Policies

 

Student Transportation Policy- Break Pickups & Dropoffs

 

Transportation is scheduled to and from Lytton, BC; Abbotsford International Airport; and Seattle, Washington’s SeaTac International Airport FREE OF CHARGE on the first and last day of all school breaks (including summer). Please note that there is NO school bus service to or from Vancouver airport, British Columbia.

Due to our distance from some locations (ie SEATAC Airport) there is considerable time and energy needed to accommodate travel requests that fall outside our regularly scheduled travel times. Our bus drivers are governed by very specific laws regarding on-duty and driving hours, which enable us to provide our students with the safest transportation possible. When driving from Fountainview to SEATAC airport and back, we cannot afford to wait for flights booked outside of our pick-up/drop-off window.

Incoming Flights (Travel to Fountainview Academy)

1. Unless otherwise stated, the Fountainview Academy bus will depart from the Seattle SeaTac Airport after picking up the students whose flights have arrived by 1 PM.
   Abbotsford pickup times can be affected by traffic and air travel, please call the bus driver’s cell phone (number will be posted at www.fountainviewacademy.ca/travelplans/ before or on the day of travel, or contact the academy front desk – 250-256-5400) if the coach is not present when expected.
2. For any incoming flights that are scheduled to land after the given time, a $100 service fee will be charged if the young person makes it to the bus before the driver leaves with the students who arrived on time.
3. If the timing of late-schedule flights causes significant delay to those who have travelled on time, the driver, in communication with school administrators, may choose to leave without picking up the student arriving on a late schedule. The student would then be subject to posted transportation mileage rates for pick up. Please contact the Fountainview office to discuss your options and associated costs. (Charges may be shared if more than one student is arriving on a late schedule.)
4. We understand that flight delays are beyond your control, but under normal circumstances, we will not wait for delayed passengers.  The safest way to avoid flight delays is to travel on the earliestflight of the day. The best plan is to book flights as far ahead as possible so that low-cost and appropriate flight schedules are available. Please understand that for students scheduled to arrive on time, no fee will be charged even if their flight is delayed due to weather conditions, etc. and even if another vehicle has to be sent to meet them. If your flight is delayed beyond the given times, please call the driver’s cell phone immediately (number will be posted at fountainviewacademy.ca/travelplans/ before or on the day of travel, or contact the academy front desk – 250-256-5400). If you cannot reach them directly, please contact the respective dorm: Boys – 250-256-5478; Girls – 250-256-5476.

 Outgoing Flights (Leaving Fountainview Academy)

1. Unless otherwise stated, outgoing flights may be booked from the Abbotsford airport after 8:00 AM and after 11:00 AM from the Seattle SeaTac Airport.
2. Please understand that if your child’s departing flight leaves before the given times, we will not depart early to accommodate the early booking.  If it is unavoidable that your child’s flight leaves before the scheduled departure time, posted transportation mileage rates would be applicable. Please contact the Fountainview office to discuss your options and associated costs. (Charges may be shared if more than one student is departing on an early schedule.)

Travel Plan Register

1. Students or their parents are responsible to register for FREE airport pickup/drop-off (pickups occur at the Seattle-Tacoma International Airport (SEA), Abbotsford Airport (YXX)) no later than three days before any school break begins (for summer break, students or their parents are to register at least 2 weeks before the travel date).  Any student not registering by this time will not be eligible for pick-up.  If a student registers after this time, or meets our transportation at a point of travel without registering, then a $50 service fee will be charged.  If their meeting our transportation demands the sending of another vehicle or staffing a group to travel on public transportation, that student and his guardians will assume the costs involved.
2. Please avoid this confusion and the fees involved by registering in a timely manner at: fountainviewacademy.ca/travelplans

Parent Travel Arrangements

1. We provide a bus service to and from Fountainview Academy for students. If parents wish to accompany their child(ren) to Fountainview on our bus, they must register at www.fountainviewacademy.ca/travelplans at least two weeks in advance of travel. Spaces are limited and students have first priority.
2. For those parents accompanying their child(ren) to Fountainview Academy, unfortunately we are unable to provide any return travel accommodations.

 Media Agreement

Students arranging music, composing lyrics and/or music, singing in vocal recordings, and/or playing in instrumental recordings while training at Fountainview Academy and/or during Career and Technical Development give Fountainview Academy unlimited rights to duplicate and distribute the resulting works created and Fountainview Academy also holds the sole ownership of the works created.

Students should understand that while attending Fountainview Academy they represent the school and are responsible to uphold the high-standards of the school. No media or music with any affiliation to Fountainview Academy is to be produced or recorded by any student and distributed (on YouTube, Facebook, mass-distribution, or published in written form, etc.) without meeting clearance of the music director and the approval of the Administrative Committee.

