H O P E
A C A D E M Y
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H O P E
A C A D E M Y
|
New Hope Academy welcomes children of all faiths, cultures,
and ethnic backgrounds. In contrast
to public schools that have excluded any focus on spiritual education, we value
God, prayer, moral focus, and universal expressions of faith within the school;
we believe that these are an important part of childrenās development.
Religious instruction
is not offered at New Hope Academy, but we have created an environment that
affirms religious values and supports parents in their efforts to raise moral
children. Parents at New Hope have created a character education program that
includes a theme of the week universal to all faiths, promoting virtues such as
responsibility, self-discipline, honesty, forgiveness, respect, kindness etc.
New Hope staff and students represent over 20 religions and denominations
and more than 30 countries.
In addition to the
emphasis on the cultivation of personal integrity, academic excellence and
mastery of technical skills are promoted by careful attention to each childās
creativity and innate desire to learn. Each
child is given ample opportunity and resources to learn and to create.
An important aspect
of our program is to help children see themselves not only as separate and
unique individuals, but also as a part of a larger whole.
From the family to the world level, children need to perceive themselves
as existing in relationship with others and to understand that their actions
have meaning and consequence.
1.1
FAITH, DEVOTIONS, AND TRADITIONS
New Hope Academy was founded by members of the Unification
faith. Nevertheless, it is not a Unification school in the sectarian sense.
Unification doctrines are not taught; in fact, no classes in religion are
offered. We believe it is the job of each family with the support of their
church, temple, or mosque to impart their personal faith to their child.
New Hope is far from being a secular school, however. Rather
than excluding God, prayer, religious morality, and all expressions of faith
from school life, we believe that these are an important part of children's
development.
We recognize that it is increasingly hard to raise good
children in today's world, and we feel it is the job of the school to support
parents in their efforts to help their children to love God and to be moral. A
complete education must address the whole person: body, mind, and spirit. New
Hope is the result of God-loving people of various faiths working to support one
another in this effort. Our families and teachers are from over 20 different
religions and denominations, and are from 35 countries. Even so, we have in
common a love of God and a set of shared values.
The founders of the school agree on the belief that there is
only one God, and that humanity is one family of God's people. We include God,
and the basic values that are common to all the great religions of the world, in
all that we do. Thus, New Hope is not a "child-centered" school or a
"rule-centered" school; rather, we consider ourselves a
"God-centered" school. We strive to enlighten the students to the
beauty of how people express their love for God rather than present a focus on a
particular faith or doctrinal point of view. For example, teachers and student
will take turns offering morning prayer or grace at meals. In the process,
students are exposed to many different styles of prayer and a broad range of
beliefs and styles of devotion.
In December, children may learn about Christianity's
celebration of the birthday of Jesus. They may experience the lighting of the
menorah or the making of latkas for the Jewish celebration Hanukkah. They may
learn that Unificationists offer their year to God by celebrating Jan. 1 as
"God's Day." In general, however, rather than focusing on traditions,
the emphasis is placed on the common values taught by all faiths, such as the
Golden Rule, honoring parents, and basic virtues such as honesty, purity,
kindness, and truth. The family is honored, as is marriage and the ideal of
parenthood.
The parents of New Hope have put together a theme of the week
which focuses on these virtues, and around which our morning services are based.
Each day the children in the pre-school use a brief portion of their
"circle time" as a morning service. In grades K-8, there is a
15-minute morning service daily, from 8:45-9:00 a.m. The theme is translated
into something practical, relevant, and developmentally appropriate for each age
group. This is considered part of the character education curriculum and
attendance is mandatory.
The founding families of New Hope wanted their children to
have exposure to different religions and cultures, to broaden their child's
appreciation of these things. Because Korean has been the main foreign language
at New Hope Academy, we work to include eastern traditions into the school to
help extend that cross-cultural experience. Thus, each morning at service, we do
three bows to show our respect: to God, to the ideal of parents, and teachers
and students bow to one another. This is an oriental tradition that is a show of
respect and not an act of worship.
Parents have mentioned that their children occasionally share
about beliefs that differ from their family's faith, or that sometimes younger
students mimic the way their friends at school close their prayers. We encourage
parents, as the "First Educators," to see this as an opportunity to
share the deeper meaning of their personal faith and traditions with their
child.
Staff and students who have special prayers, restrictions or
dietary needs related to the traditions of their faith should make these needs
known to the administration or teachers. New Hope will do its best to honor the
requests such as time for prayer or breaking of fasts, or alternative art
projects for students who are not allowed to observe certain holidays.
