From 974c1dcaace94df6742a1e293d937bbf26cbe515 Mon Sep 17 00:00:00 2001
From: Chester Bak <info@chestnut-it.com>
Date: Thu, 19 Oct 2023 05:39:54 +0000
Subject: [PATCH] docs: add all untracked content

---
 av-storage.html                             |   27 +
 chromebackgroundnewlogo.png                 |  Bin 0 -> 69110 bytes
 crics_logo_new_600_px.png                   |  Bin 0 -> 55107 bytes
 favicon.png                                 |  Bin 0 -> 65611 bytes
 handbooks/child-protection-handbook.html    |  306 +++
 handbooks/ell-parents-handbook.html         |  109 +
 handbooks/ell-teacher-handbook.html         |  276 +++
 handbooks/school-handbook.html              | 1340 ++++++++++
 handbooks/secondary-academic-handbook.html  | 2433 +++++++++++++++++++
 handbooks/senior-events-handbook.html       |  355 +++
 handbooks/teacher-handbook.html             |  963 ++++++++
 handbooks/technology-handbook.html          |  332 +++
 home.html                                   |   11 +
 schoolhandbook/image1.png                   |  Bin 0 -> 143476 bytes
 schoolhandbook/image2.png                   |  Bin 0 -> 120904 bytes
 schoolhandbook/image3.png                   |  Bin 0 -> 39165 bytes
 secondaryacademichandbook/image1.png        |  Bin 0 -> 199743 bytes
 th/handbooks/child-protection-handbook.html |  302 +++
 th/home.html                                |   11 +
 19 files changed, 6465 insertions(+)
 create mode 100644 av-storage.html
 create mode 100644 chromebackgroundnewlogo.png
 create mode 100644 crics_logo_new_600_px.png
 create mode 100644 favicon.png
 create mode 100644 handbooks/child-protection-handbook.html
 create mode 100644 handbooks/ell-parents-handbook.html
 create mode 100644 handbooks/ell-teacher-handbook.html
 create mode 100644 handbooks/school-handbook.html
 create mode 100644 handbooks/secondary-academic-handbook.html
 create mode 100644 handbooks/senior-events-handbook.html
 create mode 100644 handbooks/teacher-handbook.html
 create mode 100644 handbooks/technology-handbook.html
 create mode 100644 home.html
 create mode 100644 schoolhandbook/image1.png
 create mode 100644 schoolhandbook/image2.png
 create mode 100644 schoolhandbook/image3.png
 create mode 100644 secondaryacademichandbook/image1.png
 create mode 100644 th/handbooks/child-protection-handbook.html
 create mode 100644 th/home.html

diff --git a/av-storage.html b/av-storage.html
new file mode 100644
index 0000000..406996e
--- /dev/null
+++ b/av-storage.html
@@ -0,0 +1,27 @@
+<!--
+title: AV Storage
+description: 
+published: true
+date: 2023-10-03T09:51:46.790Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-18T14:22:57.327Z
+-->
+
+<p>The AV Storage area is meant to keep all AV and Fine Arts AV items clean and safe. Below you will find some information about how everything is meant to be stored and used.</p>
+<h1>Green Storage (General Sound)</h1>
+<h2>Cables</h2>
+<p>The cables are stored by connector type on each end. When rolling up the cables the loops need to be short enough so as to leave a gap between one roll and the one hanging directly below it.&nbsp;</p>
+<h2>Microphones</h2>
+<p>The microphones are stored on the shelf in a neat row.</p>
+<h2>Portable Speakers</h2>
+<p>The portable speakers are stored at the bottom of the cabinet. Speaker 1 is on the left and speaker 2 is on the right. For instructions on how to use the speakers please <a href="https://wiki.crics.asia/en/av-storage#portable-speakers-2">see the section below</a>.</p>
+<h1>Orange Storage (Fine Arts Sound)</h1>
+<h2>Headsets</h2>
+<p>The headsets are currently stored in big bags but will be sorted out in the future.</p>
+<h2>Transmitters</h2>
+<p>The transmitters are stored 2 by 2 in the little drawers. Numbers are attached to each drawer and each transmitter.</p>
+<h2>Portable Speakers</h2>
+<p>&nbsp;</p>
+<h1>Portable Speakers</h1>
+<h1>Fine Arts Sound</h1>
diff --git a/chromebackgroundnewlogo.png b/chromebackgroundnewlogo.png
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diff --git a/handbooks/child-protection-handbook.html b/handbooks/child-protection-handbook.html
new file mode 100644
index 0000000..6291793
--- /dev/null
+++ b/handbooks/child-protection-handbook.html
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+<!--
+title: Child Protection Handbook
+description: 
+published: true
+date: 2023-09-29T05:51:27.113Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-22T12:45:40.178Z
+-->
+
+<h1>Harassment and Bullying Policy</h1>
+<h2><strong>General Statement of Policy</strong></h2>
+<p>Chiang Rai International Christian School strives to maintain a working and learning environment free of sexual harassment, sexual violence, or bullying (this includes various types of harassment). It shall be a violation of this policy for any pupil, teacher, administrator, or other school personnel to harass, threaten to harass, or attempt to harass a student, teacher, administrator, or other school personnel through conduct or communication of any type of harassment described in this policy. <i><u>(See Staff / Teacher Manual for details of this policy)</u></i></p>
+<p>The school will act to investigate any complaints, formal or informal, verbal or written, of sexual harassment, sexual violence, or bullying and to discipline or take appropriate action against any pupil, teacher, administrator, or other school personnel who is found to have violated this policy.</p>
+<p>&nbsp;</p>
+<h2>Harassment</h2>
+<p>Harassment consists of verbal, written, graphic, or physical conduct relating to an individual's race, color, religion, sex, national origin/ethnicity, physical attributes or disability, parental or marital status.</p>
+<p>&nbsp;</p>
+<h2>Bullying</h2>
+<p>The repeated, over time, harassment, or negative action, by one or more students toward another student or group of students. Implied is an imbalance of strength and power where the victim is unable to defend himself or feels helpless.</p>
+<p>Bullying may include, but is not limited to repeated</p>
+<ol>
+  <li>Unwelcome physical contact (such as shoving, hitting, tripping, etc)</li>
+  <li>Coming in contact with and/or taking victim’s property</li>
+  <li>Words used, either written or spoken in any language, to hurt or humiliate</li>
+  <li>Attempting to damage relationships maintained by the victim</li>
+  <li>Trying to isolate a person by persuading others to reject him</li>
+  <li>Gestures or expressions that are insulting, crude, rude, or in any way derogatory</li>
+  <li>Reactive behavior in which a person bullies because someone else bullied him.</li>
+  <li>Cyberbullying behavior or methods</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Reporting Harassment &amp; Bullying</h2>
+<p>Any person who believes he or she has been the victim of any form of harassment by a student, teacher, administrator or other school personnel, or any person with knowledge or belief of conduct which may constitute harassment toward a pupil, teacher, administrator or other school personnel must report the alleged acts immediately to the principal or the superintendent.</p>
+<p>&nbsp;</p>
+<h2>Investigation Process</h2>
+<ol>
+  <li>A witness or a victim makes the complaint verbally or in writing.</li>
+  <li>The administrator (the principal will act as the superintendent if the superintendent is accused) receives the complaint.</li>
+  <li>The administrator determines who will investigate, depending upon the nature of the complaints but will likely choose a panel composed of male and female staff members with a chairperson. The administer determines if the situation is severe enough to follow the procedures outlined in the child protection policy.</li>
+  <li>The investigator/s will carry out the investigation and submit their findings in writing to the superintendent. The findings will include the investigator/s opinion on the validity of the complaint and a determination of the intent of the complainant if the accusation was proven to be without merit.</li>
+  <li>If the accusations are found to be true in part or full, the administrator will, in consultation with CRICS board of directors, the Thai government liaison, and the school’s lawyers, determine and execute the appropriate consequences. A record of the decision and consequences will be placed in the permanent record of the employee or student.</li>
+  <li>In the event that the accusations are deemed to be groundless, the administrator will, in consultation with CRICS board of directors, the Thai government liaison, and the school’s lawyers, determine if action against the complainant is appropriate.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Consequences</h2>
+<p>Disciplinary action against a student may vary from a letter of apology to the person harassed, mandated counseling, suspension, or criminal prosecution, depending on the gravity of the student’s actions.</p>
+<p>Disciplinary action for a volunteer or staff member may range from a letter of apology, mandated counseling, to dismissal and/or criminal prosecution, depending upon the gravity of the volunteer or employee’s actions.</p>
+<p>&nbsp;</p>
+<h2>Malicious Reporting</h2>
+<p>Any person may be subject to the same consequences as an offender if the investigators determine that the report was made with “reckless disregard of the truth or falsity of the report,” or that they are deemed to have submitted a claim of harassment with malicious intent.</p>
+<p>&nbsp;</p>
+<h1>Child Abuse Policy</h1>
+<h2>Introduction</h2>
+<p>It is the policy of CRICS to maintain a school environment free from the effects of child abuse or neglect. No staff member, volunteer, employee or student may engage in any activity at any time constituting child abuse and/or neglect. All CRICS mandated reporters (all registered volunteers, paid CRICS faculty and staff) must report to the superintendent any suspected child abuse or neglect that they believe occurred or may have occurred, either inside or outside of the school setting.</p>
+<p>&nbsp;</p>
+<h2>Definitions</h2>
+<p>Child abuse and neglect describes inappropriate, immoral, and/or unethical behavior of an adult toward a student or a minor under 18 years of age or of a child toward another child where there is a difference in power based on age, or physical, intellectual, emotional, or situational opportunity or capacity. It can be perpetrated with or without consent of the victim, can happen in a one-on-one encounter, or in a group setting. However, not all inappropriate behavior constitutes abuse or neglect. In determining whether a particular behavior constitutes child abuse or neglect, the behavior should fit into one of the following categories:</p>
+<ol>
+  <li><strong>Physical abuse.</strong> Physical injury inflicted by other than accidental means on a child by another person and includes willful cruelty, unjustifiable punishment, or willful infliction of physical pain. Normal parental discipline such as spanking on areas of the buttocks or legs for normal discipline which does not leave bruising or marks which persist for more than 24 hours is not considered child abuse.</li>
+  <li><strong>Sexual abuse. </strong>Committing or allowing to be committed any sexual offense against a child as defined in the criminal code, or intentionally touching, either directly or through clothing, the genitals, anus or breasts of a child for other than hygiene or child care purposes.</li>
+  <li><strong>Emotional / Verbal Abuse.</strong> spoken or written word, gestures, digital actions, graphics, online activities, and other forms of non-physical behaviors that are aimed at degrading, manipulating, or controlling the victim, and includes threats, insults, constant monitoring, excessive contact, humiliation, intimidation, isolation or stalking.</li>
+  <li><strong>Harassment.</strong> <a href="#harassment">(See definition in this policy)</a></li>
+  <li><strong>Neglect.</strong> The negligent or lack of proper care of a child by a person responsible for the child’s welfare resulting in circumstances that cause harm to the child’s health or welfare.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Prevention of Child Abuse / Neglect:</h2>
+<ol>
+  <li>Screening of Registered Volunteers and Staff<ol>
+      <li>The screening process will include current background (within 12 months) and reference checks. CRICS will not accept volunteer teachers or staff who have a record of child abuse or harassment.</li>
+      <li>Applicants for employment and volunteers will agree with the terms of this policy, as part of the annual orientation process.</li>
+      <li>CRICS will foster a climate of belief (i.e.; it is possible that child abuse could take place) and freedom to report that abuse.</li>
+    </ol>
+  </li>
+  <li>All staff (paid and registered volunteer) shall:<ol>
+      <li>Participate in appropriate training annually which will include:<ol>
+          <li>Reading and agreeing to the child protection policy</li>
+          <li>Identifying and preventing child abuse and neglect</li>
+          <li>Appropriate methods of addressing issues and needs of children</li>
+          <li>Reporting responsibilities and procedures</li>
+          <li>Assessment of trainees and what they learned through the training</li>
+        </ol>
+      </li>
+      <li>Promote a safe, healthy learning environment as they abide by and implement school policy.</li>
+      <li>Understand their responsibilities as a “mandated reporter” of child abuse.</li>
+    </ol>
+  </li>
+  <li>All short term staff (volunteers serving less than a year) will agree to the terms of this policy.</li>
+  <li>All parents will<ol>
+      <li>Have access to the entire policy manual</li>
+      <li>Be required to<ol>
+          <li>Read and agree to the Child Protection Policy</li>
+          <li>Submit background checks if they plan to be a registered volunteer or volunteer to help with school activities (ie. driver for field trips).</li>
+        </ol>
+      </li>
+      <li>Be encouraged to participate in appropriate training annually which will include:<ol>
+          <li>Identifying and preventing child abuse and/or neglect</li>
+          <li>Reporting responsibilities and procedures</li>
+        </ol>
+      </li>
+    </ol>
+  </li>
+  <li>All students will participate in appropriate training annually which will include:<ol>
+      <li>Identifying risks and preventive care</li>
+      <li>Reporting practices</li>
+    </ol>
+  </li>
+  <li>The administration will appoint and maintain a Child Protection Officer to oversee training, consult and advise for compliance to policy, and oversee policy review.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Standards of Conduct in Regards to Children</h1>
+<p>CRICS personnel, visitors and children shall ensure that the words and actions they use should build up the children’s (other’s) self esteem. They shall not use derogatory language or act in ways intended to shame, humiliate, belittle or degrade children, or otherwise perpetrate any forms of emotional abuse. Furthermore, CRICS has no tolerance for bullying.</p>
+<p>CRICS Personnel (excluding visitors and contractors/laborers) will discipline and correct in a way that is consistent with the CRICS policy and Thai law. CRICS has no tolerance for violence against children.</p>
+<p>CRICS personnel, visitors and children shall not engage in inappropriate physical conduct with children (or others) which can be potentially abusive or unwanted. They shall not exhibit exposure, pornography, make sexual advances, or use authority to force participation in sexual acts.</p>
+<p>&nbsp;</p>
+<h1>Discovery and Reporting</h1>
+<h2>Mandated reports</h2>
+<ol>
+  <li>At CRICS, all volunteers, teachers and paid staff are mandated reporters and must report suspected child abuse or neglect to the superintendent or principals. A mandated reporter shall<ol>
+      <li>Make a report whenever she/he has knowledge of, or observes, a child whom the mandated reporter knows or “reasonably suspects” has been the victim of child abuse or neglect to the principal or the superintendent.<ul>
+          <li>*“Reasonable suspicion” means that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing, when appropriate, on his or her training and experience, to suspect child abuse or neglect.</li>
+        </ul>
+      </li>
+      <li>Prepare and submit an official, written report (Child Abuse Report Form, see appendix) thereof within 24 hours of receiving the information concerning the suspected abuse to the superintendent and/or Child Protection Officer. Report forms are available from the superintendent, principal, and Child Protection Officer.</li>
+    </ol>
+  </li>
+  <li>The reporting duties under this section are individual and no supervisor, administrator, or WC (Working Committee) member may impede or inhibit the reporting duties and no person making a report shall be subject to any sanction by CRICS for making a report based on a reasonable suspicion.</li>
+  <li>Reporting the information regarding a case of possible child abuse or neglect to another employee, co-worker, or person other than the superintendent or principals shall not be a substitute for making a mandated report to the superintendent or principals.</li>
+  <li>If a mandated reporter fails to report reasonably suspected child abuse or neglect, she/he will be subject to discipline by CRICS up to, and including, termination.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Student Reports</h2>
+<ol>
+  <li>Any CRICS student who suffers abuse from a CRICS employee, volunteer, or student, or knows of a situation where it has occurred, is to report to a CRICS volunteer or employee. Having received information, the mandated reporters will then make a report using a <strong>Child Abuse Report Form</strong>, available from the superintendent or the principal and submit it to the Child Protection Officer and the superintendent.</li>
+  <li>The mandated reporter shall make a report even if some of the information is not known or is uncertain to him or her.</li>
+  <li>A mandated reporter or other individual whose report turns out to be false shall not incur liability for reports made in good faith. Liability will not incur unless it is proven that a false report was knowingly submitted or made with “reckless disregard of the truth or falsity of the report,” and/or with malicious intent.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Investigation</h2>
+<ol>
+  <li>During the reporting and investigation process, care must be exercised to protect the alleged victim(s), the alleged perpetrator(s), and the reporter(s) by restricting information access to those who need to know.</li>
+  <li>If the superintendent or the Child Protection Officer is implicated, reports will be forwarded to the chairman of the working committee and he/she will serve in the superintendent’s place.</li>
+  <li>Upon receiving a report, as soon as reasonably possible, the superintendent and Child Protection Officer or designee will:<ol>
+      <li>Communicate relevant information to the school’s Working Committee</li>
+      <li>Determine who will conduct the investigation<ol>
+          <li>If the alleged offence took place in the school setting or between members of the CRICS community within the context of normal school relationships, and is of a criminal nature, CRICS will inform Thai authorities and act on the findings/conclusions of those authorities.</li>
+          <li>If the alleged abuse took place outside the school setting or does not involve two people associated with the school, CRICS will refer the investigation to Thai authorities or other agencies as is appropriate for the case. These agencies may include but are not limited to the Thai police, mission leadership, embassies, or other.<ul>
+              <li>CRICS will continue to confer with and assist as appropriate outside parties involved in the investigation of staff or students alleged to have engaged in child abuse or harassment.</li>
+            </ul>
+          </li>
+          <li>If the alleged abuse does not appear to be of a criminal nature or if there is sufficient doubt of the unlawfulness of the abuse, CRICS will lead the investigation.<ul>
+              <li>In cases where CRICS leads the investigation, the superintendent will appoint an investigation team, which may include a counselor, nurse, principal, paid staff or volunteers deemed appropriate. The team will conduct a prompt, confidential, and thorough investigation to determine whether reasonable grounds exist to believe that abuse has occurred. The team will submit written findings to the superintendent.</li>
+            </ul>
+          </li>
+        </ol>
+      </li>
+      <li>Take appropriate temporary action that may include but is not limited to the following:<ol>
+          <li>Take steps immediately to ensure the safety and privacy of the reporting person(s) and the alleged victim(s) and perpetrator(s).</li>
+          <li>Suspend the service/attendance of the alleged abuser(s) for some or all of the investigative period. Alleged abusers who are CRICS Volunteers or paid staff will be suspended with pay until the investigation and follow up is complete. Alleged abusers who are students may not be permitted to attend class, but will not be penalized academically during the investigative process.</li>
+          <li>Notify the victim’s parents as soon as reasonably possible about the allegations and the investigation process (discretion required where the alleged perpetrator is a family member)</li>
+          <li>Provide referrals for counseling and referrals for care to alleged victim(s), near victim(s), and perpetrator(s) as necessary and appropriate.</li>
+        </ol>
+      </li>
+      <li>Review the findings of the investigating team and, if necessary, in consultation with the Thai Director, the Working Committee, Legal Board of Trustees, and Thai authorities (through the Thai Director) to make a conclusion. The conclusion will be communicated to the school’s Working Committee and Legal Board of directors in a timely manner.</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2>Consequences/Follow-up</h2>
+<ol>
+  <li>If the CRICS or external agency’s investigation indicates that reasonable grounds do not exist to believe that abuse has occurred, the superintendent will notify all parties who were involved in the investigation, and the Working Committee. If CRICS has led the investigation, a statement of exoneration will be given to CRICS parties wrongly accused of child abuse.</li>
+  <li>If inappropriate behavior is substantiated but does not constitute abuse or neglect, the accused will be subject to appropriate disciplinary consequences at the discretion of the administration.</li>
+  <li>If the investigation indicates that reasonable grounds do exist to believe that abuse has occurred, the superintendent or designee will communicate this and the consequences to be administered to the school’s Working Committee and Legal Board of Trustees and if appropriate, to the Thai authorities (such as the police and child welfare agency) through the Thai Director.</li>
+  <li>The final decision on termination or expulsion shall be made by the superintendent, in communication with the Working Committee, but it is expected that:<ol>
+      <li>Volunteers / paid staff found to have engaged in child abuse/neglect, shall be terminated and may be referred to the Thai authorities for criminal prosecution.</li>
+      <li>Non-WC-contracted parties (including teacher substitutes, non-staff coaches, and volunteers who serve regularly) found to have engaged in child abuse/neglect shall be prohibited from providing further services for CRICS and may be referred to the Thai authorities for criminal prosecution.</li>
+      <li>CRICS students found to have engaged in child abuse/neglect will receive a consequence deemed appropriate by the school’s superintendent in consultation with the principal, investigators or other parties as necessary. Disciplinary action may vary from a letter of apology, mandated counseling, expulsion, or referral to the Thai authorities for criminal prosecution, depending on the gravity of the student’s actions.<br>&nbsp;</li>
+    </ol>
+  </li>
+</ol>
+<h2>Signs and Symptoms of Abuse</h2>
+<p>The following outlines indicators of abuse and neglect and should be used by the educator as a guideline for reporting. You do not need to know the details of the possible abuse or be certain whether or not an indicator means abuse has taken place in order to report. The reporting law specifies reporting when you have “reasonable cause to believe that a child has suffered abuse or neglect.” Reasonable cause/suspicion exists when it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing when appropriate on his or her training and experience, to suspect child abuse.</p>
+<p>The severity of an indicator or statements by the child as to the non-accidental nature of the injury may indicate possible abuse.</p>
+<p>&nbsp;</p>
+<h2>Indicators of Physical Abuse</h2>
+<ul>
+  <li>Unexplained bruises and welts on any part of the body</li>
+  <li>Bruises of different ages (various colors)</li>
+  <li>Injuries reflecting shape of article used (electric cord, belt, buckle, etc.)</li>
+  <li>Injuries that regularly appear after absence or vacation</li>
+  <li>Unexplained burns, especially to soles, palms, back or buttocks</li>
+  <li>Burns with a pattern from an electric burner, iron or cigarette</li>
+  <li>Rope burns on arms, legs, neck or torso</li>
+  <li>Injuries inconsistent with information offered by the child</li>
+  <li>Immersion burns with a distinct boundary line</li>
+  <li>Unexplained laceration, abrasions or fractures</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Indicators of Sexual Abuse</h2>
+<ul>
+  <li>Venereal disease in a child of any age</li>
+  <li>Evidence of physical trauma or bleeding to the oral, genital or anal areas</li>
+  <li>Difficulty in walking or sitting</li>
+  <li>Refusing to change into gym clothes</li>
+  <li>Child running away from home and not giving any specific complaint</li>
+  <li>Pregnancy at 11 or 12 with no history of peer socialization</li>
+  <li>Sexual knowledge, behavior, or use of language not appropriate to age level</li>
+</ul>
+<p>*behavioral indicators in and of themselves do not constitute abuse. Together with other indicators they may warrant a referral.</p>
+<p>&nbsp;</p>
+<h1>Self-Harm Policy</h1>
+<h2>Introduction</h2>
+<p>It is the policy of CRICS to maintain and promote strong mental health among students. As self-harm is a symptom of mental stress, CRICS will work to aiding students exhibiting self-harm. All CRICS mandated reporters (all faculty volunteers, paid CRICS faculty and staff) must report to the superintendent any suspected self-harm that they believe occurred or may have occurred, either in or outside of the school setting.</p>
+<p>&nbsp;</p>
+<h2>Definitions</h2>
+<p>Self-harm is “a direct, socially unacceptable, repeated behavior that causes minor to moderate physical injury” (Lewis &amp; Bear, 2009). Self-harm is not usually associated with suicidal thoughts because it is used for stress relief as it creates a sense of calm. In this way, self is an external symptom of internal mental health stress. Repeated acts of self-harm can become addictive. Self-harm can be categorized into 3 groups.</p>
+<ul>
+  <li>Major- extreme and infrequent, usually result of intoxication</li>
+  <li>Stereotypic- repetitive behavior common among patients with mental disabilities</li>
+  <li>Moderate/superficial- most prevalent among adolescents</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Prevention of Self-harm</h2>
+<ol>
+  <li>CRICS will encourage positive social relationships among students through instruction and activities and promote parent involvement at school events</li>
+  <li>CRICS will foster a climate of belief (i.e.; it is possible that self-harm could take place) and freedom to report that self-harm.</li>
+  <li>All contracted staff (paid and volunteer) shall<ol>
+      <li>Participate in appropriate training annually which will include a review of this policy and indicators of self-harm and appropriate responses.</li>
+      <li>Promote a safe, healthy learning environment as they abide by and implement school policy.</li>
+      <li>Understand their responsibilities as a “mandated reporter” of cases of self-harm.</li>
+    </ol>
+  </li>
+  <li>If a mandated reporter fails to report reasonably suspected self-harm or neglect, she/he will be subject to discipline by CRICS up to, and including, termination.</li>
+  <li>Pertinent information on this policy and current trends of self-harm will be distributed to parents and students.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Discovery and Reporting</h2>
+<ol>
+  <li>Mandated reports (see Mandated reports section in this policy)<ol>
+      <li>At CRICS, all contracted volunteers, teachers and paid staff are mandated reporters and must report suspected self-harm to the superintendent or principals. A mandated reporter shall:<ol>
+          <li>Make a report whenever she/he has knowledge of or observes a child whom the mandated reporter knows or “reasonably suspects” of self-harm to the principal or the superintendent.<ul>
+              <li>*“Reasonable suspicion” means that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing, when appropriate, on his or her training and experience, to suspect self-harm.</li>
+            </ul>
+          </li>
+          <li>Prepare and submit a signed, written report thereof within 24 hours of receiving the information concerning the suspected self-harm to the superintendent. Report forms are available from the superintendent and the principals.</li>
+        </ol>
+      </li>
+      <li>The reporting duties under this section are individual and no supervisor, administrator, or WC member may impede or inhibit the reporting duties and no person making a report shall be subject to any sanction by CRICS for making a report based on a reasonable suspicion.</li>
+      <li>Reporting the information regarding a case of possible self-harm to another employee, co-worker, or person other than the superintendent or principals shall not be a substitute for making a mandated report to the superintendent or principals.</li>
+    </ol>
+  </li>
+  <li>Student reports of self-harm<ol>
+      <li>Any CRICS student who suffers from self-harm or knows of a situation where it has occurred, is to report to a CRICS volunteer or employee who will ask another volunteer or employee to witness the student’s information with them. Having received information, the mandated reporters will then make a report to the superintendent</li>
+    </ol>
+  </li>
+  <li>Contents of reports<ol>
+      <li>Reports of suspected self-harm should be made on the report form that is available. The mandated reporter shall make a report even if some of the information is not known or is uncertain to him or her.</li>
+    </ol>
+  </li>
+  <li>Protection from liability for erroneous reports<ol>
+      <li>A mandated reporter or other individual whose report turns out to be false shall not incur liability for reports made in good faith. Liability will not incur unless it is proven that a false report was knowingly submitted or made with “reckless disregard of the truth or falsity of the report,” and/or with malicious intent.</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>Investigation Process</strong></h2>
+<ol>
+  <li>During the reporting and investigation process, care must be exercised to protect the alleged victim(s), the alleged perpetrator(s), and the reporter(s) by restricting information access to those who need to know.</li>
+  <li>Principals will forward reports to the superintendent.</li>
+  <li>Upon receiving a report, as soon as reasonably possible, the superintendent or designee (such as the school nurse) will:<ol>
+      <li>Communicate relevant information to the school’s WC</li>
+      <li>Determine who will conduct the investigation</li>
+      <li>Perhaps take appropriate temporary action that may include but is not limited to the following:<ol>
+          <li>Take steps immediately to ensure the safety and privacy of the reporting person(s) and the alleged victim(s)</li>
+          <li>Notify the victim’s parents as soon as reasonably possible about the allegations and the investigation process</li>
+          <li>Provide referrals for counseling and referrals for care to alleged victim(s) as necessary and appropriate.</li>
+        </ol>
+      </li>
+      <li>Review the findings of the investigating team and, if necessary, in consultation with the Thai Director, the Working Committee, Legal Board of Trustees, and Thai authorities (through the Thai Director) to make a conclusion. The conclusion will be communicated to the school’s WC and Legal Board of directors in a timely manner.</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>Consequences/Follow-up:</strong></h2>
+<ol>
+  <li>If the CRICS or external agency’s investigation indicates that reasonable grounds do not exist to believe that self-harm has occurred, the superintendent will notify all parties who were involved in the investigation, and the Working Committee.</li>
+  <li>If inappropriate behavior is substantiated but does not constitute self-harm, the student will be subject to appropriate disciplinary consequences at the discretion of the administration.</li>
+  <li>If the investigation indicates that reasonable grounds do exist to believe that self-harm has occurred, the superintendent or designee will communicate this and the consequences to be administered to the school’s Working Committee and Legal Board of Trustees, as well as develop an improvement plan for the student. Such a plan will include:<ol>
+      <li>Plans for creating positive relationships and mentoring</li>
+      <li>Referral to appropriate counseling center</li>
+      <li>Education on wound care and health implications of self-harm by school nurse</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>Signs and Symptoms of Self-harm:</strong></h2>
+<p>The following outlines indicators of self-harm and should be used by the educator as a guideline for reporting. First signs can include mood changes, avoiding people, and poor marks on school work. More noticeable indicators such as cuts, especially as lines on the arms, legs, bruises, burns, covering of body parts in warm weather, picking scabs, hair pulling, headbanging, and punching walls and/or self. You do not need to know the details of the possible abuse or be certain whether or not an indicator means self-harm has taken place in order to report. The reporting law specifies reporting when you have “reasonable cause to believe that a child has suffered from self-harm.” Reasonable cause/suspicion exists when it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a reasonable person in a like position, drawing when appropriate on his or her training and experience, to suspect self-harm.</p>
+<p>The severity of an indicator or statements by the child as to the non-accidental nature of the injury may indicate possible self-harm.</p>
+<p>&nbsp;</p>
+<h2>Policy Review</h2>
+<p>The Child Protection Policy stated above will be reviewed and revised as needed every 2 years. The process will be done by a sub-committee led by the Child Protection Officer.</p>
+<p>&nbsp;</p>
+<h2>Agreement to the Child Protection Handbook</h2>
+<p>All parents and staff must agree to abide by the CRICS Child Protection Handbook by completing the <a href="https://forms.gle/T2NiHm9UThC6gUxp9">CRICS Parent School Agreement</a> or the <a href="https://forms.gle/txoUnz2XhUrWQek3A">CRICS Staff School Agreement</a>.</p>
+<h1><strong>SUSPECTED CHILD ABUSE REPORT</strong></h1>
+<p>To Be Completed by Mandated Child Abuse Reporters: <a href="https://portal.crics.asia/child-protection-reporting-form/">https://portal.crics.asia/child-protection-reporting-form/</a></p>
diff --git a/handbooks/ell-parents-handbook.html b/handbooks/ell-parents-handbook.html
new file mode 100644
index 0000000..3e00d7d
--- /dev/null
+++ b/handbooks/ell-parents-handbook.html
@@ -0,0 +1,109 @@
+<!--
+title: ELL Parents Handbook
+description: 
+published: false
+date: 2023-09-29T02:23:20.198Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-25T06:47:37.406Z
+-->
+
+<h1>The purpose of the ELL service</h1>
+<p>The CRICS ELL Program exists to support the diverse needs of international students who need further development in English language skills. Our program focuses on developing students’ reading and writing skills through daily practice with these skills. Practice often requires regular meetings with ELL teachers. ELL elementary services may include two support classes a week with an ELL teacher and a reading program. Services appropriate for the secondary students may include specialized reading or writing classes or tutoring support for core classes. The ELL teachers serve to advocate for ELL student needs, supporting core academic teachers as needed.</p>
+<p>&nbsp;</p>
+<h1>ELL service styles</h1>
+<p>ELL teachers will give daily assignments to students to improve their reading and writing skills. The amount of homework will differ by their grade levels and needs. The ELL teachers confer with principals about the appropriate amount of assignments for these students.</p>
+<p>ELL teachers will provide a one-on-one class, a small group class, or join the mainstream class to support the ELL students. A one-on-one class will be arranged for a student who 1) received a classroom teacher’s recommendation for one-on-one support, 2) is behind the other ELL students in his or her class, or 3) has behavioral needs that require one-on-one ELL support. ELL teachers will notify principals if they recognize the need for one-on-one support and cannot provide adequate support for this need due to full schedules or conflicts in schedule.</p>
+<p>&nbsp;</p>
+<h1>Reclassification and monitored status</h1>
+<h2>Reclassification as an ELL student</h2>
+<p>In some unusual cases, CRICS has found that a student was admitted to CRICS without recognizing the significant ELL needs during the admissions process. If a teacher is concerned about possible ELL needs for a student, he/she needs to inform their principal and the principal will ask for assistance from the ELL department. Teachers will follow this procedure if they have concerns about a student's ELL needs:</p>
+<ul>
+  <li>The classroom teachers make the principal aware of ELL concerns about a student.</li>
+  <li>Principals request the WIDA assessment by the ELL department.</li>
+  <li>The principal makes a decision about reclassifying the student as an ELL student based on the WIDA assessment result and other feedback from teachers.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Monitored status</h2>
+<p>Students who exited the ELL program will be monitored by their classroom teachers and L.A. teachers for one year.</p>
+<p>Any academic concerns about students in the monitored status will be reported to the principals. Generally, students are monitored by the ELL program for one year. After one year, students will likely graduate from monitor status. After this, the ELL program will no longer monitor these students for ELL concerns. If for some reason a student fails to progress in English as a monitored student, in special cases, a low progressing student may continue on as monitored status for an additional year or years.</p>
+<p>&nbsp;</p>
+<h1>Criteria for exiting the ELL Program</h1>
+<p>An English proficiency assessment, WIDA, will be given yearly and the student must meet the minimum proficiency level set by CRICS. The annual language evaluation will use multiple measures including the WIDA assessment, teacher evaluation, and the MAP test.</p>
+<p>The English proficiency assessment and the MAP test will be administered in the fourth quarter. The decision on whether the student will exit ELL or not will be made by the end of May.</p>
+<p>Failure to reach acceptable English proficiency may require outside English tutoring. The progress of all ELL students will be carefully assessed through the annual language assessment, and CRICS will partner with parents in the continuing development of their children’s English language skills.</p>
+<p>In summary, the criteria for exiting the ELL Program include:</p>
+<ol>
+  <li>Elementary classroom teacher’s feedback or secondary L.A and Social Studies teachers’ feedback</li>
+  <li>MAP test result</li>
+  <li>WIDA assessment result</li>
+  <li>Reading Eggs progress (elementary students)</li>
+</ol>
+<p>&nbsp;</p>
+<h1>ELL main resources</h1>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Elementary&nbsp;</td>
+        <td>Secondary&nbsp;</td>
+      </tr>
+      <tr>
+        <td>
+          <p>Reading: Reading Eggs</p>
+          <p>Reading and Writing: McGraw Hill</p>
+          <p>Vocabulary: McGraw Hill</p>
+          <p>Spelling: Explode the Code</p>
+        </td>
+        <td>
+          <p>Reading and writing: Smart Choice 4th edition by Oxford</p>
+          <p>Reading speed : Smart Choice 4th ed.</p>
+          <p>Vocabulary:Smart Choice 4th ed.</p>
+          <p>Grammar :Smart Choice 4th ed.</p>
+        </td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h1>ELL Fees</h1>
+<p>CRICS ELL students pay an ELL fee as a student classified upon admission to CRICS as an English Language Learner. This fee may provide for various extra support services and will be required until the student passes out of the ELL program. At that point, “monitor” status is assigned to the student, generally for one academic school year, and the student on monitor status is charged a fee as a monitored student.</p>
+<p>ELL fees cover costs such as online subscriptions, WIDA Assessment, ELL curriculum textbooks, and additional support from the core classroom teachers.</p>
+<p>&nbsp;</p>
+<h1>Summer Support for ELL Students and Families</h1>
+<h2>CRICS Resources</h2>
+<ul>
+  <li>Recommended Resources<ul>
+      <li>Reading Eggs</li>
+      <li>Dreambox</li>
+    </ul>
+  </li>
+  <li>Optional Resources<ul>
+      <li>Lexia</li>
+      <li>IXL (Grade 1-6)<ul>
+          <li>Access is lost when the new year is configured in late July or early August</li>
+        </ul>
+      </li>
+    </ul>
+  </li>
+  <li>Enrichment Camp</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Chiang Rai Community Resources</h2>
+<ul>
+  <li>Adventure English School *094 620 8145</li>
+  <li>Kumon (online included) *089 635 9622</li>
+  <li>American University Alumni [AUA] (ages 11+) *053 715 818</li>
+  <li>TLC Chiang Rai 053 - 601 - 106</li>
+  <li>Seal Language School *093-138-0092</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Online Resources</h2>
+<ul>
+  <li>IXL for literacy and numeracy (paid)</li>
+  <li>Reading eggs</li>
+  <li>Examenglish.com (academic based language tests)*senior</li>
+  <li>onestopenglish.com *elementary</li>
+  <li>Englishvocabularyexercises.com *senior - The Academic Word List is composed of words that are frequently used in an academic setting, yet they’re not often found in speech or everyday texts. This makes them harder to learn than other words.</li>
+</ul>
diff --git a/handbooks/ell-teacher-handbook.html b/handbooks/ell-teacher-handbook.html
new file mode 100644
index 0000000..ee0ef76
--- /dev/null
+++ b/handbooks/ell-teacher-handbook.html
@@ -0,0 +1,276 @@
+<!--
+title: ELL Teacher Handbook
+description: 
+published: false
+date: 2023-09-29T02:23:35.109Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-25T06:49:34.577Z
+-->
+
+<p>The CRICS ELL Program exists to support the diverse needs of international students who need further development in English language skills. Our program focuses on developing students’ reading and writing skills through daily practice. ELL elementary services may include two support classes a week with an ELL teacher and a reading program. Services appropriate for the secondary students may include specialized reading or writing classes or tutoring support for core classes. The ELL teachers serve to advocate for ELL student needs, supporting core academic teachers as needed.</p>
+<p>&nbsp;</p>
+<h1>Calendar</h1>
+<p><strong>August&nbsp;</strong></p>
+<p>Week of Teacher Orientation:</p>
+<ul>
+  <li>ELL department meeting with each principal</li>
+  <li>Scheduling with elementary school teachers</li>
+  <li>Start reviewing student lists and create files for their portfolios in the shared ELL folder</li>
+</ul>
+<p><strong>September</strong></p>
+<ul>
+  <li>MAP testing / WIDA training 1</li>
+  <li>WIDA training 2</li>
+</ul>
+<p><strong>October</strong></p>
+<ul>
+  <li>Send a quarterly monitoring report (Reading Eggs) and/or a written report to elementary classroom teachers a week before the end of the first quarter.</li>
+</ul>
+<p><strong>November</strong></p>
+<ul>
+  <li>1st week - Send a teacher survey form to the related teachers.</li>
+  <li>2nd week - Send emails to teachers to remind them of the teacher survey.</li>
+  <li>3rd week: Book order: checking books in advance</li>
+</ul>
+<p><strong>December</strong></p>
+<ul>
+  <li>Send a quarterly monitoring report (Reading Eggs) and/or a written report to classroom teachers a week before the end of the second quarter<strong>.</strong></li>
+  <li>Update students’ portfolios before the Christmas break.</li>
+</ul>
+<p><strong>January</strong></p>
+<ul>
+  <li>3rd-4th week: WIDA assessment to prospective students</li>
+</ul>
+<p><strong>February</strong></p>
+<ul>
+  <li>1st week: Finalize the list of incoming ELL students and send it to the admissions office.</li>
+  <li>4th week: Send a quarterly monitoring report (Reading Eggs) to the classroom teachers.</li>
+</ul>
+<p><strong>March</strong></p>
+<ul>
+  <li>2nd-3rd week: WIDA MODEL assessment to ELL students</li>
+  <li>3rd week: Send out emails to elementary classroom teachers or secondary L.A. and social studies teachers for their feedback on ELL students in their classes.</li>
+  <li>4th week: Send out emails to teachers to remind them of the feedback.</li>
+</ul>
+<p><strong>April</strong></p>
+<ul>
+  <li>1st week: Finish scoring the WIDA MODEL assessment.<br>Finish recording each teacher’s feedback.</li>
+  <li>4th week: MAP testing and additional WIDA Screener test to prospective students<br>Submit an ELL report to the ELT.</li>
+</ul>
+<p><strong>May</strong></p>
+<ul>
+  <li>1st week: After conferring with administration, send out emails to parents regarding their child’s ELL status for the next school year.<br>Report the ELL status to the administration and finance offices.</li>
+  <li>3rd week: Send a quarterly monitoring report (Reading Eggs) and/or a written report to the classroom teachers a week before the end of the school year.<br>Update students’ portfolios.</li>
+</ul>
+<p>&nbsp;</p>
+<h1><strong>Communication &amp; Position Map</strong></h1>
+<p>&nbsp;</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td colspan="2">
+          <p style="text-align:center;">Head of School</p>
+        </td>
+      </tr>
+      <tr>
+        <td>Elementary ELL&nbsp;</td>
+        <td>Secondary ELL&nbsp;</td>
+      </tr>
+      <tr>
+        <td>Supervisor- elementary principal&nbsp;</td>
+        <td>Supervisor- secondary principal&nbsp;</td>
+      </tr>
+      <tr>
+        <td>ELL teacher&nbsp;</td>
+        <td>ELL teacher&nbsp;</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The ELL teachers are to understand the expectations of their work from their principals. All ELL teachers are under the administration of each principal.</p>
+<p>The ELL teachers are to give a report to their principal on a regular basis.</p>
+<p>&nbsp;</p>
+<h1>Scheduling</h1>
+<p>An ELL elementary teacher is to meet with the elementary principal and elementary homeroom teachers during teacher orientation for scheduling elementary students’ ELL classes to determine the best time for the students to be pulled out of the regular classroom. A secondary ELL teacher is to check with the Academic Counselor to see when the secondary ELL students will be available.</p>
+<p>Once the scheduling is done, ELL teachers are to share their schedule with their principal for their approval.</p>
+<p>&nbsp;</p>
+<h1>Elementary Open House</h1>
+<p>The elementary open house is a great opportunity to meet with the new elementary ELL families. The elementary ELL teacher is to demonstrate how to navigate the Reading Eggs program to the parents.</p>
+<p>&nbsp;</p>
+<h1>Prospective students</h1>
+<p>Incoming students who 1) come from a home where a language other than English is spoken or 2) whose parent (one or both) is not from an English speaking country should take a WIDA Kindergarten W-APT or a WIDA Screener assessment as a part of the admission process.</p>
+<p>&nbsp;</p>
+<h1>Assessment for prospective students</h1>
+<p>The WIDA Screener and WIDA Kindergarten W-APT scores will be reported to the principals along with our school’s WIDA entry points.The ELL teachers are to write a note if the prospective student passed the entry point or not. In addition to noting this, the ELL teachers should also note whether or not the student will require ELL support. The ELL teachers may provide insights about the student gained from the testing process if they recognize that the insights will be helpful to the Admissions Team.</p>
+<p>The prospective students’ WIDA Screener scores should be printed out from <a href="http://www.wida.wisc.edu">www.wida.wisc.edu</a> for documentation for the ELL department and admissions.</p>
+<p>&nbsp;</p>
+<h1>Conditional acceptance</h1>
+<p>Prospective students whose WIDA Screener scores did not meet the entry points of CRICS may be accepted by the approval of the ELT. If admitted, CRICS may ask the incoming student and their parents to agree to a conditional acceptance with certain suggestions or certain requirements for English language learning that should take place outside of CRICS oversight. (See appendix #1 for an example of a conditional acceptance agreement.)</p>
+<p>&nbsp;</p>
+<h1>Reclassification and monitored status</h1>
+<h2>Reclassification as an ELL student</h2>
+<p>In some unusual cases, CRICS has found that a student was admitted to CRICS without recognizing the significant ELL needs during the admissions process. If a teacher is concerned about possible ELL needs for a student, he/she needs to inform the principal and the principal will ask for assistance from the ELL department. Please follow this procedure if you have concerns about a student's ELL needs:</p>
+<ol>
+  <li>The classroom teachers make the principal aware of ELL concerns about a student.</li>
+  <li>Principals contact the ELL department to arrange the WIDA assessment.</li>
+  <li>The principal makes a decision about reclassifying the student as an ELL student based on the WIDA test result and other feedback from teachers.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Monitored status</h2>
+<p>Students who exited the ELL program will be monitored for one year by their homeroom teachers (elementary) and L.A. and other classroom teachers (secondary).</p>
+<p>Any academic concerns about students in the monitored status will be reported to the principals. Under monitored status, classroom teachers and ELL teachers monitor students quarterly to be sure that the students are progressing satisfactorily in their core subject classes. After one year, students will likely exit from monitored status. After this, the ELL program will no longer monitor these students for ELL concerns. If for some reason a student fails to progress in English as a monitored student, in special cases, a low progressing student may continue on as monitored status for an additional year or years.</p>
+<p>&nbsp;</p>
+<h1>ELL service styles</h1>
+<p>ELL teachers will give daily assignments to students to improve their reading and writing skills. The amount of homework will differ by their grade level and needs. The ELL teachers confer with principals about the appropriate amount of assignments for these students.</p>
+<p>ELL teachers will provide a one-on-one class, a small group class, or join the mainstream class to support the ELL students. A one-on-one class will be arranged for a student who 1) received a classroom teacher’s recommendation for one-on-one support, 2) is behind the other ELL students in his or her class, or 3) has behavioral needs that require one-on-one ELL support. ELL teachers will notify principals if they recognize the need for one-on-one support and cannot provide adequate support for this need due to full schedules or conflicts in schedule.</p>
+<p>&nbsp;</p>
+<h1>Criteria for exiting the ELL Program</h1>
+<p>An English proficiency exam will be given yearly and the student must meet the minimum proficiency level set by CRICS. The annual language evaluation will use multiple measures including an English proficiency assessment, teacher evaluation, and the MAP test.</p>
+<p>The English proficiency assessment and the MAP test will be administered in April. The decision on whether the student will exit ELL or not will be made by the end of May.</p>
+<p>Failure to reach acceptable English proficiency may require outside English tutoring. The progress of all ELL students will be carefully assessed through the annual language evaluation, and CRICS will partner with parents in the continuing development of their child’s English.</p>
+<ol>
+  <li>Elementary classroom teacher’s feedback or secondary L.A and social studies teachers’ feedback</li>
+  <li>MAP test result</li>
+  <li>WIDA test result</li>
+  <li>Reading Eggs progress (elementary students)</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Assessment for ELL students</h1>
+<p>The ELL teachers will give the ELL needs assessment to the ELL students at the beginning of the school year to coordinate resources and materials accordingly.</p>
+<p>The ELL teachers will refer to the ELL students’ MAP test results for assessment.</p>
+<p>The ELL teachers will administer the WIDA MODEL Online assessment to the ELL students in the fourth quarter.</p>
+<p>&nbsp;</p>
+<h1>ELL Report</h1>
+<p>The elementary ELL teachers are to give a quarterly report on the Reading Eggs to each homeroom teacher a week before the end of each quarter.</p>
+<p>The elementary and secondary ELL teachers are to give the annual report of ELL students to the ELT in April. The report includes MAP test scores, teachers’ feedback, WIDA MODEL Online scores, and the monitoring result from Reading Eggs.</p>
+<p>&nbsp;</p>
+<h1>ELL Fees</h1>
+<p>CRICS ELL students pay an ELL fee as a student classified upon admission to CRICS as an English Language Learner. This fee may provide for various extra support services and will be required until the student passes out of the ELL program. At that point, “monitor” status is assigned to the student, generally for one academic school year, and the student on monitor status is charged a fee as a monitored student.</p>