Fountainview Academy activities are often photographed and/or videoed for the benefit of family and friends, for the promotion of the school, and in gospel music productions. I/We hereby grant permission to Fountainview Academy to photograph, record, and video my/our child, and to publish and use the resulting photographs, recordings, and videos in any school production, publication, website, and/or promotional material.

Anti-Bullying Policy

 

Rationale

Fountainview Academy is completely opposed to bullying and will not tolerate it. It is entirely contrary to the values and principles we work and live by. All members of the school community have a right to be in a safe, orderly, and caring environment. They also have a responsibility to contribute, in whatever way they can, to the protection and maintenance of such an environment. This policy is put in place to protect students’ physical safety, social connectedness, inclusiveness, and protection from all forms of bullying, regardless of their gender, race, culture, religion, sexual orientation or gender identity.

Mission Statement

Fountainview Academy actively promotes positive interpersonal relations between all members of the school community. “We should be ever looking out for opportunities, even in little things, to show gratitude for the favours we have received….., and watching for opportunities to cheer others and lighten and relieve their sorrows and burdens by acts of tender kindness and little deeds of love.” Adventist Home 428.1

Principles

• Pupils have a right to learn free from intimidation and fear.
• The needs of the victim are paramount.
• Fountainview Academy will not tolerate bullying behaviour.
• Bullied pupils will be listened to.
• Reported incidents will be taken seriously and thoroughly investigated.

Definitions

Bullying is an act of aggression, causing embarrassment, pain or discomfort to someone. It can take a number of forms; physical, verbal, making gestures, extortion and exclusion. It is an abuse of power. It can be planned and organised, or it may be unintentional. It may be perpetrated by individuals or by groups of pupils.

“Bullying” is conduct that meets all of the following criteria:

• Is reasonably perceived as being dehumanizing, intimidating, hostile, humiliating, threatening, or otherwise likely to evoke fear of physical harm or emotional distress;
• Is directed at one or more pupils
• Is conveyed through physical, verbal, technological or emotional means;
• Substantially interferes with educational opportunities, benefits, or programs of one or more pupils;
• Is based on a student’s actual or perceived distinguishing characteristics, or is based on an association with another person who has or is perceived to have any of these characteristics.

Scope

The scope of this policy includes the prohibition of every form of bullying, harassment, and cyberbullying/harassment, whether in the classroom, on the school premises, when a student is travelling to or from school, on a school bus, or at a school-sponsored event, whether or not held on school premises.  Bullying or harassment, including cyberbullying/harassment, that is not initiated at a location defined above is covered by this policy if the incident results in a potentially material or substantial disruption of the school learning environment for one or more students and/or the orderly day-to-day operations of any school or school program.

Fountainview Academy expects students and staff members to conduct themselves in a manner in keeping with their levels of maturity, and demonstrated capabilities with a proper regard for the rights and welfare of other students, school staff, volunteers, contractors, and guests.

Forms of Bullying

• Physical violence such as hitting, pushing or spitting at another pupil.
• Interfering with another pupil’s property, by stealing, hiding or damaging it.
• Using offensive names when addressing another pupil.
• Teasing or spreading rumours about another pupil or his/her family.
• Belittling another pupil’s abilities and achievements.
• Writing offensive notes or graffiti about another pupil.
• Excluding another pupil from a group activity.
• Ridiculing another pupil’s appearance, way of speaking or personal mannerisms.
• Misusing technology (internet or mobiles) to hurt or humiliate another person.
• Cyberbullying
• Intimidation

PARTICIPATION & CONSULTATION PROCESS

Awareness-raising programmes

• Direct pupils, parents and school staff to the Erase Bullying website (www.erasebullying.ca)
• Teachers will talk about the impact of bullying behaviour on others, with their class.
• Deans will talk about the impact of bullying behaviour on others, with the students in their respective dorms.
• Monitoring, evaluation and review.

RESPONSIBILITIES OF ALL STAKEHOLDERS

The Responsibilities of Staff

Our staff will:

• Foster in our pupils self-esteem, self-respect and respect for others;
• Demonstrate by example the high standards of personal and social behaviour we expect of our pupils;
• Student Life (the deans) will talk about different aspects of bullying, so that every student learns about the damage it causes to both the child who is bullied and to the bully as well as the importance of telling a staff member about bullying when it happens;
• Be alert to signs of distress and other possible indications of bullying.
• Listen to children who have been bullied, take what they say seriously and act to support and protect them;
• Report suspected cases of bullying to the appropriate teacher and/or the Student Life Director; In the case of bullying between two staff members, the suspected case should be reported to a member of the Administrative Committee.
• Through the Student Life Department, follow up any complaint by a parent about bullying, and report back promptly and fully on the action which has been taken;
• Deal with observed instances of bullying promptly and effectively, in accordance with agreed procedures.