We recognize that our approach may not be for everyone. Some
families may decide that they are not comfortable with their child being exposed
to faiths different from their own, such as a Christian child being taught by a
Muslim teacher, listening to the chant of a Buddhist prayer by a fellow student,
or hearing Unificationist prayers closed "in the name of True
Parents." One's faith decisions are very personal, and should be undertaken
thoughtfully. Because New Hope Academy is a school where many faiths are
honored, careful consideration should be given to this matter in choosing New
Hope for your family.
2. CURRICULUM
Our
curriculum includes a wide variety of subjects: math science, social studies,
language arts, fine arts, physical education, music foreign language, computer
studies, and others. We also offer
optional classes in our after-school enrichment program in activities ranging
from drama, dance, and science to sports and martial arts.
Hands-on
experience facilitates deeper comprehension of a subject.
Math manipulative and science labs, for example, are utilized in all
grades. Teachers encourage students
to explore and to learn through the use of appropriate formats which include
cooperative learning, self-discovery, and self-motivated learning.
We
promote a system of "mentoring" within the school where older children work
with and assist younger children. This
fosters the social development and learning of both older and younger students
while building bonds of heart between them.
We
believe acquiring reading skills and being exposed to good literature are
critical for success in leaning. New
Hope teaches a solid phonics-based reading program, beginning with phonemic
awareness in preschool. Most
students start to read in kindergarten and read classic novels by 4th
and 5th grade. Students
begin writing short stories in kindergarten and by third grade are very
articulate and familiar with the written word.
Math
is taught with manipulative until the fourth grade.
For several years, we have adopted the Saxon Math Program which
emphasizes constant review and practice of all concepts embedded within the
program. Standardized tests show a
school wide improvement of students' computational abilities.
Teachers
often extend learning beyond the textbook by making use of projects, science
experiments, hands-on learning, and monthly field trips.
Students also participate in the Jason project, the National Geography
Bee and a school wide science fair each spring.
New
Hope's excellent academic record is exemplified by its performance on the SAT
(Stanford Achievement Test), a national standardized test.
Our school wide average scores for each of the past five years places us
in the top third of schools tested nationwide.
2.2
TEACHER AND CLASSROOM QUALITY
Our
teachers are selected not only for their experience and academic background, but
also for their sensitivity to the needs of children in a changing and
increasingly complex world. They
know when to challenge and when to support, when a child needs to be encouraged
to seed their own answers and when they need someone to direct them.
Reasonably sized classes of 20 children, or less, allow teachers to
address differences in childrenās learning styles and to give them the
individual attention they need.
Critical to the
success of New Hope Academy is the involvement of parents.
Parents are viewed as the first educators and work closely with the
teachers to ensure their childās academic success and personal development.
A.
PRAYER
The
school founders believe parental prayer lays the foundation for a child's growth
and development. So parents are
encouraged to pray for and with their children.
Please pray for their emotional and spiritual well‑being, their
educational development, and their ability to cope with the demands being placed
on them as they mature.
B.
POLICIES
Parents
are expected to aware of the discipline policies of the school l(see section
6.0) and are expected to reinforce the behavior standards set forth in the Moral
Philosophy and Norms of Behavior (section 3.2)
If problems arise, parents are expected to speak with their children and
discipline them as necessary.
C.
SMOKE-FREE ENVIRONMENT
New
Hope Academy is a smoke-free environment and no one is to smoke either inside
the building or on the grounds surrounding the building.
D.
CONFERENCES
At least
one parent or guardian is expected to attend the biannual parent-teacher
conferences for K-12 as well as any special conferences that the staff or
administration requests to deal with specific situations that may arise.
E.
BACK-TO-SCHOOL NIGHT/PARENT ORIENTATION NIGHT
In
September, all parents will be expected to attend the Parent Orientation Night
and the Parent Back to School Night.
During Back to School night each family is required to sign up to serve
on a PTA team.
F.
CLOTHING/DRESS CODE
Parents
will be expected to send their children to school dressed in accordance with the
dress code (see Appendix) and with appropriate outer wear (sweaters, coats,
boots, etc.) as the season dictates.
G.
HOMEWORK
Homework
Guidelines: Parents should provide a suitable place for children to do their
homework and the materials they need. Parents
should establish good homework routines and make sure the homework is done,
signing off on the homework sheet nightly as required by the teacher.
K-7th grade teachers should provide a
weekly homework sheet each Monday that is sent home nightly and signed daily by
the parents. This sheet allows the parents to know on a daily basis what their
children are doing. It affords both teacher and parents a way of communicating
daily as needed. This sheet should clearly outline all work that must be done,
announce tests, and provide any explanations necessary to support the parents in
assisting the student.
Students in grades 8-12 will be required to carry with them at all times a
school-issued student planner. There is a replacement charge if the planner is
lost.
All teachers (core and specialty teachers in kindergarten through 12th
grade) must post weekly homework and any changes to the designated web site.
