2019-2020 Secondary School Parent-Student Handbook


“ECA is an inclusive learning community that encourages students to be compassionate, lifelong learners, responsible global citizens, and champions of their individual success.”


Table of Contents

  • Welcome to the Secondary School
  • Who We Are
  • General Information
  • Tardy Policy
  • Expectations
  • Parent Expectations
  • Student Attendance
  • Assessment, Grading & Reporting
  • Honor Roll
  • Technology & Acceptable Use Policy
  • Library Media Center
  • Co-curricular Programs
  • Athletics Program
  • Experiential Learning
  • Support Programs
  • Academic Honesty
  • ECA Student Protection Policy
  • ECA Faculty/Staff Code of Conduct
  • Student Harassment Agreement
  • Student Discipline
  • Substance Abuse Policy
  • Homework Policy
  • Graduation Requirements

Dear Secondary School Students and Parents,

Mark Pleasants – Secondary School Principal

Welcome to the Secondary School at Escuela Campo Alegre! Much is expected of students, faculty and parents in the Secondary School at Escuela Campo Alegre (ECA). The more familiar you are with the academic and behavior expectations, the more successful your child will be. Parent and teacher collaboration is the best assurance that students will fulfill their potential. It is with this intent we publish the Secondary School Handbook. Please read this handbook carefully and use it as a first resource whenever you have questions about academic and behavioral programs, policies or practices.

In the ECA Secondary School, we actively pursue programs that are intellectually rigorous, further develop co-curricular opportunities, and encourage professional interpersonal skills in our “Culture of Respect and Responsibility.” We leverage these pillars through the use of online technologies. In concert with this, the ten IB Learner Profile attributes are highlighted in all courses and activities: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective learners. These allow us to pursue, and indeed achieve, our Mission, Vision and Core Values.

This handbook will not only make you aware of expectations but also alert you to the range of opportunities available. With the information herein, you will be well on your way to capitalizing on educational opportunities and tailoring a complete program that will help students to achieve goals and pursue passions. The information in the handbook is complemented by our Secondary School Program of Studies which provides more detailed information on courses, course of study selection and course of study pathways offered by our school.

If I can assist you in any way this year, please feel free to contact me directly by phone, email or with a drop-in visit.

Mr. Mark Pleasants, Secondary School Principal


Who We Are

ECA MISSION STATEMENT:

ECA is an inclusive learning community that encourages students to be compassionate, lifelong learners, responsible global citizens, and champions of their individual success.

ECA VISION STATEMENT:

ECA will empower students to strive for excellence through academic, personal, and social growth within a safe, trusting, and enduring environment in order to achieve their full potential.  

 Approved by the ECA Board of Directors June 13, 2019

GUIDING STATEMENTS:

ECA is an international Nursery to Grade 12 school. Until Grade 10 the school’s well-articulated curriculum taught in English, is based on the US Common Core standards. Students in grades 11 and 12, have the opportunity to fully participate in the IB Diploma Program or complete the ECA High School Diploma. ECA has a well established university and career guidance program.

ECA PROVIDES:

  • An inclusive, safe, trusting and stable learning environment English and Spanish language support
  • Adequate resources to sustain the school’s mission and vision
  • ECA is a learning community with a common mission focusing on collaboration and teamwork. Faculty and staff work together to achieve annual school-wide goals.

ECA is accredited by the Middle States Association (MSA) and the Council of International Schools (CIS)

TEACHING AND LEARNING AT ECA:

  • Instructional strategies and teaching methodologies are centered around current best educational research-based practice.
  • Inquiry-based learning activities are designed to be engaging, enjoyable, creative, authentic, innovative, collaborative, data-driven, and effectively utilize technology.
  • Focuses on meeting individual student learning needs.
  • Teachers professionally reflect on their own teaching practice in order to improve student learning, performance, and growth.
  • Involves a regular review of curriculum, teaching instruction, assessment, and learning.

ECA STUDENTS: 


  • Are supported and encouraged to fulfill their academic, personal, social and emotional potential. Are encouraged to participate in artistic, athletic, multicultural and service learning activities
  • Are resilient, leaders, risk takers and innovators.
  • Are prepared for academic and non-academic experiences and for the challenges of becoming global citizens and completing university studies.  

ECA develops ‘The Whole Person’, using Campo Way and IB Learner Profile Attributes, through: 

  • Acquiring the following skills: Reflection, analysis, critical thinking, creativity, communication, and collaboration
  • Promoting high ethical standards 
  • Developing personal and social responsibility, self-confidence and emotional growth
  • Realizing student self-potential and holistic development
  • Promoting a positive “I can do/succeed growth mindset”
  • Promoting respect for self and others
  • Teaching students to make appropriate choices
  • Fostering a commitment of service to help others
  • Encouraging students to be industrious, honest and happy 

Internationalism/Interculturalism/Global Citizens Involves:

  • Understanding one’s own and other cultures through learning about language, diversity, society, culture, history, and arts promoting inclusion
  • Promoting collaboration
  • Encouraging learning about and understanding of global issues
  • Promote helping others within and outside the ECA community
  • Being respectful of diverse ideas and beliefs

High-Quality Learning Involves: 

  • Instruction and learning practices focusing on improving student learning and achievement
  • Preparing students for the IB or the ECA High School diploma
  • Preparing students to become independent lifelong learners
  • Promoting academic success, high personal commitment and achievement
  • Teaching and learning which engages students as inquirers and thinkers
  • Teaching and learning which fosters participation in experiential learning

THE 10 IB LEARNER PROFILE ATTRIBUTES

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. 

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. 

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. 

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. 

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. 

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. 

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. 

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. 

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

General Information

HOURS

Regular Hours: 8:30 a.m. to 3:30 p.m.

Wednesday Hours: 8:30 a.m. to 2:00 p.m.

Early Dismissal: 11:30 a.m. (on specially designated days on the calendar)

MORNING ARRIVAL  

Students should assemble in the Star Plaza on arrival and move directly to their classes when dismissed from Star Plaza at 8:15 a.m ready to enter class at 8:25 a.m. Students must be in their first class by 8:30 a.m. Students are considered late if not inside their first class by 8:30 a.m. On examination days, the Principal will determine the student exam arrival and departure procedures.

LATE TO SCHOOL

Tardiness impedes the efficient start of class for all students and it is important to be in school on time. Students who arrive late to school must go to the Secondary School Office and register. A late pass will be given to the student to present to the teacher. Teachers will not allow late students in the classroom without a pink slip. There will be a consequence for students who are consistently late to school.

ECA Tardy Policy

School attendance at school and punctuality is essential for maximising student achievement. ECA faculty experience has shown that students who consistently attend and are punctual will be successful both academically and socially in the future. Student attendance and punctuality directly impact the ability of teachers and students to conduct productive class meetings that facilitate student learning and achievement. 

Students should be in school on time and ready to begin class by 8:30 a.m. The purpose of the student tardy policy is:

  • to ensure that students maximize all learning opportunities
  • to ensure that teachers maximize all teaching opportunities
  • to ensure that administrators and others maintain a safe and orderly climate that focuses on punctual student attendance and student achievement.

A student is tardy when he/she is not in the classroom or assigned instructional area when class begins. Tardies are cumulative over the academic year. Students are not to be in the halls after class begins without an official pass.

1. LATE TO SCHOOL – Students should be in their first class by 8:30 a.m. each day

  • The student goes directly to the Secondary School Office
  • The student will receive a late pink slip
  • The Office Assistant marks the student late in Skyward
  • The student goes to class and gives the pink slip to the teacher
  • At 9:00 a.m., Skyward will send a student absence list to the faculty, administration, and to the parents of the absent students.

   More than 3 start-of-day tardies per semester

  • Principal will contact parents and discuss student’s tardiness to school
  • Lunch Time Reflection Period or other sanction assigned by Principal 
  • If needed additional consequences as determined by Secondary School Principal

2. STUDENTS LEAVING DURING THE SCHOOL DAY 

  • Students who have doctor or other appointments must have parent confirmation with Secondary School Office

3. STUDENT LATENESS TO CLASS 

  • Teachers will be on time and ready to receive students at the start of each lesson. 
  • Teachers will keep an accurate student attendance/punctuality record, using Skyward.

Consequences for students late to classes per semester are as follows:

  • Up to 6 Unexcused Tardies (Cumulative and across all subjects/classes)  
    • Teacher interaction with student/sanctions from the teacher
  • 7  to 10 Unexcused Tardies (Cumulative and across all subjects/classes) 
    • Student is sent to Principal’s Office
    • Principal will contact parents and discuss student’s tardiness
    • Lunch Time Reflection Period or other sanction Assigned by the Principal 
    • If needed additional other consequences as determined by the Principal
  • More than 10 Unexcused Tardies (Cumulative and across all subjects/classes)
    • 5 days Lunch Time Reflection Period 
    • Loss of Privileges (Athletics, Club Participation, NHS/NJHS, Senior Privileges, etc.) as determined by the Principal
    • Additional consequences as determined by the Principal

**Lunch Time Reflection Periods may also be assigned for disciplinary reasons by teachers in consultation with the Principal or for being late to assemblies, Learning Lab, etc.**

TRUANCY

If a student misses a class, either by staying out of school without the school’s permission or not attending the class while in school, then the student will have consequences and the parents will be informed. 

