2007-2008 Parent/Student Handbook
President—Michelle Matson
Vice President—Heather Livesay
Secretary—Open
Treasury—Kim Yarid
Lower School Parent Representative—Open
Upper School Parent Representative—Ann Harville
Lower School Teacher Representative—Patsy Gosnell
Upper School Teacher Representative—Angie Smith
INSTITUTIONAL ADVANCEMENT—Lisa Sawyer
Auction Chairs: Diana Newsome and Allison McKenna
Golf Chair: Lisa Lewis
A Brief History of All Saints’ Episcopal School
1967
1969
1985
1986
1987
1988
1992
1993
1994
1996
1997-1998
Expansion approved as long range plan; options on SR 160 property taken; purchase approved, with footprint for church relocation. Feasibility study done for capital campaign. Portable classroom unit installed on church campus.
1999
2000
2001
2002
2003
2004
2005
2006
Mission Statement
All Saints’
Episcopal School provides a quality education, academically and spiritually,
in a Christian environment,
respecting the diversity of the religious, racial, social and ethnic
backgrounds of its students.
In order to accomplish this mission, the Board of Trustees, Head of School, administration and staff are committed to pursuing the following goals:
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Challenge each child academically·
Nurture in each child the formation of Christian character·
Encourage each child with success·
Enrich each child with an expanded, balanced and integrated curriculumIn the tradition of most Episcopal schools, All Saints’ Episcopal School (ASES) has a policy in place that is intended to help build the character and integrity in the students of the school. This policy is called The Honor Code and as such was adopted by the Board of Trustees. The intention of the Honor Code was not only to bring attention for the need for students to exhibit self-control, honesty and respect for one another, both on and off the campus, but also to provide practice in these behaviors
The Honor Code at All Saints’ Episcopal School is based upon the principle that building character is part of the mission of the school and, that as part of that mission, personal honor should be emphasized and expected. As such, ASES expects that each student is a responsible person, whose word is his/her bond, whose work is always his/her own, and around whom the person and property of others are respected and safe. Lying, cheating, stealing, vandalizing and/or bullying have no place at this school. Our Honor Code is promoted and upheld by the ASES Honor Council, a student panel elected by other students.
This Honor Code binds not only students, on and off campus, but also the staff. The staff will assume and expect that students are trustworthy, and will lead by example. The ASES Honor Code supports a community of trust.
Each student must pledge personal responsibility to this Code by agreeing to the following:
An ASES student does not lie. An ASES student pledges to tell the truth and not mislead others.
An ASES student does not cheat. An ASES student will neither give nor receive unauthorized assistance in his/her academic work. An ASES student pledges that any academic work submitted by him/her is the student’s own work.
An ASES student does not vandalize or steal. An ASES student pledges to respect the property of others and ensure that it remains safe for their use.
An ASES student does not bully others, verbally or physically. An ASES student pledges to uphold the self-worth of others and will not threaten, intimidate or assault others in any way. This includes using inappropriate or suggestive language, gestures, or profanity.
An ASES student pledges to do everything necessary to support the community of trust embodied in the ASES Honor Code. The ASES community will not condone dishonesty or the disregard of the Honor Code by other members of the ASES community.
Definitions
Lying: Students will answer all questions truthfully. Written or
verbal falsification is lying, as is deliberately allowing a false assumption to
be drawn.
Stealing: Students will not steal. No student has the right to take or use anything belonging to another person without the permission of the owner. ‘Borrowing’ without permission may be considered stealing. This violation of the Honor Code applies at any time, whether on campus or off.
Cheating: Students are on their honor not to give or receive any unauthorized assistance in any form of schoolwork where credit is earned or lost. Plagiarism is a form of cheating.
Vandalizing: Students will treat the property of others with respect. This applies to personal property, teacher property and school property. Vandalism is the conspicuous defacement or destruction of someone’s property against his or her will. Whether done as an expression of contempt or of creativity, it is wrong .
Bullying: Bullying is considered to be any form of harassment perpetrated by someone who is in some way more powerful than a weaker peer. It may be direct or indirect. Aggressive behavior which threatens, intimidates or assaults others in any way will not be tolerated. Name-calling, using profanity or inappropriate gestures qualifies as bullying. Indirect bullying, such as spreading gossip, refusing to socialize with another, criticizing someone’s race, religion, disability, or dress is just as damaging and is a violation of the Honor Code.