The
amount of homework appropriate is increased approximately 15 minutes per grade
level per night:
Kindergarten
optional at parent's discretion
First grade
15 min.
Second grade
30 min.
Third Grade
45 min.
Fourth Grade
60 min.
Fifth Grade 1
hr. & 15 min.
Sixth Grade 1
hr. & 30 min.
Seventh Grade
1 hr. & 45 min.
Eighth to 12th Grade 2 hours (H.S.
students may find it necessary at times to do more than two hours of homework.)
This
applies to the amount of time it takes the average student in the class to
complete the homework, not the top student and not the slowest. Some nights
teachers may decide to assign less, but this should be a basic maximum guideline
for the average student. Homework should generally not be given on the weekend
for K-5th grade, with the exception of long-range projects being due
on a Monday. Frequent reminders of long-range projects, upcoming tests and such
should be written on the homework sheets. Long-term projects should be broken
down into steps, due at intervals, for which a grade is assigned.
H.
PTA
All
families are expected to actively participate in the various fundraising
projects sponsored by the PTA. In
addition each family is expected to provide one adult to sell light ropes during
the July 4th fundraiser and also to provide one adult to work at the Spring
Fair. Lack of parental
participation may result in tuition increases.
I.
FIELD TRIPS
All
parents are expected to chaperone a field trip for each child every year. The
field trip budget is covered for each class through the yearly tuition.
However, occasionally teachers will plan an out of town or overnight
trip. These trips will cost more
than the budget allotment provided by tuition.
Information about the extra cost will be
provided by the teacher. More details about field trips under 8.5.
Each
class will have a room parent who volunteers to serve as a liaison between the
parents, teacher, and school administration for special projects and occasions.
Parent volunteers may help to line up chaperons for
fieldtrips, call parents to bring refreshments, help correct workbooks, assist
in decorating the bulletin boards, or are also welcomed to assist in the
classrooms for special projects.
Parents
are welcome to visit anytime. However, it is requested that visits to the
classroom be prearranged with the classroom teacher so that they donāt
interfere with projects or fieldtrips.
3.4
CLOTHING AND ITEMS FROM HOME
Please
mark all items with your childās name including clothing, backpacks, lunch
boxes, folders, and school equipment.
Please
make sure your child is appropriately dressed for the season or weather.
Children must be able to go outside for recess.
Spring and autumn, always send a sweater or jacket in case the
weather changes, which it often does.
Each
child will have a hook to hang his or her sweater or coat on.
Coats and sweaters should have secure loops sewn into the inside neck
so that the children can hang them up easily on their hooks. Three inches of
shoe lace sewn at either end works very well.
Toys
should not be brought from home. If they are they will probably be kept in
the cubby most of the day.
Since
preschool and kindergarten children often have accidents, it is important
that we have a complete change of clothing available at all times for
preschool. (That means if we send home a pair of wet underpants, we need a
clean pair back the next day. It's
very frustrating when all we can find in a child's bag is a T-shirt and
socks because everything else has been used and not replaced!)
Parents
are asked to supply their children with a naptime blanket and little pillow
if they use one. These will be
sent home on a Friday to be laundered and must be returned on Monday.
REMEMBER,
PUT NAMES ON EVERYTHING!
B.
KINDERGARTEN-12TH GRADE
Children are expected to dress in a modest manner
with clean, untorn, proper-sized clothes. Pants
will not drag on the ground, droop from the waist or have tears, frayed cuffs or
edges. Except on dress-down
Fridays, no T-shirts (other than New Hope Academy T-shirts), sweatshirts or
sweatpants, no bare midriff, no sleeveless tops and no spandex leggings or
bike-shorts are allowed. Shirts must have a collar or turtleneck, with the
exception of dressy blouses or shirts or the New Hope T-shirt. All shirts and
blouses must be tucked in at all times. Belts must be worn with pants that have
belt loops. Socks and tie shoes are required, no slip-ons or sandals. Excessive
jewelry and visible body piercing and tattoos are not permitted. A more detailed
Dress Code is included in the Appendix. After-school consequences should be
issued to students out of dress code.
Friday is the only dress-down day. If
school is closed on a Friday, Thursday does NOT become the dress down day.
Parents
are asked to provide a lunch, including a drink, for their children daily.
Each child should have a lunch box marked with his or her name.
Parents may choose to take responsibility to refrigerate items for
their preschool age children. No
refrigeration facilities are available for K-12 lunches.
Microwaves will be available in the preschool and kindergarten
classrooms. Do not send
microwave meals that require more than 3 minutes heating time, as we have
only limited microwaves and many children who need to use them.
The microwaves will be supervised in the elementary lunchrooms.
Children should bring eating utensils from home.
