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All-School Handbook

Mission and Values

Our Mission

The French American International School cultivates intellect and character through rigorous multilingual academic programs in an environment that promotes appreciation of diverse cultures and experiences.

Our Vision

We believe the future starts here. As educators, we develop internationally minded and actively engaged citizens who help create a better and more peaceful world.

Our Philosophy

The goal of FAIS is to employ the rich resources of an internationally recognized curriculum in order to help each student realize his or her full potential. The excellent teaching staff works to stimulate intellectual curiosity, encourage independent thinking, and foster individual responsibility. Parents choose the School for the academically rigorous curriculum and for the superb language immersion program. FAIS students graduate with an appreciation of cultural differences and the life-long skills necessary to succeed in an increasingly global society.

Our Core Values

In living the mission of FAIS, the community shares a vibrant school culture that is defined by our core values.  These values guide our community’s interactions, our beliefs, and our behaviors. 
At FAIS we are committed to working in accordance with the following values:

  • International Mindedness.  We value the world as the broadest context for learning, appreciating our own cultures and personal histories as well as the values and traditions of others.  We seek opportunities to inquire, act, reflect and grow from the experience.
  • Open-Mindedness.  We are receptive to new and different ideas or opinions of others, respectfully recognizing the value of others’ knowledge.  We are open to change and committed to ongoing growth.
  • Integrity.  We hold a steadfast commitment to respect, fairness, empathy and truthfulness in our actions and communications.   
  • Collaborative Community.  We share the belief that to build community, we need collaboration, trust, inclusiveness, courtesy, responsibility, and a shared framework of expectations. 
  • Creative Inquiry.  We strive to create a community of engaged, active learners eager to explore the questions that move them most and inspire action.  We nurture this natural curiosity to foster the joy of learning throughout life.  

 

Our Characteristics of Professional Excellence

In fulfilling the mission of FAIS, the following specific behaviors and attitudes define professional excellence.   An excellent teacher at FAIS: 

  1. Effectively uses a wide array of teaching strategies to meet the learning, emotional and psychological needs of a wide range of diverse learners.
  2. Displays a strong knowledge of school curriculum and subject matter.
  3. Understands and demonstrates the use of inquiry-based pedagogical techniques.
  4. Demonstrates a belief that all students can learn and experience success in different ways, depending on abilities, learning styles, preferences and interests.
  5. Skillfully and collaboratively contributes to the curriculum planning and evaluation process, using student assessment to improve learning and teaching.
  6. Models and respects the School’s core values of international mindedness, open-mindedness, integrity, collaboration and creative inquiry
  7. Creates a classroom environment that promotes student learning while fostering respect, understanding and acceptance of differences.
  8. Seeks out opportunities to grow professionally.
  9. Demonstrates active support for colleagues.
  10. Actively participates in the life of the School.

Terms and Acronyms

ACE Week

 “Arts and Cultural Enrichment” Week for Lower School students: ACE Week occurs during two scheduled vacations (in October and February); participation is optional.

Arts Week

An arts-focused week for Middle School students, concurrent to ACE Week.

Center for the Arts (CFA)

A student space for music, movement, and studio arts.

Cycle 1

Includes Toute Petite Section, preschool, prekindergarten, and kindergarten

Cycle 2

Includes 1st grade (CP) and 2nd grade (CE)

Cycle 3

Includes 3rd grade (CE2), 4th grade (CM1), and 5th grade (CM2)

Discovery Park

An interactive, multi-sensory, natural play space directly east of the playground, funded by the 2012 Gala Special Appeal

FACTS

Name of the tuition management company that administers direct debit system for FAIS tuition payment plans

FAIS Plus / FAIS+

Childcare available on Staff Training Days and Parent-Teacher Conference Days (not available on All-Staff Day); often includes field trips and special programs

FASCA

“FAIS After-School Creative Activities,” our after-school childcare program; available until 6 p.m. on regular school days

IB

Lot A

Parking lot adjacent to Satellite 3

Lot B

Parking lot between Satellites 1 and 2

Lot C

Parking lot accessible from Miller Road

Maternelle

French term encompassing FAIS Toute Petite Section (TPS), preschool (PS), prekindergarten (PK), and kindergarten (K)

MYP

“Middle Years Programme” of the International Baccalaureate

PYP

“Primary Years Programme” of the International Baccalaureate

PLC

“Parent Liaison Committee”—similar to a PTA or PFA; volunteers include grade/class parents liaising with staff and teachers

PM Pass

Allows students who do not wish to commit to a PM Class for an entire semester to attend participating classes on a flexible schedule

Pavilion

The covered play area over Lot B, adjacent to the playground and between Satellites 1 and 2

Pick-up Number

Unique number assigned to each family; used to identify K-8 families during afternoon pick-up

Rose Préau

The enclosed play area next to the gym

Rose Préau Commons

The commons area on the second level of the Rose Préau

Tuition Plus (T+)

A contribution to the Annual Fund equal to seven percent of a student’s Basic Tuition—a convenient option that allows families to fulfill their Annual Fund contribution while re-enrolling

Communications

FAIS Website

Parent Portal

The FAIS Parent Portal houses Lower School class pages, a place for parents to log their volunteer hours and view current volunteer opportunities, classified ads and the classified ad submission form, current and past issues of weekly parent newsletters, as well as an online parent directory. Parents can also update their own contact and employment information from within the parent portal.

Lower School Weekly and Middle School Weekly

Each Tuesday, separate Lower School and Middle School email newsletters are sent to FAIS parents. These newsletters contain time-sensitive announcements, reminders about upcoming events, deadlines, volunteer opportunities, and classified ads. Each email is posted behind the Parent Portal at the time it is sent.

Emergency Notification System

FAIS uses the emergency notification system for urgent communications, including school closures due to inclement weather. This system generates a phone call, text message (if parents have agreed to receive them), and email to parents and legal guardians each time it is used. 

Contacting Faculty and Staff

Voicemail and Email

FAIS has voicemail and email systems that enable you to leave messages for most members of our administrative staff. Email is the preferred method of communication, specifically for teaching faculty. Email addresses and voicemail extensions are included in the FAIS Family Directory. Staff members check their email on a regular basis, and should respond within a reasonable amount of time. If you have an urgent message for one of our staff, please call our main phone number: (503) 292-7776.

After-Hours Phones

The School’s voicemail system is always in operation to leave messages for staff members. If you need to reach the Extracurricular Director after 4:30 PM, please call the after-hours FASCA cell number at (971) 570-0466.

Staff Mailboxes

Messages may be left for any member of the staff in individual mailboxes, located in the Annenberg Administration Center (main building). For the administrative staff please see the Front Office. Gilkey teachers’ mailboxes are located in the Gilkey Office. There are two general mailboxes for Gilkey teachers in the main building; please make sure that the item you are leaving is clearly marked with the teacher’s name.

Classroom Life

French American Lower School

The School Day

The School is open from 7:30 a.m. to 6 p.m. Monday through Friday on regular school days.

  • Toute Petite Section, preschool, prekindergarten, and kindergarten (Maternelle) are scheduled from 8:15 a.m. to 2:45 p.m.
  • Half day students attend from 8:15 a.m. to 12:15 p.m.
  • 1st through 5th graders attend school from 8 a.m. to 3 p.m.

Teachers are in the classroom fifteen minutes prior to the start of class. Lower School students who arrive before that must proceed to Early Arrival.

Snacks and Lunches

A healthy morning snack is provided in all Maternelle classes (TPS-K). An after-school snack is provided for all FASCA students. The snack generally consists of mostly organic items such as crackers, fruits, vegetables, cheese, juice, or milk, and is included in the cost of tuition.

Lunches are brought from home and students eat with their classmates in their classrooms. The School’s staff and students feel that by eating in smaller groups, the environment is better suited to peaceful eating and socializing. 

Organic milk for the school year can be purchased online. If you wish to participate, please provide your child with a cup. 

Parent-Teacher Conferences

Formal conferences are held twice a year between parents and teachers. Parents can give the teacher any special information about their child and learn from the teacher how their child is doing academically and socially at school, as well as set goals for the child for the year. To learn more about assessment at FAIS, visit the IB webpage.

We strongly encourage our parents to communicate with their child's teacher or the division head at any time. We ask that parents make a special effort to attend conferences, and to not schedule vacations during conference days. Scheduling is a complicated procedure. Students have multiple teachers, and many families have more than one student. Please make every effort to adhere to your scheduled time slot.

Report Cards

Maternelle students have an ongoing assessment throughout the year. This checklist of developmentally appropriate skills will be through the JValide system. 

Students in 1st through 5th grade will receive a report card in early winter and late spring.

Homework

The Lower School believes homework is a tool for reinforcing the skills that have been introduced in class. Homework also serves as an opportunity for students to begin to make individualized choices and explore areas of interest. Reading at home in both languages (or in the native language if different than French and English) is a valuable tool for reinforcing all academic areas, and is regularly assigned beginning in 1st grade. Written homework is not given to students in 1st and 2nd grade. The amount of time a child should spend on homework will average between twenty to forty minutes depending on age. Students are not normally assigned homework on weekends or vacations, but during these periods students are strongly encouraged to read, listen to music, and watch movies both in French and in English. Homework may be individualized according to the needs of the student. We believe homework helps students to work on organizational skills using the tools introduced in the classroom. In addition, we believe that to help learning, the first essential homework of a child in Lower School is to have time at home for playing, spending time with friends and pets, cooking, solving problems, participating in team sports, finding out about world news, playing musical instruments, reading for pleasure, biking, hiking, collecting things, watching movies, and even being bored!

Field Trips

Field trips are an integral part of the curriculum. All students are asked to participate. Field trips are scheduled after approval by the Division Head, and parents are then advised of the details of each field trip.  A notice is also posted outside the classroom door. Parents are required to sign a permission slip for each field trip in which their child participates. Please return permission slips to your child’s teacher for Lower School students. There is no childcare provided for children not participating in field trips.

For most field trips, FAIS will use buses to transport students. Parents who do not wish their child to be on a bus will need to provide their own transportation. These parents may transport only their own child or children to the location of the field trip. If you are not one of the designated chaperones but still want to use your car to drive your child, please remember that you may or may not be able to join the activities; the number of chaperones that can be accommodated is often decided by the organization that we are visiting.    

The accompanying faculty and/or staff member carries a first aid kit, class list, and copies of the students’ emergency information. If your child needs medication to be brought along on the trip (such as inhalers or epi-pens), it must come from home. Your child’s medication cannot be removed from the infirmary for a field trip. 

Parent chaperones are expected to carefully monitor the children they have been assigned, and to remember that the School’s Code of Conduct is to be enforced both on and off campus. Please take turns chaperoning so that all parents who want to participate in a field trip have the opportunity to do so. To allow parent chaperones to provide careful and adequate supervision, FAIS asks that younger children not be brought on field trips.  

Lower School Field Studies

Students in 3nd, 3rd, and 4th grades participate in field studies programs coordinated by FAIS faculty. The program location varies year to year, but usually consists of two or three days in a camp setting, where the children participate in a variety of activities.  It is the School’s hope that all students can participate.  As per FAIS policy, the School does not provide a program on campus for those children who choose not to participate in the field studies program. The cost of the Field Studies Program is included in regular tuition and fees.  

Code of Conduct

All students are expected to be safe, kind, and helpful members of our community as they do their best to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.

Respect for Self and Others

  • Each student is expected to demonstrate respect, courtesy and understanding in their words and actions towards self and others. Students are encouraged to talk with an adult at school if they need help or know someone who does.