The Consequences will be as follows:

First Offense – One Day In School Suspension

All Other Offenses – Two Days of In School Suspension.

CAMPUS RESTRICTED AREAS

The ECA Campus is large and spacious. For safety and security reasons, students may not go into restricted areas without being accompanied by a staff member. After school in the gyms, only students designated by teachers can be thi the gym. Students found in restricted areas will have the following consequences:

1st Offense – Parent notified and consequence as deemed appropriate by the Principal

2nd Offense – 1 Day of In School Suspension

3rd Offense – 1 Day of Out of School Suspension

4th Offense – 2 Days of Out of School Suspension

These will be recorded in the Principal’s Behavior Log. 

Secondary School students are to use the designated Secondary School bathrooms only.

LUNCHES

All lunches are to be eaten in the cafeteria (Seniors can eat in the Breezeway as a privilege). They can obtain their lunch boxes from STAR Plaza and snacks from the Kiosk, but they will be consumed in the school’s cafeteria.

ACCESS TO CAMPUS AND STUDENT PARKING

Only cars with the ECA security sticker are allowed entry on campus. Stickers are available for parents from the security office. The guards at the front gate have been instructed to make no exceptions to this rule. Student parking is restricted. Each year, the Administration will determine the number of spaces available to students, generally a few seniors, and give permits based on each family’s petition, to be made in writing to the Principal at the beginning of each school year. In order to qualify for parking privileges, a student must possess a valid driving license. Parents should contact the Secondary School Office for further information.

CLOSED CAMPUS

Because of the need for campus security, ECA is a closed campus for all students. Students having to leave school during the day for reasons of illness, doctor’s appointments or other emergencies need to bring a note from a parent to the Secondary School Office prior to the time of pick up and must be picked up by parents or their representatives. Parents should note that ECA is not responsible for students once they have left the school grounds.

STUDENT VISITORS

To maintain a safe campus, the school restricts student visitors during class hours. Requests must be made to the Secondary School Principal at least one week in advance before any planned visit. Permission will be granted on a case-by-case basis. Alumni are welcome to visit  but they cannot disrupt the learning environment and must have a specific purpose or reason to visit. All visits by alumni must be pre-approved by the Secondary School Office.

PERMIT TO LEAVE SCHOOL BEFORE DISMISSAL

Occasionally, it may be necessary for a student to leave school before the end of the school day. A note/email from parents stating the reason is required and must be given to the Secondary School Administrative Assistant. If the student is ill and needs to go home, the nurse will call home and ask parents to come and pick up the student. In order to leave campus, students must present a exit pass to the guard at the Main Gate. Students will not be allowed to leave the campus anytime during the school day without this exit pass.

AFTER SCHOOL PICK-UP

Students who are picked up by parents or drivers should be met promptly at the end of the school day. Students wait in front of the Campo Dome. Parents or drivers should not plan to arrive at school before 3:30 p.m. when cars are permitted to enter the campus. Any cars that do arrive early must make a line by the front gate, leaving a lane for traffic circulation. Please be prompt for pick-up if your child does not use the bus. Please follow the instructions of school personnel in this regard. Because of security concerns outside the school grounds, the school administration strongly encourages parents to ensure that students either go directly home on the bus or are picked up at dismissal. Late buses are provided for students who are bus clients.

Parents must consult with the Secondary School Principal if a student is to remain on campus after 4:00 p.m. without being engaged in a school activity/event.

CONFIDENTIALITY

It is the policy of ECA to protect the privacy rights of students. At times it may be necessary to involve public agencies regarding the welfare of students. ECA staff will take appropriate measures to ensure the confidentiality of students is maintained during these contacts.

AFTER SCHOOL HOURS

Students are not to be at school after hours unless they are here for a specific purpose under the direct supervision of a parent or enrolled in an ASA or ECA program.

Expectations

DRESS CODE

Dress code and attendance are one of the ways that we demonstrate respect and responsibility to ourselves, one another and the community. Please note the Secondary School Principal is ultimately responsible for defining what is appropriate and not appropriate dress. From the time students enter campus until they leave, they are required to wear the official school uniform unless they are involved in an athletic event/practice.

SECONDARY SCHOOL DRESS CODE POLICY

No cut-off pants, tights, or torn or logos/advertising/designer clothes are allowed.

Students who choose to wear a sweater in addition to the school shirt are required to wear the official ECA sweatshirt or a plain navy blue/black sweater/sweatshirt with no logos/designs/advertising.

From the time students ENTER campus until they leave, they are required to adhere to the ECA DRESS CODE unless they are involved in an athletic event/practice. After the Athletic practice they must conform to the ECA Dress Code Policy if students remain on campus.

Please note the Secondary School Principal is ultimately responsible for defining what is appropriate and not appropriate dress. Parents will be called to bring in appropriate uniform attire for consistent violations.

Shirts: ECA issued uniform shirt must be worn at all times.

Fleece or Sweatshirt: ECA sweatshirts or any plain navy blue or plain black sweatshirt or fleece/sweater. NB: No sweatshirt or fleece/sweater with other logos or advertising (other than ECA) is acceptable.

Shorts: ECA shorts or plain navy blue or black. Shorts should be worn neatly and should be at least mid thigh length (NB: Beachwear shorts are not acceptable).

Pants: ECA pants or plain navy blue/black pants or plain blue jeans – (NB: no logos, advertising, designs, holes, rips, tears or badges added).

Skirts: Plain Navy blue/black or blue jean skirt (NB: should be at least mid thigh length – NB: no logos, advertising, holes, rips or tears).

Plain Leggings/Joggings/Sweatpants: Plain Navy blue/black (Full length Leggings/Joggings/Sweatpants only – no logos, advertising or designs).

Footwear: Traditional black or brown shoes, trainers or sandals that have a back strap (No flip-flops or beach footwear).

  1. The correct ECA physical education uniform is required for students in grades 6-10.
  2. Hats may be worn on campus but not in classrooms or in the Theatre.
  3. Earrings are also allowed but chains, studs or body piercings are not allowed.
  4. Jewelry is not permitted in P.E. classes.
  5. The Secondary School principal will decide when those Senior students, who are in good standing, can be awarded Senior Dress-code and any other special privileges.

NB: The Secondary School Principal is ultimately responsible for determining what is acceptable/appropriate school dress and for enforcing dress code decisions.

GUM CHEWING

No gum chewing is allowed at ECA. We keep our classrooms and corridors free from gum residue to maintain clean student learning environments. Thus, students cannot bring gum to school or chew gum while on campus.

ADMISSIONS

Admission to ECA is open to students of any race, religion or ethnicity who can benefit from the educational services currently provided by ECA’s programs. Admission is conditioned by ECA’s admissions policies and procedures manual. Please contact the ECA admissions department for more details regarding our admissions policies and procedure.

TUTORING

It is each ECA teacher’s professional responsibility to assist each student individually to the maximum extent possible. Parents should not engage a private tutor unless the student’s counselor or the Student Support Team recommends this after consulting with the Secondary Principal. Tutoring will not be permitted during the school day but can take place before or after school. The Secondary School Principal is ultimately responsible for making final Tutoring decisions.

LANGUAGE OF INCLUSION

ECA is mindful of the power of language and words, and acknowledges that what individuals say, and how individuals say things, directly affect a person’s perception of intention, goals, and values. We encourage the development of positive means of communication that foster a sense of community and acceptance. To facilitate an accepting community students and teachers should, when in a group, use a language which is common to all members of the group–a language of inclusion.

POSTERS & POSTING INFORMATION

All student groups/community groups must have permission from the Secondary School Principal to post any information/news in the school building. Any unauthorized posters will be removed. Posters should pertain to ECA activities only.

LOST AND FOUND

The lost and found area is located near the elevators by the Health Office. Items found should be handed in to this area immediately. All unclaimed items will be periodically donated to a charity.

STUDENT LOCKERS

All students in Grades 6-12 will be issued with a locker. The lockers must be kept locked. Problems with lockers should be brought to the attention of the Secondary Administrative Assistant/Guidance Counselor or Secondary School Principal. The lockers are school property, and school authorities have the right to open and check lockers at any time, as well as to assess students for damage to lockers. ECA is not responsible for the safety of any items left in a school locker.

FIELD TRIPS

Various classes and programs throughout the year make use of field trips within and outside of Venezuela. Parents will be asked to complete a parental permission slip in order for students to participate on field trips. School organized transportation must be used to attend these trips. Students are not allowed to transport themselves on any field trips. In most cases, field trips are not optional and are a part of the regular school day. Students are expected to attend unless they have extreme circumstances preventing them from doing so. In such case please contact the Secondary School Administrative Assistant or Secondary School Principal.