New Hope does not supply plastic forks and spoons.
Children
may not bring candy or gum to school. Such items will be taken away if found
in school. Excessive sweets are
discouraged, as it often promotes hyperactivity in children.
A
morning and an afternoon snack will be provided for all preschool age
children, and an afternoon snack will be provided in the aftercare program.
Parents are encouraged to send an extra snack along with their K-12
grade students, who usually have snacks during morning recess or break
period.
All
children must be fully toilet trained to enter New Hope Academy. If a child
enters the program who is found to not be toilet trained it is grounds for
dismissal from the program.
New
Hope will then send for the student's complete records including report
cards, standardized testing, and any psychological or learning disability
testing. A student evaluation form will also be sent to the child's current
or most recent teacher. All such information must be sent directly from the
school to New Hope, not through the parents.
All
report cards, standardized test results, psychological and medical
evaluations, and all special needs testing must be freely given for review
in order to determine proper placement of students into our programs.
If children have been dismissed from a school or day care, parents
must inform the principal and discuss this situation thoroughly with her.
If records or such information are knowingly withheld, it is grounds
for dismissal from NHA.
If
children's records are complete, and reflect that the child could meet New
Hope's criteria for admission, the parents will be asked to pay a testing
fee and the student will be required to take a basic diagnostic test to
determine their current level of achievement.
Along
with testing, a personal interview may be required for older students. After
the child has been tested the records and test scores will be reviewed in
full. If this process takes
place during the school year, a one-day observation will be required.
The observation and testing date may be able to be scheduled on the
same day, if staff schedules allow.
Students
will only be admitted if the admissions team determines that they are
academically, emotionally and socially prepared to be successful in our
program. Application files are not open to parents. Testing results are not
made available. All decisions are final.
A
final decision on admission to New Hope will then be made by the admissions
team.
B.
PLACEMENT
Children will be placed in classes based on
admission criteria such as admission testing, standardized testing, report
cards, observations and teacher comments. Students whose academic performance is
up to one year below grade level may be required to repeat a grade in order to
be admitted to NHA. If a student is below average in only one area it may be
required that the student be tutored until the grade level has been achieved in
that subject. Each child is admitted on a ten-week probationary basis.
Students who perform on our evaluation test more than one
grade level behind our academic program will not be admitted
C.
RE-EVALUATION OF PLACEMENT
Each
situation will be evaluated individually. If a child is admitted, the
administration reserves the right to re-evaluate that placement within the first
10 weeks. The teacher will carefully evaluate and observe students during this
time. If a child seems to be improperly placed the teacher should request a SGT
meeting to discuss the situation immediately. The administration may require
that the child be moved to a different grade level or be placed in a different
school if we feel we are unable to meet the childās needs.
D.
KINDERGARTEN ENTRANCE
In order for a student to enter Kindergarten, New
Hope strongly recommends that a child be five years old by September 1, of the
September to June school year in which he/she is entering. All children must be
toilet trained. Children whose birthdays fall between September 1 and December
31 will be given the Metropolitan Readiness Test to determine if they are
eligible for Kindergarten placement. The
final decision rests with the Principal.
E.
CLASS SIZE AND MAKEUP
The student-teacher ratio in preschool is determined by the licensing agency.
New Hope will work within these guidelines, and teachers will be consulted
regarding circumstances that may require a lower student-teacher ratio.
The school will strive for a balance of boys and girls in each class. A group
New Hope reserves the right to refuse admission or terminate schooling if the
Student Guidance Team concludes that a particular child is unable to function
within the guidelines listed under Norms of Behavior or the parents cannot
provide the support for their child as listed under Parental Expectations.
4.2
OPTIONAL SEMINAR FOR FAMILIES NOT OF THE UNIFICATIONIST FAITH
New Hope Academy is not a "Unificationist" (Unification Church) school, and religious instruction is not provided. Nevertheless, the school is comfortable with religion and religious expression, rather than going too far in an attempt to avoid this important issue. Religious holidays and concepts from all religions (including those of Unificationism) are welcome and are respected. New Hope Academy's primary mission along these lines is to support parents in their efforts to raise their children to be good, moral, ethical adults.
New Hope Academy was founded by families of the Unification Church (and a sizable minority of New Hope families and staff continue to be Unificationists), so it is natural that certain aspects of the philosophy of education underlying the approach at New Hope Academy would be influenced by Unificationist ideas. Because of this, the Maryland State Department of Education suggested that we offer a seminar for parents who are interested in finding out more about Unificationist beliefs. While not offered every year, we do provide this opportunity whenever there is sufficient interest. It is not meant to proselytize but offers an opportunity for information and for questions and answers.