Condoning: Condoning wrongful behavior means overlooking, turning a blind eye, or treating something wrong as trivial or unimportant. It may also include accepting, permitting, approving or rubber stamping wrong behavior.
Procedures to promote
and uphold the Honor Code at ASES
Pre-School – First Grade
Teacher encouragement and affirmation of children’s behaviors which indicate personal responsibility, respect for others and other’s property in age appropriate ways.
Draw upon curriculum resources which help foster personal responsibility
i. Select Library books to read which illustrate personal responsibility
ii. Play classroom games or activities which include respecting boundaries, waiting, reinforcement of positive self-esteem and affirmation for accomplishment in developmental tasks.
Second – Fourth Grade
Introduction of the Honor Code during the first week of school: defining the terms and talking about helpful or respectful behaviors.
Signing of an age appropriate Honor Pledge
To submit homework papers indicating any help received and from whom.
To sign a statement at the bottom of every test indicating that the work is the student’s own.
In the case of infraction, the student meets with teacher, parent and Head of School.
Fifth – Eighth Grade
Introduction of the Honor Code during the first week of school.
Signing of an age appropriate Honor Pledge during the first week of school.
To submit homework papers indicating any help received and from whom.
To be thoroughly trained in the use of reference materials and their denotation in papers and special projects
To sign a statement at the bottom of every test indicating that the work is the student’s own.
Purpose: The purpose of the Honor Council is to promote and uphold the Honor Code at ASES.
Organization: There are eight representatives, two from each grade level in fifth – eighth grades. There is one Chairman and two sponsors, one of which may be the Chaplain of the school.
The Honor Council is separate from the Student Council, although there may be some student overlap.
The Honor Council is composed of two students from each class whom peers have chosen as most representative of the ideals of the Honor Code.
These two students are elected in the spring by his/her class for the period of one year. Thus, students elected will be rising to new class in the fall.
Two or three nominees for the position of Chairman of the Honor Council are submitted by the faculty and Head of School to the student body and elected by the student body, also in the spring.
Tasks: The tasks of the Honor Council include but are not limited to the following:
Promoting school values in bulletin boards, student newspapers, etc.
Inviting and hosting guest speakers who come to the school to speak in chapel
Establishing an annual forum for students to make speeches about personal responsibility.
Running the annual, fall ‘honors pledge” campaign, i.e., producing the pledge forms, setting up and manning the table
Granting an annual award or recognition to the student who most exemplifies the Honor Code for the year.
Serving as standard bearers at school functions and wearing special patches or pins of identification.
Procedures for Dealing with Infractions of the Honor Code
For some young children, being caught breaking the Honor Code and having to make amends may be the only lesson needed.
When an infraction happens within a classroom and the nature of the infraction is such that it seems appropriate for the teacher to consult with parents, the discomfort and embarrassment as well as the public nature of such a meeting can generate reflection for the offender. In this situation, parent, child and teacher may arrive at a suitable consequence and act of reconciliation.
More serious or repeated infractions may require the intervention of both the classroom teacher and the Head of School. In those situations, the Head of School takes the lead in deciding how the school shall deal with the situation, being in touch with parents and carrying out the school response. In these situations, the consequences may be more severe, but should normally include an opportunity for a second chance.
All Saints’ Episcopal School, as a Christian school, promotes numerous Christian values in every aspect of its program. However, the six core values listed below are emphasized in particular as those values that best represent the mission and traditions of the school. Throughout the year, teachers and others emphasize these values through a variety of ways. We encourage parents to support our efforts by taking opportunities to incorporate these values into families’ activities and discussions. The ultimate goal of the Core Values Program is to inculcate these values in the thought process of each of our students.
Core Values by Grading Period
1st – Spirituality
Prayer, faithfulness, holiness, relationship with God
2nd – Tolerance
Acceptance of those different from us, compassion, patience
3rd – Achievement
Fulfilling potential, doing the best we can do
4th – Integrity
Honesty, fairness, understanding, uprightness, true to self
5th – Respect
Respect for others, self, teachers, peers, environment (stewardship),
surrounding, elderly, nation, authority; courtesy and manners
6th – Service
Internet and Technology Acceptable Use Policy (AUP)
Access to the Internet and to computer technology is available to the educational community of All Saints’ Episcopal School. Any inappropriate use of the hardware, software or internet will result in consequences affecting user privilege. All users are expected to follow the rules and regulations concerning computer use outlined below. Teachers and administrators reserve the right to monitor all activity on the computer system and to inspect any student's files. The computer system is not private. Privacy is, therefore, not guaranteed. Mail, messages, and files on the computer may be viewed by anyone using those computers.