 ECA students will be more successful in achieving desired outcomes if parents:

  • Help foster student pride, confidence and a positive attitude in school and teachers.
  • Support school policies on behavior, dress code and attendance. Ensure students arrive to school on time. Provide the time and environment for students to complete homework. Encourage students to take responsibility for completion of homework assignments.
  • Are cognizant of and communicate to teachers about the level of ease or difficulty students experience with homework.
  • Initiate and encourage discussions with students on local, world or family issues, in a manner that significantly engages students and stimulates thinking.
  • Bring problems, concerns, and criticisms directly to the appropriate teacher for clarification or resolution.
  • Take an active role in the PTA, volunteer to support activities, and attend school events.
  • Keep counselor informed of special needs and circumstances pertaining to your child and his/ her learning (i.e., divorce, death in the family, etc.).
  • Carefully monitor the student’s outside of school activities after school hours and on weekends.
  • Dedicate time and thought to the continual improvement of ECA.

ECA Parent Expectations

PARENTS AT ECA

Parents are welcome at ECA at any time. It is important that you sign in either at the main gate and write your destination in the school so that you can be located if necessary. For everyone’s security, we need to identify who is on campus at any particular time. To limit classroom interruptions/student learning, parents should not visit classrooms without previously arranging with the teacher. If you need to speak to a teacher on short notice, contact the Secondary School Office.

PARENT ASSOCIATION (PA)

The ECA PA is an important component of the school. All parents are automatically members, and many take an active role in the school community. Parents can volunteer to assist the teachers as room mothers, to work in the library or on one of several committees for special events such as the Teacher Appreciation Day and supporting student events/activities.

 COMMUNICATION

Type of CommunicationInformationHow to Access/Use
WebsiteGeneral informationwww.ecak12.com
HandbookStudent Policies and ProceduresAdmissions office, Website, Offices
SkywardGrades and Attendance RecordsPassword from IT Department
BridgeUUniversity ApplicationsEmails from Advisors; password from Counselor
Parent Chats (with Principal)In-depth discussion on academic topics or changes to school programmingCampo News
Parent Conferences DaysAcademic and Report Card ReviewsTwice a year – Refer to the school calendar
Special Parent Conferences (by request)Special Concerns regarding academics or behaviorContact teacher directly (e-mail)
Campo NewsGeneral School NewsWebsite
Back-to-School NightIntroduction to TeachersBeginning of Year – Refer to the school calendar
New Student Orientation Orientation to SchoolBeginning of Year – Refer to the school calendar
College Night ProgramInformation regarding the university application processSeptember (G12) and February (G11)
IB Orientation ProgramIB Diploma program information for Grade 10 studentsFebruary
EmailRegular CommunicationAll stakeholders in the community receive an ECA domain email address (@ecak12.com)
Medical NotesPE exemptions or absences beyond two daysSend with students
Mid-term Progress ReportsFormal reporting on academic gradesTwice per year
Semester Report CardsFormal reporting on academic gradesTwice per year

Student Attendance

Attendance is a key factor in student academic success and is, therefore, of primary concern. The following policies are designed to encourage regular attendance:

  • At 9:00 a.m., Skyward will send a student absence list to the faculty, administration, and to the parents of the absent students.
  • The School Offices should be notified of an absence either through phone, email or note.
  • If a notification is not received, the Secondary School Office will contact the parents of students who do not show up to school.
  • Regular and substantive attendance is required to attain credit for a course. For a full year course, this means that students must not miss more than ten percent of class meetings (this is typically 18 days in a year). Extensions to this rule may be made for extenuating circumstances by the Secondary School Principal in consultation with the Superintendent. Students will be warned when they approach this limit, or if they appear to be on a pace to exceed this limit.
  • A formal administrative review will be required to grant credit where the above attendance guidelines have been exceeded. Continued enrollment at ECA will also be reviewed in such cases.
  • All absences are counted when computing the attendance requirement.
  • Students missing two or more classes in a school day are considered absent for the day.
  • Absences for days missing immediately preceding and succeeding holidays, are considered when reviewing attendance patterns.
  • Absences incurred before a student arrives at ECA may count towards this total if the student does not produce satisfactory records of attendance at his or her previous school.
  • If a student is to be excused from a particular Physical Education activity for medical reasons, a note from a doctor is required. This note should be handed to the Physical Education teacher. The student will be sent to the Nurse’s office for a medical assessment in order to develop an appropriate physical activity.
  • Parents should also notify the Nurse’s office and the Secondary School Office of any significant medical concerns.
  • If a student misses more than six blocks of any class in a semester, they will be expected to make up the time after school. If a student misses nine or more blocks of the same class, the student may lose credit for that class in that semester. For Grade 12 students, due to the IB exams in May, they cannot miss in excess of five blocks in the second semester or they will lose credit for that class for that semester (unless the time is made up after school).
  • For a student who exceeds 18 school day absences, the Secondary School Principal reviews absences of the student and consults with the Educational Leadership Team for future steps and actions.

Assessment, Grading & Reporting

OVERALL PHILOSOPHY ABOUT ASSESSMENT 

The designing of assessments is an integral part of the overall curriculum design process. Assessment is an ongoing process aimed at understanding and improving student learning. It involves making expectations explicit and public, setting appropriate criteria and high standards for learning quality, systematically gathering, analyzing and interpreting evidence to determine how well performance matches expectations and results and using the resulting information to document, explain and improve performance.

Report Cards

Report cards are issued each semester. Apart from the two semester report cards, parents are encouraged to maintain regular communications with teachers, counselors, and administrators. Email is the recommended means for making contact and requesting a conference or meeting.

Progress Reports

Mid-term progress reports are sent to parents indicating student’s progress two times per year (approximately halfway through each of the two semesters). Mid-term progress reports include comments from teachers and the student’s current grade. Formal parent-teacher conferences are scheduled within a few days of mid-term progress reports. We suggest parents or guardians who are concerned about the progress of their son or daughter to contact the teacher(s) involved. Progress reports may also be sent earlier or later by teachers if they see a change in student performance.

More complete information about assessment, grading and reporting – including GPA calculations and grade descriptors – can be found in the Assessment, Grading and Reporting: Parent Guide.

Cumulative GPA and Student Rank

Student GPA is based on a 4.33 scale. All students receive regular grades (up to 4.33) for non-IB and IB Standard Level (SL) courses and a weighted grade of 1.0  (up to 5.33) for IB Higher Level (HL) courses. This additional weight is reflected in the cumulative GPA which appears on the transcript. Please refer to the school profile for more information on the grading scale. ECA does not rank students

High School Credits and Grade Level

For graduation eligibility, students must meet academic credit expectations. Therefore, students will be placed into academic year (10, 11, 12 respectively) based on credits earned. A diploma from ECA requires a minimum of 26 earned credits upon graduation.

HABITS AND ATTITUDES TOWARD LEARNING (HATLs)

In the Secondary School, we provide feedback in two areas; the students approach to learning and their performance against academic standards-based criteria. Both sets of information are equally important. By separating HATL’s from academic performance reporting, we wish to communicate the high value we place on learning habits and at the same time increase clarity on students learning performance compared to learning habits.

Habits and Attitudes Toward Learning (HATL’s) will be reported on in three categories. They include Organization, Engagement, and Collaboration. To communicate these values, HATLs are featured predominantly on all ECA Secondary School report cards and are reported on in all assigned classes. Habits and Attitudes toward Learning (HATL) include the following descriptions:

  1. Communication
    1. Communication: Exchanging thoughts, messages and information effectively through interaction.
  2. Social 
    1. Collaboration: Working effectively with others.
  3. Self Management 
    1. Organization: Managing time and tasks effectively.
    2. Affective: Managing state of mind.
    3. Reflection: (Re-)considering what has been learned; choosing and using ATL skills.
  4. Research
    1. Information Literacy: Finding, interpreting, judging and creating information.
    2. Media Literacy: Interacting with media to use and create ideas and information.
  5. Thinking 
    1. Critical Thinking: Analyzing and evaluating issues and ideas.
    2. Creativity and Innovation: The skills of invention – developing things and ideas that never existed before.
    3. Transfer: Utilising skills and knowledge in multiple context.

Habits and Attitudes toward Learning Proficiency Level Descriptors

Students will be given the following indicators for each of the three HATLs above: EC, PU, DS, or ER:

EC – Exemplary/Consistently: Exceeding expectations by consistently acting as a role model for this habit/value. 

PU – Proficient/Usually: Meeting expectations by exhibiting this habit/value independently.

DS – Developing/Sometimes: Approaching expectations by exhibiting this habit/value after being asked or reminded.

ER – Emerging/Rarely: Not meeting expectations by occasionally exhibiting this habit after being asked or reminded.

For a link to the Habits and Attitudes Toward Learning rubric, click on the following: HATL Rubric.

HOMEWORK 

Homework should be considered as practice (formative assessment) to support the instruction and learning occurring in the classroom. As per ECA school policy, homework is not assigned over holidays. For complete details please refer to the ECA Homework Policy: ECA Homework Policy.