4.3
ISSUING OF TRANSCRIPTS AND RIGHT OF PRIVACY
The
school maintains cumulative records of each child, which are kept on file in the
main office. A pupil's records are
available to parents or legal guardians by placing a request with the office.
They will be made available the next working day. The original records
will be copied and sent to parents or guardians or other schools upon written
request if the student's tuition and fees have been paid. Students 18 years of
age and older will be allowed access to their own files and may receive copies
upon written request. If a child is
withdrawn for any reason, all tuition and fees must be paid in full before any
transcripts or records will be issued.
Only
the Administrator, Educational Director, the child's teachers or counselors may
see the child's records without written permission of the child's parent or
legal guardian. Records may not be
removed from the school office.
5.
EVALUATION OF A STUDENT'S PROGRESS
Four
times a year, a report card with a comments section will be issued to students
in grades K-12. For major subjects
each grade will be based on a minimum of 10 objective criteria.
Specialty teachers who have the student only once or twice a week may
issue letter grades if they have a minimum of five objective criteria or
pass/fail if there are fewer criteria. Teachers
will be encouraged to maintain a portfolio as a record of a student's
significant achievements to help effectively evaluate a child's progress and
development.
Twice
a year, a report card with a comments section will be issued to preschoolers.
Its content will be based on the teachers' observations
and testing.
97-100 A+
4.33
O = Outstanding
93-96
A
4.00
P = Pass
90-92
A-
3.67
F = Fail
87-89
B+ 3.33
I =
Incomplete
83-86
B
3.00
W = Withdrawal
80-82
B-
2.67
77-79
C+ 2.33
EFFORT GRADES
73-76
C
2.00
1. Outstanding
70-72
C-
1.67
2. Satisfactory
67-69
D+ 1.33
3. Needs Improvement
63-66
D
1.00
4. Unsatisfactory
60-62
D-
.67
50-59
F
0.00
On
the report card in the comments section all effort grades of 3s or 4s must be
explained. Also, all Nās for
Not Satisfactory in the lower grades must be explained.
Any
score between 0 and 49 is counted as a 50 when calculating grades.
For
students in grades 6-12 a quarterly honor roll will be given. The Gold Honor
Roll will require an A- or 3.5 average in all graded subjects. Requirements for
the Silver Honor Roll will be at least a B or 3.0 average in all graded
subjects. An effort grade of "" in
any subject will disqualify a student from being on either honor roll. Grades
will be weighted according to amount of time spent in class each week.
D.
CREDITS FOR HIGH SCHOOL GRADUATION
English 4 credits
Math
3 credits
Social
Studies
3 credits
Lab
Science
2 credits
Foreign
Language 2 credits
Life
Skills
1 credits
Health
ø credit
Physical
Education ø
credit
Character
Ed.
2 credits
Fine
Arts
1 credits
Technology
ø credit
Elective
ø credit
Total
20 credits
Forty
hours of community service are also required.
A.
THE PRESIDENTIAL ACADEMIC AWARD
The
Presidential Academic Award will be given to students (grade 6 and above) who
have attained a 3.5 average for the first three quarters of the year. An effort
grade of "" in any
subject would disqualify a student. In addition, teacher recommendations are
necessary for this award.
B.
THE PRESIDENTIAL IMPROVEMENT AWARD
The
Presidential Improvement Award may be given to recommended students (grades 6
and above) whose effort is outstanding but who do not qualify for the above
awards due to learning disabilities, illness, or some other extenuating
circumstance.
C.
THE PRESIDENTIAL FITNESS AWARDS
The
awards for Physical Education will also be presented at the awards ceremony.
A.
DIAGNOSTIC TESTING FOR ENTRANCE AND STANDARDIZED TESTS
The
developmental level of children five years of age and older will be tested upon
entrance to the school, and their academic achievement levels will be measured
periodically through standardized tests. This
testing is needed to determine how our school compares with other schools in the
country. It also will help teachers determine the areas in which individual
children are strong or weak. Parents
will be notified of school-wide testing dates ahead of time.
1.
SAT
& PSAT
The
Stanford Achievement Test (SAT) is given to all elementary and middle school
students (K-8) every spring. Students with assessed special needs will be given
untimed or modified tests in order to provide effective evaluation of their
achievement level. However, as mandated by the test agencies, these test results
will not be included in the school‑wide average. Teachers will be required
to score these tests for their class and to provide the parents and the main
office with the results by May 20th. A copy will be placed in each
studentās permanent
record and another copy will be sent home with the last report card. Students
in grades 9 to 11 take the PSAT every year.
B.
TESTING FOR LEARNING DISABILITIES
If
learning disabilities are suspected a Student Guidance Team meeting will be held
to discuss with the parents the possibility of assessing such disabilities
through testing. Our School Counselor can do so for a modest fee, or parents may
choose to have their child evaluated by an outside professional or their local
county school system. Though
testing by the county is free and by law they are supposed to test children who
are suspected of having learning disabilities, policies are administered county
by county and services vary.