+<p>ELL fees cover costs such as online subscriptions, WIDA Assessment, ELL curriculum textbooks, and additional support from the core classroom teachers.</p>
+<p>&nbsp;</p>
+<h1>Parents’ refusal of services</h1>
+<p>If a parent does not want their child to receive ELL support services, the parent must meet with the principal to request a refusal of services. Upon the approval of the principal, the parent must sign a form to opt-out of ELL services. Opting out of CRICS ELL services is likely not ideal and may create difficulties for a student that leads to academic failure and possibly the inability to continue on at CRICS as a student (see Appendix #2).</p>
+<p>&nbsp;</p>
+<h1>WIDA training and test administration</h1>
+<p>Since CRICS uses the WIDA assessment for all grade levels, it is a mandatory requirement for ELL teachers to have the WIDA training.</p>
+<ol>
+  <li><u>Kindergarten W-APT:</u> This is a WIDA assessment for prospective kindergarten students. This is a one-to-one assessment for speaking and listening tests and it takes about 30 minutes. The ELL teachers go through the training for this assessment at <a href="www.wida.wisc.edu">www.wida.wisc.edu</a>.</li>
+  <li><u>WIDA Screener</u>: This is a WIDA assessment for prospective students from grades 1-12. This assessment can be done in small groups with 2-3 students except the speaking session. However, the small group assessment is possible only when the prospective students are having the same grade-level cluster test. The ELL teachers must read the WIDA Screener Manual before they go through the training for this assessment at <a href="www.wida.wisc.edu">www.wida.wisc.edu</a>.</li>
+  <li><u>WIDA MODEL Kindergarten</u>: This is a WIDA assessment for our ELL kindergarten students. This is a one-to-one assessment and it takes about 30 minutes to one hour. The ELL teachers must read and understand the WIDA MODEL Test Administration Manual for Kindergarten. It is required for the ELL teachers to practice administering the assessment using the test kits.</li>
+  <li><u>WIDA MODEL Online</u>: This is a WIDA assessment for our ELL students from grades 1-12. The WIDA MODEL Online can be done in a small group (2-3) above grade 3 except the speaking session. The younger students do not understand the instructions or focus on them well, so a one-to-one assessment is more effective.&nbsp;<br>Since the assessment takes 90-120 minutes, the assessment should be split into two parts (speaking &amp; listening / reading &amp; writing) and be arranged on two different days for grades 1-2.</li>
+</ol>
+<p>ELL teachers must read the WIDA MODEL Online Administration Manual and go through the training by logging on <a href="www.wida-model.metritechtesting.com">www.wida-model.metritech testing.com</a>. WIDA Reading and Writing Rubric should be printed out. The ELL teachers need to memorize them. The Writing Rafter Training Manual must be printed out to be used when scoring.</p>
+<p>&nbsp;</p>
+<p>Login information: <a href="www.wida.wisc.edu">www.wida.wisc.edu</a></p>
+<p>id: WISCCRICS2020&nbsp;<br>password: baanduu</p>
+<p>Go to the website and click on Login. You will see another log in sign on the right side. Choose “WIDA International Secure Portal.”</p>
+<p>Login information: <a href="www.wida-model.metritechtesting.com">www.wida-model.metritechtesting.com</a></p>
+<p>id:Cricsell&nbsp;<br>password: baanduu</p>
+<p>The ELL teachers may send an email to WIDA at <a href="mailto:wida@help.us">wida@help.us</a> if there are any questions or technical issues. WIDA can be very helpful and the responses will come within 24 hours except on weekends.</p>
+<p>The ELL teachers must fill out the WIDA training check-up list and submit it to their supervisors. See to the Training check-up list (Appendix #3).</p>
+<p>&nbsp;</p>
+<h1>Documentation</h1>
+<p>ELL teachers are responsible for keeping an ELL folder in Google Drive. The ELL folder contains a report including WIDA Screener/ MODEL Test Scores, MAP test scores, and teachers’ feedback. The information should be updated within 2 weeks of each test. The folder also contains the quarterly report of the Reading Eggs and AceReader downloaded from their websites.</p>
+<p>The ELL teachers are to keep a portfolio of work samples for each ELL student. The portfolio must include samples of student work of each quarter.</p>
+<p>&nbsp;</p>
+<h1>Resource Management</h1>
+<p>The ELL teachers should be accountable for all the resources purchased by the school or donated by someone.</p>
+<ol>
+  <li>ELL teachers should be aware of the number of the books in each curriculum.</li>
+  <li>ELL teachers should have a list of their teaching resources and materials in the ELL classroom. The ELL teachers should give a copy of it to their supervisors. In February, the ELL teachers should check if there are any missing materials or if there are any materials that need to be repurchased due to some damage to them. These items will be added to the budget list for the next school year.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>ELL main resources</h1>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Elementary&nbsp;</td>
+        <td>Secondary&nbsp;</td>
+      </tr>
+      <tr>
+        <td>
+          <p>Reading: Reading Eggs</p>
+          <p>Reading and Writing: ___</p>
+          <p>Vocabulary: ___</p>
+          <p>Spelling: ___</p>
+        </td>
+        <td>
+          <p>Reading and writing: (block period)</p>
+          <p>Reading speed: Smart Choice 4th edition</p>
+          <p>Vocabulary: Smart Choice 4th edition</p>
+          <p>Grammar : Smart Choice 4th edition</p>
+        </td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h1>Subscription</h1>
+<p>The ELL teachers should be aware of the subscription expiration date of online programs (Reading Eggs, Raz Plus, and Dreambox Reading Plus) and WIDA MODEL Online assessment. The ELL teachers renew the number of students for online programs at the end of the school year. The new ELL students should be added to the online program. The ELL teachers should share the list of students who are taking the online programs with their supervisors. When the expiration date is close, the ELL teachers should contact <a href="mailto:admin@crics.asia">admin@crics.asia</a> for renewing the subscription upon the approval of supervisors.</p>
+<p>*Raz Plus: a combination of Reading A to Z and Raz Kids</p>
+<p>&nbsp;</p>
+<h1>Appendix #1</h1>
+<p><strong>Conditional Acceptance Agreement</strong></p>
+<p>It is my desire to enroll ____________________________ in grade ________.</p>
+<p>I recognize that the high English language standards at CRICS require me to be an active partner in my child’s education. Yes or No (please, circle yes or no)</p>
+<p>I understand that my child is accepted as an ELL student. Yes or No</p>
+<p>I understand that my child needs supplemental English lessons so that she / he can reach acceptable English proficiency to study at CRICS. Yes or No</p>
+<p>I understand that CRICS may ask for details about my student’s extra support study plans. Yes or No</p>
+<p>I have read and agreed to this contract. Yes or No</p>
+<p>_____________________ ______________________</p>
+<p>Parent’s Signature Parent’s Signature</p>
+<p>Date___________________ Date ______________________</p>
+<p>&nbsp;</p>
+<h1>Appendix #2</h1>
+<p><strong>Parent’s Contract in Refusing ELL Services</strong></p>
+<ol>
+  <li>I understand that my child will no longer receive any support from the ELL department.</li>
+  <li>I understand that my child will no longer receive any extra support as an ELL student in the mainstream classroom.</li>
+  <li>I understand that this decision may negatively affect my child’s academic progress.</li>
+</ol>
+<p>____________________________ ________________________</p>
+<p>Parent’s Signature Parent’s Signature</p>
+<p>Date_______________________ Date_____________________________</p>
+<p>&nbsp;</p>
+<h1>Appendix #3</h1>
+<p><strong>WIDA Training Checklist</strong></p>
+<p>Name: Date:</p>
+<ol>
+  <li>Kindergarten W-APT<ol>
+      <li>I finished the training.</li>
+      <li>I understood the training.</li>
+    </ol>
+  </li>
+  <li>WIDA Screener :<ol>
+      <li>I read the WIDA Screener Manual.</li>
+      <li>I understood the manual.</li>
+      <li>I finished all the training sessions on <a href="www.wida.wisc.edu">www.wida.wisc.edu</a>.</li>
+      <li>I got licensed to score the WIDA Screener speaking assessment from G1 to G5 and / or from G6 to G12.</li>
+      <li>I got licensed to score the WIDA Screener writing assessment from G1 to G5 and / or from G6 to G12.<ol>
+          <li>WIDA MODEL Kindergarten :<ol>
+              <li>I read the WIDA MODEL Test Administration Manual for K.</li>
+              <li>I understood the manual.</li>
+              <li>I practiced the assessment at least twice using the test kits.<ol>
+                  <li>WIDA MODEL Online :<ol>
+                      <li>I read the WIDA MODEL Online Administration Manual.</li>
+                      <li>I understood the manual.</li>
+                      <li>I finished all the training on <a href="http://www.wida-model.metritechtesting.com">www.wida-model.metritechtesting.com</a></li>
+                    </ol>
+                  </li>
+                </ol>
+              </li>
+            </ol>
+          </li>
+        </ol>
+      </li>
+    </ol>
+  </li>
+  <li>I know where all the manuals are.</li>
+  <li><strong>I understand that the WIDA Manuals should not be brought outside the school (CRICS does not have any extra copies).&nbsp;</strong></li>
+  <li>I understand that I should keep all the WIDA test results in a cabinet in the ELL room as confidential records.</li>
+</ol>
diff --git a/handbooks/school-handbook.html b/handbooks/school-handbook.html
new file mode 100644
index 0000000..c0366be
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+++ b/handbooks/school-handbook.html
@@ -0,0 +1,1340 @@
+<!--
+title: School Handbook
+description: 
+published: true
+date: 2023-09-29T06:29:30.673Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-22T06:45:47.071Z
+-->
+
+<h1>Letter from the Head of School</h1>
+<p>Dear Parent and Students of CRICS:FLC</p>
+<p>Welcome to the Chiang Rai International Christian School: Family Learning Community! We are excited to walk together with you through the learning and the events of this school year!</p>
+<p>Clearly this school stands as a testimony to God’s faithfulness. Each challenge that comes our way meets a measure of kind grace from the God we trust to care for our needs, especially the needs of our children. We have seen God overcome trials and adversity time and time again. lack of teacher volunteers, loss of property, lack of funds, a pandemic, and so much more, yet our community by the merciful hand of God continues to improve our school and our services to our families. God’s kindness and your generosity will allow CRICS teachers to provide the quality education in the coming school year that we all hope for as parents, teachers, and administrators. Thanks to God and to all involved in this Family Learning Community. Let’s all continue in diligence and belief for a great school year.</p>
+<p>For this season in our learning community, the make-up of CRICS/FLC leadership includes the head of school , the Educational Leadership Team, as well as the Thai director who sits on the CRICS board and the CEFT board. Here listed are the members of the CRICS/FLC Educational Leadership Team (ELT):</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Interim Head of School</th>
+        <td>Mrs. Lori Vernon</td>
+      </tr>
+      <tr>
+        <th>Thai Director</th>
+        <td>Mr. Kanit Klaijumlang</td>
+      </tr>
+      <tr>
+        <th>Elementary Principal</th>
+        <td>Ms. Amber Dueck (adueck@crics.asia)</td>
+      </tr>
+      <tr>
+        <th>Secondary Principal</th>
+        <td>Mr. Troy Roberts (troberts@crics.asia)</td>
+      </tr>
+      <tr>
+        <th>Curriculum Director</th>
+        <td>Ms. Jenn Lindemuth</td>
+      </tr>
+      <tr>
+        <th>Chief Business Officer</th>
+        <td>Mrs. Tabitha Pagan</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;If you have questions or suggestions for CRICS/FLC, please contact a member of our leadership team. You can begin by a personal visit or by emailing your principal.<br><br>The leadership team and teachers continue to strive to meet the goals of CRICS/FLC’s mission statement and philosophy statements as well as CRICS/FLC’s core values. This School Handbook contains valuable information for students and parents. On subsequent pages, you will find notes and policies, along with other information that will give you a better working understanding of how CRICS/FLC operates day-to-day. This handbook as well as the CRICS Technology Handbook and the CRICS Child Protection Handbook must be understood by all parents, students, and teachers. You can find all the required handbook information and online agreement forms in the sections to follow.</p>
+<p>We look forward to serving you as part of CRICS/FLC family this year!</p>
+<p>&nbsp;</p>
+<p>On behalf of CRICS/FLC leadership team members,</p>
+<p>Lori Vernon</p>
+<p>Interim Head of School</p>
+<p>&nbsp;</p>
+<h1>Foundational Documents</h1>
+<h2>Vision</h2>
+<p>The vision of CRICS is to help others know God and understand Him more fully by serving the body of Christ through providing quality Christian education in Chiang Rai, Thailand.</p>
+<p>&nbsp;</p>
+<h2>Mission</h2>
+<p>The mission of CRICS is to serve the servant by providing quality, innovative, affordable, family-oriented English Christian education.</p>
+<p>&nbsp;</p>
+<h2>Philosophy</h2>
+<p>We are a Christian school committed to serving the children of pastors, missionaries, educators, and social welfare workers of non-profit businesses or agencies in the Chiang Rai area. Our school also invites, embraces, and serves other students whose presence provides culture, diversity, and resources that support and enrich our primary mission. The Chiang Rai International Christian School is a resource to parents and is designed to encourage and assist the parents in fulfilling their responsibility of educating their children. Our school sees each person and family as individually created and endowed with gifts by our Creator. We seek to encourage individual talents and meet individual needs as expressed by our students and families. Our school desires to be a catalyst for unity and cooperation between families and organizations that serve the Chiang Rai province and surrounding areas. The Chiang Rai International Christian School students set an example by working together in community service and outreach. We seek to bless the Chiang Rai community, Thailand, and the world.</p>
+<p>&nbsp;</p>
+<h2>Statement of Faith</h2>
+<ol>
+  <li><strong>Bible</strong>
+    <ul>
+      <li>We believe the Bible to be the inspired, infallible, authoritative Word of God and the final authority in faith and life. (2 Timothy 3:16, 2 Peter 1:21).</li>
+    </ul>
+  </li>
+  <li><strong>Trinity</strong>
+    <ul>
+      <li>We believe there is one God, eternally existent in three persons—Father, Son, and Holy Spirit (Genesis 1:1, Matthew 28:19, John 10:30).</li>
+    </ul>
+  </li>
+  <li><strong>Jesus</strong>
+    <ul>
+      <li>We believe in the deity of Christ (John 10:33), His virgin birth (Isaiah 7:14, Matthew 1:23, Luke 1:35), His sinless life (Hebrews 4: 15, 7:26), His miracles (John 2:11), His vicarious and atoning death (1 Corinthians 15:3, Ephesians 1:7, Hebrews 2:9), His Resurrection (John 11:25, 1 Corinthians 15:4), His Ascension to the right hand of God (Mark 16:19), His personal return in power and glory (Acts 1:11, Revelation 19:11).</li>
+    </ul>
+  </li>
+  <li><strong>Salvation</strong>
+    <ul>
+      <li>We believe in the absolute necessity of regeneration by the Holy Spirit for salvation because of the exceeding sinfulness of human nature and that men are justified on the single ground of faith in the shed blood of Christ and that only by God's grace and through faith alone are we saved (John 3:16-19, 5:24; Romans 3:23, 5:8–9; Ephesians 2:8-10; Titus 3:5).</li>
+    </ul>
+  </li>
+  <li><strong>Resurrection</strong>
+    <ul>
+      <li>We believe in the resurrection of both the saved and the lost; they that are saved unto the resurrection of life, and they that are lost unto the resurrection of condemnation (John 5:28-29).</li>
+    </ul>
+  </li>
+  <li><strong>Unity</strong>
+    <ul>
+      <li>We believe in the spiritual unity of believers in our Lord Jesus Christ (Romans 8:9, 1 Corinthians 12:12-13, Galatians 3:26-28).</li>
+    </ul>
+  </li>
+  <li><strong>Holy Spirit</strong>
+    <ul>
+      <li>We believe in the present ministry of the Holy Spirit by whose indwelling the Christian is enabled to live a godly life (Romans 8:13–14; 1 Corinthians 3:16, 6:19-20; Ephesians 4:30, 5:18).</li>
+    </ul>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2>Lifestyle of Teachers</h2>
+<p>Our mission at CRICS is to “serve the servant by providing quality, innovative, family-oriented English Christian Education.” All volunteers are expected to continually maintain a Christian lifestyle which enables CRICS to fulfill its mission. Therefore all expatriates accepted for service with CRICS must be Christians and are expected to demonstrate Christian values in their lifestyle.</p>
+<p>We believe humans are created to be male or female, each created in God’s image (Gen. 5:2, Mt. 19:1-12). For those who choose it, marriage reflects God’s design when it is a lifelong commitment between one man and one woman (Mark 10:1-12). We believe singleness, for those who embrace it, is a gift to be celebrated and supported within the CRICS community.</p>
+<p>While there may be different behavior patterns on some moral issues within the Christian church worldwide, we feel that a conscious effort to maintain a Christian lifestyle is very important, and behavior that hinders CRICS from fulfilling its mission is grounds for dismissal. The school will not attempt to define such behavior in detail ahead of time, but our definitions of Christian lifestyle include the facts that we expect single people to remain celibate and husbands and wives to be faithful to one another within their marriage.</p>
+<p>&nbsp;</p>
+<h2>Non-discrimination Statement</h2>
+<p>CRICS maintains a policy of nondiscrimination with staff, student, and family members No aspect of study, community involvement, or employment with us will be influenced in any manner by sex, race, age, or disability. CRICS carefully preserves its right to select teaching faculty&nbsp;who will&nbsp;affirm&nbsp;the school's&nbsp;Statement of Faith and Lifestyle Statement and who will effectively&nbsp;advance the school's mission.</p>
+<p>&nbsp;</p>
+<h2>Expected School-wide Learning Results (ESLRs)</h2>
+<figure class="image"><img src="/schoolhandbook/image2.png"></figure>
+<p>&nbsp;</p>
+<h3>Caring Community (Effective Communicators, Loving Neighbors)</h3>
+<blockquote>
+  <p>“My command is this: Love each other as I have loved you. Greater love has no one than this: to lay down one’s life for one’s friends.” <strong>John 15:12-13</strong></p>
+</blockquote>
+<p>A CRICS student honors family, community, and diversity. They act with the knowledge that we are better together than we are apart.</p>
+<p>A CRICS student demonstrates Christ’s love through:&nbsp;</p>
+<ul>
+  <li><strong>CC1 -&nbsp;</strong>Performing acts of community service.</li>
+  <li><strong>CC2 - </strong>Developing leadership skills that inspire others to achieve, serve, and work together.</li>
+</ul>
+<p>A CRICS student is a globally competent individual who:</p>
+<ul>
+  <li><strong>CC3 -&nbsp;</strong>Is striving to become multilingual</li>
+  <li><strong>CC4 -&nbsp;</strong>Understands the broad picture of human history, cultures, religions, and people groups.</li>
+  <li><strong>CC5 -&nbsp;</strong>Exhibits genuine cultural sensitivity by showing proper respect for others.</li>
+  <li><strong>CC6 -&nbsp;</strong>Is able to work cooperatively as a valued team member.</li>
+  <li><strong>CC7 -&nbsp;</strong>Uses technology capably in this globally connected world in a way that demonstrates respect, connection, and protection of self and others.</li>
+  <li><strong>CC8 -&nbsp;</strong>Functions competently in a variety of cultural settings.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Enduring Excellence (Lifelong Learners, Determined Goal-setters)</h3>
+<blockquote>
+  <p><i>“Whatever you do, work at it with all your heart, as working for the Lord, not for human masters,” <strong>Colossians 3:23</strong></i></p>
+</blockquote>
+<p>A CRICS student strives for excellence and establishes a lifelong love of learning.</p>
+<p>A CRICS student is a lifelong learner who:</p>
+<ul>
+  <li><strong>EE1 - </strong>Demonstrates a solid acquisition of core knowledge and skills in the academic disciplines.</li>
+  <li><strong>EE2 -&nbsp;</strong>Develops the organizational skills needed to function effectively in life.</li>
+  <li><strong>EE3 -&nbsp;</strong>Employs technology to gather, analyze, and synthesize information for continuing self-education.</li>
+  <li><strong>EE4 -&nbsp;</strong>Expands their communication skills in speaking and writing.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Critical Thinking (Information Analyzers, Creative Problem Solvers)</h3>
+<blockquote>
+  <p>“but test everything; hold fast what is good.” <strong>1 Thessalonians 5:21</strong></p>
+  <p>“The simple believes everything, but the prudent gives thought to his steps.” <strong>Proverbs 14:15</strong></p>
+</blockquote>
+<p>A CRICS student challenges themselves to think critically and to express their thoughts coherently. They demonstrate the understanding that logic, creativity, and independent thinking are indispensable.</p>
+<p>A CRICS student is a critical thinker who:</p>
+<ul>
+  <li><strong>CT1 - </strong>Applies knowledge and creativity to solve problems.</li>
+  <li><strong>CT2 - </strong>Employs logic to analyze new information.</li>
+  <li><strong>CT3 - </strong>Practices discernment in actions, especially as they affect others.</li>
+  <li><strong>CT4 - </strong>Listens attentively and respectfully.</li>
+  <li><strong>CT5 - </strong>Responds graciously and meaningfully to thoughts of others.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Biblical Worldview (Truth Seekers, Christ Followers)</h3>
+<blockquote>
+  <p>“Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God's will is--his good, pleasing and perfect will." <strong>Romans 12:2</strong></p>
+</blockquote>
+<p>A CRICS student knows the full story of Christ and uses it as the lens through which they view everything else.</p>
+<p>A CRICS student is a learner of the worldview of Christ who:</p>
+<ul>
+  <li><strong>BW1 - </strong>Demonstrates the character reflected in the life of Christ.</li>
+  <li><strong>BW2 - </strong>Knows and understands God’s Word and that it is a fundamental element of a complete Christian life.</li>
+  <li><strong>BW3 - </strong>Recognizes the value of the spiritual disciplines of prayer, Bible study, scripture memorization, and worship.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Thankful Stewardship (Grateful Participants, Responsible Caretakers)</h3>
+<blockquote>
+  <p>¨and to aspire to live quietly, and to mind your own affairs, and to work with your hands, as we instructed you, 12 so that you may walk properly before outsiders and be dependent on no one.¨ <strong>1 Thessalonians 4:11-12</strong></p>
+</blockquote>
+<p>A CRICS student exercises responsibility by fostering care for God's many gifts.</p>
+<p>A CRICS student is a responsible caretaker who:</p>
+<ul>
+  <li><strong>TS1 - </strong>Manages personal resources: time, talents, finances, and energy.</li>
+  <li><strong>TS2 - </strong>Acts with social, environmental, and technological responsibility.</li>
+  <li><strong>TS3 - </strong>Demonstrates care for God’s creation.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Holistic Health (Joyful Player, Honest Self-Evaluator)</h3>
+<blockquote>
+  <p>“Do you not know that your bodies are temples of the Holy Spirit, who is in you, whom you have received from God? You are not your own; 20 you were bought at a price. Therefore honor God with your bodies.” <strong>1 Corinthians 6:19-20</strong></p>
+</blockquote>
+<p>A CRICS student develops the spiritual, mental, emotional, and physical health that plants a seed for growth and opportunity in every part of life.</p>
+<p>A CRICS student is a healthy individual who:</p>
+<ul>
+  <li><strong>HH1 - </strong>Establishes a rich spiritual life.</li>
+  <li><strong>HH2 - </strong>Cultivates the interpersonal skills needed to function effectively in life.</li>
+  <li><strong>HH3 - </strong>Enjoys engaging in creative, artistic expression.</li>
+  <li><strong>HH4 - </strong>Continually expands skills to develop emotional health, especially during times of transition</li>
+  <li><strong>HH5 - </strong>Strives to maintain a healthy, active lifestyle</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Core Values</h2>
+<p><strong>Excellence in Education</strong></p>
+<p>Excellent teachers, excellent curriculum, excellent classroom instruction, excellent resources. Gathering from both classical and innovative methods to inspire excellence and encourage the love of learning throughout the student’s life.</p>
+<p><strong>Biblical Worldview</strong></p>
+<p>Instilling the full story of Christ as the lens through which students view everything else.</p>
+<p><strong>Affordability</strong></p>
+<p>Determined simplicity and stewardship to allow for the broadest possible participation.</p>
+<p><strong>Community</strong></p>
+<p>Honoring our family, honoring our host community, honoring our diversity. We are better together than we are apart.</p>
+<p><strong>Critical Thinking</strong></p>
+<p>Unashamedly requiring students to think and to express their thoughts. For teams and for individuals, creativity and independent thinking are indispensable.</p>
+<p><strong>Wholeness of Character</strong></p>
+<p>Helping students develop physical, spiritual and emotional health that opens the door of opportunity and allows the student the joy of finishing well.</p>
+<p>&nbsp;</p>
+<h2>CRICS School Board</h2>
+<p>CRICS is governed by a Legal Board and the CRICS Governing Board that the Legal Board has empowered with responsibility for maintaining the school’s mission, vision, values, and Christian identity. The CRICS Governing Board is responsible for governance, not management. The head of school and the Educational Leadership Team (ELT) are responsible for running the school. The CRICS Governing Board operates according to the school’s bylaws and other policies set forth in the Governance Handbook. Individual members of the Legal Board and the CRICS Governing Board have no authority to act on behalf of CRICS except in meetings of the assembled board or committee or after being duly authorized by the assembled board or committee for a specific activity.</p>
+<p>&nbsp;</p>
+<h1>Basic Information</h1>
+<h2>CRICS:FLC Glossary</h2>
+<p>Our school terminology is based on many traditional American school terms. We realize that this is foreign to many of our parents. Below some of the words are defined within our school context.</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Kindergarten</td>
+        <td>A primary level of school focused on the building blocks of education, including numbers, colors, English and Thai letters</td>
+      </tr>
+      <tr>
+        <td>Elementary School</td>
+        <td>Grades K - 6</td>
+      </tr>
+      <tr>
+        <td>Middle School</td>
+        <td>Grades 7 - 8</td>
+      </tr>
+      <tr>
+        <td>High School</td>
+        <td>Grades 9 - 12</td>
+      </tr>
+      <tr>
+        <td>Freshman</td>
+        <td>9<sup>th</sup> Grade</td>
+      </tr>
+      <tr>
+        <td>Sophomore</td>
+        <td>10<sup>th</sup> Grade</td>
+      </tr>
+      <tr>
+        <td>Junior</td>
+        <td>11<sup>th</sup> Grade</td>
+      </tr>
+      <tr>
+        <td>Senior</td>
+        <td>12<sup>th</sup> Grade</td>
+      </tr>
+      <tr>
+        <td>Quarter</td>
+        <td>A 9 week grading period - approximately ¼ of a school year</td>
+      </tr>
+      <tr>
+        <td>Semester</td>
+        <td>2 grading periods or ½ a school year</td>
+      </tr>
+      <tr>
+        <td>Field Trip</td>
+        <td>A classroom experience that is conducted off-campus</td>
+      </tr>
+      <tr>
+        <td>In-service</td>
+        <td>A teachers’ workday with workshops on specialized topics.</td>
+      </tr>
+      <tr>
+        <td>Community Service</td>
+        <td>Activities designed to involve our students in the community in a helping capacity</td>
+      </tr>
+      <tr>
+        <td>ELL</td>
+        <td>English Language Learner - we provide support services and testing to help students for whom English is not their first Language</td>
+      </tr>
+      <tr>
+        <td>ASP</td>
+        <td>Academic Success Program - The group of teachers who chiefly oversee the unique instruction efforts of advanced and struggling students</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Office Schedule</h2>
+<p>CRICS Office Hours are 8:00 am to 4:00 pm Monday through Friday while school is in session.</p>
+<p>&nbsp;</p>
+<h2>Daily Schedule</h2>
+<figure class="image"><img src="/schoolhandbook/image3.png"></figure>
+<p>A full calendar can be seen in the CRICS Portal at <a href="portal.crics.asia">portal.crics.asia</a>.</p>
+<p>&nbsp;</p>
+<h2>School Supplies</h2>
+<p><strong>Kindergarten-5<sup>th </sup>Grades: </strong>To ensure quality and adequate amounts of supplies, teachers will purchase some supplies for each student. Parents may need to supply some items. A supply fee will be added to the student’s bill for all Kindergarten through 5th-grade students. Parents please provide the following recommended supplies for students.</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Kindergarten</td>
+        <td>A bag with handles or a backpack, headphones</td>
+      </tr>
+      <tr>
+        <td>1<sup>st</sup> Grade</td>
+        <td>2B pencils (box of 12), scissors, tissue, headphones, large backpack</td>
+      </tr>
+      <tr>
+        <td>2<sup>nd</sup> Grade</td>
+        <td>Scissors, pencils, eraser, ruler, glue sticks, colored pencils, headphones, Box of Kleenex</td>
+      </tr>
+      <tr>
+        <td>3<sup>rd</sup> Grade</td>
+        <td>Colored, pencils, antibacterial hand wipes, Kleenex, headphones</td>
+      </tr>
+      <tr>
+        <td>4<sup>th</sup> Grade</td>
+        <td>Pencils, sharpener, erasers, ruler, scissor, Box of Kleenex, crayons or coloured pencils, glue sticks, headphones, protractor, 1-2 folders</td>
+      </tr>
+      <tr>
+        <td>5<sup>th</sup> Grade</td>
+        <td>#2 Pencils, scissors, erasers, pencil sharpener, colour pencils, glue sticks, deodorant, ruler, 3 pens (blue, red, black), water bottle, highlighter, 8 notebooks, accordion file, 1 inch binder with page protectors, white board markers, headphones, tape, sticky notes, stapler (optional)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<p><strong>6th - 12th Grades </strong>- suggested supplies to be acquired as needed</p>
+<ul>
+  <li>Paper notebooks (8+ to begin)</li>
+  <li>Pencils (12+ to begin)</li>
+  <li>Pens - (12+ to begin)</li>
+  <li>Plastic file folders (6+ to begin)</li>
+  <li>Pencil sharpener</li>
+  <li>Highlighters</li>
+  <li>Colored pencils</li>
+  <li>Scissors</li>
+  <li>Glue stick</li>
+  <li>Whiteout or correction tape</li>
+  <li>Calculator<ul>
+      <li>Scientific calculator are needed for math classes through Geometry</li>
+      <li>TI-84 Plus graphing calculators are recommended for Algebra 2 and above. These can be purchased through the school. Speak to your teacher for more details.</li>
+    </ul>
+  </li>
+  <li>Graph paper</li>
+  <li>Compass and Protractor (Geometry students only)</li>
+  <li>Other items specific to the class as announced by teachers</li>
+  <li>Headphones</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Student Testing</h2>
+<p>MAP Tests taken at our school two times a year to track student achievement in grades 3-9.</p>
+<p>PSAT Preliminary SAT - A standardized test developed to prepare students for the SAT. Exceptional scores on this test may qualify in the USA for the National Merit Scholarship. Usually, this test is taken in the 10th grade.</p>
+<p>SAT Scholastic Achievement Test - a standardized test that is given in many countries. This test is considered by many western universities in their admissions process. This is usually taken during the Junior (11th) or Senior (12th) year.</p>
+<p>GED Graduation Equivalency Diploma - a test that can be taken to receive a certified US equivalent high school diploma.</p>
+<p>&nbsp;</p>
+<h1>Parent &amp; Teacher Communication</h1>
+<h2>Student Planners</h2>
+<p>Students in grades 6-10 will use a planner in every class during the school day. Please check this planner for assignments, calendar events, due dates for large projects, notes from teachers, and more. This is our most consistent communication tool. Let’s make it count for our kids!</p>
+<p>&nbsp;</p>
+<h2>Teacher Email List</h2>
+<p>All teacher emails are available <a href="https://docs.google.com/spreadsheets/d/1dvVdQzb_xY3K0VfPIS7UuNSZ3rcLyEEQRQjpj8MB_9s">here</a></p>
+<p>&nbsp;</p>
+<h2>CRICS Weekly Bulletin</h2>
+<p>The weekly bulletin is our most comprehensive source for school news and CRICS community information and will be sent out each week by email. Parents or guardians should read the entire bulletin each week.</p>
+<p>&nbsp;</p>
+<h2>Checking Grades</h2>
+<p>Students and parents are encouraged to check their grades weekly using the username and password provided during the Orientation, Open House, and Registration events in August. If you need a reminder about your information, then please ask for help in the main office or speak to your teacher directly.</p>
+<p>&nbsp;</p>
+<h2>Open House</h2>
+<p>Parent Open House for secondary will be held on an evening early in the school year. This meeting is for parents only and is a time when teachers are in their classrooms to outline goals, expectations, curriculum, and classroom procedures. This is designed to be a very informative session for the parents. All parents and teaching staff members are required to be present at the parent orientation.</p>
+<p>&nbsp;</p>
+<h2>Parent-Teacher Conferences</h2>
+<p>Parent-teacher conferences may be scheduled with teachers at any time during the school year. The purpose of the conference is to provide parents with an explanation of the educational process and academic environment that their child is involved in, as well as providing an opportunity to dialog about their child’s progress. At any time, parents may schedule an appointment directly with the teacher using the teacher email list available <a href="https://docs.google.com/spreadsheets/d/1dvVdQzb_xY3K0VfPIS7UuNSZ3rcLyEEQRQjpj8MB_9s">here</a>. If however, parents desire to meet with more than one of their child’s teachers, a joint conference should be arranged through the main office or the principal.</p>
+<p>There is an Elementary Parent-Teacher Conferences day in October. On that day, there is no school for elementary students to allow teachers the freedom to meet with parents. Details will be announced.</p>
+<p>&nbsp;</p>
+<h2>Emailing &amp; Calling</h2>
+<p>Emailing is CRICS’s official means of communication for school business; however, phone calls are also highly encouraged when possible.</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Main Office &amp; Questions</td>
+        <td><a href="mailto:office@crics.asia">office@crics.asia</a></td>
+      </tr>
+      <tr>
+        <td>Absence Reporting</td>
+        <td><a href="https://portal.crics.asia/student-absence-reporting">Link to Absence Report Form</a></td>
+      </tr>
+      <tr>
+        <td>IT Problems</td>
+        <td><a href="mailto:it@crics.asia">it@crics.asia</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Parent &amp; Student Grievances</h2>
+<p>Most parent complaints pertain to a child’s school-related situations with other people such as staff members, students, etc. Many of these complaints come from misunderstandings and partial information. To students and parents, these are real concerns, and they have the right to have their concerns heard. It is the responsibility of the school personnel to be sensitive to these concerns and to respond in an appropriate and timely manner.</p>
+<p>Parents should first contact the staff member most directly involved in the incident. If a resolution of the grievance is not reached with both parties, the parent or staff member may request an appointment with the relevant principal or the head of school. All parties involved are to be invited to attend this meeting. The principal will keep notes of all the proceedings in this meeting and all subsequent communications.</p>
+<p>If a resolution is not reached with the head of school or principal, the parent has a right to appeal that grievance to the school board. The principal will provide the school board with a written copy of the notes and communications pertaining to the grievance. The School Board will then decide whether to formally hear the grievance.</p>
+<p>&nbsp;</p>
+<h1>CRICS Handbooks</h1>
+<h2>Child Protection Handbook</h2>
+<p>Chiang Rai International Christian School seeks to maintain a school environment free from the effects of self-harm, harassment, bullying, child abuse, and child neglect. No staff member, volunteer, employee or student may engage in any activity at any time constituting harassment, bullying, self-harm, child abuse, and child neglect. All CRICS paid staff and volunteers must report to the head of school any suspected child abuse or neglect that they believe occurred or may have occurred, either inside or outside of the school setting.<br><br>All teachers, staff, and parents are required to understand the <strong>CRICS Child Protection Handbook</strong> available <a href="/en/handbooks/child-protection-handbook">here</a> and to agree to the policies of the handbook.</p>
+<p>Students will receive yearly training in identifying and reporting any form of self-harm, harassment, bullying, child abuse, and child neglect during the first-day assembly for grades 7-12 and in class for grades K-6.<br><br>If you see self-harm, harassment, bullying, abuse, or neglect, report it immediately.</p>
+<p>&nbsp;</p>
+<h2>Technology Handbook</h2>
+<p>Chiang Rai International Christian School seeks to provide all students with powerful learning devices and programs, Internet access for curricular use, instruction in age-appropriate computer use and safety, a safe digital environment.</p>
+<p>All teachers, staff, parents, and students of appropriate age are required to understand the <strong>CRICS Technology Handbook</strong> available <a href="/en/handbooks/technology-handbook">here</a> prior to receiving a device or resources from the IT Department.</p>
+<p>For any assistance, visit <a href="https://it.crics.asia">it.crics.asia</a>, email <a href="mailto:it@crics.asia">it@crics.asia</a>, or stop in at the IT Shop (C203).</p>
+<p>&nbsp;</p>
+<h1>CRICS Services</h1>
+<h2>Lunch Program</h2>
+<p>A lunch program is available for all students in grades K-12. Student lunch fees can be found in the Fees, Tuition, &amp; Finances section of this handbook. There is no charge for staff and faculty to participate in the lunch program. Menus are available in the office.</p>
+<p>&nbsp;</p>
+<h2>Assistance for Struggling Students</h2>
+<p>The best time to deal with academic problems is before they begin. There are some strategies that teachers can use to help students who are struggling academically. We desire to have a process that helps students who are experiencing academic difficulties develop skills so that they may succeed at school. This may include correction of faulty study habits and the raising of a pupil’s general competence in areas not attributed to specific learning disabilities.<br>&nbsp;</p>
+<p>Parents and students are encouraged to inform teachers early if they anticipate problems, or have information that might help the teachers understand why the student may experience difficulty. The key is cooperative effort.</p>
+<p>&nbsp;</p>
+<h3>Accommodations and Modifications</h3>
+<p>Teachers can make some adjustments to cope with physical problems such as eyesight, hearing, or fine motor coordination. The trained staff members can assist teachers in suggesting ways to help the student in the classroom setting.</p>
+<p>&nbsp;</p>
+<h3>Staff Conference</h3>
+<p>If a student is not succeeding, a conference in which the student, the teachers, and the parents analyze the problem and commit to specific actions can be very helpful. Parents can request a conference by contacting the teacher or the principal.</p>
+<p>&nbsp;</p>
+<h3>Tutoring</h3>
+<p>There is the possibility of tutoring if necessary.</p>
+<p>&nbsp;</p>
+<h3>English Language Learning</h3>
+<p>The English Language Learning program exists to support students in the acquisition of English who do not come from an English-speaking background. All Applicants must be evaluated for English proficiency if one or both parents are not native English speakers.</p>
+<p>&nbsp;</p>
+<h3>Individual Education Plans</h3>
+<p>Students who have special needs services will have a special educational plan developed. These are called IEPs (Individual Education Plan) and may have input from teachers, the principal, the head of school, parents, and special needs staff. They will include goals and specific modifications and/or accommodations to assist the student in being a successful learner. When appropriate, grades may be adjusted or transcripts can show that modifications/accommodations were made. These educational plans are reviewed and updated at least annually.</p>
+<p>&nbsp;</p>
+<h2>Academic Counselor</h2>
+<p>The CRICS academic counselor is able to helps students and parents</p>
+<ul>
+  <li>Understand and participate in standardized tests</li>
+  <li>Find resources to prepare to take the PSAT, SAT, and AP tests</li>
+  <li>Exploring careers options</li>
+  <li>Explore college, universities and other post-secondary training opportunities</li>
+</ul>
+<p>The academic counselor also assists in assigning academic classes based on course requirements for graduation and long-term goals</p>
+<p>&nbsp;</p>
+<h2>Textbook Distribution</h2>
+<p>The Chiang Rai International Christian School issues textbooks for the use of the students. It is the responsibility of the students to take proper care of the textbooks they receive. Fees will be charged for abuse, damage, or excessive wear and tear. Students are urged to apply paper covers to their textbooks if the books are not already covered with plastic covers. Except for writing their name in the name roster found inside the cover of the book, students should not write in the textbooks. Corners of the pages should not be turned down, nor should anything be taped to the textbooks.<br>&nbsp;</p>
+<p>The library staff members are to keep a record of the number and condition of the textbooks that are issued to each student. 7th through 12th-grade students will check out required textbooks from the library during the MS/HS Student Registration Day. Students will return textbooks to the library at year-end before receiving year-end report cards or transcripts.</p>
+<p>&nbsp;</p>
+<h2>Student Council</h2>
+<p>Student Council is an important part of the life of CRICS. Student Council activities are designed to provide fun, foster team building, promote the general welfare of the student body, seek to build school spirit, and encourage high standards of Christian character.</p>
+<p>Student Council officers are elected at the end of each year for the subsequent year. All Student Council representatives and officers are subject to administrative approval. The Student Council president must be in grade 10 – 12. Representatives to the Student Council are elected through a general election of peers by grade level. The elections for the school year occur at the end of each school year. There shall be one or two members elected from each grade from grades 4 – 11 for the subsequent year.</p>
+<p>The Student Council will have at least one staff advisor who will serve as a liaison between the Student Council and the staff and administration. Student Council plans are subject to administrative approval.</p>
+<p>&nbsp;</p>
+<h1>CRICS Events</h1>
+<h2>Chapel</h2>
+<p>Each Tuesday morning, the students, teachers, and staff gather for worship from 8:00 am to 9:00 am. This CRICS community chapel is a joyful time and is a requirement for all students and teachers to attend. We also warmly invite all CRICS parents and CRICS community members to come and join us for this important and celebratory time!</p>
+<p>&nbsp;</p>
+<h2>Family Weekend</h2>
+<p>As a Family Learning Community, we want to make ample opportunities for families to rest together and connect with each other. So each semester, school administration will assign one weekend that is reserved for family only. School events are not to be planned during these break times and assignments cannot be given on the school day immediately before break that are due on the school day immediately after break. The intent is to create opportunities for students to plan their studies such that their family can be free over the entire family weekend to be together without effect on class performance.</p>
+<p>&nbsp;</p>
+<h2>Student Groups</h2>
+<p>Student groups can be an athletics team, a club, a social circle, a seasonal learning opportunity, but is never a class or an elective class. Official student groups are responsible for the following.</p>
+<ul>
+  <li>Responsibility to maintain a principal-approved adult supervisor who has completed a background check and Child Protection Training within the last year.</li>
+  <li>Responsibility to maintain an approved group proposal with the principal and the ELT</li>
+</ul>
+<p>Officlal student groups have the right to the following with permission per change of use.</p>
+<ul>
+  <li>Right to facilities per availability</li>
+  <li>Right to communication channels such as the Weekly Bulletin and Chapel Announcements</li>
+  <li>Right to fundraising with approval through the ELT</li>
+  <li>Right to request adult volunteer help for volunteer hours through the volunteer coordinator.</li>
+  <li>Right to request a budget through the most direct supervisor or authority</li>
+</ul>
+<p>For questions or more information, please contact your principal.</p>
+<p>&nbsp;</p>
+<h2>Dances</h2>
+<p>Dances are allowed at CRICS, provided that each dance has received prior approval from the administration well in advance of any announcements. In addition, the following requirements must be met</p>
+<ul>
+  <li>Dances are for the benefit of CRICS students and must support our school-wide results.</li>
+  <li>Any student wishing to bring a guest must request permission from the principal at least two days in advance.</li>
+  <li>While the Uniform Code is not enforced at an evening event like a dance, the Dress Code is still to be enforced (See the section entitled <a href="#uniform-dress-code">Uniform &amp; Dress Code</a> for complete details).</li>
+  <li>All expectations of student conduct at school are still to be followed during evening events such as dances, notably the <a href="#public-display-of-affection">Public Display of Affection</a> policies. Any student behavior that is sexually suggestive, physically intimate, or suggests a romantic relationship will be stopped by the chaperones. Students not complying will be asked to leave.</li>
+  <li>All dances require a minimum of two chaperones that were pre-approved by student council and the student council advisor. Chaperones must be briefed before the dance on guidelines for appropriate music, dress, and student behavior.</li>
+  <li>No music with lyrics that are suggestive, are crude, contain inappropriate language or messages, or are contrary to the Christian faith will be allowed.</li>
+  <li>In a school as diverse as CRICS, not everyone will agree with every activity. Based on personal convictions, parents may choose not to allow their child to participate in dances or other types of extracurricular activities. CRICS leadership supports parents in making these types of important family decisions.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Class Parties</h2>
+<p>Bible classes will lead each grade in organizing 1 or 2 class parties during the year. Those parties are to allow the students to build relationships with their peers and to acknowledge their hard work throughout the school year.</p>
+<p>&nbsp;</p>
+<h2>Extracurricular Activities</h2>
+<p>Extracurricular Activities are any CRICS-sponsored student events, and they must follow the guidelines below.<br>&nbsp;</p>
+<ul>
+  <li>All approved events and activities must be sponsored by a CRICS paid staff or volunteer.</li>
+  <li>The head of school or principal must approve any promotional material before it is posted or distributed anywhere on campus (including bulletin boards).</li>
+  <li>Any funds raised in connection with CRICS sponsored events may only be used toward goals approved by the leadership teams.</li>
+  <li>The staff sponsor must be physically present during each activity.</li>
+  <li>The staff sponsor ensures that any non-staff who are helping with the activity relate with students in ways that support biblical principles.</li>
+  <li>The staff member is responsible for all students until the time that they leave the school campus. Students should never be left on campus unattended after an activity.</li>
+  <li>Activities or events must be staged in compliance with all handbooks and policies.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Extracurricular Ineligibility</h2>
+<p>CRICS works diligently to provide a variety of quality and challenging extracurricular activities in the areas of academics, athletics, and fine arts. We believe that these opportunities support students in developing physical health, moral character, work ethic, and leadership abilities that are critical to their success at CRICS and in life.&nbsp;<br><br><strong>Academic or Behavioral Ineligibility</strong><br>However, extracurricular activities are a support to the primary activities of the school day, and so come second to success in the core curriculum. A student can become ineligible in the following ways:</p>
+<ol>
+  <li>The student has entered academic probation (as described in the CRICS handbook <mark class="pen-red">[INSERT LINK HERE]</mark>: two or more D grades or one or more F grades in core classes: Bible, LA, Math, Science, Social Studies, Thai, and ELL.</li>
+  <li>The student is not working towards sufficient academic advancement at the conclusion of the school year.</li>
+  <li>The student has exhibited significantly inappropriate behavior or has shown behavior that makes extracurricular events a concern for themselves or others as determined by the principal.</li>
+</ol>
+<p>Under any of these situations, the student will not be allowed to participate in extracurricular performances, competitions, games, or other events; however, participation in practices/rehearsals is still allowed and encouraged unless it hinders a group’s progress or conflicts with opportunities to improve academic or behavioral performance.&nbsp;<br><br>An ineligible student will be immediately reactivated for full participation in extracurricular events when their principal has reviewed an <a href="https://docs.google.com/document/u/0/d/1xoBBykhNGvAA1iy6Hz9W94uV9izucXFY_lus8f8SnHc/edit">Extracurricular Eligibility Waiver</a> that demonstrates that the student has completed work or improved their performance above the minimum requirements of academic probation or to be working at a level that is acceptable for the ability and situation of the student with consideration to learning plans and unique situations as determined by the principal.</p>
+<p>&nbsp;</p>
+<h2>Athletics</h2>
+<p>The CRICS Flames Athletic program is designed to train and equip our student-athletes to be leaders in the classroom, on the court, and in every area of life. The Flames program focuses second on athletic skills and teamwork and first on each Flame’s personal growth and character development. We want to see athletes live out their values and their faith with intensity and honor not only in the school context but in the greater community as well.</p>
+<p>Our Values:</p>
+<ul>
+  <li>Caring Community (Sportsmanship, mentorship, prayer, crowd &amp; team cheering)</li>
+  <li>Enduring Excellence (Developmental training from knowledgeable coaching staff, eligibility rules)</li>
+  <li>Biblical Worldview (Team - Rom 12:5, Effort - 1 Cor 10:31, Priorities - 1 Tim 4:8, personal effort - 1 Cor. 9:24-27)</li>
+  <li>Critical Thinking (Leadership, play by principles, rewarding effort)</li>
+  <li>Thankful Stewardship (Responsibility, clean up, care for teammates)</li>
+  <li>Holistic Health (Encourage all to play, opportunities to reflect on performance and feelings)</li>
+</ul>
+<p>All coaches are to teach all athletes to play with intensity and honor. The Flame is a symbol of those values.</p>
+<p>&nbsp;</p>
+<h2>Field Trips</h2>
+<p>At CRICS, we know that learning is not only accomplished in the classroom, so field trips are planned each year to give the students a wide range of experiences and a broader education. Each field trip will require a signed permission slip from the parents.</p>
+<p>&nbsp;</p>
+<h2>Birthdays</h2>
+<p>Monthly, CRICS celebrates the birthdays of those in our school that were born during that month. Those students, teachers, and staff are honored by name at chapel. Parents and teachers can organize a birthday party during Bible class or during a break from class such as morning break or lunch if desired. Please contact your teachers to ask for the best time.</p>
+<p>&nbsp;</p>
+<h2>Library</h2>
+<p>The library is available for use by students, teachers and CRICS community for study, research, and connection with reading material and computer services. The library has over 10,000 books from various genres for educational and entertainment purposes. We strive to provide a quiet and inspirational atmosphere that is convenient for all.</p>
+<p>Books are available to be checked out for two week periods or longer with renewal. When books are returned late, a two baht late fee per day will be due. If books are returned damaged (ripped, torn, bent, water damage, etc.) a fine of 20 baht minimum will be due for repairs. If a book is unusable due to damage, the replacement value will be billed to the student.</p>