MISSING EVIDENCE/ASSESSMENTS

The alternative to the use of zeros is to simply leave a blank space in the grade book for missing or tainted evidence. When it is time to determine grades, teachers decide whether there is enough evidence to make the necessary determination of a grade. If there is sufficient evidence, the grade should be determined on the basis of the available evidence. If there is insufficient evidence, then the grade should be recorded as an “I” for “Incomplete” or “Insufficient evidence.”

If it is determined that there is insufficient evidence in order to make a professional judgment regarding academic performance, then there is a withholding of course credit until sufficient assignments are complete. Both teachers and students work together to develop an understanding that academic work must be completed and students cannot “just take a zero”. Here is a link to the missing evidence/assessment procedures in the Secondary School:

Evidence/Assessment procedures.

SUBMISSION OF LATE WORK

When assessing work, the teacher will distinguish between performance and habits and attitudes towards learning. Penalizing students for submission of late work can lead to false reporting of a student’s academic performance. At ECA, we believe that it is not appropriate to use assessment feedback as a discipline tool or to “teach responsibility”.

However, assessments should be completed in a controlled, authentic environment that is consistent for all students. Therefore, assessments that are given extensive time extensions can also lead to an inaccurate reporting of a student’s academic ability. If the aim of the assessment task is to gauge performance of a skill at a moment in time (usually as part of a formal exam or with work that is otherwise concluding before moving on to subsequent units of study), only what work is completed by the due date may be considered for purposes of assessment feedback. The critical decision when dealing with late assessments is determining if the deadline is an organizational or assessment consideration. Overall, students have a maximum of two weeks to complete late work with academic support.

ACADEMIC SUPPORT

If students miss an assessment, or a deadline for submitting work, they will be required to stay after school on the following Tuesday and/or Thursday from 3:30 – 4:30  p.m.until the assignment is completed. They will be provided support with a teacher from the subject of the assignment they are late completing. Students are required to attend these sessions and they supersede any other after school activity in which the student is participating. If a student does not attend assigned academic support they may receive a 1 for the assignment or assessment they are required to complete during academic support. Parents must contact the Secondary School Office if their son or daughter is unable to attend an assigned academic support. 

HONOR ROLL

The Honor Roll for grades 6 to 12 students at Escuela Campo Alegre recognizes the character and academic achievement of our students. There are two possible honor rolls for grades 6 to 12 students: ‘Excellence Honor Roll’ and ‘Honor Roll’. Here are the criteria for students to earn a place on ECA’s semester honor roll:

1) Academics –

  • I. Excellence Honor Roll – Each student must earn semester grades of 6s and 7s and no more than three 6s in their courses with no semester grade lower than a 6.
  • II. Honor Roll – Each student must earn semester grades of 5s, 6s and 7s and no more than three 5s in their courses and no semester grade lower than a 5.

2) HATLs (Habits and Attitudes Toward Learning) –

  • For both the Excellence Honor Roll and the Honor Roll, each student must demonstrate ‘Proficient’ and ‘Exemplary’ HATL semester scores in all courses with no more than eight ‘Proficient’ scores allowed in total per semester (no HATL score can be below ‘Proficient’). 

Technology

The technology department provides technology solutions to contribute to an environment at ECA where teaching and learning are fun, creative, authentic, innovative, collaborative, data-driven, and technology-infused. We embrace the blended learning model. Online learning environments offer different, but complementary functions to classroom learning and free up time for face-to-face interactions. Some of the platforms we employ to blend with traditional classroom teaching are: Schoology, FrontRow, Raz Kids, Hapara, etc. Teacher are expected to have an online classroom presence through Schoology.

Technology integration guiding statements:

  • The role of technology is to enhance and transform learning.
  • Technology integration is curriculum driven.
  • ECA uses ISTE Standards and the SAMR model to guide technology integration.
  • Technology integrators keep up with research on methods of best practice.
  • Community members continue to learn, developing expertise through models of best practice and self-reflection.
  • Technology integrators are approachable and innovative, promoting an inspired, positive culture around technology use.

Parent Digital Responsibility In the Secondary School we believe that parents have the right and responsibility to be involved in the digital life of their child. It is essential that the ECA parent and student responsibilities be followed to ensure the safe, efficient, and ethical operation of the school’s computer.

BYOD Program Guidelines

BYOD stands for “Bring Your Own Device” – it is a program where students bring in their own laptop to school. All ECA students in grades 6 to 12 are in the ECA BYOD program and are be required to bring a laptop to school. Current trends in Educational Technology all point to mobility of devices that suit the individual’s need. The move to internet cloud computing and storage makes mobility even easier. Greater innovation and differentiation in the classroom means that students must become more independent learners. This means students must make more decisions on how and where to access the information they need, which in many cases will be different than their classmates sitting next to them. BYOD enhances that ability by enabling the creation of Personal Learning Environments by each student.

The primary purpose of BYOD (Bring Your Own Device) at ECA is to support and enhance student learning.

  • Students may not use the devices for personal or entertainment purposes of any kind during 8:30 a.m.- 3:30 p.m. Monday to Friday.
  • Students must bring their BYOD device fully charged to school. 
  • Students must bring their chargers to school.
  • Students on BYOD are required to use and be signed in to the Google Chrome browser during class use of BYOD devices.
  • Students who repeatedly use their BYOD in ways that violate the school technology ‘Responsible Use Policy’ could lose their BYOD privileges and be assigned a school-issued Chromebook.
  • School-owned software installed on student devices must be uninstalled by the Technology Department before students are cleared for check out at the end of the academic year or withdrawal from school.
  • ECA is not responsible for loss, damage, misuse, or theft of BYOD or related devices.
  • Access to the ECA WIFI system is only granted after students have signed the ‘ECA Student Technology: Responsible Use Policy’ which can be read on ECA’s website.

Guidelines on the Use of Cellphones

As a school privilege, students may use cellphones before and after school and  use cell phones for emergency purposes during recess, and lunch hours. During class/learning/assembly time students may not use cellphones unless directed to do so by the teacher/administrator in charge of the activity. Upon entry to each class all students are required to place their cellphones in the baskets provided. These can then be collected at the end of each lesson. Students who consistently do not follow these guidelines will have their cell phone privileges suspended for a period of time as determined by the divisional Principal.

Links to Technology Documents:

Library Media Center

The ECA Library’s mission is to help students and teachers become effective users of ideas and information. Please feel free to ask the library staff for assistance in the library. Students are responsible for all materials checkout under their name from the ECA Library.

Library Web Page

  • The library page can be found on the ECA Website under “Learning” link on the main navigation.
  • DESTINY, the library’s web-based catalog of all library materials, is available on the library web page from home or school.
  • Online research databases access is available from the library web page; ask the library staff for username and password information.

Using The Library

  • The library is open for one hour before and after school. Library hours are 7:30 a.m. – 4:30 p.m.
  • Students may use the library individually, in small groups, and with classes for reading, research, and studying.

It is the responsibility of the student to replace (or pay for) any damaged or missing library resources under their name. Failure to return overdue books (or settle your library account) can lead to a hold on your academic record.

Co-Curricular Programs

ECA offers a wide variety of sports, clubs, and activities for students, ranging from the Model United Nations to student-led clubs and sports activities.

Community Action and Service (CAS) – Service Learning

ECA has a history of being involved in community service learning and activities. It is our belief that the utilization of one’s talents for the benefit of others is fundamental to completing the formal education of any young person. Community Service or CAS (Creativity, Action, and Service) and involvement in service learning activities is a requirement for all students in the Secondary School.

Student Leadership Council 

In grades 6-12 the Student Council is a student representative body that promotes school spirit, advocates for improvement in the school, serves as a communication link between the student body and the administration and provides various social activities for students. This organization consists of class representatives plus four officers: president, vice-president, secretary and treasurer. Students volunteer to be on the Student Leadership Council, and they must have a GPA of 3.0 or above to be eligible for student body offices. Students on Academic or Disciplinary Probation are not eligible to run for student body offices.

NJHS and NHS (National Junior Honor Society and National Honor Society)

NJHS and NHS groups meets regularly and performs several service related activities. Membership of the National Honor Society is granted to eligible students selected by the a group of faculty members appointed by the Secondary School Principal.

Team Sports

ECA offers a full range of individual and team sports. There are competitive and non-competitive opportunities for every student.

Competitive sport activities are available at different levels. All levels are determined by the age of the student participants.

ECA competes formally in CAISSA (Caribbean Area International Schools Sports Association) tournaments. Participation in both VANAS and CAISSA tournaments is subject to satisfactorily meeting ECA’s behavioral and academic standards. Student eligibility is based on acceptable HATL performance on mid-term progress reports and/or semester report cards. In addition, students not meeting ECA attendance policy guidelines (absent more than 10% of classes) may be deemed ineligible.

Athletics Program 

Please refer to the Athletic Handbook for further information: ECA Athletic Handbook.

Experiential Learning 

The Secondary School offers annual experiential learning opportunities for students in grades 6 to 12 “Experiential Learning Week”. Students select from a variety of learning experiences that add to the curriculum at school. For instance, students have traveled to Merida for a Sagarmatha climbing experience, Washington D.C./New York City, Puerto Azul, and more.

