2017-2018 Parent Handbook - Heritage...

Heritage Intern

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Last Revision: 11 December 2017

Heritage International School Parent Handbook of 34 www.heritageinternationalschool.com

BUS RULES 20

CODE OF CONDUCT 20

POSITIVE REWARD/BEHAVIOUR PLAN 21

BEHAVIOUR/CONSEQUENCES PLAN 21

HEALTH CARE 22

HERITAGE INTERNATIONAL SCHOOL CAFETERIA 23

LOST AND FOUND 23

PARENT CONCERNS 23

PARENT RESPONSIBILITIES 24

SCHOOL POLICY REGARDING PORTABLE ELECTRONICS 24

TECHNOLOGY USE POLICIES 26

SCHOOL MATERIALS REQUIRED 26

THE CANADIAN KOSHK 27

SCHOOL UNIFORM AND UNIFORM POLICY 27

CLASS UNIFORM 27

PHYSICAL EDUCATION UNIFORM 28

CONSEQUENCES FOR VIOLATING THE UNIFORM POLICY 28

STUDENT LIFE – POLICIES AND REGULATIONS 28

POLICY FOR ORGANIZED EVENTS RULES AND CONSEQUENCES 29

UNIVERSITY APPLICATION PROCESS 29

COMMUNICATION WITH SCHOOL 30

ACCEPTABLE TECHNOLOGY USE GUIDELINES 31

PARENT/GUARDIAN PERMISSION REQUIRED 32

TECHNOLOGY USE BEHAVIOUR CONTRACT 33

PARENTS FEEDBACK REPORT 34

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Reports are given as follows throughout the year:

Elementary Reports

Interim Reports Term 1 Reports Term 2 Reports At Risk Reports – Issued to students who are not achieving at Grade Level

Term 3 Reports – Final Academic Year Reports

Secondary Reports

Interim Reports

Mid‐Semester 1 / Term A Reports

End of Semester 1 / Term B Reports

Interim Reports/Grade 7‐8 At Risk Reports

Mid‐Semester 2 / Term C Reports

End of Semester 2 / Term B Reports – Final Academic Year Report

Different Methods of Assessment and Evaluation

As a parent, your interest in your child’s learning can have a tremendous impact on his or her learning

progress. You may have questions about how to become involved in your child’s learning. Things may have

changed since you were at school; for example, the idea of student self‐ assessment and the use of

portfolios, or the ideas of assessment “for” learning and assessment “of” learning.

What may have remained the same, however, is the importance of providing children with descriptive and

constructive feedback about their own learning. In doing so, children begin to understand what they learned

well and what they can do to improve their learning. Providing a clear picture about the next steps for

learning is referred to as assessment “for” learning.

There are many different methods teachers use to assess your child’s learning. A student’s grades are

formed by a combination of the following which may vary by grade level:

Observational checklists

Work samples

Quizzes and tests

Assignments

Tasks

Performances

Mid‐term and end of term examinations (starting at grade 7 only)

Your knowledge about the variety of methods can help you talk to your child about his or her learning at

school. At the secondary school, final examinations account for only 30 % of the final mark. The remainder of

the student’s marks is from the term work as outlined above.

Assessment “for” and “of” learning

Providing descriptive and constructive feedback to children and involving them in self‐assessment, record

keeping, and communication about their learning is called assessment “for” learning. Assessment “for” learning

helps students understand whether they need to improve their learning and how they might improve it.

Students tend to be motivated to learn more when they know what they have done well.



Sometimes students are provided with evaluative feedback, which tells the learner how she or he has

performed compared to what was to be learned. This is also called assessment “of” learning and may be

reported using letters, numbers, or other symbols on a report card or within a grading period.

Both assessment “for” and “of’ learning provide useful information. The classroom teacher uses both forms

of assessment to help make decisions about teaching and to help students learn more. Sometimes evaluative

information provides a picture of how a large group of students is performing within a particular program at a

certain point in time. Both forms of assessment provide information that may help teachers, administrators,

students, and parents work collaboratively to support a child’s learning progress.

