2024-2025 FASPS Parent Handbook

NOTES:

This handbook was last updated on August 13, 2024.

This handbook may be updated periodically throughout the 2024–2025 school year. If updates are made, parents will be notified via the Friday Flash, those updates will be highlighted below in yellow, and the most up-to-date version of this handbook will be uploaded to the MyFASPS Policies, Handbooks & Forms Resource Board.

Unless otherwise indicated, all references to “parents” are meant to include “legal guardians” as well.

2 ACADEMICS

13 EMERGENCY PREPAREDNESS PLAN

1 THE SCHOOL

1.1. 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:

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

o 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:

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

o 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:

o Excellence | Integrity | Cultural Agility | Community

o Excellence | Intégrité | Agilité Culturelle | Communauté

1.2. DIVERSITY, EQUITY and INCLUSION (DEI)

At FASPS, we proudly embrace Diversity, Equity, and Inclusion as fundamental pillars of our educational community. We believe that a rich tapestry of backgrounds, perspectives, and experiences enhances our students’ educational journey and prepares them for a globally ever-changing world.

Our commitment to Diversity is reflected in our dedication to fostering an environment that celebrates everyone’s unique qualities. We recognize and value the cultural, linguistic, educational, and ethnic diversity within our school community. Embracing this diversity enables us to create a vibrant and dynamic learning atmosphere where every student is seen, heard, and supported.

Equity is at the core of FASPS’s values, and we are committed to providing every student with equal access to opportunities and resources. We create an educational environment where all individuals can thrive and achieve their full potential regardless of background or circumstances.

Inclusion is woven into the fabric of our school community. We actively promote a culture of respect, empathy, and understanding. By encouraging collaboration and open dialogue, FASPS cultivates an inclusive atmosphere where differences are celebrated, and everyone feels a sense of belonging.

As a French American school, we understand our community’s unique blend of cultures and perspectives. Our commitment to Diversity, Equity, and Inclusion reflects our values and is a testament to our belief that a culturally diverse learning environment enriches the educational experience and prepares our students to be global citizens.

In alignment with these principles, FASPS is dedicated to ongoing initiatives, policies, and practices that advance Diversity, Equity, and Inclusion. By fostering an inclusive and supportive community, we strive to empower our students to thrive academically, socially, and emotionally, preparing them to contribute positively to the colorful world.

1.3. DISABILITIES – REASONABLE ACCOMMODATION

The French American School of Puget Sound recognizes that students with physical or mental disabilities may need reasonable accommodations to allow them to participate fully as students. Any family that believes their student needs reasonable accommodations should notify the Preschool, Elementary or Middle School Head and the Dean of Students.

Although the need for accommodations is determined on a case-by-case basis, FASPS and the family generally engage in an interactive process to confirm the condition’s existence, its limitations in the school environment, and possible reasonable accommodations. Reasonable accommodations are accommodations that do not pose an undue burden to the school and will not fundamentally alter the nature of the program. The family is obligated to cooperate with FASPS in this process, which may include authorizing FASPS to communicate with the student’s healthcare providers concerning the student’s condition, limitations, and possible reasonable accommodations. For accommodations specific to disorders related to learning, this process is facilitated by the Dean of Students.

1.4. 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.

1.5. 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). Click here for further information: https://www.fasps. org/about-us/worldwide-network.

1.6. 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, development, and perpetuation.

1.7. 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.

1.8. ENROLLMENT AND WITHDRAWAL

Reenrollment contracts are sent after the January board meeting. Families who know that their child(ren) will not be returning the following year are asked to notify FASPS in writing as soon as possible. FASPS reserves the right to not renew an enrollment contract; in this case, the family will be informed of such as soon as possible. FASPS has been fortunate to continue to experience steady growth in many grades. Due to space constraints, there is limited capacity. Therefore, late reenrollment may jeopardize a student’s opportunity to continue their education at FASPS. By applying by the sibling deadline, parents of current FASPS students will retain admissions priority. Siblings are not automatically accepted and must complete the full admissions process.

1.9. WASHINGTON STATE DEPARTMENT OF CHILDREN, YOUTH AND FAMILIES (DCYF) REGULATIONS

Our TYPK, YPK, and PK program is licensed by the State of Washington and the Department of Children, Youth, and Families (DCYF) and falls under their jurisdiction and regulations. If you are a parent of a TYPK, YPK, or PK student, please make special note of these regulations and then sign and return the notification form that you will be provided. See Chapter 110-300 WAC

1.10. FASPS EDUCATIONAL RESOURCE SELECTION POLICY

1.10.1. PURPOSE AND CONTEXT

The FASPS Educational Resource Selection Policy has four primary objectives:

1) Support educators with selecting relevant, engaging, meaningful, and accurate student learning materials aligned with the FASPS Mission, Vision, Core Values, and Diversity, Equity, and Inclusion (DEI), and our bilingual educational program.

2) Inform through proactive communication and transparent processes.

3) Strengthen partnerships and relationships within our community by listening to and seeking to understand alternative perspectives.

4) Respond to queries and reconsideration requests (that may include reasonable accommodation) about resource selection through a clearly defined process.

At FASPS, educators understand that the world is continually evolving and that resources must be adapted to account for complex shifts related to cultural values, norms, identities, perspectives, technologies, and contexts that support learning about the world and others around us. Educators strive to reinforce concepts and skills by selecting open-ended resources and/or a range of resources that, together, represent a broad view. Resources are selected so all students can feel comfortable bringing their perspectives to learning and applying their learning to real-world situations, fostering critical and high-level thinking and discussion. Educators seek to raise student awareness by drawing out and incorporating individual, group, local, and global perspectives.

We recognize that bias is inherent to the very process of selection, and that questions around resource selections are healthy; therefore, transparent processes are required for responding to educational resource selection queries.

We also recognize that educators are professionals trained in pedagogy and their disciplines and make intentional, informed resource selections that are culturally sensitive and representative of the heterogeneous groups of students they instruct.

This policy’s purpose is to provide guidance and clarity to all members of the FASPS community regarding how and why resources are selected, by whom, and how they might be questioned.

1.10.2. USE OF POLICY

This policy is shared with families as part of the Admissions Process. It is also included in the employee and parent handbooks to further guide and inform all members of the FASPS community. When reconsideration requests are received, the review committee implements the policy.

1.10.3. WHAT ARE RESOURCES AND MATERIALS?

Within the educational program at FASPS, “resources” and “material” can include people, organizations, associations, museums, events, festivals, and vendors. Books, videos, films, articles, objects of art, and scientific and/or technological equipment, experiments, and research are considered resources and materials. They also include software, learning platforms, instructional approaches, and guides.

1.10.4. RESOURCE SELECTION GUIDELINES

When selecting resources and materials, FASPS Educators:

• Align them with the FASPS Mission, Vision, Core Values, DEI, and learning objectives,

• Make relevant connections to varied student interests, their lives, multicultural contexts, and the well-being of the individual and the group,

• Consider the developmental level of the students cognitively and socio-emotionally,

• Verify the accuracy and credibility through prior review,

• Provide opportunities for how students can question information and research for accuracy and bias, as well as how they can support their perspectives and arguments based on such research,

• Analyze the resource for potential bias or stereotypes, and design instructional approaches and/or different or additional selections accordingly,

• Communicate and partner with students and families at the onset of a unit of study or project to provide a balanced perspective of the learning objectives and selected resources,

• Consider accessibility for all types of learners, and seek out alternative formats,

• Propose a variety of media, modes, and platforms,

• Research and review for effectiveness,

• Avoid ineffective redundancies through partnership with the DEI & Wellbeing Leader, Dean of Students, and Dean of Learning & Teaching, with whom the scope & sequence of our educational program are designed.

• Partner with the FASPS librarian and document specialist (and other librarians and researchers if helpful) to provide information about self-guided selection when visiting libraries to look for resources,Partner with the IT Director and Administrators to guide students in their self-directed consumption of resources, paying attention to social media and online tools that require safety features and a degree of oversight.

• Remain aware of and account for key aspects of the School Library Bill of Rights, American Association of School Librarians, (1955) “to provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity levels […], to provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards; to provide a background of information which will enable students […] to make intelligent judgments in their daily life; to provide materials on opposing sides of controversial issues so that students […] may develop under guidance the practice of critical reading and thinking; to provide materials representative of the many religious, ethnic, and cultural groups […]”

• Rely on screening tools for additional references, such as the Washington Model Resource: Screening for Biased Content in Instructional Materials or the National Instructional Materials Accessibility Standard (NIMAS) in the case of learning differences.

1.10.5. PARTNERSHIP WITH FAMILIES

We partner with families when educating their children and strive to foster trust through these partnerships. The foundation of this trust is balance, context, equity, and communication.

For example, a historical or religious resource that might contain bias could be selected; it would be essential for the learning objectives and approaches to be identified and communicated to families in such situations. FASPS educators recognize the importance of religion to understanding society and the complexity of the human experience. Two principles guide the FASPS community in deciding whether to select resources within the school program: secularity (separation of church and state) and neither advancing or inhibiting religion or political opinion (proselytizing).

We recognize our students’ freedom to read, to identify with varied roles, and to exert everyone’s inherent rights in a democratic society. Content creators and/or their materials will not be excluded because of their personally held views or their background, race, color, ethnicity, gender identity, sexual orientation, ability, religion, nation of origin, language, socio-economic status, and/or any other differentiating factors.

FASPS interactions with associations, vendors, presenting guests, and their accompanying materials and resources represent our Mission, Vision, Core Values, and DEI. Despite previewing materials, unforeseen situations may arise, and we do our best to respond to and communicate around them as part of the learning process for our community.

“Upon request, FASPS will engage in reasonable accommodations for such curriculum. Please get in touch with the _______________ to make a request.”

FASPS expects students to engage in our program’s content and instruction fully. We understand students could experience degrees of discomfort with some aspects of learning and we are prepared. FASPS educators are trained professionals who will respond to student concerns thoughtfully. If a student’s well-being has been affected, we seek to communicate and partner with families.

1.10.6. QUERIES AND RECONSIDERATION PROCESS

Any member of the FASPS community may query or ask for a resource to be reconsidered. Below is the process we use at FASPS.

• A member of the FASPS community questions or requests that a resource be reconsidered.

• A member of the community questions a resource. The question is directed toward the teacher, and in many instances, it is resolved.

• If further action or communication is necessary, the teacher or the community member shares the question or instance with the Division Heads.

• Before asking the community member to complete a reconsideration form, an exchange to gather more information takes place between the person who selected the resource and the director of the program.

• An initial exchange occurs between the community member and a school representative. Upon request, FASPS will engage in reasonable accommodations. Don’t hesitate to contact the relevant Division Head to make a request.

• Based on the outcome of the step above, the community member may be directed to complete a reconsideration form.

• Based on the resource type, a review team is formed, comprising 1-2 parents, 1-2 teachers, 1-2 specialists (librarian, subject area teacher, counselor, DEI & Well-being Leader, a dean), and the FASPS director concerned.

• Each time a request for reconsideration is necessary, a new team of different individuals is composed.

• The reviewers read the reconsideration form and read/watch/engage with the entire work being considered. They gather professional reviews, student feedback, parents and/or faculty input, and other information about the work. The Yellow Version State of Washington Screening Tool will guide the work and provide further input.

• The review team prepares a recommendation for the resource’s further use, replacement, or removal.

• The Head of School or his designee decides whether to accept the review team’s recommendation or take other action.

• The Head of School or his designee will communicate the decision to the concerned community member.

2 ACADEMICS

2.1. BILINGUAL EDUCATION

Research confirms that bilingualism enhances a child’s overall cognitive development and increases mastery of their native language. Bilingual students demonstrate enhanced potential for abstraction, symbolism, conceptualization, and problem-solving — all of which increase their aptitude in mathematics and science. Bilingual students also develop the capacity to adapt easily to different learning situations and become skilled communicators. FASPS offers a learning experience based on a synergy of the French and American school systems. A qualified and committed team of professionals teaches our dual-language program. We choose teachers not only for their academic degrees and teaching skills but also for their experience working with children from different countries and cultures. All teachers strongly believe in the values of bilingual education. Their dedication and enthusiasm add a positive spirit to the classrooms, playground, field trips, and many cultural activities, such as music, art, and drama. As an accredited member of the AEFE (Agence pour l’enseignement français à l’étranger) and affiliated member of Mlf (Mission laïque française), FASPS is part of an international network of approximately 570 French bilingual schools worldwide. Our internationally recognized program inspires a lifelong love of learning, which children carry with them long after their years at FASPS.

2.2. ORGANIZATION OF FASPS

FASPS consists of three divisions: the preschool, which includes TYPK (Tiny Young Pre-Kindergarten), YPK (Young Pre-Kindergarten), PK (Pre-Kindergarten), and K (Kindergarten); the elementary school, which includes grades 1 through 5, and the middle school, which includes grades 6 through 8.