Rules and Regulations
The user agrees not to violate any of the following areas:
accessing, uploading, downloading, viewing, transmitting or distributing abusive, obscene, sexually oriented, threatening, harassing, defamatory, discriminatory, dangerous, or other illegal materials;
violating any local, state, or federal laws;
damaging, vandalizing, or disabling any part of the computer system;
accessing another person's materials, disks, information, or files without the direct permission of that person.
breaking copyright laws;
using obscene or improper language in writings, messages and e-mail;
using the Internet network or computer system in a manner which would obstruct another person's use of this system;
displaying or giving any personal information, addresses, phone numbers, or materials of your classmates.
using the system for commercial activities, personal advertising, or politics;
knowingly bringing viruses/disks into the system.
Like every independent school, to be successful All Saints’ Episcopal School needs and expects the cooperation of our parents who must understand and embrace our mission, share our core values, and fully support our curriculum, faculty and staff. When joined by a common set of beliefs and purposes, we form a powerful team with far-reaching positive effects on children and the entire school community.
Parents and the faculty and staff will be successful if they base their working relationships on three concepts: civility, honesty and respect.
It is important that parents realize that the Board of Trustees does not intervene in the daily affairs of the school, such as curriculum development and the hiring, evaluating or firing of faculty and staff.
The final authority for operational decisions including personnel and student discipline rests with the Head of School and there is no automatic appeal to the Board of Trustees of such decisions. The Head of School has the discretion to discuss matters with the Board or its committees as he deems appropriate.
Should any student or parent perceive a problem or conflict to exist involving a teacher, another student, curriculum or any other aspect of the school, the individual should follow the following process in order to seek resolution:
Speak personally to the teacher directly responsible for the area in which the problem occurred.
If after meeting with the teacher and giving the solution suggested by the teacher time to work, the individual is not satisfied, he or she should speak to the Head of School.
The following guidelines are helpful when asking questions or expressing concern about school matters:
Remember that civility, honesty and respect are characteristics that we expect everyone in our community to exhibit. The fact that parents pay tuition does not give them a right to be rude or disrespectful to the professionals who are the faculty and staff.
Remember that we all have the same goal—the education of our students to enable them to consistently achieve to the best of their abilities.
Remember that the most effective way to get an answer is to communicate a concern openly and constructively to the teacher closest to the problem. Our teachers understand that parents sometimes have questions and they want to answer them.
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There are a number of ways the school communicates with parents. In addition to letters and other written communications, the most frequently used method in this early part of the 21st Century is the Internet. The school produces a weekly email newsletter each week during school. Parents can learn what is happening in each class through the Parents In Touch portion of the school’s website. Teachers and parents also use email to exchange information or questions and answers and our school directory includes email addresses for all staff and most families. Individual teachers use various means such as weekly folders or notebooks to keep parents informed of students’ progress in individual classes. And, finally, there is the frequent personal contact among the members of the All Saints’ community that is so much a part of the fabric of the school life. In truth, the opportunities for communication between parents and teachers are almost endless and we all have to remember that it is not reasonable to expect that instant questions will result in instant answers. Schools do not operate on the 24/7 schedule of the media and many other global organizations.
Maintain good communication with their children’s teachers.
Provide their children with suitable study conditions (desk or table in a quiet setting, good lighting conditions, supplies, etc.).
Reserve a time for homework and TURN OFF THE TELEVISION.
Encourage and support their children but avoid applying undue pressure.
Show interest in what their children are doing but not do their work for them.
Encourage their children to come to school on time and prepared, to listen for instructions from their teachers, and to develop the skill of working independently.
Daily Schedule
Classroom instruction begins at 8:00 a.m. Each week students in most grades are scheduled for instruction in foreign language, art, music, computers, religion, and physical education. All students in grades Preschool-8 are scheduled for weekly chapel services.