Levels of Achievement – Grades 1 to 6

The following “Levels of Achievement” shall be assigned to indicate your child’s performance on the

Early Years Progress Reports from Grades 1 to 6:

Level 4 Students who attained an assessment of level 4 have consistently demonstrated

the expected knowledge, understanding, and application of skills.

Level 3 Students who attained an assessment of level 3 have usually demonstrated the

expected knowledge, understanding, and application of skills.

Level 2 Students who attained an assessment of level 2 have demonstrated some of the


Level 1 Students who attained an assessment of level 1 have demonstrated limited


Progress Reports (Grades 1‐6)

Progress reports are given to parents at the end of each term: 1, 2 and 3. The Progress Report focuses on

the student’s development of understanding ‐ what has been achieved, what must now be addressed, and how

this next step can be reasonably accomplished.

A student’s personal management and teamwork skills, behaviour, discipline, and attitude are part of daily

teaching and learning in the classroom. If there is room for improvement, the teacher should indicate what he

or she is doing and what the student must do. The parent’s role is one of informed support.

An interim report will be issued in term 1 to all students. At risk reports will be sent only to those students

having academic or behaviour issues in terms 2 and 3.

Promotion and Grade Placement of Early Years Students

All children develop in different stages and at different rates. Children within an early year’s classroom

or grade level may vary in age by nearly 12 months. Some children acquire literacy and numeracy skills at an

early age but then move along the developmental learning continuum at different paces. Other children may

acquire these skills later but may acquire further skills at a faster pace. Still other children may be at different



places on the English as a Second Language continuum. Therefore, when grade placement for a child may be in

question, the Principal will make the decision on the child’s placement as per Manitoba’s Ministry Regulations.

Levels of Achievement – Secondary School

The teachers assess each student with several different methods. The student’s progress is rated according

to: observational checklists, work samples, quizzes and tests, assignments, tasks in projects and performances in

such subjects as music and physical education.

There are also end of term or semester examinations for many compulsory and elective courses. As a

student progresses through each month and term of the year’s work, he or she will accumulate marks in each of

several categories. The teachers assign a weight value to the categories so that there is a certain value placed on

the daily learning, and a certain value placed on being able to recall learned material in the form of test answers.

These marks accumulate through the semester year, from one term to the next. Depending on which

course your student is in the weighting value can change.

For example in a course it may be:

Homework assignments 10%

Assignments in class 10%

Spot quizzes 15%

Projects 20%

Unit Tests 15%

Final Exam 30% (midterms up to 10%)

Total 100%

An assessment method such as this requires that students work to the best of their abilities throughout the

complete year. Thinking that a student may pass the course by doing well on the final examination will not be

acceptable if the student does not concentrate on daily and weekly assignments and quizzes.

Individual Secondary School Class grades are based on the following Scale:

Numerical Grade Percentage Grade Letter Grade Grade Point Average

4 90 – 100 A+ 4.5

80 – 89 A 4.0

3 76 – 79 B+ 3.5

70 – 75 B 3.0

2 66 – 69 C+ 2.5

60 – 65 C 2.0

1/Not Demonstrated 50 – 59 D 1.0

< 50 F 0.0

S N/A S Null



Honour Roll

Students whose average mark (arithmetic mean) on all courses studied during the term is 90% or higher

with no mark below 75% shall be considered as “High Honours Students.” The list of "Honour Students" shall be

posted on the school website and displayed in a distinguished place in the school's reception area. Student will

receive an Honours Certificate if they achieve an average between 80‐89% with no mark below 67%.

Academic Probation

Any secondary student (grades 7‐12) will be placed on academic probation for the following reasons:

Term average of less than 60%

1 failing grade

3 or more D or F grades (less than 60%)

Students will remain on Academic Probation for the equivalent of 1 academic year. The continued

enrollment at Heritage International School of students placed on academic probation is at risk if the student

does not show significant improvement over the equivalent of an academic year.

Students Academically “At Risk”

Any secondary student (grades 7‐12) will be deemed academically at risk for the following reasons:

If the student has an individual subject average below 60%

If the student’s teacher feels there is a strong likelihood that he/she will not pass

Students who are academically “at risk” may be required to take steps to remedy their academic standing,

such as attending after school sessions, or immediately turning in incomplete assignments. Failure to comply

with such recommendations increases the risk to the student’s academic standing and could potentially result in

further steps being taken by the Heritage School administration.