  • We are caring; we treat others fairly, and do not use words or actions that injure, hurt, put down, embarrass, exclude or threaten others.

  • We are reflective and thoughtful, thinking before we act.
  • We are open-minded, listening to others’ ideas and not telling others how to be or what to do.
  • We are risk-takers, finding ways to include and stand up for others when they need our help.

 

Respect for Our Environment

  • Each student is expected to take responsibility for keeping the school clean and to treat school property, the Nature Trail, personal possessions, and those of others with care.

  • We are principled, taking care of the spaces and things that we use (materials, tools, playground, instruments, etc.).
  • We recycle glass, plastics, paper and metal in the bins in our classrooms. We compost fruits, vegetables and grains in the compost bins.  We do not waste.

 

Respect for Rules of Safety   

  • Students will not act in ways that put themselves or anyone else in danger.

  • We are thinkers; we choose to work and play safely together, and protect each other from danger or injury.
  • We are communicators; we first try to solve problems on our own. We tell an adult if we need help.

 

Sportsmanship at FAIS

Athletic activities at FAIS will be safe, fair, and welcoming, and students are expected to participate with a spirit of sportsmanship. Good sportsmanship includes:

  • Respecting school rules
  • Coming to an agreement about the rules of play
  • Being inclusive and allowing all students who want to participate to have a place in the game immediately or by rotation
  • Exercising self-control; maintaining a positive attitude during activities
  • Showing respect and maturity during games. 
  • Displaying modesty in victory and graciousness in defeat
  • Taking care of equipment and returning it to its proper place at the end of the activity

 

Lower School Responsible Use Agreement for Digital Tools

At FAIS we are committed to providing an environment that encourages the use of digital tools as essential to support our educational mission. Students are responsible for their use of digital tools, and the Code of Conduct must be followed at all
times. Digital tools refers both to hardware (including chromebooks, desktop computers, printers, scanners), and to software, apps, FAIS network and internet resources. This agreement applies to any use of FAIS digital tools whether this access occurs with school-owned equipment or personal devices. This applies both on and off campus.

Students are expected to be responsible, digital citizens while using FAIS digital tools, and are asked to sign an agreement with the following statements at the start of each school year:

  • I will use FAIS digital tools for school work and school-related activities only.I will use all digital hardware carefully and respectfully.
  •  I will not damage, change or tamper with the hardware, software, settings of computer hardware or the network.
  • I will respect the work and files of others, and agree not to open, copy, change, delete or damage files or folders that are not mine.
  • I will not share my login credentials; I understand that I am responsible for all activity in my FAIS accounts.
  • I will not use others’ network accounts.
  • I will contact a teacher or administrator immediately if I cannot access my own accounts.
  • I will share collaborative work with my peers as specified by my teacher(s).
  • I will report evidence of cyberbullying to a teacher or administrator.
  • I will log off a computer and shut down a Chromebook before I step away.
  • I will not give out personal information about myself, my peers or my school on a public Internet site, including full names, passwords, home address, phone number or photos.
  • I will follow copyright laws, and give credit to the creator of materials, ideas, photos, images, music or videos I use in my school projects by creating a properly formatted bibliography.
  • I will communicate and collaborate online responsibly and respectfully.
  • I will only print what is needed for my school work.
  • I will always assume good intent and respond accordingly.

If I violate this agreement, consequences may include:

  • temporarily disabled FAIS account
  • loss of digital privileges
  • other appropriate consequences

 

Electronic Communication Device Policy for Students

Electronic communication devices (ECDs) include, but are not limited to, smart phones, cell phones, computers including laptops, netbooks, MP3 players, game consoles, digital cameras, camcorders, and voice recorders.  Use of such devices includes, but is not limited to, voice calls, texting, social networking, taking, sending or posting photos or videos, instant messaging, and emailing.

In the interest of maintaining a quality academic program and your child’s right to an uninterrupted and focused day, we have found the need to regulate the use of these personal devices.  We recognize the prevalence of electronic communication devices (ECDs) as a means of communication in today’s world.  Parents who need to communicate with their child during the school day should call or email the School.

FAIS expects appropriate and responsible use of electronic communication devices (both personally-owned and school-owned).  ECDs may be used only with permission and under supervision of a staff member at all times when on school grounds or at school-sponsored activities.

Any ECDs brought from home that are not being used for academic needs must be stored in the OFF (not silent) position in the student’s bag.  FAIS is not responsible for lost, stolen, or damaged items brought from home, including ECDs that have been confiscated by staff members.

Use of a digital device to bully or harass any person is strictly prohibited.  See the FAIS Behavioral Standards Policy for more information about bullying and harassment.

If a staff member notes inappropriate and/or unauthorized use of an ECD, the staff member may confiscate the ECD.  The student will be requested to power off the device and give it to the staff member.  The student will be informed when he/she may retrieve the ECD and if there will be further consequences.  If there are grounds for believing this is a legal issue, the device will be placed into an envelope and sealed, with the student’s name, date, time, and signature of staff member who confiscated device.  In this case, the device will be turned over to law enforcement.

Personal Items and Toys from Home

Children are not to bring toys or personal items from home without prior permission from their teacher.  No trading, bartering, or selling of personal items belonging to students at school is allowed.  The School is not responsible for misplaced, lost, or damaged toys.  We ask that students in the primary grades not bring umbrellas to school because they pose a danger to the younger children.

Dress Code

Students at FAIS are expected to dress in clothing that is clean, neat, comfortable, and safe for school activities.  Modest clothing choices are expected from students while on campus.  “Modesty in dress” requires that students refrain from wearing clothing that is too revealing or displays visible underwear, cleavage, bare midriffs, etc. Students will not wear attire that carries offensive or obscene messages.  Students will not wear unsafe clothing to school (sharp jewelry, skate shoes, flip flops for younger students, etc.).

Since the parent is the primary educator of the student, it is the parent’s responsibility to ensure that the student is compliant with the dress code on a daily basis while on campus. All FAIS staff have the authority to see that these rules are respected.

Students must come to school dressed appropriately for the weather, especially for rainy and/or cold days (raincoat or warm coat, warm shoes with closed toes). Please write your child’s name in all outerwear including coats, sweatshirts, hats, etc.

Physical Education

Students will wear appropriate clothing for P.E.: tennis shoes with non-marking soles and athletic pants with a comfortable T-shirt or sweatshirt. Jeans or pants with abrasive buttons and zippers are not appropriate.

Possible Consequences for Negative Behavior

At times reminders and positive reinforcements are not enough to teach children positive behavioral choices and consequences are needed. Consequences are given depending upon the child’s developmental level, and upon the danger, severity, or repetitive nature of the behavior.  While children and circumstances are individual and unique, often requiring that the consequences be tailored to the situation, we strive to maintain fairness and consistency in our responses. Staff members will not share information about a student’s behavior, academics or consequences to adults other than that student’s own parents or guardians and involved staff members.  

Examples of possible consequences that may be used:

  • Verbal warning

  • Removal of privilege or “time out”

  • Notice of Concern

  • Incident Report written; meeting with Division Head if needed

  • Restorative justice action assigned

  • Meeting with parent/guardian

  • Suspension (in or out of school)

  • Expulsion

Gilkey International Middle School

The School Day

The School is open from 7:30 a.m. to 6 p.m. Monday through Friday on regular school days. Middle School students are scheduled from 8:30 a.m. to 3:30 p.m. every day.

Teachers are in the classroom fifteen minutes prior to the start of class. Middle School students who arrive before 8:15 a.m. must proceed to Early Arrival.

Snacks and Lunches

An after-school snack is provided for all FASCA students. The snack generally consists of mostly organic items such as crackers, fruits, vegetables, cheese, juice, or milk, and is included in the cost of tuition.

Organic milk for the school year can be purchased online. If you wish to participate, please provide your child with a cup.

Parent-Teacher Conferences

At the Middle School, formal conferences are held twice a year. In the fall, parents have a short private conference with each of their child’s teachers. In the spring, students lead their conference with the help of their advisor.

Report Cards

A fully detailed report card with comments from each teacher is sent to families at the end of each semester, in early February and late June. Progress reports are sent in early November and late April. The purpose of a progress report is to report on the status of a student at mid-semester. It is not part of a student’s cumulative file or transcript. The following guidelines for letter grades are used:

Letter grades

Criteria based grades

General grade descriptors

A+,A, A-

8-7

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

B+, B B-

6-5

A good general understanding of the knowledge and skills and the ability to apply them effectively in normal situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

C+, C, C-

4-3

A limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. There is occasional evidence of the skills of analysis, synthesis and evaluation.

D+, D, D-

2-1

Difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations even with some support. Limited achievement against most of the objectives, or clear difficulties in areas.

F

0

Difficulty in understanding the required knowledge and skills and is unable to apply them in normal situations even with substantial support. Minimal achievement in terms of the objectives.

Advisory

Each student is a member of a small advisory group led by a faculty member. A student's advisor gets to know the student well, and is aware of the student's academic and personal progress and any problems that may arise. The advisor is the liaison between the School and the parents, who are encouraged to take advantage of this special person. Advisory groups participate in activities designed to meet the needs of the group. These activities may be dealing with a special problem, organizing a field trip, or coordinating a service project or a social activity.

Homework

Homework is part of life in the Gilkey International Middle School. Homework is meant to reinforce and extend classroom learning. It is also a way for the student to sit back and verify that he/she has understood classroom material.  Homework will take various forms (reading, writing essays and reports, completing a worksheet, memorizing, working on a long-term project, doing math exercises, etc.) and will be at the discretion of each teacher. Students will be encouraged to take advantage of their weekly independent study time included in the schedule to plan ahead and to complete or catch up on their assignments.

Teachers will communicate projects ahead of time and will try to coordinate due dates so as not to overwhelm the students. All assignments will be posted on the Website. However, daily work will also be assigned and it is the student's responsibility to plan time for these short daily assignments.  We do believe that homework is a personal responsibility and we believe in its educational value, it is also one way of being prepared for class.  Homework is part of working on time management skills and organizational skills, which are important skills to develop. Students will get help from their teachers and advisor in planning their homework and projects.  Our goal is to help all students learn to study effectively. Students receive a student planner to assist with time management and are guided in its use. 

Parents can help by:

  • Knowing their child’s schedule
  • Asking about assignments, due dates, and tests
  • Writing down various due dates, tests, appointments, games, etc., at home in a conspicuous place
  • Getting to know their child’s learning style and strategies and providing adequate support materials 
  • Providing quiet time and a well lit space away from TV and other distractions to complete homework and reading
  • Encouraging their child to be his or her own advocate when a problem occurs, or when something has not been understood, and assisting when this approach is not effective
  • Making a commitment to good attendance for the student

Many parents become less involved in their child’s school life during the middle school years. This is detrimental to student performance. Middle school is a tough time for students emotionally, socially, and sometimes academically. They need their parents, and they need support even if they are unable to ask for it.

Field Trips

Field trips are an integral part of the curriculum.  All students are asked to participate. Field trips are scheduled after approval by the Division Head, and parents are then advised of the details of each field trip. Parents are required to sign a permission slip for each field trip in which their child participates. There is no childcare provided for children not participating in field trips.

For most field trips, FAIS will use buses to transport students. Parents who do not wish their child to be on a bus will need to provide their own transportation. These parents may transport only their own child or children to the location of the field trip.  If you are not one of the designated chaperones but still want to use your car to drive your child, please remember that you may or may not be able to join the activities; the number of chaperones that can be accommodated is often decided by the organization that we are visiting.    