The preschool program is modeled after the French early childhood program (école maternelle) and provides the building blocks for learning. We select a curriculum based on the developmental needs of young children and provide open-minded yet structured instruction. Each activity serves an educational purpose and prepares students for the elementary program. In the preschool classes, French is the primary language of instruction. The program is designed to meet young children’s physiological, emotional, and intellectual needs as they begin their bilingual education.

The elementary program builds on these fundamentals by providing a solid academic foundation in English and French. FASPS engages students in exciting and challenging educational experiences. Students strengthen and expand their basic skills. By the end of Grade 2, students are expected to read and write proficiently in French and English. FASPS teachers nurture students along the way with a differentiated educational experience, providing the support needed to achieve academic success. By the end of the elementary school program, students possess the skills necessary for reading, oral and written expression, mathematics, and science in French and English.

In the middle school, students reap the benefits of bilingual education in their academic endeavors. Students engage in a core curriculum that provides the academic and critical thinking skills necessary for high school success. The program continues to emphasize and develop language skills: middle school students study either Spanish or Mandarin as a third language, and FASPS references the classical language lexicon as it arises across the disciplines. Students also write and perform plays and study algebra, geometry, earth and life science, chemistry, and physics. FASPS’s culture and curriculum foster a sense of personal responsibility and independence in each student. We also cultivate a forward-thinking, global philosophy toward living in a complex and interconnected world.

2.3. DIFFERENTIATED EXPERIENCE

Differentiated experience (or differentiation) is frequently used at our school. Across all grades and cycles, we strive to provide a differentiated educational experience to each student. We believe that students have different personalities, learning styles, comprehension levels, and pedagogical needs and must be engaged in the classroom; it is essential to our students’ success. At FASPS, we strongly believe every student is unique and needs to be challenged. We provide them appropriate support and enrichment in collaboration with parents, teachers, specialists, and the administration. Excellence in education results from an ongoing team effort involving all stakeholders.

Supervised learning time, part of FASPS’s educational program, will take place at the start of some school days for Grades 6–8. Students and teachers may both request time to work together in groups, pairs, or individually during learning times. The purpose of the program is to provide organizational, advisory, and academic support to students. Teachers and students may meet to discuss study habits and skills for success. Supervised learning time does not have homework completion as the highest priority. Collaborative learning, support and enrichment needs will be met first.

2.4.

STUDENT LEARNING SERVICES

2.4.1.

DEAN OF STUDENTS

Primary point person who helps students understand and navigate options and pathways that could support student growth both academically and socio-emotionally. The Dean of Students works closely with the Health Aide, School Counselor, Faculty, Educational Leaders, Dean of Learning and Teaching, administration, and parents.

2.4.2. ENGLISH LANGUAGE LEARNER (ELL) COORDINATOR

Starting in Kindergarten, assesses and supports students with limited English language skills. This work spans the entire school; however, students in the upper grades receive more time, given that they need to acquire English skills quickly to participate fully in the program.

2.4.3. ENGLISH READING SPECIALIST

Assesses Grade 1–5 students with reading-related challenges (including decoding difficulties, skipping, etc.) and provides support where needed.

2.4.4. FRENCH LANGUAGE SPECIALIST (FLS)

Addresses in priority the needs of Kindergarten and Grade 1 students and provides extra support to ensure that these students, who are not native French speakers, succeed both academically and socially.

2.4.5.

LEARNING SPECIALIST

Diagnoses and addresses a variety of learning difficulties related to language processing, especially pronunciation, auditory comprehension, and language structures.

2.4.6. SCHOOL COUNSELOR

Works with students, parents, and school staff to support students’ social and emotional development and other character development needs in YPK through Grade 8.

HARMONIZED BILINGUAL PROGRAM

2.5.1.

EDUCATIONAL LEADERS

A pedagogical team comprising teacher-leaders and the division heads whose collaborative work spans TYPK through Grade 8. Educational leaders support students, parents, and faculty with curricular development, school projects, and various educational activities.

2.5.2. INTERDISCIPLINARY COORDINATOR

Works with teachers to develop interdisciplinary initiatives, Middle School learning labs, and special projects such as the iDays when students engage in experiential learning with a modified schedule. This person also facilitates assemblies at the Middle School.

2.5.3. DEAN OF LEARNING AND TEACHING

Supports teachers with harmonizing and implementing curriculum, projects, assessments, and pedagogical strategies.

2.5.4. COORDINATORS

Work with teachers to develop plans for disciplinary activities such as math enrichment and support, sciencerelated activities across the school, the development of technology use, the resources and exploration of the arts, languages, and literature.

2.5.5. SPECIALISTS

Specializes in providing expertise and support in specific areas of education, such as curriculum development, special education, or educational leadership.

2.6. LIBRARY

The library’s mission is to provide a multicultural and multilingual educational program and a selection of media resources, such as books, magazines, books on tape, and DVDs, to benefit students, staff, and parents. Its programs and resources are to support the school curriculum, give students the skills they need to be efficient users of information, and encourage the joy of reading. Secondly, it is to provide teachers and staff with proper teaching resources and reference materials. Thirdly, the library aims to encourage families to enjoy French, English, Spanish, and Mandarin materials together. Books are checked out according to guidelines established by the Librarian.

2.7. DISTANCE LEARNING: WHEN ON-CAMPUS LEARNING IS NOT AN OPTION): NOT AVAILABLE FOR PRESCHOOL (TYPK-PK)

FASPS’s Distance Learning Program (DLP) will be activated when the school is mandated to close its campus (or deems it necessary); if and when we experience a critical shortage of faculty and staff; or if and when we have a significant number of illness cases on campus that would prevent us from teaching and learning in person. Students are expected to participate synchronously with their cameras on. DLP schedules will incorporate larger-group and smaller-group learning forums, and student learning times with activities and tasks assigned for completion. FASPS faculty will work with families to differentiate learning and provide feedback. Clarity about learning management platforms will be provided within the DLP guide. Teachers will continue to evaluate and assess learning activities and tasks. The administration and faculty will act swiftly to activate DLP, if necessary, and parents and students will be notified of any schedule changes for all grades or cycles.

2.8. 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 classroom.

2.8.1. AS PER THE 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.

2.8.2. 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.

2.8.3.

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.

2.8.4. INTERNAL ASSESSMENT IDENTIFIES WHERE LEARNING BEGINS BY:

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

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

2.8.5. 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 various routines, strategies, approaches, and methods.

 Gather further information supporting differentiation, additional learning activities, and/or formative assessments.

 Prepare for 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 into 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 from 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’Etudes 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.

2.8.6. SUPPORTING ASSESSMENT: UNDER THE GUIDANCE OF THE FACULTY, WE EXPECT STUDENTS TO:

 Hold themselves accountable for developing positive learning behaviors and actions.

 Have awareness of their own learning profile and needs.

 Participate in creating a positive learning environment with peers through mutual encouragement and respect.

 Listen to and integrate feedback on learning outcomes and academic integrity.

 Develop responsibility and autonomy through engagement, communication, self-advocacy, organization, use of appropriate learning tools and resources, time management, and knowledge of learning expectations and objectives.

2.8.7. SUPPORTING ASSESSMENT: WE EXPECT FACULTY TO:

 Provide a rigorous bilingual program both academically and socio-emotionally.

 Embrace a growth mindset when supporting student development.

 Convey to students and their families that learning is a process and that mistakes are formative during this process.

 Design assessments to encourage student curiosity, inquiry, and experiential learning.

 Offer feedback that includes opportunities for students to make improvements and show how growth is essential to a healthy, effective learning process.

 Recognize and accommodate students’ learning at different paces.

 Accompany students along their learning journey by explicitly communicating expectations, objectives, and outcomes.

 Implement differentiation and put into place resources, pedagogical approaches, and accommodations as necessary to achieve skills mastery and understanding.

Faculty requires time to collaborate and agree upon compatible systems and means of communication to establish consistency in practice and reporting.

2.8.8. SUPPORTING ASSESSMENT: WE EXPECT PARENTS TO:

 Remain engaged with their child’s learning during the school year.

 Read and agree to the school assessment policy.

 Regularly check communications by email, MyFASPS, or other modes such as Toddle and/or Teams.

 Monitor students’ regular checking of communications and documents from teachers.

 Ensure children review lessons, engage in assignments, and study for assessments.

 Support faculty, respect their children’s assessment and seek clarification as necessary.

 Encourage their children to develop and improve by supporting a growth mindset for learning.

2.9. 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 aspects of learning that extend beyond the classroom. Differentiation within the classroom results in a variety of resources and activities that can be discovered, proposed, self-assigned, or assigned outside the classroom.

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

Preparation and practice are relative to the student’s age and readiness. As a child develops, the expectations for time spent learning beyond the classroom increase proportionately. FASPS recognizes that students (and their families) need explicit guidelines from the faculty for preparation and practice. 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 collaborate 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 various 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 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.

2.10. FASPS ONLINE SESSIONS RECORDING

Faculty might decide to record online sessions only for educational and internal FASPS purposes. All recordings are FASPS’s intellectual property.

Goals of the Policy:

 When applicable, allow students, faculty, and staff access to relevant online classes afterward..

 Provide support for faculty in their professional growth.

2.11. MIDDLE SCHOOL STUDENT ARRIVAL

The Middle School learning day starts promptly with students seated in their classroom at 8:15 am. Students will arrive for drop off between 8:00 am and 8:10 am. From 8:00 am to 8:10 am, students may go to their lockers and spend time with peers in a designated supervised area. Students arriving before 8:00 am will join the morning Garderie program. Students who arrive before 8:00 am and are no longer under parent supervision will need to participate in Morning Garderie. Morning Garderie is fee-paying.

2.12. MIDDLE SCHOOL STUDENT DISMISSAL

The Middle School day ends at 3:45 pm. Students not staying after school are picked up by parents, dismissed to the school bus, or have parent-given permission to sign themselves out of the building at the end of the day. The dismissal period for middle school students is 3:45 pm-4:00 pm. At 4:00 pm, any students registered in afterschool programs and those not signed out yet will go to after-school programming. After-school programs are fee-paying. Fees are described in the Auxiliary Programs policy detailed in section 8.3.5.

2.13. PROGRESS REPORTS AND MIDDLE SCHOOL REPORTS

Progress Reports will be posted to Toddle twice during the YPK–Grade 5 school year. Summative grades are not issued for students before Grade 6. Students begin receiving grades by the end of Grade 6. Semester 1 grades for Grade 6 will include competency levels and comments in preparation for normative grades delivered in Semester 2. Middle School families will receive brief, mid-semester progress reports and comprehensive semesterly reports. Grade 6 mid-semester 2 and all Grade 7–8 mid-semester progress reports will provide a student’s current grades to allow further development within the grading period. Semester reports indicate the student’s progress in each subject area and the development of study habits, cooperation, respect, and self-discipline.

2.14. PARENT-TEACHER CONFERENCES / PARENT-STUDENT-ADVISOR CONFERENCES

Parent-teacher conferences will occur three times per year. At that time, teachers will give a detailed assessment of each student’s progress, successes, and challenges. Parents will be reminded by email and through the Friday Flash to make appointments for these conferences. No time or day is guaranteed. If the need is felt, individual conferences may be set up at any time at the parents’, teachers’, Division Head’s, or Head of School’s request. If you have a question about academic issues, please get in touch with your child’s teachers first.

At the Middle School, students participate in conferences with parents and their advisors. In grades 7 and 8, the first conference is student-led and involves setting goals for the year. In grade 6, this is done during the second conference of the year. Goals are reviewed at the end of the year, and summer learning expectations are discussed.

2.15. FALL INFO NIGHTS

At the beginning of the school year, Fall Info Nights provide parents with a clear understanding of how students will approach their learning for the year and how parents can partner in their student’s program of studies. Teachers will cover the curriculum, objectives, methods, and expectations. Parents are strongly encouraged to attend or view the materials from this evening.

2.16. HIGH SCHOOL ADMISSIONS PROCESS

FASPS cares deeply about student success beyond Grade 8 and our alumni journeys to high schools and beyond. The Middle School Head organizes public and private school information meetings for FASPS families in the fall to support the admissions process to high schools. Families are also invited to meet with the Middle School Head on an individual basis. It is strongly recommended that students fully participate in the process of high school admissions and transitions, especially in the case of private school applications.

Recommendations are completed with integrity. As much as the design of high school applications permits, recommendations are completed in a manner that describes and accounts for what students have shown evidence of being able to demonstrate through positive evaluation measures both academically and socially. Teacher and administrator recommendations are confidential and are not shared with families.

Transcript release forms are required for information, grade reports, and transcripts to be provided to receiving schools. These are sent to the Middle School Head and Registrar. Many forms are online through Admissions platforms.

3 TECHNOLOGY

3.1. TECHNOLOGY AT FASPS

Technology is used at FASPS to reinforce, expand, and enrich all curriculum areas. Students will be taught applicable technology skills as a component of this process. All experts regarding safety on the internet recommend that students should not participate in social networking sites before the age of 13; FASPS, therefore, does not recommend using such social networking sites for students as individuals. However, FASPS may use social media in class for educational purposes. Students in Kindergarten-Grade 8 must sign a Responsible Use Agreement each year to use the computers and have internet access at school (see Student Agreement for Responsible Use Technology and the Internet below).