The Responsibilities of Students

We expect our students to:

• Refrain from becoming involved in any kind of bullying, even at the risk of incurring temporary unpopularity.
• Intervene appropriately to protect the pupil who is being bullied, unless it is unsafe to do so.
• Report to a staff member any witnessed or suspected instances of bullying, to dispel any climate of secrecy and help to prevent further instances.

Anyone who becomes the target of bullies should:

• Not suffer in silence, but have the courage to speak to a staff member, to put an end to their own suffering and that of other potential targets.

The Responsibilities of Parents

We ask our parents to support their children and the school by:

• Watching for signs of distress or unusual behaviour in their children, which might be evidence of bullying;
• Advising their children to report any bullying to the Student Life department and/or an appropriate staff member (ie. teacher, work supervisor, etc.) and explain the implications of allowing the bullying to continue unchecked, for themselves and for other pupils;
• Advising their children not to retaliate violently to any forms of bullying.
• Being sympathetic and supportive towards their children, and reassuring them that appropriate action will be taken;
• Keep a written record of any reported instances of bullying;
• Informing the school of any suspected bullying, even if their children are not involved;
• Co-operating with the school, if their children are accused of bullying, to try to ascertain the truth and point out the implications of bullying, both for the children who are bullied and for the bullies themselves.

The Responsibilities of All

Everyone should:

• Work together to combat and, keep bullying out of our school.
• “Let nothing be done through strife or vainglory; but in lowliness of mind let each esteem other better than themselves.” Philippians 2:3

PROCEDURES FOR DEALING WITH INCIDENTS OF BULLYING BEHAVIOUR

Fountainview Academy requires the Student Life director to be responsible for determining whether an alleged act constitutes a violation of this policy.  In the case of suspected bullying between staff members, the Administrative Committee will determine whether or not an alleged act constitutes a violation of this policy.

In so doing, the Student Life Director or the Administrative Committee (for staff related reports) shall conduct a prompt, thorough, and complete investigation of each alleged incident.  The investigation is to be completed within three school days after a report or complaint is made.  If one or both parties are absent, the investigation will be conducted and completed within 7 days to allow time to contact the parties involved. The parents of the students involved shall receive verbal and written notice from the school on the outcome of the investigation (in compliance with current privacy laws and regulations).  All reports on instances of bullying and/or harassment must be recorded by the school for annual data review.

Fountainview Academy prohibits reprisal or retaliation against any person who reports an act of bullying or harassment or cooperates in an investigation.  The consequences and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the Discipline Committee or the Administrative Committee (for staff infractions), after consideration of the nature, severity, and circumstances of the act.

Fountainview Academy prohibits any person from falsely accusing another as a means of bullying or harassment.  The consequences and appropriate remedial action for a person found to have falsely accused another as a means of bullying or harassment may range from positive behavioural interventions up to and including suspension, expulsion, or termination (in the case of a school staff member).

Consequences for a student who commits an act of bullying or harassment shall vary in method and severity according to the nature of the behaviour and the student’s history of problem behaviours and performance, and must be consistent with the disciplinary process outlined in the student handbook and administrative policies.  Remedial measures shall be designed to: correct the problem behaviour, prevent another occurence of the behaviour, and protect the victim of the act.  School employees will also be held accountable for bullying or harassing behaviour directed toward other school employees, volunteers, parents, or students.

The consequences and remedial measures may include:

• Admonishment
• Temporary removal from the classroom/work setting
• Loss of privileges
• Referral to the discipline committee
• In-school suspension
• Full suspension (off-campus)
• Expulsion or termination

Examples of remedial measures could include, but are not limited to:

• Assisting the misbehaving student in finding better ways to solve the problem.
• Restitution and restoration
• Supportive discipline to increase accountability for the bullying offense
• Supportive interventions, including peer mediation and professional counselling.

Fountainview Academy requires the school administration to make this policy available electronically, via our website, or in print, upon request, to all school staff, students, and parents.

The Student Life Department shall develop an annual process for discussing the anti-bullying policy with students and staff.

Fountainview Academy shall incorporate information regarding the policy against harassment and/or bullying into each school employee training program and handbook.

Student Records Requirements and Best Practices Policy

 

December 9, 2013
Fountainview Academy

 Introduction

Independent school authorities are well served by policies and practices regarding student records. Such policies and practices will benefit independent school students, parents, office staff, administrators, and authorities by providing guidance for the collection of information and its storage, use, transfer, and protection.  Legal and public expectations regarding the confidentiality, disclosure and transfer of school student records are increasing, as are societal concerns regarding school record keeping and storage.