The school year is divided into six grading periods. Preschool children receive an evaluation sheet twice each year. First through 8th grade students receive a grade report at the end of each grade period. The grading scale for all students is:
| For core subject
classes: 93 to 100 = A 85 to 92 = B 78 to 84 = C 70 to 77 = D Below 70 = F |
For enrichment
classes: E = Excellent S = Satisfactory N = Needs Improvement U = Unsatisfactory |
Middle school students keep an assignment book so that parents can be continually aware of their requirements. When appropriate, teachers will send home samples of each child’s work regularly to keep parents informed of their child’s progress.
Report Cards and Progress Reports
Students in Kindergarten will receive a progress report each 6-week grading period indicating what specific skills their child has mastered. These will be sent home by the teacher. The parents of students in 1st through 8th Grades may look at their child’s report card on line about five days after the end of each 6-week grading period (see school calendar for exact date). These may be viewed by pulling up the school website, then accessing “Links for Current Parents” and then “Parents in Touch.” You can receive a password to view your child’s grades from the front office receptionist.
Promotion to the Next Grade and Graduation
At the end of each year from Kindergarten through 7th Grade, students are promoted to the next grade level unless there is a reason to not promote them. This determination is made by the teacher and the Head of School in conjunction with the parent of the child. A number of factors, including age, grades, maturity, ability level, test scores and other indicators, will be considered in making this determination. Always the best interest of the child will be the overriding determinant. In a case when agreement cannot be reached by all parties, the Head of School will make the final decision.
Graduation from the 8th Grade, though, involves specific requirements. To be eligible to receive an All Saints’ Episcopal School diploma, a student must, for his final year grades, pass in all 5 core subjects (mathematics, language arts, literature, science and social studies). A student passing only 3 of these 5 will earn a “Certificate of Participation” instead of a diploma, but will receive the school’s endorsement to be promoted to high school. A student passing fewer than 3 of the core subjects will not be approved for promotion to the 9th Grade.
Students who participate on an interscholastic athletic team or other activities, or who participate in a school play, must maintain a minimum grade point average of 2.0 in core subjects. This average should be checked by the coach or sponsor of the team or activity every three weeks either at the end of the grading period and at the time of mid-term progress report. A student whose grade point average falls below the 2.0 after the season or activity is in progress must be removed from the team for at least 3 weeks, and can only return if the next 3-week check indicates a return above 2.0. A student who is ineligible before the season or activity begins may become eligible once a 3-week check indicates that his/her grade point average has gone above 2.0.
At the end of each of the first five grading periods, students in Grades 1 through 8 who are on the A/B and straight A honor rolls will be recognized for their accomplishments, as will Kindergarten students who mastered all appropriate skills for the grading period. To calculate honor roll status, all graded classes will be considered. Students earning a rating of “U” in an ungraded class are not eligible for honor roll.
At the end of the school year, awards will be granted to students in Grades 3 through 8 at an awards assembly or at graduation. Students will be recognized for earning the highest grade point average in their class in each core course for the first five grading periods. In addition, the teachers of these grades will select a student in each grade to earn an effort award and the leadership awards named after former heads of school. These are: The Father James Patrick Leadership Award for the 8th Grade, the Father Bill Breyfogle Leadership Award for 7th Grade, the Father Charles Roberts Leadership Award for 6th Grade, the Father Louis “Smokey” Oats Leadership Award for 5th Grade, the Father David Dearman Leadership Award for 4th Grade, and the Steven J. Cash Leadership Award for the 3rd Grade. In addition, the student at each grade level with the highest overall grade point average in all core subjects will receive the High Honors award.
Valedictorian and Salutatorians
Each year an 8th Grade student will be named the class Valedictorian and up to three others will be named Salutatorians. The criteria to determine this designation are as follows: Highest grade point average in core subjects (math, social studies, science and language arts) during all six grading periods of the 7th Grade year and the first five grading periods of the 8th Grade year. To compute grade point average, the following scale will be used: A = 4, A- = 3.7, B+ = 3.3, B = 3, B- = 2.7, C+ = 2.3, C = 2.0, C- = 1.7. Other criteria include: has not had a grade of D or F in any core subjects during the 7th Grade year and the first five grading periods of the 8th Grade year; must have attended ASES for the entire 7th and 8th Grade years; and has not been suspended from school for disciplinary reasons during the 7th and 8th Grade years. At least three runners-up will be named the first, second and third salutatorian, providing all three have a minimum grade point average of 3.0.