3.2. STUDENT AGREEMENT FOR THE RESPONSIBLE USE OF TECHNOLOGY AND THE INTERNET

FASPS provides a wide array of technology resources for student use. All students should have safe access to technology. Technology resources are a privilege provided for educational pursuits. This policy, as well as all other school policies found in the Parent Handbook and the Student Conduct Policy: Responses and Consequences, outlines appropriate use when using email, the internet, and other technology resources. Middle School students learn about the agreement and accept when they receive their Surfaces. Students are expected to act according to FASPS’s guiding principles and use these tools wisely with integrity and respect for the community they are part of. This policy also grants permission to use web-based services operated not by FASPS but by third parties, such as Office 365, FASPS intranet (MyFASPS), Toddle, and similar educational programs. FASPS reserves the right to read, print, delete, or access any transmission made using FASPS devices or accounts and to amend this statement at any time with or without notice. Every student is expected to follow all guidelines stated below and those given orally by teachers and to act under FASPS’s guiding principles.

3.2.1. GENERAL INFORMATION:

 Safety and Security: FASPS filters and monitors all access to the internet on all school-owned equipment. However, despite all our filters, there is never a 100% guarantee that a student will not be able to access inappropriate content. Students are expected to act responsibly, leave the website, and report the problem to an adult.

 Network: FASPS’s network, including internet access, email accounts, and server accounts, is a privilege, not a right. This privilege may be revoked for abusive behavior or failure to follow the school’s guidelines and policies. The school may deem a behavior not listed below abusive, and it may result in loss of privileges.

 Email and Digital Communication: FASPS students in TYPK–Grade 8 have been assigned a school email account. Kindergarten-Grade 8 students are expected to use this for all school-related communication with their peers and teachers. This email can be accessed directly through Outlook on their assigned devices for Kindergarten–Grade 8 or by accessing the web version of the email via www.office.com. Directions to do this are provided to each student. FASPS teachers use Toddle to communicate information regarding each class with their students. Students have unique passwords to access these sites. Student login information is shared with parents. Students are restricted from changing their password. Families can see graded assignments, homework, and when tests and projects are scheduled and due. Assignment sheets and other materials are posted on Toddle as well.

 Laptops, Tablets, or Other FASPS-issued PCs: FASPS-issued PCs, with pre-loaded, licensed software, will be issued to each middle school student to use at school and at home during the school year. During distance learning K–5 students will use laptops and iPads at home. Once distance learning is complete, the devices will be sent back to school. FASPS intends to use this equipment over several years; therefore, it is essential that students take care of and respect them as valuable school equipment. Treating this equipment abusively (intentional or not) may result in losing privileges and/ or the financial cost of repairing or replacing the laptop. In addition to the laptop, students will be issued a power cord (which can be kept at home), a laptop case, and a stylus pen. These cases are the only approved cases that students may use. Maintenance to the laptop is to be done by the school only. Students are expected to report problems or equipment loss to the IT Director as soon as they are aware of it. Issues will be resolved as quickly as possible. Sometimes, it may be necessary to issue a student a loaner laptop.

 FASPS restrooms are technology-free zones. Students will refrain from bringing personal or FASPS technology devices into the restrooms, including connected watches and cell phones.

3.2.2. STUDENT EXPECTATIONS AND RESPONSIBILITIES

SAFETY AND SECURITY | Students will:

1. Not access internet sites that violate the school’s values and expectations, including sites that promote pornography, contain inappropriate sexual content, advocate violence, racism, religious persecution, or any form of discrimination except in the context of a class assignment.

2. Not disable or otherwise circumvent the security and filter systems on their laptops, email, and server accounts.

3. Be responsible for promptly reporting security risks and/or violations to the school.

4. Keep their passwords private. Students should not share their laptops, passwords, network, and school accounts (such as email, textbook, testing) with anyone other than their parents. Students are never to use, view, or copy passwords, data, or accounts that they are not assigned. Students cannot change their passwords, if a password is compromised they need to contact the IT Director to change it.

5. Not register for any websites that require personal data (such as birthdays, addresses, etc.) or that require false information in order to access the accounts (e.g., students must be 13 years old to create a social media account).

6. Not distribute, share, or post online private information about themselves (including passwords, addresses, phone numbers, last names, etc.). Do not share personal information about others, including peers and teachers.

7. Not distribute, share, or post online photos or videos of staff, parents, or students outside of FASPS, without the approval of a school administrator (Head of School, Middle School Head, Elementary School Head, Preschool Head).

8. Avoid using personal electronic devices from home while on campus or at school-related functions unless specifically permitted to do so by a member of the faculty or administration. This includes smartphones, tablets, and any other device that enables communication or recording.

NETWORK | Students will:

1. Observe all network security practices.

2. Only use the school network and printers for academic purposes.

EMAIL AND DIGITAL COMMUNICATION | Students will:

1. Use the school-designated email accounts for all school-related communication.

2. Understand that these email rules apply to any communication.

3. Check email regularly — at least once a day on school days.

4. Not use objectionable language, tone, or images in electronic communications.

5. Not log on to or use another person’s email account.

6. Not send spam and/or junk mail, including non-school-related video and images.

7. Use email group distribution lists for appropriate communication.

8. Conduct all email, instant chat, and audio / video chat between members of the school community (peers, teachers, parents) in ways that are kind, respectful, and represent the high academic standards of the school.

9. Protect the individual rights of classmates and teachers by not being part of spreading rumors, bullying comments, or ill intended messages. These types of emails should be reported to the school immediately and not responded to or passed on.

10. Not use instant chat, audio / video chat, blogs, or other communication tools to communicate with peers during class unless directed to do so by the teacher.

11. Not use school aliases for private information.

LAPTOPS | Students will:

1. Arrive at school each day with their laptop fully charged, in the case, and using the bag given to them by the school.

2. Treat their laptops and all other technology equipment carefully and in the manner, it was intended to be used.

3. Never leave their laptops unattended or on the floor / ground. When necessary to leave a laptop at the school overnight or for a brief period during the day (such as for lunch, PE, etc.), a secure, designated place will be provided. Students keep their laptops with them throughout the day. Laptops are not used during transportation, recesses or outside unless permission has been expressly given by the supervising adult at a specific time.

4. Not change the preloaded settings on their laptops if they interfere with educational usage.

5. Not load programs, files, games, or software without permission if it interferes with educational usage. If a laptop is discovered to have programs loaded onto it that interfere with educational usage, the programs will be removed, and students may face appropriate consequences.

6. Remember that the laptop’s purpose is to support classroom activities. During the school day, it is not allowed to be used as a personal entertainment system (music apps, games, photo storage, etc.). Report issues with the laptop and/or its operation or loss of equipment to the school as soon as possible. Delays in reporting damage, network, and/or software issues could result in extra damage to equipment, which may increase the cost of repair or replacement charged to the family.

7. Not personalize the laptop or the laptop case by using stickers, markers, or other permanent markings. They may put luggage tags or key rings on the handle to distinguish it from another student’s bag.

8. For health and hygienic reason, never share a headset with other students.

Integrity and Academic Honesty | Students

will:

1. Respect and protect the intellectual property of others.

2. Not read or change files owned by others without permission. If you change someone else’s work (like on a wiki or collaborative document), make sure it is to improve the work and not to be silly, mean, or take revenge.

3. Not infringe copyrights (no making or distributing illegal copies of music, movies, games, etc.).

4. Not plagiarize. Copying material straight from the internet into an assignment violates this principle.

5. Identify the source of information, images, quotes, AI, and such that are used in assignments.

6. Only use translation programs (such as Google translator or AI) as a reference tool and will not use them to circumvent the work intended by the teacher.

7. Be honest and forthcoming when reporting damage or misuse to their equipment.

3.2.3. CONSEQUENCES

Given that technology is a vital component of the FASPS program and considered an essential tool to accomplish the goals and objectives of the curriculum, the school takes seriously behaviors and conduct that put at risk its safe, secure, and reliable use by all members of the community. Failure to follow the Student Guidelines for Responsible Use will be reported via the Behavior App. The device will be removed from the student when misuse occurs. Repeated incidents of misuse on the Behavior App can result in the following:

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

2. Consequences according to the Student Code of Conduct.

3. 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 ACADEMIC INTEGRITY

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

When academic dishonesty, such as plagiarism or cheating, occurs, whether through the use of technology or not, it will be reported via the Behavior App. After the incident is reviewed, the student could lose the opportunity to submit that assignment for a grade. FASPS communicates and involves parents when incidents of academic dishonesty occur.

5 COMMUNICATIONS

5.1. COMMUNICATION WITH TEACHERS

Parents are encouraged to email their teacher(s) with questions about their children. Teachers acknowledge emails within 24 hours when school is in session. If a meeting is necessary, make sure to schedule an appointment (supervised learning time is a good option) with your teacher(s) so they can ensure they have the appropriate time to meet with you without affecting other duties and/or time with their students. Teachers may or may not reply to emails when they are teaching.

5.2. CLASS PARENTS

Each grade will be assigned two parent volunteers as communication liaisons for your child(ren)’s classroom. You will receive emails from your grade parents about logistics for classroom activities, classroom volunteers, Gala projects, reminders, etc. The Friday Flash will include only school-specific news (i.e., not classroom-specific).

5.3. EMAIL POLICY

Net etiquette involves the same principles as all etiquette: basic courtesy, respect for others, and good ethics.

 Content is always and only “FASPS.” No advertising of outside events/activities.

 The Class Parents will send class-wide communications under the teacher’s direction.

 Some communications are more sensitive and are better served by having a personal, face-to-face connection (online). This is especially important in parent communications with faculty. If a discussion is initiated via email, it is inappropriate to CC other parents as spectators.

 Please be aware that teachers cannot share information with parents about children other than their own.

 Families trust us to protect their time and their addresses; it is against school policy to share access to the directory or school email lists with any outside entity.

 Please be sensitive to the demands of other people’s schedules and allow time for a reply.

 The email system is not to be used to create or distribute offensive or disruptive messages, including messages containing offensive comments about race, gender, age, sexual orientation, pornography, religious or political beliefs, national origin, or disability. Unlawful messages, such as copyright-infringing emails, are also prohibited.

5.4. FASPS EMAIL GROUP ALIAS USAGE

A FASPS email group alias should only be used by FASPS employees for legitimate school business. Parents should not use school group aliases to communicate personal matters. Parents are encouraged to contact teachers directly. Class-wide communications should only be sent through the Class Parents.

5.5. WEBSITE

FASPS’s website (www.FASPS.org) is a public-facing communication tool for new and prospective parents. A link on the main page of the website (MyFASPS) will provide current parents with access to the secured site within the framework of the FASPS website. MyFASPS will be updated with all the latest and most relevant information parents need, such as upcoming events, after-school programs, and class web pages. The Resource Boards also include important information, including school policies and forms and this handbook.

To access MyFASPS, please go to https://fasps.myschoolapp.com/app#login.

5.6. WEEKLY

COMMUNICATION

Every Friday, parents, students in Grades 5–8, FASPS employees, and FASPS alumni will receive FASPS’s Friday Flash e-newsletter, which contains pertinent information about FASPS news, events, deadlines, FPC activities, and other matters of interest. We strongly encourage parents to read this important communication tool every week. If parents would like to share the news with the FASPS community, please email FridayFlash@FASPS.org for possible inclusion in the Community News section of Friday Flash. No commercial solicitation will be considered.

5.7. CHANGE OF CONTACT INFORMATION

If your address changes (mailing address, email, telephone, etc.), please update your profile via MyFASPS immediately so that you don’t miss any important communication from the school.

5.8. USE OF PHOTOGRAPHS, VIDEOS, AND PRIVATE INFORMATION ON THE INTERNET

At FASPS, we celebrate and share the vibrant activities of our school community through various media channels, including our website, social media platforms, promotional materials, and print publications and internal sources like the Friday Flash and our lobby LCD screens. To ensure the privacy and safety of our students, we adhere to the following guidelines regarding the use of student images:

Implied Consent: Unless a parent or guardian opts out, enrolling your child at FASPS grants the school permission to use photographs, video recordings and other media that may include your child’s image. This consent is valid for the current academic year and can be withdrawn at any time by submitting a written opt-out form to the school administration. Any materials used or published prior to the parent or guardian opting out will still have implied consent.

Specific Use On Social Media: Student images posted on social media platforms will not include identifying information unless additional, explicit consent is obtained from the parents or guardians. This policy is designed to further protect student privacy while allowing the school to share its achievements and activities broadly.

Opt Out Procedure: Parents or guardians who do not wish their child’s image to be used in any public-facing school-related media must indicate this preference by checking the appropriate box on the annual consent form at the beginning of each school year. Opt-out requests can also be made at any time during the year and will be honored immediately upon request. Internal school-related media such as photos for the yearbook, posters, photo collages and displays or LCD screens do not fall under this category.