The accompanying faculty and/or staff member carries a first aid kit, class list, and copies of the students’ emergency information. If your child needs medication to be brought along on the trip (such as inhalers or epi-pens), it must come from home. Your child’s medication cannot be removed from the infirmary for a field trip. 

Parent chaperones are expected to carefully monitor the children they have been assigned, and to remember that the School’s Code of Conduct is to be enforced both on and off campus. Please take turns chaperoning so that all parents who want to participate in a field trip have the opportunity to do so. To allow parent chaperones to provide careful and adequate supervision, FAIS asks that younger children not be brought on field trips.

Code of Conduct

The Code of Conduct written here cannot address all behaviors. Even if one particular behavior is not mentioned it does not mean that no consequence applies. The majority of situations are simple and easily solved. Consequences will be given depending on the danger and severity of the offense. Staff and employees of the School will address any situation they deem necessary to address.

FAIS Student Honor Code

We hold a steadfast commitment to respect, fairness, empathy, and truthfulness in our actions and communications, and to respect possessions and property.

Resource People

The people listed below may remind students at any time of proper behavior to follow. These people may ask that consequences be applied for certain behaviors.

  • Head of School
  • Middle School Division Head
  • Advisors
  • All teachers including technology director, librarian, and coaches
  • Aides, custodians, or any other adult employee of the School

Possible Consequences to Infractions

Please refer to the Discipline Policy located in student planners. An Infraction Report will be filled for behaviors that do not comply with the Code of Conduct. Consequences will be decided in accordance with the deemed seriousness of the offense. Infraction Reports will be sent to parents. 

  • Removal of a Privilege: Student may be denied temporary access to the playground or playground equipment, the Rose Préau, a school dance, a ski trip, computers, free walking on campus, etc.  A student may be asked to sit in the hall outside of a classroom, sit on the side of the playground, or similar places, until they are ready to rejoin the group.
  • Detention: Student spends non-class time in a room, under adult supervision. During this time, the student needs to be silent and may be given a task to complete.
  • In-School Suspension: Student spends time at school during school hours but may not attend regular classes. A specific task will be given to the student. Student is responsible for making up work missed on that day.
  • Out of School Suspension: Student is not allowed to attend school for a given number of days. Student is responsible for making up work missed during suspension.
  • Restitution: Consists of replacing or repairing object(s) or place(s) so that the original state is restored, or in making amends for interpersonal or emotional wrong-doings.  It can also be time given back to the School for time wasted.
  • PIP: These are the initials for a Personal Improvement Plan. PIPs are designed to help the student build skills necessary to improve behavior, performance, or conduct.
  • Expulsion: Student is not allowed to attend FAIS anymore.

Introduction

At Gilkey International Middle School we hold certain expectations for our students’ behavior. In this section of the handbook, these expectations are explained. It is the responsibility of the student and parents to carefully read, understand, and meet them. The guiding values of the Gilkey International Middle School are Respect, Responsibility, and Safety. We consider ourselves a community in which the needs and aspirations of all members are of equal importance. Students must be given appropriate guidance as well as sufficient latitude to make positive academic and social choices. To this end we have established a coherent and comprehensive Code of Conduct. While we trust that students will discover their own paths to roles as proactive citizens in our community and the world at large, these rules set reasonable boundaries for appropriate behavior.

Value #1: Respect

Respect includes attention, consideration, and appreciation of others. It also includes tolerance of or acceptance of others, without judgment or question. While respect is to be shown to all members of our community, respect—or acceptance—of procedures is also expected.

Respect for People

 

Rights

  • All students have equal rights to be at school, express their opinions, and get the attention and support they deserve.  Students have the right to expect attention and support from the staff regardless of their race, age, physical capacities, color, sex, or religion.
  • Students have the right to be addressed politely and feel safe about voicing their opinions.
  • Students have the right to request a time to collect themselves if they have difficulty controlling their emotions.
  • Students have the right to have their bodies to themselves and be free from unsolicited touching or grabbing.

 

Duties

  • Be considerate of others’ feelings (abstain from use of relational aggression).
  • Show empathy for other people.
  • Accept others regardless of race, age, physical capacities, color, sex, or religion.
  • Use appropriate (non-derogatory, non-offensive, non-threatening) language and gestures.
  • Abstain from fighting, grabbing, pushing, tripping, shoving, biting, spitting, pulling hair, or throwing of anything, even with the intent of joking.
  • Report all disrespectful actions or behaviors.
  • Respect privacy of body, person, and property.
  • Accept and listen to all adults in the School.

Language

Appropriate language is free from derogatory remarks, sexual or sexist references, hate speech, insults, threats, teasing, or spreading of rumors. Spoken language should also occur at an appropriate tone and volume. This means speaking without sarcasm and at a volume only loud enough for those in the immediate vicinity to hear. Screaming, shouting, yelling, and loud cheering are generally not appropriate forms of spoken language at school.

Relational Aggression

Relational aggression is defined by the French American International School as any behavior that harms others through damage or threat of damage to relationships or feelings of acceptance, friendship or group inclusion. Examples of such behavior include unwelcome teasing, name-calling, excluding, humiliating, spreading rumors, playing harmful practical jokes, threatening (e.g. to isolate, to harm), disrespecting another’s property, coercing, and manipulating power in a relationship. Students who participate in such behavior, repeated over time, will be subject to disciplinary action including suspension or expulsion.

Non-Verbal Aggression

Students will refrain from pushing, shoving, tripping, kicking, spitting, biting, or grabbing. These activities may start out playful and escalate into threats or violence. Unacceptable non verbal communication also includes physical actions, gestures, or symbols which are known to be vulgar and/or offensive (i.e. rolling of eyes when addressing an adult, walking away before a person has finished talking, and so forth).

Affection between students will be used and demonstrated with moderation. Students will refrain from unwanted physical contact with other students, including tugging at or snapping other people’s clothes. Students will listen when asked by their peer to stop such behavior.

Harassment

Harassment, hazing, menacing, bullying, intimidation, or discrimination (hereafter referred to as harassment) or any act that injures, degrades, or disgraces a student or staff member will not be tolerated. Harassment of students by other students or employees based on a student’s sex, race, national origin, religion, sexual orientation, disability, or any other legally protected characteristic is prohibited conduct and will not be tolerated. Harassment may be verbal, written or physical in nature and includes, but is not limited to more subtle forms of harassment such as unwelcome posters, cartoons, caricatures, and jokes.

Sexual harassment includes: sexually suggestive remarks, gestures or jokes; derogatory sexual terms for people; deliberate and unwelcome touching, pinching, brushing or patting; sexual illustrations; describing or asking about personal sexual experiences; hazing, pranks, or other intimidating behavior directed toward a person because of their gender; unwelcome advances; requests for sexual favors; and sexual assault.

Reporting and Consequences

Anyone who has engaged in such behaviors will be subjected to disciplinary action up to and including immediate expulsion and the School may report the behavior to law enforcement officials if it believes that behavior has caused harm to or threatens the physical safety of another student.

Any student or employee who believes he or she has been harassed (or a parent who believes that his or her child has been harassed) should immediately report it to the student’s teacher, the school counselor, the Division Head, or the Head of School.  All harassment complaints will be investigated and appropriate action will be taken to stop the behavior.  Students, parents or employees who raise concerns about harassment or who cooperate in an investigation of alleged harassment will not suffer retaliation for engaging in these activities.  Confidentiality will be maintained to the fullest extent practicable under the circumstances and the School will share information learned in an investigation only with those who have a reasonable need to know.

If one has been a victim of such behaviors, and the behavior has not caused or threatened physical harm to the student, he or she is encouraged to begin by letting the offender know that the offensive behavior (as long as it is not physically violent or dangerous) is unwelcome.  If this does not stop the behavior, the person is then encouraged to seek help from an aide, teacher, or other staff member.  If the situation is not resolved, students or parents are encouraged to inform the child’s teacher, the School Counselor or the Division Head.  If the behavior has caused harm to or threatens the physical safety of a student, the student or parent should immediately seek help from an aide, teacher, or other staff member and should inform the child’s teacher, the School Counselor or the Division Head.  Steps will be taken to understand and investigate the complaint, and consequences will be determined and assigned as necessary and appropriate to the situation.

Privacy

Students will not meddle in other students’ or teachers’ personal property, problems, conversations, or schoolwork.  Students will respect the privacy of another student’s body or clothes and refrain from physical contact that is not wanted by a peer.

Roughhousing

Students will abstain from pushing, tripping, slapping, punching, spitting, poking, tugging at backpacks, or the throwing of any object at anybody even if the intent is to be playful.  Such behavior can escalate into fighting.

Dress Code / Appropriate Clothing

Why a dress code? 

  • Developing awareness of one's image; how you present yourself to others

  • Preparation for life beyond Gilkey, including work and professional life

Requirements:

  • Dresses and skirts must be school appropriate and fingertip length. Shorts must have at least a three-inch inseam.

  • No plunging or revealing necklines for boys or girls. (This varies on the individual body type.)
  • No bare midriff, tube tops, or exercise "jog bras"
  • No translucent tops, skirts, or dresses
  • No "sagging" pants or low-rise jeans with visible underwear showing above the waistline
  • No drug, alcohol, sex, or race-related symbols or messages on clothing 

Students needing an intervention or support may be sent to the office and asked to change or put on a T-shirt and/or sweats on loan from the School. It is never our intention or desire to embarrass, shame, or reduce student learning time.

Physical Education

Students will wear appropriate clothing for P.E.: tennis shoes with non-marking soles and athletic pants, with a comfortable T-shirt or sweatshirt. Jeans or pants with abrasive buttons and zippers are not appropriate.

Respect for Property

 

Rights

  • Students have the right to study in clean surroundings.
  • Students have the right to keep their learning material safe at school.
  • Students have the right to have their material respected.
  • Students have the right to expect that their school is physically maintained.

Duties

  • Leave all valuables at home: electronics, jewelry, money, etc.
  • Keep belongings in lockers or backpacks.
  • Write name on all belongings.
  • Borrow property of others only with permission.
  • Throw away or take home uneaten food.
  • Use garbage and recycling bins appropriately.
  • Clean up after lunch in accordance with decisions made by lunch supervisor.
  • Keep tables, chairs, doors, walls, decks, locks, and outside furniture free of graffiti.
  • Use furniture appropriately.
  • Comply with an adult who requires a cleaning task to be done.
  • Use bathrooms appropriately.
  • Abstain from using teachers’ materials, desks, and closets.

Electronic Communication Device Policy for Students


Electronic communication devices (ECDs) include, but are not limited to, smart phones, cell phones, computers including laptops, netbooks, MP3 players, game consoles, digital cameras, camcorders, and voice recorders.  Use of such devices includes, but is not limited to, voice calls, texting, social networking, taking, sending or posting photos or videos, instant messaging, and emailing.

In the interest of maintaining a quality academic program and your child’s right to an uninterrupted and focused day, we have found the need to regulate the use of these personal devices. We recognize the prevalence of electronic communication devices (ECDs) as a means of communication in today’s world.  Parents who need to communicate with their child during the school day should call or email the School.

FAIS expects appropriate and responsible use of electronic communication devices (both personally-owned and school-owned). ECDs may be used only with permission and under supervision of a staff member at all times when on school grounds or at school-sponsored activities.

Any ECDs brought from home that are not being used for academic needs must be stored in the OFF (not silent) position in the student’s bag.  FAIS is not responsible for lost, stolen, or damaged items brought from home, including ECDs that have been confiscated by staff members.