The legal framework for the development of this Student Records Requirements and Best Practices Policy is provided by section 6.1 of the Independent School Act, Sections 9 and 10 of the Independent School Regulation (the Regulation), the Student Records Order (I 1/07) (the Order), and the Personal Information Protection Act (PIPA).   Section 9(2) of the Regulation obliges independent school authorities to, subject to the requirements of the Order, (a) establish written procedures regarding the storage, retrieval and appropriate use of student records, and (b) ensure confidentiality of the information contained in the student records and ensure privacy for students and their families.

In addition to the above, the Office of the Inspector of Independent Schools and FISA BC have collaborated in producing the Student Records Requirements and Best Practice Guidelines for Independent Schools, Ministry of Education, June, 2012, which serves as a guide for independent school policy development in this area.

The school authority may add, modify, or remove portions of Fountainview Academy’s Student Records Requirements and Best Practices Policy when it is considered appropriate to do so, if it is not in conflict with legal requirements and government policy.

Fountainview Academy is committed to ensuring that student records are handled in accordance with all legal requirements.

 Purpose

The purpose of this document is to define policy and to determine procedures for the collection of student information and its storage, use, disclosure, transfer and protection.

 1 Policy Statements

The following policy statements are provided to inform all parties who collect, store, use, disclose, transfer and protect student information.

Fountainview Academy will:

1. Ensure that the lead administrator is responsible for the establishment, security and maintenance of the Student Record and Student File (as defined in this policy) for each student registered in the school according to the procedures defined in this policy.
2. Only collect, use or disclose personal information with the consent of the individual student or legal guardian, unless otherwise authorized under PIPA.
3. On or before collecting personal information, disclose to the individual student verbally or in writing the purposes for the collection of personal information.
4. Only collect, use or disclose personal information for purposes that a reasonable person would consider appropriate in the circumstances and that fulfill the purposes disclosed by the school or are otherwise permitted under PIPA.
5. Secure Student Records and Student Files with access within the school authority restricted to those individuals who, by the nature of their work, are required to have access to the information.
6. Provide access to personal information about an individual student to the individual student (if capable of exercising PIPA rights), and to a parent or legal guardian of the individual student during school hours and under the supervision of the lead administrator or designate.
7. Subject to legal requirements, ensure that personal information will be retained only for the period of time required to fulfill the purpose for which it was collected.
8. Inform parents that concerns, complaints and questions about personal information handling policies and practices of the school authority may be directed to the school’s Privacy Officer by calling the school office.

 2 Definitions and Student Record Components

2.01 Elements of the Student Record:

1. The Permanent Student Record (PSR), as defined in the Students Records Order (I 1/07):
   1. Form 1704, PSB 048 (revised 1997) completed according to the Permanent Student Record Instructions that are effective at the time of completion; and
   2. Student Progress Reports for the two most recent years or an official transcript of grades;
2. All documents listed as inclusions on Form 1704 (see 2.02 below);
3. Form A, verifying the information about the student’s parent or guardian in respect of students eligible for funding (see Appendix 1);
4. A copy of the student’s current Student Learning Plan, if any; and
5. A copy of the student’s current Individual Education Plan (IEP), if any.

 2.02 Permanent Student Record (Form 1704) Inclusions

The following inclusions must be listed on Form 1704, including document date, title and expiry date or date rescinded (if applicable), and copies of the documents listed must be filed with the PSR:

• Health Services information as indicated by the medical alert checkbox, such as diabetes, epilepsy, anaphylaxis producing allergies, and any other condition which may require emergency care;
• Court orders as indicated by the legal alert checkbox;
• Other legal documents, e.g. name change or immigration document;
• Support services information (e.g. psychometric testing, speech and hearing tests, adjudication requirements for completing assessment activities)
• Current IEP and/or Case Management Plan (CMP) where applicable; and
• Notification of a student being home schooled.

The following inclusions may be listed on PSR Form 1704, including document date, title and expiry date or date rescinded (if applicable) and if listed, copies of the documents must be filed with the PSR:

• Records of information which an educator deems relevant and important to the educational program of the student;
• Award information; and
• Standardized test scores (if deemed relevant and important to the educational program of the student).

If the above optional inclusions are NOT listed on PSR Form 1704, then they may be included in the Student File (see section 2.03, h below).

