Parent/Guardian Pledge: I understand that my participation in my child’s education will help him/her to develop the tools necessary to have success in school and in life, therefore I will:
✓ Ensure that my child Answer all emails related to school and demonstrates progress weekly.
✓ Provide a place and time at home for my child to study and do schoolwork.
✓ I will monitor the progress of my child.
✓ Work with the school by communicating regularly, attending virtual meetings, sharing concerns or questions about my child’s progress,
and promoting school success.
✓ Read, sign, and return all school forms.
✓ Talk, read, and/or write with my child every day.
✓ Ensure sleeping, eating, and healthy habits that help my child be ready to learn.
SCHOOLWIDE FOUR-STEP SUPPORT CONTINUUM
Step 1: Teach & Reteach Expectations and Academic Content
When staff notices that a student is struggling with content and/or behavioral issues, the teacher or staff member will contact the student to ensure that the student is aware of the expectations and determine if there are any supports needed to help the student. If the need is academic, the teacher or staff member will initiate support for the student or inform the appropriate teacher or staff member to follow-up with the student for re-teaching and/or other intervention and monitor progress and advancement.
Step 2: Intervention Coordinator (Document Behaviors - minor/major)
If expectations are still not being followed after it is clear the student understands the expectations, a series of interventions are available for use and can be accessed by contact with the Intervention Coordinator. Interventions are designed to provide immediate feedback to the student about their behavior or academic situation and provides an opportunity for the student to make changes to find success in the future.
Step 3: Parental Intervention
If school interventions do not help or change behavior, parents will be contacted to enlist additional support. Often, involving parents through phone calls, email, and virtual meetings produces the desired result much more effectively than what can be accomplished just as a school. If parents have concerns and would like to request additional supports, please contact the school.
Step 4: School Leadership Team Intervention
Whereas classroom and school-wide interventions are immediate and made by individuals, team interventions take time and are made by more than one staff member. These interventions include developing a positive behavioral or academic intervention plan, documenting interventions, brainstorming solutions, and sharing information. It can also lead to more formal interactions, starting with a parent meeting to start the process of completing an in-depth plan.
APPROPRIATE USE OF ELECTRONIC LEARNING PLATFORMS
Students are expected to adhere to the following guidelines:
1. Students will use school-provided emails for communication with teachers, staff and school administration.
2. Any internet or web-based sites must be appropriate and used appropriately.
3. All communications, documents, images, videos, or other student products will be appropriate for school and public use and may not violate any school rules/expectations, district policies or applicable laws.
4. All work eligible for credit or assessment will be done by the student themselves.
5. Any quotations or use of information from outside sources MUST BE CITED with the name of the website AND the link to electronically collected information; and/or, the citation for any non-electronic sources.
6. Adults may assist with technical needs of the students, information about where or how to find information, brainstorms or ideas to trigger student creation, and/or prompts for encouragement, etc.
7. Adults may not do any work nor provide any content for a student that is designed to demonstrate student learning.
8. Students MAY NOT use any translation devices, programs, or interpretation services, human or otherwise for any online Second Language classes. Teachers are able to discern translation in a variety of ways. Students shall understand the following parameters and processes related to the use of translators or other unauthorized supports.
a. This is treated as copying or plagiarism and will result in disciplinary action.
b. Students caught using any such devices/processes will be removed from the class.
c. Students removed from a class will begin from the start in a future term.
d. Students are removed from a class twice will have to wait one year to try again.
e. Teachers may verify language acquisition verification via virtual meeting where the teacher can ask and answer questions in the target language and see the student respond to ensure there are no devices/assistance being used and/or to observe the student’s written ability “in person”.
Appropriate work guidelines are as follows:
1. Students will write and speak in full and complete sentences and paragraphs.
2. All short answer work must have at least one full paragraph.
3. A paragraph will consist of at least four full and complete sentences.
4. Students will not use emojis or other replacements for words unless given permission by the teacher.
5. Students will use correct spelling and punctuation. Students may use spell check and grammar check programs or other supports.
6. Students will not copy and paste or plagiarize. Any work from any source must be documented and cited.
7. Unless otherwise stated or allowed by the teacher all written documents will be in Arial, Calibri or Times New Roman, size 12 font.
8. Bolds, underlines, and italics will be used in moderation and in appropriate places in the work.
Cheating/plagiarism will not be tolerated. Discipline for a first offense will be at the discretion of each teacher/supervisor. Any offense after this will be referred for disciplinary action.
The use of any translation devices, programs, or interpretation services, human or otherwise for any online Second Language classes is treated as copying or plagiarism and will result in disciplinary action.
(Please see APPROPRIATE USE OF ELECTRONIC LEARNING PLATFORMS rule #8 for more information on the consequences for such use).
When students are enrolled in classes they will be given a pacing guide with the course end date, weekly goals with expected percentages of the course to complete.
Students will be given official progress reports at least once a month and informal updates on a regular basis. Parents and students can check progress within the programs.