The philosophy is as follows: “Through experiential learning, students become engaged in experiential learning by partaking in service, action, or investigation. Experiential learning is one of the essential components of developing the “whole child”. The major building blocks in helping each ECA student to reach his or her potential is through the ten IB learner profile attributes. Learning through participating in hands-on projects and  working as members of a group to achieve goals, allows students to internalize learning and to develop a stronger sense of responsibility, perseverance, passion, and creativity. These contribute to students becoming global thinkers. Students are often deeply impacted by these kinds of experiences, fondly remembering them long after their days at ECA are over. These experiences help to define ECA students and may guide them toward future ideals and decisions that will shape their world.”

Secondary School Support Programs

Counseling & Guidance 

Adolescence can be a challenging time for both students and parents. The Secondary School counseling office provides assistance to students, parents and families dealing with academic, social and emotional issues. The guidance counselor runs the counseling and guidance program. The counselor is supported by a learning resource teacher and an ELL specialist. Tutors are available on a referral basis when the need for such services arises. Services provided include individual, academic, and personal counseling. The counselor is in regular contact with each student and maintains close communication with parents. In addressing the needs of students with academic problems, the counselor relies on information and advice provided by faculty. The counselor also tests to determine appropriate course placement and administers certain standardized tests.

ECA Secondary School Testing 

All 6-9th graders take MAP twice yearly (September and April), and all 10th and 11th graders can take the PSAT in October. 11th graders are strongly encouraged to take the TOEFL (for non-native English speakers), ACT, SAT Reasoning and SAT Subject Tests, in May and June. It is recommended all 12th graders repeat the SAT and ACT (if necessary).

College and University Guidance

The goal of ECA’s college counseling program is to find the “right fit” for each student, one that ensures the best possible opportunity for a successful college career. 100% of our graduates continue their studies at colleges and universities around the world. ECA graduates have been admitted to the very best universities in the USA and around the world,

LEARNING LAB, ADVISORY AND GRADE-LEVEL ACTIVITIES

Each student in the secondary school is assigned an advisor at the beginning of the school year. The purpose of the advisory system is to provide students with a faculty member who takes an active concern in supporting the academic and social welfare of each student in the advisory group.

Advisory meetings take place during Learning Lab sessions and at other times during the week. They take the form of small group or whole class sessions devoted to grade-level activities, academic and activity planning, college and career counseling (especially for grades 11 and 12), relationship building, self-awareness activities, and looking at current issues that are happening in the ECA community. The program is coordinated by the Guidance Counselor and Student Support Team (SST) and is adjusted to the needs of students at each grade level.

Student Support Services

The ECA Student Support services is guided by the ECA Student Support Manual. For more information, please contact the Secondary School Office or an SST staff member.

Student Support Team (SST) Mission

Escuela Campo Alegre (ECA) is an inclusive school that celebrates diversity and provides our students equal opportunities to receive a dynamic education to achieve each student’s social and academic potential.

Student Support Team Vision

We believe the highest expectations for learning must be maintained in the classroom to ensure all students are included and engaged in meaningful learning. Differentiation strategies, accommodations, and modifications offer all students equal access to learning.

Student Support Team (SST) Roles

Every secondary teacher participates to provide the best, most inclusive education for all students.Therefore, the student support team members and subject area teachers work together to co-plan and co-teach classes. This allows the teaching team to collaborate and differentiate to develop strategies to meet individual student learning needs.

Academic Honesty 

Academic Honesty – Advice and Expectations

Academic honesty requires that students produce work that is their own. In contrast, academic dishonesty is a student’s attempt to claim and show possession of knowledge and/or skills that he or she does not possess. The well-being of the school community depends on each student accepting responsibility for his or her personal conduct with both social and academic endeavors.

ECA students are expected to prepare their own schoolwork to the best of their ability for evaluation by our faculty. Students who are not academically honest, at ECA, will face academic and disciplinary consequences. Academic dishonesty includes, but is not limited to:

  • Taking assignments and copying all or part of it and presenting it as one’s own.
  • Sharing work for the purpose of copying and allowing another person to present it as their own.
  • Giving information or answers from quiz or a test to other students.
  • Fabricating or inventing information or falsifying research or other findings.
  • Using or consulting unauthorized materials or using unauthorized equipment or devices on tests, quizzes, assignments or examinations.
  • Using any portion of a paper or project to fulfill the requirements of more than one course unless the student has received prior permission to do so.

Disciplinary Action For Student Violations Of The Academic Honesty Code

The teacher will directly address any academic honesty infractions with the student concerned, documenting the details, and informing the Guidance Counselor/Secondary Principal. Repeated offenses will be documented with the parents informed and could lead to disciplinary action including but not limited to the following:

  • Repeated academic dishonesty infractions will be placed in the student’s file.
  • Repeated academic dishonesty infractions will lead to the student having their educational setting re-defined on a temporary or permanent basis.
  • If the repeated offense occurs in a specific course, the student may be withdrawn from the course or have relevant coursework withheld.

Here is a link to the disciplinary action to be taken regarding Academic Honesty: Disciplinary Action For Student Violations Of The Academic Honesty Code

ECA Student Protection Policy (SPP)

The Escuela Campo Alegre student protection policy is informed by the United Nations (UN) Convention on the Rights of the Child, Venezuelan law and the International Task Force on Child Protection (ITFCP).

Student abuse, neglect, and bullying are serious concerns in schools throughout the world and are obstacles to their education and development. Schools hold a particular institutional role in society to protect their students and to ensure that each student is afforded a safe and secure environment in which to learn and develop. Educators and school staff, having the opportunity to observe and interact with students over extended periods of time, are in a unique position to identify “at-risk” students and circumstances. As such, schools and educators have both a professional and an ethical obligation to identify students who are at risk for abuse, neglect, or bullying and/or in need of support and/or protection. Schools and educators must provide services and assistance required to address such circumstances for both the student and his/her family. In addition to protecting students from abuse, neglect, and bullying, schools and educators must report any knowledge of suspected or identified abusers and sex offenders.

All members of the ECA faculty, staff, and student body are required to acknowledge, sign, and adhere to the school’s Code of Conduct.

Please read the full ECA Student Protection Policy here.

Please read the ECA Security an Facility Use here.

Code of Conduct

Please read the full ECA Code of Conduct here.

Adults working at Escuela Campo Alegre are all required to follow this Code of Conduct. It is important that students inform parents or another adult if one of your teachers is breaking one of these rules.

The Code of Conduct also applies to the conduct of all students at ECA while at school, on any school premises, or while under the supervision of a school authority, or for conduct while not at school, but is a school-sponsored event. A “school-sponsored event” shall include, but is not be limited to, school field trips, athletic contests, musical, artistic and intellectual events wherein the school district is a participant, no matter where those trips, contests or events are held, including the period of transportation to and from those trips, contests and events, and the transportation to and from school.

Student Harassment Agreement

Students have a right to a life free from harassment and discrimination and a legal right to an education free from sexual harassment or discrimination of any kind. Thus, the purpose of this policy is to provide, as far as possible, a safe, pleasant, nondiscriminatory, and humane atmosphere for learning.

Examples of Sexual Harassment

  • Touching or grabbing 
  • Comments about another’s body, 
  • Sexual remarks or suggestions 
  • Conversations that are too personal 
  • Pornographic pictures or stories 
  • Exchanging dirty jokes 
  • Making obscene gestures 
  • Offensive displays of sex related objects
  • Continually looking at a person in a way that seems too personal
  • Forcing sexual attention on others
  • Dominate others by unfairly taking advantage of a situation 
  • Taking/showing pleasure from someone else’s pain or discomfort 
  • Abuse power that they have over people
  • Violate others’ rights.

Other Examples of Student Harassment

  • Cyber-bullying
  • Verbal abuse or name-calling, of a demeaning, derogatory or threatening nature
  • Verbal, written or graphic references of a demeaning, derogatory or threatening nature concerning another pupil’s capacity, physical attributes, appearance, grooming, hygiene, clothing, race, religion, sex, family or national origin
  • Defacing of school property with written or graphic materials
  • Theft, damage or destruction of another’s physical property or property under another’s control, such as school texts, library materials, and athletic equipment
  • Physical assault of another person, or threatening to do so
  • Creating an atmosphere which creates a hostile environment for another person.
  • Any other conduct, whether intentional or unintentional, which results in harassment of the nature described above.

Reporting by Staff

All staff members of the school, including teachers and support staff, are expected to be vigilant and to report suspected or actual cases of bullying or any form of harassment to the Secondary School Principal.