 2.03 Student File

Additional items must (see a below) or may (see b – h below) be included in the school’s student records as part of the Student File. These items include:

1. Student eligibility information (required):
   1. Legal name of child – verify the original and file a photocopy or scanned copy of birth certificate or similar legitimate identification document;
   2. Official name(s) of parent(s) or guardian(s) with home and work contact information; and
   3. Verification that parent/guardian is legally admitted to Canada and a resident of BC (see Appendix 1, Form A, used to collect this information);
2. Care Card number;
3. Emergency contact numbers;
4. Doctor’s name and contact information;
5. Previous Student Progress Reports (other than the two most recent years required in the PSR);
6. Serious discipline reports (e.g. copies of letters to parents/guardians regarding discipline matters and corrective actions taken);
7. Reports of important meetings/discussions relating to the student; and
8. Standardized test scores, records of information which an educator deems relevant and important to the educational program of the student, and award information IF NOT listed as inclusions on the PSR (see section 2.02 above).

 2.04 Sensitive Student Information

This may include information which by its nature requires that school staff observe a high level of confidentiality. Examples include:

• Psychiatric reports;
• Family assessments;
• Referrals to or reports from school arranged counselling services; or
• Record of a school-initiated report of alleged sexual or physical abuse made to a child protection social worker under section 14 of the Child, Family and Community Service Act.

 3 Procedures

 3.01 The lead administrator or designate will be responsible for:

• Updating the PSR Form 1704 as information changes and the student progresses through the system;
• Ensuring that electronic copies of documents are stored on a server in a physically secure location.  If information is accessed through the Internet, an encrypted connection (https://) must be established before authenticating.  Access is restricted to those employees (such as designated records clerks, administration, teachers, and counsellors) who, by the nature of their work, are required to have access; and
• Ensuring that the school authority takes necessary precautions to safeguard against deprecated or obsolete forms of storage.  The electronic storage of PSRs and other personal information requires the school authority to have an adequate backup plan and recovery strategy for potential hardware failure and database corruption.

 3.02 Student Record and Student File Retention

• Student Records – Active Students
  1. Student Records are locked in fireproof cabinets. Access is restricted to those employees (such as designated records clerks, administrators, teachers, and counsellors) who, by the nature of their work, are required to have access.
  2. The school authority protects personal information from unauthorized access, collection, use, disclosure, copying, modification, or disposal, or similar risks. Procedures for such protection are outlined in sections 5 and 6 below.
  3. The lead administrator or designate will regularly review Student Records to ensure that the information is current and complies with legal requirements. Required inclusions must be listed on the PSR – see section 2.02 above.
• Student Records – Inactive Students
  1. Unless another school requests a Student Record (see section 6 below), the school authority archives Student Records for 55 years after a student has withdrawn and not enrolled in another K-12 school, or graduated from the school.
  2. The archived Student Records are stored securely and in a manner that ensures their preservation from calamity (fire, flood, etc.) Access is limited to the lead administrator or designate.
  3. The designated records clerk keeps a record of Student Records that are destroyed (shredded) after 55 years.
• Student Files – Active Students
  1. Student Files are locked in cabinets in each school. Access is restricted to those employees (such as designated records clerks, administrators, teachers, and counsellors) who, by the nature of their work, are required to have access.
  2. The school authority protects personal information from unauthorized access, collection, use, disclosure, copying, modification, or disposal, or similar risks. Procedures for such protection are outlined in sections 5 and 6 below.
  3. The lead administrator or designate will regularly review Student Files to ensure that the information is relevant and important to the educational program of the student.
• Student Files – Inactive Students
  1. The school authority archives Student Records for 55 years after the student has withdrawn and not enrolled in another K-12 school, or graduated from the school.
  2. The archived Student Records are stored securely and in a manner that ensures their preservation from calamity (fire, flood, etc.) Access is limited to the administration or designate.
  3. The lead administrator or designate is responsible for determining the relevancy of the contents in Student Records before being archived.

 3.03 Currency of Student Records

Student eligibility information (see Appendix 1) will be updated during student registration each year.

As stated above, the lead administrator or designate will regularly review Student Records and Student Files to ensure that the information is current and complies with legal requirements.

 3.04 Security of Student Information Off Campus

The lead administrator is responsible for ensuring that personal information taken off campus is safely stored and that personal information is protected.

 3.05 Handling of Sensitive Student Information

Access to Sensitive Student Information is restricted to the lead administrator or a person or persons authorized by the lead administrator to access such information defined in section 2.04 of this policy.

The lead administrator or designate will obtain parental consent (written, dated and signed) for the collection, use and disclosure of Sensitive Student Information, including psychiatric reports and family assessments, and will store these as highly confidential documents with restricted access.

Sensitive Student Information will only be disclosed or transferred in accordance with the law.