Secure Handling: All media featuring student images are handled securely by authorized personnel. The school is committed to using these images responsibly and solely for the purposes outlined in this policy.

Policy Review: This policy is reviewed annually to ensure it remains compliant with applicable laws and reflects the best practices for student safety and privacy. Parents will be notified of any significant changes.

Vidigami: FASPS uses Vidigami as our digital asset management system to help store, sort, and archive photo and video content throughout each school year. Parents and guardians will have access to view and download photos of their children from the FASPS library. Parents must agree to FASPS guidelines of not publicly posting any photos acquired through Vidigami if they show any child other than their own. Downloaded photos and video remain property of FASPS and may not be distributed widely without the school’s consent or permission.

5.9. SOCIAL MEDIA

FASPS has official Facebook (www.facebook.com/FASPS), Instagram:(www.instagram.com/frenchamericanschool), LinkedIn: (https://www.linkedin.com/company/18142201/admin/dashboard/) and YouTube (https://www.youtube.com/@FASPS_ bilingual) accounts all administered by FASPS. Parents are encouraged to “like” us and to read and post comments. We post reminders, news, school-life announcements, etc., on a regular basis, but these are not our primary tools of communication.

5.9.1. WHATSAPP GROUPS

Class WhatsApp groups are a very useful and efficient way of communicating with the whole class. The aim of using WhatsApp is to send messages to the entire group, which are relevant to school.

The messages in the class WhatsApp groups come from parents in their personal capacity and are not official messages sent by FASPS Administration, faculty, or staff. Therefore, we would appreciate if parents used the following guidelines when using class WhatsApp groups:

 Do not use it as a platform to air views/grievances regarding a teacher, child, parent, or any member of the administration in the class or school.

 Do not use it as a political platform for airing opinions on current affairs.

 Do not use the WhatsApp group for private conversations with anyone else using the group.

WhatsApp Groups are meant to be useful and certainly not something that proves to be irritating to members. So, please think before you type! Parents and members of the class WhatsApp groups are expected to abide by the same social media guidelines as we expect from your students (see Technology Policy).

WhatsApp Group Administrators will be ultimately responsible for posts and, therefore, have every right to deal with any inappropriate use of the platform swiftly by removing the offending member.

FASPS reserves the right to determine, at its sole discretion, when violations of this policy have occurred.

5.10. BULLETIN BOARDS

Inside and outside bulletin boards are used to communicate FASPS and community news and events.Posting on anything other than bulletin boards is not allowed to protect our walls, windows, and doors. If you are interested in having something posted, please email FridayFlash@FASPS.org

5.11. FASPS’S NAME AND LOGO

FASPS’s name and logo are the property of FASPS and should be treated as registered trademarks. Under no circumstances may FASPS’s name or logo, including the artwork featuring the mascots, be used for any projects or publications not initiated and authorized by FASPS administration

6 SCHOOL HOURS & ATTENDANCE

6.1. FASPS HOURS AND ATTENDANCE

Students need to be at school on time. Late arrivals impact all student learning and prevent students from fully benefiting from our program.

6.2. ARRIVAL FOR TYPK, YPK, AND PK

 Arrival is from 8:15 am to 8:45 am (teachers prefer parents leave the building by 8:30am to allow the students 15 minutes to settle in). State law requires that TYPK, YPK, and PK students be escorted to their classrooms and signed in by the responsible adult.

 All FASPS parking spaces in the front (main) parking lot and all parking spaces on the playground side of the school are reserved for parents of TYPK, YPK, and PK children in the morning under the condition that their FASPS parking permit (distributed on Class Visit Day) is placed on their dashboard.

 Escort your student with their belongings to their teacher, who will sign your student in on a tablet.

 Exit using the same door through which you entered.

 Tardiness after the end of the drop-off time will be recorded. If a student is repeatedly tardy, the parents will be required to attend a meeting with the appropriate division head.

6.3. DISMISSAL FOR TYPK, YPK, AND PK

 Dismissal is 3:00pm to 3:30pm.

 All parents should park in the school parking lot or allotted parking spaces near the playground in back of school.

 Parents will enter the building via the Blue or Green Doors.

 Proceed directly to your student’s classroom.

 The teacher will assist you with picking up your student and their belongings, and with signing them out on a tablet.

 Exit using the same door through which you entered

 For safety purposes the playground Is closed during dismissal (3:00 - 4:00 PM)

 Playground Is only for the use of students under FASPS supervision. Once a student iIs signed out the student iIs no longer under FASPS supervision.

 Families who sign out after the pick-up window listed above will be subject to paying the daily drop-in Fee for After-School Care.

6.4. ARRIVAL FOR K–8 STUDENTS

 Arrival times are dependent on grade level:

o Grades K–5: 8:00am–8:30 am

o Grades 6–8: 8:00am–8:15 am

 All students (except K and Grade 1 who have no siblings) must be dropped off by the turf behind the building.

 Students in K and Grade 1 who have no siblings in other grades must park in the lower parking lot of the SJCC and walk their children to blue door using the cross walk.

 Students must exit the car on the building side; students must not be allowed to exit on the traffic side of the vehicle.

 If a student is repeatedly tardy, the parents will be required to attend a meeting with the appropriate division head.

6.5. DISMISSAL FOR K–8 STUDENTS

 Non-Auxiliary Program dismissal times are dependent on grade level:

o Grades K–5: 3:15–3:30 pm

o Grades 6–8: 3:45–4:00 pm

 All parents Grades 2-8 should pick up their students by the turf behind the building. Please have your carpool number visibly displayed when you arrive.

 Parents of K-1 students may park in SJCC lower lot and pick up students at blue door.

 Families who sign out after the pick-up window listed above will be subject to paying the daily drop-in Fee for After-School Care.

6.6. ENTERING THE BUILDING

Visitors 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 school rules and policies. 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).

6.7. STUDENT PICK-UP BY SOMEONE NOT PREVIOUSLY AUTHORIZED

Written notice is required when someone other than an authorized person is to pick up your child, and the school Administration needs to be informed. An email needs to be sent to Reception@FASPS.org no later than 2:30pm notifying of a change in pick-up. If a student is not picked up during their scheduled dismissal time for their grade, the parents will be called to come to collect their student.

6.8. ABSENCES

For unplanned absences, parents must inform the Administration by emailing Reception@FASPS.org by 8:00am the same day. Contagious diseases diagnosed by a physician must also be reported. For planned absences, parents are required to submit a written explanation to Reception@FASPS.org and the teacher or advisor ahead of time. For planned absences of more than two days, permission from the Preschool, Elementary School School or Middle School Head must be requested prior to prospective absences or travel. In cases where parents choose to remove a student from school, teachers shall not be responsible for providing make-up work.

All absences are recorded in FASPS’s database. To alert FASPS that their child will be absent or tardy, parents should notify the child’s teacher / advisor and the Administration by email as early as possible. If unable to email, parents should call FASPS and dial 3 to leave a voicemail on the attendance line. FASPS strongly discourages absences during the regular school year for any reason other than illness since absences disrupt the student’s academic program. Parents are urged to schedule medical and dental appointments outside of school hours, and to not schedule vacation trips when school is in session. To minimize classroom disruptions. Repetitive absences may impact the student’s academic success and consequently affect their placement / promotion the following year. Please consult the Preschool, Elementary School or Middle School Head to discuss the appropriateness of anticipated absences. Uncommunicated absences will result in a phone call from the receptionist or designee to inquire the reason.

6.9. STUDENT RELEASE

Students will only be released to those listed on your Release Form. If there are any changes in the adults listed on that form, it is the parent’s responsibility to inform the Administration to Reception@FASPS.org as soon as possible. Students will not be allowed to leave with anyone not authorized on that form unless the Administration has a written and signed note or an email from the parent beforehand, or the Administration has been notified as mentioned above. The person authorized to pick up

your child will be asked to show proof of identity, without which your child will NOT be released. Families with a parenting plan are encouraged to share it with us so that we are able to help facilitate the plan. If a restraining order is involved, the school must be notified as soon as it takes effect. We ask parents to limit the need for students to leave campus for parts of the school day. If it is absolutely necessary for a student to leave campus for part of the day, parents are required to submit a “Permit to Leave the Building” form to the Administration with at least a day’s notice.

6.9.1. PERMIT TO LEAVE THE BUILDING

Parents will complete and submit a “Permit to Leave the Building” form found on MyFASPS and email it to Reception@FASPS. org, indicating when they plan to pick up their child and if they plan to have the child return to school. Upon arrival at the front desk, the student will be called to come to the front desk. Preschool parents will need to pick up their child at their classrooom door.

6.9.2. MIDDLE SCHOOL UNACCOMPANIED RELEASE

Middle School parents need to complete the “Parental Authorization to Leave FASPS’s Campus Unaccompanied” form on schooldoc during back to school to authorize their child to leave the school unaccompanied at the end of the school day. Once completed and on file at the school, the Middle School student will be allowed to leave the building between 3:45 pm and 4:00 pm, or between 5:00–5:15 pm to walk to another destination. After self-dismissal done at the front desk only, students are expected to leave campus immediately. This privilege applies only to Middle School students. Students will be required to check out before leaving. Contact Director of Operations or the reception to update the authorization at all times for any reasons.

6.10. INCLEMENT WEATHER POLICY

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

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

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

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

6.11. UNPLANNED SCHOOL CLOSURES

Days are built into our school calendar for unplanned closures. In the event that additional closures are required, and distance learning will not be provided, days may be added to the end of the school year. Please consider this when making summer travel plans.

7 TRANSPORTATION

7.1. PICK-UP NUMBERS AND HELPFUL PICK-UP TIPS

TYPK, YPK, and PK families will receive two copies of a TYPK / YPK / PK parking permit. These should go on the car’s dashboard when parking to drop off and pick up TYPK / YPK / PK students. All other families will receive two copies of a family identification number. Please ensure these numbers are placed in plastic protectors and keep one in each parent’s car. Parking passes will be passed out to parents during Class Visit Day.

 When you arrive on campus by car, please line up single-file and wait for traffic to move forward.

 Make sure your number is visible on your dashboard. If someone else picks up your child, please make sure that they also have the number.

 Please do not step out and leave your car unattended while you wait.

 As you are waiting, please pull all the way forward.

 • As you enter the playground side, your child will be called and brought to your car. Please do not park or leave your car; a FASPS employee or volunteer will assist students entering cars. Make sure that your car seats are securely fastened and in place. FASPS employees or volunteers are not responsible for securing students in their vehicles but may help fasten seatbelts if assistance is needed.

 As soon as your child is safely in the vehicle, please move forward to allow other parents/ guardians to pick up their children.

7.1.1. DISMISSAL AT THE BLUE DOORS

Safety becomes an issue when we have too many people in the hallway and at the reception desk during dismissal time. In order to ensure everyone is safe during this time, please read this new policy update.

 Parents/caregivers coming to pick up their student(s) through the blue door must wait outside (only people having an appointment can come inside and wait)

 If you have to pick up a child from preschool, and also need to pick up a child from the lower school, please pick up your preschool child first BEFORE calling for the dismissal of the child from lower school. This will help prevent the congregation of students in the reception area

7.2. CAMPUS TRAFFIC RULES

 Please drive slowly on campus and always respect the 5 mph speed limit.

 DO NOT be looking at, using or on your phones while driving through the FASPS lot

 Please use the crosswalk.

 Please respect the JCC Parking Rules. FASPS parents may park only in the lower lot at the JCC during designated drop-off and pick-up times.

 Students should remain seated with their seatbelts fastened while the car is moving.

 Always yield to foot traffic and stop for all pedestrians.

 Grade K-1 can either park may park in SJCC lower lot and drop off students at blue door or dropped off behind the school, by the turf.

 Grade 2-8 students should be dropped off behind the school, by the turf. Please make sure to stop as close to the turf as possible; do not drop your child off by the TYPK / YPK / PK playground.

 K-5 Pickup Is from 3:00 until 3:30 PM please arrive by 3:30 PM to pickup K-5 students.

 Students are not permitted to cross the parking lot unescorted.

 One-way traffic during morning drop-off (8:00 am–9:00 am) and afternoon dismissal (3:00 pm–4:00 pm).

 Please do not cut through the back of the FASPS parking lot to access 97th Avenue SE. This gravel road is meant for foot traffic only.

7.3. PARKING AT FASPS

 Do not congregate in the parking lot.

 Please hold the hands of younger children.

 Do not leave children unattended.

 Back up with extra care, looking for small children.

 The grass areas in front of the school cannot be used as play areas.

 Playgrounds are not accessible after 3:00pm unless for school activities.

 NO PARKING IN FIRE LANES OR RED ZONES AT ANY TIME.

 Front and back parking spots are reserved for preschool parents only during drop-off and pick-up.

7.4. KEY PROVISIONS OF WASHINGTON’S CHILD RESTRAINT LAW

Beginning Jan. 1, 2020, a revised law has new child restraint requirements for children under 16 years old who are being transported in a vehicle. The Washington Child Passenger Restraint Law (RCW 46.61.687) requires the following:

 Children up to age 2 must ride in a rear-facing car seat.