+<p>All library fees must be paid in full at the end of each quarter as well as all overdue library books returned in order to receive report cards.</p>
+<p>The library is a peaceful place for study and reading as well as a location for some classes and small study groups. We ask that those using the library work and speak quietly so that others' work is not disrupted. No food or drink is permitted in the library.</p>
+<p>&nbsp;</p>
+<h2>Community Use of CRICS Spaces &amp; Resources</h2>
+<p>School facilities and items, such as the sports court, a classroom, the teacher’s lounge, electronics, instruments, or furniture may be borrowed occasionally, with the permission of the CRICS leadership Team. There are times when these items may bless your organization or family during a function or event. Please receive permission to borrow these items prior to removing them from the CRICS campus. Please submit a specific list of items needed, as well as dates needed to a member of the leadership team (<a href="mailto:admin@crics.asia">admin@crics.asia</a>). A member of the leadership team should sign the items in and out. Some electronic devices may require a deposit or usage fee. If an item is damaged while in your care, we ask that the item be fixed or replaced prior to return.</p>
+<p>&nbsp;</p>
+<h2>Fundraisers at CRICS</h2>
+<ul>
+  <li>Programs can do fundraisers at their own events and have first priority. (ie. choir can sell baked goods at the choir concert, athletic department, etc.).</li>
+  <li>No competing fundraisers during the same event/day.</li>
+  <li>Give consideration to the number of fundraisers during a week/month/quarter.</li>
+  <li>Fundraisers are not allowed before the start of the school day.</li>
+  <li>Fundraising groups should obtain permission beforehand for their fundraising event from their supervisor. Events should be added to the school calendar and announcements.</li>
+  <li>No fundraising in the Thai community outside of CRICS. This does not represent CRICS well to the community.</li>
+  <li>No price-gouging.</li>
+  <li>Items created to sell at fundraisers should fit with the ethos of CRICS. Items with the CRICS logo and name (shirts and other clothing articles, memorabilia, etc.) should be approved by leadership beforehand.</li>
+  <li>Funds raised must be used for the purpose stated. Groups should be prepared to give an account of their finances to leadership if asked to do so.</li>
+  <li>Fundraising groups are expected to set up and clean up after their activity. (Return all items, furniture, and rooms to the state in which they were found.)</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Snack Shop</h3>
+<ul>
+  <li>Sugar content rule: not to exceed 10 grams of sugar per 100 calories</li>
+  <li>Ice cream and soda can only be sold after school.</li>
+  <li>Give accountability on keeping up with funds earned. The school accountants do not keep accounts on senior funds, but students may keep the funds in the school safe.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Friday community market</h3>
+<ul>
+  <li>Local ministries are welcome to sell products in the cafeteria on Fridays after school hours with prior approval by the school leadership</li>
+  <li>Ministries may sell products that are different from the product sold in the snack shop or by other school fundraising groups.</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Approval</h3>
+<ul>
+  <li>Groups should get approval from their principal before planning or advertising the event.</li>
+</ul>
+<p>&nbsp;</p>
+<h1>Safety, Health, and Wellness</h1>
+<h2>Safety</h2>
+<p>CRICS endeavors to provide a safe environment for its students. We would ask that students use wisdom and common sense before engaging in activities that may be dangerous to themselves or others. We also ask students to use property, equipment and school supplies the way they were intended to be used.</p>
+<p>&nbsp;</p>
+<h2>Prohibited Items</h2>
+<p>CRICS expects all staff and students to abide by Thai laws at all times while on campus or involved in school activities.</p>
+<p>The following items are prohibit on campus</p>
+<ul>
+  <li>Marijuana or THC based products</li>
+  <li>Tobacco or other related products such as vape, pipe, etc.</li>
+  <li>Weapons, Firearms, or other items that are generally classified as weapons and not tools such as arrows, slingshots, airsoft guns, throwing knives or stars, swords, tasers, etc.</li>
+  <li>Fireworks including throw “poppers”, sparklers, and other ignitable or sources of fire that are not necessary for learning activities and controlled by a staff member or teacher such as lighters, cooking torches, matches, flint sparklers, etc.</li>
+  <li>Inappropriate or pornographic materials in paper or digital form. This includes photographs, messages, and internet images that appear on phone screens at any time while on campus.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Lunch Locations on Campus</h2>
+<p>Secondary students may enjoy lunch in any easily viewable location on the first floor or ground levels of campus or in designated seated areas on the second floor of Buildings A &amp; L. Students should never be in the parking lot during lunch or in places that are “hidden” or outside of public areas. Students may only eat in a classroom if accompanied by a teacher. Students may never eat in a classroom without a teacher present. Elementary students eat in the cafeteria.</p>
+<p>&nbsp;</p>
+<h2>Driving</h2>
+<h3>Driver’s License</h3>
+<p>When driving a motor vehicle in Thailand, a valid license is required. CRICS requests that all staff and students who drive obtain and carry a valid driver’s license.</p>
+<p>&nbsp;</p>
+<h3>International Staff Drivers</h3>
+<p>For international CRICS staff, the Thai government accepts your home country license when it is accompanied by an “International Driver’s License.” To drive a motorcycle, international staff members need a motorcycle endorsement on both their home country license and his or her “International Driver’s License” or need a Thai driver’s license.</p>
+<p>&nbsp;</p>
+<h3>Students Drivers</h3>
+<p>Students who are properly licensed under Thai law may also drive a vehicle to and from school. Students may not carry other students, other than immediate family, on or in their vehicle without written permission from both families by email in the school office prior to transport.</p>
+<p>&nbsp;</p>
+<h3>Motorcycles</h3>
+<p>For motorcycles, in support of Thai law and to encourage the safety of our staff and students, CRICS’ policy is that while riding a motorcycle, both the driver and any passenger must wear a fastened helmet and carry, including the driver, no more than two people.</p>
+<p>&nbsp;</p>
+<h3>Thai Traffic Laws</h3>
+<p>As a Christian organization, we have a duty to uphold the laws of the land in which we are living. Please do your part by obeying Thailand’s motor vehicle and traffic laws at all times.</p>
+<p>&nbsp;</p>
+<h3>Transporting Students</h3>
+<p>Community members and staff may transport students to or from school events, provided they have a valid license, insurance on their vehicle, and the main office has a copy of the driver’s car information booklet (usually blue or green) and the driver’s valid driver’s license.</p>
+<p>&nbsp;</p>
+<h2>Family and Emergency Contact Information</h2>
+<p>Should your emergency contact information change for any reason, it is your important responsibility to update our records immediately in the main office or by email.</p>
+<p>&nbsp;</p>
+<h2>Emergency Procedures</h2>
+<p>Emergency exit procedures are posted in the classrooms. All students should be aware of the emergency and evacuation routes and procedures. The signal for an emergency evacuation of the building will be a long, sustained siren or bell. At the sound of the emergency evacuation bell, teachers are to take their class to the football/soccer field where attendance teachers will take attendance and report any missing students to their principals. Everyone will remain in the designated area until the “all clear” signal is given. Students are orderly and attentive while in the emergency evacuation area to ensure that safety directions are heard and followed.</p>
+<p>&nbsp;</p>
+<h2>Parents’ Responsibilities When a Child is Sick</h2>
+<ul>
+  <li>All students are required to have a current medical information form and current immunizations on record with the school.</li>
+  <li>In case of illness a child should be fever free for 12 hours. A child's temperature is lowest in the morning, so a low temperature on awakening is not a true indicator of health. If you have given your child Paracetamol (acetaminophen) or Ibuprofen at night, the medication could still be affecting your child's temperature. A child should be fever-free without the assistance of medication for 12 hours before returning to school. Normal body temperature is 37° C or 98.6° F.</li>
+  <li>A child should be free of vomiting/diarrhea for 12 hours before returning to school. A child who has been ill during the night may feel slightly better in the morning and even ask to go to school. However, the child may likely experience symptoms of illness later, will also be tired from loss of sleep, and may still be contagious to other children. Use your best judgment.</li>
+  <li>You may want to keep a young child with thick or constant nasal discharge home. Very few younger children can effectively blow their noses and wash their hands afterwards. A child with the above symptoms will quickly spread the illness to other children. Again, please use your best judgment.</li>
+  <li>A child with strep throat should remain home for the first 24 hours of antibiotic treatment. A child remains contagious until he/she has been on antibiotics for 24 hours.</li>
+  <li>A child with conjunctivitis (Pink Eye) may attend school after 24 hours of treatment. There should also not be any drainage from the eyes.</li>
+  <li>A child diagnosed with lice should be treated with medication prior to returning to school.</li>
+  <li>A child diagnosed with Chicken Pox must stay home until the rash has scabbed over and or is gone.</li>
+  <li>A child should stay home for at least a day to rest if the following symptoms are present the morning of school or the previous night: vomiting and/or diarrhea, fever &gt; 100 degrees Fahrenheit, itchy or reddened eyes with drainage, an unusual rash, a poor night's sleep due to illness, cough, etc.</li>
+  <li>Students staying home for health reasons may not attend extra-curricular school activities that afternoon or evening, unless they are at school by 1 pm.</li>
+  <li>Please call the school health care coordinator if there are specific questions regarding your child attending school after or during an illness.</li>
+  <li>Parents must complete the Absence Report Form on the <a href="portal.crics.asia">CRICS Portal</a> as soon as possible to allow teachers time to adjust lesson plans. See the section entitled “Absence Due to Illness'' in this handbook.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Health Inspection</h2>
+<p>Health inspection should be a continuous, general observation by the classroom teacher. Refer all cases of serious illness or communicable disease to the school nurse. The teacher should be alert for deviations from normal good health of the students. In the event it becomes necessary for a student to go home, the school nurse and/or Principal will make the decision, and a parent will be contacted to come for the student. Under no circumstances is the student to go home unless the parent, guardian, or emergency contact person, and the school office are notified.</p>
+<p>&nbsp;</p>
+<h2>Response to Accidents and Illness</h2>
+<p>In case of accidents or illnesses at school, call or go to the school nurse. Only the school nurse is allowed to administer medications, however it is recommended that anyone who is trained and/or comfortable providing first aid in the absence of the nurse should do so.</p>
+<p>In case of accident or illness, the student should be brought to the nurse. When the sick or injured student cannot or should not be moved, stay with him/her, and send another reliable student or adult to get the nurse. If it is a life threatening situation and you are trained, you should provide care until the nurse arrives, otherwise the nurse will provide first aid and any recommendations for further action.</p>
+<p>Students may not leave campus due to illness without approval from the school nurse and/or principal. Students must also be signed out of the office by a parent or administrator.</p>
+<p>&nbsp;</p>
+<h2>Accident Form</h2>
+<p>In case of an accident or serious injury, the adult who was supervising at the time of the accident, should email the nurse with a detailed account of the accident. The nurse on staff will store a copy of the report.</p>
+<p>&nbsp;</p>
+<h2>Insurance Claim</h2>
+<p>Any claims for reimbursement for medical care related to accidents on or off-campus, must be made through the insurance company and supported by a doctor’s report. Insurance claims should also be filed with the office assistant.</p>
+<p>&nbsp;</p>
+<h2>Medication</h2>
+<p>Students carrying any medication from home must immediately take the medication to the school nurse upon arrival at school. Students may not keep any medications or over-the-counter (OTC) drugs on their person, or in their school bag or locker during school hours. This includes pain relievers, headache medicines, and vitamin tablets. All medications must be stored in the school office. Parents must also complete/sign the Authorization to take Medication at School form prior to nurse dispensing student’s medication. No sharing of medication or OTC drugs among students is allowed. Exceptions can be made for students with potentially life-threatening conditions such as asthma, diabetes or extreme allergies may carry prescribed medication with them, after the CRICS nurse has granted permission. Permission requires the parent to complete/sign the Permission to Carry Medication form, and submit it to CRICS office to be approved by the school nurse and the Principal. This form must be kept with the medication at all times and on file in the nurse’s office.</p>
+<p>&nbsp;</p>
+<h2>Mental Health Issues</h2>
+<p>CRICS is not equipped with personnel who can properly treat mental health issues nor do our teachers have training sufficient to assist in issues of mental health. We recommend families who have concerns about the mental health of their student seek professional counseling from a regional counseling service such as The Well or Cornerstone in Chiang Mai,.</p>
+<p>If a student is emotionally disturbed so as to be unable to function as a student in the classroom, then they should report to the nurse's office for a time of rest in hope that they can regain composure and return to the classroom as soon as possible.</p>
+<p>&nbsp;</p>
+<h2>Air Pollution</h2>
+<p>When there is elevated air pollution levels, an email will alert principals and teachers about the AQI and the school will follow procedures according to this <a href="https://docs.google.com/spreadsheets/d/1A2hYf-Sc53o-X5vnzKofqWWODZ7hvdSsDZrTuduUSvk/edit?usp=sharing">CRICS AQI Response Chart</a> (shown below) which is based on the recommendations from EPA AQI guidelines. The <a href="http://crics.asia">CRICS Portal </a>has a page that allows you to check the AQI on campus as well.</p>
+<p>The school has a network of high powered air purifiers that work to clean the air in every high-use classroom and office. Since we can ensure safe air in our buildings, we do not close school for hazardous AQI levels.</p>
+<figure class="image"><img src="/schoolhandbook/image1.png"></figure>
+<p>&nbsp;</p>
+<h2>Preferential Student Seating</h2>
+<p>Students who have vision or hearing difficulties may require preferential seating to compensate for such difficulties. All students should be seated where they will be challenged as little as possible by classroom conditions.</p>
+<p>&nbsp;</p>
+<h2>Swimming and Water Activities</h2>
+<ul>
+  <li>Great care will be taken any time students are swimming, for any purpose and at any time.</li>
+  <li>When students are swimming, the following guidelines need to be followed:</li>
+  <li>When conducting a swimming class, there will be one instructor who is lifeguard certified and one additional lifeguard who is alert and watching the whole pool.</li>
+  <li>When swimming after school hours, the responsible person will have the emergency medical forms and a signed parental permission slip readily available by the pool in case of emergency.</li>
+  <li>When students will be swimming during a field trip in a stream, river, lake, or the ocean, the same requirements exist as with a pool. In these circumstances, if the water is deeper than the height of the students, is not clear enough to see the bottom, has currents, or other safety hazards, extreme caution should be taken. It is expected that this caution would include life vests being worn by all swimmers if the water is deeper than chest height while in the ocean or lake and any time when students are swimming in a river or large stream. The leaders of the trip should maintain an accurate count of students and proper supervision. Swimming partners should be assigned as well as a chaperone responsible for a small number of students. All available hands should be available to assist in the event of injury or struggle by a swimmer. Rough or “horse play” should not be tolerated.</li>
+  <li>Students should also have life vests on and securely fastened at all times when in boats or other watercraft of any kind.</li>
+  <li>Remember that negligence or irresponsibility can place you, other students, and volunteers in danger.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Elementary Child Pick Up</h2>
+<p>Thank you for being on time to pick up your elementary student at 3:40 pm. If you are unable to arrive by 3:55 pm, your student’s teacher will bring your student to the front office and P’Boo will call to notify a parent. You may then pick up your child who will be seated at the front foyer area or front concrete tables under the oversight of our CRICS guard. You will need to show your ID to the guard and sign that you have picked up your child.</p>
+<p>&nbsp;</p>
+<h1>Appropriate Conduct</h1>
+<h2>Prayer</h2>
+<p>Prayer is indispensable in the life of the Christian school. While most prayer takes place individually, or spontaneously in classes or groups, scheduled times of corporate prayer are also essential. Faculty, staff, parents, students, trustees, and foundation members are encouraged to participate in scheduled prayer times.</p>
+<p>&nbsp;</p>
+<h2>Contacting Students during School</h2>
+<p>Parents are asked to limit class time messages to emergencies only. It is difficult to guarantee delivery of messages (except emergency messages) to students during the school day. Students should not receive unnecessary phone calls at school because such messages disrupt class. Parents can email students directly on campus, although students have limited opportunities to check their email messages. Students may be contacted directly during breaks or lunchtime.</p>
+<p>&nbsp;</p>
+<h2>Thai Culture</h2>
+<p>The Chiang Rai International Christian School is a school comprised of many nationalities and cultures. As a school in Thailand, we encourage our teachers and students to respect the local culture within a Christian context. We strive to honor our Thai students and staff by treating Thai beliefs and values with consideration and thoughtfulness.</p>
+<p>&nbsp;</p>
+<h2>Visitors to Campus</h2>
+<ul>
+  <li>The head of school or principal may extend visitation privileges. Permission may be denied or revoked by the principal if any visitation is considered to be disruptive to either teachers or students.</li>
+  <li>Non-CRICS students may be given visitation privileges at CRICS during lunch and breaks, but not during class times. This includes alumni and previous students unless they are under the direct supervision of a staff member during their visits.</li>
+  <li>Request for student visitation privileges during the school day should be arranged at least two days prior to the anticipated visit. Upon arrival at school, the visitor is to report to CRICS office and register, and check out when leaving.</li>
+  <li>All parents not working at CRICS in some capacity should sign in and out at the office.</li>
+  <li>After school, any community member, alumni, or previous student may come to campus without prior approval. However, they must sign in and out in the office.</li>
+</ul>
+<p>Parents are encouraged to meet with their children’s teachers. Parents wishing to speak with teachers, even briefly, should make an appointment to avoid disrupting instruction, and to ensure that the teacher has adequate time to prepare for the conference. Parents should avoid distracting teachers when they have responsibilities for supervising students.</p>
+<p>&nbsp;</p>
+<h2>Public Display of Affection</h2>
+<p>Wholesome and God pleasing relationships among our students are encouraged. However, the school is not the place for public displays of romantic affection. We ask that students refrain from any romantic physical contact during school hours, on school grounds, and at school sponsored events. A public display of affection (PDA) is defined as any action that implies an exclusive or romantic relationship between two individuals. While we recognize that special relationships may exist, we also believe that these special friendships deepen the need for restraint and discipline. If teachers or administrators observe a public display of affection, the students initially receive a warning and explanation regarding the concerns. Persistent warnings will result in disciplinary actions, and/or a conference with the administration and parents, and/or possible suspension from school.</p>
+<p>&nbsp;</p>
+<h2>Uniform &amp; Dress Code</h2>
+<p>All clothing worn at school should be:</p>
+<ul>
+  <li>Appropriate clothing fitting for studies, non-offensive</li>
+  <li>Modest not showy or revealing</li>
+  <li>Simple not obtrusive or a distraction to others</li>
+  <li>Neat not overly worn or stained, dirty, or torn</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Shirts</h3>
+<p>Uniform shirts must be worn during the entire school day and to school functions when requested. The uniform shirt must be worn at all times and the CRICS logo should be visible at all times on either the uniform shirt or uniform sweatshirt. Families may purchase uniform shirts and sweatshirts from the school accounting office.</p>
+<p>&nbsp;</p>
+<h3>Pants</h3>
+<p>No special uniform pants are required. Long pants and shorts are allowed as well as skirts for girls that are modest (sufficient length, covering most of the thigh, minimal holes or tears, no shorts or leggings that are tight enough to be considered “revealing” or showing visible underwear lines or color), simple (no excessive patterns, no excessively bright colors or lights, no costumes without approved CRICS purpose, no distracting features), and neat (no excessively loose leggings, no “pajamas”).</p>
+<p>&nbsp;</p>
+<h3>Sweatshirts</h3>
+<p>Uniform sweatshirts may be worn at anytime, but the uniform shirt must be worn immediately underneath (nothing in between the uniform shirt and the uniform sweatshirt).</p>
+<p>&nbsp;</p>
+<h3>Cold Weather</h3>
+<p>If your child needs to be warmer, then (1) additional layers may be worn under the uniform shirt. (2) During the cold season, additional layers are allowed outside of the classrooms. (3) If the temperature drops below 16 degrees Celsius, then coats, jackets, or other additional layers may be worn with the uniform shirt AND the uniform sweatshirt even in the classrooms. Students should make every effort to comply with the uniform code, but also be warm enough to be safe and engaged in their activities at school.</p>
+<p>&nbsp;</p>
+<h3>Patches</h3>
+<p>Patches may be added to the uniform sweatshirt only. Any patches or decorations must fit within a 6 cm by 6 cm square for high school and within a 4 cm by 4 cm square for lower grades and be approved by the activities advisor and CRICS leadership before they are produced by any student group.</p>
+<p>&nbsp;</p>
+<h3>P.E. Uniform</h3>
+<p>Each Chiang Rai International Christian School student is required to wear a CRICS P.E. shirt during P.E. class. P.E. shirts may be worn in place of school uniforms by students who have P.E. class on that day. The P.E. uniform consists of shoes; a P.E. uniform shirt; and athletics shorts, leggings, tights, or sweatpants. P.E. uniform shirts may be purchased from the accounting office and picked up from the school office. Students are responsible to buy their own shorts. Failure to wear an appropriate P.E. uniform will result in a grade reduction for the class and possibly other consequences.</p>
+<p>&nbsp;</p>
+<h3>Uniform Exceptions</h3>
+<ol>
+  <li>In rare circumstances, CRICS staff may give permission for uniform violations to improve staff and student safety or improve classroom activities.</li>
+  <li>Traditional Thai clothing may be worn on Fridays.</li>
+  <li>Non-uniform, school-related, event, and activity clothing may be worn on Thursday.</li>
+  <li>Participants in special, school sponsored events may wear non-uniform clothing on or near to the day of the event (sports, MUN, drama, debate StuCo, etc.) by permission of the group advisor(s) and CRICS leadership (ELT).</li>
+  <li>Seniors may wear casual clothes (no uniforms) that otherwise comply with the dress code on Fridays.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Dress Code and Uniform Violations</h3>
+<p>Alerting students of their dress code violations is the responsibility of all members of the staff throughout the school day and during school activities. If a teacher or school staff member sees a dress code violation, he/she should discuss this with the student and ask them to take action to correct the violation. A Principal Report will be administered at that time by email. Teachers need to use their discretion to determine if the violation is serious enough to warrant an immediate change of clothes or contacting parents immediately to arrange to have a change of clothes brought to the school.</p>
+<p>&nbsp;</p>
+<h2>Illegal Substances, Tobacco, Alcohol, and Weapons</h2>
+<p>Chiang Rai International Christian School will comply with Thai Law in all matters, including legislation regarding illegal substances, alcohol, tobacco, and weapons. All such items are prohibited from CRICS campus and CRICS related events.</p>
+<p>&nbsp;</p>
+<h2>Sexual Purity</h2>
+<p>Students are expected to refrain from:</p>
+<ul>
+  <li>The viewing or distribution of pornographic materials</li>
+  <li>Inappropriate sexual activity</li>
+  <li>Inappropriate sexual comments, actions or humor</li>
+</ul>
+<p>Appropriate discipline for infractions will be determined by the administration.</p>
+<p>&nbsp;</p>
+<h1>Discipline</h1>
+<h2>General Expectations</h2>
+<p>It is the responsibility of each teacher to maintain a classroom that is safe and conducive to learning for all children. However, students are also responsible for following the guidelines that the teacher establishes for the classroom.</p>
+<p>The following are general expectations for all classrooms:</p>
+<ol>
+  <li>Students should be in their homerooms before the second bell rings.</li>
+  <li>Each student is responsible to bring his or her own supplies.</li>
+  <li>English will be spoken in the classrooms, except during foreign language classes or in rare instances when a foreign language is needed to support a student's learning.</li>
+  <li>Students are expected to respect school property and school equipment.</li>
+  <li>When a teacher temporarily leaves the classroom, the rules of the classroom will be maintained by the students in the teacher’s absence.</li>
+  <li>Students are expected to show respect to teachers as well as to other students.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Response to Classroom Misbehavior</h2>
+<p>All disciplinary actions should comply with guiding principles from the Bible including evidence and incremental escalation of intervention (Matthew 18:15-20), questioning towards engaging the student’s conscience (Genesis 3), sacrificial commitment and love from the teacher (Ephesians 5:2), punishment that shows hope (Genesis 3, John 21:15-19), and a renewed call to purpose for the student and teacher (John 21:15-19).</p>
+<p>We recognize that each teacher has their own style for classroom management, such as a classroom economy, a time-out space, a behavioral chart, managing seating assignments, etc. If the inappropriate behavioral issue is persistent, is severe, or affects progress towards educational goals in the classroom, a principal should be notified by email to begin or update a record of behaviors and to seek advice on new support options for the student. The principal, recognizing that this student has persistent needs for disciplinary attention beyond the classroom level, may address the issue as seen below. The actions in <i>italics</i> below require family and educational team communication in a timely manner.</p>
+<ol>
+  <li>Prayer for the student(s) and the situation.</li>
+  <li>Conference with the student.</li>
+  <li>Communication with the student’s educational team to develop a strategy</li>
+  <li><i>Communication with the family for insight and support in developing a strategy.</i></li>
+  <li><i>In-school detention/suspension for a brief time period</i></li>
+  <li><i>Removal of privileges such as break time, special classes, involvement in sports, lunch location, access to Chromebooks, study hall choices, etc.&nbsp;</i></li>
+  <li><i>Longer-term removal from class.&nbsp;</i>
+    <ul>
+      <li><i>Doing classwork in a separate, monitored space,</i></li>
+      <li><i>Being completely removed from a class for a defined time period,</i></li>
+      <li><i>Being removed from school for portions or all of the day for a defined time period</i></li>
+    </ul>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<p>Parents may be asked to be a part of disciplinary actions such as:</p>
+<ol>
+  <li>Monitoring their student’s separate work space during the school day if they must be removed from class for a defined time.</li>
+  <li>Using school discipline techniques at home to support the students in behavior change throughout the day and to show consistency of expectation between home and school.</li>
+  <li>Monitoring schoolwork or organizing a school bag at home for a time period.</li>
+  <li>Researching and pursuing additional resources and outside help not available in CRICS community and communicating this information with the principal and/or the student’s educational team.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Principal Reports</h2>
+<p>For Middle and High School Students, principal reports will be given for the following reasons: tardiness, being unprepared (no materials or books), uniform infractions, failure to sign in/out of school, disrespectful language or behavior, and other less offensive violations that have not yet become a pattern of defiance. Any teacher or staff member may make a principal report at any time. Three Principal reports, a pattern of principal reports, or a more severe offense will result in a a conversation between the principal and the student(s) involved. Consequences may be warnings, apologies, family-teacher meeting, loss of privileges, ineligibility for extracurricular activities, in school suspension, out of school suspension, or other appropriate consequences as determined by the principal and other relevant school staff and faculty.</p>
+<p>&nbsp;</p>
+<h2>Community Service</h2>
+<p>CRICS intention is that all disciplinary actions will give students the opportunity to reconcile broken relationships, restitute any damaged property, rehabilitate habits that are dangerous, disrespectful, or otherwise against school policies. Community service time allow a student to complete one of these three tasks most efficiently. Community service can be done in any way that benefits the community but not directly the student or the family of the student. Community services tasks and hour counts are assigned by the principal or a teacher approved by the principal.</p>
+<p>&nbsp;</p>
+<h2>Violence</h2>
+<p>Each student is expected to behave in a manner that shows respect to God, others, and school property. When a student chooses to be an aggressor in verbal or physical fighting (moves the conflict towards forms of violence and not away from violence), then the following consequences are common responses.</p>
+<p><strong>1st Offense</strong><br>The student will be sent to the principal’s office for counseling. The principal, in consultation with the teacher, will determine an appropriate consequence to address the behavior.</p>
+<p><strong>2nd Offense</strong><br>The student will be sent to the principal’s office and parents will be informed of the student’s ongoing behavior. The principal, parents and behavioral interventionist, if available, will work together to come up with a solution for helping the student to learn to interact well with peers and for the restoration of a sense of safety for other students.</p>
+<p><strong>3rd Offense</strong><br>The student will be sent to the principal’s office and the parents will be informed. Principal, teacher, behavioral interventionist, if available, and parents will meet together to establish a behavior intervention plan for the student.</p>
+<p><strong>Further Offenses</strong><br>If the student is not responding well with an intervention plan in place, suspension may be considered.</p>
+<p><strong>Severity and Time</strong><br>The severity (danger or intensity) of the actions taken, the effect of those involved, and the time between instances of violence are all factors that may affect the common process above.</p>
+<p>&nbsp;</p>
+<h2>Academic Dishonesty</h2>
+<p>Students are expected to complete all coursework by their own efforts with honesty, fairness, and adequate effort and to do so within the teacher’s intended process and purpose.</p>
+<p>&nbsp;</p>
+<h3>Cheating</h3>
+<p>Students cheating in coursework or assessments are subject to discipline. Cheating includes:</p>
+<ul>
+  <li>Copying another’s work (or allowing another to copy your work) and submitting the work as one’s own (plagiarism or duplication);</li>
+  <li>Using unfair methods to complete a test (disallowed notes, copying a test or test answers to use later to boost scores);</li>
+  <li>Submitting an assignment that was already used during another course (all courses expect that students will produce original works);</li>
+  <li>Submitting work that was created by an AI in any part without the authorization of the teacher.</li>
+  <li>Assisting another student in a manner deemed inappropriate by the teacher;</li>
+  <li>Other such acts that violate teacher expectations or create unfair conditions during an assignment or test.</li>
+  <li>Making any attempt to alter scores or grades without teacher permission.</li>
+</ul>
+<p>&nbsp;</p>
+<p>Disciplinary actions for cheating may include but are not limited to:</p>
+<ul>
+  <li>Re-submission</li>
+  <li>Zero credit</li>
+  <li>A course grade of incomplete</li>
+  <li>Failure of the entire course</li>
+  <li>Extracurricular ineligibility</li>
+  <li>Loss of position or privilege</li>
+  <li>Detention or suspension</li>
+</ul>
+<p>These decisions will be made with input from the student, the teacher, the department head, and the principal depending on student intention, the severity of the situation, the importance of the assignment, the behavioral history of the students involved, and other relevant factors.</p>
+<p>&nbsp;</p>
+<h3>Plagiarism</h3>
+<p>Plagiarism is a form of cheating and will be handled according to the cheating policy. Plagiarism includes:</p>
+<ul>
+  <li>A failure to use quotation marks when quoting another’s ideas (i.e. - cut and paste)</li>
+  <li>Failure to significantly paraphrase the ideas of another</li>
+  <li>Failure to correctly cite the source of ideas or works of another;</li>
+  <li>Other forms of information use that borrows too closely or too directly from the parent text, idea, or work without following established conventions.</li>
+</ul>
+<p>Plagiarism can apply to many types of work (some of these areas use a word other than plagiarism such as copyright violation or infringement) including but not limited to photos, video, writing, speech, computer code, music, art, and many other forms of intellectual property.</p>
+<p>&nbsp;</p>
+<h2>Respectful Media Use</h2>
+<p>Video and other media should be chosen to complement educational objectives, not simply to entertain. Teachers should keep in mind that we serve families who have varying opinions concerning what is appropriate for student viewing. All videos/films used as part of the classroom curriculum should be previewed by the teacher. Approval from either the principal, or the department head in the absence of the principal, is required before a feature length film can be shown. Once the title is placed on the approved list and continues to be used for the same purposes, it is no longer necessary to get approval.</p>
+<p>A teacher should notify families one week in advance of any class viewing of a feature-length film above a G rating to ensure that parents have the option of exempting their student from that class.</p>
+<p>Possible options to deal with objectionable portions of videos include skipping over objectionable portions, deleting objectionable portions using editing software, or showing only appropriate portions that are not objectionable. Objectionable materials include nudity, sexual behavior, offensive language, morally corrupt, violence, etc.</p>
+<p>&nbsp;</p>
+<h1>Fees, Tuition, &amp; Finances</h1>
+<h2>Discounts</h2>
+<ul>
+  <li>10% discount for each additional CRICS student from the same family.</li>
+  <li>2% discount for yearly payment, if paid by September 5th.</li>
+</ul>
+<p>Significant fee reductions are available for children of full-time and part-time teacher volunteers. Inquire with the head of school for details.</p>
+<p>&nbsp;</p>
+<h2>New Students Fees</h2>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Application Fee</td>
+        <td>1,000 Baht per child</td>
+      </tr>
+      <tr>
+        <td>Registration Fee</td>
+        <td>25,000 Baht per child</td>
+      </tr>
+      <tr>
+        <td>Capital Fee</td>
+        <td>25,500 Baht per child</td>
+      </tr>
+      <tr>
+        <td>Tuition K-12th</td>
+        <td>142,000 Baht per year</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Returning Student Fees</h2>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Development Fee</td>
+        <td>&nbsp;</td>
+        <td>20,000 Baht per student</td>
+      </tr>
+      <tr>
+        <td>Graduation Fee</td>
+        <td>&nbsp;</td>
+        <td>3,000 Baht</td>
+      </tr>
+      <tr>
+        <td>ELL Support (Intensive) and Testing Fee</td>
+        <td>&nbsp;</td>
+        <td>1,200 Baht Monthly</td>
+      </tr>
+      <tr>
+        <td rowspan="3">Lunch Semester</td>
+        <td>Elementary</td>
+        <td>2,820 Baht</td>
+      </tr>
+      <tr>
+        <td>MS / HS</td>
+        <td>3290 Baht</td>
+      </tr>
+      <tr>
+        <td>Milk</td>
+        <td>1128 Baht</td>
+      </tr>
+      <tr>
+        <td rowspan="2">Lunch without Mid-day Snack</td>
+        <td>Elementary</td>
+        <td>30 Baht</td>
+      </tr>
+      <tr>
+        <td>MS / HS</td>
+        <td>35 Baht</td>
+      </tr>
+      <tr>
+        <td rowspan="2">Lunch with Mid-day Snack</td>
+        <td>Elementary</td>
+        <td>42 Baht</td>
+      </tr>
+      <tr>
+        <td>MS / HS</td>
+        <td>47 Baht</td>
+      </tr>
+      <tr>
+        <td>School Uniform Shirts</td>
+        <td>&nbsp;</td>
+        <td>260 Baht</td>
+      </tr>
+      <tr>
+        <td>PE Uniform Shirt</td>
+        <td>&nbsp;</td>
+        <td>180 Baht</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Athletic Program Fees</h2>
+<p>Extra curricular athletics will announce any fees connected with participation in the sport prior to the beginning of that sport season. Payment of fees will be required prior to participation in that sport. Athletic program fees may vary from sport to sport, and additional expenses may be necessary to provide team uniforms, travel, and food.</p>
+<p>&nbsp;</p>
+<h2>Electives Fees</h2>
+<p>Due to the unique nature and necessary resources required in certain elective classes, some of these classes may have fees associated with the elective class. (Example - oil painting, sewing, etc.).</p>
+<p>&nbsp;</p>
+<h2>Financial Considerations</h2>
+<ul>
+  <li>Prior to enrollment, families are expected to examine and consider the financial commitment needed for their child to attend CRICS. Acceptance of the financial package indicates acceptance of the payment schedule and fee structure, including any fees for ELL or other programs.</li>
+  <li>The re-enrollment deposit, currently 25,000 baht per student, is due and payable on, or before March 1st, of each calendar year, for the subsequent academic year. The re-enrollment fee ensures your student(s) position in the grade level into which they are advancing. Please note that the re-enrollment deposit is non-refundable.</li>
+  <li>The non-refundable application fee must be paid before an application is reviewed.</li>
+  <li>The non-refundable registration fee is due for each child, within seven (7) business days of receiving the acceptance confirmation from the Admissions Department.</li>
+  <li>Payment of the capital fee may be divided over 10 months, as long as the family’s account is in good standing.</li>
+  <li>Tuition that is paid yearly, will need to be paid in full prior to the start of the period to qualify for the discount. For accounts in good standing, tuition may also be paid, either in two equal semester payments, or in 10 equal payments, over 10 months, August through May. The monthly payment is due on the first Friday of each month.</li>
+  <li>If payment is more than 21 days late, and prior arrangements have not been arranged with the administration, then further action will be taken which may affect your child’s ability to attend the Chiang Rai International Christian School. Our heart is always to serve your family and children well. Please communicate with the school administration if payment is an issue. Limited financial aid is available and given on the basis of need.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Financial Assistance Possibilities</h2>
+<h3>Volunteer Service Hours</h3>
+<p>The Family Learning Center (FLC) was originally formed to “serve the servant” by providing quality education at a reasonable cost. Parents were allowed to teach and volunteer at the school, and school fees were reduced according to the amount of hours volunteered by each family. This system served two purposes:</p>
+<ol>
+  <li>Parents received financial assistance, and</li>
+  <li>CRICS receives the personnel necessary to adequately operate the institution.</li>
+</ol>
+<p>CRICS continues to develop opportunities for “meaningful voluntary service”, which helps to lighten families’ financial burden and provide the personnel that CRICS needs to deliver high-quality education.</p>
+<p>Continuing with this mission and tradition, the Chiang Rai International Christian School (CRICS) is also attempting to make school fees as affordable as possible by offering scholarships and financial aid whenever possible.</p>
+<p>The Service Hours program is for families who meet the following requirements.</p>
+<ul>
+  <li>Either mother or father are a pastor, missionary, educator, or social welfare worker in a non-profit business or agency in the Chiang Rai area.</li>
+  <li>Contribute a minimum of 5 volunteer service hours per week in an area of need at CRICS specified by the principal and/or leadership team.</li>
+  <li>Help prepare the school building/classrooms for classes in the 2 weeks leading up to the opening of school as needed and help close out school during the final week of the 2nd semester.</li>
+  <li>Attend any required in-service days.</li>
+  <li>Attend the Open House meeting and the Open CRICS WC Board meeting.</li>
+  <li>Service hour volunteers may occasionally ask to be excused from a required event if their work or family obligations necessitate the absence. If service hour members are regularly unable to fulfill their commitment to the school, then ‘withdrawal’ from the service hours program may be necessary.</li>
+  <li>Parents who do not meet the necessary requirements for the “Service Hours Program'' may still consider volunteering at CRICS. Please contact the main office or <a href="mailto:admin@crics.asia">admin@crics.asia</a>.</li>
+</ul>
+<p>Active service hours volunteers receive tuition discounts which acknowledges their time contributed to the school in an area of need. We appreciate the gift of time and love that our service hours volunteers contribute to the Chiang Rai International Christian School. Without these servants and their contribution, our school could not exist. We thank our CRICS service hours volunteers for their continued contributions to this school!</p>
+<p>Contact the main office or <a href="mailto:admin@crics.asia">admin@crics.asia</a> for the latest service hours discount schedule.</p>
+<p>&nbsp;</p>
+<h3>Financial Aid &amp; Scholarship</h3>
+<p>A “Financial Aid and Scholarship Committee” examines the needs of families that might need financial assistance. Parents are asked to contact the head of school if they need assistance with school fees. In particular, those parents who are serving the community in a voluntary manner, such as pastors, missionaries, educators, social welfare workers, or those working in not-for-profit foundations or businesses are encouraged to inquire about financial assistance. Parents will be asked to complete a Financial Aid Application with details about their job and their income, and the assistance they request. The Financial Aid and Scholarship Committee, based on the applications, will make financial aid decisions.</p>
+<p>&nbsp;</p>
+<h1>Attendance</h1>
+<h3>Absence and Make-Up Work</h3>
+<p>Any student who is absent for any reason (excused or unexcused) for 15 or more days in a semester (two quarters) will be considered for loss of credit. The principal will make the determination with consideration to the student’s attitude, quality of work when the student is present, quantity and quality of makeup work completed, and the nature of the absences. In extreme circumstances such as surgery, visa travel, and other uncontrollable family emergencies, students and their families may request an absence extension. Ask your principal for more details.</p>
+<p>&nbsp;</p>
+<h3>Absence Due to Early Departure Or Late Arrival</h3>
+<p>Parents should contact the principal preferably at least one month in advance if their child will be arriving to school late in the year or leaving early due to unchangeable events. Provided that the absence meets standards set by the administrative team, and is within a one-quarter time frame, the Leadership Team will coordinate with teachers to maintain the student’s education during that time. If the student will be absent more than 15 days, then the family will be given resources to continue education in a homeschool manner. If the absence will be less than 15 days, then the student may continue to study using the same resources and the same lesson access, as it is possible to make these resources available, as the remainder of the class who are present in the classroom. Some courses may not be able to be completed by extension; In this case, the student would need to complete all expectations prior to leaving for the trip or make up all expectations upon arriving late to school Or the student would lose credit for the course.</p>
+<p>&nbsp;</p>
+<h3>Absence Due to Illness</h3>
+<p>In any absence due to illness, it is the responsibility of the parents to contact the school’s main office or email the student’s teachers directly as soon as possible for the student to be considered excused from school. Should the parent/student determine that their illness was mild and not contagious (i.e. headache) and they want to return later in the school day, the parent must still contact the office as soon as possible for the student to be excused. Our classes are negatively affected by absences and we must give teachers immediate notice to enable them to change lesson plans. Upon arriving at school late, the student must report to the nurse to be cleared to attend class. In any case, if the office is not notified the student will be considered unexcused wherein the student will not be allowed to make up missed work. If the parents call the office or email the teacher directly and the student is excused, it is then the student’s responsibility to meet with his/her teachers to get make-up work assignments. The student will be given a make-up period equal to the number of school days missed plus one, in which to complete the work.</p>
+<p>&nbsp;</p>
+<h3>Planned Absences</h3>
+<p>Planned absence should be announced to all teachers of the student by email and by in person Forms must be completed and signed by all teachers. Missed work will be due upon return, unless advance arrangements are made. Failure to make advance arrangements may result in an unexcused absence, and applicable grade reductions.</p>
+<p>&nbsp;</p>
+<h3>Excused and Unexcused Absences</h3>
+<p>Many other situations may cause student absences. The following examples are types of absences that are generally considered excused when notice is given in advance by parents: Visa appointments, doctor/dental appointments, college fairs, CRICS events, family events, etc. The following examples are types of absences that are generally considered unexcused: working on other classwork, returning late after leaving campus without prior parental notice, failure to deliver proper excuse from a parent or guardian, etc. Unexcused absences do not allow the student to complete makeup work or to participate in extracurricular activities that day. The principal will make the final determination whether an absence will be excused and what effect that will have on classes and eligibility for extracurricular activities. Generally, a student who misses a class due to an unexcused absence will not be allowed to complete the assignments from that class period for credit. They will receive a zero score for any missed activities and/or assignments.</p>
+<p>&nbsp;</p>
+<h3>Daily Attendance</h3>
+<p>Attendance is recorded during each class and parents should report absence through our absence report form.</p>
+<p>It is the responsibility of all teachers to notify the principal of all possible unexcused absences. Principals will make the final determination of excused or unexcused. Should the absence be declared unexcused, then the student may be subject to disciplinary action including not being allowed to complete makeup work. It is the responsibility of the office assistant to notify the attendance teacher of all absence explanations, and to notify the principal when a student reaches their 10<sup>th</sup>, and 15<sup>th</sup> absence in any one semester. Principals will notify parents on each of these occasions, stressing the importance of good attendance and the potential loss of credit upon being absent 15 days in one semester for grades 9-12. Official attendance records are kept in FACTS.</p>
+<p>&nbsp;</p>
+<h3>Tardy (Late Arrival at Class)</h3>
+<p>Students are expected to be in their classroom by the second bell. If a staff member detains a student, that staff member should provide the student with a paper or email pass. The pass should specify that the student was detained, by whom he/she was detained, and whether or not the staff member feels the tardy should be excused. Teachers may make a Principal Report or other appropriate disciplinary action if a student is tardy without permission.</p>
+<p>&nbsp;</p>
+<h3>Truancy (Does Not Arrive at Class in Time to Participate)</h3>
+<p>Students who do not arrive to class in time to fully participate will be reported to the main office and/or the principal immediately as truant so that a search can begin. If a student misses half of a class period, then the teacher will investigate to determine whether the students can be excused due to an emergency or a previously agreed upon absence. Students may not miss a class period without the permission of the classroom teacher while on campus. If the extremely late arrival is not excused, then the teacher will report the truancy to the principal for investigation and/or disciplinary action.</p>
+<p>&nbsp;</p>
+<h2>Arriving Late</h2>
+<p>All students must sign in at the office and receive a pass before proceeding immediately to class.</p>
+<p>&nbsp;</p>
+<h2>Leaving Early</h2>
+<p>All students are to be at school for the entire school day, and may only be released during the day to a parent or guardian or to a person previously arranged in writing with our office staff. These situations should be infrequent and very important.</p>
+<p>&nbsp;</p>
+<h2>Leaving at the End of the School Day</h2>
+<p>Unless students are engaged in a school-sponsored activity or supervised by parents, they are to leave the campus before 4 pm. After 4 pm, there is no school supervision for students remaining on campus.</p>
+<p>&nbsp;</p>
+<h2>Closed Campus</h2>
+<p>CRICS is a “Closed Campus” meaning that students do not leave campus unless they are part of a school-approved travel event or they have parent permission.</p>
+<p>A parent may request that a student be excused from school for a special reason. The request will be honored knowing that these special reasons should be both infrequent and very important.</p>
+<p>If a student leaves CRICS campus without requesting the correct permission, parents will be notified.</p>
+<p>Students must sign out at the office when they leave, and sign in at the office upon returning to school. Failure to do so will result in disciplinary action which may.</p>
+<p>&nbsp;</p>
+<h2>Elementary Grading</h2>
+<p>Students’ grades are reported formally four times per year with progress reports being prepared as necessary at the mid-quarter mark.</p>
+<p>&nbsp;</p>
+<h3>Kindergarten</h3>
+<p>In Kindergarten, CRICS will assess the individual student’s progress toward their readiness for 1<sup>st</sup> grade. Areas of assessment will include:</p>