The lead administrator is responsible for ensuring that school initiated reports under section 14 of the Child, Family and Community Service Act are retained only for the purpose of child protection proceedings and that information is not disclosed to third parties or transferred to other schools. Such reports are strictly confidential and should only be stored where the lead administrator or designate can access them.

 3 Use of Student Personal Information

The school authority may use an individual student’s personal information for the following purposes, assuming that the school has disclosed such purposes to the individual student verbally or in writing on or before collecting the personal information:

1. To communicate with the student and/or the student’s parent or legal guardian, to process a student’s application, and to provide a student with the educational services and co-curricular programs provided by the school authority.
2. To enable the authority to operate its administrative function, including payment of fees and maintenance of ancillary school programs such as parent voluntary groups and fundraising activities.
3. To provide specialized services in areas of health, psychological or legal support, or as adjunct information in delivering educational services that are in the best interests of the student.

 4 Access to and Disclosure of Student Records

• A student (capable of exercising PIPA rights) and a parent/legal guardian of a student is permitted (unless restricted by a court order) to:
  1. Examine the Student Record and Student File kept by a school authority pertaining to that student, while accompanied by the lead administrator or designate to interpret the records; and
  2. Receive a copy of any student record upon request. The school authority reserves the right to recover the direct cost of copying records.

An entitled person may access and verify personal information in the Student Record and Student File pertaining to the particular student with appropriate notice to the school administration. Access will be provided during school hours.

• Access to a Student Record or Student File will only be granted, upon assurance of confidentiality (with consent), to professionals who are planning for or delivering education, health, social or other support services to that student.  Consent will be obtained in writing, listing the name and date of birth of the student, the name and signature of the parent/guardian, and the date of the request.
• When applicable, graduating students will be provided with interim and/or final transcripts for Grades 10, 11 and 12 courses when graduating, and upon future request of the graduate. Copies will be mailed directly to institutions of higher learning or as requested by the graduate. The school authority reserves the right to assess a reasonable fee for transcript requests.
• In the case of a request for personal student information from separated or divorced parents, the school authority will be guided by the legal custody agreement, a copy of which should be provided to the lead administrator. In cases where the lead administrator is unsure if the non-custodial parent is entitled to access personal student information, the school’s legal counsel will be consulted for a recommendation.

 5 Transfer of Student Records

On receipt of a request for student records from a school, a Board of Education, or an independent school authority from within British Columbia where the student is (or will be)enrolled, the school authority will transfer that student’s PSR (including declared inclusions), the current Student Learning Plan (if any), and the current IEP (if any) to the requesting institution.  The school authority will retain a copy of the PSR, indicating the school where the records have been sent and the date of the student record transfer.

If the requesting institution is outside British Columbia, a photocopy of the PSR will be sent (including declared inclusions), along with the current Student Learning Plan (if any), and the current IEP (if any).

Requests for a student’s record from a public school require that the public school administration provide a copy of the PSR (including declared inclusions) and current Student Learning Plan (if applicable) and IEP (if applicable) to the independent school authority. The original PSR must be retained by the public school.

The school authority will only transfer sensitive, confidential information (e.g. psychiatric assessments) after dated and signed parent/guardian consent has been obtained.

The school authority will not transfer a record of a Section 14 Child, Family and Community Service Act report of alleged sexual or physical abuse made to a child protection social worker.

A summary of a former student’s school progress may be provided to prospective employers, at the written request of a former student. The school authority reserves the right to assess a fee for this service.

A Student Record will be reviewed when a student transfers.  The lead administrator will ensure that the documents listed as inclusions are still required inclusions (eg. not expired or rescinded) or still deemed to be relevant and important to the educational program of the student. Expired, rescinded, or irrelevant inclusions will be removed from the Student Record and the documents themselves will be shredded.

 

 6 List of Appendices

Appendix 1: Form A – Status of Parent/Guardian (Admission to Canada and Residency)

Appendix 2: Links to information on Student Record legislation:

• PIPA
• Independent School Act [RSBC 1996] Chapter 216
• Independent School Regulation
• Student Records Order: http://www.bcegov.bc.ca/legislation/schoollaw/k/i1-07.pdf

Appendix 3: Links to Student Record Policy: Student Records –  Requirements and Best Practice Guidelines for Independent Schools, June 2012

Appendix 4: Link to the Child, Family and Community Service Act:http://www.bclaws.ca/EPLibraries/bclaws_new/document/ID/freeside/00_96046_01

Student Supervision and Outings

Introduction & Rationale:  Fountainview Academy is a boarding school and as such our staff are entrusted with the care of our students at all times, day or night, while the school programmes are in session, on campus or off. It is the perspective of the academy that adequate adult staffing be provided for our students at all times in all of our varied activities and locations. Philosophically we prefer a “facilitation” model over merely “supervision.”  The difference being, a facilitator intends to come alongside a student to both participate and mentor while engaged in the activity while a supervisor is often aloof and apart from the activity.  For the purpose of this policy we will define supervision to satisfy the necessary minimum requirements for accountable adult staff, but it will still be our expectation that our staff involvement take a facilitation/mentoring role whenever they are involved in the “supervision” of an activity.