 Children ages 2 to 4 must ride in a car seat with a harness (rear or forward-facing).

 Children 4 years and older must ride in a car or booster seat until they are 4’9’’ in height.

 Children up to age 13 must ride in the back seat when practical.

8 PROGRAMS

8.1. FIELD TRIPS

Several field trips are organized during the school year. They are relevant to our bilingual harmonized program and carefully integrated into the schedule. Parents sign a field trip permission slip for the entire school year. Trip-specific permission forms 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.

8.2. BUS SERVICE

Please visit the MyFASPS Bus Service Resource Board to see routes and registration material. The Operations Team is available to answer all questions. No refund is offered for exceptional closure, sick days or planned absences. The Operations Team is dedicated to considering all solutions that will enable us to offer a reliable program for our families and students.

8.3. AUXILIARY PROGRAMS

8.3.1. GARDERIE/ATELIER

Hours & Function

After-school care is offered for all students in TYPK-Grade 8 from 3:30 pm to 6:00 pm for a fee. Families have the choice of registering for after-school care either as a yearlong subscription (all weekdays, all year, except for blackout days) or on a trimester basis for days needed. All Garderie options are offered beginning the first day of school and run through and including the last day of school.

As of September 2024, both afternoon Garderie and Atelier are offered in two blocks of time:

 Block 1: 3:30-4:30 pm

 Block 2: 4:30pm-6:00 pm

Parents have the option to register their children for Block 1 or Blocks 1 and 2 of afternoon care depending on their needs. Students registered only in Block 1 who are picked up after 4:45pm (TYPK-Grade 5) or after 5:15 pm (Grades 6-8) will be charged a drop-in fee for Block 2. Students picked up after 6:00 pm will be charged a late fee in accordance with the Late Pick Up Fees section below.

8.3.2. MORNING GARDERIE

Morning Garderie operates from 7:30am until students are welcomed to their classrooms (8:00am for K-8, 8:15am for TYPK, YPK & PK). Registration is strongly encouraged for Morning Garderie, but we can occasionally accept drop-ins if given notice as early as possible.

Morning Garderie is available to all TYPK–Grade 8 students before morning drop-off begins.

 TYPK, YPK, PK – 7:30 am – 8:15 am

 Kindergarten – Grade 8 – 7:30 am – 8:00 am

Any child dropped off prior to 8:00am for K-8 or 8:15am for TYPK, YPK & PK will be subject to a drop-in Morning Garderie fee. Note: Students may not remain on school premises unattended, and they may not be dropped off and stay unattended outside before the doors open at 7:30am.

8.3.3. AFTERNOON GARDERIE

After-school care for students in TYPK – Grade 5 is called Garderie.

Garderie is FASPS’ after-school care program offered to students in TYPK – Grade 5. Garderie is structured free time. Students are served a snack, play outside, play with toys, play board games, and color or do small craft projects.

Afternoon Garderie operates from 3:30 pm and runs until 6:00 pm. A snack is provided by the school for all Garderie participants, and we do our very best to meet dietary restrictions/allergies wherever possible. Students will be divided into Garderie groups by age/class group, but students will be regrouped by Preschool / Lower School for outside play during Garderie.

Homework Hour

As of September 2024, all students in Grades 2-5 who are registered for Block 1 of Garderie will attend Homework Hour.

In Homework Hour, students will be separated by grade level and will be supervised by a French-speaking Educational Assistant. Students in Homework Hour will be aided with homework, but are expected to work mostly independently.

Drop-ins to Homework Hour will be dependent on availability. Students in Grades 2-5 who drop in and are not able to join Homework Hour during Block 1 will be sent straight to Garderie with K-1 students.

The program which used to be called “Homework Help” is now called Etude as of September 2024, and operates as an enrichment class. This is homework help supported by FASPS teachers, and more hands-on for students who need additional assistance completing and understanding their homework.

8.3.4. ATELIER/4x4

After-school care for students in Middle School is called Atelier and falls under the umbrella of the 4x4 program.

Atelier (“workshop”) is FASPS after-school program for Middle School students which most similarly parallels Garderie. Atelier is run during Block 1, from 4:00-5:00pm and students are served a snack, work on homework with help from a FASPS faculty member, and socialize with friends.

Middle School Clubs run during Block 1 from 4:00pm to 5:00pm and must be registered and paid for on a trimester basis, and offerings change on a trimester basis as we have interest and availability.Middle School students who stay during Block 2 from 5:00pm-6:00pm will be part of Garderie.

8.3.5. REGISTRATION AND PROGRAM POLICIES

Registration for all grades in Extended Day Programs must be done during the registration period using the online portal here. While we strive to accommodate as many students as we can in Garderie/4x4, space is limited, and we are not able to guarantee services will be available for all students. If Garderie/4x4 is non-negotiable for your family, please register promptly when registration opens, and consider registering for Yearlong Garderie so you are assured care throughout the year. Registration information will be emailed to all current parents prior to registration open date. Registrations are completed on a first come, first served basis, with the exception of Little Chefs class which has a repeat registration rule in place to ensure equal access to all students who want to give the class a try.

The Registration window for Yearlong and Fall Trimester Garderie/Atelier for all students TYPK – Grade 8 will be open from Tuesday, August 6 at 7:00 am through Friday, August 30, 2024 at 6:00 pm.

Registration for Enrichment Classes and Middle School Clubs will open Monday August 12 at 7:00a m and will remain open through Friday, August 30 at 6:00 pm.

Late registrations may be considered as space allows on a case-by-case basis. After August 30, 2024, we will not be able to accept any registrations for Yearlong Garderie or Middle School 4x4 options. Families requiring care every day after September 1st will need to register for Garderie/Middle School 4x4 each trimester as space permits.

Questions about Registration and/or Extended Day programs may be directed to garderie@fasps.org.

Find FASPS’ Auxiliary Programs cancellation and payment policy here.

8.4. MEALS AND SNACKS

Parents provide lunches (except if registered in the school Hot Lunch program) and drinks. We ask parents to provide balanced and nutritious lunches.

 Hot Lunch: FASPS hosts a lunch TYPK through Grade 8 program available to all students and provided for a fee. We encourage parents to contact our Operations Director, at HotLunch@ fasps.org for further information, payments, or concerns.

 For TYPK, YPK, and PK Students: An ice pack that contains perishables, such as meat products, fish, cheese, milk, etc., must be placed in every lunch box. According to the rules, lunch boxes will be inspected every morning. Please comply. Lunches should also meet the daily minimum requirements of a nutritious meal. DCYF regulations ( WAC 110-300-0190 ) state that each lunch must contain a dairy product, meat or meat alternative, grain product, fruit, or vegetable (vitamin C). Three or more times a week, lunches should also contain foods high in vitamin A. TYPK, YPK, and PK students have a vegetarian morning snack provided by FASPS. Preschool students registered for after-school Garderie will also be served a snack provided by FASPS. Weekly menus will be posted on the bulletin board. We follow food guidelines from the DCYF when providing nutritious snacks.

 For Elementary Students: FASPS will provide an afternoon snack each day to all students registered in the Auxiliary program. FASPS will do everything possible to provide a snack per your student’s dietary restrictions or allergies, but you may prefer to send your student to school with an afternoon snack. Parents will provide a snack for students to eat in the morning.

Students in Kindergarten through Grade 8 may bring a snack to eat on the playground during morning recess. Per FASPS’s Policy, no sharing of food will be allowed.

8.5. ATHLETICS PROGRAM

FASPS’s Athletics program is resuming seasonal sports that consist of cross country (fall), soccer (fall), basketball (winter), volleyball (winter), and track and field (spring). Each season is approximately six to eight weeks. In addition to practices, students have the opportunity to compete in league play within the Catholic Youth Organization (CYO) and/or the Cascade Middle School League (CMSL). Athletics program availability varies among grade levels. A fee is required for each program upon registration.

9 HEALTH & SAFETY

9.1. FASPS FOOD POLICY

FASPS is aware that some students have food-related allergies that range from mild to severe and has developed the following food policy:

o Food that is brought to school by students for their personal snack or lunch cannot be shared with other students, faculty, or staff

o Food that is brought to any teacher regulated classroom event (either in-class or for field trips) should be store-bought with an ingredients label.

o Food that is brought to school to be shared among parents (eg, FPC coffee) or at school events where parents and students are present, can be homemade but needs to include a list of ingredients. At these events, parents will be responsible for their student’s food consumption.

9.2. ALLERGIES POLICY

The exchange of food is not permitted.

9.2.1.

RESPONSIBILITIES OF FASPS:

 All packaged items brought to FASPS must have an ingredients label. The teacher or person in charge of food for the function will review this list. Packaged foods without an ingredients label will be sent home unopened.

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

 At the beginning of each school year, first aid training is organized for faculty and staff, which includes the correct use of EpiPens.

9.2.2. RESPONSIBILITIES OF ALL PARENTS:

 To ensure that all packaged food items taken to FASPS by students have an ingredients label.

 To inform FASPS if you believe your student has an allergy.

9.2.3. RESPONSIBILITIES OF PARENTS OF STUDENTS WITH KNOWN ALLERGIES OR SPECIFIC MEDICAL CONDITIONS:

 To provide two sets of EpiPens or other medications such as Benadryl, labeled with prescription and student name, and appropriate medical release forms to FASPS; one of the EpiPens will be kept with the student in the classroom’s emergency backpack, and one will be kept at the Health Room as a back-up. The Benadryl will be kept in the same areas as the EpiPens.

 Provide EpiPens and supervise student’s’ food at after-school functions (e.g., concerts, BBQ).

 Provide all necessary medical consents and action plans for the treatment of the student.

9.2.4. RESPONSIBILITIES OF THE

ADMINISTRATION:

 At the beginning of each school year, gather medical information provided to us by the parents and create a detailed list for each classroom of which students are allergic or have specific medical conditions.

 At the beginning of each school year, require the parents of each allergic student to provide two sets of EpiPens or other medications such as Benadryl (one for the teacher and the other for the Health and Safety Aide) and appropriate medical release forms. If medication is not provided, the student may not be allowed to attend school.

9.2.5. RESPONSIBILITIES OF THE FACULTY:

 To check the ingredients of all foods to be served to students.

 To not allow foods to be served for which the ingredients are unknown or uncertain, .

 To prevent the sharing of food among students.

 To keep student medications in the classroom when students are in class but carry medications with them to all school events outside of the classroom, including field trips and trips to the SJCC.

9.2.6. TREATMENT POLICY

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

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

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

 Administer Benadryl if prescribed.

 Notify the student’s parents as soon as possible

9.3. REQUIRED FORMS

All parents must fill out required forms (Family Information, Medical Information, Allergies, Medications, Diet & Activity, Authorizations, Emergency Release) on SchoolDoc.com prior to the first day of school. If the information on any of your forms changes, please update it on your profile on SchoolDoc.com. Contact Victoria Paolacci-Mellor at victoriap@fasps.org to unlock the profile to make the appropriate changes.

9.4. IMMUNIZATION POLICY

FASPS has adopted its official healthcare policy from guidelines published by the Washington State Department of Health. It is posted on the bulletin board in the preschool section of the school. A copy is also available at the Front Desk area and online. Please refer to it. A Medical Information form must be completed online before the beginning of the first day of classes via SchoolDocs.com. A Certificate of Immunization Status form (available on MyFASPS) must also be on file for each child.

According to the Washington Administrative Code WAC 246-105-030 and WAC 246-105-040 any child attending school, preschool, or childcare in Washington State is required by law to be fully immunized (documentation of vaccination or proof of acquired immunity). These requirements are put into place to protect children, families, and communities from vaccine preventable diseases. The parent or guardian of a child must provide documentation of vaccination or proof of immunity to specific diseases. This requirement is based on the national Advisory Committee on Immunization Practices (ACIP) Immunization Schedule for school or childcare registration and attendance.

9.4.1. IMMUNIZATION REQUIREMENTS FOR SCHOOL ATTENDANCE

The attendance of every child at every public and private school in the state and licensed day care center shall be conditioned upon the presentation before or on each child’s first day of attendance at a particular school or center, of proof of either:

 Full immunization

 The initiation of and compliance with a schedule of immunization, as required by rules of the state board of health

 A certificate of exemption as provided for in RCW 28A.210.090

In case of a communicable disease outbreak, students with a vaccine exemption related to the disease outbreak will not be allowed onto campus.

9.4.2. EXCLUSIONS AND CONDITIONAL STATUS

Children who do not meet state vaccination requirements may not attend school or childcare. Schools and childcare must exclude children who do not provide paperwork showing they have met the vaccination requirements.

Children who need to catch up on vaccination requirements may stay in school under ‘conditional status.’ To be in conditional status, families must:

 Get their child vaccinated for all eligible missing vaccines

 Turn in required paperwork showing the vaccinations their child has received

 Have a parent or guardian sign the conditional status box on the CIS (Certificate of Immunization Status) form

Because some vaccines are given in a series over time, children may have a waiting period until they can receive their next vaccination. Families have 30 days from the next vaccine due date to get their child vaccinated. Families must then turn in paperwork showing proof. This process continues until the child is caught up on vaccinations. If a family does not follow up on a required vaccination, their child will lose conditional status and will be excluded from school.