Use of a digital device to bully or harass any person is strictly prohibited. See the FAIS Behavioral Standards Policy for more information about bullying and harassment.

If a staff member notes inappropriate and/or unauthorized use of an ECD, the staff member may confiscate the ECD. The student will be requested to power off the device and give it to the staff member. The student will be informed when he/she may retrieve the ECD and if there will be further consequences.  If there are grounds for believing this is a legal issue, the device will be placed into an envelope and sealed, with the student’s name, date, time, and signature of staff member who confiscated device.  In this case, the device will be turned over to law enforcement.

Personal Belongings

Personal belongings will be kept in lockers or backpacks. The locker areas will be cleaned up every night after school. Any personal belonging that has not been picked up in due time will be placed in the lost and found. The lost and found is located in the colored bins in the gym. Unclaimed items are donated to a charity five times a year, before each vacation period lasting one week or more.

Other People’s Belongings

Students will ask for permission from the owner before touching his or her personal belongings (this includes classroom material such as erasers, pencils, etc). Students will return borrowed materials in a timely manner and replace any lost or damaged items, including books. Students will not steal from other students’ backpacks or from the student store. Students will not abuse other people’s belongings (i.e. hide somebody’s backpack; take somebody’s lunch, etc.).

Students will ask permission of the Gilkey Administrative Assistant or a teacher before taking anything from the Gilkey Office.

Students will ask permission from a teacher, an assistant, an aide, or another adult employee of the school before using a school phone. Phone calls may not be made to pagers.

If a student writes on school furniture, walls, doors, etc., the student will be asked to clean material, pay for the cleaning of the material, or in the event that irreparable damage is done, replace the material.

Respecting the School Grounds

School grounds refer to the entire campus, including the playground, classrooms, hallways, locker rooms, and bathrooms. Students need to do their part to keep the campus clean. This includes cleaning up after lunch or snack, gathering personal effects after classes, walking in and around plants and flower beds, keeping rocks and bark in their designated place, and showing similar respect for all parts of the campus.

A student may be asked to perform some cleaning task if he or she litters or fails to clean up.  If the behavior persists, the Division Head may require restitution in the form of service tasks benefiting the school community.

Furniture and Material

  • Appropriate use includes: Refraining from tossing or throwing material
  • Refraining from sitting on tables or backs of chairs
  • Refraining from rocking in chairs
  • Refraining from the destruction or dismantlement of doors, 
  • windows, or screens
  • Refraining from writing on desks, walls, chairs or lockers

Lost or Damaged Property

Students will treat all equipment as if it was their own.  No final grade will be entered and no report card sent for students who have not resolved issues of lost or damaged property.

Bathrooms

  • Students are expected to use the bathroom for its intended purposes ONLY.
  • Students are expected to notify teachers of plumbing problems or a lack of adequate supplies in the bathrooms.
  • Students are expected to replace material themselves if possible (replacing TP rolls).
  • Students are expected to leave the toilet area as it was found (wipe seat, flush, etc.).

Value #2: Responsibility

Responsibility entails accountability for one’s actions and answering for one’s behaviors.

Rights

Students have the right to work in an environment conducive to learning, and to expect others to demonstrate responsibility for their actions and behaviors.

Duties

  • Attend school
  • Arrive to school on time
  • Follow schedules
  • Arrive in class with proper materials
  • Be prepared to work
  • Pay attention in class
  • Complete all tasks requested by teachers
  • Respect all classroom rules
  • Show respect to all adult staff, including aides
  • Not put self or others in danger
  • Notify school of absences (preplanned and not)
  • Ask for and complete make up work due to absences
  • Be honest with self, peers, teachers
  • Deal with issues in polite, civilized, non harmful ways
  • Respect the code of behavior
  • Use school resources according to regulations and guidelines
  • Accommodate the sharing of school grounds with lower school
  • Keep track of grades in the planner
  • Keep grade keeping chart up-to-date and signed by parents.

Attendance

Students are expected to be present at school everyday. Chronic unexcused absences will be referred to the Head of School.  

While family trips often enrich the education and experiences of the student, such trips are not encouraged while school is in session. It is impossible for students to make up missed class discussions and labs. Trips are encouraged during the scheduled breaks of the school year. However, sometimes such arrangements are impossible.  Ideally, students shall not miss more than ten days due to prearranged family trips.

The school day begins at 8:30 a.m., at which time students should be in class with needed materials. Students should arrive on time for each class. Attendance is taken every period. If a student arrives more than ten minutes late after a class has started without a note of excuse, that student will be considered truant.

Parents will notify the Middle School Office in case of all absences: unplanned and pre-arranged. In the case of prearranged absences, if the office is notified in writing at least one week in advance, teachers can provide lessons/homework which will be missed. Such assignments will be due the day the student returns. Again, it is difficult to make up work done in class. All classes are part of the curriculum and students are expected to attend. If a student chooses not to attend a class, the family will be notified and appropriate consequences will be discussed.

Class Work and Homework

Students will use their planner to record daily and long term assignments.  All teachers have different homework policies with which students should familiarize themselves. Students will refer to Rjenda to verify assignments and due dates.

Students are expected to find out what was missed after an absence, and complete any assigned work. This may necessitate copying notes from a fellow student’s notebook. If assistance from teachers is required, please ask. Work not completed may have an impact on the student’s progress.

Please refer to the Assessment Policy at the end of this section.

Academic Probation

Students who fail a class or who are in danger of failing a class will be placed on academic probation. An individual plan, with goals and deadlines, will be designed by the student’s teachers, advisor, the Division Head and/or the Head of School to meet the needs of the individual student in difficulty.  The student’s parents will be consulted and involved in the plan.

Classroom Behavior

Students will respect the rules established and posted in each classroom. Consequences resulting from the disregard of these rules are left to the discretion of the teacher. Students are to apply the “respect, responsibility, safety” behaviors, as outlined here in the Code of Conduct, in the classrooms. Disrupting the learning environment by constant chatter, not being prepared with materials (including planner), trying to get another student’s attention, passing notes, making faces, etc. may result in the student being asked to leave the room temporarily and go to the office.  Repeated disruptive classroom behavior will result in appropriate consequences. 

Cheating and Plagiarism

Copying material or ideas without crediting the source material is not allowed. This includes recopying parts of a book, periodical, internet source or any other material such as images, video clips, music, or audio files in any type of assignment. Punitive action, including assigning the student a failing grade for the assignment, may be taken at the discretion of the teacher. Please refer to Academic Honesty Policy at the end of this section. 

Library

Students may use the library outside of class time if this has been arranged with the librarian. Books borrowed from the library should be returned on time. Students will be responsible for material checked out in their names.  Please see the Library section of this handbook for details.

Use of the Gymnasium

The gymnasium, Rose Préau Commons and Préau may be used by Gilkey students when supervised by the Gilkey P.E. staff. If a class is present in the gym, whether working with a P.E. teacher or another teacher, students are expected to refrain from entering the gym. The gym may not be used as an alternative route through the main building. It is a disturbance to the class in progress. When leaving the gym after any activity, students are expected to leave the equipment in the same state as when they found it, or better. If equipment has not been put away, students may be asked to assist in the upkeep or cleaning of the gymnasium. Non-compliance with this rule will result in an infraction report.

Campus Privileges

Middle School students are free to walk on campus unsupervised, provided that they walk on the sidewalks, respect traffic regulations, cross the streets safely, and behave in a proper manner. Behaving in a proper manner includes modeling good behavior for the younger students at the school—no running, screaming, or waving to classrooms in session. Students should use sidewalks instead of the wooden decks when walking to the main building; other classes should not be disturbed under any circumstances.

During recess and breaks, students may be on the playground or in the area in front of Satellite 3. Once a student has chosen an area to spend the rest of recess in, he or she must stay in that area until the end of lunch/recess. Students may not change locations during recess. Students will be asked to leave a room which has not been designated as a recess room or is not supervised by an adult employee of the School. Lunch and recess rules are posted in each classroom for reference.

Early Arrival

When students arrive before 8:15 a.m., they MUST report to the Early Arrival room (the gym) and may NOT be in classrooms unsupervised. Parents should notify the office as early as possible of students leaving early or changes in pick-up.

Pick-up

ALL Gilkey students will walk up to the circle at 3:45 pm where they will wait to be picked up, unless they are authorized to use Lot C. It is important that parents and students know their pick-up number or the number of those picking them up. It is important that students are ready to be picked up with all their belongings. Students who have not been picked up at 4 pm WILL be sent to FASCA.  

Lunch Room

Students will calmly sit while eating their lunch and may not move from one room to another. Lunch is supervised by Extended Care aides and all students must respect their authority. When students finish their lunch they are expected to recycle or discard all lunch waste into the appropriate receptacles, fully clean the eating surface they used, clean the floor around their eating area (with soap and a paper towel if necessary), clean out the interior of desks and check with an aide prior to leaving the lunch-room. Students are expected to spend their lunch recess outside, weather permitting. Lunch recess will be allowed inside only in designated rooms.

Playground and Recess

It is the student’s responsibility to find or to play games which do not put people in danger. When in doubt, students should ask a supervisor if an action is appropriate and respect the decision that is made. Throwing rocks or bark chips, playing with sticks, taking any glass bottle or glassware outside, destroying school equipment, running into others, and throwing balls too hard or when others aren’t paying attention all have the potential to result in harm, albeit unintended.

Recess and Playground Safety

I will:
  • Be respectful of others and equipment.

  • Make sure that I do not put anyone, including myself, in danger.

  • Listen to supervising adults.

  • Play within the limits of the playground only.

  • Share the equipment (space, balls, jumping ropes, etc…).

  • Play safely on the structures.

  • Clean up after myself.

I will not:
  • Play unsafe, violent, or inappropriate games.

  • Leave the playground without the permission of adults.

  • Do anything that would cause others to be without friends.

  • Play exclusionary games.

 

Areas Not Accessible to Students at Any Time

  • Copy machine room in Satellites 2 and 3, and teacher workroom in Satellite 4
  • Teachers’ workrooms, lunchrooms, and offices, unless invited in
  • Kitchen
  • Back of buildings 
  • Parking Lot A
  • Infirmary (unaccompanied)

 

Areas Accessible to Students with Permission

  • Gymnasium

  • Library
  • The Rose Préau
  • Computer Labs
  • Nature Trail

Field Trips

While on field trips students represent our school to our greater community.  We expect students to be on their best behavior at all times since their behavior directly reflects upon the School’s quality and reputation.  Students are fully responsible to faculty staff and volunteers just as they are while on school grounds.  The Gilkey Dress Code fully applies during field trips; please refer to the Dress Code section of this Code of Conduct.  Teachers reserve the right to ask permission to deny a field trip to a student whose academic or behavioral performance is not satisfactory.

Value #3: Safety

Safety includes not putting oneself or anybody else in danger. Safety includes personal health and hygiene.

Rights

Students have the right to learn in an environment where they feel safe and non-threatened, physically or verbally.  Students can expect their school to be a healthy and safe place.

Duties

  • Maintain personal hygiene and grooming.
  • Eat a balanced diet.
  • Take care of illnesses.
  • Dress appropriately for P.E.
  • Use extreme care in the science lab at all times.
  • Be careful of younger students.
  • Remain in authorized school perimeter.
  • Report any incident of threat to self or others.
  • Never act in any way that can put self or others in danger.
  • Abstain from physical wrestling or roughhousing, even if just play.
  • Hitting, pushing, slapping, grabbing, tripping, spitting, poking, and throwing anything at anybody is not allowed.
  • Do not bring drugs, tobacco, or alcohol to school.
  • Report any incident involving drugs, tobacco, or alcohol during school hours or school related activities.
  • Do not bring weapons or objects that can be perceived as weapons (such as toys) to school (knives, pocket knives, razor blades, guns, etc.)  For further details, please regard ‘Weapons’ section.
  • Report any incident involving weapons, including pocket knives.