Goals
and objectives: Cultural exposure
Class
Schedule: Once a month: 1 semester
Korean, 1 semester Spanish.
Goals
and objectives: Develop love for
language and culture
Class
Schedule: 1 class a week 50
minutes: 1 semester Korean, 1 semester Spanish.
Goals
and objectives: Develop basic
skills to learn a foreign language
Class
Schedule: Twice a week for 30
minutes: 1year of Korean or Spanish. Other language next year.
Goals
and objectives: Develop basic
skills and competency necessary to read, write and speak a second language.
Schedule:
Four times a week for 30 minutes: Same language Korean or Spanish taken
for both years in 5th and 6th.
Goals
and objectives: Develop basic
skills and competency necessary to read, write and speak a second language and
polish those skills.
Schedule:
Four times a week for 45 minutes:
Other
language than was taken in 5th and 6th. Same language
Korean or Spanish taken for both years in 7th and 8th.
Goals
and objectives: Advanced classes
for high school credit. Development
of fluency in speaking reading and writing the language.
Specialization in one language recommended for high school.
A two year minimum in one language is necessary for graduation.
Schedule:
Four times a week for 55 minutes or five times a week for 45 minutes.
F:
HONORS PROGRAM AND EXEMPTIONS
One
conclusion of our evaluation of the foreign language program is that it is not
always to the advantage of the child or the program for every student to take
foreign language from an early age. Various
circumstances may influence our decision as to whether a student should be
exempted from foreign language. They
may include, but not be limited to whether a student has:
* learning disabilities, particularly language based differences.
* is in need of remedial support or tutoring in core subject areas.
* experiences a significant drop in grades in core subject areas.
* is unable to focus or has attention deficit.
* experiences behavior difficulties transitioning to the specialty class.
* is disinterested in learning a language and resistant to doing the
work.
* parents want their child exempted from foreign language.
5.5
PARENT-TEACHER CONFERENCES
After
the first and second report cards a parent/teacher conference is required for
all K-8 students. At least one
parent is expected to attend. Conferences
will be required for any high school students who receive failing grades.
Preschool teachers may require a conference if they have concerns about a
child's progress or behavior
5.6
PROMOTION FROM ONE GRADE TO THE NEXT
In
order for a child to be promoted from one grade to the next they must
demonstrate mastery of at least 70% of the skills, material and comprehension
listed in the scope and sequence chart for the curriculum.
In addition the teacher must evaluate the child as sufficiently mature in
their socio-emotional development
If
the teacher is recommending that the student not be promoted, the Student
Guidance Team (SGT) will carefully review and discuss all considerations.
The parents will be called to attend a SGT conference where the concerns
and opinions of the staff as well as the parents can be expressed and weighed.
The final decision of a child's promotion will rest with the Principal.
Children
whose fifth birthday falls after September 1 and before January 1 will not
automatically be eligible for Kindergarten.
If the child's teacher and parents feel that the child is exceptionally
mature, they can request that the Metropolitan Readiness Test be given to help
determine if the child is to be promoted to Kindergarten.
The final decision rests with the Principal.
For
grades K-2, satisfactory work in core subjects is required for promotion to the
next grade level. For grades 3-8, a grade point average of 70% (C minus) or
above is required in core subjects for promotion. If a child fails one or more
subjects, the administration may offer the option for them to seek outside
tutoring or home study during the summer. Upon
the parent's written request, an equivalency test (both written and verbal) will
be administered before school reopens. If the student demonstrates mastery of
the subject(s), promotion may be granted. Payment
of a fee of not less than $25.00 will be required for each test to cover the
administrative costs. However,
every effort will be made in the course of the school year to anticipate
individual problems and to recommend tutoring or additional study when
necessary.
Every
effort will be made to provide the necessary study materials and assignments to
children who miss school due to prolonged illness.
An evaluation will be made after they have returned to determine if
additional tutoring will be needed. The
same criteria for promotion described above will apply.
Children
who have excessive absences and who are unable to keep up with the required
school work may not be promoted to the next grade. We discourage parents from
keeping children home for minor complaints, or to visit relatives. We encourage
parents to try to schedule regular doctor and dentist visits outside of school
hours whenever possible. Family vacations should also be scheduled during
Christmas, Easter or summer breaks so that children do not miss school. Under
special circumstances when this is not possible, parents should contact the
principal and the childās teacher
to let them know that the child will be absent, and they should make
arrangements with the teacher to
cover the missed material before, during or after the absence. Missed
tests or work not completed may impact negatively on a studentās
report card grades. If a child is absent for
several days and the teacher is unaware as to why, the parent should be called.