For more information about immunization requirements and available forms for families, visit: www.doh.wa.gov/SCCI.

9.5. STAY AT HOME

Students with any of the following symptoms will not be permitted to remain at school:

 Fever of 101°F (38.33°C) forehead (temporal artery thermometer) for TYPK–PK students and in the ear (tympanic) for K–Grade 8 students and/or higher who also have one or more of the following: earache, sore throat, rash, signs of irritability or confusion.

 Vomiting two or more times in a 24-hour period.

 Diarrhea: two or more watery stools in a 24-hour period.

 Draining rash or wound.

 Eye discharge or pink eye.

 Fatigue that prevents participation in regular activities.

 Open wounds, unless properly covered.

 Lice, including evidence of nits, and scabies (see Lice Policy, Section 9.7).

Parents must inform the school if their child is staying home from school due to illness or injury. Students can be readmitted after medical diagnosis has ruled out bacterial or viral infection, or after 24 hours free of fever without the aid of medicine, or once 24 hours have passed since starting antibiotic treatment, if indicated. All students at school are expected to participate in regular school activities. A note from parents is required to request any exception. If a child becomes ill at school, the child will be isolated from the rest of the students and the parents, or those listed on your emergency contact will be called to pick them up. Note: Please do not bring your sick child to school. The child cannot be kept at school, and you will be required to come and pick them up as soon as possible.

Please communicate with the health office about your child’s diagnosed conditions.

9.6. MEDICATIONS AT SCHOOL

FASPS does not administer any medications, including vitamins, at school. Students need to receive all medications from their parents at home. Students who have special medical conditions will be handled on an individual basis. Please contact the Health and Safety Aide to make arrangements. Note: Never place or leave medicine, including prescription and over the counter medication, i on your child’s person or in your child’s cubby, lunchbox, lockers, or backpack.

9.7. MEDICAL EMERGENCIES

In the event of a life-threatening emergency, the procedures are:

1. First aid is administered at school by a trained staff member (all are certified).

2. 911 will be called and the student taken to the nearest emergency room.

3. Parents (or alternate contact) listed on the Family Information form, or the Authorization for Medical Treatment form will be called.

4. All accident/Injury Reports will be filled out and communicated to parents by email.

9.8. LICE POLICY

FASPS follows CDC recommendations concerning the treatment and handling of lice. Please check your child(ren)’s hair at least once a week. If you find that your child has lice and/or nits (eggs), you must keep them out of school until they have been treated and they are completely lice/nit-free. You also must notify us immediately. Upon your child’s return to school, they must wait at the Front Desk until they are checked for lice/nits. Your child will be sent back home if any lice/nits are found. If lice/nits are found on one person in your family, assume other people in the family have them too, and do a thorough check of everyone. Also, notify friends, people in your carpool, daycare, and sports teams that share helmets. You can find over-the-counter, permethrin-based shampoos at your local drugstore if you prefer to do the treatment yourself. Lice Knowing You also carries chemical- and pesticide-free lice removal and prevention products. Make sure to use a metal comb to pick out nits after any treatment; these two things must be combined to be effective. We recommend following the CDC Guidelines for the treatment of lice: https://www.cdc.gov/lice/?CDC_AAref_Val=https://www.cdc.gov/parasites/ lice/index.html.

9.9. NAPS FOR TYPK, YPK AND PK STUDENTS

Bedding for naps (cotton sheet and cotton blanket) is provided by FASPS. These are stored individually in a bag with the child’s name. Each family must launder these bedding materials according to the schedule provided to you by the classroom teacher. Please do not bring blankets or pillows. Please also respect the No Toy Policy. A small comfort toy, however, is allowed for naptime.

9.10. HEALTH AND PESTICIDE POLICIES FOR TYPK, YPK, AND PK STUDENTS

FASPS’s special preschool Health and Pesticide policies are posted on the preschool bulletin board in the preschool hallway. These policies are also posted on MyFASPS on the Policies, Info, and Forms Resource Board. It is your responsibility to read these policies and be familiar with them. Both have been approved by DCYF

9.11. NO PETS POLICY

It is the policy of FASPS not to allow pets inside the school or on the playground unless it is part of a classroom project, approved by the Administration, and communicated to the parents involved. Exceptions will be made for service animals or work accommodation.

9.12. EMERGENCY PROCEDURES

Plans for safeguarding students in the event of fire or severe earthquake are frequently reviewed and regularly practiced. All classes take part in fire, earthquake, evacuation, and lockdown drills, and every member of the faculty and staff has been trained in first aid, CPR, and bloodborne pathogens. Note: The Emergency Preparedness Plan is an addendum to this handbook.

9.13. CHILD ABUSE REPORTING LAW REQUIREMENTS

Under Washington law, FASPS is required to report by phone any instance when a FASPS employee has reason to suspect the occurrence of physical, sexual, or emotional child abuse, child neglect, or child exploitation to Child Protective Services.

9.14. BIRTHDAYS

Currently, the policy for celebrating a student’s birthday is under the direction of his or her teacher. Please check with your child’s teacher beforehand. Parties are planned to provide minimal disruption to the classroom environment. No home-baked or home-prepared items are permitted. Please bring non-perishable store-bought refreshments that can be easily served. A label provided by the manufacturer must be affixed to the packaging. Items without ingredient labels will not be shared with students (see our allergies policy in Section 9.2). If your student has a birthday party outside of school, invitations may be passed out at school only if each child in the class gets one; otherwise, please mail them or distribute them outside of school hours.

10 STUDENT CODE OF CONDUCT

10.1. BEHAVIOR EXPECTATIONS AND DISCIPLINE GUIDELINES

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

10.2. POSITIVE GUIDANCE

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

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

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

 Rules set non-negotiable conduct boundaries.

10.3. THE FOUR EXPECTATIONS

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

Respect, Responsibility, Safety, Kindness:

 Respect oneself, respect for others, respect for environments.

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

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

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

 Be kind to oneself and others when mistakes happen.

 Assume everyone has the best of intentions.

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

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

 Everyone respects their own and others’ personal property.

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

 Everyone respects each other’s time is important.

 Take daily actions to reduce waste.

 Bring a growth mindset to your learning.

10.4. FASPS RULES

All students are required to:

 Respond to directions from any FASPS employee.

 Walk in the hallways.

 Avoid unnecessary physical interaction with each other and rough play.

 Not partake in any physical or verbal aggression towards anyone.

 Use any cellular or wi-fi devices according to FASPS policy and never in the restrooms.

 Respect school property.

 Keep themselves under adult supervision and not stray from it.

 Only leave campus with explicit permission.

 Leave prohibited items outside the school.

 Communicate with outside parties only with permission from a member of the FASPS Administration.

10.5. STUDENT APPEARANCE POLICY

Our Student Appearance Policy is designed to support our school’s diversity, equity, and inclusion statement. The way students 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. Students should dress casually and comfortably for school, while wearing clothing and shoes that are well-suited and safe for the school environment. We respect current fashions and understand that clothing styles are ever evolving, and the school is open to discussion about trends. Special circumstances will be considered on a case-by-case basis. Clothing and accessories that display or promote negative messages are not permitted. These could include drug, weapon, alcohol or tobacco-related information, obscenities, put-downs, stereotypes, sexual innuendos, offensive words or graphics.

 Clothing will cover undergarments when students 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 (with the exception of mask wearing as necessary).

 Students should have appropriate clothing for the weather, including a coat (preferably a raincoat) with a hood.

 All students need to bring to school appropriate attire for swimming and PE class, including tennis shoes with non-marking soles.

 All clothing should be labeled with the student’s full name.

 Shoes should be comfortable and allow for outdoor play. For safety reasons, shoes must have a back strap (no flip flops, no heels/platforms, no wheeled shoes, no clogs) and allow for moving up and down the stairs quickly, between FASPS and the SJCC. Crocs are permitted as long as they fit well and do not come off when moving quickly. Shoes should stay on during nap time in case of emergency requiring evacuation.

10.6. COMMUNICATION AND PARTNERSHIP

The school partners with parents to build positive behaviors and 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.

RESPONDING TO LOW TO MODERATE LEVEL INCIDENTS FLOWCHART

RESPONDING TO A SIGNIFICANT LEVEL INCIDENT FLOWCHART

RESPONDING TO HIGH LEVEL INCIDENT FLOWCHART

10.10. BEHAVIOR APP

In the interest of fairness, 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.

10.11. MYFASPS NOTES (NOTIFICATIONS)

MyFASPS notes are used to share information with families. In the Preschool and Elementary, official notes are received by the parents. In the Middle School, the student and the parents receive official notes. A variety of subject lines is possible, including a range of areas, levels of concern, and areas for commendation. Notes will include the facts and action taken or to be taken, and repair if applicable. They will not include the names of other students involved. Notes are internal and will not be shared with outside parties or part of the high school placement process (except when requested by parents).

10.12. TYPES OF NOTES:

10.12.1. BRAVO NOTICE:

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

10.12.2. MISSING ASSIGNMENT (MIDDLE SCHOOL ONLY):

1. Alerts student and parent to missing assignment

2. Missing an Assignment:

a. Guided office hours

b. Parent notification with information about how grade could be affected

c. Consultation with advisor

d. Conference with parents

e. Individual development plan suited to need

10.12.3. ACADEMIC INFORMATION (GRADES 3–8):

1. Targets recipient generally the student

2. Comes from student’s advisor and teacher

3. Shares action student may take to remedy the situation

4. Communicates role of student accountability

10.12.4.

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

10.12.5. 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. 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.

10.13. 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).

10.14. 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.

10.14.1. NATURAL CONSEQUENCES:

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

10.14.2.

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-size-fits-all repair, and repairs need to be personalized for each student (age-appropriate, history of the student, diagnostic, etc).

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

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

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

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

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

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

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

10.15. EXPECTATIONS

SURROUNDING

DISPLAYS OF AFFECTION AT SCHOOL

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

10.16. LIMITED RESTRAINT POLICY

The use of physical restraint methods injurious to students or locking students in a time-out room. 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 to the family.

10.17. 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 using the Behavior Flow Charts. An official note will be sent to inform all parties involved.

10.18. 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.

Inappropriate use of technology, whether at home or at school, to tease, harass, or threaten any individual known to students through FASPS is harmful behavior that violates school policy and potentially Washington law. Our school has adopted this policy to protect our students, faculty, staff and administrators, and to be prepared to respond to incidents of cyberbullying, cyberharassment or cyberstalking. Several forms of prohibited conduct are listed below as examples, but this list does not identify all online conduct that is potentially harmful and violates our policies:

 Using electronic devices to initiate repeated negative behavior toward a less-powerful person.

 Electronic name-calling, shunning, and shaming.

 Using technology to spread rumors, gossip, or make threats online.

 Retaliating against anyone who reports alleged inappropriate technology use.

Whenever inappropriate technology use is reported, we take steps to promptly investigate the situation in an age-appropriate manner. Where appropriate, we take disciplinary steps which may include loss of technology privileges, suspension and/or expulsion from the school. In situations involving especially harmful online conduct, we may refer the matter to local and/or state authorities for further investigation and potential prosecution.

For more information, please see: http://www.k12.wa.us/SafetyCenter/InternetSafety/default.aspx

If you have reason to believe a student is being harassed, intimidated, bullied or stalked, please contact any teacher or administrator with whom you feel comfortable talking.

10.19.

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 and cellular 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. During class hours, please refrain from emailing, messaging, or video conferencing with your child.

Cellular-enabled device use on overnight trips can be modified or restricted at the discretion of the School.

10.20. PROHIBITED ITEMS

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

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

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

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

 Gaming/trading cards.

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

11 PARENT INVOLVEMENT

11.1. SUPPORTING FASPS

FASPS provides its students with a very special and unique educational option. The academically rigorous bilingual 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 generous support from parents. Supporting FASPS above and beyond tuition allows us to provide our students with the best teachers, technology, and resources, creating a rich learning environment in which our students thrive. The primary means of support include the Annual Fund and the Gala and Auction.

11.2. ANNUAL FUND

Every year, school community members are asked to participate in the Annual Fund campaign in the fall (with our Giving Week focus from September 29 to October 5, and our Giving Day on October 3). Gifts of all sizes are welcomed, and 100% participation is the number one priority. Gifts range from $25 to $10,000 or more. The Annual Fund is part of FASPS’s operating budget and supports every aspect of our school’s program. Your participation is crucial to the health and vitality of our school, and this school year that need is even greater. The 2024–2025 Annual Fund goal is $385,000, and we thank you in advance for helping us reach it. Gifts can always be pledged in the fall and paid later in the school year.