Absent on a Test, Presentation or Project Due Date

If a student is absent on a test or major project day the student’s parent(s) will be contacted that day and

will be informed of what the student is missing. During the phone call the parent will be informed of the date

the re‐test or presentation is scheduled for. Projects should be handed in immediately upon return and essays

should be emailed to the teacher that day.

Parent(s) are to remember that late assignments may have marks deducted, that proper documentation of

the absence is required by the school and if the student is absent on the re‐schedule day the student may be “at

risk” of receiving a zero for that assignment, project, test, etc.

Students who miss an original test date will be given a “B” test/exam. This test/exam is more in depth than

the original test. Students writing on a re‐schedule date have had more time to prepare and the test will reflect

this.

If students will require more than 1 day to complete the test parents will be informed of this and students

who do not come to school on these days may be “at risk” of receiving a zero on the part they have missed.

Incomplete Grades

An incomplete grade may be recorded in cases where part of the coursework has not been turned in prior to

the end of the term. This may be due to late enrolment, family emergency, extended absences, or other

extenuating circumstances.

Incomplete grades during the term or semester are also issued for Grade 9 to 12 Arabic Courses and Grade

11 and 12 Physical Education. Final standing in these courses are assessed on a complete or incomplete basis

during the final reporting period for that course. If it has been successfully completed the course will then be

recorded as complete.

Incomplete Assignments

It is crucial to a student’s academic success at Heritage, that assigned work be completed on time. Such

habits are an invaluable part of student’s development and carry benefits which extend beyond the classroom.

Any student who does not meet an assignment deadline at Heritage School invites the risk of an immediate

deduction of 10% of the assignment’s value. Failure to meet the 2nd deadline can result in a deduction of 30% off

of the assignments value. The circumstances surrounding the failure to turn in such an assignment will be taken

into account by the classroom teacher.

Should a failure to meet assignment deadlines become an obvious trend, either in a specific subject or in

general, the student risks more severe consequences; including the awarding of a “zero grade” for any work

which is currently incomplete, as well as for any missed assignment deadlines in the future.



Failing to Pass a Course in Final Term

If any student in grades 7 and 8 has 1 or 2 failing grades in either of (English, Arabic, Mathematics, Science

or Canadian Social Studies) the student must rewrite an examination(s) in the month of August prior to entry to

the next grade. The course(s) grade shall be adjusted to a grade of “D” (50%) if the examination(s) is passed.

This is to ensure that all students are working towards achieving the goal of competency in these subjects.

Failing more than two core subjects, (English, Arabic, Mathematics, Science, or Canadian Social Studies) will

result in a student being required to repeat their year in the same grade. Students in high school (grades 9‐12)

who fail compulsory courses (less than 50%) will be required to repeat the course the following academic year.

The students will need to meet with the principal / counselor in the beginning of the following academic

year to determine how to schedule the compulsory courses that have to be repeated.

If a student in Heritage School’s high school division fails numerous courses, it may severely complicate the

School’s ability to offer the necessary course schedules and harm that student’s pathway to graduation. Parents

and students need to understand that students are expected to receive 8 credits per year in order to meet the

Manitoba graduation requirements.

Report Cards

The Middle School academic year is divided into four terms. Grade 9 to 12 reports are divided by semesters

and terms. Reports cards are sent home at the end of each term or the middle and end of a semester. Report

cards include a grade for each class that the student is taking and a comment from each teacher. The teacher

comments may include a summary of the work covered during the preceding grading period and a summary of

the student's areas of strength or areas that need improvement.

Report cards provide important feedback to students and parents. Grades reflect individual progress and

performance and should not be used to compare one student against another.

Fines for lost or overdue library books, textbooks or unpaid school fees must be addressed before a report

card is issued.

Student‐led conferences with parents at the end of the first and third terms are scheduled to allow further

understanding of report card information.

An interim report will be issued in term 1 to all Grade 7 to 12 students. At risk reports will be sent only to

those students having academic issues in any term.