1.
Children are tardy when they report to their classroom after 8:40 a.m.
2.
When children are repeatedly tardy the principal should be informed and
the parents will be contacted. Tardy students disrupt the entire class when they
arrive late, and the children themselves are often embarrassed, and therefore
start the day off on the wrong foot as well. Constant tardiness is a serious
problem that canāt be
allowed to continue.
3.
Excused tardies should not be assessed a detention. These include:
doctors appointments, serious family emergencies or illness, and snowy/icy road
conditions in winter.
4.
A detention is served if the
students accrue five tardies in a quarter.
Morning message beginning at 8:45 a.m. is the first class of the day and
is mandatory. In High School
students receive Character Education credit.
6.1
IDEALS OF INTERPERSONAL BEHAVIOR
A.
RECOGNIZING THE VALUE OF HONORABLE BEHAVIOR
1.
Telling the truth, respecting the property of others, only doing oneās
own work on tests and projects.
2.
Proper use of school property
B.
TREAT STAFF AND PEERS WITH COURTESY
1.
Use please and thank you instead of giving commands; say excuse me instead of
shoving.
2.
Show courtesy and respect for those older, younger, and peers and have a helping
attitude toward younger children. (We want children to recognize their value and
responsibility in relationship to others, both older and younger. This helps
children to understand their individual value as well as their value as a member
of a whole.
It
is acceptable for students to disagree or question a teacher or staff member if
it is done respectfully.)
C.
TREATING ELDERS, PEERS, AND YOUNGER CHILDREN WITH RESPECT
1.
As teachers are elders, they should be treated according to the community's
tradition of respecting elders. They should also be seen as extensions of
parents in their educational role.
2.
Students will be encouraged to relate to each other as brothers and sisters
under God and to purely love all people. The
staff will be especially aware of the need to educate students so that their
love is not misdirected into inappropriate forms such as romantic love or adult
marital behavior.
3.
Younger children shall be treated in a respectful manner. Aggressive physical
behavior, such as kicking, hitting, pushing, biting, pulling hair, tripping, and
so forth, is not appropriate. (See
Discipline Policy 6.0 for further information)
4.
Children are not to engage in activities that disrupt the classroom and that
distract the teachers or students from the learning process. Of course this
includes activities such as loud boisterous behavior, running, chewing gum, and
talking when the teacher is giving instruction.
D.
DEALING WITH STUDENTS WHO EXHIBIT DIFFICULTIES
At
New Hope we have a Student Guidance Team (SGT) which is composed of the
Principal, the School Counselor, the parents, and the primary teachers of the
student. They meet to discuss the
student's academic progress, social behavior or any other special needs that may
arise. A SGT meeting can be
requested by any staff member or a parent. If children are having difficulties
that cannot be fully addressed by our teaching or counseling staff,
recommendations may include tutoring, professional counseling for the child
and/or the family, or medical evaluation. We
expect parents to make time to help resolve their children's problems. An
unwillingness to get the outside recommended help may be grounds for dismissal.
6.2.
BASIC APPROACH TO DISCIPLINE
The
purpose of discipline is not simply to control the child, but rather it is an
important part of their education. It must therefore be kept in mind that when
teaching anything, encouragement, positive suggestions and patience are most
effective. Discipline should center on the action of the child, taking into
account their motivation. It is important to keep in mind that the child cannot
be expected to act like a mature adult; getting to that stage is a long-term
process, and immature behavior can be expected.
B.
CORRECTING BEHAVIORAL MISTAKES
Naturally,
when mistakes are made, they must be corrected. The teachers should make clear a
set of simple, reasonable rules. The teacher should convey to the child what
behavior is acceptable and what is not. When applicable, the alternatives for
the unacceptable behavior should be explained to the child.
When
dealing with a child, it is important for the teacher to keep the childās
free will in mind. The children will be
expected to conform to certain rules, moral standards and social expectations,
but at all times, their free will must be respected. Their rights to their
feelings, to dignity and a sense of self-worth, to be allowed choices, and to be
treated with kindness and respect as children of God must be observed.
Ultimately,
as an adult, children will become entirely responsible for their actions. We
must gradually guide the children toward this responsibility and give them
opportunities to experience the consequences of their actions.
But the teacher must take care that these consequences are not too severe
or beyond their capabilities. Our expectation for the children must be
appropriate to their developmental level.
E.
GUIDELINES
FOR DISCIPLINE
1.
METHODS
The
methods of guidance and discipline used shall be positive, age-appropriate,
consistent with the developmental needs of the children, and applied with the
full knowledge and understanding of the parents
There
will be no corporal punishment, abusive language, ridicule, or harsh,
humiliating, frightening or ostracizing treatment.