+<ol>
+  <li>Personal organizational and social skills</li>
+  <li>Language skills</li>
+  <li>Math skills</li>
+  <li>Listening and processing skills</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Grades K, 1 and 2</h3>
+<p>In grades K, 1 and 2, the individual student’s progress is evaluated by the following marks.</p>
+<figure class="table">
+  <table style="background-color:rgb(255, 255, 255);border-bottom:1px solid rgb(224, 224, 224);border-left:1px solid rgb(224, 224, 224);border-right:1px solid rgb(224, 224, 224);border-top:1px solid rgb(224, 224, 224);">
+    <tbody>
+      <tr>
+        <td style="border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">E</td>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Excellent</td>
+        <td style="border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Performing consistently with above-average effort</td>
+      </tr>
+      <tr>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">S</td>
+        <td style="background-color:rgb(245, 245, 245);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Satisfactory</td>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Performing at grade level</td>
+      </tr>
+      <tr>
+        <td style="border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">I</td>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Improving</td>
+        <td style="border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Consistently improving, but below grade level</td>
+      </tr>
+      <tr>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">N</td>
+        <td style="background-color:rgb(245, 245, 245);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">Needs Improvement</td>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">No significant progress</td>
+      </tr>
+      <tr>
+        <td style="border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;">X</td>
+        <td style="background-color:rgb(250, 250, 250);border-bottom:1px solid rgb(207, 216, 220);border-left:1px solid rgb(207, 216, 220);border-right:1px solid rgb(207, 216, 220);border-top:1px solid rgb(207, 216, 220);padding:0.5rem 0.75rem;" colspan="2">Not evaluated at this time</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h3>Grades 3-6</h3>
+<p>In grades 3-6, students are given letter grades to assess their academic progress using the same scale as grades 7-12 (see below). Some flexibility in the grading scale is permitted at this transitional level to account for the teacher’s evaluation. The students are assessed in Bible, math, language arts, social studies, and science. Character and conduct grades are assessed as mastery, proficient, competent, developing, or not yet.. Additional grades are given in Thai language and culture, music, physical education (PE), art, and creative arts.</p>
+<p>&nbsp;</p>
+<h2>Secondary Grading (Grades 7-12)</h2>
+<p>Please see the secondary academic handbook for additional information.</p>
+<p>In grades 7-12, the following letter grade values will be used.</p>
+<figure class="table">
+  <table>
+    <thead>
+      <tr>
+        <th>&nbsp;</th>
+        <th>&nbsp;</th>
+        <th>Unweighted</th>
+        <th>Weighted</th>
+      </tr>
+    </thead>
+    <tbody>
+      <tr>
+        <td>A+</td>
+        <td>97% or above</td>
+        <td>4.00 grade points</td>
+        <td>5.00 grade points</td>
+      </tr>
+      <tr>
+        <td>A</td>
+        <td>93% or above</td>
+        <td>4.00 grade points</td>
+        <td>5.00 grade points</td>
+      </tr>
+      <tr>
+        <td>A-</td>
+        <td>90% or above</td>
+        <td>3.75 grade points</td>
+        <td>4.75 grade points</td>
+      </tr>
+      <tr>
+        <td>B+</td>
+        <td>87% or above</td>
+        <td>3.25 grade points</td>
+        <td>4.25 grade points</td>
+      </tr>
+      <tr>
+        <td>B</td>
+        <td>83% or above</td>
+        <td>3.00 grade points</td>
+        <td>4.00 grade points</td>
+      </tr>
+      <tr>
+        <td>B-</td>
+        <td>80% or above</td>
+        <td>2.75 grade points</td>
+        <td>3.75 grade points</td>
+      </tr>
+      <tr>
+        <td>C+</td>
+        <td>77% or above</td>
+        <td>2.25 grade points</td>
+        <td>3.25 grade points</td>
+      </tr>
+      <tr>
+        <td>C</td>
+        <td>73% or above</td>
+        <td>2.00 grade points</td>
+        <td>3.00 grade points</td>
+      </tr>
+      <tr>
+        <td>C-</td>
+        <td>70% or above</td>
+        <td>1.75 grade points</td>
+        <td>2.75 grade points</td>
+      </tr>
+      <tr>
+        <td>D+</td>
+        <td>67% or above</td>
+        <td>1.25 grade points</td>
+        <td>2.25 grade points</td>
+      </tr>
+      <tr>
+        <td>D</td>
+        <td>63% or above</td>
+        <td>1.00 grade points</td>
+        <td>2.00 grade points</td>
+      </tr>
+      <tr>
+        <td>D-</td>
+        <td>60% or above</td>
+        <td>0.75 grade points</td>
+        <td>1.75 grade points</td>
+      </tr>
+      <tr>
+        <td>F+</td>
+        <td>57% or above</td>
+        <td>0.25 grade points</td>
+        <td>1.25 grade points</td>
+      </tr>
+      <tr>
+        <td>F</td>
+        <td>less than 57%</td>
+        <td>0.00 grade points</td>
+        <td>0.00 grade points</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<p>Pass or Fail courses</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Pass</td>
+        <td>70+% or a leadership-approved, teacher-assigned criteria</td>
+      </tr>
+      <tr>
+        <td>Fail</td>
+        <td>Less than 70%</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Report Cards</h2>
+<p>Report cards will be prepared for all grades four times a year at the quarters. Report cards are confidential written records of student progress. They are provided to students and parents at the end of each quarter. Whenever appropriate, comments should be made to assist in the communication process. All quarterly report cards are to be signed by a parent or guardian and returned to the school by the determined deadline.</p>
+<p>&nbsp;</p>
+<h2>Standardized Tests</h2>
+<p>The following standardized tests are available to CRICS students.</p>
+<ul>
+  <li>The MAP Growth test is taken two times per year for grades 2-9</li>
+  <li>Grade 10-11 Preliminary SAT (PSAT)</li>
+  <li>Grade 12 SAT or ACT</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Transcripts and Records</h2>
+<p>Transcripts and permanent records may not be released to parents or to requesting schools until all of the student’s accounts have been settled. Transcripts and records can be requested from the registrar through an online form available on the crics.asia website at this link, <a href="https://crics.asia/students/request-documents/">Students &gt; Request Documents</a>.</p>
+<p>Graduates from CRICS (starting with the Class of 2013) may request transcripts from the <a href="https://www.acsi.org/global/international-schools/international-school-transcripts">ACSI Transcript Depository</a>. A 20 USD fee is associated with this request. Additional information and the request form can be found at the ACSI website linked above.</p>
+<p>&nbsp;</p>
+<h2>Cumulative Records</h2>
+<p>A cumulative file will be kept for each student and maintained by a designated officer. The file will contain his/her application form, a picture of the student, a master grade record for the student, copies of his/her performance testing (e.g. Stanford testing), medical history, and any other information the administration determines necessary.</p>
+<p>This file will be accessible to appropriate staff members and parents of the student. If there is a question as to whether or not a specific individual should have access to a student’s file, permission will be granted or denied by the head of school or principal. A sign-out record will be maintained, and anyone removing a student’s cumulative record from the office must sign it out on the appropriate form. However, for any student records to be released, the student must be in good financial standing with his/her school account. The following people will have access to a student’s cumulative records:</p>
+<ul>
+  <li>A student 18 years old or older</li>
+  <li>A student’s parent(s)</li>
+  <li>A designated counselor(s)</li>
+  <li>A student’s teacher(s)</li>
+  <li>A student’s principal</li>
+</ul>
+<p>Please remember that information in the student’s cumulative record is confidential. The information is only to be shared with those who have permission to access the data. At no time is personal information found in these records to be released publicly.</p>
+<p>&nbsp;</p>
+<h2>Homework</h2>
+<p>Homework is to be assigned to reinforce skills, assess previous learning, and prepare students for future lessons. It should not be used to introduce new material that requires teacher direction nor as a punishment. At times, teachers may enlist the help of parents to guide in the homework.</p>
+<p>Homework assignments should, on average, total approximately 10 minutes times the student’s grade. At different times in the year, homework amounts may fluctuate because of tests, large assignment due dates, science fair, etc.</p>
+<figure class="table">
+  <table>
+    <thead>
+      <tr>
+        <th>Grade</th>
+        <th>Homework Time</th>
+      </tr>
+    </thead>
+    <tbody>
+      <tr>
+        <td>1</td>
+        <td>10</td>
+      </tr>
+      <tr>
+        <td>2</td>
+        <td>20</td>
+      </tr>
+      <tr>
+        <td>3</td>
+        <td>30</td>
+      </tr>
+      <tr>
+        <td>4</td>
+        <td>40</td>
+      </tr>
+      <tr>
+        <td>5</td>
+        <td>50</td>
+      </tr>
+      <tr>
+        <td>6</td>
+        <td>60</td>
+      </tr>
+      <tr>
+        <td>7</td>
+        <td>70</td>
+      </tr>
+      <tr>
+        <td>8</td>
+        <td>80</td>
+      </tr>
+      <tr>
+        <td>9</td>
+        <td>90</td>
+      </tr>
+      <tr>
+        <td>10</td>
+        <td>100</td>
+      </tr>
+      <tr>
+        <td>11</td>
+        <td>110</td>
+      </tr>
+      <tr>
+        <td>12</td>
+        <td>120</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The actual amount of time spent on homework will vary depending on the individual students and the classes they are taking (advanced courses will require significantly more homework than other courses). English Language Learners (ELL) students will typically spend more time on homework.</p>
+<p>High School students should expect that most homework assignments will be completed outside of class time, although often there will be some class time available for them to start homework assignments.</p>
+<p>Parents can assist their students by helping them set up a quiet, organized study area. Students benefit from their parents’ monitoring as they study and complete their homework. Parental involvement with doing the actual homework assignments should be kept to a minimum.<br>&nbsp;</p>
+<p>With the exception of reading assignments, short-term required homework is not to be given over calendared vacation times (e.g. Christmas Break, Spring Break, Family Weekend, etc.). During these breaks, students need free time and family time. It is a good time for the students to work on make-up and/or long-term projects. It is wise to remind students of incomplete work before these vacation times.</p>
+<p>&nbsp;</p>
+<h2>Retention In Grade</h2>
+<h3>Primary Level</h3>
+<p>Retention in grade is a joint decision by the head of school and the principal, based on input from the teacher(s). After appropriate consultation, the principal will hold a parent conference, where the recommendation of the teacher will be discussed with the parent. If the parent is not in agreement with the principal’s decision, CRICS reserves the right to make retention a condition for continuing attendance at CRICS. The final decision for all grade level retentions is the joint responsibility of the head of school and the principal.</p>
+<p>All meetings between the parents, the head of school, the principal, and the teacher will be documented and the documentation kept in the student’s file through the registrar.</p>
+<p>&nbsp;</p>
+<h3>Grades 7-8</h3>
+<p>Students in grades 7-8 may be retained in a grade upon receiving a final yearly grade average below 60% (F) in two or more classes, if the teachers and administration deem it necessary for the benefit of the student.</p>
+<p>&nbsp;</p>
+<h3>Grades 9-12</h3>
+<p>The following scale will determine grade classification in grades 9-12:</p>
+<figure class="table">
+  <table>
+    <thead>
+      <tr>
+        <th>Grade Level</th>
+        <th>Number of Credits Earned</th>
+      </tr>
+    </thead>
+    <tbody>
+      <tr>
+        <td>9</td>
+        <td>Less than 5.5</td>
+      </tr>
+      <tr>
+        <td>10</td>
+        <td>5.5—11.0</td>
+      </tr>
+      <tr>
+        <td>11</td>
+        <td>11.5—16.5</td>
+      </tr>
+      <tr>
+        <td>12</td>
+        <td>17.0 or more</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h1>Visas &amp; Work Permits</h1>
+<h2>Volunteer Visa</h2>
+<p>Volunteers who come from other countries will be required to attain the proper documents following Thai government regulations for working at the school. Volunteer teachers will be issued a letter that will permit them to attain a non-immigrant type O or Type B visa at a Thai consulate in their country of origin or other Thai consulate locations found in various countries outside of Thailand. To be issued a non-immigrant visa from CRICS or CEFT (Christian Education Foundation of Thailand), a volunteer must commit to 20 hours of volunteer work each week.</p>
+<p>CRICS is committed to helping volunteers attain proper paperwork for visas. Volunteers will provide their own funding for costs related to visas.</p>
+<p>&nbsp;</p>
+<h2>Volunteer Work Permit</h2>
+<p>Volunteers coming from other countries will also be required to attain a work permit that allows them permission from the Thai labor department for volunteering at the school. CRICS volunteer relations staff will assist volunteers with the paperwork necessary for acquisition of a work permit. To be issued a work permit for work related to CRICS or CEFT (Christian Education Foundation of Thailand), a volunteer must commit to 20 hours of volunteer work each week.</p>
+<p>CRICS is committed to helping volunteers attain proper paperwork for work permits. Volunteers will provide their own funding for costs related to work permits.</p>
+<p>&nbsp;</p>
+<h2>Visas For Students</h2>
+<p>It is a requirement of Thai law for CRICS students to be on one of two types of visas. The two types of visas that permit a student to be enrolled at CRICS are non-immigrant visas Type “O” ("under" the parents visa) or type “ED" visa (a student visa under CRICS). There are no exceptions to this rule.</p>
+<p>If you would like for your child to be on a Type ED visa as a student at CRICS please follow the instructions <a href="http://crics.asia/study/visa-information">here</a>.</p>
diff --git a/handbooks/secondary-academic-handbook.html b/handbooks/secondary-academic-handbook.html
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+<!--
+title: Secondary Academic Handbook
+description: 
+published: true
+date: 2023-09-29T06:28:05.874Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-21T08:11:25.861Z
+-->
+
+<h1>Introduction</h1>
+<p>The secondary academic handbook is intended for use alongside other CRICS handbooks, especially the school handbook. The following information is intended to assist secondary students in grades 7-12 to request semester course schedules and make long-term academic plans with input from teachers and the academic counselor.</p>
+<h1>Supporting Documents</h1>
+<ul>
+  <li>CRICS Portal: Handbooks &gt; CRICS School Handbook</li>
+</ul>
+<h1>General Academic Information</h1>
+<h2>Secondary Grading (Grades 7-12)</h2>
+<h3>Grading System</h3>
+<p>Students’ grades are reported formally four times per year at the end of each quarter; additionally, progress reports are prepared at the mid-quarter mark to make families aware of academic concerns only. Grades are also posted online for families and students, but the grades are not official until a mid-quarter or end-of-quarter report is made available.</p>
+<p>In grades 7-12, the following letter grade values will be used.</p>
+<figure class="table">
+  <table>
+    <thead>
+      <tr>
+        <th>&nbsp;</th>
+        <th>&nbsp;</th>
+        <th>Unweighted</th>
+        <th>Weighted</th>
+      </tr>
+    </thead>
+    <tbody>
+      <tr>
+        <td>A+</td>
+        <td>97% or above</td>
+        <td>4.00 grade points</td>
+        <td>5.00 grade points</td>
+      </tr>
+      <tr>
+        <td>A</td>
+        <td>93% or above</td>
+        <td>4.00 grade points</td>
+        <td>5.00 grade points</td>
+      </tr>
+      <tr>
+        <td>A-</td>
+        <td>90% or above</td>
+        <td>3.75 grade points</td>
+        <td>4.75 grade points</td>
+      </tr>
+      <tr>
+        <td>B+</td>
+        <td>87% or above</td>
+        <td>3.25 grade points</td>
+        <td>4.25 grade points</td>
+      </tr>
+      <tr>
+        <td>B</td>
+        <td>83% or above</td>
+        <td>3.00 grade points</td>
+        <td>4.00 grade points</td>
+      </tr>
+      <tr>
+        <td>B-</td>
+        <td>80% or above</td>
+        <td>2.75 grade points</td>
+        <td>3.75 grade points</td>
+      </tr>
+      <tr>
+        <td>C+</td>
+        <td>77% or above</td>
+        <td>2.25 grade points</td>
+        <td>3.25 grade points</td>
+      </tr>
+      <tr>
+        <td>C</td>
+        <td>73% or above</td>
+        <td>2.00 grade points</td>
+        <td>3.00 grade points</td>
+      </tr>
+      <tr>
+        <td>C-</td>
+        <td>70% or above</td>
+        <td>1.75 grade points</td>
+        <td>2.75 grade points</td>
+      </tr>
+      <tr>
+        <td>D+</td>
+        <td>67% or above</td>
+        <td>1.25 grade points</td>
+        <td>2.25 grade points</td>
+      </tr>
+      <tr>
+        <td>D</td>
+        <td>63% or above</td>
+        <td>1.00 grade points</td>
+        <td>2.00 grade points</td>
+      </tr>
+      <tr>
+        <td>D-</td>
+        <td>60% or above</td>
+        <td>0.75 grade points</td>
+        <td>1.75 grade points</td>
+      </tr>
+      <tr>
+        <td>F+</td>
+        <td>57% or above</td>
+        <td>0.25 grade points</td>
+        <td>1.25 grade points</td>
+      </tr>
+      <tr>
+        <td>F</td>
+        <td>less than 57%</td>
+        <td>0.00 grade points</td>
+        <td>0.00 grade points</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<p>Pass or Fail courses</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Pass</td>
+        <td>70+% or a leadership-approved, teacher-assigned criteria</td>
+      </tr>
+      <tr>
+        <td>Fail</td>
+        <td>Less than 70%</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Advanced Placement® classes use a 5-point scale, adding 1 point to each grade above; however, an F in an AP class still receives 0 points.</p>
+<p>&nbsp;</p>
+<h3>Class Credit Values</h3>
+<p>Classes are assigned a Carnegie credit value based on total class meeting hours. Credits are assigned per semester.</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>1.00 credit class</td>
+        <td>120+ hours&nbsp;</td>
+        <td>Meets 5 times per week for 2 semesters</td>
+      </tr>
+      <tr>
+        <td>0.50 credit class</td>
+        <td>60+ hours</td>
+        <td>Meets 5 times per week for 1 semester</td>
+      </tr>
+      <tr>
+        <td>0.10 credit class</td>
+        <td>12+ hours</td>
+        <td>Meets 1 time per week for 1 semester</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h3>Calculating Grade Point Average (GPA)</h3>
+<p>Grade point average is a calculated average based on grades and credit earned per class. The grade points earned by the letter grade in each class are multiplied by the credit value of the same class. The point values from each class are then added together and divided by the total number of credits. The resulting number (a value between 0.0-4.0) is the student’s GPA. Since AP<sup>®</sup> classes are college-level courses, they use the weighted GPA scale (1.0-5.0). Pass or fail classes are not calculated in GPA. You can use a<a href="https://docs.google.com/spreadsheets/d/1CmFq8vEnM-63bJDdPDyZkzZgAFjtXYlJ2SI4ABLR8ss/copy"> GPA calculator here</a> to make estimates of your GPA for the current grading period. CRICS does not calculate class ranking.</p>
+<p>&nbsp;</p>
+<h3>Honor Roll</h3>
+<p>Honor Roll is determined at the end of each quarter based on a student’s GPA for that quarter. This is documented on the report card and is part of the student’s academic transcript.</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Honor Roll</td>
+        <td>3.6 to 3.8</td>
+      </tr>
+      <tr>
+        <td>High Honor Roll</td>
+        <td>3.8 to 3.99</td>
+      </tr>
+      <tr>
+        <td>Highest Honors</td>
+        <td>4.0</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>A secondary student who has earned Honor Roll status earns the privilege of spending his or her study hall time(s) outside of the designated study hall room. Honor roll students are also considered for our peer-tutoring and teacher assistant programs.</p>
+<p>&nbsp;</p>
+<h3>Grade Books</h3>
+<p>The individual teacher grade book (viewable online) will be the official record for student grades until such time that school personnel transfer that information to the student’s permanent records (i.e. transcripts).</p>
+<p>&nbsp;</p>
+<h2>Progress Reports</h2>
+<p>Mid-quarter “Student Progress Reports” will be prepared for all students who are at risk of academic observation upon the occurrence of 2 D's, 1 F, or lowering grade performance. It is not necessary to wait until the middle of the quarter to send reports to parents. Parents should be contacted as soon as a problem is identified so the teacher(s) can work with the parents as a team to make the necessary adjustments for the student’s growth.</p>
+<p>&nbsp;</p>
+<h2>Grade Appeals</h2>
+<p>Process for Student Grade Appeals</p>
+<ul>
+  <li>If a student suspects a possible error in the online grade book, then he or she should first ask the teacher to verify the grade in case of a mistake in recording the grades.</li>
+  <li>If the issue is still unresolved, the student would make a written request to the secondary principal.</li>
+  <li>The secondary principal will investigate the situation by looking at accounts from both the student and the teacher. The principal then makes the final decision followed by making necessary changes to the grades and creating a written document to explain the reasoning for the changes, which is given to the registrar to place into the student’s file. Consideration must be given to other students who may be affected by the grades.</li>
+  <li>Grades must be appealed by July 1 following the school year in question. After July 1, all grades will be final.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Academic Observation</h2>
+<p>A student will be placed on academic observation when the student’s grade point average is below 2.0, they have received an “F” in a core subject, or they have received 2 “D” grades in core subjects (Bible, LA, Math, Science, Social Studies, Thai, and ELL). The parents will be informed, and the student will meet with the administration to develop an academic improvement plan. An academic improvement plan may include some or all of the following:</p>
+<ul>
+  <li>Weekly homework logs signed by the parent</li>
+  <li>Behavioral log to be completed by the student and parent</li>
+  <li>Scheduled meetings with the teacher, academic counselor, and/or principal</li>
+  <li>Assignment to a Student Success Class</li>
+</ul>
+<p>&nbsp;</p>
+<p>The design of the academic improvement plan is at the discretion of the school administration and is created with the parents’ input. The full implementation of the academic improvement plan will greatly affect the outcome for the student.</p>
+<p>&nbsp;</p>
+<h2>Credit Recovery</h2>
+<p>If a student fails a course that is required for graduation, then the student will meet with the academic counselor to create a plan for credit recovery. This plan will be communicated with the secondary principal and the student’s family.</p>
+<p>The following are options the counselor may discuss with the student:</p>
+<ol>
+  <li>Repeat the class within the student’s future schedule: This is a recommended option for students as long as the student’s credit total still allows for a timely graduation and aligns with the student’s course planner.</li>
+  <li>Complete a different CRICS course: A different CRICS course <i>may </i>be an option for meeting graduation requirements if an appropriate course is offered within the student’s future schedule.</li>
+  <li>Online Independent Study: Students may be enrolled in an online course for credit by following the CRICS independent study process (see below). These courses do not affect GPA.</li>
+</ol>
+<p>Please note: Credit recovery does not replace a previously failing grade on the student’s transcript. A failing grade will remain on the student’s transcript even if they are successful in the credit recovery course. The purpose of credit recovery is to allow for the student to earn the necessary credits for graduation.</p>
+<p>&nbsp;</p>
+<h3>Incomplete</h3>
+<p>Students may receive a grade of incomplete (INC) if they have a documented, extreme extenuating circumstance that prevents them from completing a course in its established timeframe (i.e., surgery, death in the family, etc.).</p>
+<p>A student who receives an incomplete must successfully complete the remaining course requirements by the end of the following, or next, semester in order to receive a final grade and the appropriate course credit. This means a student has one additional semester to complete an incomplete course.</p>
+<p>&nbsp;</p>
+<h2>Extracurricular Eligibility</h2>
+<p>CRICS works diligently to provide a variety of quality and challenging extracurricular activities in the areas of academics, athletics, and fine arts. We believe that these opportunities support students in developing physical and mental health, moral character, work ethic, and leadership abilities that are critical to their adoption of our ESLRs in their lives. However, extracurricular activities are a support to the primary activities of the school day, and so come second to success in the core curriculum. A student can become ineligible for extracurricular activities in the following ways:</p>
+<ul>
+  <li>The student has entered academic observation by scoring an F grade or 2 D grades or lower.</li>
+  <li>A teacher determines that a student is not meeting the minimum expectations of the class.</li>
+  <li>The student has exhibited significantly inappropriate behavior or has shown behavior that makes extracurricular events a concern for themselves or others as determined by the secondary principal.</li>
+</ul>
+<p>Under any of these situations, the student will not be allowed to participate in extracurricular performances, competitions, games, or other events; however, participation in practices/rehearsals is still allowed and encouraged unless it hinders a group’s progress or conflicts with efforts to improve academic or behavioral performance.&nbsp;<br><br>An ineligible student will be immediately reactivated for full participation in extracurricular events when the principal has reviewed an <a href="https://docs.google.com/document/d/1xoBBykhNGvAA1iy6Hz9W94uV9izucXFY_lus8f8SnHc/edit?usp=sharing">Extracurricular Eligibility Waiver</a> and has deemed the student to have completed work or improved their performance above the minimum requirements of academic observation or to be working at a level that is acceptable for the ability and situation of the student with consideration to learning plans and unique situations. Principal clearance by Eligibility Waiver must be obtained in a time sufficiently prior to the performance, competition, meet, or game to give teams and groups time to prepare for a potential absence.</p>
+<p>Note: The principal may waive academic observation if it is the consensus of the student’s principal, teachers, and ASP teachers that the student has begun working at or near his/her potential, even though he or she is still receiving low grades.</p>
+<p>&nbsp;</p>
+<h1>CRICS Courses</h1>
+<h2>Graduation Requirements &amp; Recommendations</h2>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <thead>
+      <tr>
+        <th><strong>Department&nbsp;</strong></th>
+        <th><strong>Credits&nbsp;</strong></th>
+        <th><strong>Common CRICS Courses</strong></th>
+      </tr>
+    </thead>
+    <tbody>
+      <tr>
+        <td>Language Arts</td>
+        <td>4</td>
+        <td>LA 9-12</td>
+      </tr>
+      <tr>
+        <td>Science</td>
+        <td>3</td>
+        <td>Physical Science, Biology, Chemistry, Physics, etc.</td>
+      </tr>
+      <tr>
+        <td>Math</td>
+        <td>3</td>
+        <td>Pre-Algebra and above</td>
+      </tr>
+      <tr>
+        <td>Social Studies</td>
+        <td>3</td>
+        <td>World History &amp; Geography I &amp; II, Comp. Gov. &amp; Econ.</td>
+      </tr>
+      <tr>
+        <td>PE &amp; Health</td>
+        <td>2</td>
+        <td>PE 9-10, Health 9-10, PE Leadership 11-12, PE Electives</td>
+      </tr>
+      <tr>
+        <td>Computer</td>
+        <td>0.5</td>
+        <td>Computer Science 1 (will change to 1 credit in 2025)</td>
+      </tr>
+      <tr>
+        <td>World Languages</td>
+        <td>2</td>
+        <td>See the World Languages section for opportunities</td>
+      </tr>
+      <tr>
+        <td>Electives Total</td>
+        <td>4.5</td>
+        <td>&nbsp;</td>
+      </tr>
+      <tr>
+        <td>&nbsp; &nbsp; &nbsp;Bible</td>
+        <td>&nbsp;</td>
+        <td>&nbsp;1 class per year (0.5 credits per year)</td>
+      </tr>
+      <tr>
+        <td>&nbsp; &nbsp; &nbsp;Fine Arts</td>
+        <td>0.5</td>
+        <td>Band, Choir, Dance, Art, Piano, Guitar, Drama</td>
+      </tr>
+      <tr>
+        <td><strong>Total</strong></td>
+        <td><strong>22</strong></td>
+        <td>&nbsp;</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Additional Graduation Expectations &amp; Advice</h2>
+<ul>
+  <li>All students are required to take a half-credit religious studies (Bible) course each year of enrollment.</li>
+  <li>Students preparing for college in the United States are encouraged to take the following: an additional credit of math at the level of Algebra II or above, an additional credit of science, a credit of U.S. History, and an additional 0.5 credit or more of social studies.</li>
+  <li>Always check with your future educational institutions to get the most accurate expectations from their admission officers. Some schools require classes that are not common CRICS courses. Please see the academic counselor if you have questions.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Transcripts</h2>
+<ul>
+  <li>Unofficial transcripts can be viewed through the family portal on FACTS.</li>
+  <li>Transcripts can be requested through your academic counselor until graduation, at which time you will need to make a document request through our website.</li>
+  <li>Transfer credits from other institutions will show on your transcript as a course name, grade, and credit amount, but these courses will not affect CRICS Academic information or decisions such as GPA, valedictorian or salutatorian, extracurricular eligibility, or other rights and privileges of students.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Thai Studies</h2>
+<p>According to Thai government regulations and CRICS policy, Thai language study is required for all students grade K-8 and all students who have not already taken 2 years of Thai Language and Culture. The requirements are available from the Thai Department Head upon request. The CRICS Thai program is provided primarily for full-time CRICS students and follows prescribed standards for history, language, art, geography, government, and culture from the ISAT and ONESCA, our Thailand accreditation organizations.</p>
+<p>&nbsp;</p>
+<h2>Advanced Placement<sup>®</sup> Courses</h2>
+<p>CRICS offers Advanced Placement<sup>®</sup> courses when teaching staff are available and willing. “AP gives students the chance to tackle college-level work while they’re still in high school and earn college credit and placement” (copied from<a href="http://ap.collegeboard.org/"> http://ap.collegeboard.org</a>). As may be expected of college-level courses, the time needed for assignments, studying, and deep understanding will exceed the CRICS homework policy. By choosing to enroll in an AP course at CRICS, parents and students recognize this need and agree to devote the necessary time to these higher level courses. Additional information that is crucial for parents and students to understand and agree with can be found on this <a href="https://apcentral.collegeboard.org/about-ap/what-ap-stands-for">AP Principles site</a>.</p>
+<p>Students are not required to take an AP exam at the end of the year, although it is highly recommended. Students may not repeat an AP course.</p>
+<p>Each AP course has its own prerequisite(s) in an effort to ensure that students can be successful in the course. In addition to the course-specific requirements, all AP courses are contingent upon teacher recommendation.</p>
+<p>AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this handbook.</p>
+<p>&nbsp;</p>
+<h2>Independent Study Courses</h2>
+<ol>
+  <li>At CRICS, students are encouraged to pursue studies both at CRICS and outside of CRICS based on need and interest.</li>
+  <li>CRICS does not allow distance courses to replace courses that CRICS already provides and that can be made available to a student’s schedule.</li>
+  <li>Secondary students can complete independent studies for credit when a student has an interest in a course that CRICS does not provide. Such courses, credits, and grades can be transferred onto the CRICS transcript. These results will not be calculated into the GPA.</li>
+  <li>Dual enrollment courses (high school and college credit) are also an option through approved universities. Setting up the dual enrollment relationship is the responsibility of the interested student - with some assistance and approval from the academic counselor. All independent study course expectations apply to dual enrollment.</li>
+  <li>Currently, CRICS faculty only support test proctoring through BYU and only for CRICS students.</li>
+  <li>Students may not be enrolled in CRICS classes below the 5.5+ credit per year and the maximum 5 study halls expectations until the institution contacts the academic counselor with access to the course information after the students has paid and enrolled.</li>
+  <li>Courses must be provided by an accredited online school with prior approval from the Secondary Principal, the Academic Counselor, and the Curriculum Director. If you are not sure whether an online program is accredited then you should clarify with the CRICS administration before enrolling.</li>
+  <li>CRICS retains the right to include additional requirements on a case-by-case basis, such as mastery tests, teacher records, creation of products, on-site proctoring, etc.</li>
+  <li>Completion of online coursework will not result in a discount on yearly tuition at CRICS.</li>
+  <li>CRICS will not provide funds to cover the cost of an online course.</li>
+  <li>Taking courses over the summer or during the student’s own time does not mean that students will have more free time during the school day when class is in session.</li>
+  <li>Our policy requires that students have no more than 5 study halls per week. While no additional study hall periods should be expected to be added, a student who is participating in approved online courses may request additional study hall periods through the academic counselor and the secondary principal.</li>
+  <li>The CRICS administration reserves the right to limit the total number of online courses that are accepted toward meeting graduation requirements and complying with accreditation expectations.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Independent Study Process</h3>
+<ol>
+  <li>Students must make a copy and email this <a href="https://docs.google.com/document/d/1E04U6Z25gE4Pm_TdeYp2rLrGTOiB81Nb6UbeeFs41IY/edit">Independent Study Proposal</a> for independent study to the academic counselor to begin the proposal process.</li>
+  <li>Academic counselor reviews the proposal with the curriculum director or secondary principal.<ol>
+      <li>Courses must be approved by the end of the 2-week add/drop period at the beginning of the semester.</li>
+      <li>The committee determines if the course meets the required standards, adds additional requirements (if necessary), and approves or denies the course.</li>
+    </ol>
+  </li>
+  <li>After approval of an online independent study course, the student must connect the academic counselor and CRICS (using the CEEB code) to the online course.</li>
+  <li>During the independent study, the student will update the academic counselor on progress and performance at least once at mid-course.</li>
+  <li>Upon completion of the course<ol>
+      <li>Online Independent Study - The academic counselor will access the final record directly from the provider.</li>
+      <li>Home-based Independent Study- The student will submit graded assessments, logs of time spent on course study, and the teacher’s final assessment to the academic counselor. CRICS may require additional interviews and/or mastery assessment as part of the validation process by the principal, vice principal of curriculum, and the academic counselor.</li>
+      <li>If the student successfully completes the course, then the academic counselor will inform the registrar for inclusion on the student’s transcript and inform the student and parents.</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h3>Advanced Placement (AP) Courses and Testing</h3>
+<ul>
+  <li>CRICS offers AP Calculus AB and is considering the addition of other AP courses. While CRICS does not provide many AP courses, AP content is taught in some of our courses. This enables students the opportunity to take AP tests, but additional study and preparation is required for success.</li>
+  <li>Currently, CRICS is piloting two courses that can prepare students for taking AP exams. The courses are Comparative Government &amp; Economics (grade 11) and Calculus (grades 11-12).</li>
+  <li>These courses are not registered AP courses, so they will not be transcripted as AP courses.</li>
+  <li>Successful completion of an AP test will not affect a student’s GPA or credits towards graduation.</li>
+  <li>CRICS will offer AP exams on campus upon request and according to the College Board schedule.</li>
+  <li>These exams are not included in regular student fees, so the cost is the responsibility of the family. Payment of the testing fee is required by the end of October for testing in May.</li>
+  <li>Students interested in taking the AP exam are strongly encouraged to sign up for an additional AP test preparation class whenever these classes are available. These classes would be in addition to regular coursework and instruction.</li>
+  <li>Students can report AP test results directly to the university or institution of their choice.</li>
+  <li>We have been informed by university admissions professionals from around the world that universities will assess a student's performance in the context of the school environment. They will check to see that the student has challenged himself or herself to take the most rigorous courses offered at the school. They will not penalize a student for what the school does not offer (such as AP courses), but they will question a student who does not take advantage of every rigorous classroom opportunity that the school does make available.</li>
+  <li>Online AP Courses<ul>
+      <li>Students wanting to take AP courses may take online AP courses separately from the CRICS curriculum. AP Courses are completed in addition to regular, required CRICS courses. Online AP courses do not substitute for courses in the core CRICS curriculum.</li>
+      <li>The student takes the course on his or her own time and at his or her own expense.</li>
+      <li>AP online courses are extremely time-intensive. It is not recommended that any students take more than one online AP course per semester. A personal commitment by the student and family to spend additional time studying and &nbsp;preparing is crucial for success in the class and on the test. An online AP class may take as much as two hours of additional study time per school day in order to score a 4 or 5 on the exam.</li>
+      <li>Students who choose to take an online AP course need to consider whether they can give the necessary time to required CRICS courses in addition to adding a separate AP course.</li>
+    </ul>
+  </li>
+</ul>
+<p>&nbsp;</p>
+<h2>Mathematics Advancement Policy</h2>
+<ul>
+  <li>Grade 6 Students are given the opportunity to complete pre-algebra mathematics studies during the summer so that they may begin Algebra 1 in 7th-grade. This would put students on An advanced track that would culminate in taking calculus AB during grade 11 and possibly calculus BC during grade 12. This is an optional challenge and is not required of any student. Often, students begin and decide to quit during the summer because it is a large amount of work to accomplish in a short amount of time. Please ask your 5th-grade teacher or the secondary principal about this opportunity.</li>
+  <li>Geometry and Algebra 2 are content areas where a student might be able to take both courses simultaneously. This would require a request during the prior year to schedule to allow for these courses to both be taken together or for the student and family to find a way to take one of the two courses through Independent online learning.</li>
+  <li>Other creative mathematics advancements may exist and would be considered on a case-to-case basis.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Adding or Dropping Courses (Grades 7-12)</h2>
+<p>Students may drop or add courses during the first two weeks of each semester in rare circumstances when the change is in the best interest of the student’s academic plan, and the student has permission from the...</p>
+<ol>
+  <li>Teacher of the course being dropped</li>
+  <li>Teacher of the course being added</li>
+  <li>The student’s parents</li>
+  <li>The academic counselor</li>
+</ol>
+<p><br>No record of a course change will be made on a student’s transcript if the change is made during the first two weeks of the semester.</p>
+<ol>
+  <li>The Add/Drop provision is primarily an opportunity given to secondary school students who discover in the first two weeks of a course that it is not what they expected or that another more suitable course should be included within their course of study.</li>
+  <li>Students who withdraw from a course after this two-week period, or at a later point in the year, will generally receive a report of “Withdrawal” and no credit on the academic transcript. This particularly applies when a student withdraws from a full-year course after the first semester. Withdrawals can have a negative impact on a student’s GPA. Situations will be considered on a case-to-case basis.</li>
+  <li>Withdrawal is not allowed for courses that are required for graduation.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Valedictorian Selection</h2>
+<p>Each year, school leadership will select a student or students to be named class valedictorian for excellence in academic work based on the following considerations:</p>
+<ul>
+  <li>Two or more school years at CRICS</li>
+  <li>GPA of 3.8 or higher</li>
+  <li>Total number of high school credits</li>
+  <li>Academic rigor of courses taken during high school</li>
+  <li>Overall accomplishments as a high school student</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Course Selection &amp; Scheduling</h2>
+<p>The secondary <a href="https://docs.google.com/spreadsheets/d/1_VY8LvGNw4osnuZBlX1WL-muVnqjzyssSRqV5D4FXVw/edit#gid=711481315">academic planner</a> includes key information for course selection and scheduling specific to each grade level.</p>
+<p>Not all courses listed below are offered every semester. The secondary class schedule for each school year identifies the courses offered for that school year.</p>
+<p>&nbsp;</p>
+<h1>SECONDARY COURSES</h1>
+<h2>Language Arts</h2>
+<h3>Language Arts 7</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters) - 6 periods per week</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Language Arts 7 includes the study of literature, vocabulary, writing, grammar, and speaking. Students study various genres of literature, which includes analysis and evaluation from a biblical perspective. The vocabulary words are based on classical Greek and Latin root words. This course includes the following types of writing: narrative, expository, persuasive, response to literature, and one research paper. Parts of speech and other key elements of grammar are studied in order to improve students’ writing. Class discussions, oral presentations, and debates are used to help students develop skills in speaking clearly and confidently.</p>
+<p>&nbsp;</p>
+<h3>Language Arts 8</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters) - 6 periods per week</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Language Arts 8 includes a study of various literary selections including classic and contemporary fiction, non-fiction, poetry, and a play. Writing assignments are designed to enable students to develop skills as writers through narrative, expository (research paper using MLA format), persuasive, and response to literature pieces. Additionally, time is spent to improve grammar, mechanics, usage, and research skills. Studying vocabulary words also improves students’ abilities to read and write.</p>
+<p>&nbsp;</p>
+<h3>Language Arts 9</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This class is a study of various literary selections. It is also a course designed to enable students to develop skills as writers through a variety of writing situations. We will spend time improving grammar, mechanics, usage, and research skills. Studying vocabulary words will also improve your ability to read and write.</p>
+<p>&nbsp;</p>
+<h3>Language Arts 10</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Over the course of the year, we will explore various works and genres of literature while honing our writing, discussion, and critical thinking skills. Texts include the main textbook, various supplemental handouts, classic novels, short stories, and poems. The overarching goal of this class is to encourage students to think, discuss, and write critically about the works we read and the larger world in which these works have found their place. By the end of the year, students will successfully execute reflective writing, literary analysis, argumentative writing, and, of course, MLA-based research. Sharp grammar and usage is the expectation for all writing, and we will practice grammatical skills repeatedly over the course of the year. Along the way, we will also broaden vocabulary exposure and understanding through various terms and words that we encounter in our readings.</p>
+<p>&nbsp;</p>
+<h3>Language Arts 11</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The 11th grade English Language Arts curriculum pursues the development of critical thinking skills for application in reading and writing. This course will develop the student’s abilities in literature analysis, considering various genres with a particular emphasis on poetry analysis and reading of whole novels. Generally, the class aims at developing understanding of the worldview presented in each work of literature, considering the value of that worldview for one’s life. Analyzing and thinking critically about literature, students also learn to communicate insights through writing.</p>
+<p>One primary goal of this course is to help students grow in understanding their own worldview, worldview of authors studied in the course, and also the biblical worldview. Greater understanding of worldview should impact the decisions and direction for a student’s life. The course will also focus on developing the student’s writing processes by integrating features and conventions of writing that improve the overall quality of the student’s writing and the ability to apply writing processes to specific contexts. Writing well will allow the student an outlet for expressing worldview. Students will also develop vocabulary and knowledge of Latin and Greek roots used in the English language. Classwork will review conventions of the English language including grammar, usage, mechanics, and problem areas for writing.</p>
+<p>&nbsp;</p>
+<h3>Language Arts 12</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Language Arts 12 studies a selection of the English world of writers. British literature analytical classwork will develop student reading comprehension and critical analysis of British literature from various literary periods. Students will develop their skills as writers through a variety of writing situations, including proficiency in organization, development of written thought, utilizing textual evidence as effective support, and continual reviewal of the conventions of writing and the English language, such as grammar, usage, mechanics, and problem areas specific to each student concerning academic writing. Students will also hone their speaking and listening skills through ongoing opportunities to share projects and presentations with the class.</p>
+<p>&nbsp;</p>
+<h2>Mathematics</h2>
+<h3>Math 7</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Math 7 is intended to be taken after Math 6 and is designed for students who are needing support to be prepared for pre-algebra. This class usually consists of a small number of students, five or fewer.<br>&nbsp;</p>
+<h3>Pre-Algebra</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Pre-algebra provides students with the basic understanding needed to function in everyday life and in the non-specialized workplace. Pre-algebra also provides the essential skills needed to apply algebraic concepts to problem-solving. Pre-algebra is available to students who have completed Math 6 and/or Math 7. Pre-algebra will prepare students for studies in Algebra 1. Students in grades 6-9 may be eligible for this course.</p>
+<p>&nbsp;</p>
+<h3>Algebra 1</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#pre-algebra">Pre-algebra</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Algebra is a branch of math that teaches students how to use symbols and numbers to represent quantities and how to use rules to manipulate them. Variables, formulas, functions, and other concepts are introduced in this class to lay a foundation for higher-level math classes in high school and beyond. Students use equations to model a variety of similar but different situations that appear in our lives, so it is a very useful branch of math. The prerequisite course is Pre-Algebra. This course is followed by Geometry.</p>
+<p>It is typically taken by 8th graders at CRICS, but very advanced students in Grades 7 are allowed. Students in any higher grade level can take this course once they have successfully completed Pre-Algebra.</p>
+<p>&nbsp;</p>
+<h3>Geometry</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#algebra-1">Algebra 1</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The Geometry course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to both abstract mathematical concepts as well as real-world problem situations. Powers of abstract reasoning, spatial visualization and logical reasoning patterns are improved through this course. Topics include logic and proof, parallel lines and polygons, perimeter and area analysis, volume and surface area analysis, similarity and congruence, trigonometry, and analytic geometry. Emphasis will be placed on developing critical thinking skills as they relate to logical reasoning and argument. Prerequisite: Algebra I; This course is generally taken between Algebra I and Algebra II, however, deviations from this schedule can be made for special circumstances. Required materials: scientific calculator, protractor, compass, graph paper. Grades 8-12 are possible.</p>
+<p>&nbsp;</p>
+<h3>Algebra 2</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#algebra-1">Algebra 1</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is designed to build on algebraic and geometric concepts from Algebra 1. It develops advanced algebra skills such as systems of equations, advanced polynomials, statistical values and analysis, imaginary and complex numbers, quadratics, and concepts and includes the study of trigonometric functions. The content of this course is important for students’ success on both the ACT and college mathematics entrance exams. Students who complete Algebra II should proceed to Pre-Calculus.</p>
+<p>Grades 9-12 are possible.</p>
+<p>&nbsp;</p>
+<h3>Pre-Calculus</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#algebra-2">Algebra 2</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is designed to cover topics in Algebra ranging from polynomial, rational, and exponential functions to conic sections. Trigonometry concepts such as the Law of Sines and Cosines will be introduced. Students will then begin analytic geometry and calculus concepts such as limits, derivatives, and integrals. This class is important for any student planning to take a college algebra or college pre-calculus class.</p>
+<p>Grades 10-12 are possible.</p>
+<p>&nbsp;</p>
+<h3>Probability &amp; Statistics</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#algebra-2">Algebra 2</a>, departmental approval</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students who wish to take probability and statistics must first successfully complete Algebra 2. During the course of probability and statistics, students will learn about the major concepts and tools used for collecting, analyzing, and drawing conclusions from data. You’ll explore the probabilities of simple and complex events and statistics including discussion and activities, and you'll design surveys and experiments. New skills will consist of selecting methods for collecting or analyzing data, describing patterns, trends, associations, and relationships in data, Using probability and simulation to describe probability distributions and define uncertainty in statistical inference, and using statistical reasoning to draw appropriate conclusions and justify claims.</p>