Student Discipline

ECA recognizes and accepts the responsibility to create, foster and maintain an orderly and safe classroom and school learning environment. Inappropriate behavior by students on school premises, school-sponsored transportation, or at school-sponsored activities that injure self or others, damage private or public property, involve tobacco, vapes, JUULS, and related devices, drugs, alcohol, illegal or inappropriate chemical substances, impede or obstruct the learning process, or disrupt classes and/or the operation of the school will not be permitted. Every individual is entitled to courtesy, consideration and respect in relationships with fellow students and adults. Individuals must earn this courtesy, consideration and respect by extending the same courtesy consideration and respect to each person they interact with during each school day. Staff, including administrators, and teachers use their professional training, experience and authority to contribute to and create a school, and classes where safe, effective learning is possible. Students are expected to come to school, and to be respectful, attend each class ready and willing to learn. Parents should be aware of their children’s activities, performance, and behavior in school and are asked to cooperate and consult with the school to support school procedures, prevent or address problems.

Student conduct/discipline is handled in a fair, firm, and friendly manner at ECA. Our holistic learning approach helps students develop a healthy, positive self-confidence, a sense of responsibility, and an understanding of how to work cooperatively and respectfully with others.

DISCIPLINE POLICY PRINCIPLES

  • The ECA discipline policy is based on the following principles that govern interactions when dealing with student behaviors:
  • The focus will be on responding to the behavior of a student, not on judging the student.
  • Understanding that all students are human and will make mistakes, every disciplinary situation is treated as an opportunity to teach expected behaviors, reinforce ECA values and to allow the student to exponentially learn.
  • If inappropriate behaviors continue after a discussion with a staff member has occurred, the student will complete a reflection form in which he/she will:
    • Describe the nature of the offense/incident in his/her own words.
    • Describe how his/her behaviors violated ECA values.
    • Describe how his/her actions impact him/herself and/or others.
    • Identify the appropriate action step(s) needed to correct the behavior and to ensure that repetition will not occur.
    • Designate a time for a follow-up conversation with the teacher regarding future behaviors.
  • Consequences are based on the assumption that behavior change is most effective when the consequence follows naturally from and immediately following the offense.
  • Being truthful, admitting to one’s mistakes, and accepting consequences are an important part of the process of learning from one’s mistakes and moving forward in a positive way.
  • Parents have a responsibility to ensure that the behavior of their child does not take away from the opportunity for all students to have a safe and positive learning environment. As such, parents will be our partners in sharing responsibility for administering appropriate consequences for misbehavior.
  • Understanding that every child and every situation is unique, all consequences may be adjusted at the discretion of the Secondary School Principal.

The policy as detailed below defines four (4) levels of unacceptable behavior based on the impact they have on the student or others:

LEVEL 1: Productive Personal Environment (Behaviors that occur in the classroom and interfere with a student’s own productive personal environment)

  • Examples include: off-task behavior; unprepared for class; compliance with teacher request.
  • Responsibility of teacher
    • Teacher should document inappropriate behaviors in the classroom and apply appropriate classroom consequences.
  • Range of consequences includes: discussion with student; student reflection form (for repeat offenses); parent notification; parent conference.
  • Responsibility of the Secondary School Principal:
    • Involvement if second parent conference is necessary.

LEVEL 2: Productive Classroom Environment (Behaviors that occur in the classroom and interfere with the learning of others)

  • Examples include: disrespectful or defiant behavior; excessive talking out of turn; failing to comply with reasonable request of teacher; disturbing another student; inappropriate use of equipment; out-of-seat behavior; failure to follow classroom procedures affecting others.
  • Responsibility of teacher
    • Teacher should document inappropriate behaviors in the classroom and apply appropriate classroom consequences.
  • Range of consequences includes: immediate verbal correction; completion of student reflection; student-teacher conference; parent notification; parent-student-teacher conference; referral to the Principal for repetitive behaviors that continue after parent-student-teacher conference.
  • Responsibility of the Secondary School Principal:
    • Involvement for repetitive behaviors.

LEVEL 3A: Orderly Environment (Behaviors that occur outside the classroom that are not intended to cause physical or mental harm to another individual, but do negatively affect an orderly environment)

  • Examples include: disruptive hallway behavior; inappropriate cafeteria behavior; disruptive behaviors at a school activity; disruptive behaviors or aggressive play at recess; tardies to class; disrespect toward an adult outside the classroom; repeated failure to report for a conference with a teacher.
  • Responsibility of staff member addressing behavior
    • Address the inappropriate behavior immediately and/or refer to the Counselor or Secondary School Principal for more serious or repeated offenses.
  • Range of consequences includes: if possible, consequence should be a natural consequence related to the behavior (i.e. a student misbehaving at lunch recess will be denied the opportunity to attend recess for a period of days); completion of reflection form; verbal warning; verbal and/or written referral to the Secondary School Principal or Counselor;
  • Responsibility of the Secondary School Principal:
    • short-term “re-definition” of educational setting (i.e. a student must stay home and complete work outside of school).

LEVEL 3B: Orderly Environment (More serious offenses inside or outside the classroom that jeopardize an orderly environment)

  • Examples include: destruction/defacement of school property (including damage to computers resulting from inappropriate handling/horseplay); verbal arguments/name-calling/bullying; inappropriate language and gestures; derogatory comments about the culture/language/ ethnicity of others; insubordination; forgery; cheating/plagiarism and distribution, sharing or viewing of inappropriate images and/or reading materials.
  • Responsibility of teacher: Teacher should document event and refer to the Secondary School Principal.
  • Range of consequences includes: automatic referral to the Principal; parent conference; remuneration for expenses incurred by school/others; short-term “re-definition” of educational setting; long-term “re- definition” of educational setting for repeated offenses.

LEVEL 4: Safe Environment (Behaviors that endanger the safety of self or others in the environment)

  • Examples include: any behavior that is intended to cause another individual physical or mental harm; bullying (including cyber-bullying); theft; physical fighting (physical aggression intended to provoke or intend harm); threats; intimidation; gross disrespect for adults; weapons; sexual harassment; alcohol/tobacco/vape or related devices/drug use or possession; severe destruction of property.
  • Responsibility of staff member: Teacher should document event and immediately refer to the Secondary School Principal.
  • Immediate referral to the Secondary School Principal
  • Range of consequences includes: parent conference (required); short or long-term re-definition of student’s educational setting; other consequences at discretion of the Secondary School Principal.

Long-Term Program Re-Definition

If, in the opinion of the Secondary School Principal, a violation of school rules meriting a long-term program of re-definition arises, the matter will be submitted to the Superintendent.

Behavioral Contract

If a student has repeated disciplinary infractions, they will be placed on a behavioral contract. The contact will outline specific actions steps to help the student meet ECA behavioral expectations.

Lockers

School lockers are the property of ECA and are provided for the convenience of students. At no time does ECA relinquish its exclusive control of lockers. Periodic general inspections of lockers and contents in the lockers may be conducted by school authorities for any reason at any time, without notice, without student consent, and without a search warrant.

School Bags

The school may conduct student bag checks to substantiate incidents related to theft or prohibited or inappropriate materials being brought to school.

ECA Substance Abuse Policy 

ECA has a responsibility to ensure that ECA is a safe school environment for students to develop individually and socially, where young learners, develop the necessary skill, knowledge and information to make healthy lifestyle choices.

The intent of the ECA Substance Abuse Policy is that all ECA students, parents, faculty, and staff are informed about ECA’s Substance Abuse Policy and that students abstain from substance abuse during their time at ECA.

All students admitted to ECA agree not to consume, be under the influence of, possess, give, receive, purchase, sell or distribute any illegal or inappropriate substances at any time, whether on campus, in a school vehicle or during any school-sponsored trip or event.

Parents have a responsibility to support their children, and the school, with respect to the distribution or use of illegal/inappropriate chemicals or substances and agree to take necessary actions to support  ECA’s uniform enforcement of the ECA Substance Abuse policy. It is important for students and parents to understand and accept that any illegal or inappropriate substance abuse violation constitutes a serious breach of ECA School Policy and has serious consequences.

The ECA Substance Abuse Policy refers to: the distribution, sharing or use on school campus or during school activities, trips or events of: 

  • illegal drugs 
  • alcohol
  • electronic or other forms of vape/nicotine inhalers
  • cigarette or tobacco use
  • Unauthorized prescription medication and other related drugs

ECA Substance Abuse Policy – Annual Signed Contract Obligation.

At the beginning of each academic year the Substance Abuse Policy is reviewed with Secondary students and electronic copies sent to parents. Each student and parent are required to confirm that they have read an annual statement of agreement acknowledging receipt of, understanding and acceptance of, the ECA Substance Abuse Policy.

General Information

  • Parents are invited and encouraged to attend a student protection and substance-abuse prevention session offered annually at ECA.
  • The school conducts regular locker and bag checks to substantiate and follow up on  incidents involving reasonable suspicion of prohibited or inappropriate materials being brought to or used at school or school activities and events.
  • Reasonable suspicion may result from:
    • Information received from student, teacher, staff member or parent witnesses.
    • Evidence of possession, consumption, or distribution.
    • Behavior pointing to possible violation.
  • In cases of reasonable suspicion of student violation of the policy, at least two ECA Administors or faculty members shall: 
    • Question the students involved in a comprehensive and fair manner, and document the outcome in writing.
    • Establish if a violation occurred and refer matters to the Divisional Principal.
  • In cases where the school has substantiated reasonable suspicion of a violation:
    • Parents shall be requested to attend ECA, as soon as is possible, in order to obtain the relevant information and give the parental perspective.
    • The School Principal will verify with parents the information obtained and after having listened to the parental perspective inform them of decisions consistent with the school’s list of official sanctions. If parents cannot attend, procedures shall be conducted in the presence of at least one ECA administrator and/or a faculty member as witnesses and parents informed of the outcomes in writing.