The amount of homework should be based on the student’s ability. All homework is given to provide reinforcement of skills taught in the classroom. Homework should be limited on Fridays, giving each student time away from books, and on Wednesdays, giving each student time for church activities. Homework assignments for each week will be posted on the classroom website at the beginning of each week. This will enable parents to monitor their child’s completion of assignments and help students develop time-management skills.
Homework is an excellent way to teach responsibility. If the classroom teacher does not have time in class after certain skills have been introduced, then it may be necessary for the student to complete an assignment at home. As students reach the upper grades (4, 5, 6, 7, 8), it will be necessary for more homework because of additional subjects being introduced. Homework should not exceed 1 to 1 ½ hours per night for most students.
Students are issued textbooks at the beginning of school and may check out library books during the year. Each one must be returned in good condition. A replacement book fee will be assessed for any book that is lost, stolen or damaged beyond use.
Schedule of Standardized Tests
Students are required to take standardized tests on the dates for which they are scheduled.
All Saints’ Episcopal School does not discriminate on the basis of gender, race, religion or ethnic origin, in the acceptance of students. By board policy, new or returning students in 1st through 8th must score above the 50th percentile in reading and math on their most recent standardized test. Those students not meeting the minimum standards would be allowed to enroll and/or remain at ASES if:
(a) parent-financed tutoring or other special support is provided by parents (with reports required monthly from tutors indicating satisfactory progress) or
(b) by repeating a grade with parental approval.
Exceptions may be sought through the Head of School.
Challenge of Instructional and Media Center Materials Policy
A parent who has concern about the appropriateness of material being used in a class should first raise the concern with the teacher. If the concern is not resolved, the parent and teacher may discuss the issue with the Head of School. The Head of School will determine the prevalence of complaints pertaining to the work at issue among similar Episcopal schools and reach a decision based upon several factors, including but not limited to the literary merit of the work, traditional uses of the work in schools at the particular grade level, the relation of the work to the school’s curriculum and the basis for objection to the work by the parent. The decision of the Head of School shall be final.
Appeals Process
Final decisions about operational matters at the school rest with the Head of School. An individual may ask the Head of School to reconsider a decision by submitting a written request for reconsideration. The Head of School may consult with the Board of Trustees as he deems appropriate and will provide a written response to the request in a timely manner considering the nature of the request.
Decisions about interpretations of Board of Trustees policies by the Head of School may be appealed if the action by the Head of School is not a direct result of a decision by the Board that the Head is, in effect, transmitting. Appeals relating to Board policies must be in writing and will be considered at the next regularly scheduled Board meeting after the appeal is received by the Board Chair. The individual appealing may elect to appear before the Board to present the appeal, but may not be represented by another individual. Appeals must be submitted within 30 days of the decision being appealed. The Board of Trustees will provide a response to the appeal within 10 days of its final meeting to consider the appeal.
Parents are encouraged to participate in the daily school program and will be informed of how they may be able to make a contribution to the school program. In addition, each teacher cooperates with the PTSO in selecting room parents for each class. These individuals will assist with field trips and special experiences, help coordinate holiday parties, and help secure the support of other parents.
Teachers and students are only called away from class in the event of an emergency. If you wish to contact your child or his/her teacher, leave your name, phone number, and the reason for calling. Teachers will return all such calls at their earliest convenience.
Students may bring a cell phone to campus for use before or after regular school hours (8:00 AM to 3:00 PM). During school hours, ringing devices must be off and phones must be kept in lockers (Grades 4 – 8) or back packs. Students caught using their cell phones during school hours will have them confiscated and will lose cell phone privileges for a minimum of one month.
Expectations of Teachers Planning Field Trips:
All field trips should be planned and approval granted well in advance. The teachers should check the school calendar for conflicts on the planned date and should record their field trip on the school calendar.
Parents will be notified and required to provide written permission for their child to participate.
Prior to the field trip teachers are required to submit in writing to the administration the following information: itinerary of trip, drivers’ names and cell phone numbers, lists of students riding in each vehicle.
Drivers will be given a list of students riding with them, along with these students’ medical authorization and student data forms. All medical authorization forms must be notarized for a student to be able to participate on a trip.