+<p>Grades 11-12 are possible, with consideration for Grade 10 under specific circumstances.</p>
+<p>&nbsp;</p>
+<h3>Calculus</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#pre-calculus">Pre-calculus</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students enrolling in calculus must first have completed precalculus. The calculus class will explore the concepts, methods, and applications of differential and integral calculus. You’ll work to understand the theoretical basis and solve problems by applying your knowledge and skills: Determining expressions and values using mathematical procedures and rules, Connecting representations, justifying reasoning and solutions, and using correct notation, language, and mathematical conventions to communicate results or solutions.</p>
+<p>Grades 11-12 are possible.</p>
+<p>&nbsp;</p>
+<h2>Social Studies</h2>
+<h3>Social Studies 7</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Social Studies 7 exists to bring students an awareness of the social movements of mankind across the globe from about 1400 to World War 1. Skills in processing, note-taking, map reading, and graciously sharing convictions and opinions will be learned, practiced, and assessed. This class follows the foundations laid in elementary school social studies and begins the journey of students into deeper critical thinking and student ownership of learning achieved in high school.</p>
+<p>&nbsp;</p>
+<h3>Social Studies 8</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This class will survey Southeast Asian history and culture including the following countries: Myanmar, Laos, Thailand, Cambodia, Vietnam, Singapore, Malaysia, Indonesia, and the Philippines. East Timor and Papua New Guinea may also be studied briefly. Students will learn how geography, events, cultures, and peoples combined to create and shape the countries of Southeast Asia. Particular attention will be given to the period of colonization, World War 2, and the Vietnam War in awakening the spirit of independence in many Southeast Asian nations. Students will also be challenged to examine cultural and religious elements within an overarching worldview of God’s love for these nations. This class includes a large project for the 4th quarter where students research and present on their own passport country.</p>
+<p>&nbsp;</p>
+<h3>World History &amp; Geography I</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This class is a survey of world history events from the first civilizations and empires up to the world events of 1500. The course also begins a survey of the earth and its resources, of the use of those resources by man, and of the geographic and cultural features of the people in the various regions and countries of the world. This is a two-year course which comes to completion in 10th grade. Students will be challenged by the people groups they study as they grow in a deeper appreciation for the people and places of the earth as well as grow in understanding of God’s sovereignty in ordaining the times of peoples on the earth.</p>
+<p>&nbsp;</p>
+<h3>World History &amp; Geography II</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This class is a survey of world history from the Renaissance until the present. We will also continue in a survey of the earth and its resources, of the use of those resources by man, and of the geographic and cultural features of the people in the various regions and countries of the world. This is a two-year course which you began as a 9th grader. You will be challenged by the people groups we study as we grow in a deeper appreciation for the people and the places of the earth. In addition, you will grow in understanding of God’s sovereignty in ordaining the times of peoples of the earth.</p>
+<p>&nbsp;</p>
+<h3>Economics</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This class is an introduction to the field of economics for students in grade 11. The complex nature of people and their dealings with resources will be unraveled as we work through the semester. Fundamental ideas like choice, supply and demand, unemployment, trade, and how the government fits into the mix of economics will be discussed, among other topics. Students will be encouraged and assessed in their application of concepts to their practical day-to-day stewardship of resources.</p>
+<p>&nbsp;</p>
+<h3>Comparative Government</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The course introduces methods social scientists employ in comparing countries, examines multinational organizations (e.g., UN, ASEAN, EU), and compares nations across a number of topics (e.g., power and authority, democratization). The focal countries for comparison in this course include the following: Thailand, U.S., South Korea, U.K., Russia, and China. Important Biblical concepts and themes are interwoven throughout the course (e.g., shalom, the kingdom of God).</p>
+<p>&nbsp;</p>
+<h3>Psychology</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Together we will learn and become more familiar with the workings of the mind and all that influence it. We will learn different methods of data collection, research and disorders of the brain. Psychology topics we’ll cover include Overview of Psychology &amp; Worldview, Nature vs. Nurture, Different Theories &amp; their Focus, Psychological Evaluation, Abnormal Psychology, and Biblical Critique of Personality Theories. This class is geared towards preparing our students to know themselves as made in the image of God and so to be more prepared to face their next chapter of life outside of CRICS.</p>
+<p>&nbsp;</p>
+<h3>US History 11-12</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1.0 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Offered</th>
+        <td>Considered upon request</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>US History is an independent study course available for 11th or 12th graders. It is optional, yet recommended for students preparing to attend university in the United States or for students planning on majoring in the social sciences. This class is a survey of US history spanning from the end of the Civil War to the present. It has two main objectives. The first is to give students a working knowledge of the major events &amp; key figures in the United States during this time period. Secondly, this course will give students an opportunity to develop essential discipline and study skills necessary for higher education.</p>
+<p>&nbsp;</p>
+<h2>Science</h2>
+<p>In high school, students can follow the <a href="https://docs.google.com/presentation/d/11V2PwshANsbLdkb2Phoj9Iv3fVssfp1yZOOvj1ABpYs/edit?usp=sharing">graduation track or advanced track</a> for science.</p>
+<h3>Science 7</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Science 7 focuses on scientific explanations and emphasizes topics in life science. Units include characteristics of life, cellular structure, and function, cellular and organism reproduction, genetics, heredity and evolution, the human body, and plant processes and reproduction. Fundamentals of scientific processes, reading scientific texts, and notetaking skills are introduced, and students are provided with frequent opportunities to develop inquiry skills.</p>
+<p>&nbsp;</p>
+<h3>Science 8</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Science 8 focuses on scientific problem solving and emphasizes the earth science content standards. Units include: Understanding the Universe, Earth and Geologic Change, and Exploring Ecology. The text's pedagogy (chapter outlines, core concept maps, and overviews) reveals how the science disciplines are interrelated and integrated throughout the text. It continues to introduce basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment.</p>
+<p>&nbsp;</p>
+<h3>Physical Science 9-10</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Physical science is the standard science course for 9th-grade students on the graduation track. Foundations of chemistry and physics will be investigated in the topics of forces and motion, energy, waves, matter, and reactions. Earth science principles are incorporated throughout the curriculum. Scientific processes are applied to all topics, and laboratory work will be used to enhance the understanding of concepts. All students in physical science will complete a science fair project to develop their understanding of the systematic process of the scientific method.</p>
+<p>This course is available for students in grades 9-10.</p>
+<p>&nbsp;</p>
+<h3>Biology</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Biology will be taken by 9th graders on the advanced science track, and 10th graders on the graduation track. This course emphasizes molecular and cellular biology, reproduction and genetics, biological relationships, ecology, and the diversity and complexity of organisms with which we share this planet. Basic laboratory skills and experimental design will be introduced and utilized throughout the course. Students also develop skills associated with reading and understanding scientific texts. All students in biology will complete a science fair project to develop their understanding of the systematic process of the scientific method.</p>
+<p>This course is available for students in grades 9-10.</p>
+<p>&nbsp;</p>
+<h3>Chemistry</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#algebra-1">Algebra 1</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Chemistry explores how the submicroscopic composition and structure of matter influences the properties and changes of matter on a macroscopic scale. Through laboratory work, inquiry-based activities, lectures, and reading, students will develop a basic understanding of chemical principles. Topics include atomic structure, periodic properties and trends, chemical bonding and reactions, stoichiometry, solutions, and nuclear chemistry. Emphasis will be placed on the development of laboratory practices and process skills. Students need to have completed Algebra 1 to be successful in chemistry.</p>
+<p>This course is available for students in grades 10-12.</p>
+<p>&nbsp;</p>
+<h3>Human Anatomy &amp; Physiology</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The Human Anatomy &amp; Physiology class provides a working knowledge of both the structures and functions of all major body systems, including the tissues and organs that make up those systems. It is a great segway for students interested in pursuing medicine, nursing, physical therapy, or other healthcare professions. Previous study of biology and chemistry is highly recommended. Hands-on experience with dissection and microscope use will enhance the learning process.</p>
+<p>This course is available for students in grades 11-12.</p>
+<p>&nbsp;</p>
+<h3>Physics 11-12</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>1 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+      <tr>
+        <th>Prerequisite</th>
+        <td><a href="https://wiki.crics.asia/en/handbooks/secondary-academic-handbook#algebra-2">Algebra 2</a> and departmental approval</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Physics is the branch of science that is concerned with the nature of matter and energy. Through quantitative and qualitative research and investigations, students will utilize the principles and laws of Physics to gain a better understanding of the world around them. This course is designed as an introduction to the field of physics and is intended to provide students who wish to pursue science, engineering, or STEM-related careers a foundation from which to further their study of this exciting branch of science.</p>
+<p>This course is available for students in grades 11-12.</p>
+<p>&nbsp;</p>
+<h2>Bible</h2>
+<h3>Bible 7</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students will study Bible characters from the Old and New Testament and learn practical, down-to-earth skills based on biblical examples and principles. Using both positive and negative examples, students will discover that challenges can be overcome by strength and character. Romans 8:37 reminds us that we all can be “more than conquerors” through Him who continues to love us. Our goal is to be transformed from within as we cooperate with the Holy Spirit, whose job it is to conform us to the image of Jesus Christ.</p>
+<p>&nbsp;</p>
+<h3>Bible 8</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students will study Bible characters from the Old and New Testaments. Students will study each character in regards to how it points ahead to Jesus, how Jesus is the better version of them, how they can see the gospel through each character, and how they can speak that gospel into their own lives and into the lives of their classmates.</p>
+<p>&nbsp;</p>
+<h3>Bible 9</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students will study the life of Christ. We will explore together what Jesus means to the world both historically and spiritually. The emphasis of our study will be the New Testament book of John. We will be inspired by the lives of saints as we learn more about the lives of followers of Jesus, past and present. Students will engage in a variety of spiritual disciplines throughout the course.</p>
+<p>&nbsp;</p>
+<h3>Bible 10</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The main objectives of Bible 10 will be to understand who God is and to study the practical application of the Christian faith. Much of our biblical study will be based on Romans and other epistles in the New Testament. I also hope to provide a safe environment for students to begin to explore and wrestle with difficult or controversial issues relating to the Christian faith.</p>
+<p>&nbsp;</p>
+<h3>Bible 11</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The theme of this course is “How to read, understand, and interpret the Bible.” You have been learning Bible stories and teachings for many years, and now it is time to go deeper into how the Bible was made and how to interpret its various teachings. This year, you will learn about the theories of interpretation, hermeneutics, exegesis, and how these apply to the various genres in the Bible.</p>
+<p>&nbsp;</p>
+<h3>Bible 12</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The theme of Bible 12 is Biblical Leadership. We will study biblical characters and principles that relate to leadership. We will also create &amp; implement Senior Service Projects based on each student’s personal values and skills.</p>
+<p>&nbsp;</p>
+<h2>Computer Science</h2>
+<h3>Computer Science 7</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Computer Science 7 prepares students to work at an intermediate level with Google Workspace and gives students an intermediate understanding of block coding.</p>
+<p>&nbsp;</p>
+<h3>Computer Science 9</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is an introductory course to computer science. Students learn about computer systems, creative problem-solving skills, computer algorithms, and programming languages to improve creative thinking and coding skills that are the basis of computing thinking skills. In particular, students will learn about the latest technologies related to information and communication and the direction of fusion/complex future development.</p>
+<p>&nbsp;</p>
+<h3>Computer Science 12</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is an introductory course to computer science. Students learn about computer systems, creative problem-solving skills, computer algorithms, and programming languages to improve creative thinking and coding skills that are the basis of computing thinking skills. In particular, students will learn about the latest technologies related to information and communication and the direction of fusion/complex future development.</p>
+<p>&nbsp;</p>
+<h3>Application Basics with Java</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In this Introduction to Java Programming training course, students in grades 8-12 gain extensive hands-on experience writing, compiling, and executing Java programs. They will learn to build robust applications that use Java’s object-oriented features. Java is known for reliability, maintainability, and ease of development. Its unique architecture enables programmers to develop a single application that can seamlessly run across multiple platforms.</p>
+<p>&nbsp;</p>
+<h3>Introduction to Data with Python</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In this high school computer science elective course, students will learn about the basics of the Python programming language. Students will be learning how to use Python to analyze both numerical and non-numerical data and use that data to find trends and extrapolate into the future</p>
+<p>&nbsp;</p>
+<h3>Microprocessors with Arduinos</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In this high school (grades 9-12) computer science elective course, Microprocessors with Arduinos teaches students basic circuitry as well as the basics of microprocessors - all while equipping students with safe practices when dealing with electricity. Students will learn how to construct circuits and analyze the flow of electricity, as well use Arduinos to code simple programs to control those circuits.</p>
+<p>&nbsp;</p>
+<h2>Physical Education &amp; Health</h2>
+<h3>PE &amp; Health 7-8</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p><strong>Physical Education (PE)</strong></p>
+<p>All 7th grade will participate in one PE class weekly for the school year. In this class the students are expected to dress in the CRICS-approved PE uniform and sneakers. The students will engage in moderate to vigorous physical activities to develop and refine fitness levels, game, dance &amp; gymnastic skills.</p>
+<p><strong>Health</strong></p>
+<p>Students will participate weekly in a health class to know and understand the most common health risks facing adolescents in each of the six core areas of the Health curriculum (Nutrition, fitness, drugs and alcohol, sexual health, mental health, and healthy relationships) In addition, students will know and understand strategies they can use make healthy choices and keep themselves and their peers physically and emotionally healthy.</p>
+<p>&nbsp;</p>
+<h3>PE &amp; Health 9-10</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p><strong>Physical Education (PE)</strong></p>
+<p>Students will participate in one PE class weekly for the school year. In this class the students are expected to dress in the CRICS-approved PE uniform and sneakers. The students will engage in moderate to vigorous physical activities to develop and refine fitness levels, game, dance &amp; gymnastic skills.</p>
+<p><strong>Health</strong></p>
+<p>Students will participate weekly in a health class to know and understand the most common health risks facing adolescents in each of the six core areas of the Health curriculum (Nutrition, fitness, drugs and alcohol, sexual health, mental health and healthy relationships) In addition, students will know and understand strategies they can use make healthy choices and keep themselves and their peers physically and emotionally healthy.</p>
+<p>&nbsp;</p>
+<h3>PE Leadership 11-12</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.5 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The 11th and 12th-grade student will learn valuable leadership skills through planning and teaching PE lessons for the elementary classes for the year. This is achieved through the following two steps:</p>
+<p><strong>Classroom theory and planning</strong></p>
+<p>The students will learn educational theories and principles needed to teach each week. They will also be taught how to plan and write lessons to then be taught to an elementary PE class.</p>
+<p><strong>Teaching</strong></p>
+<p>The students will teach their created lesson plan to an elementary grade PE class. Each week a new student will be the lead teacher of all the student teachers and class.</p>
+<p>&nbsp;</p>
+<h2>Physical Education (PE) Activities &amp; Electives</h2>
+<h3>Badminton</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The purpose of the badminton class is to enable students to understand the basic play of the game and to develop skills that allow them to be competitive. All skill levels are welcome.</p>
+<p>&nbsp;</p>
+<h3>Basketball Training</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Players of all ability levels are taught the basic through intermediate skills of playing the game of basketball. Each class will consist of a series of skill drills and game-like opportunities to practice those skills that are tailored to the skill level of the players. Individual and small group training courses can be requested.</p>
+<p>&nbsp;</p>
+<h3>Golf</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Golf will provide students with the basic knowledge and skills of the game of golf to participate at an introductory level. Students will learn the basic rules and expectations of the game as well as how to use putters, use irons, and use drivers.</p>
+<p>&nbsp;</p>
+<h3>Gymnastics</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Beginner Gymnastics- This comprehensive course is an introductory Gymnastics class in which students will be instructed in basic skills like: bridge, forward roll, backward roll, headstand, handstand &amp; cartwheel. Students will also learn the basics of trampoline &amp; vault use.</p>
+<p>Intermediate Gymnastics- Students who have taken the Beginner level and have been recommended by the teacher to move up may sign up for the intermediate level. This is a floating elective during open study halls (based on the availability of the teacher). Students will have the opportunity to practice &amp; perfect basic skills, as well as learn new skills like back extension roll, round-off, aerial, back-walkover, front walkover, back handspring, front handspring, back tuck, and front tuck.</p>
+<p>&nbsp;</p>
+<h3>Pickleball</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students will spend time during class learning the basics of Pickleball including drills to improve competency and skill. Throughout the course students will increase their familiarity with pickleball as well as their understanding of the rules and strategies for the game. Students will have the opportunity to engage in pickleball games with each other.</p>
+<p>&nbsp;</p>
+<h3>Rock Climbing</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students will learn the basic aspects of safety and technique relating to beginning rock climbing in an indoor environment. Students will be required to learn safety with and without a rope and demonstrate these skills multiple times before they are allowed to climb. Climbing will consist of simple vertical climbs, Traverse climbs, and more difficult overhang climbs with belay safety lines.</p>
+<p>&nbsp;</p>
+<h3>Rugby</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students will learn the basic rules, skills and tactics of rugby in a skill and small game method that allows learners to safely understand and develop skills for the game. A modified version of touch of game play will be used to keep students safe while still enjoying the game. Students will be engaged in skill development at the level of their experience.</p>
+<p>&nbsp;</p>
+<h3>Self-Defense</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester (Girl in semester 1, Boys in semester 2)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Self-defense will teach students how to raise awareness of risks, institute regular safeguards, control their fear responses, and to work effectively for their body type and learned behaviors to create distance from a threat. This is not a martial arts class. And it does not encourage any art of fighting. The purpose of this class is to increase the likelihood that participants can perform the tasks of their daily life without victimization.</p>
+<p>&nbsp;</p>
+<h3>Soccer Training</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Soccer training is available to all skill levels, and will give students the ability to play simple soccer matches and an opportunity to improve their individual skills.</p>
+<p>&nbsp;</p>
+<h3>Strength &amp; Conditioning</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Strength and conditioning class is for those students that want a good physical challenge to further improve their physical fitness and to prepare themselves for any particular sport they may be participating in.</p>
+<p>&nbsp;</p>
+<h3>Weight Training</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Weight training class will give students the opportunity to properly and safely lift using weights and low reps to increase muscle mass and performance. The class will focus on form for safety as well as recovery in the expectation of gaining muscle mass and stability over the course of the semester.</p>
+<p>&nbsp;</p>
+<h3>Ultimate Frisbee</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In this course students will learn how to throw a frisbee in multiple ways. They will learn basic movement as it relates to the game of ultimate frisbee. Students will also learn the rules of the game, be their own referee, and respect the “spirit of the game”.</p>
+<p>&nbsp;</p>
+<h3>Volleyball</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The purpose of the volleyball training class is to enable students who love volleyball to master the introductory and advanced volleyball skills, usually based on volleyball techniques and skills, and will include volleyball physical training, games practices and volleyball rules. Volleyball coaches will also combine her own experience to demonstrate basic movements to help beginners learn volleyball knowledge and skills.</p>
+<p>&nbsp;</p>
+<h2>Seminars</h2>
+<h3>Junior Seminar</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.2 credit per year</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is required for all grade 11 students once a week as an opportunity to explore post-secondary options under the guidance of the academic counselor.</p>
+<p>&nbsp;</p>
+<h3>Senior Seminar</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.4 credit per year</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is required for all grade 12 students twice a week as an opportunity to explore and prepare for post-secondary education under the guidance of the academic counselor. All of grade 12 will meet once per week for a scheduled class. In a separate second period, the grade 12 students will meet in small groups with the academic counselor for individual encouragement and advice in moving towards post-secondary opportunities.</p>
+<p>&nbsp;</p>
+<h2>Fine Arts Electives</h2>
+<h3>Drama</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.4 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter Grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The Drama Class is designed to teach students the fundamentals of theater and acting. Students will learn about scene study, memorization techniques, characterization, how to best utilize their voices and bodies when acting, evaluating a performance, and theater history.</p>
+<p>&nbsp;</p>
+<h3>Art</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is designed for serious art students interested in continuing to develop their portfolio. Homework projects are possible, and regular critiques are components of this class. This course will expand upon basic art concepts and drawing, in both 2D and 3D.</p>
+<p>&nbsp;</p>
+<h3>Independent Art</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>There are four learning objectives for visual arts education:</p>
+<ol>
+  <li>Cultivate creativity and imagination</li>
+  <li>Develop skills and processes</li>
+  <li>Cultivate the ability to appreciate art</li>
+  <li>Understanding the context of art</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Orchestra</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.4 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students participating in the Concert Band will be challenged to develop their musicianship through improvement in several areas, including: breathing, scales, technique, tone production, singing, and sight-reading. The classroom environment will engage students on a daily basis, and allow for them to discover the uniqueness that they bring to the group as a whole. Students will discover the importance of music to their community through several performances and furthermore, gain a greater appreciation for the special talents they share.</p>
+<p>&nbsp;</p>
+<h3>Choir</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 Semester (Fall 2021)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.2 credit</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The concert choir class is designed for students to apply musical skills as they continue to create and experience music as a musical ensemble. Students will gain a basic understanding of solfege, major and minor scales, and 4 part harmonies. Students will convey musical interpretation with the use of dynamics and phrasing, while incorporating facial expression and movement for refined presentation. Students will continue to develop an understanding and appreciation of the differences in music from other cultures and the connections music brings to people, places and time.</p>
+<p>&nbsp;</p>
+<h3>Bass Guitar</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students of all skill levels are taught at their current level of ability to grow in their ability to play bass guitar. We will explore writing music, songs as well as 1-2 live performances in the year.</p>
+<p>Students will learn music basics and band dynamics as they play with other musicians with a variety of styles.</p>
+<p>&nbsp;</p>
+<h3>Guitar</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Students I've taught at their current level of ability to continue to grow in their love and skill in playing the guitar. We will explore writing music, songs as well as 1-2 live performances in the year.</p>
+<p>Students will learn music basics and band dynamics as they play with other musicians with a variety of styles.</p>
+<p>&nbsp;</p>
+<h3>Piano</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course explores music through the medium of piano practicing and performance. An assessment of skill level is done at the beginning of the semester and lessons are taught accordingly. Students will play and listen to a variety of musical styles and cultures. Lessons will involve both independent practice and teacher-led review and lessons. Semester 1 will include a history project and a recital performance. Semester 2 will include a composition project and a recital performance. Piano class can be scheduled during study halls based on availability of the teacher’s schedule.</p>
+<p>&nbsp;</p>
+<h3>String Ensemble</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>String Ensemble is for string instrumentalists (knowledge of music theory and instrument must already be at intermediate level ) based on audition (performance piece and theory test) and approval of the teacher. This course is designed to improve their skills as ensemble performers. Students will learn to collaborate with their peers in a group setting and work together as a team to create music as an ensemble.</p>
+<p>&nbsp;</p>
+<h3>HS Worship Team</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.4 credits</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter Grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is geared towards exploring leadership, music and encountering the Person of God. We work on musicality, working with other musicians, leading peers and others in worship and developing one's ability to “perform” on stage. It also includes a basics in running AV (sound and technology) in the enabling the singers and musicians.</p>
+<p>&nbsp;</p>
+<h2>World Languages</h2>
+<figure class="image"><img src="/secondaryacademichandbook/image1.png"></figure>
+<p>Having trouble deciding what World Languages you should study? Try this <a href="https://youtu.be/1fgSeFwMFOc">World Languages Introduction video</a>, or this <a href="https://forms.gle/ZwMsMqFH8YX2wqtS7">World Languages Student Flowchart</a> or contact your academic counselor for assistance.</p>
+<p>&nbsp;</p>
+<h3>Thai Language &amp; Culture (Grades 7-12)</h3>
+<h4>Thai Language</h4>
+<p>Thai curriculum <a href="https://docs.google.com/document/d/1xA9RlpHUTZ2ZpHQ1zLS_uIPFbyVNJQwyZbBFNzjO3tU/edit?ts=5f91089c">Thai Language Culture and History Curriculum</a></p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>Full Year (2 semesters)</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per period per week per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Link to Syllabus <a href="https://docs.google.com/document/d/1w1Cb7pAwstsg_UlXUwpzFZcOvmYBQ42e/edit">Thai student curriculum (G.7- G.9)</a></p>
+<p><a href="https://docs.google.com/document/d/1EdbqcIgQAvv2uVRRJya6afgNYd58ZUS5/edit">Thai student curriculum (G.10-G.12)</a></p>
+<p><a href="https://docs.google.com/document/d/1z0YjUNa8pShRkG7pd4DCMzddYR1hsGePNlAwcHNlw7o/edit">Non-Thai student curriculum (Level 1- Level 5)</a></p>
+<p><br>The Thai curriculum closely follows government standards for international schools for instruction in Thai art, language, history, writing, and culture. Be aware that our courses do not only focus on speaking and writing but devote class time (2-3 periods per week) to learning in all areas of Thai culture and livelihood as assigned by the Ministry of Education.</p>
+<p>&nbsp;</p>
+<h4>Thai Culture Electives</h4>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Thai Culture courses are required for many of our students based on the flow chart above. Please consult with your academic counselor for questions or details (<a href="mailto:counselor@crics.asia">counselor@crics.asia</a>). Thai culture electives will focus on a variety of indigenous and even ancient skills, art forms, and expressions that are commonly enjoyed or employed by people from Thai cultural backgrounds. The intent of the class is to learn Thai Culture, history, and language in the context of these activities.</p>
+<ul>
+  <li>Thai Cooking 1</li>
+  <li>Thai Cooking 2</li>
+  <li>Thai Games</li>
+  <li>Thai Art</li>
+  <li>Thai Dance</li>
+  <li>Thai Sports</li>
+  <li>Thai Embroidery</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Chinese</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course is providing Chinese language tutoring for the students. School teachers will carefully consider students’ existing knowledge, abilities, interests and learning needs before teaching. The contents will be based on students’ language foundation, classroom performance, in-school and public assessment data and other materials, set appropriate curriculum goals and learning progress for all levels, and then organize the learning content, and ensure that reading, writing, listening, speaking, literature, Chinese culture, moral sentiment, thinking and language self-study is balanced and comprehensive.</p>
+<p>&nbsp;</p>
+<h3>Korean</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter Grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Korean (including levels 1-8) is for secondary students who study the Korean language class as a foreign language. Students will learn how to read Korean characters (hangul) accurately. They can learn the necessary expressions for everyday life and communication. Along with the textbook, various contents such as articles, song lyrics, and drama lines are used so that the students can enjoy learning Korean. In each quarter, students experience Korean culture through various activities. (Prior to the 2023-2024 school year these courses were labeled as Basic Korean.)</p>
+<p>&nbsp;</p>
+<h3>Korean Language Arts</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter Grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In the Korean language class for first-language Korean speakers (based on the Korean language curriculum of the Korean Ministry of Education), students will improve their native language through studies such as vocabulary, grammar, writing, and speaking. They also will develop the ability to comprehensively understand literary works and learn the culture of their home country through various activities. These courses include elementary (grades 1-6), middle school (MS), and high school (HS). (Prior to the 2023-2024 school year these courses were labeled as Korean NIE for MS and HS.)</p>
+<p>&nbsp;</p>
+<h3>Korean History</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter Grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Korean History is a course for Korean students that surveys the history of Korea from prehistory to modern time. Apart from political history, developments in social, economic, intellectual, cultural, and diplomatic affairs will also be discussed. This course can help students know and understand the history of their home country as Koreans and help them cultivate identity and instill pride as members of the global Korean people's network. Students who are third culture kids are encouraged to have a balanced perception of history by thinking in connection with world history and Korean history.</p>
+<p>&nbsp;</p>
+<h2>General Electives</h2>
+<h3>Creative Writing</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The creative writing course teaches students a number of techniques used by modern-day fiction writers. Students complete a number of assignments that are designed to help them develop skills in using techniques such as point of view, showing (not telling) a story, setting, plot, characterization, using all the senses, just to name a few examples. Students write original short stories as summative projects in the course.</p>
+<p>&nbsp;</p>
+<h3>Debate</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In the debate elective, secondary students learn argumentation skills and participate in debates with their classmates. Students research past and current issues, being prepared to defend either position, and develop critical thinking and public speaking skills as they articulate clear and valid arguments.</p>
+<p>&nbsp;</p>
+<h3>Evangelism</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course provides a biblical and cultural exploration of evangelism or effective methods of sharing this story of Jesus and the narrative of scripture with those within our sphere of influence. The focus of the course will be on how to have a life that involves the power of Jesus that can be shared as well as how to tell the story of Jesus and your own story of faith. This will involve some apologetic conversations, but we will mostly focus on building relationships and having productive meaningful conversations that demonstrate love and communicate truth. Much of this class will be experiential involving role play and some challenges to pray and act within your own life. This class has clear learning objectives but will also adapt to some elements of your personality and lifestyle.</p>
+<p>&nbsp;</p>
+<h3>HS Grammar</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course provides individualized grammar lessons, enhancement, and support for high school students desiring to improve their English grammar and writing.</p>
+<p>&nbsp;</p>
+<h3>Woodworking</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course will help students discover and enjoy their creativity through practical application, using their hands to build “things” out of wood and plastics. Our goal is to help our students enjoy learning and developing practical skills and cultivate a love for working with their hands, building, and creating.</p>
+<p>They will learn how to safely use different tools, both electric/battery tools and hand tools. We will engage in different skills needed for a variety of trades such as building, carpentry, furniture making, etc, Projects are both service and interest focussed as a way of diversifying the skills that students can develop while still giving them choices in their projects.</p>
+<p>&nbsp;</p>
+<h3>Introduction to Photography</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester (can only be taken once)</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Photography is open to high school students in grades 9-12. Starting with the history of photography, students will learn the basics of composition and lighting that can be applied to any photography from their phone to professional DSLR. Students will have the opportunity to work with DSLR cameras and learn how to shoot in full manual. Genres and ethics in photography are also included. This foundation will be a prerequisite for Videography, Yearbook, and Digital Processing.</p>
+<p>&nbsp;</p>
+<h3>ChatGPT for Leadership</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>This course Give students a practical understanding and experience of how to use chat GPT as a tool to improve the way that they serve in their roles on campus and in the future. The artificial intelligence service is free, but it is only available to people who meet the age restrictions provided in the user policy. The mini-series A Band of Brothers will be used as a framework to discuss and develop morality and character in leadership as part of the course. This mini-series contains scenes and language appropriate for war during World War II. Parents must give permission using this <a href="https://docs.google.com/forms/d/e/1FAIpQLSc1hVZE1by8PhN7Mr8jYvAP7EsRYB4v-svc14yPKoF7MFdUbQ/viewform?usp=sf_link">permission form</a> prior to the beginning of the class.</p>
+<p>&nbsp;</p>
+<h3>ELL College Readiness</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Letter Grade (A,B,C,D,E,F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Whether a student wants to study Graphic Design, Psychology, or STEM fields, this course will tailor-design academic readings with presentation skills development. We will work on scholastic vocabulary usage and internet research for analysis. This course's aim is to support students from English as a Second Language (ESL) backgrounds in preparing to study abroad.</p>
+<p>&nbsp;</p>
+<h3>Sewing</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester (cannot be added 2nd semester, can be&nbsp;dropped 2nd semester)</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Beginner Sewing- This comprehensive course is an introductory comprehensive clothing construction class that teaches basic sewing skills for personal creativity and enjoyment or commercial employment. First semester you will work through the basic elements of fabric choice, how to decipher the pattern envelope and instructions, sewing machine fundamentals, and small beginner step-by-step projects. Second semester you will begin expanding your wardrobe by sewing your own clothing and accessories.</p>
+<p>Intermediate Sewing- Students who have taken the Beginner level AND have been recommended by the teacher to move up will sign up for the Intermediate level. This is a floating elective during open study halls (based on the availability of the teacher). The structure is similar to the beginner class, however, students will work more independently, study fashion design, and attempt more challenging sewing assignments.</p>
+<p>&nbsp;</p>
+<h3>Student Success</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Student Success class helps students learn and develop skills in order to be more successful in academic classes. Relevant skills include: note-taking, keeping a calendar, organizing book bags, keeping a notebook, monitoring emotions, etc. The class will require the students to set up meetings and email teachers in classes where they are struggling. The students will also write academic, organizational, and personal goals in order to monitor progress throughout the semester.</p>
+<p>&nbsp;</p>
+<h3>Teacher’s Assistant 1</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>The purpose of the Teacher’s Assistant (TA) program at CRICS is to introduce secondary students to different aspects of the teaching and learning process and to provide assistance to staff members. In this program students have the opportunity to serve the teachers and students of CRICS while developing their own skills as members of a caring community that values excellence and critical thinking. Students benefit from job-like experience and have the opportunity to observe, and possibly experience, teaching; this enables some students to determine if teaching is an area of personal gifting.</p>
+<p>*Participation in the TA program is subject to an approval process involving a brief application and approval by a team including the TA coordinator, academic counselor, and secondary principal.</p>
+<p>Teacher’s Assistant 1 - TA level one involves work completed only during the TA class period.</p>
+<p>&nbsp;</p>
+<h3>Teacher’s Assistant 2</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration&nbsp;</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading&nbsp;</th>
+        <td>Letter Grade (A, B, C, D, F)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Prerequisite: successful completion of at least one semester of Teacher’s Assistant I and approval by the TA coordinator, partnering teacher, and others as may be needed</p>
+<p>The purpose of the Teacher’s Assistant (TA) program at CRICS is to introduce secondary students to different aspects of the teaching and learning process and to provide assistance to staff members. In this program, students have the opportunity to serve the teachers and students of CRICS while developing their own skills as members of a caring community that values excellence and critical thinking. Students benefit from job-like experience and have the opportunity to observe, and possibly experience, teaching; this enables some students to determine if teaching is an area of personal gifting.</p>
+<p>*Participation in the TA program is subject to an approval process involving a brief application and approval by a team including the TA coordinator, academic counselor, and secondary principal.</p>
+<p>Teacher’s Assistant 2 - TA level two has a prerequisite of successful completion of at least one semester of Teacher’s Assistant 1 and approval by the TA coordinator, partnering teacher, and others as may be needed. TA level two could involve homework outside of class such as planning a lesson, teaching a lesson to a younger grade level, tutoring, observing a lesson and discussing it at another time with the teacher, etc.</p>
+<p>&nbsp;</p>
+<h3>Western Cooking 1 (Semester 2 only)</h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits</th>
+        <td>0.2 credit per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>If you’re just learning how to cook or you want to review the basics, then this class is for you. It’s a skills-oriented course designed to provide firsthand experience in basic food preparation. Students will learn basic culinary techniques such as knife skills, making stocks, cooking vegetables and starches, and various cooking methods such as sautéing, blanching, and pan frying. Students will also learn mother sauces, classical ratios, how to read and follow a recipe, and much more.<br>&nbsp;</p>
+<h3><strong>Yearbook</strong></h3>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Duration</th>
+        <td>1 semester</td>
+      </tr>
+      <tr>
+        <th>Credits&nbsp;</th>
+        <td>0.1 credit per class period per semester</td>
+      </tr>
+      <tr>
+        <th>Grading</th>
+        <td>Pass/Fail</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>In this course students practice skills in page design, copywriting, editing, photography, and publishing techniques while producing a yearbook that records school memories and events.</p>
diff --git a/handbooks/senior-events-handbook.html b/handbooks/senior-events-handbook.html
new file mode 100644
index 0000000..a229e54
--- /dev/null
+++ b/handbooks/senior-events-handbook.html
@@ -0,0 +1,355 @@
+<!--
+title: Senior Events Handbook
+description: 
+published: true
+date: 2023-09-29T06:10:29.308Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-22T12:41:35.301Z
+-->
+
+<h1>Introduction</h1>
+<p>CRICS believes that the 12th grade year is an important time of preparation in the lives of our students. Not only is the senior year the final year of academic study at the high school level, but it is a unique time of transition into adulthood. For this reason, students in 12th Grade (seniors) are given additional responsibilities and privileges that are not given to other grade levels.</p>
+<p>Many of these responsibilities place the seniors in leadership roles or cause them to be representatives of CRICS within the community. Therefore, CRICS wants to fully orient the students on these responsibilities and privileges. This handbook will provide information that will help students and parents know what to expect during this unique and exciting school year.</p>
+<p>&nbsp;</p>
+<h2>CRICS Values (ESLRS)</h2>
+<p>Our values set the tone for the CRICS culture, and they identify what our school, as a whole, cares about. It is important that our student leaders understand and do their best to align with these values as they carry out the senior year responsibilities and activities.</p>
+<p>&nbsp;</p>
+<h3>Caring Community (Effective Communicators, Loving Neighbors)</h3>
+<p>A CRICS student honors family, community, and diversity. They act with the knowledge that we are better together than we are apart.</p>
+<p>&nbsp;</p>
+<h3>Enduring Excellence (Lifelong Learners, Determined Goal-setters)</h3>
+<p>A CRICS student strives for excellence and establishes a lifelong love of learning.</p>
+<p>&nbsp;</p>
+<h3>Critical Thinking (Information Analyzers, Creative Problem Solvers)</h3>
+<p>A CRICS student challenges themselves to think critically and to express their thoughts coherently. They demonstrate the understanding that logic, creativity, and independent thinking are indispensable.</p>
+<p>&nbsp;</p>
+<h3>Biblical Worldview (Truth Seekers, Christ Followers)</h3>
+<p>A CRICS student knows the full story of Christ and uses it as the lens through which they view everything else.</p>
+<p>&nbsp;</p>
+<h3>Thankful Stewardship (Grateful Participants, Responsible Caretakers)</h3>
+<p>A CRICS student exercises responsibility by fostering care for God's many gifts.</p>
+<p>&nbsp;</p>
+<h3>Holistic Health (Joyful Player, Honest Self-Evaluator)</h3>
+<p>A CRICS student develops the spiritual, mental, emotional, and physical health that plants a seed for growth and opportunity in every part of life.</p>
+<p>&nbsp;</p>
+<h1>Senior Community Service Projects</h1>
+<p>CRICS believes that community service is an important aspect to a well-rounded education. It is a natural and practical product of the CRICS values.</p>
+<p>In academic fields, we know that practice is just as important as theory. A student can learn the concepts of math or grammar, but if she does not know how to apply those concepts to work out a math problem, or write a paper, the knowledge is useless. The same is true for the training that the students receive in Bible throughout their time at CRICS. If a student learns the parable of The Good Samaritan and understands the importance of showing compassion and love to others, but does not know how to embody these characteristics, then the knowledge is useless.</p>
+<p>We believe God has called and gifted our students to make a positive impact in a broken and hurting world. The Senior Service Project Initiative has been developed over many years as a capstone project for 12th Grade students to begin an intentional life of influence by serving their community in a tangible way.</p>
+<p>&nbsp;</p>
+<h2>Summary</h2>
+<p>During the 1st and 2nd quarters of Bible class the seniors will receive guidance and training about how to design, plan, and implement their project. The project will be completed during the 3rd quarter. During the 4th quarter, students will evaluate the experience by completing a final written report and by giving an oral presentation to peers, parents, and select CRICS staff members.</p>
+<p>&nbsp;</p>
+<h2>Requirements</h2>
+<ol>
+  <li>Autonomy:<ol>
+      <li>Seniors will develop, plan and implement their own projects.</li>
+      <li>Students may not partner with another student for the same project.<ol>
+          <li>Example: In 2021-22 Earn &amp; Win combined efforts in order to build a new house for a widow. They both worked to build the same house, however their projects were considered separate because their events were held on different days and their budgets were separate and were used for different phases of the project.</li>
+        </ol>
+      </li>
+    </ol>
+  </li>
+  <li>Oversight:<ol>
+      <li>Seniors must obtain approval for their project from the Senior Bible teacher before implementation.</li>
+      <li>Students will be required to enlist the help of a CRICS staff member to act as an advisor for their project.</li>
+    </ol>
+  </li>
+  <li>Benefit:<ol>
+      <li>The project must clearly benefit the Chiang Rai community outside of the CRICS community.<ol>
+          <li>Students are permitted to create projects which will benefit <u>both</u> the CRICS community as well as the broader Chiang Rai Community.</li>
+          <li>Example: Foon’s project, a Kids Activity Day, was open to all. Some CRICS families participated, but the event was also promoted to various children’s homes, so kids outside of the CRICS community were also included and blessed.</li>
+          <li>Students are permitted (and even encouraged) to partner with organizations or foundations with connections to CRICS, providing that the final beneficiaries include people who are outside of the CRICS community.</li>
+          <li>Example: Da’s project, a medical outreach, was performed in partnership with her family’s foundation, Thai-Akha Ministry Foundation. While it might be said that the foundation was the beneficiary, it is clear that the main recipients of the medical services were the villagers (who are outside of the CRICS community.)</li>
+        </ol>
+      </li>
+      <li>The project should provide a service (not just funds). We believe that money does not solve problems; people solve problems.</li>
+    </ol>
+  </li>
+  <li>Volunteers:<ol>
+      <li>Seniors will coordinate &amp; manage a team of secondary student volunteers in order to complete their project.</li>
+      <li>Seniors are welcome to recruit additional students or adults to their team if necessary.</li>
+    </ol>
+  </li>
+  <li>Service Hours:<ol>
+      <li>Each project must log a total of at least 100 hours of service.</li>
+      <li>Each volunteer’s work hours are included in this total.</li>
+      <li>All of the senior’s planning time is also included in this total.</li>