Physical Education

During P.E. classes, students must wear clothes that are appropriate and comfortable for movement, and safe for others. Students will dress in P.E. clothes for P.E. classes. The P.E. instructor will notify students of what clothing is expected, acceptable and appropriate. Proper attire includes shoes with non-marking soles, shorts or pants, and a T-shirt. Jeans, khaki pants or overalls are not acceptable P.E. clothes. Any garment with a zipper, pockets, a buckle, or a belt is not acceptable P.E. attire. A student will be denied participation in P.E. class if not properly dressed. This will be considered a disruption.  Depending on the unit of study, students might also be required to bring additional safety equipment (helmets, pads, gloves, etc.). All students are expected to participate in P.E. unless a written note from home or from a physician has been provided.

Science Lab

Science Lab rules will be distributed to each student and signed by the student and their parent before students can use the Science Lab.

Illness and Medication

Students are not allowed to carry any prescription medication with them on school grounds.  All prescription medications must be brought to the receptionist or the nurse in the main building, accompanied by a completed Medication Administration Request Form, which is available from the Front Office. All medications, including non-prescription medications, must be brought to school in the original container with the student’s name and the dosage clearly printed on the label.  Medications will be administered as requested by the school nurse or an adult staff member.

Students who are contagious should not attend school until cleared by a physician. You are welcome to speak to the School’s Registered Nurse about medication administration or other health issues. She is on campus every day, from 9:30 am to 3:15 p.m.

Putting Self or Other in Danger

Students will not act in ways that can be harmful, intentionally or not.  Tossing rocks, throwing any kind of object, daring others to do things, pushing, pulling, shoving, hitting, slapping, punching, kicking, or tripping may result in serious injury.  Immediate action will be taken.

A student who by conduct inflicts physical injury on another student or school employee will be subject to discipline that may include suspension or expulsion.

Drugs, Alcohol, Tobacco

Controlled substances, except when used for medication under the supervision of a physician, are NOT permitted. Possession OR consumption of such products may result in immediate suspension and possible expulsion. Suspended students may be required to enroll in a counseling treatment program before being allowed back to school.

If a student’s drug or alcohol use outside of school hours and grounds is brought to the attention of staff, the School reserves the right to contact the student’s family.

Weapons

The possession of any weapon or object which is considered detrimental to the educational process of the school setting, or which may be used to disrupt or endanger people in that setting shall be prohibited.  Such weapons or objects shall be seized by the school authorities and returned to the student’s parent at a reasonable time or given to proper authorities.

Weapons, or objects which can be used or perceived as weapons, including toys, are not allowed.  This includes but is not limited to knives of any type, Exacto knives, razor blades, super glue, pepper spray, mace, and hair spray.  Possession will result in parent notification, confiscation, and possible suspension or expulsion.

Under Oregon law, a student who is determined to have brought a firearm as defined in Federal law and/or a dangerous weapon as defined shall be expelled from school for a period of not less than one year.  A dangerous weapon is defined as any weapon, device, instrument, material, or substance that under the circumstance in which it is used, attempted to be used or threatened to be used, is readily capable of causing death or serious injury.  Look-alike weapons used to intimidate or frighten others will be treated as real weapons.  The Head of School may modify the expulsion on a case-by-case basis.

Traffic Rules

Students are allowed to walk unaccompanied on campus provided they respect traffic rules, especially walking, and not running, across the street at the crosswalks.  Students who do not respect these rules may be asked to stay in the Middle School area only.

A copy of this Code is included in the student’s Parent-Teacher-Student Correspondence Notebook, and can be reviewed at any time.  This Code of Conduct will be reviewed and read to all students at the beginning of the year.

FAIS Athletics: Participant Code of Conduct

All participants in Gilkey athletics will respect the following: 

  • Treat opponents with respect
  • Exercise self-control
  • Display modesty in victory and graciousness in defeat
  • Accept the judgment of the officials
  • Come to practice and competitions ready to play
  • Accept the responsibility and privilege of representing your school and community

FAIS Athletics: Spectator Code of Conduct

All spectators at athletic events, at home or away, will respect the following: 

  • Remain seated in the gym during sporting events. Notify an adult if you need to leave the gym.
  • Respect school rules and accept responsibility for your actions. Students will be asked to check in to FASCA if they cannot show respect or maturity during events.
  • Respect the game; do not taunt or jeer athletes
  • Accept the judgment of the officials
  • Understand that your actions reflect on your school and community 

Assessment Policy

Purpose: The purpose of the assessment policy is to make clear responsibilities of teachers, students, and parents with regard to assessment practices. This ensures that the process is fair, transparent, and agreed upon.

FAIS Assessment Principles

  • Assessment should promote student learning and provide feedback on the learning process
  • Assessment gives feedback to teachers about their teaching
  • Formative and summative assessment tasks are balanced
  • Results of assessment should provide students with feedback for future learning and reflection
  • Assessment is linked to appropriate learning objectives
  • Learning objectives will be aligned with FAIS curriculum and IB guidelines, as well as French standards
  • Planning, learning and assessment should be linked and begin with the end in mind
  • Assessment must be fair, clear, varied and where possible set in a real-world context
  • Students have an opportunity to answer the guiding question for a unit and reflect upon their learning

 

Procedures

  • Assessment tasks are developed, implemented and assessed collaboratively, where possible, in subject teams, to ensure fairness and consistency
  • Students must be given clear and ample notification and descriptions of summative assessment tasks and must be age/grade appropriate
  • Students must have a rubric aligned with the task
  • Students demonstrate their knowledge in a variety of assessment tasks including essays, reports, exams, visual displays or projects, kinesthetic performances, oral reports, process journal or exhibitions
  • Students may be given opportunities to re-work assessment tasks when appropriate
  • Teachers reference MYP Guides when designing assessment tasks.
  • Each criteria in each subject will be assessed at least twice in a school year
  • Students should have an opportunity to answer the factual, conceptual and debatable questions for a unit and reflect upon their learning.

 

How do we assess?

  • Formative assessment: integrated with daily learning, formative assessment may be class questions, journal entries, homework problem solving, short exercises or discussions.
  • Summative assessment: Final task at the end of a unit in order for students to demonstrate what they have learned. Tasks can and should be varied. Teachers should refer to their subject guide for a list of prescribed minimum pieces of work. Although Gilkey does not participate in moderation, the following tasks (taken from MYP subject guides) fit with specific criterion:
  • Appropriate Tasks: Teachers agree that assessment tasks will address at least one MYP objective and that the objective or interim objectives are aligned with the appropriate criterion and task.

How do we report assessment?

Report Cards and Progress Reports: FAIS has a dual reporting system.
Local (letter) grades are reported through the FAW system twice a year (each semester) and include summative tasks and other tasks such as vocabulary and grammar quizzes. 

  • Report cards include comments from teachers as well as summary comments from advisors.
  • IB grades are recorded at each semester and reported to parents at the end of the school year.
  • Progress Reports are reported between semesters to update parents on student progress. 
  • Parent-Teacher Conferences: Teachers share results of assessment data to parents in the fall and spring.
  • Student-led conferences: Students assess their progress and set goals for the remainder of the year. The advisor acts as coach/facilitator.
  • Student Planner: Students will record results of summative assessment in the Record of MYP criteria in the student planner.

 

Standardized Testing

Students in 6th and 8th grade take the Comprehensive Testing Program 4 (CTP4) of the ERB. This is a comprehensive test which includes verbal and quantitative reasoning, reading comprehension, writing mechanics, writing concepts and skills and mathematical knowledge.

 

Using MYP Criteria

Teachers must use the MYP year 1 criteria for 6th grade and MYP year 3 criteria for 8th grade. Subject groups will agree on whether 7th grade uses MYP year 1 for half the year or use MYP 3 for the full year. In addition, subject groups must address all strands of all four criteria a minimum of twice each year. In most cases; particularly for classes that meet four times per week, the criteria will be assessed much more than twice a year. It is expected that teachers will gather an optimum amount of assessment data to fairly and thoroughly evaluate students.

The objectives and strands must align with the criteria and teachers should prepare task specific, student friendly rubrics that “speak” to the student and help them understand the levels of achievement. Ideally, examples of exemplary work should be available for students to understand the nature of the task. Teachers must clearly clarify summative tasks with rubrics before or at the time that the assessment task is undertaken and should continually review key command terms for understanding in a particular subject area. In this way students know what is expected of them. Teachers should refer to subject guides and MYP: From Principles to Practice guide their assessment tasks.

 

Assigning Achievement Levels

The level descriptors (0,1-2,3-4,5-6,7-8) are used for all subjects with level 1-2 as the first band. The level descriptors should qualitatively describe increased achievement. Teachers will make professional judgments based on the student’s level of achievement. When determining within a band, teachers should read the descriptor and determine whether the work exceeds the first description, continuing until a descriptor does not describe the student work. The achievement level should be arrived by the last descriptor. Sometimes work may be described by both lower levels and high levels. In this case, the teacher should use professional judgment and determine the level that best fits student performance. When a group summative task is assessed the teacher must make sure that evidence can be evaluated for individual students.

Student with learning support needs should be handled on a case-by-case basis with modifications made to the assessment task so that the student is not disadvantaged and so that the student has a sense of accomplishment. Teachers may note on the report card when modifications to assessments have been made for students.

 

MYP Criteria Summary Table

Subject/Criteria

A

B

C

D

Language and literature

Analyzing

Organizing

Producing text

Using language

Language Acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating

Using language

Individuals and societies

Knowing and understanding

Investigating

Communicating

Thinking critically

Sciences

Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on impact of science

Mathematics

Knowing and understanding

Investigating Patterns

Communicating

Applying to real-world context

Arts

Knowing and understanding

Developing Skills

Thinking creatively

Responding

Physical and Health Ed

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance

Design

Inquiring and analyzing

Developing Ideas

Creating a solution

Evaluating

Interdisciplinary

Disciplinary grounding

Synthesizing and applying

Communicating

Reflecting

Academic Honesty Policy

We believe that all Gilkey students must work and live in an environment that values creativity, inquiry, and a passion for learning. We believe that all students want to be successful and that as a community we need to teach honest practices including the recognition of ideas and the difference between collaboration and cheating.

Learner Profile and Academic Honesty

Because we use the Learner Profile to frame our actions; the profile is used to promote academic honesty:

  • Principled: Students understand that they must take responsibility for their own actions.

  • Knowledgeable: Students understand the definition of plagiarism, cheating and proper collaboration.
  • Inquirers: Students understand that they must develop research skills and properly give credit on sources used.

Students also developed an Honor Code that all members of the school community agree to. The Honor Code will be posted in all middle school classrooms:

Student Honor Code: We hold a steadfast commitment to respect, fairness, empathy and truthfulness in our actions and communications, and to respect possessions and property.

 

Teacher / Advisor / Librarian Role in Academic Honesty

Teachers and advisors work with students at the beginning of the year to understand the role and responsibility of students in maintaining academic honesty. This includes:

  • Academic Honesty Workshop
  • Advisory discussions of Code of Conduct (and consequences)
  • Discussions in subject groups on academic expectations
  • Study skills (6th grade) and ATLs  aimed at teaching research and proper citations
  • Access to online documentation sources (OSLIS and Noodle tools)
  • How to approach teachers when student feels overwhelmed with an assignment

 

Becoming an Honest Student

The following section was prepared by 8th grade students as advice for all students:

Academic honesty is respecting your teachers, peers, and yourself by completing your work individually, when requested by your teacher. Complete your work truthfully, by avoiding asking/using any source for help when extra help is unauthorized.