Eligibility for Athletic and Co‐Curricular Activities

Participation in athletic and co‐curricular activities can require a significant after‐school time commitment.

To ensure academic and co‐curricular balance for students, eligibility for activities is defined as:

Achieving a passing grade in all subjects.

Maintaining a minimum of a "C" average. (60‐69%)

Being in good academic standing (No Academic Probation or Academic Contract).



Heritage International School Athletic Policy

Mission

To promote the benefits of participation in school sport by providing athletic and educational opportunities

that will allow the athlete to reach her/his full potential.

Goals

To encourage participation and excellence in high school sport.

To develop the concept of team spirit among all members of teams and coaches.

To teach the fundamentals and techniques of each sport in a progressive planned sequence that is

age appropriate for athletes.

To foster the positive aspects of competitive athletics (acknowledging that while winning is important,

winning is not everything. Losing with dignity is just as honourable as winning.)

Expectations for Student Athletes

Follow all school rules and policies

Display a positive and productive attitude during school classes

Treat teachers and coaches in a fair and respectable manner at all times

Have parents/guardians complete and return a travel permission form

Participate in all regularly scheduled practices

Participate in all regularly scheduled games and tournaments

Wear the appropriate Heritage Sports Team uniform

Failure to meet any one of the above expectations will result in students being placed on athletic probation

with/without participation in their chosen sport. If students are unable to meet expectations within a 2 week

probation period they will be removed from the team.

Expectations for Parents

Complete and sign a student eligibility form

Complete and sign a travel permission form

Encourage student athletes in a positive and encouraging manner

Communicate with coaches in an appropriate manner if problems arise



Academic Integrity – Plagiarism and Testing Violations

An important aspect of a fine school is its attempt to instill in students a sense of honour and high principles

that extend throughout and beyond academics. An essential feature of Heritage International School is its

commitment to an atmosphere of integrity and ethical conduct. Students learn and practice the personal

responsibility of vigorously maintaining a high standard of honesty, truth, fairness, civility, and concern for

others. Being regularly in the company of faculty who exemplify these qualities is an obvious asset to that

learning and practice.

Academic dishonesty is defined to include, but is not limited to, cheating, copying other’s work and

representing it as one’s own work (plagiarism), lying, inappropriate collaboration, dishonesty in examinations or

the writing of papers, dishonesty in producing homework, deliberate falsification of data, interference with

other students’ work, and copyright violations.

Plagiarism is a particular form of academic dishonesty and occurs whenever a student, intentionally or

unintentionally, uses someone else’s words, ideas, answers, or data without proper acknowledgment. Students

are responsible for knowing what academic honesty and dishonesty are. At the beginning of each semester,

faculty should inform students of the guidelines that they will use for academic honesty throughout the year,

with special attention to cheating and plagiarism. It is vitally important for students to know the difference

between cooperative learning, that is, those activities in which working together with other students is

permitted and those when relying on another student is dishonest and should not occur.

Penalties for infractions may include one or more of the following: resubmission of the work in question,

submission of additional work, and a lowered grade or loss of credit for the work in question. Each case of

academic dishonesty will be recorded and accumulate in a student’s file. Repeated cases of academic

dishonesty are regarded as suspension‐level offences and can also result in the student being placed on

behaviour probation.

Testing violations is defined to include, but is not limited to, cheating, talking, having materials that are not

permitted, having a phone, not following the testing procedures, sharing test questions, and clandestinely taking

the test without permission. Testing violations will result in a zero for the quiz, test or exam being taken.

Attendance Policy

Regular and punctual attendance is required of all students on all school days. This is a condition of

enrollment at the school. Daily regular attendance is mandatory because our classes are based on active

classroom learning. Students must be present in order to participate in interactive and investigative activities;

otherwise they will not reap the full benefits of the program. Teachers, administrators and parents should work

together to ensure that students miss as little school as possible. They must arrive to school on time. Students

in the High School division who fail to meet minimum Manitoba attendance requirements will not receive the

necessary credit in association with those courses, which damages a student’s prospects of graduation.