On Campus Supervision:

While on campus, our teachers and vocational trainers are responsible to provide supervision during regularly scheduled school hours.  We require a dean of each gender to be available at all times on call to respond to needs such as student illness, medical appointments or other extenuating circumstances.  During such times the dean(s) scheduled are responsible.

When students are unwell, it is the responsibility of the deans to alert other staff as well as provide food, hydration and basic comfort care. Comfort care is to include ongoing hydration, checking temperature, offering relevant vitamins as needed.  If needs exceed basic care then the dean on duty will arrange further medical attention.

Dormitory deans are required to do an accurate room/bed check every night.  Written record of any guests and/or students absent must be made as applicable. Our ideal awake time ratio of deans to students is 1:10 while our minimum is 1:20.

Outings / Field Trips:

Transportation and lodging (if applicable) will be arranged by school administration or a designated representative.

Provision of adequate supervision is the responsibility of the Student Life Director.

On overnight trips, if students of both genders are involved, the supervision of the group must include staff or designated volunteers, of both genders.

The supervision ratio will be a minimum of 1:10 and will be increased if required for safety or to comply with other expectations which may be required.

Responsibilities of Supervisors on Off Campus Outings:

• The duty of care to be provided by staff in supervisory positions is to assess risks as a prudent and reasonable person would, given the circumstances of the trip.
• The responsibility of the supervisor is to take reasonable steps to reduce the risks of injuries.
• This responsibility includes being prepared for emergencies and providing communication to parents as quickly as possible in the event of a health or safety concern for the student(s).
• Supervisors must ensure that they have pertinent student information and equipment accessible to them at all times (e.g., medical information, First-Aid kit, parent contact information, etc.)
• An accurate attendance count must be taken at all points of departure.
• All supervisors must be equipped with two-way radios. At least one supervisor must have access to an additional communication device, cell phone, internet enabled “smart device,” or other appropriate means of communication.
• Field trips must be appropriate to the skill level and development of the students involved and must be properly supervised at all times.
• The trip leader, or supervisors, must visit or consult with each new site prior to participation in an outing.
• For any camping trips, a trip plan must be provided to a non-participating school administrator, or other designated school representative, prior to departure. This plan will include destination details, participants, expected return times, and any applicable routes of travel.  Whenever practical, the trip leader is advised to make a pre-trip visit to the destination.
• When international travel is part of an off campus trip, staff will assist in an orderly immigration clearance. This includes ensuring each individual brings their travel documents. One staff representative will be appointed to be the last in any international entry queue and will be available to assist in answering questions or payment of relevant entry fees. The supervising staff is also responsible to facilitate the correctly completed re-entry documents when arriving in Canada.

Finances- Government Bonding Requirements

In compliance with the Independent School Act of BC, Fountainview Academy is bonded according to the requirements of the Ministry of Education for a Group 4 certified school.

This bond is retained to provide for the prorated repayment of all money received by the Fountainview Academy Association for or on behalf of students (or persons applying to become students) when courses are not taken or completed as a result of:

1. a) The closing of the academy by the Board of Directors, or
2. b) The Inspector of Independent Schools suspending or canceling the academy’s certificate to operate.

Earning Graduation Credits Policy

This policy covers the various ways that a Fountainview Academy student may earn credits toward graduation other than taking a course in a BC classroom. These ways include Equivalency, Challenge, Independent Directed Study (IDS), Distributed Learning, External Credentials, and Post-Secondary Credits.

Section 1: Equivalency

A student may earn credit for a course through Equivalency when the following conditions are met:
a. The student took the course from an educational institution outside of the BC school system, or in a homeschool setting.
b. The student can provide an academic record showing that the course was taken.
c. The course taken by the student meets approximately 80% of the Prescribed Learning Outcomes of a BC Ministry of Education defined course or a Fountainview Academy BAA course. This is determined by the Principal in consultation with appropriate teaching staff. Consequently, a description (in English) of the course taken by the student must be available to the Principal.

When a student is granted Equivalency for a course, the grade earned by the student in the original course will be assigned to their Equivalency credits. If the Equivalency is met by a combination of courses, the grade will be determined by a combination of the original grades, weighted according to the Prescribed Learning outcomes met by each course. Where no grade can be determined, a Transfer Standing mark will be assigned.