11.3. THE GALA AND AUCTION

Each spring FASPS holds an annual fundraising event: the Gala and Auction. It includes an Online Auction prior to the Gala, as well as a Silent and Live Auction at the event. We ask that all families procure or provide one or more items with a combined market / retail value of at least $300, to be auctioned off at the Gala and Auction, or Online Auction. While procuring or providing auction items is greatly appreciated, a family may, alternatively, make a cash donation to the Auction in an amount equal to or exceeding $300. All gifts to FASPS may be eligible for tax-deduction and may be matched if donors are employees of a business with a corporate matching gift program. This year’s Gala and Auction will be on Saturday, April 26, 2025. We will share more details about this event later this fall.

11.4. VOLUNTEERING AT FASPS

Volunteers at FASPS play an essential role in many aspects of the school. We ask that each family volunteer at least 10 hours per school year. The FPC manages volunteer opportunities and helps the school match our needs with parents’ interests and availability. Sign-ups for volunteer opportunities will appear in the Friday Flash and can be found in the Volunteer (FPC) section on MyFASPS in the Resources section.

The volunteer service requirement will be waived for families who make a charitable donation to the school of $300 ($15/hour); this amount excludes any corporate matching funds, annual giving, and the fundraising auction donation. All unrestricted charitable donations, including those listed above, are used by FASPS as determined by the Board of Trustees and consistent with FASPS’s nonprofit status.

12 CONTACT INFORMATION & SUPPORT

12.1. ADMINISTRATIVE STAFF CONTACT INFORMATION

 Eric Thuau | Head of School

o Ext. 217 | EricT@fasps.org

o Head of School-related Matters

 Déborah Worrall | Preschool Head

o DeborahW@fasps.org

o TYPK - Kindergarten Child’s Education

 Khalid Amali | Elementary School Head

o Ext. 237 | LSHead@fasps.org

o Grade 1 – Grade 5 Child’s Education

 Stacy Chandler | Middle School Head

o Ext. 238 | MSHead@fasps.org

o Grade 6 – 8 Child’s Education

 Libby Molamphy | Executive Assistant and Registrar

o Ext. 223 | LibbyM@fasps.org

o Head of School Appointments, Parent-Teacher Conferences, Registrar

ADMISSIONS

 Pénélope Souquet | Director of Enrollment Management

o Ext. 275 | PenelopeS@fasps.org

o Admissions Events, Tours, Application Process, Enrollment Management

 Lia Corrado | Enrollment Management Associate

o Ext. 287 | LiaC@fasps.org

o Admissions Events, Tours, Application Process, Social Media

ATHLETICS:

 Sébastien Boccaccio | Athletics Coordinator, P.E. Teacher

o Ext. 284 | SebastienB@fasps.org

o P.E. and Athletics

AUXILIARY PROGRAMS:

 Ren Keller | Director of Auxiliary Programs

o Ext. 273 | RenK@fasps.org

o Enrichment Classes, Garderie, After-school Learning, Summer Programs, Educational Assistants

 Rei Silverberg | Assistant Director of Auxiliary Programs

o Ext. 273 | ReiS@fasps.org

 Marian Garcini | Auxiliary Programs Coordinator

o Ext. 289| MarianG@fasps.org

BUSINESS OFFICE:

 Susan Griesse | CFO and COO

o Ext. 232 | SusanG@fasps.org

o Finance, Human Resources, Tuition

 Mary Ellen Blocker | Accounting Manager

o Ext. 272 | MaryB@fasps.org

o Accounting Issues

 Won Jeon | Business Office Administrator/HR Specialist

o Ext. 271 | WonJ@fasps.org

o Business Accounts, Human Resources, Billing

COMMUNICATIONS:

 Karl Archer | Communications, Marketing, and PR Director

o Ext. 292 | KarlA@fasps.org

o General Communications, Friday Flash, Social Media, Website

 Léa Godoy | Social Media Manager

o LeaG@fasps.org

o Social Media Management, Photography, Video

DEI & WELL BEING:

 Sabine Abadou | Director of DEI and Wellbeing

o SabineA@fasps.org

o Diversity, Equity, Inclusion, Faculty and Student Wellbeing

DEVELOPMENT:

 Heidi Paige | Director of Development

o Ext. 278 | HeidiP@fasps.org

o Annual Fund, Gala, Alumni, Philanthropy, Volunteering

 Emma Smith | Associate Director of Development

o Ext. 279 | EmmaS@fasps.org

o Annual Fund, Gala, Alumni, Philanthropy, Volunteering

 Debbie Baxter | Development Associate

o Ext. 281 | DebbieB@fasps.org

o Annual Fund, Gala, Community Engagement

HEALTH:

 Kindra Brodel | Health & Safety Aide

o Ext. 285 | Health@fasps.org

o Illnesses, Injuries, Medications, Immunization Records, Medical Questions

OPERATIONS:

 Victoria Paolacci-Mellor | Operations Director

o Ext. 274 | VictoriaP@fasps.org

o Facilities Management, Transportation, Hot Lunch

 Tyler King | Operations Associate

o Ext. 298 | TylerK@fasps.org

o Facilities Management, Transportation, Hot Lunch

RECEPTION (MAIN):

 Alice Nguyen | Receptionist

o Ext. 0 | Reception@fasps.org

o General Questions, Late Arrivals, Absences, Etc.

TECHNOLOGY/IT:

 Brian Hoyt | Director of Technology

o Ext. 286 | BrianH@fasps.org

o Student Computers, Technology, MyFASPS Login

 Ryan Moe | Technology Support

o Ext. 290 | RyanM@fasps.org

o Student Computers, Technology, Tech Support

12.2. PRESCHOOL CAMPUSES

BELLEVUE - FACTORIA: 4228 Factoria Blvd SE, Bellevue, WA 98006 – (206) 275-3533 – info@fasps.org

SEATTLE - CAPITOL HILL: 1823 East Madison Street, Seattle, WA 98122 – (206) 275-3533 – info@fasps.org

12.3. GENERAL FASPS EMAIL ADDRESSES

 Athletics@fasps.org for Athletics

 BizOffice@fasps.org for FACTS and tuition payments

 Development@fasps.org for Annual Fund and Gala

 Enrollment@fasps.org for Enrollment, Admissions and Applications

 FASPSAlumni@fasps.org for Alumni News Content and Questions

 FASPSBus@fasps.org for Anything Bus-related

 Health@fasps.org for Student Health, Illnesses and Immunization Questions

 HotLunch@fasps.org for Anything Hot Lunch

 FridayFlash@fasps.org for Friday Flash Content and Questions

 Garderie@fasps.org for Anything Auxiliary program-related

 Info@fasps.org for General FASPS Emails

 Reception@fasps.org for Late Arrivals, Absences, Early Pick-up, etc.

 Social@fasps.org for Anything to Post on social media

 Summer@fasps.org for FASPS’s Summer Programs

 Volunteer@fasps.org for Anything Volunteer-related

12.4.

EQUIVALENT GRADE NAMES IN ENGLISH AND FRENCH

Tiny Young Prekindergarten (TYPK)

Toute petite section (TPS)

Young Prekindergarten (YPK) Petite section (PS)

Pre-kindergarten (PK) Moyenne section (MS)

Kindergarten (K) Grande section (GS)

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Cours préparatoire (CP)

Cours élémentaire niveau 1 (CE1)

Cours élémentaire niveau 2 (CE2)

Cours moyen niveau 1 (CM1)

Cours moyen niveau 2 (CM2)

Grade 6 Sixième (6ème)

Grade 7 Cinquième (5ème)

Grade 8 Quatrième (4ème)

École maternelle

Cycle 1

Cycle 2

École élémentaire

Cycle 3

Collège

Cycle 4

13 EMERGENCY PREPAREDNESS PLAN

13.1. INTRODUCTION

13.1.1.

PURPOSE

This plan is designed to provide a framework for protecting students, staff, and school facilities, as well as to describe the responsibilities of staff members, for a wide range of emergency and disaster situations that may occur.

In the event of a widespread emergency, such as an earthquake, it is recognized that available government resources will be overtaxed and may be unable to respond to all requests for assistance. This plan assumes that the school must be self-sufficient for 72 hours.

13.1.2. AUTHORITIES AND REFERENCES

The Plan is based on federal and state law and Board policy. Section 6 includes relevant legislation and the Board of Trustee’s adopted policies.

13.1.3.

PLAN IMPLEMENTATION

The plan will be:

 initiated by the Head of School or designee when conditions exist which warrant its execution

 implemented by all staff who will remain at school and perform their duties as assigned until released by the Head of School or designee

 Reviewed at least annually.

Emergency and disaster functions have been identified and pre-assigned.

The Emergency Teams are updated at least annually.

13.2. PLANNING

13.2.1.

HAZARD ASSESSMENT

Each school year, prior to the arrival of the faculty, the Head of School and/or his designee will undertake a physical survey of all hazards likely to be encountered in the evacuation routes from classrooms and other activity rooms to safe, open-space areas. During the first month of the school year, each teacher will conduct a classroom hazard checklist to be submitted to the Operations Director.

13.2.2. STAFF ORIENTATION / TRAINING

All school staff will be oriented to this Plan by the Head of School and/or designee at the beginning of each school year. All staff members shall have first aid and CPR certification , blood-borne pathogen training and epinephrine auto-injectors training.

13.2.3.

DRILLS

In accordance with state law:

 Exit drills shall be held as frequently as may be necessary to assure rapid and orderly evacuation of the building in an emergency.

 An earthquake “Drop, Cover and Hold On” drill will be held twice a year.

 A Lock Down drill will be held twice a year

 All students and staff will participate in these mandated drills.

 All drills will be recorded on the Emergency Drills form.

13.2.4.

EVACUATION ROUTES

The Head of School or designee is responsible for establishing safe evacuation routes from all school facilities. Evacuation routes with meeting locations are posted in all hallways, classrooms, multi-purpose room, and the school office.

13.2.5. PARENT COMMUNICATION / RESPONSIBILITY

This Emergency Plan is available on the school’s website. Pertinent components are also included in the Parent Handbook. All parents will complete an Emergency Release form for their child and designate other persons who are authorized to pick-up their child in the event of an emergency.

13.2.6. SUPPLIES AND EQUIPMENT

Disaster supplies and equipment are maintained as follows:

 Emergency and personal kits, including enough food and water for three days

 Extra water stored

 First aid and other search and rescue supplies which may be needed during the first few hours following an emergency

 Tools for shutting off the utilities.

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13.2.7. EMERGENCY FILE

An Emergency File containing a copy of the Emergency Release information for all students will be maintained at the front desk marked STUDENT RELEASE AND EMERGENCY FILE and will be taken by the administration whenever the school building is evacuated.

A digital Emergency File containing the Emergency Release information for all students will be maintained on OneDrive titled STUDENT RELEASE AND EMERGENCY FILE. This will be available for access by the administration whenever the school building is evacuated.

13.2.8. COMMUNICATIONS

During an emergency, telephones, cell phones, email, and the internet will be used to report emergency conditions or to request emergency assistance.

For communication on campus the classroom intercom system will be used. A bullhorn, portable walkie-talkies, and/or runners are also available as needed.

It is the responsibility of the Head of School or designee to disseminate information to the public.

WEBSITE: www.fasps.org

EMAIL: info@fasps.org

13.2.9. IMPORTANT NUMBERS

 Main phone line 206-275-3533

 Main line extensions

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13.2.10. EMERGENCY CELL PHONES

 Head of School (Eric): 206-617-1333

 Operations Director (Victoria): 206-697-7574

13.3. RESPONSIBILITIES

13.3.1. HEAD OF SCHOOL OR DESIGNEE:

 Assume overall direction of all emergency procedures based on procedures and actions outlined in this plan.

 Good judgment, based upon the facts available in any emergency situation, is of paramount importance.

 This Plan should not be considered as a restriction to judgmental prerogatives.

 In the absence of the Head, the Operations Director shall be the designee. In the absence of both the Head and the Operations Director, the COO/CFO shall be the designee, followed by the Preschool, Elementary School and Middle School Head.

13.3.2.

OPERATIONS DIRECTOR

 Examine buildings and plant for damage, provide damage control.

 Keep Head of School or designee informed of condition of school.

 Assist as directed by the Head of School or designee. .

13.3.3.

ADMINISTRATIVE STAFF:

 Assist Head of School or designee by handling telephones, monitoring radio emergency broadcasts, assisting with health emergencies as needed, acting as messengers, etc.

13.3.4.

TEACHERS

 Responsible for the supervision of students in their charge.

 Direct evacuation of students in their charge to inside or outside assembly areas, in accordance with signals, warning, written notification, or orders.

 Give “Drop, Cover and Hold On” command during an earthquake.

 Take roll when class relocates to an outside or inside assembly area or to another location.

 Report missing students to Head of School or designee.

 Provide first aid when possible. Seek medical assistance otherwise.

13.3.5. INSTRUCTIONAL ASSISTANTS/AIDES

 Teacher Assistant

 Educational Assistant

 Classroom Assistant

13.4. EMERGENCY TEAMS

During and after an emergency, the school’s Emergency Teams are essential to ensure that everything possible is being done to save lives, prevent injuries, and protect all property.