If you are struggling and considering cheating, it is better to:

  • Try your best and set realistic goals
  • Ask your teacher if you do not understand topic/assignment
  • Keep your work to yourself; other students need to learn as well
  • Work without using online tools unless teacher authorized (not all online tools are reliable)
  • Manage your study time as well as manage your time during summative assessments
  • Keep yourself away from distractions and methods of cheating. Understand the difference between authorized collaboration and help from outside sources.
  • Show your steps/processes of your work and honestly report your own results. This helps you understand your weaknesses and helps the teacher evaluate your misunderstandings as well as your strengths.
  • Remember to cite your sources properly so that you prevent plagiarism. It is simple, easy, and teachers can know where you got your information. Ask teachers for clarification on assignments.
  • Be a thinker and use appropriate material.

 

Academic Honesty Definitions and Infractions

  • Cheating on Summative Tasks—intentionally using or giving outside assistance before/during/after an exam or other summative task without permission of teacher. This may include:
    • Copying another student's work on any assignment without consent of teacher and/or student
    • Giving/requesting information from another student on summative tasks or discussing exams
    • Turning in summative task that has been written or edited by a peer, parent, tutor or others without consent of teacher
    • Copying a “cheat sheet” of another student
    • Google Translate
    • Storing notes, formulas or other information on a calculator or other PDA device
  • Unauthorized Collaboration—discussing summative tasks when expressly forbidden by teacher. This may include:
    • Asking for help from peers, parents, or tutors on take home summative tasks
    • Using unauthorized electronic collaboration
  • Fabrication—manipulation or falsifying data, information, or citations of any academic work. This may include:
    • Using another student’s lab data without permission
    • Fabricating/changing data on math and science tasks to fit assignment
    • Using shortcuts instead of doing the work
  • Plagiarism—taking work, pictures, or ideas as one’s own without proper citation. Failing to properly note paraphrased or quoted material. This may include:
    • Turning in papers without quoting sources.
    • Citing nonexistent sources
    • Forging a signature
  • Ethical Use of Media—Using music, images, and video that is copyrighted and authorized for use by school members

 

Consequences

Consequences for infractions may include:

  • Infraction report and In school suspension
  • No evidence on assignment and redo another or a similar task
  • Conversation with adult reporting the infraction with student, advisor and parents
  • Personal improvement plan (PIP)

Health Information

Health Policies

The policies below have been developed according to CCD and state health regulations.

Student Information / Authorization forms in case of sickness or injury

The Student Information and Authorization Form must be updated every year for each student. If a child becomes ill during the school day, acetaminophen or ibuprofen will be administered only if agreed to by the parent on the Information and Authorization Form. Authorized staff will help make your child comfortable until a parent, or other authorized individual, is able to pick him or her up.

The School has a health care professional on staff during the school year. First aid will be administered as needed and parents will be notified by phone or email if necessary. If a child is injured, an Accident/Incident Report may be completed and kept in the student’s file.

Immunization Forms

All students must provide documentation of their most up-to-date immunization status. Please check with your physician for your child’s immunization schedule. Updates may be made using the form below, or may be faxed by the physician’s office directly to the School at (503) 292-7444. A list of required and recommended immunizations from the Multnomah County Health Department is available at the Front Office.

Parents of new students must submit hard copies of their Certificate of Immunization Status.

Some students born outside the United States may be asked to provide a tuberculosis certificate before attending school to comply with State law.

Non-medical Exemptions

For non-medical vaccine exemptions, please visit the Oregon Health Authority website and read carefully—you are required to choose between one of the two options.

Update Immunization Status

Emergency Medical Care

  • In the event of an emergency requiring medical attention, 911 will be called. While waiting for an ambulance, the following procedures will take place:
  • First aid will be administered as needed (ice packs, pressure or tourniquet, positioning, etc.).
  • Parents will be notified by phone.
  • Students will be taken to Providence St. Vincent Medical Center’s emergency room unless otherwise specified on the Student Information and Authorization form.
  • A Medical Report Form will be completed.

Any time a child is transported via ambulance, the family/insurance is responsible for all financial charges. Without a current Student Information and Authorization Form on file the School cannot authorize any emergency medical treatment.

Food from Home

Due to the risk of foodborne illnesses, specifically hepatitis A, FAIS strongly discourages homemade foods being served in the school setting. All food brought into the classroom for sharing must be prepared in a commercial kitchen and sealed. Please contact the teacher or school nurse for information on dietary restrictions and allergies as needed. Occasionally there will be a classroom activity that involves students preparing food and/or food from home under the supervision of a teacher. 

Allergies

Our goal at FAIS is for all students to feel safe and protected in all situations at school by providing a food allergy-sensitive environment. Despite our best efforts, we cannot guarantee an absolutely allergen-free environment, but we can reduce the risk to children with life-threatening allergies with the help and support of the entire community. When appropriate, some classrooms will be designated free of specific allergens. 

The following policies are designed to reduce the likelihood of severe allergic reactions of students with known food allergies while at school. 

Family Responsibility

  • Notify FAIS of the child’s allergies annually by completing the Student Information and Authorization Form
  • Provide written Allergy Action Plan that includes medical documentation of student’s allergy and treatment for reactions. 
  • Work with the school nurse to develop a plan that accommodates the child’s needs throughout school including extracurricular programs and all school-sponsored trips and events. 
  • Provide properly labeled medications and replace medications after use or upon expiration. Medication for field trips (including athletics) and Summer Programs needs to be provided from home; it cannot be removed from the infirmary for a field trip. 
  • Educate the child in the self-management of their allergy. 

 

School Responsibility

  • When necessary, designate areas on campus as allergen-free and notify families requesting community cooperation. 
  • Provide ongoing allergen education and safety training to all faculty and staff.
  • Provide information pertaining to students' allergies to faculty and staff.
  • Provide anaphylaxis training for faculty and staff.
  • Keep epinephrine in key locations on campus for treatment of an anaphylactic response.
  • Instruct staff and faculty to recognize symptoms of an allergic reaction and to respond appropriately as necessary.

 

 Community Support

  • Dietary restrictions and allergies are a part of many lives. It is important that our entire school community be sensitive to this experience. We encourage parent support by asking you to join us in communicating the following messages to your children: 
  • Never take food allergies or dietary restrictions lightly. Joking about it, teasing kids, or excluding people with allergies or dietary restrictions does not promote the mission of FAIS and is not tolerated. 
  • Don’t share your food. This advice runs counter to the environment of “sharing” we like to enjoy; however, sharing food can be very dangerous to students who have food allergies. In addition, many families prefer that their children only eat or be exposed to certain types of food; therefore, students at FAIS have been asked not to share food that their parents have packed with anyone. 
  • Wash hands before and after eating. Touching certain foods can cause an allergic reaction in some students. Therefore, it’s a good practice to wash hands after you eat. You’ll probably get fewer colds too. 
  • Usually, students who are allergic or have restrictions are very careful about what they eat, but it’s a good idea to remind friends to be extra careful. We encourage students to support one another and be part of keeping each other safe.
  • If someone becomes ill, get help from an adult immediately! Some symptoms of food allergies are vomiting, swelling of the face and lips, difficulty breathing, coughing, sneezing, watery eyes and skin that is bumpy, red, or itchy. 

Communicable Diseases

Please notify the School Nurse if your child has contracted any communicable disease or condition such as strep throat, meningitis, pertussis (whooping cough), impetigo, chicken pox, or head lice. This information will be kept confidential. Information on prevention and/or a description of the symptoms may accompany the notice. The notice should include the type of illness and the date of potential exposure. Depending on the type of disease, FAIS may require a statement from a physician or the Health Department before the child may return to class.

FAIS is governed by state health policies. Pursuant to these policies, children with undiagnosed skin conditions must remain out of school until the condition is (1) completely cleared up; or (2) a statement is presented from a physician or the Health Department stating that the condition is non-communicable.

Stay at Home

Illnesses can pass quickly from child to child, so please keep your children home when they are ill to minimize exposure to other children and staff.

The following symptoms are examples of reasons to be excluded from school until the condition clears or is diagnosed and treated:

  • Fever greater than 100.5° Fahrenheit/38° Celsius
  • Vomiting (keep at home for 24 hours afterwards)
  • Rash, with or without fever
  • Diarrhea, or several loose stools a day
  • Colored drainage from eyes, nose or ears
  • Behavioral changes (i.e. irritability, lethargy)

Excuse from Physical Activity or Recess

Please provide the Front Office with a doctor’s note if a child is to be excused from physical activity or recess.

Sunscreen

Small children are especially vulnerable to sunburn in the late morning and early afternoon during recess or other outdoor activities. Please send young children to school with hats, and if possible, try to apply sunscreen to your child at home in the morning before school.

For Maternelle classes, any sunscreen brought to school must be in the original container, with the child’s name on it. You may give the sunscreen to your child’s teacher to apply if you fill out a Medication Administration Request Form. For children in grades above kindergarten, we prefer that you use this procedure as well, but sunscreen is available in the infirmary which can be applied at the student’s request or teacher’s discretion.

Medication at School

If your child has a serious medical condition, such as diabetes or severe allergies, please supply FAIS with detailed information on the illness, medicines to be administered, and all procedures to be taken in case of emergency. We encourage parents of these children to meet with the School Nurse in order to provide the best care possible.

Children are not allowed to carry any medication with them on school grounds unless otherwise discussed with and agreed upon by the school nurse and student's teacher(s). All medication must be brought to the office along with an Action Plan and Medication Administration Form (available from the front office).

All medications, including non-prescription medications, must be brought to school in the original container with the child’s name and the dosage clearly printed on the label.

Child Abuse Prevention and Reporting

Statement of Policy

It is the policy of FAIS to ensure a safe environment and train all staff in the recognition, prevention, and reporting of child abuse. All school employees are mandatory reporters, and all incidents of suspected child abuse will be reported to the appropriate authorities. Reporting should be considered a request for an assessment of a suspected incident of abuse or neglect. A report is not an already established fact, but rather the request for assessment into the safety and condition of a child. It is the beginning of a helping process for children and families.

Definition of Child Abuse

Under Oregon law, a child is defined as an unmarried person under the age of 18. “Abuse” means:

Physical abuse is any injury to a child that is not accidental. Most parents do not intend to hurt their children, but abuse is defined by the effect on the child, not the motivation of the parents.

  • Bruises or cuts
  • Head injuries
  • Poisoning
  • Fractures, sprains
  • Burns or scalds
  • Internal injuries
  • Electrical shocks
  • Death

Although not recommended, spanking is not abuse. However, a spanking which leaves marks or bruises on a child might be abuse. Bruises anywhere on a baby are serious.

Mental injury/psychological maltreatment resulting from cruel or unconscionable acts and/or statements made, threatened to be made, or permitted to be made by the caregiver(s) which have a direct effect on the child; or caregiver’s failure to provide nurturance, protection or appropriate guidance.

Rape of a child (which includes rape, sodomy, unlawful sexual penetration and incest), sexual abuse and sexual exploitation.

Negligent treatment, including but not limited to, the failure to provide adequate food, clothing, shelter, or medical care.