Children shall not be isolated without adequate supervision. Children
should not be required to remain silent for long periods of time. Time out
should be age/situational appropriate. Children
should be forgiven and should be helped to forgive each other. Restitution
should be made.
6.3
INFRACTIONS FOR KINDERGARTEN TO 12th GRADE
A.
AFTER SCHOOL CONSEQUENCES OF 30, 60, 90 MINUTES
After
school consequence room may be given for a variety of minor offenses, such as:
incomplete homework; disruptiveness; breaking of rules, bad language,
disrespectful behavior, etc. At least one day of notice must be given to parents
that a student is to stay after school. No record of the after school
consequence room is placed in the studentās permanent
file. Some examples of school rules, the breaking of which could lead to after
school consequences, are:
1.
No running in the halls
2.
No sliding down railings inside or outside the school
3.
No use of candy or drink machines between 8:40 a.m. and the studentās
pick-up time
4.
No sitting on the front wall outside of the school
5.
Maintain respect for school, classroom or lunchroom rules
6.
Maintain an attitude of respect towards others
B.
DETENTION, 90 minutes after school, with record placed in permanent file
A
detention is given:
a. when a child purposely, but not seriously, hurts another child or
staff member the first time. (If this offense is repeated it is grounds for
suspension.)
b. when a child threatens or intimidates another child or staff member
the first time. (If this offense is repeated it is grounds for suspension.)
c. when a child shows blatant disrespect and/or total disregard for the
authority of a staff member through cursing or defiant attitude.
d. when a child is repeatedly late, five tardies in one quarter.
e. when a child is late with homework three times in a quarter in a
particular subject.
f. when a child is caught or admits to cheating or forgery.
g. leaving the school grounds without permission.
h. spreading false rumors.
i. when a child takes someoneās belongingsfrom
their locker, desk or backpack, without permission.
j. when a child repeats minor offenses.
k. giving out someoneās locker
combination. Oneās own
locker privileges may be suspended for a period of time.
*A
detention may also require a written and/or verbal apology plus up to three acts
of service towards the injured party to restore the wrong done.
C.
SUSPENSION, ONE OR MORE DAYS, OR EXPULSION
A
suspension is given:
a. when a student or staff memberās physical
well-being was endangered through an intentional act of violence. A severe,
violent act could result in expulsion
b. when a child repeatedly threatens or intimidates another child or
staff member.
c. when a childās use
of tobacco, drugs or alcohol is confirmed.
d. when a child steals, vandalizes or commits arson. Restitution also
must take place.
e. when inappropriate physical or sexual behavior takes place between
students.
f. when sexual harassment occurs; including the calling of sexually
derogatory names, or the intimation or threat of rape, sexual contact or sexual
misconduct.
g. when a child brings to school fireworks, explosives, a weapon such as
a gun, a knife, etc., or any drugs or drug paraphernalia. Paint ball guns are
not allowed. The administration has the right to search a childās
backpack, locker or desk, if there is
sufficient reason to believe that a child has brought any of the items above.
h. when a child makes a bomb threat or deliberately triggers a false fire
alarm.
i. when a child uses any item as a weapon which causes harm to another.
j. when a child distributes, displays or shares pornographic or other
inappropriate printed material, music, videos, software, or games.
k. giving any non-food substance to another child to ingest.
l. when a child bites another person and breaks the skin.
m. when three detentions have accumulated in one quarter marking period.
Expulsion
for any of the above offenses may be decided on a case by case basis. Depending
on the severity of the behavior, an in-house suspension, in which the parent
attends classes with the student all day, may be considered.
The
administration reserves the right to decide appropriate consequences on a case
by case basis. Disciplinary measures in a situations not covered above will be
handled at the administrationās discretion.
Detention
or suspension and/or loss of computer privileges may be given for any of the
following infractions:
a.
using computers without being supervised.
b.
intentionally accessing and reading another personās
files without permission.
c.
altering another personās files
without permission.
d.
printing or sharing another personās file
without permission.
e.
sending an e-mail which hurts another person.
f.
deliberately downloading anything inappropriate, such as a virus,
pornography, etc.
g. creating a virus or any other destructive program.
h. loading any program without permission.
A.
TIME OUT AND WITHHOLDING OF PRIVILEGES
Time
out and the withholding of certain privileges will be standard disciplinary
procedure.
Time
out will be used for acts of physical aggression, destructiveness, or temper
tantrums that cannot be ignored. During
time out a child will be seated on a chair apart from the group but not out of
sight or hearing of the teacher. A child will not be required to sit for long
periods of time. The teacher will explain to the child why he/she is being
required to sit in time out. Children may be required to do time out in another
classroom or the office if the behavior is repeated.