CYBERBULLYING AND HARASSMENT
Cyberbullying and harassment will not be tolerated in any form and will be reported to the applicable agency. Oregon anti-bullying laws include the following definitions of bullying or harassing behavior ORS § 339.351 (2009):
(1) “Cyberbullying” means the use of any electronic communication device to harass, intimidate or bully
(2) “Harassment, intimidation or bullying” means any act that:
(a) Substantially interferes with a student’s educational benefits, opportunities or performance;
(b) Takes place on or immediately adjacent to school grounds, at any school-sponsored activity, on school-provided transportation or at any
official school bus stop;
(c) Has the effect of:
(A) Physically harming a student or damaging a student’s property;
(B) Knowingly placing a student in reasonable fear of physical harm to the
student or damage to the student’s property; or
(C) Creating a hostile educational environment, including interfering with the
psychological well-being of a student; and
(d) May be based on, but not be limited to, the protected class status of a person.
Being a good citizen means standing up to what is wrong. If we do that, harassment will end. Students need to tell an adult if you know or have heard of a dangerous situation.
It is important that students understand that as tempting as it is to be mean back, getting even with someone for their bad behavior does not help, is not allowed, and that student will also face consequences. It is never, ever, okay to pick on other students or staff, call names, or purposely make other students feel bad. Harassment of any nature will result in disciplinary action.
Examples of harassment include: name-calling; making threatening statements; spreading rumors or lies; lying to an adult about something someone did to get them in trouble; saying nasty, obscene, or mean things; making unkind remarks about a person’s parents, family or friends; calling someone fat, short, stupid, etc.; or referring to a race, gender, orientation or other things in a mean way to hurt others.
A student is truant if he/she is either not replying to emails or not making weekly progress.
A student who communicates and/or progresses at half of the expected amounts or less will be considered truant and the following continuum of consequences will be enacted:
Level 1 – First week of truancy – Email reminder from Intervention Coordinator
Level 2 – 2-3 weeks (whether consecutive or total) Parents will be contacted by the Intervention Coordinator and a student/parent/administration virtual meeting will be held to address the issues and establish a plan that includes additional contact and progress goals.
Level 3 – 4-5 weeks of truancy (whether consecutive or total) Parents will be contacted by the Intervention Coordinator and a student/parent/administration virtual meeting will be held to address the issues and create a Plan of Assistance which requires daily emails from the student, specific progress targets for all classes and weekly virtual meetings with the Intervention Coordinator will be established.
Level 4 – More than 5 weeks of truancy (whether consecutive or total) Student will be suspended from all but one class and placed on probation with specific guidelines for percentages of work and communication to complete the class and progress to the next course.
Level 5 – Students who refuse to comply with plans, do not meet targets repeatedly, and do not progress enough to move on to the next academic year will be removed from Alsea Online programming for no less than one semester.
STUDENT/PARENT RESPONSES TO INAPPROPRIATE BEHAVIOR
Remember, bullies pick on others because they think they can get away with it. As soon as they are discovered and found out, they will stop. Take a stand against harassment by not harassing anyone yourself and speaking up for yourself or your friends to be harassed.
1. First, ask the student to stop and tell them that you do not like what they did.
2. If it happens again, ask the student to stop and state that you do not like what they did. Warn them you will tell an adult.
3. If the problem still does not go away, write down your concern and seek help from an adult.
Identify behaviors that make you uncomfortable and see which category they fall into because there is a difference between rude, mean, and bullying:
● Rude: is unintentionally hurtful one time
● Mean: is intentionally hurtful one time
● Bullying: is intentionally hurtful over and over or doesn’t stop when asked
When someone is rude, students are often able to work it out themselves. When someone is mean, the student should decide if it is a big deal or a little deal. If it is a big deal, they should tell a staff member. When someone is bullying, students are expected to immediately get an adult involved.
Students need to tell a school staff member as soon as possible if an incident that involves harm happens, or if they believe bullying is happening to them or someone they know. We can only act when we have information.
If you believe your child is being bullied:
1. Find out which staff member your student has talked to. Gather all information that your student has told you about the bullying.
2. Contact the teacher or administration and let them know what you/your student believe is happening.
3. Give us time to investigate. While we cannot update you with the exact consequences a student receives, we can talk your student through the process. We take bullying behavior very seriously and want to make sure we have all information before acting.
4. We will contact you and give your student a plan outlining exactly what to do if something else happens.
5. If you believe that the bullying is still continuing after steps 1-4, set up an appointment with the school. Please provide all documentation related to the bullying.
Throughout the year, our staff teach lessons to all students on a variety of social/emotional growth topics, including bullying and harassment. These lessons are delivered by faculty or administration and are supported throughout the school environment. We appreciate when parents advocate for their students. However, we cannot do anything about specific bullying incidents if we don’t know about it. If your student hasn’t told us about it yet, please be patient as we work through the information you give us and we do everything we can to keep your student safe.
Students will be assessed annually, and grade level work will be determined based on the academic ability level of each student. Students may be “held back” if growth is so low that it will be highly unlikely that they will be able to catch-up AND meet the next grade’s academic targets. However, if a student is held back, but is then able to complete the prior year’s work and transition to the next grade level, they will be placed back “on-track” the following school year.
It is important to note that once students enter 9th grade in the public-school system, they are expected to graduate within four years. Our academic and behavioral expectations are designed to ensure that students arrive at the high-school level with the academic, social, study and soft skills (attendance, behavior) needed to succeed, graduate, enter the work force or go to college.