Threatening harm to the child’s health or welfare. Some examples of this type of abuse are:

Caregiver behavior which is out of control and threatening to a child’s safety; e.g., driving while intoxicated with children in the car.

A child living with or cared for by a person who has been convicted of child abuse or neglect of any child in the past.

A child living with a person who is involved in child pornography.

Domestic Violence: Domestic violence is a pattern of assaultive and/or coercive behaviors including physical, sexual, and emotional abuses, as well as economic coercion that adults use against their intimate partners to gain power and control in that relationship. The presence of domestic violence is a risk for children and in some situations can be considered abuse.

Child Abuse Prevention

In accordance with Oregon law, FAIS offers yearly child abuse prevention/education workshops for parents and for students in kindergarten through eighth grade.

Head Lice

The French American International School will support families by emphasizing prevention, early detection, and education as the best methods for controlling head lice.

Pediculosis (head lice) represents a common communicable childhood condition and an acknowledged “problem” with raising and caring for children. Community involvement is deemed very important, and families must actively participate at home in the treatment and prevention of head lice.

This plan was developed following the recommendations of American Academy of Pediatrics and the Centers for Disease Control (CDC).

Family / Community Responsibility

  • Know the facts about lice: https://www.cdc.gov/parasites/lice/head/index.html
  • Regularly inspect child’s scalp and hair to detect the presence of lice or lice eggs (nits)
  • Always inspect after each school vacation and during known lice occurrences
  • Regularly inspect all household members and treat them if required
  • Notify the classroom teacher in the Lower School and Advisor in the Middle School as well as the Infirmary if head lice and/or nits are found on child
  • Teach children not to share personal items such as hats, combs, hair accessories, headphones, etc.
  • Teach children to minimize head to head contact during outbreaks of lice
  • If lice are detected, notify others who have had close contact with the child in the past 2-3 weeks
  • Contact your healthcare provider if two treatment regimens have failed and child continues to have signs of head lice

School Responsibility

  • Staff members will send students with signs and symptoms of head lice to the infirmary for evaluation and recommendations for treatment
  • School will request that parents not send children with head lice to school until the day after treatment
  • School will support and encourage parents appropriately while respecting student and family privacy
  •  After each school vacation, the School will share information on the prevention, detection, and treatment of head lice with parents and staff
  • Instruct staff to implement classroom organization to minimize the potential spread of head lice
  • Teach children not to share personal items such as hats, combs, hair accessories, etc
  • Teach children to minimize head to head contact during outbreaks of lice
  • Parents will be notified in the classrooms where one or more students are found to have lice
  • When an individual has repeated occurrences the school will follow up with the family to ensure that treatment and extensive nit removal has occurred and that the process has been effective
  • Students with repeated occurrences will be asked to check in with the infirmary prior to returning to class 

Emergency Preparedness

Creating and maintaining a safe school environment is a priority for the French American International School. A very important part of that safety is developing and practicing responses to an incident at school.

Weather events, fire, accidents, earthquakes, and other threats to student safety are scenarios that are planned and trained for by students, teachers, staff, and administration, in partnership with first responders. Our safety committee meets regularly to review and enhance safety practices, emergency readiness and response. We routinely conduct fire drills, earthquake drills, missing student drills, lockout drills, and lockdown drills to be better prepared for emergencies.

In each room on campus, you will find a red FAIS EMERGENCY PROCEDURES flip-book near the door. This resource includes a map and evacuation routes, and provides detailed information and procedures for:

  • Medical/injury emergencies
  • Emergency allergic reactions
  • Cardiopulmonary resuscitation emergencies
  • Earthquakes
  • Volcanic eruptions
  • Fires
  • Lockdown/Lockout

School Closures/Early Release

In the event of emergency parents/guardians will be informed of current conditions through the Blackboard Connect Emergency Notification System that sends updates via voice calls, email, and text messages. Blackboard Connect is also used to notify parents/guardians of school delays and closures due to inclement weather.

If a parent, guardian, or authorized designee cannot pick up their child following an emergency, the child will remain under staff supervision until the parent, guardian, or authorized designee arrives at the School. Supplies are in place to make students and staff as comfortable as possible during this time.

If a catastrophic event prevents FAIS from using normal communication channels, the Dallas International School will be available to relay information to parents: (972) 991-6379

Traffic on Campus

The French American International School has worked with the Bureau of Planning of the City of Portland to find a traffic pattern that accommodates our students, their families and our neighbors. The City of Portland has limited our parking spaces. All families are to follow the drop-off and pick-up procedures and parking regulations.

Campus Traffic Rules

  • Please drive slowly on campus: 10 mph maximum.
  • Cell phone use is not permitted while driving on campus.
  • If you arrive early to pick-up please turn off your engine while waiting. Vehicle idling is the leading source of toxic air pollution in Oregon and can be hazardous to human health, especially children’s.
  • Parents are asked to model good behavior for the children and always walk on sidewalks (not in the street) and cross at crosswalks.
  • Always yield to foot traffic and stop for all pedestrians in crosswalks.
  • All students should be dropped off curbside or in a parking lot.
  • Please respect those with disabilities and do not park in the handicap spaces, or in the area between the spaces, for any length of time, in any circumstances, unless you have the appropriate handicap permit.
  • In the event of emergencies or fire drills, please follow instructions from staff and exit the campus immediately if asked to do so. This is important for everyone’s safety.
  • You may not turn left on Cornell Road when exiting campus during the hours of 8 – 9 AM and 3 – 4 PM.
  • Do not block the fire station driveway and do not pass cars who are leaving that gap open.
  • No U-turns are permitted on Miller Road.

Parking

  • You may park in any parking lot or in any clearly striped parking space on campus.
  • Parking is not allowed in the Tualatin Valley Fire Station #60 lot. 
  • Parking Lot B, located under the Pavilion between Satellites I and II, is reserved specifically for Maternelle (preschool-kindergarten) families in the mornings and afternoons. 
  • Parking is not allowed along red curbs at any time.
  • Parking along yellow curbs, including the bus lanes, is not allowed unless the driver remains at the wheel.

Morning Drop-Off

Toute Petite Section, Preschool, Prekindergarten, and Kindergarten

State law requires that preschool and prekindergarten children be escorted to their classrooms and signed in by the responsible adult. Although it is not required by the state, the School recommends that parents accompany kindergarten students to classrooms every morning. Parking Lot B (under the Pavilion) is reserved for Maternelle parents to park in while they accompany their children to their classrooms. All families with children in the Maternelle grade levels (TPS-K) should obtain a Parking Lot B Pass. Please display this pass while using this parking lot.

Kindergarten through Eighth Grade

Please drop off students in front of the satellite where their classroom is located. Blue signs indicate where cars should stop. Children must exit the car on the curbside; do not let them exit on the street side of the vehicle. Vehicles may not park in the yellow zones; if a parent wishes to stay on campus longer than the time it takes for a child to exit the vehicle, they may park in the 15-minute parking spaces so that traffic is not blocked or impeded.

Afternoon Pick-up

Pick-up Numbers

All new FAIS families will receive two card stock copies of a family identification number, which is to be used during the pick-up procedure. Please keep one copy in each parent's car. 

Helpful Tips for Pick-up

  • Preschool and prekindergarten students need to be picked up from their classroom by parents, legal guardians, or parent-authorized individuals. State law requires that the adult picking up the child sign out the child before leaving. This includes both half-day and full-day students.
  • When you arrive by car on campus, please line up single-file in order and wait for traffic to move forward towards the turn-around. Make sure your number is visible on the passenger side of the windshield. As you are waiting, please pull all of the way forward to allow more cars to fit in the turn around. As you enter the pick-up area, an aide will call out your pick-up number and your child or children’s names. Please do not get out of your car; an aide will assist students in entering cars. As soon as your child is safely in the vehicle, please move forward.
  • Please do not park your car in the turn-around or leave your car unattended in the pick-up line.
  • As you are waiting, please pull all of the way forward to allow more cars to fit in the turnaround.
  • Children left after the pick-up period, which ends 15 minutes after dismissal, will be directed to FASCA or PM Classes for which the students are registered.
  • Please communicate with your children on a daily basis whether they are to stay in their classrooms, go to FASCA, go to pick-up, go to PM Classes, and who will be picking them up that day.
  • Don’t rush or arrive too early! The first 15 minutes of FASCA are free! For example, if your child is released at 3:15, your child will go to FASCA around 3:30 if you are not here yet, and they are welcome at no charge until 3:45.
  • If you have students in both the Lower School and Middle School, your lower school student is welcome to stay in the circle until you arrive at 3:40 to pick up your middle schooler.
  • Please – do not park along the west side of 87th street or leave your car unattended in the bus lanes

Parent Authorization for After-School Pick-up

If someone besides parents or legal guardians will be picking up a child from school on a regular basis, please inform the Extracurricular Office. If the change in pick-up is not on a regular basis, please inform the Front Office at info@faispdx.org or (503) 292-7776.

School Policies and Procedures

Attendance

By enrolling your child at FAIS, you assume a commitment to regular and punctual attendance. Oregon state law requires that students attend class daily unless they have a medical excuse or unless there is a family emergency. The School strongly discourages absences during the regular school year for any reason other than illness, since they 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 during school time. It is extremely difficult to reconstruct the classroom learning situation once the lesson has been missed. If it is necessary to keep your child out of school for some reason other than illness for a prolonged period of time, the appropriate Division Head and your child’s teacher must be notified.

On days your child is absent, please call the school attendance line at x270 before 9 AM or send an email to attendance@faispdx.org. This communication is for your child’s protection. The School will attempt to contact parents for unexcused absences.

Student Release for Appointments

When your child has an appointment and needs to be excused early from the classroom, please inform the teacher as well as the Front Office or Gilkey Office.

Tardiness or Late Arrival

FAIS expects that all students arrive on time and be ready to learn. Students who arrive late to class can be disruptive to the learning environment. Teachers and students must stop what they are doing to integrate a child who is tardy. If you expect to be more than fifteen minutes late, please call the Front Office or the Gilkey Office. They will notify the teacher so your child is not marked absent for the day. Gilkey students must check in with the Gilkey Administrative Office. Lower School parents must check in with the Front Office when bringing students late—it is not enough to only inform the teacher. Tardies and absences will be marked on report cards. Families who frequently bring their child to school late will be contacted by the appropriate Division Head.

Parents Out of Town

It is crucial that the School have all necessary contact information in the event of an emergency when parents are out of town and are leaving their children with an alternate caregiver. Please email attendance@faispdx.org with all necessary contact information.

Behavioral Standards

The French American International School is committed to ensuring all students have an equal opportunity for success. These rules foster and encourage a safe and undisrupted educational environment. School officials have the authority to take appropriate actions to prevent or stop conduct that seriously disrupts student learning.

Relational Aggression

Relational aggression is defined by the French American International School as any behavior that harms others through damage or threat of damage to relationships or feelings of acceptance, friendship or group inclusion. Examples of such behavior include unwelcome teasing, name-calling, excluding, humiliating, spreading rumors, playing harmful practical jokes, threatening (e.g. to isolate, to harm), disrespecting another’s property, coercing, and manipulating power in a relationship. Students who participate in such behavior, repeated over time, will be subject to disciplinary action including suspension or expulsion.

Harassment, Hazing, Menacing, Bullying, Intimidation, or Discrimination

Harassment, hazing, menacing, bullying, intimidation, or discrimination (hereafter referred to as harassment) or any act that injures, degrades, or disgraces a student or staff member will not be tolerated. Harassment of students by other students or employees based on a student’s sex, race, national origin, religion, sexual orientation, disability, or any other legally protected characteristic is prohibited conduct and will not be tolerated. Harassment may be verbal, written or physical in nature and includes, but is not limited to more subtle forms of harassment such as unwelcome posters, cartoons, caricatures and jokes.