Absences in Grades 9‐12

Manitoba Education requires students to receive a certain number of instructional hours and complete

ALL assignment requirements in order to receive a credit for course completion. This means regardless of

assignment completion students who miss the equivalent of 10 classes may lose their credit for the course.

In situations where students sometimes miss classes due to illness or important family events such as

weddings or funerals, the parent needs to supply to the school with a medical note in cases of illness or a written

note a week in advance of a family event. These written documents will be taken into account before

withdrawing a student’s credit. Regardless of the reason for the absence, students may have to make up some

class time if they have missed more than 10 classes.

CRAM (Credit Recovery & Maintenance Program)

In order to assist students who are running the risk of losing their credit due to incomplete work or have

missed the equivalent of 10 classes, Heritage has instituted a program called CRAM. The student who is

approaching or has reached 10 absences will have his/her name submitted to the Guidance Counselor and

Secondary Vice Principal’s Office by noon of the last school day of the week.

The student will be notified to attend mandatory lunch hour class make‐up sessions. The student will be

required to attend 5 lunch classes from 12:15 to 12:45 to make up for 1.5 missed class instructional time. During

the lunch class students must bring work or reading associated with the class for which they are trying to make

up the instructional time and be actively engaged in their learning. Attendance and participation will be marked

by the supervisor.

Note the following is not acceptable:

Asking to leave the lunch class to talk to the student’s subject teacher.

Asking to leave the lunch class to get supplies.

Arriving after 12:15pm

Violating these in any way will result in the student not receiving attendance or participation marks for the

day. Furthermore, students who do not report to these mandatory sessions or do not successfully complete the

lunch hour classes will be referred to the Vice Principal of Secondary for further follow‐up to ensure course

completion and attendance.

Ketchup Lunch

A program similar to CRAM is also in place for the middle years. Ketchup Lunch is a place where middle

years students have the opportunity to catch up on missing homework, assignments, or projects during the first

half of the secondary lunch period. Students are welcome to go on their own free will or the teacher will direct

the student to go based on individual circumstances. It is set up in such a way that a core subject teacher will be

available every day. For example, a Math teacher may be available on Sunday, English on Monday, Social

Studies on Tuesday, etc. Ketchup Lunch runs from 12:05 – 12:30. Students are then dismissed to go eat lunch.



Bus Rules

Out of respect and for everyone’s safety, students must comply with the following procedures:

Go directly to the bus, find a seat and remain seated

Use the garbage bins provided

Stay seated until the bus comes to a complete stop

Talk in a quiet voice to the person next to you

Do not destroy any bus property

Students who are regularly late for their buses will be given a warning. If they continue being late the

parents will be contacted by the transportation department and told that their children will not be allowed to

use the school bus for one week.

Code of Conduct

Golden Rules

Do be honest, kind and helpful

Do work hard and always try your best

Do look after property

Do listen to and respect other people

Do follow adult instructions without arguing

Do treat other people as you want them to treat you

Be responsible; own your behaviour

This behaviour plan is designed to teach students how to make responsible choices which work for

everyone. Discipline is not only punishment, it is setting limits within the context of caring. We need to impress

upon children that they choose their behaviours and certain consequences may occur from those choices.

Our Code of Conduct is intended to assist children in being more responsible for their own behaviour. If

students clearly understand the consequences of their behaviours, they can choose their behaviours in an

intelligent and responsible way that ensures the rights of all children to enjoy the educational experience at

school. For a discipline policy to be effective, it must be consistent. To achieve this consistency, teachers,

parents, students, and administrators must share in the responsibility for upholding school rules.

TEACHERS are responsible for instructing their students on the rules of acceptable behaviour. They are also

responsible for applying proper consequences when a student's behaviour is inappropriate.

PARENTS are responsible for reviewing the rules of appropriate behaviour with their own child/children.

They are responsible too, for supporting and cooperating with the school in applying consequences which result

from inappropriate behaviour.

STUDENTS are responsible for their own actions. Once instructed by their teachers and parents regarding

appropriate behaviour at school, they are responsible for the decisions they make. When a student decides to

ignore school behaviour rules, he/she must accept the consequences of his/her actions. Failure to acknowledge



responsibility for one’s actions or to accept the consequences for them is regarded as “opposition to authority”

and can result in suspension and/or behaviour probation.

