROUNDING DISPLAYS OF AFFECTION AT SCHOOL

At FASPS, we understand that genuine feelings of affection may exist between students. However, we expect students to refrain from public and private displays of affection while on campus or attending and/or participating in school-related activities, such as trips. Expressions of affection are personal and should remain private, as the school context is not an appropriate setting for such behavior. Displays of affection can distract both those involved and those observing, which can hinder the learning environment. These displays include any physical exchanges that could make others uncomfortable due to their exclusive nature or because they may not align with FASPS values of inclusion.

Additionally, we expect all staff to model appropriate and professional behavior in their interactions with students. While nurturing relationships are encouraged, displays of affection between teachers and students should be limited to gestures that are universally understood as respectful and professional, such as a high-five or a pat on the back. Any form of physical contact should be appropriate to the educational context and should never make a student or others feel uncomfortable.

5.11 LIMITED RESTRAINT POLICY

The Limited Restraint Policy addresses when and if physical restraint methods or isolation in a room may be used.

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 restraint should be used only when a child cannot be calmed in any other way, in an emergency situation, and when the actions of the child may cause extreme danger to the child or others; all other ways of calming a student need to be used before considering using limited physical restraint. Limited restraint is always the last resort. Employees who use limited restraint must record this through the behavior app and an official note will be sent directly to the family. The following Washington State statute defines the necessary legal procedures used for limited restraint: RCW 28A.600.485

5.12 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. The level of incident and the consequence will be determined by

5.13 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.600.477.

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 through FASPS is harmful behavior. The following Washington State statutes RCW 28A.600.477, RCW 28A.600.480, RCW 28A.635.090, and RCW 28A.635.100 inform and mandate school administrators about their responsibility to be prepared to respond to incidents of cyberharassment or cyberstalking. High level incidents of cyberharassment or cyberstalking can be brought to the attention of state authorities through the Washington statutes RCW 9A.90.130 and RCW 9A.90.120. Cyberharassment or cyberstalking is grounds for loss of technology privileges, suspension and/or expulsion, and may be subject to criminal action.

For more information, please visit the link: Cyberbullying and Digital Internet Safety

The following video shows an example of cyber-bullying / cyber-stalking can also be viewed at Childnet: Gone Too Far

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

5.14 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.

5.15 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, clubs, 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.

5.16 FASPS RULES

• Students respond to directions or instructions from any FASPS employee.

• Students should only walk in the hallways.

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

• Students should not be a 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 will not damage school property.

• Students do not seek to be unsupervised.

• Students only leave campus with explicit permission.

• Students do not bring prohibited items inside of the school.

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

EXPECTATIONS OF FACULTY

PARTICIPATION OUTSIDE OF THE CLASSROOM

6.1 ADMISSIONS

Faculty and Staff are expected to be committed ambassadors of the school and should make it a priority to participate in admissions events when requested by the Enrollment Management Department. Participation by the Faculty in the enrollment process is an integral part of the well-being and longevity of FASPS. Taking part in enrollment events at all levels provides parents with direct contact with the teachers who are able to explain their program in more detail and answer curriculum questions. The presence of faculty and staff allows parents to put faces and positions within the school to the names they may hear.

Faculty and staff participation offers a sense of reassurance and confidence to parents who are experiencing FASPS for the first time. Additionally, by administering evaluations for incoming students, teachers have the opportunity to provide input in the selection of students. Teachers also have the advantage of witnessing first-hand the academic and developmental level of students and begin forming a rapport with both students and their families.

6.2 TOURS

Prospective parents can schedule and register for tours on daily. The Enrollment Departement will post upcoming tours on the calendar. Teachers 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.

6.3 OPEN HOUSES AND DISCOVERY MORNINGS

Preschool and Lower School teachers will participate in the Preschool/Lower School open houses and/or Discovery Mornings. Middle School teachers will participate in the Middle School open house. Schedules will be sent at the beginning of the school year. Participation in these events is mandatory.

If teachers cannot attend, they must submit an absence request and inform the Enrollment Management Office as soon as possible.

Open Houses: Teachers’ responsibilities will include introducing the curriculum, presenting work samples, and answering parents’ questions throughout the open house.

Discovery Mornings: Discovery Mornings are small group classroom sessions organized and led by teachers in the classrooms. The purpose of Discovery Morning is to assess Preschool and Kindergarten applicants’ school readiness through pre-planned, age-appropriate activities. Teachers will document their observations on a form provided by the admissions office. This form will be part of the applicants’ admissions files.

6.4 PLANNED AND UNPLANNED STUDENT VISITS

Faculty will host student applicants in their classrooms. These visits will be planned and scheduled by the Director of Enrollment Management. The purpose of these visits is to assess the applicant’s school readiness for the level to which they are applying. Teachers will document their observations. These observations will be part of the applicants’ admissions files.

Unplanned visitors (even former students and alumni) will need to be arranged and approved with the administrative staff responsible for campus safety or their designee. If permission is granted the visitor must follow all health check and safety requirements. All unplanned visitors will be required to sign in with reception and approved by faculty or administrators before presented with a visitor badge. Outside doorways will always be locked during the day. In the downstairs hallway, the only parents allowed are those whose students are in TYPK, YPK and PK (for sign-in and sign-out).

5.16 FASPS RULES

6.5. EVENTS

Attending community-building events and activities helps to develop a stronger school spirit. It makes a positive impression on students and parents, as well as colleagues, that as faculty and staff members, we all care about FASPS and its mission.

6.6 ENGAGEMENT & PHILANTHROPY

6.6.1 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. We ask that all FASPS community members participate in these two fundraisers, since they provide important resources for our school. All gifts to 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.

6.6.2 ANNUAL FUND

Every year, members of the school community are asked to give to the Annual Fund. The Annual Fund helps in providing students with an excellent education and staff and faculty with comfortable and competitive working conditions. Faculty and staff are strongly encouraged to participate early in the school year at a level they are comfortable with. Gifts of any amount are greatly appreciated. 100% participation, especially from faculty and staff, is our highest priority.

6.6.3 THE GALA AND AUCTION

Each spring, FASPS holds an annual fundraising event, the Gala and Auction. The event combines silent, live, and online auctions, music, food, a raffle, and dancing, to present one grand night of entertainment and fundraising. This is the night the entire parent, faculty, and staff community comes together to celebrate the children and our school. Prior to the event, some faculty members will be asked to make class projects with their class to be auctioned off at the Gala and/or online. Projects are kept reasonable and should not interfere with the curriculum.

6.6.4

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.

5.16 FASPS RULES