Section 2: Challenge

When Equivalency cannot be determined, a student may challenge a course for credit. The process for challenge is as follows:
a. The student must provide evidence that a challenge is likely to be successful. This evidence may take various forms, including but not limited to
• Teacher oral examination
• Records of completed coursework
• Written confirmation from a reliable source
b. The student writes a challenge test. This will normally consist of a comprehensive final exam for the course, prepared by the teacher of the course. In the case of a provincially examinable course, the challenge test may be a previous Provincial Exam or similar test.
c. The mark received on the challenge test becomes the student’s school mark for the course. In the case of a provincially examinable course, the student will then write the Provincial Exam for the course. For optional exams, the student may choose to write the Provincial Exam or not.

Section 3: Independent Directed Study (IDS)

A student may earn credit for a course through IDS under any of the following circumstances:
a. The student has taken only a portion of the course
b. The course is not available at Fountainview Academy
c. It is deemed best by the Principal for the student to pursue the course outside of the regular classroom setting. Reasons may include scheduling conflicts or budgetary considerations.

Under circumstance (a), there are two possible scenarios:
1. At Fountainview: The student has taken the course at Fountainview Academy but has not completed it. This may be because of late entry, early withdrawal, of unsuccessful attempt at portions of the course. In this scenario, the Principal will consult with the teacher (where necessary) and assign 1, 2, or 3 credits designated IDS. The student’s grade will consist of the grade received for the credited portions of the course.
2. Elsewhere: The student has successfully completed a portion of the course in an educational system (or homeschool) outside of Fountainview Academy. In this scenario, the Principal will review the documentation in a process similar to an Equivalency review. The Principal will then assign either 1, 2, or 3 credits designated IDS, depending on the percent of Prescribed Learning Outcomes met (20% = 1 credit, 40% = 2 credits, 60% = 3 credits). The student’s grade will consist of the grade received for the credited portions of the course. In cases where a grade cannot be determined, a Transfer Standing will be assigned. In this scenario, the credits will also be designated as Equivalency credits.

Under circumstances (b) and (c), the following procedure will be used:
1. A plan for an IDS structure will be proposed by a teacher or the Principal. The Principal will determine whether the proposed structure will be suitable to the circumstances.
2. The approved structure will include the following elements
• An appropriate level of teacher supervision/direction
• A plan for providing the necessary time for the student to complete the course (or desired portions of the course)
• An accountability arrangement whereby the teacher can ensure that the Prescribed Learning Outcomes of the course are being met
• An evaluation method whereby the teacher can assign a grade to the student for the credits earned.
3. The student will proceed according to the approved structure
4. When the student has completed the course (or desired portions of the course), the teacher will report to the Principal the grade assigned and the number of credits earned, based on the percent of Prescribed Learning Outcomes met. This information will then be added to the student’s academic record and reported to the Ministry of Education.

Section 4: Distributed Learning

Distributed Learning is a method of instruction that occurs when the student is primarily at a distance from the teacher and school. In some cases, a student may engage in Distributed Learning with another institution while attending Fountainview Academy. This section of the policy outlines the circumstances under which this may occur. Note that Distributed Learning occurring prior to a student’s enrollment at Fountainview Academy will be handled under the appropriate one of the previous sections.

Fountainview students may engage in Distributed Learning under one of the following scenarios:

a. The course is not offered at Fountainview Academy that year or term.
b. The Principal has deemed it preferable for the student to take the course via Distributed Learning rather than in the regular classroom setting.

The Principal’s approval must be obtained before a student enrolls in a Distributed Learning course for credit at Fountainview. Valid reasons for scenario (b) above include:

• The student has learning challenges that would give preference to the Distributed Learning method.
• The Distributed Learning course offers additional, beneficial options that are not available in the classroom.
• The student’s schedule conflicts with the scheduled classroom course.

Note that such situations as a personality clash with the teacher or a preference for self-study are not valid reasons for scenario (b).

In considering approval, the Principal will take into account the following factors:

1. The student’s likelihood of success with self-directed study
2. The implications of the course on the student’s graduation status
3. The fitness of the desired course in reference to Fountainview’s educational philosophy and standards
4. The cost of the course
5. The student’s available time for working on the course
6. The availability of adequate supervision, monitoring, and assistance
Payment: Fountainview Academy will pay for the Distributed Learning courses and materials under scenario (b) unless other previous arrangements have been made. Under scenario (a), Fountainview Academy will pay for the course and materials if the Principal deems that there are not sufficient options available for that student in a given elective period, or that the student needs to have that course made available to him/her. Otherwise, the student/parent will be responsible for costs associated with the course, including postage and materials.