Definition of Illegal and Psychotropic Drugs – Venezuelan Law

For the purposes of this policy, ‘illegal or psychotropic drugs’ refers to any illegal stimulant or depressant such as marijuana, hashish, heroin, cocaine, amphetamines, and barbiturates.

  • The possession, consumption, selling, buying or distribution of illegal psychotropic drugs is a violation of Venezuelan law and ECA School policy  
  • Parents and students should be aware of the possibility that, depending on the circumstances of each individual case, ECA may be required to report an incident of use, possession or purchase of an illegal/inappropriate substance to the appropriate governmental authorities outside of ECA.

CONSEQUENCES/SANCTIONS

Sale or distribution of Illegal and Psychotropic Drugs

Confirmed Distribution or Sale of Illegal and Psychotropic Drugs

  • Confirmed distribution or sale of illegal/inappropriate substances in school, in school vehicles, and/or at school events will result in a formal meeting with the student and parent. 
  • After the Guidance Counselor and the School Principal have investigated and verified matters and listened to the students and parent rationale/reasons the School Principal will make decisions according to the following set of violation sanctions: 
  • First Violation: 
    • Five Day Out-of-School Suspension. 
    • Student is placed on a behavioral contract. 
    • Student referral to outside ‘substance abuse and general counseling is required at the parents’ expense. 
  • Second Violation 
    • Indefinite School Suspension. 
      • A formal meeting with the student/parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons. 
  • Referral to the Superintendent who will make appropriate decisions, including referring the student to the local authorities or possible expulsion from ECA, after fully considering matters in consultation with a committee of at least 3 ECA Board members who have no conflict of interest.  

Confirmed Use, Possession or Purchase of Illegal and Psychotropic Drugs

  • Confirmed use, possession or purchase of an illegal/inappropriate substance in school, in school vehicles and/or at school events will result in a formal meeting with the student and parent. 
  • After the Guidance Counselor and the School Principal have investigated and verified matters and listened to the student’s and parent rationale/reasons the School Principal will make decisions according to the following set of sanctions: 
  • First Violation
    • Three Day Out-of-School Suspension.
    • Student placed on a behavioral contract.
    • Student referral to outside counselling is required at the parent’s expense.
  • Second Violation
    • Five Day Out-of-School Suspension. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal, who will make appropriate decisions, after listening to the student’s rationale/reasons. 
    • Student is placed on a behavioral contract. 
    • Student referral to outside counselling is required at the parent’s expense. 
  • Third Violation
    • Indefinite suspension from school. 
    • A formal meeting with the student/parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons and to fully understand and evaluate matters. 
    • Referral to the Superintendent who will make appropriate decisions, including expulsion from ECA, after fully considering matters in consultation with a committee of at least 3 ECA Board members who have no conflict of interest.  

Additional Information

  • For a confirmed violation off-campus or an arrest or legal conviction on an illegal drug-related incident, ECA may, in addition, require one or more of the following:
    • A regular substance abuse evaluation by a school approved outside agency.
    • Attendance at substance abuse and general counseling sessions, as determined by ECA, at the parents’ expense.
    • A hearing, if any portion of the violation implicates ECA in any way or affects its reputation, on behalf of other students or community members.
  • For any student who voluntarily, proactively admits that they have a substance abuse addiction/issue, ECA will recommend a substance abuse evaluation by a school approved outside agency to establish a program designed to help the student become free from substance abuse. This could include counseling, regular substance abuse testing, or other measures within an agreed upon time frame and at the parents’ expense. Should the program ultimately prove unsuccessful, this will result in a formal meeting with the student, parent, Guidance Counselor and the School Principal to listen to the student’s rationale/reasons, and further evaluate matters and make appropriate decisions including referral to the Superintendent. 

Sale or Distribution of Alcohol

Students are not allowed to sell, share or distribute alcohol while on campus, in a school vehicle, or during any school-sponsored trip or event. The sale or distribution of alcohol on school property or during any school-sponsored trip or event shall result in the following consequences:

Students are not allowed to sell, share or distribute alcohol while on campus, in a school vehicle, or during any school-sponsored trip or event. Consequences include:

  • Confirmed distribution or sale of alcohol in school, in school vehicles, and/or at school events will result in a formal meeting with the student and parent. 
  • After the Guidance Counselor and the School Principal have investigated and verified matters and listened to the students and parent rationale/reasons the School Principal will make decisions according to the following set of violation sanctions: 
  • First Violation: 
    • Five Day Out-of-School Suspension. 
    • Student is placed on a behavioral contract. 
    • Student referral to outside ‘substance abuse and general counseling is required at the parents’ expense. 
  • Second Violation 
    • Indefinite School Suspension. 
    • A formal meeting with the student/parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons. 
    • Referral to the Superintendent who will make appropriate decisions, including referring student to the local authorities or possible expulsion from ECA, after fully considering matters in consultation with a committee of at least 3 ECA Board members who have no conflict of interest.  

Use of Alcohol

Students are not allowed to consume, or be under the influence, while on campus, in a school vehicle, or during any school-sponsored trip or event. The consumption of alcohol on school property or during any school-sponsored trip or event shall result in the following consequences:

  • First Violation
    • Two Day In-School Suspension. 
    • Student is placed on a behavioral contract. 
    • Formal meeting with the student/parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons related to the circumstances to fully understand and evaluate matters and make appropriate decisions.
  • Second Violation
    • Five Day Out-of-School Suspension. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons related to the circumstances and to fully understand and evaluate matters and refer the student to the Superintendent, who will make appropriate decisions. 
  • Third Violation
    • Indefinite School Suspension. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons. 
    • Referral to the Superintendent who will make appropriate decisions, including possible expulsion from ECA, after fully considering matters in consultation with a committee of at least 3 ECA Board members who have no conflict of interest.  

Sale, Sharing or Distribution of Tobacco/Vapes/Juuls and any other Nicotine Related Products or Devices

Students are not allowed to bring, sell, share, distribute  tobacco, Vapes, Juuls or any other nicotine related products and devices while on campus, in a school vehicle, or during any school-sponsored trip or event. Consequences include:

  • Confirmed distribution or sale tobacco, Vapes, Juuls or any other nicotine related products and devices substances in school, in school vehicles, and/or at school events will result in a formal meeting with the student and parent. 
  • After the Guidance Counselor and the School Principal have investigated and verified matters and listened to the students and parent rationale/reasons the School Principal will make decisions according to the following set of violation sanctions: 
  • First Violation: 
    • Five Day Out-of-School Suspension. 
    • Student is placed on a behavioral contract.
    • Student referral to outside ‘substance abuse and general counseling is required at the parents’ expense. 
  • Second Violation 
    • Indefinite School Suspension. 
    • A formal meeting with the student/parent, Guidance Counselor and the Principal to listen to the student’s rationale/reasons. 
    • Referral to the Superintendent who will make appropriate decisions, including referring student to the local authorities or possible expulsion from ECA, after fully considering matters in consultation with a committee of at least 3 ECA Board members who have no conflict of interest.  

Use of Tobacco/Vapes/Juuls and any other Nicotine Related Products or Devices

Students are not allowed to bring or to use or consume tobacco, Vape, Juuls or any other nicotine related products and devices while on campus, in a school vehicle, or during any school-sponsored trip or event. Consequences include:

  • First Violation
    • One Day In-School Suspension.
    • Student placed on a behavioral contract.
  • Second Violation
    • Three Day Out-of-School Suspension. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal who will then make appropriate decisions. 
    • Outside counseling will be required at the parents’ expense.
  • Third Violation
    • Five Day Out-of-School Suspension. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal, who will make appropriate decisions, after listening to the student’s rationale/reasons. 
    • Outside counseling is required at the parent’s expense. 
  • Fourth Violation
    • Indefinite School Suspension. 
    • Referral to the Superintendent who will make appropriate decisions including possible expulsion from ECA, after fully considering matters in consultation with a at least 3 ECA Board members who have no conflict of interest.  

Inappropriate Use or Distribution of Prescription Medication

Parents must bring or send, with appropriate instructions, prescription medication to the nurse’s office, where it will be verified and accounted for, and distributed to the student by the school nurse, as prescribed by a doctor. Students may not possess prescription medicine that is not their own or distribute prescription medication to other students while on campus, in a school vehicle, or during any school-sponsored trip or event. Consequences include:

  • First violation
    • A formal meeting with the student/parent, Guidance Counselor and the Secondary Principal to listen to the student’s rationale/reasons related to the circumstances, to fully understand and evaluate matters and make appropriate decisions. 
  • Second Violation
    • Two Day In-School Suspension. 
    • Student placed on a behavioral contract. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal, who will make appropriate decisions, after listening to the student’s rationale/reasons. 
    • Outside counseling is required, at the parents’ expense. 
  • Third Violation
    • Five Day Out-of-School Suspension. 
    • A formal meeting with the student, parent, Guidance Counselor and the Principal, who will make appropriate decisions, after listening to the student’s rationale/reasons. 
  • Fourth Violation
    • Indefinite School Suspension. 
    • Referral to the Superintendent who will make appropriate decisions including possible expulsion from ECA, after fully considering matters in consultation with a at least 3 ECA Board members who have no conflict of interest.   