Sexual harassment includes sexually suggestive remarks, gestures or jokes; derogatory sexual terms for people; deliberate and unwelcome touching, pinching, brushing or patting; sexual illustrations; describing or asking about personal sexual experiences; hazing, pranks, or other intimidating behavior directed toward a person because of their gender; unwelcome advances; requests for sexual favors; and sexual assault.

Assault and Fighting

A student who by conduct inflicts physical injury on another student or school employee will be subject to discipline that may include suspension or expulsion.

Weapons and Firearms

The possession of any weapon or object which is considered detrimental to the educational process of the school setting, or which may be used to disrupt or endanger people in that setting shall be prohibited. Such weapons or objects shall be seized by the school authorities and returned to the student’s parent at a reasonable time or given to proper authorities.

Under Oregon law, a student who is determined to have brought a firearm as defined in Federal law and/or a dangerous weapon as defined shall be expelled from school for a period of not less than one year. A dangerous weapon is defined as any weapon, device, instrument, material, or substance that under the circumstance in which it is used, attempted to be used or threatened to be used, is readily capable of causing death or serious injury. Look-alike weapons used to intimidate or frighten others will be treated as real weapons. The Head of School may modify the expulsion on a case-by-case basis.

Reporting and Consequences

Anyone who has engaged in such behaviors will be subjected to disciplinary action up to and including immediate expulsion and the School may report the behavior to law enforcement officials if it believes that behavior has caused harm to or threatens the physical safety of another student. 

Any student or employee who believes he or she has been harassed (or a parent who believes that his or her child has been harassed) should immediately report it to the student’s teacher, the school counselor, the Division Head, or the Head of School. All harassment complaints will be investigated and appropriate action will be taken to stop the behavior. Students, parents, or employees who raise concerns about harassment or who cooperate in an investigation of alleged harassment will not suffer retaliation for engaging in these activities. Confidentiality will be maintained to the fullest extent practicable under the circumstances and the School will share information learned in an investigation only with those who have a reasonable need to know. If one has been a victim of such behaviors, and the behavior has not caused or threatened physical harm to the student, he or she is encouraged to begin by letting the offender know that the offensive behavior (as long as it is not physically violent or dangerous) is unwelcome. If this does not stop the behavior, the person is then encouraged to seek help from an aide, teacher, or other staff member. If the situation is not resolved, students or parents are encouraged to inform the child’s teacher, the school counselor or the Division Head. If the behavior has caused harm to or threatens the physical safety of a student, the student or parent should immediately seek help from an aide, teacher, or other staff member and should inform the child’s teacher, the School Counselor or the Division Head. Steps will be taken to understand and investigate the complaint, and consequences will be determined and assigned as necessary and appropriate to the situation and the child’s age.

Please refer to the Lower School Code of Conduct and the Middle School Code of Conduct for further information on school rules and discipline procedures.

Classroom Assignment

At the conclusion of each academic year, classroom teachers work with the administration to create classroom assignments for the new school year. The teachers make every effort to create the right mix of students within a classroom, taking into account many different factors. All class lists are reviewed and approved by the division head. This is a very important and sometimes difficult task, one that is taken very seriously by our teaching staff. The classroom teachers meet in May to draw up the classroom assignments, and the assignments are reviewed again in August after summer enrollment has been completed. Families are notified of their child’s classroom assignment(s) in late August. If you feel there is information the School may need to consider when assigning a classroom to your child, please discuss these issues with your child’s current teacher or advisor during the spring Parent-Teacher Conferences, or with the appropriate division head. While we appreciate receiving information concerning your child’s needs, we ask that you not request specific teachers.

Communications Policy

FAIS expects all members of its community to demonstrate unquestionable integrity and to contribute to the quality and reliability of the School. Realizing that we are part of a small and diverse community, we have a responsibility to act as key role models for our students.  We will strive for authentic, positive, and respectful communication with all members of our community. We understand that this may come in many different forms and languages, and are willing to embrace this variety. We will listen respectfully and open-mindedly to all points of view and share our views candidly and with consideration for the feelings and opinions of others. We will demonstrate integrity and respect in our choice of words and take responsibility for our actions. We agree to address concerns as they arise with the right people at the right time in a respectful and constructive manner.

Dogs on Campus

For the health and safety of all children, dogs are not allowed on campus. Service dogs are welcome when they are working or in training.

Fundraising Policy

Fundraising Policy and Process Guidelines

In order to support coordinated and successful fundraising programs at the French American International School, the Development Office assumes responsibility for authorizing and overseeing all development activities (defined as fundraising and constituent relations) conducted on behalf of the School. All fundraising projects and/or events must first be approved by the Division Head, then gain approval from the Director of All School Programs and the Development Office before being added to the School’s schedule. Approvals must be received before any calendaring, volunteer recruiting, or communication with potential donors or third parties is initiated.

All fundraising projects or events are subject to this policy and must satisfy the FAIS fundraising criteria. Individual or group solicitation of funds by any department, class, team, club, or individual must receive prior approval as described above. The decision whether to approve a fundraising project will be based on the FAIS fundraising criteria.

Criteria for Approval

Fundraising activities will align with the mission of the School and its curriculum objectives, and fulfill the philanthropic needs implicit in the schoolwide strategic plan. All fundraising projects or events will conform to the School’s defined fundraising objectives and programs, be free of potential impact on other initiatives, and meet the institution’s current needs.

Guidelines for Proceeding with a Fundraiser

The viability of all fundraising opportunities will be evaluated based on the combined impact to the school community of the:

  • Timing
  • Expected net monetary contribution
  • Publicity volume (time, period, quantity)
  • Volunteer requirements
  • Program management requirements
  • Community context

Points of Consideration

  • How does the proposed project or event meet the School's mission and/or tie directly to curriculum objectives?
  • How does the project or event positively represent FAIS, its students, and mission?
  • Will the project or event conflict with, or in any way undermine or inhibit, the primary fundraising initiatives of the School, such as the Annual Fund, gala, endowment and planned giving initiatives, or a capital campaign?
  • Will the project or event compromise the safety or integrity of the School’s students, faculty, parents, facilities, or programs?
  • Can this event or project be coordinated with another initiative to the benefit of both?
  • If the project or event is designed to raise funds for a third party organization (local or national charity), is it representative of and approved by the division heads and director of all-school programs (who coordinates all service learning projects)?

Gift Giving

FAIS is very appreciative of the high regard in which students and their families hold the faculty and staff. We ask that families who wish to express their affection and gratitude restrict their gifts to simple expressions of thanks from their individual student or family. We may also suggest the alternative of a book being given to the library in honor of a staff member, or joining with the PLC in staff-appreciation events. Gifts of significant monetary value are discouraged as there is sometimes discomfort about the appropriateness of gifts within the school context or the feeling that gifts might be expected. Our faculty and staff always welcome your kind words and personal appreciation of their efforts.

Lost and Found

Please help reduce the level of lost and found items by labeling your children’s garments (last names are best) and lunch boxes. 

When items are found they are put into the cabinet outside of the gym. Small or valuable items are kept with the receptionist in the Front Office.

Several times a year, the School displays lost items on tables in front of the Gym. All unclaimed items are then donated to a local charity. Small or valuable items, such as jewelry or eyeglasses, are kept until the end of the school year. Reminders and donation dates will be announced in the Lower School and Middle School Weekly newsletters. 

Retention and Grade Acceleration

FAIS supports and believes that students should progress annually from grade to grade. In rare situations it is necessary for a student to be placed in a grade above or below his/her chronological age because of academic ability, maturity, health, attendance, or other contributing factors. This decision is made when, in the judgment of the professional staff working with the parents, there is a clear and compelling case that has a high probability of academic and social-emotional benefit to the student.

The Division Head, along with parents, teachers, and the school counselor, will use multiple indicators as the basis for consideration of retention or grade acceleration. These will include consultation with educational psychologists and the completion of the Iowa Acceleration Scale: A Guide for Whole-Grade Acceleration K-8, in the case of promotion; or the Light’s Retention Scale in the case of retention. The use of these tools and outside consultation assures all involved that the decision is based on thoughtful, professional findings and is in the best interest of the student.

School Closures

Inclement weather may at times prevent the School from opening or cause it to open later than normal. FAIS will be closed in the event of icy or snowy weather that, in the judgment of the Head of School, constitutes unsafe conditions on or around the campus. A decision to close the School prior to the beginning of the school day will be made as early as possible, usually by 6:30 a.m. The FAIS community will be notified of school closures via the Emergency Notification System. Information will also be posted on the FAIS Website and through the local media. In the event of multiple days of school closure, families with student in 1st-8th grades should watch for notices of schoolwork expectations.   

Late Opening

When a delayed opening is announced, the School opens and classes begin at 10:00 a.m. There is no Early Arrival on these days, and this starting time is the same for all grades. At the end of the day, however, all grades are released at their regularly staggered dismissal times.

Early Dismissal

If travel conditions deteriorate rapidly during the day, school may close early. An alert will be sent via the Emergency Notification System and posted on the FAIS Website. Local TV and radio stations will also announce the closure, and the first recording you hear when you call the School will also indicate the change. For everyone’s safety, including our teachers and staff, it is important that you pick up your children as soon as possible after you have been notified that the School has been closed.

Security Cameras

FAIS has permanently installed security cameras positioned throughout our campus, which record activities only on the exterior of the School's buildings. The footage from these cameras is not regularly monitored but is intended to provide visual information in the unlikely event that it is needed. The interior spaces of our classrooms and administration building are not monitored by cameras.

Student Records

FAIS maintains records on all students. Parents may inspect their child’s record upon reasonable notice. Copies must be requested in writing. Contact the Front Office for a Student Record Request Form. Please allow the administration ample time to complete the request. 

Tutoring

Tutoring by FAIS Employees

FAIS facilitates tutoring by FAIS employees. Parents wishing to hire tutors may refer to the list located behind the Parent Portal and contact the tutor directly to make arrangements. Arrangements may be made with tutors for off-campus sessions; however, if tutoring is to occur on campus, all parties must observe the following rules and guidelines:

  • Please do not pay tutors directly.
  • Tutoring Cards must be purchased in advance of tutoring sessions through the Front Office. The tutor may not render service without a pre-purchased card. 
  • Four-hour tutoring cards are available in the Front Office; one child per card please.
  • Tutoring is for currently enrolled students or, with special permission from the Division Head and Head of School, graduates of FAIS.
  • Teachers and assistants may not tutor their own students without authorization from the Division Head and Head of School.
  • Tutoring location must be prearranged and approved by the Division Head.

 

Tutors / Therapists Working On Campus During the School Day

Families wishing to have an outside tutor or therapist work with their child during the school day should first request approval from the appropriate (Lower School or Middle School) division head. The division head will grant or deny approval based on consultation with the student’s classroom teacher or advisor. The division head will then schedule the time and room use, and collect documentation from the tutor/therapist (see below). If sessions are scheduled for after 3:30 p.m., the division head will provide documentation to the Extracurricular Office.

To work on the FAIS campus, outside tutors/therapists need to provide the School with the following documentation:

  • A copy of his/her professional license
  • Proof of insurance
  • A copy of the Non-Staff Emergency Information Form (available from the administrative offices).

Parents or legal guardians must fill out the Release of Liability for Classes/Activities Taught by a Non-FAIS Staff.