Expectations of Field Trip Chaperones:
Each activity is chaperoned by at least one staff member, who is the ultimate disciplinary authority. Parent chaperones are expected to assist the teacher in charge in maintaining appropriate discipline.
Parents who are asked to chaperone students other than their own child on field trips are asked not to bring children who are not members of the classroom attending the trip.
Parents taking younger siblings may only transport and act as chaperones to his/her own children. School aged siblings going along with the parent are considered absent if their own class is not a field trip participant.
Leaving an event early with no plans to return to the school constitutes an absence from school for the student for those hours.
Each teacher will have a sign out sheet and parents will be required to sign those children out who are not returning to school.
Driver Requirements:
All drivers for field trips will be required to sign a form stating:
Vehicle in use for trip has been properly maintained.
The driver will obey all traffic laws.
The driver will go directly to the event and will not make any side trips.
All passengers will be in regulation seat belts.
Changes in the travel arrangements and/or destinations cannot be made during the actual field trip in order to protect the school from liability in case of emergency.
A copy of the driving parent’s vehicle insurance declaration page with a minimum liability limit of $300,000.00 and a copy of the current driver’s license are required to be on file with ASES prior to any field trip.
Student Expectations:
Students who do not report to school on the day of the field trip will be counted absent unless other arrangements have been made ahead of time.
Any student who chooses not to attend the field trip will have work provided by the classroom teacher and will be assigned to another classroom for the day.
For All Participants:
Teachers, chaperones, and students must comply with regulations in the board-approved field trip policies.
All field trip participants should remember that while on the field trip both the adults and students are representatives of ASES and should act in a way that reflects well upon our school.
Regular attendance is expected of all students, and excessive absenteeism would be cause for concern. The following are guidelines regarding attendance:
Students must, by state law, be in class for at least three hours and fifteen minutes to be counted present for a given day.
Excused absences
Students are expected to make up work missed due to an excused absence or an unexcused absence when the total of unexcused absences is fewer than 5 days. After five unexcused absences, missing assignments will be averaged as zeroes.
Students will be given the number of days they were absent plus one day to make up missed assignments.
When practical, teachers will save work assigned during the child’s absence.
All homework assignments for a student absent from school will be placed each day at the front office desk for pick-up after school.
Making up missed work will be the responsibility of the child and his or her parents upon the child’s return.
Parents may be required to pay for additional time required of the teacher to help with make-up work.
The ASES administration promotes student assignments being made available by the classroom teacher in advance during extended planned absences. This allows students an opportunity not to return to school behind their peers in their ability to attain high levels of academic achievement.
Students are required to bring a note from their parent or guardian explaining the nature of their absence upon their return to school, unless the absence was prearranged with the school.
Absences of 3 or more days in duration due to illness may only be excused with a note from a physician. Exceptions to this rule may be sought from the Head of School.
Chapel attendance is required. Students who have 3 unexcused absences from Chapel will receive a zero on all class work on the day of the 3rd absence. Students who are tardy for Chapel will be counted as absent unless the student has a written excuse for the tardy. Written excuses for tardies or absences must be presented at the time of the tardy or absence.
While ASES is well aware of the need for families to spend time together for vacation and recreational activities, there is certainly a need for students and parents to be aware of the value of lost instructional time as well as the possible development of the attitude that schoolwork and attendance need not be a priority. Therefore, the school staff wants to emphasize the following board-approved regulations:
Teachers will only make plans and materials available for students before they go on trips and recreational outings if prior approval has been given from the administration.
After five annual unexcused absences, students will not be allowed to make up work and tests unless they have the approval of the Head of School. This does not apply to major assignments assigned over an extended period, e.g., term papers, science projects, and speeches.
The school reserves the right to retain a student in his/her grade if excessive absences have caused weak development in academic and study skills.
Parents are reminded that they are financially responsible for school-owned books taken on personal trips.
Your cooperation in our enforcement of these regulations will be greatly appreciated. We will keep spring break and other holidays as indicated in our calendar unless an extreme number of snow days necessitates that we make up school cancellations. Therefore, please schedule your vacations when school is not in session. In order for the school to be accountable for your child’s continued development, it must have your support and acceptance of its high standards and expectations of academic excellence.