FORMAL EXPULSION FROM ECA

A formal expulsion decision by the Superintendent will be issued in writing to the parents of the student concerned no later than ten calendar days after such decision is made.

Formal expulsion decisions are made by the Superintendent after fully considering matters in consultation with at least 3 ECA Board members who have no conflict of interest.

A formal expulsion decision is final, and cannot be appealed.

Reviewed and Approved by ECA Board of Directors on June 13, 2019

Homework Policy

Rationale

The content of this policy has been written to reflect the value we place on home learning opportunities and on our fundamental belief in the importance of enabling our students to become lifelong learners.

At ECA, we believe that all students should have a healthy balance of work, recreation, family time, and sleep. As a result, any homework assigned should be meaningful, relevant and differentiated to meet individual student learning needs. All home learning at ECA is formative in nature and designed to support student learning. Homework evaluations outcomes will not be included in the academic achievement grade.

Purpose – Through this policy, we aim to:

  • Extend and support the teaching and learning process
  • Support progression towards independence
  • Ensure parents can support their child effectively
  • Ensure a consistent approach across the school

Meaningful Homework is:

  • Reasonable in content, length, and resources required
  • Purposeful and clear
  • Clearly communicated to the student in a timely manner
  • Designed to meet student needs
  • Appropriate to the age and ability of the student
  • Related to the content and subject standards taught in class
  • Explained by the teacher in advance
  • Acknowledged with feedback, recorded by teachers, reviewed with and/or returned to students in a timely manner

Meaningful Types of Homework May Include:

  • Practice – to gain fluency, mastery, automaticity and promote feelings of self-competency.
  • Review – to review factual knowledge needed to fully understand a concept/skill.
  • Preview – to preview a topic or idea that will be fully discussed and taught in class.
  • Enrichment and Extension Activities – to make connections, inquire, and go beyond the learning in the classroom as requested by the student and / or parent.

Grades 6-8:

Research suggests that up to 60 minutes of meaningful homework in grades 6-8 may improve student learning. In line with this, approximately 15 minutes of meaningful homework per subject, per class meeting, may be assigned. This policy is aligned with the Secondary School Assessment Policy.

Grades 9-10:

Research suggests that approximately two hours of meaningful homework per night at the grades 9-10 level improves student learning, but more diminishes its effectiveness or even becomes counterproductive. At ECA, grades 9-10 students may be assigned up to 30 minutes of meaningful homework per subject, per class meeting. 

Grades 11-12:

At ECA, grades 11-12 students may be assigned up to 45 minutes of meaningful homework per subject, per class meeting. The IB emphasizes the development of self-management skills and taking responsibility for one’s learning while at the same time placing a high value on other important parts of Secondary School life like sports, clubs, and community events via the CAS requirement. This policy is aligned with the secondary assessment policy.

At All School Levels:

  • Homework at ECA is not assigned over holidays, but reading for pleasure is always encouraged.
  • As all students are different, actual time required to complete assignments will vary. Students should have a quiet place, free of distractions, to complete their homework. If the conditions are such, and a child is spending an excessive amount of time working at home, the parent should contact his/her child’s teachers.
  • A student who engages in meaningful homework can often be seen to make accelerated progress in their learning, so taking part in home learning activities is encouraged. However, students will not be penalized in their achievement grade for not engaging in their homework tasks. If individual students regularly do not engage in the homework tasks assigned, teachers will discuss this with students and parents as appropriate.

Graduation Requirements

Grade Level Academic Programs

Please refer to the relevant grade level Program of Studies for further information

Grade 12 Graduation

Students must be in good academic and behavioral standing to participate in the graduation ceremony. The Secondary Principal, after evaluating all of the relevant circumstances available information, shall have the final determination on credits, good standing, and graduation eligibility. Each student is responsible for keeping a record of credits earned and meeting the graduation requirements. Students may not be invited to participate in the graduation ceremony if they fail a necessary class or for disciplinary reasons up to and including the date of graduation.

In order to graduate, a student must complete a minimum of 26 credits in grades 9 through 12. In addition, a student must:

  • Be enrolled at least in eight courses in grades 9 and 10, at least seven courses in grade 11, and at least six courses in grade 12.
  • Demonstrate proficiency in Spanish at the Spanish II level.
  • Complete a credit in Venezuelan Social Studies (for students intending to enroll in Venezuelan universities only).
  • Participate actively in community service in grades 9 – 12; approximate hourly equivalents are:
    • Grade  9 = 30 hours
    • Grade 10 = 30 hours
    • Grade 11 = 45 hours
    • Grade 12 = 45 hours
  • Meet subject-area minimum credit requirements:
    • English = 4.0
    • Foreign Language = 3.0
    • Mathematics = 3.0
    • Science = 3.0
    • Social Science = 3.0
    • Fine Arts = 1.0
    • Physical Education/Health = 2.0
    • Electives = 4.0

One credit is given for the successful completion of a one-year course. One-half credit is given for the successful completion of a semester course. Credit will be given only for courses taken while students are enrolled in the ninth through twelfth grade levels.

Generally speaking, however, colleges and universities consider a number of factors during the admissions process of which the choice of courses and grades earned in these courses is a significant factor. Although each college establishes its own entrance requirements, the recommended minimums for selective schools are greater than minimum graduation requirements and are as follows:

  • English = 4.0
  • Modern Language = 2.0 to 3.0 of the same language
  • Social Studies = 4.0
  • Science = 4.0
  • Mathematics = 4.0

Academic Awards

Secondary students are recognized at an end-of-the year assembly for outstanding performance. Faculty members select students who have distinguished themselves in each of their subject areas.

Grades 6-8 – In grades 6-8, continual formative and summative assessments take place throughout the year, and this is reported to parents on Skyward and in Report Cards.

Grades 9-12 Semester Examinations

Each semester ends with an examination period. During the examination period, regular classes do not meet. There are two two-hour examination periods per day. Students are not required to be in school if they do not have an examination. Semester and final examinations cannot be scheduled early or given later than the scheduled time, except under extenuating circumstances and with prior approval from the Secondary School Principal. All courses will give a final examination or an appropriate summative assessment task/project. Semester examinations may assess skills and content learned at any time during the course.

Pre-IB Examinations

A few months prior to the actual IB examinations in May, senior students have a week of Pre-IB Exams (mock exams). These consist of previous past paper examinations, presented in a formal exam setting. The purpose of the pre-IB exams are (a) to familiarize students with the formal setting in order to reduce their anxiety; and (b) to provide information to the teacher and student about areas of strength and weakness to be addressed during the weeks leading up to the actual exams.

Exam Preparation Week

The week prior to semester examinations and IB examinations is devoted to exam preparation. During this week, teachers will not require major tests, quizzes or projects in courses in which there will be final examinations.

Online Pamoja Courses at ECA

ECA students have the opportunity to enroll in online Pamoja courses while at ECA, and these courses can count as ECA course credits and appear on the ECA transcript. If a Pamoja online course is taken in place of an ECA course (for example, a Pamoja online IB Group 3 Business & Management course that is not offered at ECA is taken in the place of an ECA offered IB Economics course), then the Pamoja course is at the expense of the parents. However, if ECA does not offer an IB Group 1 to 6 course which could prohibit a student from attaining the IB Diploma and/or ECA graduation requirements, then the Secondary Principal will meet with the parents and the student to assess the situation with a view to recommending in writing to the IB Coordinator that ECA will cover the cost of the Pamoja online course.

Summer School Credits

Courses completed by ECA students during the summer in the USA or their home countries are recognized in two ways; (1) to make up a “Failing Grade” earned at ECA in any subject or (2) to permit a student to fulfill prerequisites for a higher level course offered at ECA. In no case will a student be allowed to satisfy requirements for core subjects at the next grade level by summer school courses. In addition, no more than a total of two failing grades may be made up by a student during any one summer.

Dropping and Adding Courses

Students may change courses within the first two weeks of the school year. Juniors beginning a two- year IB course may change within the first three weeks. Occasionally, under extenuating circumstances, a student may be allowed to drop a course after the three-week period. Students who need to make a schedule change should see their guidance counselor within the time frame referred to above. If the counselor feels the change is warranted, a change form will be filled out which the student must have signed by each teacher involved in the change.

In addition to the information and guidelines covered in the previous pages, parents are expected to read, review and agree to the additional policies listed below. Parents will be asked to sign their agreement to this handbook and all policies included at new-student enrollment and re-registration every year. The links below are interactive, you can also enter the provided URL directly to your browser if you are viewing this handbook on paper.