+    </ol>
+  </li>
+  <li>Timing:<ol>
+      <li>Students will be given some in-class time to work on their project, but they will need to spend additional time out of class as well (especially during 2nd and 3rd quarter.)</li>
+      <li>Senior Service Projects must be completed by the end of 3<sup>rd</sup> quarter.</li>
+      <li>In the 2022-23 school year, 5 dates have been pre-approved for Senior Service Projects:<ol>
+          <li>Saturday, January 20, 2023</li>
+          <li>Saturday, January 27, 2023</li>
+          <li>Saturday, February 3, 2023</li>
+          <li>Saturday, February 17, 2023</li>
+        </ol>
+      </li>
+      <li>In the event that a project cannot be completed on one of these pre-approved dates, the student must submit a request for approval for an alternate date to the Bible teacher &amp; the ELT.</li>
+    </ol>
+  </li>
+  <li>Grading<ol>
+      <li>Activities &amp; assignments used for preparing and planning the project will count for 30% of the Bible grade.</li>
+      <li>A few project tasks of high importance will be classified as “SSP Tests” and will count under the Test &amp; Projects portion of the Bible grade (30%).</li>
+      <li>An incomplete project will make it impossible to complete certain SSP Test assignments.</li>
+    </ol>
+  </li>
+  <li>Funding<ol>
+      <li>CRICS can provide funding for senior projects (up to 5,000 Baht per student)</li>
+      <li>Seniors must request approval to use school funds by giving a budget proposal to their Bible Teacher and Accounting Department showing that the purpose of those funds is in line with the aim of the project.</li>
+      <li>Students must submit a report detailing the actual use of funds and all receipts following the completion of their project.</li>
+      <li>Students may choose to raise additional funds in order to complete a project with a budget that exceeds 5000 baht.</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2>Words of Wisdom about Senior Projects</h2>
+<p>“Don’t just take the easy way out, actually think of a way you can make an impact. Find what you are passionate about and do something meaningful with it.” <i>-Foon, 2020&nbsp;</i></p>
+<p>“Dream big and make it happen.” <i>-Ariela, 2020</i></p>
+<p>“It's a good experience to take the middle school students. I think a few seniors should take middle schoolers so that the middle schoolers get to be part of the senior projects.” <i>-Jadon, 2020</i></p>
+<p>“Start early. Don’t procrastinate.” <i>-Ing Ing, 2020</i></p>
+<p>“The whole thing might sound big and scary but it really isn't. Try to do a project based on what you truly love/enjoy. It'll make doing it more meaningful and less boring. Also know that there are many people out there who would be willing to help you. Don't do it all alone.” -<i>Fen Mai, 2021</i></p>
+<p>“Plan well! Make sure you ask lots of questions and advice from adults. Read through all the instructions because it is very detailed and if you mess something up, you will spend a lot of time fixing it.” -<i>Wee, 2021</i></p>
+<p>“Do something you are passionate about. And don't procrastinate- those due dates are there for a reason.” -<i>Jasmine, 2022</i></p>
+<p>“Follow the steps that Mrs Lori sets out for you. Although it may seem a lot, it is very helpingful keeping things on track.” -<i>Win, 2022</i></p>
+<p>&nbsp;</p>
+<h1>Senior Trip</h1>
+<p>The 12th grade year represents the end of a season. We believe an important part of finishing well is intentional celebration and closure. In addition to the formal graduation ceremony, CRICS encourages 12th grade students to celebrate the completion of their course work with a multiple day field trip at the end of the school year.</p>
+<p>&nbsp;</p>
+<h2>Planning</h2>
+<p>The 12th grade students are responsible for raising funds for and planning all aspects of the senior trip. The Senior Business teacher will help facilitate the planning process by 1) providing some time in class for students to work together, and 2) acting as an advisor in the process.</p>
+<ul>
+  <li>Notes about Finances:<ul>
+      <li>All trip expenses must be paid for from the senior trip fund.<ul>
+          <li>This includes any chaperone expenses.</li>
+          <li>All airfare, travel, lodging, meals and special event costs (water park, special meals, etc) must be paid for by the class fund.</li>
+          <li>A reasonable daily food stipend should be budgeted for each trip attendee from the class funds.</li>
+        </ul>
+      </li>
+    </ul>
+  </li>
+  <li>All funds must be raised as a team.<ul>
+      <li>In other words, the students may not say that every person has to contribute X amount of money.</li>
+      <li>If students, parents, or other community members wish to donate to the fund, those funds must not be “earmarked” for use by any individual. All funds are community funds.</li>
+    </ul>
+  </li>
+  <li>Students are responsible to keep track of funds<ul>
+      <li>It is recommended that the class elect 1-2 treasurers to help manage the funds.</li>
+      <li>It is recommended that checks and balances are put in place to ensure accountability.</li>
+      <li>The 12th grade class may keep funds in the safe in the CRICS accounting office.</li>
+    </ul>
+  </li>
+  <li>All funds will be used for the purpose of Senior Trip Expenses<ul>
+      <li>Students may not opt out of participating in the senior trip and request “their portion” of the class funds.</li>
+      <li>If extenuating circumstances (such as COVID-19) necessitate the cancellation of the Senior Trip, the ELT may authorize the equal distribution of the funds to the students. However, this course of action will be a “last resort”, since this usage would not be in alignment with the original purpose for the funds.</li>
+    </ul>
+  </li>
+  <li>Notes about planning:<ul>
+      <li>Students are responsible for arranging all travel and accommodations.<ul>
+          <li>All travel should occur within Thailand.</li>
+          <li>Seniors are welcome and encouraged to enlist the help of adult advisors as needed in the planning process.</li>
+          <li>Prior to purchasing airfare or lodging, students must obtain approval for the trip itinerary from all parents of participating students <u>and</u> from ELT (Educational Leadership Team).</li>
+          <li>Students may plan their trip for the week following graduation day.</li>
+        </ul>
+      </li>
+    </ul>
+  </li>
+</ul>
+<p>Students are expected to be back at school in order to say final good-byes to the younger students on the last day of school/ school picnic day (usually on Friday.)</p>
+<p>&nbsp;</p>
+<h2>Chaperone Requirements</h2>
+<p>The 12th grade class is responsible to recruit qualified chaperones and communicate with them as necessary throughout the planning process. Chaperones may be CRICS staff members, parents or other adults within the community.</p>
+<ol>
+  <li><u>MINIMUM 2:</u> There must be at least 2 chaperones on each trip, one male and one female.<ol>
+      <li><u>AGE:</u> Chaperones must be at least 25 years of age.<ol>
+          <li><u>HEALTH:</u> Chaperones must be in good physical &amp; mental health and able to perform the duties associated with chaperoning the Senior Trip.<ol>
+              <li><u>FAITH:</u> As a representative of CRICS, it is imperative that chaperones agree with and support the CRICS Statement of Faith and seek to lead and mentor students from a Christian worldview.</li>
+            </ol>
+          </li>
+        </ol>
+      </li>
+    </ol>
+  </li>
+  <li><u>CONDUCT:</u> As representatives of CRICS, chaperones must have read and agree to abide by the CRICS Lifestyle Statement.</li>
+  <li><u>BACKGROUND:</u> Because student safety is a paramount concern, CRICS has established procedures for screening all school volunteers who may spend time with students. No volunteer may chaperone an overnight trip until the <u>background check</u> is completed.<ol>
+      <li><u>APPROVAL:</u> After all of the previous requirements have been met, the students will request final approval from the ELT (Educational Leadership Team) before moving forward with the purchase of airfare.</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h1>Fundraisers</h1>
+<p>Fundraising for the Senior Trip will be an important part of the 12th grade experience. Not only is fundraising a means to provide the necessary financial resources to complete the trip, it also accomplishes other important outcomes for the students. For instance, the fundraising process will give students opportunities to practice teamwork and leadership skills which will be invaluable as they prepare for their next season of life. The shared goal of participating in the Senior Trip will provide the opportunity and motivation to work together creating a strong unity and class identity. Finally, working hard to raise funds for the Senior Trip helps the final celebration to feel even more rewarding.</p>
+<p>CRICS hopes to empower the 12th Grade Class to raise their own funds by allowing them to plan and implement various events on school property throughout the year. This privilege is afforded based on the expectation that the students will act as responsible team members and representatives of the school. The 12th grade class will be expected to follow the various organizational procedures in place for CRICS events (ie: ELT approval, scheduling, event management, etc.) while also seeking to embody the Core Values of CRICS (Caring Community, Enduring Excellence, Biblical Worldview, Critical Thinking, Thankful Stewardship, Holistic Health.) CRICS will provide feedback and correction to help the 12th Grade Class meet these expectations. However, in the event that the CRICS Leadership determines that the 12th grade class is not meeting the expectations, CRICS reserves the right to revoke fundraising privileges, in full or in part.</p>
+<p>&nbsp;</p>
+<h2>Snack Shop</h2>
+<p>CRICS allows the Senior Class the opportunity to run the snack shop with all proceeds going into the Senior Class fund. Below are various CRICS Policies and Guidelines which apply to the Snackshop.</p>
+<ul>
+  <li><u>Senior Business Class:</u> Starting in 2023-24 a class devoted to planning fundraisers and the senior trip will be required for any student wishing to participate in the Senior Trip. The students in this class will be learning relevant business principles and will practice these principles in the context of the snack shop and other fundraisers. However, students should keep in mind that the snack shop is still “owned &amp; operated” by the entire Grade 12 class, therefore all Grade 12 students are responsible to work hours in the shop and participate in decision making processes when needed.</li>
+  <li><u>Start up Loans:</u>
+    <ul>
+      <li>The CRICS accounting department can offer the Senior Class an interest free start-up loan of 5000 baht. This must be paid back within 6 weeks or another time-frame approved by the head accountant. Students should contact the accounting office for more details about their requirements.</li>
+      <li>In the past, the senior class has also taken loans from parents in order to help with their start-up costs.</li>
+    </ul>
+  </li>
+  <li><u>Fair Pricing Policy</u>: For general sales, the profit margin should be 15-20%.<ul>
+      <li>An exception to this rule might be for special events like:<ul>
+          <li>Bake Sales</li>
+          <li>American Candy Sales<ul>
+              <li><u>Freezer Care</u>: At least two classes have encountered a situation in which the ice cream freezer failed due to power outage or user error. Please keep the following in mind:<ul>
+                  <li>It is recommended that students check the freezer plug frequently to avoid unexpected loss of power.</li>
+                  <li>In the event of a freezer failure (or power outage) the senior class is responsible for any repairs or lost product.</li>
+                  <li>Any ice cream (made with dairy) that has melted cannot be resold to students due to the possibility of contamination. However, it may be sold at<strong> half price</strong> to adults providing they are made aware of the possible risks.</li>
+                </ul>
+              </li>
+            </ul>
+          </li>
+        </ul>
+      </li>
+    </ul>
+  </li>
+  <li><u>Refrigerator Care:</u> As business owners, the Senior class assumes the responsibility of caring for and maintaining the equipment found in the snack shop. CRICS allows the 12th Graders to use the space and equipment without charge, but expects the class to ensure that the equipment is in equal or better condition at the end of the year as it was at the beginning. Students should be aware that several classes have needed to spend class funds repairing the refrigerator. For example, the class of 2020-21 spent around 4,000 baht repairing the refrigerator.</li>
+  <li><u>Healthy Choices Policy:</u> Many of the Senior class fundraisers involve selling snacks or drinks. CRICS requires that the sale of any food or drinks must follow the following regulations:<ul>
+      <li>No gum may be sold to elementary school students at any time.<ul>
+          <li>This helps keep our school clean. In the past, selling gum to elementary students has resulted in gum messes around campus.</li>
+        </ul>
+      </li>
+      <li>“Sugary” foods or drinks may not be sold to elementary students during the school day (anytime before 3:40pm).<ul>
+          <li>“Sugary” items are defined as anything with a sugar content of 10% or more</li>
+          <li>The reasons for this rule are two fold:<ul>
+              <li>It aligns with our value for Holistic Health and helps our younger students learn that sweet snacks are a special treat, not something that is healthy to eat all the time.</li>
+              <li>It respects and supports our elementary teachers by helping younger students make healthy choices that support their learning.<ul>
+                  <li>Examples of common snack shop items with more than 10% sugar:<ul>
+                      <li>Cookies (Oreo &amp; Dewberry, etc)</li>
+                      <li>Chocolates (Kitkats, Beng Beng, etc)</li>
+                      <li>Candies (Mentos, Lollipops, Gummies, etc.)</li>
+                      <li>Frozen Treats (Ice creams, Deedo, etc.)</li>
+                      <li>Sugary Drinks (Soda, Hot Chocolate, Cha Nom)</li>
+                    </ul>
+                  </li>
+                  <li>It is recommended (though not strictly required) that the snack shop keep sugary items out of sight during school hours.</li>
+                </ul>
+              </li>
+            </ul>
+          </li>
+        </ul>
+      </li>
+    </ul>
+  </li>
+</ul>
+<p>&nbsp;</p>
+<h2>Other Fundraisers</h2>
+<p><u>Organizational Procedures for CRICS Events:&nbsp;</u></p>
+<ul>
+  <li>Any special events on CRICS campus must be approved by ELT . (Email Ms. Tabitha, <a href="mailto:admin@crics.asia">admin@crics.asia</a>, to request permission.)</li>
+  <li>The <a href="https://docs.google.com/forms/d/1jmq8e19iok6D6ofosd6Sh4PzEBcBICcpN9V1uvGH8LU/viewform?edit_requested=true">Hosting CRICS Events </a>form must be completed two weeks prior to the event at the latest, sooner if possible.</li>
+  <li>Any special events must be added to the CRICS calendar. (Email Ms. Tabitha, <a href="mailto:admin@crics.asia">admin@crics.asia</a> to make calendar additions.)</li>
+  <li>A CRICS staff member must supervise and be present for the entire time at any special event.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Words of Wisdom about Snack Shop &amp; Fundraisers</h2>
+<p>“Jai yen yen, you'll regret the time you spent on fighting. Be patient, be humble. Treat your customers the way you want to be treated.” -<i>Maysa, 2020</i></p>
+<p>“Don't make plans at the last minute and don't leave it to be just the responsibility of only a few people. Cooperation is important from everyone. If you agree to do something, then do it. Communicating with each other is important and having a clear and stable plan is also important.” -<i>Annika, 2020</i></p>
+<p>“Make sure the ice cream freezer is plugged in properly every time before you close the shop. And if the fridge makes loud noises just slap it very hard. 😭😂” - <i>Fen Mai, 2021</i></p>
+<p>“Discussions can be time consuming and frustrating when it comes to fundraising. Be ready to compromise and leave your pride at the door.” -<i>Priscilla, 2021</i></p>
+<p>“Don't do it just for money. Help one another and try to enjoy the process. It’s great bonding time if you have fun together.” -<i>Fen Mai, 2021</i></p>
+<p>“Be transparent about money. Be communicative. Understand that no one is perfect and everyone has responsibilities.” - <i>Karn, 2022</i></p>
+<p>“Try to think outside the box and make fundraisers unique and fun to your class. It doesn’t take that much time to plan fundraisers, so use the opportunities you can to do fundraisers.” -<i>Paulina, 2022</i></p>
+<p>&nbsp;</p>
+<h1>Senior Traditions &amp; Legacy</h1>
+<h2>Casual Friday</h2>
+<p>Seniors are expected to carry a certain level of responsibility above and beyond that of other students. However, with these responsibilities come certain privileges. One of these privileges is that 12th Grade students are NOT required to wear their CRICS uniform shirt on Fridays. Students should note that they are still expected to follow the other guidelines set forth for the dress code in the student handbook:</p>
+<ul>
+  <li>Appropriate - clothing fitting for studies, non-offensive</li>
+  <li>Modest - not showy or revealing</li>
+  <li>Simple - not obtrusive or a distraction to others</li>
+  <li>Neat - not overly worn or stained, dirty, or torn</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Senior Wall</h2>
+<p>The senior class is encouraged to create a mural to commemorate their time at CRICS. This is an opportunity to be creative and have fun! We love our seniors. Your participation in the CRICS community has impacted us! You are with us always, and this wall is a tangible reminder of that fact.</p>
+<p>The project should adhere to the following guidelines:</p>
+<ol>
+  <li>Supervision: The mural must be completed under the supervision of a CRICS advisor (usually the 12th Grade Bible teacher).</li>
+  <li>Leadership: The class should elect a student or committee to lead the project .</li>
+  <li>Approval: The project leader should create a proposal for the mural that has the approval of the senior class. The proposal will then be submitted to the ELT for final approval.</li>
+  <li>Values: The mural must be in alignment with the <a href="https://wiki.crics.asia/en/handbooks/school-handbook#expected-school-wide-learning-results-eslrs">CRICS Values (ESLRs)</a> and <a href="https://wiki.crics.asia/en/handbooks/school-handbook#appropriate-conduct">appropriate behavior as defined in the school handbook</a></li>
+  <li>Funding: The students may use the class party funds (300 baht per student) for supplies for this project. If the cost of the project exceeds that amount, the seniors are welcome to use their class funds that have been acquired through fundraising in order to cover the shortfall.</li>
+  <li>Location: The murals can be painted on one section of the boundry wall (adjacent to the highway) facing the parking lot. Each year’s mural will follow in chronological order from left to right.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Senior Chapel</h2>
+<p>Another way that CRICS honors and celebrates the Graduating class is through the Senior Chapel in May. Under the guidance of the Chapel Team, the Seniors are given the responsibility of planning, managing, and implementing the final chapel service prior to graduation. This gives each graduating class an opportunity to finish well and conclude their time at CRICS in a meaningful way. Again, this is another opportunity for the 12th Grade Students to embody the motto “blessed to be a blessing”. Each class is encouraged to be creative and incorporate expressions that represent their class culture &amp; personality, while also aligning with the CRICS core values. Some elements that previous classes have incorporated are:</p>
+<ul>
+  <li>“Good Bye” Video</li>
+  <li>Opportunities for students to publicly thank the community, or special teachers/mentors.</li>
+  <li>Worship led by the 12th Graders</li>
+  <li>“Passing of the Stick” Legacy Ceremony</li>
+  <li>Silly Interactive Game Show</li>
+  <li>Dramatic recitation of Scripture</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Class Gift</h2>
+<p>The graduating class may choose to use a portion of their class funds to purchase a gift for CRICS. This is a symbol of gratitude to the school and a way to support future generations of students at CRICS. Students are encouraged to seek out the needs of the school and be creative with their gifts. It is appropriate to include a small plaque stating that the item was donated by the “Class of …” .</p>
+<p>&nbsp;</p>
+<h2>Words of Wisdom from Past Generations…</h2>
+<p>Your senior year is a unique and special year. Here are some words of wisdom from previous Seniors about how to make the most of this year:</p>
+<p>“Whatever it is that you think is worth the drama, trust me it really isn’t. Cherish the last year you have with your friends. You don’t know when you will ever see some of them again. Just enjoy the year, reflect and be grateful, and speak your gratitude.” <i>-Foon, 2020</i></p>
+<p>“Do not procrastinate, and honestly find ways to hang out with people. You do not understand how fast it goes by.” <i>-Maddy, 2020</i></p>
+<p>“Do your work, keep your head up, getting a bad grade isn't the end of the world, pick yourself up and do better next time.” <i>-Jenny, 2020</i></p>
+<p>“Don’t get stressed out, you can make it. We all have before you and as long as you stay on task and don’t procrastinate there will actually be minimal stress” <i>-Liam, 2020</i></p>
+<p>“ Get coffee and get going!!! No nap before the work is done!!” -<i>Wee, 2021</i></p>
+<p>“Enjoy your time together and all the events and opportunities you have, because time flies so quickly and you’ll soon think back and wish you went to more things. Don't miss out on the opportunity to live awesomely at CRICS” -<i>Paulina, 2022</i></p>
+<p>&nbsp;</p>
+<h1>Graduation</h1>
+<h2>Senior Photos</h2>
+<p>CRICS provides graduating seniors with a complimentary photo shoot (incorporating both group photos and individual photos) with one of our volunteer photographers. This event generally takes place off campus towards the end of 2nd quarter or the beginning of 3rd quarter. The photographer will make arrangements and schedule this event with the class as the date nears. Photos from this event will be shared with the seniors for their own personal use, and will be displayed at the school and during the graduation ceremony to honor the students and their accomplishments.</p>
+<p>&nbsp;</p>
+<h2>Photo Slideshow Video</h2>
+<p>One of our traditions as a CRICS family is to honor the lives of our graduates. To gain a richer perspective on the growth and community of each graduate, we ask each graduate to create a short slideshow/ video documenting his/her life. This video is shown during the graduation ceremony. This project will be assigned in Bible class during the 4th quarter, so students will learn more about the project details and requirements at that time.</p>
+<p>&nbsp;</p>
+<h2>Valedictorian</h2>
+<p>Each year, school leadership will select a graduating senior to be named class valedictorian for excellence in academic work based on the following considerations.</p>
+<ul>
+  <li>Two or more school years at CRICS.</li>
+  <li>GPA of 3.8 or higher.</li>
+  <li>Total number of high school credits.</li>
+  <li>Academic rigor of courses taken during high school.</li>
+  <li>Overall accomplishments as a high school student</li>
+</ul>
+<p>Valedictorians are expected to give a 4-5 minute speech during the graduation ceremony.</p>
+<p>&nbsp;</p>
+<h1>Preparing for the Next Season</h1>
+<p>CRICS desires to help our 12th grade students prepare for a successful transition into their next season of life. The following are ways that CRICS aims to assist our students.</p>
+<p>&nbsp;</p>
+<h2>Senior Seminar</h2>
+<p>All 12th Grade students will participate in the Senior Seminar class. The main purpose of this class is to give guidance to students on the various aspects of choosing and applying for university. This class meets two times per week and is taught by the school’s Academic Counselor.</p>
+<p>&nbsp;</p>
+<h2>Higher Education Application Process</h2>
+<p>Since the application process and timelines vary depending on location of the university, very few generalizations can be made about the application process. However, we give these general pieces of advice for the students applying for university:</p>
+<ul>
+  <li>Please feel free to contact the academic counselor (<a href="mailto:aross@crics.asia">aross@crics.asia</a>) with any questions you may have about your specific situation.</li>
+  <li>Be aware of the application deadlines for the schools you are interested in. Start early.</li>
+  <li>Make sure ID documents are in order. Please make sure that the birth date and spelling of the name are the same on all forms of ID.</li>
+  <li>Plan ahead : Please be aware that many universities may require translated or authenticated documents. It takes time to get these processes completed, so be sure you plan well in order to avoid a rush at the end.</li>
+  <li>Students should be aware that many schools take their social media presence into account when considering applications.</li>
+  <li>If applications ask for the CRICS address, please use the following:<ul>
+      <li>Chiang Rai International Christian School<br>331 Moo 14 Tambon Bandu<br>Chiang Rai, 57000<br>Thailand</li>
+    </ul>
+  </li>
+  <li>Please see the CRICS Handbook for information about how to request a CRICS transcript.</li>
+  <li>Many resources are available and provided by our academic counselor <a href="https://students.crics.asia">here</a>. Be sure to check it out.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>For Students Headed to the USA</h2>
+<ul>
+  <li>We recommend that students wishing to attend a university in the United States take the SAT standardized test. Registration for SAT testing can be challenging because test sites fill up quickly in Thailand; register early.<ul>
+      <li>For current information about the SAT, please visit: <a href="collegeboard.org">collegeboard.org</a></li>
+      <li>The CEEB Code for CRICS is : 695422</li>
+      <li>Current testing site for Chiang Rai is Chiang Rai International Christian School (CRICS)</li>
+    </ul>
+  </li>
+</ul>
+<p>&nbsp;</p>
diff --git a/handbooks/teacher-handbook.html b/handbooks/teacher-handbook.html
new file mode 100644
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--- /dev/null
+++ b/handbooks/teacher-handbook.html
@@ -0,0 +1,963 @@
+<!--
+title: Teacher Handbook
+description: 
+published: true
+date: 2023-09-29T06:20:47.690Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-22T06:51:23.530Z
+-->
+
+<h1>Addendum to School Handbook</h1>
+<p>This handbook assumes that the reader has already read and understood the policies of the <a href="/en/handbooks/school-handbook">CRICS School Handbook</a>. Please read the CRICS School handbook before reading this CRICS Teacher Handbook.</p>
+<h1>Foundational Documents</h1>
+<p>Vision and Mission, Philosophy, Statement of Faith, Lifestyle of Teachers, Non-discrimination Statement, Core Values, and Expected School-wide Learning Results can be found in the <a href="/en/handbooks/teacher-handbook">CRICS School Handbook</a>.</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Curriculum Flow Chart</td>
+        <td>See the <a href="https://docs.google.com/drawings/d/1X7JgyQxtCddAZQulwbAwaI4lJao2MdZGPQKy4Vcg7MM/edit?usp=sharing">Academic Flow Chart</a></td>
+      </tr>
+      <tr>
+        <td>Work Flow Chart</td>
+        <td>See the <a href="https://docs.google.com/drawings/d/1jNt4sYDQPSjxkpUfEW0mWjUfLitY6xwxnOqGUMMoM6E/edit?usp=sharing">Work Flow Chart</a></td>
+      </tr>
+      <tr>
+        <td>Leadership Flow Chart</td>
+        <td>See the <a href="https://docs.google.com/drawings/d/1UHonCqQbbc_kUDBzD4RIVvQHLo7j7X4KLQeZ7NYwajY/edit?usp=sharing">Leadership Flow Chart</a></td>
+      </tr>
+      <tr>
+        <td>Teacher Job Description</td>
+        <td>See the <a href="https://docs.google.com/document/d/14iu1MALZMLs7F2rpwhQuC2NGArZ_eg549A7-ETNohjU/edit">General Teacher Job Description</a></td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<h1>School Information</h1>
+<h2>Mandatory Dates/Holidays</h2>
+<p>The following holidays are generally observed, but the ELT may make changes annually depending on the local situation. All holidays are marked clearly in the CRICS Calendar (Google Calendar) which is on our <a href="https://crics.asia/">crics.asia</a> website in the <a href="https://portal.crics.asia/">CRICS Portal</a>.</p>
+<p>Thai Holidays that are Celebrated at School</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Mothers' Day</td>
+      </tr>
+      <tr>
+        <td>Rama 9 Memorial Day</td>
+      </tr>
+      <tr>
+        <td>Chulalongkorn Memorial Day</td>
+      </tr>
+      <tr>
+        <td>Fathers' Day</td>
+      </tr>
+      <tr>
+        <td>Constitution Day</td>
+      </tr>
+      <tr>
+        <td>New Year</td>
+      </tr>
+      <tr>
+        <td>Chakri Day</td>
+      </tr>
+      <tr>
+        <td>Songkran Day</td>
+      </tr>
+      <tr>
+        <td>Coronation Day</td>
+      </tr>
+      <tr>
+        <td>Queen’s Birthday</td>
+      </tr>
+      <tr>
+        <td>King’s Birthday</td>
+      </tr>
+      <tr>
+        <td>Labor Day</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Other Holidays</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Christmas</td>
+        <td>The emphasis of this holiday should be on Jesus’ birth</td>
+      </tr>
+      <tr>
+        <td>Easter</td>
+        <td>The emphasis of this holiday should be on Jesus’ resurrection</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<h1>Teacher Expectations</h1>
+<h2>Daily Expectations</h2>
+<ol>
+  <li>Teachers must be on campus 15 minutes before the bell rings and in their assigned classroom 10 minutes before class. Full-time teachers may leave at 4 pm unless they are involved with after-school activities.</li>
+  <li>Those who get their visas through the school must check-in and check-out each day by using the QR code readers near the accounting office.</li>
+  <li>At the end of the school day, parents who have children in Kindergarten through Grades 5 will pick up their students from the classroom before 3:50. Students in Grades K-6 cannot remain on campus without a parent or guardian after 3:50, so any student who has not been picked up by 3:50 should be brought to the front office with the staff there.</li>
+  <li>It is important that paid staff and volunteers check emails several times throughout the day as this will be the primary way to communicate.</li>
+  <li>Please make it your focus to provide high-level instruction during your scheduled class times. Please avoid any activities that would distract from your efforts including phone calls, private conversations, messaging, and other forms of communication that draws your attention away from classroom activities.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Christian Philosophy of Education (CPoE)</h2>
+<p>Our ACSI accreditation requires that all teachers complete a course in Christian Philosophy of Education, and CRICS also holds a high value in this professional development. If you are not certain of your CPoE standing, then please contact your principal to ensure that you complete the requirements in a timely manner.</p>
+<p>&nbsp;</p>
+<h2>Extra Duties, Supervision Of Students</h2>
+<p>In order to maintain safe, consistent supervision of CRICS students, paid staff and volunteers may be assigned extra supervisory duties before, during, and immediately after the school day and at extracurricular events. Staff members are expected to fulfill all assigned supervisory duties. If a teacher or staff member is unable to fulfill his/her duties, a substitute must be found and suggested to the principal.</p>
+<p>&nbsp;</p>
+<h2>Events, Activities, and Assemblies</h2>
+<p>Volunteers who obtain their visas from CRICS are <strong>expected to attend</strong> all grade-level appropriate assemblies, Tuesday morning chapel, and special activities during the regular school day unless excused by the Principal. Attendance at after school student assemblies and activities is strongly encouraged but optional for those without assigned duties.</p>
+<p>&nbsp;</p>
+<h3>General Guidelines for “Official School Events”</h3>
+<p>Official School Events will be consistent with the CRICS vision, mission, value, and schoolwide results.</p>
+<p>Approved activities will be designed to</p>
+<ul>
+  <li>Provide another avenue to build relationships and minister to students</li>
+  <li>Enrich the school’s offering to the students</li>
+  <li>Provide the chance to learn non-academic skills</li>
+  <li>Partner with &nbsp;parents by helping to fill a need for healthy after-school activities</li>
+</ul>
+<p>Activities must be approved in advance. The following protocol is to be used for approval of activities or events on the CRICS calendar, and in carrying out events and activities:</p>
+<ol>
+  <li>The following must be approved by administration <i>before</i> the event<ul>
+      <li>Any fund-raising activity geared toward CRICS students, their families, or friends</li>
+      <li>Any event which would alter the daily schedule</li>
+      <li>Any event which would use school facilities</li>
+      <li>Any event on or off campus involving the participation of CRICS students</li>
+    </ul>
+  </li>
+  <li>All approved events and activities must be sponsored by a CRICS Paid Staff or Volunteer.</li>
+  <li>The head of school and/or the principal must approve any promotional material before it is posted or distributed anywhere on campus (including bulletin boards).</li>
+  <li>Any funds raised in connection with CRICS sponsored events may only be used toward goals approved by the head of school and the principal, with input by the Leadership Team.</li>
+  <li>Proposals for fund-raising activities and all other Extra-curricular Activities must be submitted by the sponsor to the Principal. He/she will get input from the head of school and perhaps the Educational Leadership Team (E.L.T.) before final approval. The following are requirements of activities that will be approved:<ul>
+      <li>The sponsor writes the proposal and submits it to the administration for approval <u>before</u> communicating or inviting participation.</li>
+      <li>The staff sponsor must be physically present during each activity.</li>
+      <li>The staff sponsor ensures that any non-staff who are helping with the activity relate with students in ways that support biblical principles.</li>
+      <li>The staff member is responsible for all students until the time that they leave the school campus or other approved venue. They should not be left on campus (or other venues) unattended after an activity.</li>
+      <li>Activities or events must be staged in compliance with all handbooks and policies.</li>
+      <li>The CRICS staff member requesting to use a school facility shall be responsible for securing the facility and turning off all lights, air conditioners, etc. and locking doors after the conclusion of the activity.</li>
+    </ul>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h3>Required Forms from Students for Off-Campus Activities</h3>
+<p>Any time students are taken off campus for any school related activity (e.g. field trip, sporting event, mission trip, etc.), a copy of the student’s <i><strong>emergency medical form and contact numbers </strong></i>must be taken along with a field trip medical kit. These are available in the office.</p>
+<p>For related information, See Field Trips.&nbsp;</p>
+<p>&nbsp;</p>
+<h3>Transportation to and from Off-Campus School Events</h3>
+<ol>
+  <li>Apart from occasions when contract vehicles and drivers are utilized for transport drivers for all approved school activities are to have a current Thai or International driver’s license, be at least 25 years of age, be a CRICS staff member or parent, and have at least 6 months driving experience in Thailand.</li>
+  <li>Drivers need to submit their driver's license and registration (blue book) to the office for copying ahead of time to be able to drive.</li>
+  <li>A list of all drivers with verified event sponsor qualifications must be submitted to the CRICS office prior to departure.</li>
+  <li>All vehicles must have current registration and be appropriately insured.</li>
+  <li>The teacher or sponsor is responsible for providing transportation to and from field trips and other required events.</li>
+  <li>Students may drive to and from events only with written parental consent on file in the CRICS office. Participants may travel to and from an event with another student as driver <i><strong>only </strong></i>if parents of both the driver and the passenger(s) have sent written consent. The consent must be for the specific students involved and must designate which student will be driving.</li>
+  <li>The school will normally provide transportation for regularly scheduled off-campus activities and events.</li>
+  <li>Appropriate hired transportation may be used when needed, subject to administrative approval.</li>
+  <li>Students should not be transported to events in the open bed of a pick-up truck.</li>
+  <li>Teachers should be present in vehicles carrying students as much as possible</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Field Trips</h3>
+<p>A field trip is defined as any activity that occurs off-campus and is related to subject matter taught in class. Every class is expected to do a field trip sometime in the year and there is a provided budget for this. Please ask our Chief Business Officer about you budget allotments and check the <a href="https://docs.google.com/spreadsheets/d/1lYXdKAURBkm7m4ubyydyPp1rQYsUbyIUzZbbMNajIiE/edit?usp=sharing">Grade Level Requirements</a> doc for updated information on field trips that are scheduled for your grade level(s).</p>
+<p>According to Thai law, field trips must be approved by the Local Education Administration office. Accordingly <strong>at least 15 days in advance</strong>, the staff person in charge of the trip will complete the <strong>Off-Campus</strong> <strong>Activity Form</strong> and return it to the designated Thai staff. Do not worry if the dates and details of the trip change- just complete the form ahead of time as completely as possible, including the names of students involved. Contact your principal for the proper contact person to register our trips with the Thai Ministry of Education. Please use the <a href="https://docs.google.com/document/d/1r8O_v98XXQUVs3PH7KVvkhLTeAdC-B4kAebGczZWGM0/edit?usp=sharing">Field Trip Checklist Form</a></p>
+<p>&nbsp;</p>
+<h3>Child Supervision on Campus การดูแลเมื่อนำเด็กในปกครองมาโรงเรียน</h3>
+<ol>
+  <li>CRICS values its employees and students and recognizes the importance that families fulfill in the lives of employees and students. Considering this, in general, <strong>the workplace and the classroom are typically not appropriate places for non-student, minor children to be present on a frequent or continuing basis.&nbsp;</strong><br>CRICS ให้ความสำคัญกับบุคลากรของโรงเรียนและนักเรียนทุกคนและตระหนักถึงความสำคัญที่ต้องเติมเต็มชีวิตครอบครัวของบุคลากรของโรงเรียนและนักเรียนทุกคน เมื่อพิจารณาถึงสิ่งนี้โดยถี่ถ้วนแล้วเห็นได้ว่าที่ทำงานและห้องเรียนไม่เหมาะสำหรับผู้ที่ไม่ใช่นักเรียนของโรงเรียน หรือเด็กเล็กที่จะอยู่ด้วยกับผู้ปกครองเป็นประจำหรือต่อเนื่องยาวนาน</li>
+  <li>In the event of an emergency, and if there are no other alternatives, parent employees may have children present in the workplace for brief periods of time provided the parent obtains the approval from a supervisor serving on the Education Leadership Team (ELT). Similarly, in the event of an emergency, and if there are no other alternatives, teachers may have children present in the classroom for brief periods of time provided the parent obtains approval from the supervisor serving the Educational Leadership Team. Such arrangements must be temporary in nature and may be granted only in uniquely challenging circumstances.<br>ในกรณีฉุกเฉินและหากไม่มีทางเลือกอื่น ครู และบุคลากรของโรงเรียนที่เป็นผู้ปกครองอาจนำบุตรหลานมาดูแลในที่ทำงาน หรือห้องเรียนเป็นระยะเวลาสั้นๆ โดยมีเงื่อนไขว่าจะต้องได้รับการอนุมัติจากหัวหน้างานที่เป็นสมาชิกในทีมผู้นำด้านการศึกษา (ELT) โดยมีเงื่อนไขว่าข้อตกลงหรือการอนุมัติดังกล่าวต้องมีลักษณะเป็นการชั่วคราวและอาจได้รับอนุญาตเฉพาะในสถานการณ์ที่ท้าทายเป็นพิเศษเท่านั้น</li>
+  <li>Children are generally not permitted in the Teachers’ lounge during the school day.<br>โดยทั่วไปในระหว่างวันโรงเรียนไม่อนุญาตให้เด็กที่ไม่ใช่นักเรียนของโรงเรียนเข้าไปในห้องพักครู (Teachers’ lounge)</li>
+  <li>If staff are on campus outside of school hours, they are responsible for their own children.<br>ถ้าครู หรือบุคลากรทำงานนอกเวลาเรียน ครู หรือบุคลากรท่านนั้นจะต้องดูแลรับผิดชอบบุตรหลานของท่านด้วยตนเอง</li>
+  <li>Catering is provided for staff members and students who pay the appropriate fees. Parents should make other provisions for children on-site for whom this does not apply.<br>อาหารหรือของว่างที่โรงเรียนจัดเตรียมไว้สำหรับครู บุคลากรและนักเรียนของโรงเรียนที่ชำระเงินเรียบร้อยแล้ว ครู หรือบุคลากรที่นำบุตรหลานมาโรงเรียนจะต้องพิจารณาจัดหาอาหารหรือของว่างทีเหมาะสมให้กับเด็กในความดูแลของท่านด้วย</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Teacher Longevity</h2>
+<ul>
+  <li>Teachers who have served for 5, 10, 15, 20, etc. years are honored at the annual Honor Ceremony in May.</li>
+  <li>Classroom teachers cannot be older than 70 years of age. Volunteers over the age of 70 may serve in other support roles within the school upon approval through a content specific evaluation by a supervisor which may include elements of physical, mental, emotional, and interpersonal considerations.</li>
+</ul>
+<p>&nbsp;</p>
+<h1>Supervision &amp; Professional Development</h1>
+<p>Personal and professional growth is an important part of stewarding the gifts God has given us and ensuring the provision of a biblically-based, quality education for the students at CRICS. The goal of supervision and professional development is to help staff members grow and improve throughout their time of service at CRICS so that student learning will be enhanced.</p>
+<p>&nbsp;</p>
+<h2>Philosophy of Supervision</h2>
+<p>Supervision should be focused on supporting and empowering personnel in ways that enable them to fulfill their roles effectively, thus helping the entire organization. Supervision in an educational setting includes effectiveness and professionalism. The main focus of supervision should be to evaluate and help improve staff effectiveness. For instructional staff this means considering the quality of instruction and the learning environment in which it occurs. For non-instructional staff it means considering the quality of their work and the working environment they help to create. Staff effectiveness can be ascertained through many methods including direct observation and feedback, self-reflection, collegial discussions of practice and observations, and improvements in student learning and the operation of the school. Professionalism is the secondary focus of supervision, which includes compliance with organizational expectations (i.e., timeliness, absences, following policies &amp; procedures, appearance, conduct, etc.), maintaining appropriate qualifications, and quality of interpersonal relationships within the organization (with students, colleagues, administrators, support personnel, parents, and board and community members).</p>
+<p>Supervision should not occur in a vacuum; supervisors should interact with their staff members throughout the process. This is why, at CRICS, supervision is connected to professional development. As administrators discuss areas of strength and areas for growth with individual staff members, those areas should then relate to the professional development plan for the individual staff member. Supervision at CRICS should help staff members grow by supporting and teaching them to become highly skilled and competent by addressing effectiveness and professionalism.</p>
+<p>&nbsp;</p>
+<h2>Philosophy of Professional Development</h2>
+<p>Professional development is not only a program but a mindset or philosophy that values lifelong learning and continuous growth and development. Professional development involves learning experiences to help staff members grow in professional knowledge, skills, and understanding, by enhancing and expanding where one is currently, with the ultimate goal to improve student learning and the school’s effectiveness through educator and support staff growth. Professional development should be in coordination with supervision so that administrators work with staff members to help them grow and improve.</p>
+<p>The following two key factors should be considered when planning professional development:</p>
+<ul>
+  <li>Relevant training and learning experiences with resources, including enough time, for appropriate follow-up and ongoing support</li>
+  <li>Opportunities for peer collaboration and self-directed learning (not only lecture from a school leader or outside source)</li>
+</ul>
+<p>With each professional development decision, the following questions will be considered:</p>
+<ul>
+  <li>Is it relevant and practical?</li>
+  <li>Is it engaging for staff?</li>
+  <li>Will it help staff grow and improve?</li>
+  <li>Are the necessary resources (including time and ongoing support) available (for this to be effective)?</li>
+  <li>Will it improve student learning and/or school effectiveness?</li>
+  <li>How will the effectiveness of the program be evaluated?</li>
+</ul>
+<p><i><strong>Program Evaluation</strong></i></p>
+<p>Program evaluation is an integral part of professional development. This can be accomplished through pre- and post-assessments of teacher understanding, observations focused on growth in professional development areas, review of curriculum mapping, data analysis of school-based and standardized test results, etc.</p>
+<p><i><strong>Professional Growth Incentive Funds</strong></i></p>
+<p>CRICS also supports professional development by providing funds for teachers to help with the cost of graduate coursework, conferences, workshops, etc. Additional information and the application form are available in the <a href="https://docs.google.com/document/d/1_zXPXWciPdL4z-KtZF2i-mHVCUMjnUAW2iMaIRBhsew/edit?usp=sharing">Application for Professional Growth Incentive</a>.</p>
+<p>&nbsp;</p>
+<h2>Components of Supervision &amp; Professional Development at CRICS</h2>
+<p><i><strong>New Staff Procedures &amp; Orientation</strong></i><br>When new staff members arrive, a designated school staff member will typically meet them at the airport. The school's primary responsibility will be orientation to the school, although orientation to Thailand and Chiang Rai may also be included if not provided by the sending organization.</p>
+<p>New staff orientation typically includes the following:</p>
+<ul>
+  <li>Each new staff member or family is assigned a host person/family to help with adjusting to the culture and daily life in Chiang Rai.</li>
+  <li>Campus tour, including giving the needed keys and pointing out areas of interest based on the staff person’s role.</li>
+  <li>Outline of relevant school procedures and expectations, including curriculum and professional development requirements, staff policies and procedures, etc.</li>
+  <li>Finding out if new staff members have particular health or living needs not being handled by the sending organizations.</li>
+  <li>For instructional staff:<ul>
+      <li>Copy of the schedule and a class list.</li>
+      <li>Curriculum materials explanation and discussions of special considerations in the teacher's upcoming course(s).</li>
+    </ul>
+  </li>
+  <li>Each new staff member is assigned a mentor teacher with whom they will meet weekly for the first semester and bi-monthly during the second semester.</li>
+</ul>
+<p><i><strong>Monthly Faculty Meetings</strong></i><br>All full-time instructional staff are expected to attend faculty meetings, which are typically held on the first Wednesday of the month during lunch. Faculty meetings include announcements regarding logistics, upcoming events, and celebrating a few staff members who exemplify specific ESLRs.</p>
+<p><i><strong>Monthly Elementary School Meetings</strong></i><br>The elementary school includes all students, instructional staff, and classroom aides for grades K-6. Elementary meetings include various topics including curriculum review, growth of students, logistics for upcoming events, department improvement, etc. Elementary department meetings are also a time for the elementary team to connect on areas for growth within the department. Each year, the department will choose a topic to study further in order to grow together as a team.</p>
+<p><i><strong>Monthly Department Meetings</strong></i><br>The secondary school (grades 7-12) is grouped into departments by subject area. Each department head schedules monthly meetings with their teachers to discuss various topics such as curriculum review, department improvement, etc.</p>
+<p><i><strong>Semester Secondary Grade Level Meetings (7-12)</strong></i><br>Individual grade level meetings occur once a semester where all teachers for students in that grade meet to discuss the overall growth and well-being of those students. Discussions about students are not intended as times to gossip or complain but to collaborate on how to help students: to determine if students struggle across various subject areas, to share effective methods teachers have found for helping those students, to plan intervention steps, etc.</p>
+<p><i><strong>Monthly Late Start Professional Development Meetings</strong></i><br>Late starts are scheduled about once per month for one hour; the school day for the students starts one hour later than normal. Full- and part-time staff are expected to attend. On these days teachers meet from 7:45-8:45am to learn together on a specific focus chosen for the school year. School leadership organizes and leads these meetings. Topics have included differentiation, professional learning communities, integration of ESLRs into the curriculum, biblical integration, assessment, and critical thinking. Snacks are also provided for the staff.</p>
+<p><i><strong>Quarterly Staff In-service</strong></i><br>In-service days are scheduled once per quarter. Full- and part-time staff are expected to attend. Various topics are included as well as time for team building, collaboration, self-care, and classroom work time. Topics may include the following: accreditation, child safety, curriculum development, data analysis, technology tools and integration, prayer and worship, or self-care. Snacks and lunch are provided for the staff.</p>
+<p>The following topics must be included annually: child safety (orientation), elementary instructional aid training (orientation), third culture kids (March), differentiated instruction, biblical integration, and data analysis.</p>
+<p><i><strong>Personal Professional Development Goals</strong></i><br>Each year during orientation, CRICS teachers develop 2-3 professional goals. These goals can be related to the professional development focus of the current school year, further education, or other activities related to teachers’ professional growth. These goals are reviewed each semester as the teachers engage in different forms of observation.</p>
+<p><i><strong>ACSI Christian Philosophy of Education</strong></i><br>All part-time and full-time instructional staff at CRICS are required to complete the ACSI Christian Philosophy of Education requirements by the end of their third year at CRICS. One staff member coordinates and monitors this process and provides support as teachers complete the products. The school provides the required books and videos for teachers to use.</p>
+<p><i><strong>Observations &amp; Walk-throughs</strong></i><br>It is important to develop a school culture that encourages observations by both peers and supervisors. In addition, allowing time for feedback and reflection can bring opportunities for professional growth - both for the observer and the one being observed. During classroom observations a full lesson is observed. Walk-throughs are shorter (3-5 minute) observations. Observations not only help the teacher to grow but also can inform the need for future professional development topics.</p>
+<p>In order to promote excellent education and accountability, CRICS conducts formal and peer classroom observations. Once per school year a member of the educational leadership team or a department head conducts an announced, formal classroom observation. A specific form is used for each staff member and a follow-up conference occurs within a week of the observation. The administrator and teacher both sign the observation form, with one copy stored electronically by the school and one provided for the teacher if desired. At least once a school year peer observations are conducted among teachers. Leadership provides the observation form, and department heads coordinate the peer observations.</p>
+<p>The observer should sit in the back of the room or in a non-distracting location. Teachers should conduct the class period as they usually would. The observer will schedule a follow-up meeting within a week of the observation. Following the formal observation, the follow-up meeting is a time for the administrator to review the observation, discuss questions or concerns with the teacher, and check in with how the teacher is doing (both in professional responsibilities as well as in maintaining balance in life with church, family, friends, etc.). Before concluding the meeting, the administrator and teacher will each sign the form. Following the peer observation, the follow-up meeting is a time for colleagues to discuss strengths and areas for growth noted during the observation and to share how they have learned from each other.</p>
+<p><i><strong>End of Year Self-Assessment and Evaluation</strong></i><br>At the end of the school year, each staff member completes a self-assessment of his/her performance. The staff member’s principal reviews the form and meets with each staff member as needed to discuss areas for improvement and success. Administrators are reviewed by their supervisor using a performance evaluation sheet. Copies are kept on file in Google drive.</p>