ADMINISTRATORS are responsible for setting‐up and supervising the implementation of the Code of

Conduct and for establishing a hierarchy of consequences and clear steps for students sent to the office for

disciplinary reasons.

Positive Reward/Behaviour Plan

Houses – Each student will be placed into a house. Points will be awarded by the homeroom teachers to

the students based on academics and behaviour. The homeroom teachers will all have a chart posted to keep

track of the points of each student. The houses will remain the same for the whole academic year. Each week

the points will be collected and tallied. The houses will be used for large school activities such as field day. At

the end of the year the house with the most points are the school's house champions. Their house name will be

placed on a trophy that remains in the school to be won by a new house the next year.

Golden Rules and Golden Time – Each classroom will have the golden rules posted in the classroom. The

rules will be made up with guidance by the students. They will be basic rules such as no hitting, be respectful, tell

the truth, etc. At the end of the week if the students have followed the rules they will be given golden time

(Thursday last period or half a period with the home room teacher). The students will agree on an indoor or

outdoor activity and get the time to play. They may bring toys and games to school on that day that the teacher

has agreed to. Any student that has not been following the golden rules may be removed from golden time or

have some time taken away from golden time. The class as a whole can also lose golden time if they are not

following the golden rules.

Other methods of positive rewards may include:

Academic Certificates – Certificates will be given to students who have excelled in their academic

achievements.

School Certificates – Certificates will be given to students who have perfect attendance in a term and

for the whole year. Character Education certificates are also awarded to students who exemplify

positive character traits.

Classroom Certificates – Each teacher will have classroom certificates to hand out to the students for

outstanding behaviour, academics or achievements. Examples include spelling, reading, improved

behaviour, perfect test, helpful.

Behaviour/Consequence Plan

If a student chooses to make inappropriate behaviour choices, the student should be warned. If the

behaviour is repeated and/or the warning has not changed the student's inappropriate behaviour, there will be a

consequence.

Older children will write an incident report describing the details of the incident. The purpose of this

communication is to have the teacher remind the student of the possible effects of the inappropriate behaviour

choices. It also serves as an intervention strategy to deter a behaviour concern from continuing.

Level 1 behaviours should be referred to the classroom teacher. The parents will be contacted if the school

sees a need to do so. If the problem becomes an issue, it will be dealt with as a Level 2. However, if the

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The first and most important policy consideration when considering technology in the classroom is

and will remain teacher preference. Therefore, teachers at Heritage International School will have the

right to set a more restrictive but not a more liberal technology policy for their classrooms than what is

prescribed below.

The use of cellular and smart phone technology (including tablets) and computers will be restricted to

the following parameters. We consider these parameters to be what we term responsible use. The use of

cellular and smart‐phones shall be permitted in classrooms, under the following conditions:

1. Cellular and smart phones shall be permitted if and only if the classroom teacher has given an

explicit instruction that permits their use.

2. Cellular and smart phones use shall be permitted only for relevant learning‐based activities,

examples of which range from internet based research, email, image search, or other clear and

explicit teacher‐directed uses.

3. Teachers shall reserve the right to withdraw permission for and use of this technology if misuse

occurs.

4. In the event of the misuse of this technology, the current consequence protocol (1st, 2nd, 3rd

infraction) will remain in effect and be administered by the Secondary office.

5. Students will risk loss of privilege if they are found to be misusing the technology. This includes

but is not limited to taking inappropriate photos, videos, sending messages or any form of

cyber‐bullying. Students caught participating in these or other inappropriate activities risk the

most severe consequence allowable.

6. Teachers will be given a Professional Development seminar at the beginning of each school year

which focuses on helping them understand, implement and adapt this policy for their

classrooms.

7. All technology items mentioned here will continue to be banned outside of the classrooms.

Students are not permitted to use cellular phones, smart phones, tablets or computers in any

other school area during school hours. If they are found to be in contravention of this rule, their

phones will be confiscated as they would be under our current policy. Students are not

permitted to listen to music on their personal device well at school.