The Emergency Teams outlined in this Plan are:

 Command & Communication Team

 Crisis Intervention

 First Aid Team

 Food, Water and Supply Management Team

 Maintenance/Fire Team

 Search and Rescue Team

 Student Release Team

 Student Care Team

13.4.1. TEAM MEMBERSHIP

The School’s Emergency Teams shall be comprised of personnel selected by the Head of School or designee. Each team will consist of individual team members, a team leader, and an alternate team leader. These persons shall receive training and shall be required to participate in “emergency readiness” activities before an actual disaster occurs, to be fully prepared to respond both during and after the emergency. .

13.4.2. TEAM LEADER RESPONSIBILITIES

The leader of each team shall have ongoing responsibilities, including the following:

 requesting the Head of School or designee to fill any vacancies on the team

 the training of new members and alternates

 ensuring that necessary supplies and equipment are purchased and maintained

 attending annual meetings with other team leaders and the Head of School or designee

 determining where and under what conditions the team will meet during emergencies

 coordinating team activities during an actual emergency

Note: Any school employee, as a disaster services worker, may be asked to assist an Emergency Team whenever necessary.

13.5. EMERGENCY PROCEDURES

13.5.1. FIRE WITHIN THE SCHOOL BUILDING:

1. Immediately leave building and assemble students silently in the area designated in the school’s fire evacuation plan.

2. Call 911.

3. Assess seriousness and if possible, fight the fire until arrival of Fire Department.

4. Teachers take attendance and report any missing children to the command team.

5. Ensure that access roads are kept open for emergency vehicles.

6. Notify the appropriate utility company of breaks or suspected breaks in utility lines or pipes.

7. Do not allow the return of students or staff members to school buildings until Fire Department Officials declare them safe.

13.5.2. FIRE NEAR SCHOOL:

1. Determine the need for action. If the answer is “no”, continue with school routine. Notify appropriate Fire Department to be sure warning has been given.

2. If the fire threatens the school, execute those actions under “Within School Building” 1-8 above.

13.5.3. EARTHQUAKE WHEN INSIDE SCHOOL BUILDING:

1. Upon the first indication of an earthquake, Teachers will instruct students to “Drop, cover and hold on”.

2. Try to avoid glass and falling objects. Move away from windows where there are large panes of glass and out from under heavy suspended light fixtures.

3. When the earthquake is over, leave the building when notified to do so. This will happen after the safety of the exit routes has been evaluated.

4. Meet at an outside meeting location, a safe distance away from building entrances, and do not re-enter the buildings.

5. Warn all personnel to avoid touching electrical wires which may have fallen to the ground.

6. Notify the appropriate utility company of breaks or suspected breaks in utility lines or pipes.

7. Inspect school buildings. When damage is apparent, determine the advisability of closing the school.

8. Initiate any other action deemed necessary or return to normal routine.

13.5.4. EARTHQUAKE WHEN OUTSIDE THE SCHOOL GROUNDS:

1. Execute those actions required in 4–8 in Section 13.5.3..

13.5.5. EARTHQUAKE AT TIMES OTHER THAN SCHOOL HOURS:

1. Inspect school buildings. When damage is apparent, determine the advisability of closing the school.

2. If school must be closed, notify staff members by using the Flash alert system and, if opted in, by cell phone text.

3. Notify public information media as appropriate.

4. If possible, post information on the school website and change the voice mail message for the school’s incoming phone line.

13.5.6. SEVERE STORM WINDS WITH LITTLE OR NO WARNING:

1. Initiate “Take Cover” action.

2. Move away from windows and close all blinds.

3. If outside, move indoors.

4. Keep tuned to a local radio station for the latest advisory information.

5. Lock all exit doors with panic bars.

6. Notify the appropriate utility company of breaks or suspected breaks in utility lines or pipes.

7. Upon passage of the storm initiate any other appropriate action or return to normal routine

13.5.7. SEVERE STORM LIGHTNING:

1. Avoid the use of telephones including cell phones, electrical appliances, and plumbing as much as possible.

2. Move away from windows and close all blinds.

3. If outside, instruct students to squat low to the ground and move indoors.

13.5.8. OTHER SEVERE WEATHER:

1. Be aware of storm watches and warnings in the area.

2. Head of School or designee will determine if school should be closed and will initiate communication if necessary.

3. Monitor radio or internet for storm updates and emergency instructions.

13.5.9. EXPLOSION:

1. Initiate the “Drop, Cover, and Hold On” procedure upon the first indication of the explosion.

2. If an explosion has occurred within the school buildings, immediately, upon passage of the blast wave, leave the building.

3. Call 911.

4. Assess seriousness and fight any present fire, if possible, until the arrival of the Fire Department.

5. Teachers take attendance and report any missing children to the command team.

6. Notify the appropriate utility company of breaks or suspected breaks in utility lines or pipes.

7. Do not allow the return of students or staff members to school buildings.

8. Initiate any other action deemed necessary because of the condition of the school or return to normal routine.

13.5.10. THREAT OF EXPLOSION

 1. Leave building.

 2. Execute those actions required under steps 3 through 9 above.

13.5.11.

LOCKDOWN

1. Lock down can be initiated by the Head of School or designee, area law enforcement, or by a threatened staff member with confirmed information. Situations that may require lock down include an intruder on campus exhibiting dangerous behavior, a situation in the local area that may impact the safety of students, an incident involving a gun or other weapons, or a serious threat that has been made to a student or staff member.

2. Lock down will begin by the office calling on the intercom phones, “We are now locking down the school due to an unexpected emergency. Please follow lockdown procedures.” If classes are outside, they will be notified immediately.

3. If the dangerous situation is taking place in a classroom, a staff member is to call the front desk using their class phone and begin lock down procedures. If it involves an intruder, describe the intruder and his/her location.

4. Call 911.

5. Teachers/staff/students get into the closest classroom that can be secured.

6. The front desk will notify classes outside immediately and students will be instructed to quickly reenter the building and go to the nearest classroom.

7. Teachers/staff/students check hallways and bathrooms, and assist any remaining students into classrooms.

8. Doors are locked, both interior and exterior, and not opened until the “All Clear” signal is given.

9. Close windows, blinds, and cover door glass with paper.

10. Turn off lights and ask for silence. Remain quiet until the “All Clear” signal is given.

11. Teachers/staff/students stay out of the line of sight as much as possible. Students may line up along the longest inside wall, or sit on the floor away from doors and windows.

12. Teachers take attendance and let the front desk know of any missing students. If this is not possible, tape the list near the phone.

13. Phones lines or cell phones should not be used during the lockdown, unless you have an emergency to report. If possible, the front desk will communicate with classrooms periodically to inform staff about the situation. If the lockdown is lengthy, teachers will be given additional instructions regarding the care of their students.

14. Students may not leave the classroom during a lockdown. If the lockdown is lengthy, it may be necessary to use classroom emergency supplies, a make-shift toilet, etc.

15. Teachers/staff should keep a record of sights, sounds, observations, people, and their actions.

Note: No person will be allowed to enter or leave the school’s facility during the lockdown.

13.5.12. BOMB THREAT

If a threat by telephone comes directly to the school

1. Person receiving call should attempt to keep the caller on the telephone as long as possible and alert someone else by waving the yellow card which says “I am receiving a bomb threat. Please call 911” so they can get on a different line and notify the telephone company to trace the call.

o Dial “911” -- tell operator, “This is [your name] from the . We are receiving a bomb threat on another line. The number of that line is 206-275-3533. Please trace the call.”

o Give any additional information needed by the operator. This must be done quickly. (The call cannot be traced once the caller has hung up.)

2. Try to determine if the caller is a student or an adult. If it is a student, it may be easier to discover identity.

3. The Head of School or designee shall evacuate the building(s) threatened.

o If one specific building has been threatened, it should be evacuated along with adjoining buildings and a search should be instituted.

o Use personal notification by designated persons to evacuate the threatened rooms.

o If it is necessary to evacuate the entire school, use the fire alarm in each building.

4. Resume school after the building(s) have been inspected and determined safe by proper authorities.

5. Resume school after the building(s) have been inspected and determined safe by proper authorities.

6. Do not publicize the threat any more than necessary.

7. Individual receiving call should complete the Bomb Threat Report, (Section 5), as soon as possible.

A written threat should be turned over to police and procedures 3 through 7 followed, if appropriate.

13.5.13. IRRATIONAL BEHAVIOR:

1. Student or Staff

o Notify Head of School or designee.

o Isolate person from students, if possible.

o If it is a student, notify family.

o Protect individual from injury.

o Arrange for necessary care of individual.

o Call 911, if necessary.

2. Campus Visitor

o Notify Head of School or designee.

o Determine if there is a need to evacuate the school or initiate a lock down.

o Isolate person from students.

o Request person to leave campus, if possible. Remain calm, talk in soft non-threatening manner, and avoid hostile-type actions, except in cases when necessary to safeguard person or property.

o Call 911, if necessary.

13.5.14. LOSS OF UTILITIES DURING SCHOOL HOURS:

1. Advance notice may be received from utility companies regarding loss of service. In many cases, these losses of service will be of short duration and require no special action other than notifying staff of the pending interruption of service.

2. If a power outage is unexpected, the school will try to determine the cause and the expected duration of the outage. If it is caused by a storm the procedures for a severe storm should also be followed.

3. Head of School or designee will determine whether school can continue. If not, communication with parents will be initiated using the Parent Alert System found on page 23.

4. Procedures for student care will be initiated according to the Emergency Plan.

5. If the power outage is widespread, communication from the campus may be limited. Any appropriate means will be used.

13.5.15. LOSS OF UTILITIES OUTSIDE OF SCHOOL HOURS

If a loss of utilities will severely disrupt school operation, parents and staff will be notified using the Parent Alert System .

13.5.16. MISSING CHILD

1. Do a quick search of the close-by area (classrooms, bathrooms, MPR, Library, and recess).

2. If the student is not found the administration must be alerted.

3. The building is evacuated.

4. Teachers take attendance.

5. Teachers use the red/green sign to communicate with Eric or designee.

6. Authorities are contacted alongside the parents of the child.

7. Search is organized.

8. When the authorities arrive, the search continues under their guidance.

9. The community is informed about the situation when it concludes.

13.5.17. BIO-THREAT

During a bio-threat, FASPS will use lockdown procedures, unless other instructions have been given to us through appropriate authorities.

13.5.18. PANDEMIC FLU

To prevent the spread of flu viruses, especially during a widespread outbreak, the following procedures should be followed:

 Students/Teachers/Staff are instructed to cover their mouths and nose when they cough or sneeze.

 Students/Teachers/Staff are to wash their hands properly and often during the day, especially after using the toilet, before and after eating, and after touching contaminated surfaces.

 Students/Teachers/Staff are to stay home when they are sick.

If an outbreak occurs, the Head of School or designee will stay in contact with local health officials and follow any orders and recommendations that are made.

13.6. PARENT PROCEDURES

13.6.1. PARENT ALERT SYSTEM DURING THE SCHOOL DAY IF THERE IS POWER

The school (Head of School or designee) will decide when to activate the Parent Alert System. The following is a description of the methods the school uses, depending on the situation. Often, more than one process may be initiated.

The school maintains an email address list of school families. It is regularly used for communicating nonemergency news. This will be used to send an email notice to all parents.

In an emergency, the school’s email broadcast system and website will be used to communicate information.

If the communication is regarding an emergency closure, the Head of School or designee will notify www.flashalert. net so that information will be posted on their website and given to local TV and radio stations.

A voice message and email will be sent simultaneously. A text message will be sent for those who opted in to receive texts.

Notice of closures or changes will be added to the phone system under extension.

13.6.2. PARENT ALERT SYSTEM DURING THE SCHOOL DAY IF THERE IS NO POWER

The same process as above will be used using cell phones

13.6.3. .PARENT ALERT SYSTEM DURING THE SCHOOL DAY IF POWER OUTAGE IS WIDESPREAD

Communication will be done via simultaneously sending a voicemail and a text message for those who opted in to receive texts.

13.6.4. PARENT ALERT SYSTEM OUTSIDE OF THE SCHOOL DAY

The Head of School or his designee will do the following:

1. Place a message on the school’s voice mail under extension 1.

2. Contact www.flashalert.net to post the needed information on their website, and with local TV and Radio stations.

3. Post information on the school’s website.

4. Simultaneously update the voice message and an email everyone. A text message will be sent for those who opted in to receive texts.

13.6.5. STUDENT RELEASE DURING DISASTER EMERGENCIES

In the event of a major disaster, the Head of School or designee will determine when it is necessary to initiate the following student release procedures. These procedures are carefully designed to insure a safe and calm release of students to the proper adults.

 The school will only release students to the designated adults listed on the student release form, which is updated annually, unless other authorization has been received through written or electronic communication.

 The school will check the I.D. of all adults. No child will be released to an adult without I.D.

 When arriving at school adults may be directed to a central waiting area (such as the multipurpose room). In that case, students will be brought to the waiting area by designated faculty members.