+<p>&nbsp;</p>
+<h1>Teacher Incentives</h1>
+<h2>Lunch</h2>
+<p>Lunch is provided for all CRICS teachers each day at no cost to the teacher.</p>
+<p>&nbsp;</p>
+<h2>Professional Growth Incentive</h2>
+<p>Teachers and administrators can request funds up to 10,000 baht for full-time employees and 5,000 baht for 20-hour employees. Funds from the Professional Growth Incentive may be used to cover conference fees, training fees, travel expenses, hotel expenses, or other expenses related to participation in the professional development opportunity. Please review <a href="https://docs.google.com/document/d/1_zXPXWciPdL4z-KtZF2i-mHVCUMjnUAW2iMaIRBhsew/edit?usp=sharing">Application for Professional Growth Incentive</a> for additional information about the policy, process, and the application.</p>
+<p>&nbsp;</p>
+<h1>Calendar &amp; Scheduling</h1>
+<p>The Leadership Team is responsible to make sure the calendar is prepared to include beginning and ending dates for each term, school holidays, and dates of significant school activities. To avoid conflicts, the master calendar will be consulted before other activities are scheduled. The master calendar is available in the CRICS Portal. Events are put on the calendar by the administrative assistant as directed by the principals. It will be the responsibility of each administrator to consult with other administrators before recommending calendar changes to the principal.</p>
+<p>&nbsp;</p>
+<h2>Meetings and Training</h2>
+<p>Mandatory faculty lunch meetings, late start professional development meetings, and departmental meetings are scheduled approximately monthly. <strong>Do not schedule personal appointments, school activities, or events that will interfere with these meetings.</strong></p>
+<p>&nbsp;</p>
+<h2>Leave Days</h2>
+<p>&nbsp;</p>
+<h3>Introductory Notes</h3>
+<ol>
+  <li>If a volunteer obtains their visa through the school, they must also obtain permission before taking leave.</li>
+  <li>Volunteers or paid staff who do not obtain their visas from the school but are regularly working at the school are asked to arrange leave days in advance with the school administration.</li>
+  <li>Whenever a teacher is absent, they should arrange for a sub and prepare that substitute teacher to teach the lesson as needed. Then, submit a list to substitutes to your principal.</li>
+  <li>Please keep track of any of these leave days you use each year.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Personal Leave</h3>
+<ol>
+  <li>Volunteer staff or paid staff may take 5 days for personal leave each year.</li>
+  <li>Employees are asked not to request personal leave days the day before or after a holiday or long weekend or a long break. CRICS asks volunteer teachers to follow similar guidelines to teachers that are considered paid staff in the desire to create a community of equality for employees. This must be approved by the principals and the head of school .</li>
+  <li>The granting of requested personal leave days depends on the availability of a substitute worker for the day you wish to leave your duties.</li>
+  <li>Teachers should make every effort to arrange for their own substitutes and ensure that sufficient guidance is given so that disruption to teaching programs is minimal. The principal will work to assist the teacher in finding a substitute if necessary.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Sick Leave</h3>
+<p>Each volunteer and paid staff member and teacher is allotted 30 sick days per year. If it is over 2 consecutive days, the staff member or teacher must have a doctor's letter. Sick days are not to be used as personal leave days</p>
+<p>Medical and dental appointments should normally be scheduled after school hours or on weekends; if time must be taken off for one of these, it is sick leave. Sometimes just a half-day is enough for an urgent medical appointment.</p>
+<p>Where possible, absences for sicknesses should be notified to the appropriate supervisor as soon as possible before the expected sick day so that substitutes can be arranged.</p>
+<p>Teachers should make every effort to arrange for their own substitutes and ensure that sufficient guidance is given so that disruption to teaching programs is minimal. Please contact your principal as soon as possible and they will work to assist the teacher in finding a substitute if necessary.</p>
+<p>&nbsp;</p>
+<h3>Funeral Leave</h3>
+<p>Paid staff and volunteers are allowed up to 10 working days of funeral leave without the loss of pay or benefits when a death occurs in the immediate family. Immediate family in this case is defined as spouse, father, mother, sister, brother, child, guardian or a legal guardian.. Volunteers must arrange funeral leave with their Principal who will communicate with the head of school .</p>
+<p>&nbsp;</p>
+<h3>Maternity Leave</h3>
+<p><strong><u>Paid Staff or Teacher Mothers</u></strong></p>
+<p>In the case of a new birth where the mother is a paid staff member who intends to continue working for CRICS and is the primary caregiver to the newborn, the mother may take 45 days calendars of paid leave (including weekends) and may choose to take up to another 45 days of unpaid leave without losing their regular bonus at the end of the school year.&nbsp;<br>&nbsp;</p>
+<p><strong><u>Volunteer Teacher or Staff Mothers</u></strong></p>
+<p>In the case of a new birth where the mother is a volunteer teacher or staff member who intends to continue working for CRICS and is the primary caregiver to the newborn, the mother may take 90 calendar days of leave (including weekends).</p>
+<p>Definition of maternity leave days:</p>
+<ol>
+  <li>Leave begins the day of delivery unless the employee makes prior arrangements with the school. If the employee chooses or because of doctor’s orders must take leave before the date of delivery, those days will count toward the total number of leave days taken.</li>
+  <li>The number of leave days includes complications arising from pregnancy requiring absence from work leading up to delivery.</li>
+</ol>
+<p>The head of school may also grant additional leave to Volunteers upon request.</p>
+<p>&nbsp;</p>
+<h3>Paternity Leave</h3>
+<p><strong><u>Paid Teacher of Staff</u></strong></p>
+<p>In the case of a new birth where the father is a paid staff member, the father may take 5 days of paid leave from work and may choose to take up to another 5 days of personal leave (See Personal Leave section above). Paternity days must be taken within 3 months of the birth of the child and be taken for the purpose of caring for the child and mother.</p>
+<p>The head of school may also grant additional leave to Volunteers upon request.</p>
+<p>&nbsp;</p>
+<h3>Adoption Leave</h3>
+<p>In the case of an adoption where the volunteer or paid staff member intends to continue working for CRICS and is the primary care-giver to the newly adopted child, 10 continuous calendar days (<u>excluding</u> Saturdays and Sundays) paid leave will be granted to begin at the day of the ‘new arrival’ coming into the home,</p>
+<p>In the situation where both parents work at CRICS, this leave is granted for one CRICS volunteer or employee only. The other employee/parent may request 5 leave days in addition to the 5 personal leave days available to all CRICS Paid Staff or 10 days (including non-school days) following the new birth for volunteer staff.</p>
+<p>The head of school may also grant additional leave to Volunteers upon request.</p>
+<p>In the case of an adoption, there must be intention and documentation for permanent adoption. In the case where more than one child is being adopted at the same time, the leave periods remain the same as above.</p>
+<p>&nbsp;</p>
+<h3>Sabbatical Leave</h3>
+<p>Teachers are eligible for a sabbatical leave every 3-5 years.</p>
+<p>&nbsp;</p>
+<h1>Facilities, Equipment, and Services</h1>
+<h2>Preparing for Meetings</h2>
+<ul>
+  <li>For AV Equipment, please contact <a href="mailto:jjustine@crics.asia">jjustine@crics.asia</a> or <a href="mailto:phum@crics.asia">phum@crics.asia</a></li>
+  <li>For other IT equipment, contact the IT office</li>
+  <li>Give helpers at least 1 week of notice to prepare adequately for your event.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Air Conditioners</h2>
+<ul>
+  <li>Teachers are responsible for the AC units in the room they are teaching. No students should turn on or adjust AC units without teacher permission.</li>
+  <li>Close all doors and windows and ensure that they remain closed.</li>
+  <li>Check the difference between the indoor and outdoor temperatures&nbsp;– Whatever the temperature is outside, don’t cool the room’s temperature to less than 8°C below the outside temp. The smaller the difference between the inside and outside temperatures, the lower your cooling costs will be.</li>
+  <li>Don’t set your thermostat at a colder temperature than normal.</li>
+  <li>Shade the windows from sunlight.</li>
+  <li>Use all air conditioners that are available in the room.</li>
+  <li><strong>Use it only when needed</strong>&nbsp;– Air conditioning should only be operating when you are present and using the room. <strong>When you leave, please turn the air conditioning units off</strong>.</li>
+  <li>For more information see <a href="https://docs.google.com/document/d/1IYmH53v9zzQe_w_9H2ugY1jq7GlSNB5OVgJx92doUCk/edit?usp=sharing">CRICS Air Con and Energy Guidelines</a></li>
+</ul>
+<p>&nbsp;</p>
+<h2>Classroom Cleaning</h2>
+<p>Custodians will clean desks, sweep and mop floors, clean windows and dust your classrooms and as needed. Other furniture will be dusted if it is clear of clutter.</p>
+<p>Custodians will not take care of classroom pets in any way during the school year or during school breaks, wash or remove dishes from the classrooms (please return dishes to the cafeteria immediately), or take care or water any of the plants that you have in the classroom.</p>
+<p>If you need repairs, then please notify your principal and the maintenance staff at <a href="mailto:maintenance@crics.asia">maintenance@crics.asia</a>.</p>
+<p>&nbsp;</p>
+<h2>Keys</h2>
+<p>Keys may be issued upon the relevant supervisor’s approval for staff members who use that room on a regular basis. No keys are to be duplicated without permission.</p>
+<p>Staff leaving CRICS permanently should bring all keys to the office on their last day at CRICS. Office staff will sign off for the keys in the Key Register and assume responsibility for them. Keys should not be passed on to anyone else.</p>
+<p>&nbsp;</p>
+<h2>Locking Rooms</h2>
+<p>Generally, classrooms and buildings will be locked at 5 pm. Staff leaving after this time are responsible for ensuring that doors and windows are shut and locked and air conditioners and lights are switched off. Staff who unlock doors are responsible for their re-locking.</p>
+<p>&nbsp;</p>
+<h2>Thai Staff Assistance</h2>
+<h3>Translation</h3>
+<p>At times it may be necessary for a staff member to obtain the services of one of the Thai staff members for translation. Please try to schedule these times in advance. When that is not possible, please work through the office assistant to determine the best person for the job at the time.</p>
+<p>Limitations</p>
+<ol>
+  <li>The Thai staff may not be used to do personal jobs during work hours.</li>
+  <li>Please <i>do not </i>use office staff as travel agents to book personal travel, hotels, etc.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Additional Classroom Assistance</h2>
+<p>If you would like to have additional help in your classroom (someone to print, grade, etc), then talk to the Admin Assistant to see if there is any available help.</p>
+<p>&nbsp;</p>
+<h1>Teacher Responsibility</h1>
+<h2>Curriculum</h2>
+<p>CRICS uses Curriculum Trak to house our curriculum; the curriculum shared drive also houses related materials such as lesson plans and various printables. All CRICS teachers are expected to use the officially adopted standards and curriculum as outlined in the Curriculum Trak curriculum maps. Although the curriculum may be adapted and improved by teachers, the foundational elements of the curriculum (scope &amp; sequence, standards &amp; benchmarks, knowledge &amp; skills, official textbooks, etc…) may not be changed without a proper curriculum review process and administrative approval. Concerns or questions about the currently adopted curriculum should be directed to the curriculum director.</p>
+<p>&nbsp;</p>
+<h2>Absences</h2>
+<h3>Planned Absences</h3>
+<p>Please <strong>contact your supervisor as soon as possible to ask for a conversation</strong> about your planned absence. Your absence can have a dramatic effect on our faculty and service to families, and it is a matter of community care and professionalism that we communicate well and work together to make absences respectful for everyone involved. Any planned absences must be approved by your supervisor for professionalism and planning purposes.</p>
+<p>&nbsp;</p>
+<h3>Unplanned Absences</h3>
+<p>In the event of an unplanned absence, <strong>please notify your supervisor as soon as possible</strong> so they can begin to make arrangements for your absence. Timing is critical here. Of course, there is understanding and grace for extreme circumstances or emergency situations that prevent you from communicating early. Your early communication of every form of absence from duties Is a gift of enduring excellence and community care to our faculty and students.</p>
+<p>&nbsp;</p>
+<h2>Sub Plans</h2>
+<p>We will all have the opportunity to sub at some point during the school year. Thank you ahead of time for helping your colleagues in times of need.</p>
+<ol>
+  <li>Plan your sub before you ever need one. Prepare for your emergency now.</li>
+  <li>Plan an “emergency sub plans” available so that a sub can stand in for you late notice. Store sub plans in the <a href="https://drive.google.com/drive/folders/1tEP6xpqcGCgcowr8xIiGwHD0M3Jz4om_?usp=sharing">emergency sub plans folder</a> in the shared drive for curriculum.</li>
+  <li>Illness or emergency that prevents you from leading your classes, please notify your principal.</li>
+  <li>Planned absence<ol>
+      <li>Arrange subs ahead of time by contacting teachers.</li>
+      <li>Leave adequate sub plans with your sub.</li>
+      <li>Notify your principal of your plans and sub,</li>
+    </ol>
+  </li>
+  <li><a href="https://docs.google.com/spreadsheets/d/1pATqKfXNWYfCCv6vmGCBhFGwTWR1Nocyi-8yfK9UmJs/edit?usp=sharing">Sub Availability Schedule</a>.&nbsp;<br>Please add your available sub times to the schedule. This needs to include all class periods and time during which you are not teaching (leading instruction). Your prep time is important everyday, but we also need to make sure that a qualified staff member is present in every class. Thank you for making yourself available to support each other.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Lesson Plans</h2>
+<p>All teachers are expected to record lesson plans in a systematic manner. These lesson plans need to be shared with your department head.</p>
+<p>&nbsp;</p>
+<h2>Homework Policy</h2>
+<p>Homework is to be assigned to aid in the development of the individual study skills, support classroom learning, and to promote extended learning. It should not be used to introduce new material that requires teacher direction, as punishment, as a way to complete the textbook, or for busywork. At times, teachers may enlist the help of parents to guide in the homework. Homework assignments should total an equivalent of approximately 10 minutes per grade (see list below). Although some courses are such that a slightly longer period of time may be required each night to complete assignments.</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>Grade 1</th>
+        <td>10 minutes</td>
+      </tr>
+      <tr>
+        <th>Grade 2</th>
+        <td>20 minutes</td>
+      </tr>
+      <tr>
+        <th>Grade 3</th>
+        <td>30 minutes</td>
+      </tr>
+      <tr>
+        <th>Grade 4</th>
+        <td>40 minutes</td>
+      </tr>
+      <tr>
+        <th>Grade 5</th>
+        <td>50 minutes</td>
+      </tr>
+      <tr>
+        <th>Grade 6</th>
+        <td>60 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)&nbsp;</td>
+      </tr>
+      <tr>
+        <th>Grade 7</th>
+        <td>70 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)</td>
+      </tr>
+      <tr>
+        <th>Grade 8</th>
+        <td>80 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)</td>
+      </tr>
+      <tr>
+        <th>Grade 9</th>
+        <td>90 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)</td>
+      </tr>
+      <tr>
+        <th>Grade 10</th>
+        <td>100 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)</td>
+      </tr>
+      <tr>
+        <th>Grade 11</th>
+        <td>110 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)</td>
+      </tr>
+      <tr>
+        <th>Grade 12</th>
+        <td>120 minutes (all classes combined: 40% LA; 15% MA, SC, SS; 15% others)</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>Other than reading assignments, short-term required homework is not to be given over calendared vacation times which are two school days or longer (i.e. - Christmas Break, Spring Break, etc.). However, It is a good time for the students to work on make-up and/or long-term projects. It is wise to remind students of incomplete work before these vacation times.</p>
+<p>&nbsp;</p>
+<h2>Communication</h2>
+<h3>Community Information Confidentiality</h3>
+<p>To protect and respect our families, please observe the following expectations in all communication efforts.</p>
+<ul>
+  <li>Use the BCC field only for group emails to parents. Do not send a group email to parents using the To or CC fields as this exposes all emails to all recipients and threatens the digital security of the families involved.</li>
+  <li>Only share parent emails with staff who are directly in need of the email for communication about official school business. Never share a parent’s contact information for personal reasons without their advanced and clear permission.</li>
+  <li>All staff and teachers have access to the student list and portions of the student information system pertaining to their roles at school. Others should not be allowed to view the student list or the student information system without the permission of the principal.</li>
+  <li>Use your school Gmail email account to contact parents about official school business. If parents are reaching out to you and prefer to use personal contacts such as phone calls or social media, then the decision is up to you whether to continue that conversation through that medium. However, there are more protections for you as a professional through the school Gmail email account.</li>
+  <li>Be careful to guard your professional reputation and the reputation of the school when sharing on social media. At the highest end of concern, a teacher should never reveal confidential information of any student or family through social media. This can include even short anecdotes about funny misbehaviors in the classroom or student grades. Such sharing is unprofessional and could create grounds for legal action by the family.</li>
+  <li>Message with groups as much as possible</li>
+  <li>Message directly with student with parent permission</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Elementary Teachers (grades K-6)</h3>
+<p>Elementary teachers are expected to communicate with parents through Registration Day Open classroom greetings, open house conferences, report cards with notes, a parent-teacher conference at the end of the first quarter, and other opportunities suggested by the elementary principal. Many teachers create messaging accounts, like Class Dojo, or use DOT books to communicate with parents more frequently.</p>
+<p>&nbsp;</p>
+<h3>Secondary Teachers (grades 7-12)</h3>
+<p>Secondary teachers are expected to communicate with parents through Orientation Day greetings, Open House night presentations, report cards with comments, emails to parents, and other opportunities suggested by the secondary principal.</p>
+<p>Student planners are required for students in grades 6-10, and teachers are responsible to ensure that assignments are written down during each class period such that they can be checked and understood by parents at home. This check should include a regular grade for the correct completion of the student planner for student accountability.</p>
+<p>&nbsp;</p>
+<h2>Confidentiality of Personal Information</h2>
+<ul>
+  <li>Personal Information about a student may only be shared with school staff, teachers, and volunteers who have a legitimate educational interest in the information for actions supporting the mission of the school and the support of the student or family. Sharing personal information for any other purpose is not allowed unless you first gain parental permission for any student 10 years old or younger, or you receive student or parent permission for any student 11 years old or older. This is a requirement of the Personal Data and Privacy Act of Thailand (2019) section 20</li>
+  <li>Conduct yourself professionally when discussing students. It is inappropriate to discuss topics such as grades, disciplinary action, or other topics that may defame or harm a student’s reputation with anyone who is not relevantly connected with services for that student.</li>
+  <li>Be aware of your surroundings before having a conversation about the personal information of students and families and, in general, all sensitive situations or subjects.</li>
+  <li>It is very important for the safety of our community and our school that we continue to protect the personal information of our students and our families. It is a duty of care that implies our submission to the government and our submission to God who entrusts us with a portion of the educational journey of many of His children.</li>
+  <li>If you are unsure about how or with whom to have a conversation, then please contact your principal for assistance.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Dress Guidelines</h2>
+<ol>
+  <li><strong>The Feelings of Others</strong><br>All members of the community should follow the Biblical principle of considering the needs, feelings, and cultures of others in the community first in order to honor Jesus, this includes how one chooses to dress.</li>
+  <li><strong>Teachers as Models</strong><br>To be a teacher in Thailand is to be in a place of honor in Thai society. Besides teaching the regular curriculum, teachers are expected to teach and model proper conduct and morals. A teacher must dress properly as befits his or her station.</li>
+  <li><strong>Professional Occupation</strong><br>Overly casual, tight-fitting, or revealing clothing in the classroom is not appropriate for a professional occupation in Thai culture. Please maintain a professional appearance at all times, wearing clothing that is appropriate for the activity that you are leading.</li>
+  <li><strong>Male Dress Guidelines</strong><br>Ties and coats are not required at CRICS, but shirts should have buttons and/or collars and long pants should be worn. Men may not wear T-shirts (graphic or writing), sleeveless shirts, or shorts while teaching. Blues jeans may be worn if they look nice and not overly casual or worn (no holes please). Shorts may be worn only during P.E. instruction. Clothing and jewelry should be within the spirit of the dress code for male students.</li>
+  <li><strong>Female Dress Guidelines</strong><br>Women may wear a dress or skirt with length that raises no more than two inches above the knee when kneeling or professional looking pants or capris that reach at least mid-calf. Blues jeans may be worn if they look nice and not overly casual or worn (no holes please). Women may wear appropriate professional-looking wide strap tops. Clothing should not be form-fitting. Women may not wear t-shirts (graphic or writing), “bikini strap” shirts, any blouses with low necklines either in front or back, or shirts that reveal the midsection. PE teachers may wear modest athletic shirts and shorts of a modest length to teach. Clothing and jewelry should be within the spirit of the dress code for female students.</li>
+  <li>We would all like the freedom to dress as we want outside of school hours, but please be careful that your dress does not offend others in any way.</li>
+  <li>Elementary teachers may dress appropriately for classroom activities, such as art projects, sitting on the floor with students, etc.</li>
+  <li>There will be days when teachers need to dress formally. Please consider days when we are to be models within the community. It is always better to dress more professionally rather than less.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Claiming Expenses</h2>
+<p>Every grade and department is given a certain amount of baht for teachers to spend on class resources. Please keep your receipts and take them to the accounting office, fill out the appropriate form, have it signed by your department head or principal, and then hand it in.</p>
+<p>&nbsp;</p>
+<h2>Wall Hanging Guidelines</h2>
+<p>Inside the classroom, please decorate your room thoroughly to create a welcoming space for learning; however, strictly minimize the use of adhesives on classroom walls and do not use adhesives at all on outside, or public, walls. Please do not hang things on the wall with tape. Sticky Tack works well, and nails may be used with principal approval first. Bulletin boards and other designated post areas can be used with approval as well.</p>
+<p>&nbsp;</p>
+<h1>Classroom Management &amp; Discipline</h1>
+<h2>Philosophy And General Guidelines</h2>
+<p>It is the responsibility of each teacher to maintain a classroom that is safe and conducive to learning for all children believing that this type of classroom environment coupled with excellent and caring education from a biblical worldview will give students the greatest opportunity to be transformed into the image of Jesus and to live out his love for God and for others (Romans 12:2, John 13:34, Eph 5:2).</p>
+<p>For an overview of foundational philosophy of proactive and reactive student management as taught at CRICS, then read the following major documents:</p>
+<ul>
+  <li><a href="https://docs.google.com/presentation/d/15xQ4xvMJaLZbJA-uEVyo2bywvco7ECH6cvdXs5tGKWs/edit?usp=sharing">Love by meeting needs (CRICS Philosophy of Discipline)</a></li>
+  <li><a href="https://docs.google.com/document/d/1mNB-ZYgwKtFntTi5m_kckA5jpPPaLPpP78FF52N67Iw/edit?usp=sharing">CRICS Principles of Discipline Handbook (PBPIES)</a></li>
+</ul>
+<p>The teacher must know where all of their students are at all times and never allow them to be unsupervised.&nbsp;Staff members are responsible for discipline in their classrooms and throughout the campus. This disciplinary responsibility also includes all school activities. Staff members will use approved discipline techniques. When a staff member is unable to solve a continuing problem, the teacher should contact the Principal. All such actions are to be documented.</p>
+<p>The following are general guidelines for each classroom</p>
+<ul>
+  <li>Students should be in their classrooms with all required materials before the second (late) bell rings.</li>
+  <li>English will be spoken in the classrooms, except during foreign language classes or in rare moments when a second language is needed to support learning.</li>
+  <li>Students are expected to respect school property and school equipment</li>
+  <li>When a teacher temporarily leaves the classroom, the rules of the classroom will be maintained by the students in the teacher’s absence</li>
+  <li>Students are expected to show respect to teachers as well as to other students</li>
+</ul>
+<p>&nbsp;</p>
+<h2>The Students As Individuals</h2>
+<p>God has a plan for each student’s life that requires physical, intellectual, emotional, and spiritual development. Teachers play a key role in this process, as they lovingly support, guide, and encourage students. As teachers clearly lay out the expectations they have for their students, the student will have tangible guidelines to work within. Students will be encouraged to strive for excellence, as they see the tangible ways that they can shape and prepare for the future God has for them.<br>&nbsp;</p>
+<p>The CRICS staff are expected to demonstrate care at all times for students by dealing with them in a manner that will enhance students’ confidence and feelings of self-worth as both those made in the image of God and also not without sin or yet perfect (Genesis 1:26-27, Phil 3:12). Students are not to be disciplined or scolded in front of other students in a demeaning manner. When punitive actions are necessary, or sensitive topics need to be discussed, it should be done privately without other students present. If this level of redirection is not sufficient to begin a process of transformation, then draw in parents and principals to develop a new plan to support the student in prayer, discussion, and action to produce inner transformation of the mind and conscience (Romans 12:2, Romans 2:14-15, Hebrews 10:22) and outer behavioral change.</p>
+<p>&nbsp;</p>
+<h2>Classroom Management</h2>
+<p>Within the classroom, a teacher may follow their individually-approved classroom management plan, or follow the standard management plans set forth below. (Individualized plans are approved by the principal.) The plan should include consequences for violations of classroom rules. When a teacher has followed their classroom management plan (warned the student, moved the student, conferenced with the student, conferenced with the parent, etc. - in the model of evidence and escalation in Matthew 18:15-20) and the student is still violating classroom rules/standards of behavior then the student should be referred to the principal. Parents should be kept informed of disciplinary situations that may lead to withholding of privileges, detention, etc. <strong>Updates on recurring disciplinary issues should be emailed to the principal with a clear explanation of the situation regularly</strong>. The principal will note the report as a part of the student’s behavioral record. The administrator will follow-up with the teacher on what actions were taken in assisting the student.</p>
+<ul>
+  <li>The teacher is never to use corporal punishment.</li>
+  <li>The student should be sent to the office or to the principal if there is a risk of danger to the student or significant disruption to the class that cannot be managed by the teacher or teachers.</li>
+  <li>In regards to discipline outside of the classroom, a teacher should follow the Handbooks and other relevant policies for the common areas, cafeteria, etc.</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Elementary Discipline Management Plan &amp; Procedures</h2>
+<p>When an elementary student does not follow a teacher’s instruction or a school rule, a warning is given. If a student continues to break a rule, a consequence appropriate to the offense is given (putting head on desk, extra assignment, sitting out time during recess, etc.). If the behavior continues after the consequence, the student will be asked to sit in the principal’s office for the remainder of class with a note sent home to parents as well as copied for the child’s office file.</p>
+<p>&nbsp;</p>
+<h2>Evaluations</h2>
+<p>Evaluations are an important component of keeping staff volunteers content and productive, and to help the school continue to improve as it fulfills its mission according to its values. Annual evaluations of all staff and all volunteers will be conducted by each person’s supervisor and job descriptions will be re-evaluated. In addition each teacher will be observed formally at least once a year. Informal drop-in observations will be ongoing. If time permits, evaluations will take place more frequently. This evaluation process is also important with respect to renewal of contracts and possible promotions and pay raises.</p>
+<p>&nbsp;</p>
+<h1>Grading &amp; Grade Reports</h1>
+<h2>FACTS</h2>
+<p>FACTS is a learning management database that tracks grades and student/family information. Your department head or mentor teacher should be your first help to support your use of FACTS, and the administrative assistant in the main office is your first contact for help with Sycamore.</p>
+<p>To see how to use FACTS see <a href="https://docs.google.com/document/d/1e0QWSztXqk3suiro-zYIAi4WhzytaGSjSwCA0S8Kmk0/edit?usp=sharing">Using FACTS</a></p>
+<p>FACTS grades should be updated once per week for full-time classes.</p>
+<p>FACTS is our school management software. <a href="https://renweb1.renweb.com/renweb1/">https://renweb1.renweb.com/renweb1/</a></p>
+<p>District Code: CR-THA</p>
+<p><strong>Enter Grades</strong></p>
+<ul>
+  <li>Ask your department head for help with inputting grades.</li>
+  <li>Grades are due on the Monday at 8:00 AM immediately following the end of a grading period.</li>
+</ul>
+<p><strong>Set up the weight of grades</strong></p>
+<ul>
+  <li>Please speak to your department head before changing configurations or weights in FACTS.</li>
+</ul>
+<p><strong>Report Cards</strong></p>
+<ul>
+  <li>Report Cards are due one week after the end of the quarter. Secondary teachers need to write a comment for each student. Elementary teachers need to write comments for each student telling about progress made during the quarter, fill in the attribute grades, and enter grades into the computer. See the Elementary Report Card section for details.</li>
+</ul>
+<p><strong>Entering Comments</strong></p>
+<ul>
+  <li><i>My School - My classes</i> - <i>Homeroom</i> - <i>Evaluations - Narrative Evaluations - </i>Click on names to enter comments</li>
+</ul>
+<p><strong>Entering Attribute Grading</strong></p>
+<ul>
+  <li><i>My School - My classes</i> - <i>Homeroom</i> - <i>Evaluations - Attribute Grading</i> - Select student and fill out information for each student</li>
+  <li>Grading System<ul>
+      <li>N-Not Yet</li>
+      <li>D-Developing</li>
+      <li>C-Competent</li>
+      <li>P-Proficient</li>
+      <li>M-Mastery</li>
+    </ul>
+  </li>
+</ul>
+<p>&nbsp;</p>
+<h2>Assigning Grades – General</h2>
+<p>Teachers should use a variety of assessment materials, including tests, classwork, creative projects, and presentations.</p>
+<p>Although teachers may determine their grades in a variety of ways, their system is to be clear, concise, current, and based on objective criteria rather than subjectivity.</p>
+<p>Some subjects, such as language arts do, however, require a level of subjectivity when students do creative projects such as writing. Given the school value for critical thinking and holistic health, confining classroom grades to objective tests is not appropriate. The preparation of a detailed rubric given in advance helps to set clear parameters for these tasks. It is absolutely necessary that grades are able to be justified should students, parents, and/or principals request an explanation.</p>
+<p>&nbsp;</p>
+<h2>Assigning Grades – Elementary School</h2>
+<p>Students’ grades are reported formally four times per year with progress reports being prepared at the mid-quarter mark if necessary e.g. where a student is falling behind.</p>
+<p><strong>In Kindergarten,</strong> CRICS will assess the individual student’s progress toward their readiness for 1<sup>st</sup> grade; a Kindergarten report card has been prepared for this purpose. Areas of assessment will include:</p>
+<p>1. Personal organizational and social skills</p>
+<p>2. Language skills</p>
+<p>3. Math skills</p>
+<p>4. Listening and processing skills</p>
+<p><strong>In grades 1 and 2 </strong>the individual student’s progress is evaluated by the following marks:</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>E</td>
+        <td>Excellent</td>
+        <td>Performing consistently with above-average effort</td>
+      </tr>
+      <tr>
+        <td>S</td>
+        <td>Satisfactory</td>
+        <td>Performing at grade level</td>
+      </tr>
+      <tr>
+        <td>I</td>
+        <td>Improving</td>
+        <td>Consistently improving, but below grade level</td>
+      </tr>
+      <tr>
+        <td>N</td>
+        <td>Needs Improvement</td>
+        <td>No significant progress</td>
+      </tr>
+      <tr>
+        <td>X</td>
+        <td colspan="2">Not evaluated at this time</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<p><strong>In grades 3-6,</strong> students are given letter grades to assess their academic progress using the same scale as grades 7-12 (see below). Some flexibility in the grading scale is permitted at this transitional level to account for the teacher’s evaluation. The students are assessed in Bible, math, language arts, social studies, and science. Character and conduct grades are assessed as excellent, satisfactory, or needs improvement. Additional grades are given in Thai Language and Culture, music, physical education (P.E.), library, art, and creative arts. Each teacher should give at least one comment per student about how they did.</p>
+<p>Elementary teachers are expected to mark attributes on FACTS for each student as well. The lettering system is</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>N</td>
+        <td>Not Yet</td>
+      </tr>
+      <tr>
+        <td>D</td>
+        <td>Developing</td>
+      </tr>
+      <tr>
+        <td>C</td>
+        <td>Competent</td>
+      </tr>
+      <tr>
+        <td>P</td>
+        <td>Proficient</td>
+      </tr>
+      <tr>
+        <td>M</td>
+        <td>Mastery</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Assigning Grades - Secondary School</h2>
+<p>Students’ grades are reported formally four times per year with progress reports being prepared at the mid-quarter mark.</p>
+<p>Grades for courses with modified content for students with learning challenges should be noted on transcripts and report cards with an “M” for modified curriculum. Contact the ASP Director for instructions on when and how to assign modified grades.</p>
+<p>&nbsp;</p>
+<h2>Progress Reports</h2>
+<p>Grades will be posted for MS &amp; HS students in all subjects. Where a significant decrease in performance is observed or the student’s grade drops below a C, parents will be contacted and an effort made to improve the situation. It is not necessary to wait until the middle of the quarter to send reports to parents. Parents should be contacted as soon as a problem is identified so the teacher(s) can work with the parents as a team to make the necessary adjustments in the student’s progress.</p>
+<p>&nbsp;</p>
+<h2>Report Cards</h2>
+<p>Report Cards are created every quarter, or approximately 9 weeks, and final grades are due one week after the end of the quarter.</p>
+<p>Secondary teachers write a comment to accompany each student’s grade.</p>
+<p>Elementary teachers write comments for each student telling about progress made during the quarter, fill in the attribute grades, and enter grades into the computer.</p>
+<p>&nbsp;</p>
+<h2>Standardized Testing (MAP)</h2>
+<p>The following standardized tests are available to CRICS students:</p>
+<ul>
+  <li><a href="https://teach.mapnwea.org">Measure of Academic Progress (MAP)</a> testing is administered to all students in grades 3-9 in September and in April.</li>
+  <li>The Testing Coordinator will distribute required information to teachers and prepare test administrators prior to testing.</li>
+  <li>This will affect some class time and teachers need to be flexible with the schedule. The Test Session Schedule will be announced at least one week ahead of time.</li>
+  <li><a href="https://teach.mapnwea.org">MAP</a> gives you an idea of where your students are in terms of growth and achievement compared to their peers that take the MAP test globally. MAP also gives meaningful feedback on the strengths and weaknesses of that child in mathematics, reading, and language usage.</li>
+  <li>Remember that this is confidential information and should be protected from accidental communication to anyone other than those directly involved in the education of the child.</li>
+  <li>Teachers are expected to review results with students. It is strongly recommended that each teacher help their students to set goals for the next MAP Test.</li>
+  <li>Teachers are expected to share the results with the parents. <a href="https://docs.google.com/document/d/1halI677rccIYyGiulj3AieTgOFOsSjk2d-wDhfYHXjc/edit?usp=sharing">Mail Merge Instructions</a> will give step by step directions on how to do this all at once or you can create a video, personal emails, schedule conferences, create a letter to accompany printed copies or report scores by another method approved by your principal.</li>
+  <li>Ask your department head or principal for help and approval as needed.</li>
+</ul>
+<p>&nbsp;</p>
+<h1>Parent-Teacher Interactions</h1>
+<p>It is our goal in Caring Community to connect regularly and meaningfully with our families. Please make every effort to connect about a student’s growth and well-being as needed and more often.</p>
+<p>&nbsp;</p>
+<h2>CRICS Weekly Information Bulletin</h2>
+<p>Any announcements that you wish to include on the Friday Weekly Information Bulletin must be submitted to Boo before lunch on Friday.</p>
+<p>&nbsp;</p>
+<h2>Parent-Teacher Conferences</h2>
+<p>Teachers should feel free to initiate conferences whenever a student’s behavior or academic progress is unsatisfactory. Before scheduling a formal conference, a teacher must first get approval from the relevant Principal (grade 7-12). Telephone calls are encouraged. A list of the telephone numbers for all students’ parents are available in the ASP Student List that can be obtained through your principal.</p>
+<p>&nbsp;</p>
+<h1>Emergency Procedures</h1>
+<h2>Fire And Emergency Evacuation Drills</h2>
+<p>Emergency procedures are posted on the wall in a designated area in each classroom. All staff should read these carefully and be familiar with them as well as the evacuation route to be used in the event of an emergency evacuation. Teachers should ensure that students are made aware of the route to be used from a particular section of the building.</p>
+<p>The signals for an emergency situation will sound loudly and then give brief instructions on how to take immediate protective actions. Emergency drills will happen once per quarter. Every alarm should be treated as if it is a real emergency by everyone on campus.</p>
+<ul>
+  <li>Fire or other evacuation situation Evacuate to the soccer field</li>
+  <li>Earthquake Take cover beneath furniture</li>
+  <li>Unsafe Situation Lock classroom and close curtains</li>
+</ul>
+<p>&nbsp;</p>
+<h2>Emergency Evacuation Instructions</h2>
+<ol>
+  <li>Staff in the administrative office will be responsible for ensuring that appropriate emergency services are called if the emergency is real.</li>
+  <li>Teachers should ensure lights and air conditioners are switched off and then lead their students from the buildings following the relevant evacuation route, closing the doors as they leave.</li>
+  <li>Students should not attempt to take any personal items with them. Administrative staff should bring a staff roster and emergency contact information for all school personnel.</li>
+  <li>Quickly and quietly, guide the students to the assembly area at the rear of the buildings, at the soccer fields.</li>
+  <li>Teacher’s whose classes are closest to the bathrooms should make sure no one is in there as they leave.</li>
+  <li>There should be no talking except by teachers during evacuation. Students must be quiet in order to hear instructions.</li>
+  <li>At the Assembly Area, students should line up in classes in orderly fashion and roll to be checked by class or homeroom teacher. Any unexplained absences must be reported to the Principals immediately.</li>
+  <li>Administrative Staff should check the presence of all other adults due to be on the property that day.</li>
+  <li>Principals or their delegates will seek to discover the whereabouts of any person absent.</li>
+  <li>All students and staff should wait for an administrator or designee to communicate that it is OK to return to the building. Do not consider the fire drill over just because the alarm stops ringing. If the OK is not given, they should wait for further instructions.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Textbooks &amp; Workbooks</h1>
+<h2>Distribution, Care and Replacement</h2>
+<p>Grades 6-12 students will receive books from the library staff during registration day or during their first day of classes. Books are returned according to the Head Librarian’s instructions given out during the last week of school.</p>
+<p>Grades K-5 will determine a time with the librarians to receive materials to begin class smoothly and return items according to the Head Librarian’s instructions given out during the last week of school.</p>
+<p>&nbsp;</p>
+<h2>Expendables and Workbooks</h2>
+<p>Expendable workbooks are ordered on an annual basis, based on estimates of numbers of students for the next year when the book order goes out towards the end of the present school year.</p>
+<p>&nbsp;</p>
+<h2>Order / Replacement of Textbooks</h2>
+<p>Unless a new textbook has been approved as part of the regular curriculum and textbook approval process,the same textbook will be used the next year.</p>
+<p>In January, each teacher and their corresponding principal will assess the quality (condition) and number of textbooks available for the next year and will compare this with the estimated numbers of students expected for next year as shared with teachers by the principal. This information will enable the teacher to make an informed decision about how many textbooks should be ordered for the next school year.</p>
+<p>&nbsp;</p>
+<h2>Order or Purchase of New (Different) Textbooks</h2>
+<p>The approval of a new textbook is part of the regular curriculum-review process which runs on an 8-year cycle. Principals or the Curriculum Coordinator can give you more information.</p>
+<p>&nbsp;</p>
+<h1>Nursing Policies</h1>
+<h2>Medications</h2>
+<p>Medications are not allowed in the classroom. All medicines (including Tylenol) need to be given to the nurse at the beginning of the day to give to students throughout the day.</p>
+<p>&nbsp;</p>
+<h2>Allergies</h2>
+<p>Be aware of the different allergies you have in your classroom, especially with food. The nurse will alert teachers of concerns at the beginning of the year.</p>
+<p>&nbsp;</p>
+<h2>Mental Health</h2>
+<p>If ever a student is emotionally disturbed so as to be unable to function as a student in the classroom, then they should report to the nurse's office for a time of rest in hope that they can regain composure and return to the classroom as soon as possible. Please resist the urge to counsel students with mental health conditions or to allow them to stay in class if it is disruptive to the other students.</p>
+<p>For all other information pertaining to nursing policies, contact the head nurse.</p>
+<p>&nbsp;</p>
+<h1>Grievances and Interpersonal Problems</h1>
+<p>There are significant differences between the ways that typical westerners handle interpersonal conflict and the ways that many SE Asians handle interpersonal conflict. Therefore when dealing with interpersonal conflict in a setting like CRICS, it is usually advantageous to seek counsel from people who are culturally adept in both Western and Asian cultures.</p>
+<p><strong>Expected attitude of the Grievance Procedures</strong><br>“Therefore, as God’s chosen people, holy and dearly loved, clothe yourselves with compassion, kindness, humility, gentleness, and patience.&nbsp; Bear with each other and forgive whatever grievances you may have against one another.&nbsp; Forgive as the Lord forgave you.”&nbsp; Col. 3:12-13</p>
+<p><strong>Guiding principles for the Grievance Procedures: evidence and escalation of intervention</strong></p>
+<p>“If your brother or sister sins, go and point out their fault, just between the two of you. If they listen to you, you have won them over. But if they will not listen, take one or two others along, so that ‘every matter may be established by the testimony of two or three witnesses.’ If they still refuse to listen, tell it to the church; and if they refuse to listen even to the church, treat them as you would a pagan or a tax collector. “Truly I tell you, whatever you bind on earth will be[<a href="https://www.biblegateway.com/passage/?search=Matthew+18%3A15-20&amp;version=NIV#fen-NIV-23746d">d</a>] bound in heaven, and whatever you loose on earth will be loosed in heaven. “Again, truly I tell you that if two of you on earth agree about anything they ask for, it will be done for them by my Father in heaven. For where two or three gather in my name, there am I with them.” Matthew 18:15-20</p>
+<p>&nbsp;</p>
+<h2>Grievance Procedure for Supervisors and Staff</h2>
+<h3>Introduction and Definitions</h3>
+<p>A grievance exists if a person feels s/he has been wronged or has been subjected to an unjust act, whether or not legitimate grounds for the complaint actually exist. This particular policy is for use when a paid staff or volunteer feels they have been treated wrongly in a serious manner by their supervisor, and they feel established policies or regulations have not been followed. An official grievance process is not something to be entered into lightly or without much prayer. In general, formal grievance processes tend to build walls rather than bringing people together. Therefore the administration welcomes and encourages you to seek a meeting with your supervisor and if necessary, the head of school , to resolve issues before beginning the formal grievance process.</p>
+<p>It is hoped that the person suffering the grievance will discuss with administration the possibility of bringing in a mutually agreed-upon third party who could help in the process of understanding and gaining perspective prior to entering into the formal grievance procedure. This person would act as a brother or sister seeking peace between members of the body of Christ. Their role is not mandated nor are their opinions binding on either side.</p>
+<p>&nbsp;</p>
+<h3>Procedure for a grievance with a supervisor</h3>
+<p><strong>Level One</strong></p>
+<ol>
+  <li>The aggrieved Paid Staff / Volunteer shall present the matter in writing to his/her immediate supervisor, no later than ten (10) days following the situation which prompted the grievance or the last meeting which was organized to resolve the issue.</li>
+  <li>The written submission shall include the alleged misinterpretation or inequitable application of established policies or regulations and the employee/volunteer’s proposed redress of grievance.</li>
+  <li>The Paid Staff / Volunteer and the supervisor shall confer on the grievance within ten (10) days of the supervisor receiving the written grievance <strong>with the view to arriving at a mutually satisfactory solution of the problem</strong>. The staff member may have a mutually agreed upon observer present for this meeting and if so, the administrator may also have another administrator present as well, to serve as an observer.&nbsp; Each party is encouraged to take notes or have the observer take notes of the conversation.</li>
+  <li>In the event the grievance is first discussed with anyone other than the supervisor, the supervisor shall be apprised of the discussion. The administration should also follow this guideline.&nbsp; Both parties, if possible, should inform the other party of their intentions to seek outside advice.</li>
+  <li>Following the conference, the two parties may mutually agree to meet again for one or more meetings. If one or both parties do not wish to meet again, the supervisor shall communicate, in writing, his decision to the aggrieved Paid Staff / Volunteer within five (5) days.</li>
+</ol>
+<p><strong>Level Two</strong></p>
+<ol>
+  <li>Should the grievance not be resolved at Level One, the aggrieved Paid Staff / Volunteer shall notify their immediate supervisor that he/she is appealing to the head of school .</li>
+  <li>The aggrieved Paid Staff / Volunteer shall present the matter in writing to the head of school no later than ten (10) days following receipt of the written decision at Level One.</li>
+  <li>The written submission shall include the alleged misinterpretation or inequitable application of established policies or regulations and the Paid Staff / Volunteer’s proposed redress of grievance.</li>
+  <li>In addition, the Paid Staff / Volunteer shall submit the written decision at Level One and their specific reasons for rejecting the decision at Level One.</li>
+  <li>The Paid Staff / Volunteer and the head of school shall confer on the grievance within ten (10) days with the view to arriving at a mutually satisfactory solution of the problem. The staff member may have a mutually agreed upon observer present for this meeting and if so, the head of school may also have another administrator present as well, to serve as an observer. Upon mutual agreement between the head of school and the Paid Staff / Volunteer, the level one supervisor may also be present at this meeting. Each party is encouraged to take notes or have the observer take notes of the conversation.</li>
+  <li>Following the conference, the two parties may mutually agree to meet again for one or more meetings. If one or both parties do not wish to meet again, the head of school shall communicate, in writing, his decision to the aggrieved Paid Staff / Volunteer and their immediate supervisor within five (5) days.</li>
+  <li>The Paid Staff / Volunteer should be aware that the CRICS WC may have already been notified that a grievance has been initiated and may eventually reach the WC.</li>
+</ol>
+<p><strong>Level Three&nbsp;</strong></p>
+<ol>
+  <li>Should the grievance not be resolved to the mutual satisfaction of both parties at Level Two, either party may notify the head of school that they are appealing to the CRICS WC Chairman within ten (10) days after the decision at Level Two has been received by the Paid Staff / Volunteer. This notice should be delivered in writing via e-mail and regular mail. The front office staff may assist the Paid Staff / Volunteer in this communication.</li>
+  <li>The Paid Staff / Volunteer’s appeal shall be in writing and specifically set forth the reasons for the appeal.</li>
+  <li>The appeal shall be accompanied by a copy of the decision at Levels One and Two, including reasons stating why the decisions at the previous levels were unacceptable.</li>
+  <li>The CRICS WC Chairperson shall schedule a meeting within 60 days. The majority of the CRICS WC, and all parties in interest shall be in attendance at this meeting.</li>