8. Any student caught or suspected of filming or otherwise capturing any image on school

grounds without permission will be subject to having their technology privileges revoked for

one school calendar year.

9. All students will read, discuss and sign the Responsible Technology Use policy before being

permitted to participate in this procedure.

10. Students assume absolute liability for any and all technology‐based items that they bring to

school, use or borrow. Heritage International School and individual teachers take no

responsibility for the private property of students in this regard.

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TECHNOLOGY USE BEHAVIOUR CONTRACT FOR HERITAGE INTERNATIONAL SCHOOL Student name _________________________ _________________________ ___________ (please print) First Name Last Name Homeroom Students at Heritage International School (HIS) are expected the by abide the following rules of technology etiquette: Be polite. Do not write, or send, abusive messages. Use appropriate language. Do not swear, use vulgarities or any other

inappropriate language. Be respectful with regard to others’ work; users will not view, alter or otherwise modify someone else’s data. This includes

documents opened or contained within work folders. Altering the operating system, as well as general visual appearances to a technology is prohibited. Such changes may

include but are not limited to screensavers, background, sounds, passwords, display settings, network settings, etc. Transmission of obscene materials is prohibited. Sending or receiving offensive messages or pictures from any source will

result in immediate suspension of privileges with an administrative review. Do not reveal personal information about yourself or other students. Electronic mail is not guaranteed to be private. Users should only access personal mail with appropriate permission from

staff, and no other users need the technology for school use. Malicious attempts of vandalism to harm or destroy data or equipment will not be tolerated. Use of personal data or equipment will not be allowed without prior approval. Additionally proof of current and regular

updates on Anti‐virus protection, as well as regular disk scans, is required prior to use once approval is obtained. Downloading or uploading of any kind requires prior approval. Such loading includes items from the Internet, Flash Drives,

CDs, etc. Games are strictly prohibited. Downloading or copying documents without citation of sources is considered plagiarism and will not be tolerated. Removal of technology including; diskettes, CD‐ROMS, keyboards, mouse, or any other piece of technology, without specific

permission, is strictly forbidden. Students will be removed from class if they do so. The computers provided are not to be used for permanent storage, students are required to bring USBs, which they are

responsible for, to contain files or documents required for classes. The use of personal e‐mails, messaging systems or personal web‐sites or communication sites, like Facebook, is not

appropriate and can result in the loss of computer usage.

Violation of any of the above mentioned rules and responsibilities will result in a loss of access and may result in other disciplinary or legal actions. I, ____________________________________ agree to the above rules and the regulations outlined in the Parent Handbook. Student Signature: ______________________________________________ Date:__________________________ As a parent/guardian of the student signing above, I grant permission for my child to have access to the technologies marked below. I have read and agree to the Use Procedure, and I understand that I may be held responsible for damage done by or the results of misuse by my child. I understand the expected behaviours, and I agree to accept responsibility for guiding my child and conveying to him/her appropriate standards for selecting, sharing, and/or exploring information and media. Please check the boxes that you wish to pertain to your child:

Please grant my child access to the Internet

Please refuse my child access to the Internet

I permit the school to post images/pictures.

I refuse to permit the school to post my child’s or work, of my child on school or class web picture or work on the school or class web pages.

Parent/Guardian Signature: _______________________________________ Date: __________________________

Parent/Guardian Name (PleasePrint): ________________________________________________________________

Street Address: __________________________________________________________________________________

Home Phone: _________________________________ Daytime Phone: ___________________________ ___



HERITAGE INTERNATIONAL SCHOOL

PARENT FEEDBACK REPORT

For any suggestions, concerns or positive comments about the school please complete this "Parent

Feedback Report," leave it with the school receptionist, and she will forward it to the proper school staff.

The report should address educational and/or organizational issues.

Student Name: _________________________________________________________________________

Name of parent presenting the issue: _______________________________________________________

Grade: _______________________________________________________________________________

Reason for suggestions, concerns or comments:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Required Follow up: YES NO

Appointment

Phone call at _______________

Conclusion:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Date: ___ / ______ / _________ Parent Signature ___________________________

Received by: ____________________ Signature ___________________________

2017-2018 Parent Handbook - Heritage...

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