+  <li>All parties in interest shall be given notice of the meeting as soon as the date is set, but no later than three days before the meeting.</li>
+  <li>All parties in interest shall be allowed to state their views following proper CRICS WC meeting procedures.</li>
+  <li>Following the meeting, and not later than the next regularly scheduled CRICS WC meeting, the CRICS WC will communicate its decision in writing, together with supporting reasons to all parties in interest.</li>
+  <li>The CRICS WC's decision shall represent the final step in the procedures.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Grievance Procedure, Non-Supervisors/Staff</h1>
+<p>As above, a grievance exists if a Paid Staff or Volunteer feels he/she has been wronged or has been subjected to an unjust act, whether or not legitimate grounds for the complaint actually exist. This particular grievance policy is developed for situations between individuals who are not in a supervisor/supervisee roles. Circumstances pertaining to this policy may involve another staff member, a student, a parent, a member of the WC or Legal Board of Trustees, or any organization or committee of the school. However, the significant point is that this situation is interfering with the ability of the individual to perform their role at the school in a reasonable manner.</p>
+<p>It is the responsibility of the parties involved to determine if the grievance is legitimate, to alleviate it if it is, and to resolve any conflict so that the school can move ahead as per its vision, mission, and values. Listed below are the steps in this particular grievance procedure. It is the intent that all grievances be alleviated at the lowest possible level within the shortest possible time.&nbsp;</p>
+<p>Note: All parties have the right to counsel, at their own expense, and have the right to call witnesses during formal grievance meetings.</p>
+<p><u>Resolution Process</u></p>
+<p><i><strong>Informal Step I</strong></i><strong>.</strong> The person who feels that s/he has a grievance should first privately approach the person (or people) whom the grievance is against, and communicate the grievance verbally, giving an opportunity for positive dialogue.</p>
+<p><i><strong>Informal Step II.</strong> </i>If a resolution is not reached in Informal Step I, the person with the grievance should set up a meeting time with the person (or people) whom the grievance is against. One or more witnesses should be present at this meeting. During the meeting, a written statement of the grievance should be given to the person (or people) whom the grievance is against, again giving an opportunity for positive dialogue. It is hoped that at this step resolution will be reached, with input from the third party person(s) present. Both parties should keep a dated, signed copy of the statement.</p>
+<p><i><strong>Formal Step I.</strong></i> If a resolution is not reached in <i>Informal Step II</i>, the person and the witness(es) should approach the head of school and share the grievance. A copy of the written statement should be given to the head of school . The head of school may seek help from a counselor, a respected spiritual leader, etc. The head of school will research the grievance, talk with all primary parties, and act upon the grievance in a timely manner. The head of school will document his/her decision. The head of school ’s decision will be communicated in writing to all primary parties involved.</p>
+<p><i><strong>Formal Step II.</strong> </i>- If a resolution is not reached at the level of involvement of the head of school , the grievance may be taken to the WC. A copy of the grievance statement and the head of school ’s decision will be given to the WC. The WC will communicate with the head of school , act upon the grievance, document the decision, and report to all parties involved.</p>
+<p><i><strong>Formal Step III.</strong> - </i>If a resolution is not reached at the level of involvement of the WC, a grievance appeal may be submitted to the Legal Board of Trustees and then a larger Christian organization such as a church eldership for mediation. In this event, a copy of the grievance statement and documentation shall be provided to the WC and to the mediating organization. The decision made at this level is considered to be binding arbitration.</p>
+<p>&nbsp;</p>
+<h1>Thai Legal Issues of Non-Thai Volunteers</h1>
+<p>CRICS, through the head of school , will write the letters of invitation for approved volunteers to teach at the school. School staff will assist with the entry process for new teachers.</p>
+<p>&nbsp;</p>
+<h2>Visas and Work Permits and Permission to Teach</h2>
+<p>Volunteer teachers who come from countries outside of Thailand will be required to attain the proper documents following Thai government regulations for working at the school. The CRICS recruiter and visa administrator will assist volunteers with the paperwork necessary for the acquisition of a visa. Teachers will apply for a non-immigrant type B visa at a Thai consulate in their country of origin or other Thai consulate locations found in various countries outside of Thailand. To be issued a non-immigrant visa to serve at CRICS a teacher must commit to a minimum of 20 hours of volunteer work each week.</p>
+<p>Volunteer teachers will also be required to attain a work permit that allows them permission from the Thai labor department to teach at the school. The CRICS visa administrator will assist volunteers with the paperwork necessary for the acquisition of a work permit. Volunteer teachers will also apply for “permission to teach” or a standard Thai teaching license. The CRICS visa administrator will assist teachers with the paperwork necessary for having permission to teach in Thailand.</p>
+<p>CRICS is committed to helping teachers attain proper paperwork for necessary documents like visas and work permits. CRICS will pay the necessary work permit fees. However, volunteers must provide their own funding for costs related to visas. Teachers are responsible for providing supporting documents (diplomas, certificates, etc) and maintaining or obtaining appropriate degrees and certifications that permit them to do their job in Thailand.</p>
+<p>It is the responsibility of each staff member to maintain his/her visa and work permit, as required by Thai law and as advised by the CRICS visa administrator.</p>
+<p>&nbsp;</p>
+<h2>Immigration Laws</h2>
+<p>Thai immigration law should be followed by all teachers. Immigration laws and how to follow them will be communicated annually at teacher orientation by the CRICS visa administrator and updated as needed throughout the year. These laws include but are not limited to:</p>
+<ol>
+  <li>Reporting your stay every 90 days to Thai immigration</li>
+  <li>Notification of residence upon returning to your Chiang Rai home</li>
+  <li>Getting re-entry permits before you leave Thailand (single or multiple). Visas are automatically canceled if a person leaves Thailand without first getting a re-entry permit.</li>
+</ol>
+<h1>Termination of Staff or Volunteers</h1>
+<p>Termination or non-renewal of a contract of a CRICS Paid Staff / Volunteer may occur if any one of the following situations occurs or exists:</p>
+<ol>
+  <li>There is evidence that a person misrepresented himself or herself in the employment process.</li>
+  <li>The Paid Staff / Volunteer is in breach of any term of the employment contract.</li>
+  <li>The Paid Staff / Volunteer harms a child or places a child in any situation where emotional, psychological, or physical harm occurs to them.</li>
+  <li>The Paid Staff / Volunteer is found to have participated in the harassment of any kind toward a staff member, student, or other person or persons associated with CRICS as outlined in the school’s Harassment policy.</li>
+  <li>The Paid Staff / Volunteer demonstrates negligence in providing supervision and care for the physical safety and wellbeing of students under the care of the Paid Staff / Volunteer.</li>
+  <li>The Paid Staff / Volunteer demonstrates inappropriate, immoral, or unprofessional behavior that brings or could bring dishonor to the school or the body of Christ, whether in or out of the classroom or school’s property. This includes committing any criminal act and/or moral failure. (For more information, see statement regarding the Lifestyle of Volunteers in the CRICS School Handbook)</li>
+  <li>The Paid Staff / Volunteer fails to comply with the normal expectations imposed upon a teacher or staff member at CRICS, as spelled out in the CRICS Teacher / Staff / Volunteer Handbook and their employment contract. The Paid Staff / Volunteer will have had a reasonable amount of time and feedback (at least three written notices) to improve and correct their failure to comply with normal expectations.</li>
+  <li>The Paid Staff / Volunteer is judged by their supervisor to be deficient or below standard in performing their assignment and has not adequately improved their performance in areas that have been communicated in writing to the Paid Staff / Volunteer. The Paid Staff / Volunteer will have had a reasonable amount of time and feedback (at least three written notices) to improve the documented deficiency.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Special Events</h1>
+<h2>Buddy Class</h2>
+<p>Buddy Classes are a way for students to build community with other grades. Each grade has been paired with another grade. Once a month, the two grades are to get together and do an activity that goes with the theme of the month. Elementary teachers are responsible to contact the teacher from secondary who teaches the specific subject focus for the month.</p>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td><strong>Month</strong>&nbsp;</td>
+        <td><strong>Subject</strong>&nbsp;</td>
+      </tr>
+      <tr>
+        <td>September&nbsp;</td>
+        <td>Bible&nbsp;</td>
+      </tr>
+      <tr>
+        <td>October&nbsp;</td>
+        <td>Math&nbsp;</td>
+      </tr>
+      <tr>
+        <td>November&nbsp;</td>
+        <td>Thai&nbsp;</td>
+      </tr>
+      <tr>
+        <td>December&nbsp;</td>
+        <td>none&nbsp;</td>
+      </tr>
+      <tr>
+        <td>January&nbsp;</td>
+        <td>PE/Sports Day&nbsp;</td>
+      </tr>
+      <tr>
+        <td>February&nbsp;</td>
+        <td>SS&nbsp;</td>
+      </tr>
+      <tr>
+        <td>March&nbsp;</td>
+        <td>Science Fair&nbsp;</td>
+      </tr>
+      <tr>
+        <td>April/May&nbsp;</td>
+        <td>LA&nbsp;</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td colspan="2"><strong>Grade Pairs</strong>&nbsp;</td>
+      </tr>
+      <tr>
+        <td>K</td>
+        <td>6</td>
+      </tr>
+      <tr>
+        <td>1</td>
+        <td>8</td>
+      </tr>
+      <tr>
+        <td>2</td>
+        <td>10&nbsp;</td>
+      </tr>
+      <tr>
+        <td>3</td>
+        <td>7&nbsp;</td>
+      </tr>
+      <tr>
+        <td>4</td>
+        <td>9&nbsp;</td>
+      </tr>
+      <tr>
+        <td>5</td>
+        <td>12&nbsp;</td>
+      </tr>
+      <tr>
+        <td>6</td>
+        <td>11&nbsp;</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Watching Movies</h2>
+<p>Please do not make it a habit to watch movies in your classroom. That being said, there may be special times for this type of activity. If the movie is rated G, then you do not need parental permission. If it is PG or higher than you need to send home a permission slip asking parents for permission for their child to watch the movie in class. Let us be respectful of the different philosophies about what is acceptable for children to watch. For a movie permission slip example, click <a href="https://docs.google.com/document/d/1VjPwveQjTPa26P4swgM9u3IPJdd5lLIXvNee29YUeSE/copy#">here</a>. For a Google Form permission slip to send to parents, click <a href="https://docs.google.com/forms/d/1Cc6x3dlDFTzBYaS8qPnuFpVUnklISwJBeuT7CE6H2g4/copy">here</a>. If you have any questions or concerns, then please ask your principal.</p>
+<p>&nbsp;</p>
+<h2>Elementary Specials Classes</h2>
+<p>We try to give support to our teachers in Elementary and give them a prep period each day. Our specials classes are normally music, PE, Art/Creative Arts, Thai Culture, and Library. If we are able to find a teacher to teach typing/IT (2nd-5th), then that is also a specials class. If we cannot find a teacher, you are expected to provide this training for your students. Please make sure that your students get safely to their specials classes.</p>
+<p>&nbsp;</p>
+<h2>Presenting in Chapel</h2>
+<p>Every grade is given two Tuesday chapels in the year that they are expected to present to the community something that they are learning in Bible class. This creative and purposeful presentation could be a skit, a song, artwork, scripture, etc. <strong>The presentation should not be videos as we want to provide an opportunity for students presenting before an audience</strong>. The presentation should be 3-5 minutes.</p>
+<p>&nbsp;</p>
+<h2>Elementary Open House</h2>
+<p>This is a time for the teacher to share with parents their expectations in the classroom, curriculum, specifics they want parents to know regarding homework, planner, how you will communicate with parents, etc. Open house is a chance for parents to ask questions. Students do not attend open house.</p>
+<p>&nbsp;</p>
+<h2>Elementary Parent-Teacher Conferences</h2>
+<p>Conferences happens once a year after the 1st quarter. There will be no school that day for elementary students, and teachers will schedule times (15-20 minutes) with parents. Usually, parents sign up for a conference time on a paper with a list of times outside the classroom door or through email. This is a time to talk with parents about what you have noticed specifically with their student. Equally important is sharing the student’s MAP scores with parents. Please feel free to set up other parent-teacher conferences throughout the year.</p>
+<p>&nbsp;</p>
+<h2>Secondary Open House</h2>
+<p>Open House for the secondary grades is held on an evening early in the school year. This meeting is for parents only and is a time when teachers meet with parents in the classrooms to outline goals, expectations, curriculum, and classroom procedures. This event is designed to be a very informative session for the parents. All teaching staff members are required to be present. There is a second Open House held during the second semester, and all parents, teachers, and staff are required to attend.</p>
+<p>&nbsp;</p>
+<h2>Elementary Assemblies</h2>
+<p>We have elementary assemblies once a month for all of the elementary. The 6th-grade class leads the elementary in singing, one of the classes presents, a teacher speaks on a selected topic, and if there is time, the elementary plays a group game. For the elementary assembly schedule, please ask the principal for access to the shared document.</p>
+<p>&nbsp;</p>
+<h2>Family Weekend</h2>
+<p>No school events should be planned for this weekend, and no assignments should be assigned that are due directly after this weekend.</p>
+<p>&nbsp;</p>
+<h2>International Day</h2>
+<p>We are a significantly internationally diverse community, and valuing our “passport countries” is an important part of our identity as the Family Learning Community. Because of our desire to honor our international ethnicities, we celebrate International Day with an event/program expecting participation from our various families and cultures. International Day is on a day in February, first thing in the morning before our morning break. This program is open to all to interactively share their culture through dance, instruction, powerpoint, videos, etc. After the program, we ask each family to share a snack from their own various countries and cultures.</p>
+<p>&nbsp;</p>
+<h2>Teachers Sports Day</h2>
+<p>We strongly encourage you to participate in this fun, community event if you are able. Teachers Sports Day is a Saturday that is usually for the teachers of all Christian schools in the area. The teachers from the Thai Christian schools usually dress in crazy costumes. This is a fun day where we play a variety of sports and you cheer on everyone from CRICS. Contact the Thai Director for more information.</p>
+<p>&nbsp;</p>
+<h2>Christmas Parties</h2>
+<p>Christmas parties are the afternoon of the last day of school before the Christmas break unless needing to make other arrangements. Normally, K-1, 2-3, 4-6 have a party together while grades 7-9 and 10-12 have parties of their own.</p>
+<ul>
+  <li>Please find a room to have your party in and reserve the room</li>
+  <li>Students bring a gift, and it is up to the teachers if you draw names, do a gift game, etc.</li>
+  <li>Prices for gifts:</li>
+</ul>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <td>Grade K-1</td>
+        <td>50-100 baht</td>
+      </tr>
+      <tr>
+        <td>Grade 2-3</td>
+        <td>75-100 baht</td>
+      </tr>
+      <tr>
+        <td>Grade 4-6</td>
+        <td>100-150 baht</td>
+      </tr>
+      <tr>
+        <td>Grade 7-9</td>
+        <td>150-200 baht</td>
+      </tr>
+      <tr>
+        <td>Grade 10-12</td>
+        <td>200-250 baht</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>There is also a staff party. Everyone who comes to this party is expected to bring a 300 baht gift.</p>
+<p>&nbsp;</p>
+<h2>Christmas Outreach</h2>
+<p>Christmas Outreach is a time when we go to a Thai school for the morning. Flexibility is important as things can quickly change as we are working with other schools. We encourage you to talk with your students about how to be actively engaged throughout the outreach. This is a great opportunity to serve a local school and share the story of Jesus.</p>
+<p>&nbsp;</p>
+<h2>Sports Day</h2>
+<p>Sports Day is an all school event that normally starts around 9, and students have previously been put on teams. These teams go through different events throughout the day. Teachers are expected to participate in this day by either leading a team or by helping supervise an event. If you are leading a team, this will mean a couple of lunch meetings, and empowering the student leaders to lead their teams. There should normally be a flag made, t-shirts coordinated, a team name selected, and a chant created. The teachers are expected to try to help everyone get pumped about the day.</p>
+<p>&nbsp;</p>
+<h2>Wai Kru Day</h2>
+<p>In Thailand, it is important to honor teachers. Wai Kru day is a time to honor the CRICS teachers. During 7th period, all teachers sit on chairs in a circle and students will present flowers to teachers. The students are expected to bring their own flowers but these flowers will not necessarily go to their teacher(s). It is very important to wear nice clothes and closed-toed “polite” shoes. If you are wearing a skirt, it needs to be longer than your knees when seated.</p>
+<p>&nbsp;</p>
+<h2>Songkran Celebration</h2>
+<p>Songkran is Thailand’s new year celebration. Before going on spring break, we have a ceremony where we honor some of the elders in our school by having the elders sit on stage and then everyone lines up, pours water over their hands as a blessing and then prays for the elder. The elder will then pray for you. Following the program is usually coconut ice-cream and a school-wide water fight.</p>
+<p>&nbsp;</p>
+<h2>Last Day of School Picnic</h2>
+<p>Usually, the School Picnic starts late morning and is considered a school day but without normal classes. There are usually a variety of activities planned centered on a theme. Children/teachers are able to go to these activities on their own schedule. Lunch is served, and then it is officially summer break.</p>
diff --git a/handbooks/technology-handbook.html b/handbooks/technology-handbook.html
new file mode 100644
index 0000000..344604e
--- /dev/null
+++ b/handbooks/technology-handbook.html
@@ -0,0 +1,332 @@
+<!--
+title: Technology Handbook
+description: 
+published: true
+date: 2023-09-25T06:56:49.259Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-22T06:53:59.026Z
+-->
+
+<h1>Introduction</h1>
+<h2>The IT Team</h2>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th>IT Director</th>
+        <td>Peter Passchier</td>
+      </tr>
+      <tr>
+        <th>Technician</th>
+        <td>John Kongprom</td>
+      </tr>
+      <tr>
+        <th>Technician &amp; Webmaster</th>
+        <td>Chester Bak</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h2>Glossary</h2>
+<p>&nbsp;</p>
+<figure class="table">
+  <table>
+    <tbody>
+      <tr>
+        <th><strong>Administration</strong></th>
+        <td>The CRICS IT Team and the school leadership</td>
+      </tr>
+      <tr>
+        <th><strong>Bandwidth</strong></th>
+        <td>The total amount of internet data that can enter and exit the school’s network</td>
+      </tr>
+      <tr>
+        <th><strong>Blocksi</strong></th>
+        <td>Filtering App that monitors internet usage and blocks access to inappropriate content.</td>
+      </tr>
+      <tr>
+        <th><strong>Chromebook</strong></th>
+        <td>A (small) laptop with ChromeOS by Google that majors on cloud apps, build for durability, safety, and ease of use while using the internet</td>
+      </tr>
+      <tr>
+        <th>crics.asia</th>
+        <td>The school‘s official website</td>
+      </tr>
+      <tr>
+        <th><strong>CRICS Portal</strong></th>
+        <td>A page available through the <a href="https://crics.asia/"><u>crics.asia</u></a> homepage that has links to the Student Handbook, the Technology Handbook, and more.</td>
+      </tr>
+      <tr>
+        <th><strong>Device</strong></th>
+        <td>Any electronic machine or tool (Chromebook, phone, tablet, camera, etc.)</td>
+      </tr>
+      <tr>
+        <th><strong>FACTS</strong></th>
+        <td>The School Information System(SIS) used by CRICS for grading, attendance, etc.</td>
+      </tr>
+      <tr>
+        <th><strong>Gmail</strong></th>
+        <td>Email account provided by Google (CRICS uses Google for Education)</td>
+      </tr>
+      <tr>
+        <th><strong>Google Workspace</strong></th>
+        <td>The package of Google for Education apps that are available for use</td>
+      </tr>
+      <tr>
+        <th><strong>Hotspot</strong></th>
+        <td>A wifi access point hosted on a phone that gives access to the internet</td>
+      </tr>
+      <tr>
+        <th><strong>Intentional Misuse</strong></th>
+        <td>Intentional violation of the Technology Handbook’s policies and guidelines, as determined by the IT Team. Examples might include hacking, dropping or throwing devices, theft, etc. The IT Team’s decisions may be appealed to a higher administrative level up to the Superintendent</td>
+      </tr>
+      <tr>
+        <th><strong>IT</strong></th>
+        <td>Information Technology (computers, networks, internet, printers, storage devices, etc.)</td>
+      </tr>
+      <tr>
+        <th><strong>Neglect</strong></th>
+        <td>Lack of care of IT equipment by a user, acting without considering Technology Handbook policies and guidelines or reasonably understood safety considerations, as determined by the IT Team. Examples might include leaving a device out in the sunlight, lending a device to another user, leaving a device in a public place, sitting on a device, attempting to access unapproved content, etc. The IT Team’s decisions may be appealed to a higher administrative level up to the Superintendent</td>
+      </tr>
+      <tr>
+        <th><strong>User</strong></th>
+        <td>Anyone who uses a device on the CRICS network</td>
+      </tr>
+    </tbody>
+  </table>
+</figure>
+<p>&nbsp;</p>
+<h1>How the Handbook Works</h1>
+<p>The CRICS Technology handbook must be read and agreed upon by all staff, parents, and students before they may use the CRICS network and/or devices. This can be done by following the links in the Staff Technology Agreement, Parent Technology Agreement, and Student Technology Agreement on the CRICS Portal.</p>
+<p>The CRICS Technology Handbook applies to all devices used at CRICS by students, staff, or guests, including any other device considered by the CRICS Administration to fall under this policy. The Administration reserves the right to access all devices (personally owned or owned by CRICS) connected to CRICS technology systems as a measure of safety and accountability.</p>
+<p>It may be necessary for CRICS staff to create additional verbal and written guidelines to specific persons, classes, grades, or groups. These additional guidelines become amendments to this policy.</p>
+<p>Consequences for violations of the CRICS Technology Handbook may result in any or all of the following: revocation or suspension of Chromebook privileges and/or privileges to use the school's internet or other network; parental notification; discipline up to and including short- or long-term suspension from school; fees for loss, theft, damage or destruction; grade reductions; loss of course credit; and/or legal action.</p>
+<p>A guiding passage from the Bible for technology policies and expectations at CRICS is <i>But the fruit of the Spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness, gentleness and self-control. Against such things there is no law</i> (Galatians 5:22-23). Please receive our blessing to use the CRICS network and devices for any of those purposes.</p>
+<p>&nbsp;</p>
+<h1>CRICS Commitments</h1>
+<p>Provide all students with access to a Chromebook and internet for curricular use.</p>
+<p>Instruct all students in age appropriate computer use and safety.</p>
+<p>Maintain internet filters to limit access to inappropriate content.</p>
+<p>Manage the use of bandwidth to prioritize classroom and school use.</p>
+<p>&nbsp;</p>
+<h1>IT Shop (C203) Services</h1>
+<h2>General Guidelines</h2>
+<p>In an emergency situation (“my projector is broken and I teach in 10 minutes”, etc.) please come directly to the IT Shop for immediate assistance.</p>
+<p>For all other IT requests, please submit a work ticket online at <a href="it.crics.asia"><u>it.crics.asia</u></a>, so your request can be dealt with by the IT Team.</p>
+<p>Never just take anything from room C203. Ask an IT Team member for permission or for checking out as required.</p>
+<p>Be considerate of other people when at the IT Shop so everyone can access assistance.</p>
+<p>IT Shop services prioritize curricular instruction and are intended for CRICS use only.</p>
+<p>&nbsp;</p>
+<h2>Student Check Out Items</h2>
+<p>Chromebooks with chargers and bags will be issued to individual students for grades 7-12, while Chromebooks and chargers for grade 6 and lower are issued to the classroom teacher and kept in the classroom.</p>
+<p>Students are required to supply and bring their own headphones.</p>
+<p>Students can bring their own mouse or keyboard as needed.</p>
+<p>&nbsp;</p>
+<h2>Teacher/Staff Check Out Items</h2>
+<p>Bring your own mouse, keyboard and headphones as needed.</p>
+<p>As needed, the IT Shop can supply: chargers, speakers, projectors, portable projector screens, document cameras, screens, PCs, HDMI/VGA cables, assorted dongles, converters and adapters, and Chromebook bags.</p>
+<p>&nbsp;</p>
+<h2>Print and Supply Services</h2>
+<ol>
+  <li>Copying, scanning, printing (black &amp; white and color) &amp; binding, die cutting, laminating, paper cutting, label printing, etc.</li>
+  <li>Storing &amp; issuing small office supplies: pens &amp; markers, paper, paperclips, glue, whiteboard markers, etc.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>Getting Started</h2>
+<p>During Orientation and/or Registration in the days prior to the start of school, the IT Team will be set up to dispense required devices to staff and students.</p>
+<p>&nbsp;</p>
+<h1>Using the CRICS network</h1>
+<ol>
+  <li>Access to the CRICS network and wifi are a privilege, not a right.</li>
+  <li>All digital activities must agree with our 6 School-wide Results and Descriptors (see the CRICS Handbook), align with Galatians 5:22-23, comply with Thai and international law (including copyright laws), and be generally non-offensive.</li>
+  <li>All activities on the CRICS network are monitored by the IT Team. This includes images viewed, videos viewed, emails sent, keys pressed, and other forms of digital activity. All online activity is viewable; it is <strong>not</strong> private!</li>
+  <li>Students may only use the CRICS network to access the internet during the school day.</li>
+  <li>Connecting to any third-party hotspots or other networks is not allowed.</li>
+  <li>Users may not set up any private networks (VPN), peer to peer connections, proxies, or use any other technology solution to anonymise or shield their internet activities from being monitored.</li>
+  <li>Bandwidth is limited and must be reserved for academic use. Only academic and CRICS-approved use of bandwidth is acceptable during classes, and even during class, streaming content, large uploads, and other high bandwidth activities should be minimized.</li>
+  <li>All devices issued by CRICS remain the sole possession of CRICS and are subject to inspection, collection, monitoring, and remote access to the device that you are using. Users must keep their data and login information private.</li>
+  <li>Users log out and power down devices after use.</li>
+  <li>Any and all actions taken using your login name and password will be assumed to be <strong>your</strong> actions! It is no excuse to say that someone was using or hacked your account. Keep it safe and private!</li>
+  <li>Unauthorized access within the CRICS network, Impersonating another user, or use of another student’s device without permission, and other forms of hacking are unacceptable.</li>
+  <li>Copyright violation and plagiarism are unacceptable in every medium and for any reason. Be sure that your use of intellectual property is in agreement with fair use and/or educational use policies. If you do not know, then do the research or ask for help.</li>
+  <li>Students may not download or upload materials unless the materials are necessary for CRICS educational purposes (e.g. Google Docs for class, public domain pictures for a social studies project, etc.) or the student is instructed to download or upload by a CRICS staff member.</li>
+  <li>Immediately report to a teacher any abusive, inappropriate, or otherwise offensive communication, including spamming, bullying, unwanted pictures, or any other abusive, offensive, or uncomfortable material.</li>
+  <li>Report any concerns to a teacher or the IT staff (<a href="it.crics.asia"><u>it.crics.asia</u></a>) immediately. A quick response will help us all maintain safe and effective computer systems and digital environments.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Using Personal Devices at CRICS</h1>
+<p>Students may only use CRICS-issued devices such as Chromebooks. Students may <strong>not</strong> use non-CRICS devices such as personal laptops, phones, tablets, speakers or other devices without permission from a staff member during the school day (between 8:00 AM and 3:40 PM) - this includes all break times! Non-CRICS devices cannot be secured as well as CRICS devices and pose an increased threat of harm to our staff and students.</p>
+<p>If you have a significant need for the assistance of a personal device, such as a phone during the school day (timers for breaks, use as calculators, awaiting an important call from family, video editing, etc.) then please ask your teacher for permission. If your need is recurring, then please ask your principal for the best solution.</p>
+<h1>Chromebook Program</h1>
+<h2>Why Google and Chromebooks?</h2>
+<ol>
+  <li>Google for Education Apps (Drive, Docs, Sheets, Slides, Drawing, etc.) are easy to use, constantly improving, and free.</li>
+  <li>Google Drive provides nearly unlimited cloud storage and access to files anywhere with internet access.</li>
+  <li>Google Apps are built to help people work together, communicate, and share online: a trend of the modern job market.</li>
+  <li>Google Apps and Chromebooks are becoming common tools on college and university campuses and in companies around the world.</li>
+  <li>Chromebooks are powerful, internet-based machines that are optimized to be lightweight yet sturdy with long battery life and short boot up times. Perfect for the school day.</li>
+  <li>Chromebooks are highly resistant to viruses and other malware.</li>
+  <li>Chromebooks can be monitored and maintained remotely reducing time and money spent by the IT department while increasing service response times for all users.</li>
+  <li>Chromebooks provide controls and filtering options to protect students as they use the internet.</li>
+  <li>Chromebooks foster students’ interest and provide new ways to interact with the curriculum.</li>
+  <li>Chromebooks encourage a shift from teacher-centered lessons to student-centered lessons where initiation, resourcefulness, independent thought, creativity, and collaboration can be more commonly exercised in the learning process.</li>
+</ol>
+<p>&nbsp;</p>
+<h2>General information</h2>
+<ol>
+  <li>CRICS-issued Chromebooks are the property of the school at all times and as such are subject to digital and physical search.</li>
+  <li>Grades 6 and below will charge devices in the classroom. Grades 7-12 will charge devices at home. A charged battery will most likely last all day, so chargers should usually be left at home.</li>
+  <li>CRICS chromebooks can only be used by <u>crics.asia</u> (Google) account users.</li>
+  <li>CRICS chromebooks allow for safety controls against inappropriate actions, filtering of internet content, and GPS location in the event of a lost Chromebook. These services are active on the Chromebooks at all times.</li>
+  <li>CRICS administrators can request user history data down to the internet history, chat conversations, emails, and even keystrokes in the event of an investigation into significant misconduct which cannot be resolved otherwise.</li>
+  <li>If you have any questions or concerns about the 1:1 Chromebook program at CRICS, then please speak to the Secondary principal Troy Roberts (<a href="mailto:troberts@crics.asia">troberts@crics.asia</a>).</li>
+</ol>
+<p>&nbsp;</p>
+<h2>User Expectations</h2>
+<h3>Use in learning</h3>
+<ol>
+  <li>Chromebook use must improve the educational experience and never detract from the educational experience. Distractions due to technology use should be minimized whenever possible (use headphones when watching a relevant video, chat or message only when instructed to do so, avoid loud typing, do not draw attention to your screen unless it is necessary to do so, etc.).</li>
+  <li>Do not touch other students’ Chromebooks or Chromebook-related items without permission.</li>
+  <li>Do not take pictures, video, or audio without the permission of those around you.</li>
+  <li>Help others to care for their Chromebook by giving them reminders to comply with the policies of this handbook.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>General Care</h3>
+<ol>
+  <li>Promptly report any problems with a device to their teacher and to the IT Team in person or by submitting a ticket at <a href="it.crics.asia"><u>it.crics.asia</u></a>.</li>
+  <li>Never leave Chromebooks in an unsafe or unsupervised location.</li>
+  <li>Keep Chromebooks clean using a soft, dry cloth (preferably a microfiber cloth). If Chromebooks need to be cleaned, create a cleaning solution of half water and half white vinegar, then with the Chromebooks unplugged, lightly apply the cleaning solution to a very soft cloth. Wipe all parts of the Chromebooks including the screen with rapid circular movements. Never apply that solution directly to the Chromebooks (including spraying), never apply harsh chemicals such as glass or kitchen cleaners, never use paper towels or tissues, and never apply strong pressure.</li>
+  <li>Do not remove or interfere with the serial number or other identifications.</li>
+  <li>Whether a student or staff member, do not put any stickers on the Chromebooks!</li>
+  <li>Do not attempt to remove or change the physical structure of the Chromebooks, including the keys, screen cover, labels, or plastic casing.</li>
+  <li>Do not attempt to install or run any operating system on the Chromebooks other than the ChromeOS operating system supported by the school.</li>
+  <li>Keep food or drink away from the Chromebooks.</li>
+  <li>Insert and remove cords, cables, and other devices carefully.</li>
+  <li>Keep fan vents clear to reduce heat build-up. Dust and heat are the enemies of all computers. Use Chromebooks on a hard, flat surface, not on a blanket, pillow, or other flexible surface.</li>
+  <li>Close and store Chromebooks in their IT Team supplied laptop bag when not in use, for safety. The Chromebook bag is your defense against damage.</li>
+  <li>Do not expose Chromebooks to extreme temperature or direct sunlight for extended periods of time. This includes being left inside a hot car.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Screen Care</h3>
+<ol>
+  <li>Be gentle with the Chromebook. The screens are particularly sensitive to damage from excessive pressure.</li>
+  <li>Do not touch the screen with anything (e.g., your finger, pen, pencil, etc..) other than the cleaner described in the previous policy.</li>
+  <li>Do not lean on the Chromebook or stack anything on top of it.</li>
+  <li>Do not place anything near the Chromebook that could put pressure on the screen.</li>
+  <li>Do not force a Chromebook into a space that puts pressure on the screen (e.g. slanted in a locker, into a book bag next to a pencil case, or on top of a phone) as this may break the screen or body.</li>
+  <li>Do not place anything in a bag with a Chromebook that will press firmly against the Chromebook. Consider possible bumps and drops of your bag.</li>
+  <li>Do not place anything on the keyboard (e.g. pens, pencils, headphones, notebooks, etc.). This is a common cause of broken screens upon closing the lid.</li>
+  <li>If necessary carry the Chromebook from below with two hands. Do not hold by squeezing or pinching without supporting from below.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Bag &amp; Storage</h3>
+<ol>
+  <li>Keep your device in the CRICS provided Chromebook bag. Use of any unapproved bag use will result in a fine and/or disciplinary actions.</li>
+  <li>If a using a school-provided Chromebook bag, then it is recommended that users identify their Chromebook bag with a non-marking, non-damaging, personal item (e.g. ribbons, keychains, bracelets, watches, hair clips, strings, etc.)</li>
+  <li>The bags must be returned at the end of the year in original state. Do not write or paint on the bag or apply stickers, labels, or tape or otherwise damage or change the bag.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Use at Home</h3>
+<ol>
+  <li>Students in grades 7-12 must bring their Chromebooks to school fully charged every day.</li>
+  <li>Students who forget their Chromebook at home, fail to charge their Chromebook , or otherwise arrive with an unusable Chromebook can expect that their grades will be affected if assignments are missed or incomplete and/or that disciplinary actions may be taken.</li>
+  <li>You are allowed to connect the Chromebook to securely encrypted (WPA) wireless networks at home, or in other venues, but you can be held accountable if damage occurs through usage of an insufficiently encrypted or open wifi hotspot (that could have been set up maliciously). If you are unsure of the wifi security, then don’t use it. CRICS is not responsible for any loss of data, breach of privacy or hacking incidents due to the use of unsafe networks.</li>
+  <li>When connecting from home, staff, students, and parents should be aware that a CRICS device and account is still being used, so website monitoring and content filtering is still active. No matter the location, CRICS Chromebook can be investigated and located.</li>
+  <li>CRICS cannot provide any assistance, troubleshooting, or advice for off-campus problems unless they are directly and entirely the fault of the CRICS Chromebook.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Fees</h3>
+<ol>
+  <li>All fees are non-refundable.</li>
+  <li>All students in grades 6-12 are required to pay a printing fee of 500 baht per year.</li>
+  <li>All students in grades 7-12 are required to pay the Chromebook fee of 2,500 baht per year.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Damage</h3>
+<ol>
+  <li>Normal wear and tear is expected and will not result in fines if it seems that the user was attempting to care for the device within the policies stated in this handbook.</li>
+  <li>Damage that does not prevent the use of the Chromebook will generally not be repaired.</li>
+  <li>Any data or changes that were not synced to Google Drive while not connected to the internet will be lost during the repair process. Please ask the IT Team for help if you have unsaved data on a Chromebook that is having problems.</li>
+  <li>Damage caused by intentional misuse or neglect may result in disciplinary actions, loss of Chromebook privileges (which could affect grades!), and/or fines as much as the value of the repairs or replacement including the cost of parts, labor, and transportation/shipping. If the Chromebook must be replaced then the fine will be the cost of the Chromebook minus the initial Chromebook fee paid to the school.</li>
+  <li>Report even the slightest forms of damage to the IT Team immediately to to ensure that use will not cause further damage.</li>
+</ol>
+<p>&nbsp;</p>
+<h3>Loss or Theft</h3>
+<ul>
+  <li>Report the loss or theft of any device immediately to the nearest teacher or IT Team member.</li>
+  <li>Lost or stolen Chromebooks can be tracked by GPS if connected to the internet, and can at all times be locked and made unusable.</li>
+  <li>Loss or theft repair or replacement expenses:</li>
+  <li>Loss of Chromebook bag 200 baht</li>
+  <li>Loss of Chromebook charger 700 baht</li>
+  <li>Loss of Chromebook 11,000 baht (includes new Google registration fee)</li>
+</ul>
+<p>&nbsp;</p>
+<h3>Getting a Replacement Chromebook</h3>
+<ul>
+  <li>Chromebooks that are unusable can be exchanged for a Chromebook at the IT Shop to reduce the loss of learning time. An investigation will then be conducted to inform the IT Team’s response to the student pertaining the Chromebook.</li>
+  <li>Exchanges may be denied if the student: is under disciplinary action, under investigation for disciplinary concerns, has demonstrated a pattern of intentional misuse or neglect, or exhibits other indicators of risk or non-compliance with this handbook.</li>
+</ul>
+<p>&nbsp;</p>
+<h1>Grade K-6 Student Technology Agreement</h1>
+<p>The following agreements are communicated by the classroom teachers for each grade K-6 class:</p>
+<p><strong>Everything that you do online can be seen by your teacher and the IT Team. Nothing is private.</strong></p>
+<p>In accordance with the Technology Agreement, I <strong>agree</strong> that:</p>
+<ol>
+  <li>I will only use Chromebooks when the teacher gives permission.</li>
+  <li>I will use Chromebooks safely and gently.</li>
+  <li>I will carry the Chromebook level (flat) and with two hands.</li>
+  <li>When I carry a Chromebook, I will not carry anything else.</li>
+  <li>I will not eat or drink around Chromebooks.</li>
+  <li>I will use the Chromebooks on a hard surface, and never on soft surfaces.</li>
+  <li>I will not touch the screen with my fingers or with an object.</li>
+  <li>I will not place things on top of or inside of the Chromebook.</li>
+  <li>I will use Chromebooks respectfully.</li>
+  <li>I will treat other people kindly when using the Chromebook, no mean messages.</li>
+  <li>I won’t pretend that someone else’s words and pictures belong to me or came from me.</li>
+  <li>I will protect my passwords and will not take other people’s passwords.</li>
+  <li>I will immediately report any problems to the teacher.</li>
+</ol>
+<p>&nbsp;</p>
+<h1>Grade 7-12 Student Technology Agreement</h1>
+<p>For usage of the CRICS network and devices from the IT Team, the following agreements must be submitted electronically at the link below before any student can be allowed to use the network or devices.</p>
+<p><a href="https://docs.google.com/forms/d/e/1FAIpQLSfqfN6t9LxHBs2tjC8-E9rjSiPy7dDUUY2n0EeSJsPelWBA1g/viewform"><strong>Click here to complete the Student Technology Agreement online</strong></a> (the content is the same as below).</p>
+<p style="text-align:center;"><span class="text-huge">Technology Handbook</span></p>
+<p>I have read and understood the <strong>CRICS Technology Handbook</strong>.</p>
+<p><strong>Not Private:</strong> I understand that CRICS Network and Devices are electronically monitored by the IT Team and teachers at all times and so is not private at any time or any location.</p>
+<p><strong>Care:</strong> I will use the CRICS network and devices safely, respectfully, responsibly, and with the utmost care.</p>
+<p><strong>Discipline:</strong> I understand that irresponsible and/or disrespectful use of the CRICS Network and Devices may result in fines, bans from the network and devices, and/or other disciplinary actions.</p>
+<p><strong>Copyrights:</strong> I will follow all rules and laws regarding copyright and plagiarism in all forms of media out of respect for the creator’s effort. (<a href="https://wiki.crics.asia/en/handbooks/school-handbook#academic-dishonesty">See the CRICS School Handbook</a>)</p>
+<p><strong>Passwords:</strong> I will protect my passwords and the passwords of others</p>
+<p><strong>Bandwidth:</strong> I will use the CRICS Network and Devices for educational purposes and work to conserve internet bandwidth for everyone to use in learning across the campus.</p>
+<p><strong>Non-offensive:</strong> I will only engage in online activities, media, and communication that is helpful, legal, appropriate, and non-offensive.</p>
+<p><strong>Report:</strong> I will immediately report any concerns regarding the CRICS Network and Devices to a teacher or the IT Team (<a href="it.crics.asia">it.crics.asia</a>). Your reports will help us keep our network and devices operating at the highest level. Thanks!</p>
+<p>&nbsp;</p>
+<h1>Parent Technology Agreement</h1>
+<p>For usage of the CRICS network and devices from the IT Team, the following agreements must be submitted electronically at the link below before any student can be allowed to use the network or devices.</p>
+<p><a href="https://docs.google.com/forms/d/e/1FAIpQLSd4ZQROyzJ7FXiBeMWvYF4lEeulehHZAjKlPSNKZejTVCpZiQ/viewform"><strong>Click here to complete the Parent Technology Agreement online</strong></a> (the content is the same as below).</p>
+<p style="text-align:center;"><span class="text-huge">Technology Handbook</span></p>
+<p><strong>Consent to Use Technology at CRICS:</strong> I agree for the student under my care to use the CRICS network and devices, and to encourage the student under my care in the policies of the CRICS Technology Handbook (available through the CRICS Portal at <a href="portal.crics.asia">portal.crics.asia</a>).</p>
+<p><strong>Consent to Use Chromebooks:</strong> The CRICS Chromebook Program is a partnership between the school and the families of students in grades 7-12 to enhance the educational process with powerful and safe computing devices that prepare students for the educational and working environments that they will encounter in the future. I understand that my family’s responsibilities include but are not limited to:</p>
+<ul>
+  <li>Encouraging students under my care in appropriate and educational uses of the Chromebook.</li>
+  <li>Ensuring that students under my care in grades 7-12 brings the Chromebook to school fully charged daily.</li>
+  <li>Protecting the Chromebook against damage due to misuse or neglect and against loss or theft while off-campus.</li>
+  <li>Ensuring that the student under my care has adequate opportunities to use the Chromebook and Google Apps for Education in a quiet and studious location while at home.</li>
+  <li>Reminding the student under my care that CRICS Chromebooks are monitored digitally at all times.</li>
+  <li>Ensuring that the student under my care reports damage to their Chromebook to the IT Team as soon as possible by making a work ticket at <a href="it.crics.asia"><u>it.crics.asia</u></a> or by visiting the IT Shop (room C203).</li>
+  <li>Paying for the repair or replacement of a CRICS device in the event of damage due to misuse or neglect.</li>
+</ul>
+<p>&nbsp;</p>
+<h1>Staff Technology Agreement</h1>
+<p>The appropriate and safe use of the CRICS Network and Devices is critical for our personal and community health and growth. It is a community effort. You are a community leader. Thanks for being disciples in this area and in so many others.</p>
+<p>Any staff member that makes technology purchases needs to clear this with the IT team, so the acquisition compatible with the system as a whole, is maintainable for the IT team, leverages economies-of-scale in terms of interchangeable consumables, fits in with the overall IT policies and direction, and the service and suppliers network of the IT team can be utilized most effectively.</p>
+<p>For usage of the CRICS network and devices from the IT Team, the following agreements must be submitted electronically at the link below before any student can be allowed to use the network or devices.</p>
+<p><a href="https://docs.google.com/forms/d/e/1FAIpQLSdDgfZAj-mrbWHj0_gLNGgH8whsU0gg9bSDUxVn4cn1nFQGow/viewform"><strong>Click here to complete the Staff Technology Agreement online</strong></a> (the content is the same as below).</p>
+<p style="text-align:center;"><span class="text-huge">Technology Handbook</span></p>
+<p><strong>Use Technology toward School Wide Results:</strong> I agree to use the CRICS Network and Devices to move our families, staff, and students towards our School Wide Results: Caring Community, Excellent Education, Critical Thinking, Biblical Worldview, Thankful Stewardship, and Holistic Health.</p>
+<p><strong>Support the policies of the CRICS Technology Handbook:</strong> I agree to read, to follow, to encourage other community members to follow, and to teach and enforce among students the policies of the CRICS Technology Handbook (available through the CRICS Portal at <a href="portal.crics.asia"><u>portal.crics.asia</u></a>).</p>
+<p><strong>Consent to use photos and videos for promotional purposes:</strong> CRICS keeps an active Facebook page and website and makes videos and brochures to share for promotional purposes. CRICS will not use names together with images or videos without first asking for permission again. If you have any questions please talk to Alexa Walcott (<a href="mailto:recruiter@crics.asia">recruiter@crics.asia</a>).</p>
+<p>I agree to allow photos and videos showing me to be used for CRICS promotional materials (brochures, Facebook, website, videos, etc) for the entirety of my service at CRICS.</p>
diff --git a/home.html b/home.html
new file mode 100644
index 0000000..389c3fd
--- /dev/null
+++ b/home.html
@@ -0,0 +1,11 @@
+<!--
+title: Home
+description: 
+published: true
+date: 2023-10-19T03:45:39.065Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-18T15:02:34.485Z
+-->
+
+<p>Welcome to the CRICS Wiki wherein most, if not all, our documentation can be found. Use the menu on the left for navigation or use the search bar above to get the quickest results.</p>
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+<!--
+title: คู่มือ การปกป้องคุ้มครองนักเรียนของคริกส์
+description: 
+published: true
+date: 2023-09-29T05:53:38.650Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-22T12:47:12.513Z
+-->
+
+<h1>นโยบายเกี่ยวกับ การล่วงละเมิดและการข่มเหงรังแก (Harassment and Bullying Policy)</h1>
+<h2><strong>นิยามทั่วไป (General Statement)</strong></h2>
+<p>โรงเรียนคริสเตียนนานาชาติเชียงราย (คริกส์) มุ่งมั่นที่จะรักษาบรรยากาศในการทำงานและการเรียนรู้ให้ปราศจากการล่วงละเมิดทางเพศ ความรุนแรงทางเพศ และการข่มเหงรังแก (รวมถึงการล่วงละเมิดประเภทต่างๆ ) หากนักเรียน ครู ผู้บริหาร หรือบุคลากรใดๆ ในโรงเรียน ได้ทำการล่วงละเมิด ข่มขู่ว่าจะล่วงละเมิด หรือพยายามที่จะทำการล่วงละเมิดนักเรียน ครู ผู้บริหาร หรือบุคลากรใดในโรงเรียน ไม่ว่าจะโดยผ่านพฤติกรรมหรือการสื่อสารประเภทใดๆ ที่เป็นการล่วงละเมิดตามที่ได้อธิบายไว้ในนโยบายนี้ จะถือว่าเป็นการฝ่าฝืนนโยบายนี้ (ดูรายละเอียดเพิ่มเติมเกี่ยวกับนโยบายนี้ได้ในคู่มือสำหรับบุคลากร/ครู)</p>
+<p>หากโรงเรียนได้รับการร้องเรียนใดๆ ที่เป็นทางการหรือไม่เป็นทางการ ด้วยวาจาหรือเป็นลายลักษณ์อักษร เกี่ยวกับการล่วงละเมิดทางเพศ การใช้ความรุนแรงทางเพศ หรือการข่มขู่รังแก โรงเรียนจะดำเนินการตรวจสอบ และจะอบรมสั่งสอนหรือดำเนินการตามความเหมาะสมกับนักเรียน ครู ผู้บริหาร หรือบุคลากรใดๆ ในโรงเรียนที่ได้ละเมิดนโยบายนี้</p>
+<p>&nbsp;</p>
+<h2><strong>การล่วงละเมิด (Harassment)</strong></h2>
+<p>การล่วงละเมิดประกอบด้วย การใช้วาจา การเขียน ภาพวาดกราฟิก หรือพฤติกรรมทางกายภาพที่เกี่ยวโยงถึงเชื้อชาติ สีผิว ศาสนา เพศ สัญชาติ/ถิ่นกำเนิด ลักษณะทางกายภาพหรือความพิการ สถานะของผู้ปกครองหรือสถานภาพการสมรสของบุคคลหนึ่ง</p>
+<p>&nbsp;</p>
+<h2><strong>การข่มเหงรังแก (Bullying)</strong></h2>
+<p>การที่นักเรียนคนหนึ่งหรือกลุ่มใดกลุ่มหนึ่ง ล่วงละเมิดหรือรังแกนักเรียนอีกคนหรืออีกกลุ่มหนึ่งซ้ำแล้วซ้ำอีก เนื่องจากมีความไม่เท่าเทียมกันในด้านกำลังและอำนาจ เป็นเหตุให้ผู้ถูกกระทำไม่สามารถปกป้องตนเองหรือช่วยเหลือตนเองได้</p>
+<p>การข่มเหงรังแกอาจรวมไปถึง (ไม่จำเป็นต้องขึ้นอยู่กับจำนวนครั้งที่กระทำ)</p>
+<ol>
+  <li>การสัมผัสทางกายที่ไม่พึงประสงค์ (เช่น การผลัก การตี การตั้งใจทำให้อีกฝ่ายสะดุด เป็นต้น)</li>
+  <li>การแตะต้องหรือการหยิบเอาทรัพย์สินของผู้ถูกกระทำไปโดยไม่ได้รับอนุญาต</li>
+  <li>การเขียนหรือใช้คำพูด ไม่ว่าในภาษาใดก็ตาม ที่ทำให้อีกฝ่ายรู้สึกเจ็บหรืออับอายขายหน้า</li>
+  <li>การพยายามที่จะทำลายความสัมพันธ์ต่างๆ ของผู้ถูกกระทำ</li>
+  <li>การพยายามทำให้ผู้ถูกกระทำรู้สึกโดดเดี่ยว โดยการโน้มน้าวคนอื่นๆ ที่จะไม่ยอมรับบุคคลนั้น</li>
+  <li>กิริยาท่าทางหรือการแสดงออกที่เป็นการดูถูก หยาบคาย ไม่สุภาพ หรืออะไรที่เป็นการสร้างความเสื่อมเสีย</li>
+  <li>ปฎิกิริยาตอบโต้ของผู้กระทำที่รังแกผู้อื่น เพราะตนเองนั้นเคยถูกคนอื่นรังแก</li>
+  <li>การมีพฤติกรรมหรือการใช้วิธีการกลั่นแกล้งผ่านโลกออนไลน์ (ไซเบอร์บูลลิ่ง)</li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>การแจ้งเรื่อง การคุกคามและการข่มเหงรังแก (Reporting Harassment &amp; Bullying)</strong></h2>
+<p>บุคคลใดก็ตามที่เชื่อว่าตนได้ตกเป็นเหยื่อของการล่วงละเมิดโดยนักเรียน ครู ผู้บริหาร หรือบุคลากรของโรงเรียน หรือบุคคลใดก็ตามที่ทราบว่าหรือเชื่อว่ามีพฤติกรรมที่เข้าข่ายการล่วงละเมิดต่อนักเรียน ครู ผู้บริหาร หรือบุคลากรของโรงเรียน จะต้องแจ้งการกระทำนั้นให้ครูใหญ่หรือผู้อำนวยการทราบทันที</p>
+<p>&nbsp;</p>
+<h2><strong>ขั้นตอนการตรวจสอบ (Investigation Process)</strong></h2>
+<ol>
+  <li>พยานหรือผู้ถูกกระทำร้องเรียนโดยวาจาหรือโดยการเขียน</li>
+  <li>ผู้อำนวยการได้รับเรื่องร้องเรียน (ครูใหญ่จะรับหน้าที่เป็นผู้อำนวยการแทน หากผู้อำนวยการเป็นฝ่ายถูกกล่าวหา)</li>
+  <li>ผู้อำนวยการกำหนดว่าใครจะทำการสืบสวน ทั้งนี้ขึ้นอยู่กับลักษณะของเรื่องที่ร้องเรียน แต่มีความเป็นไปได้สูงที่จะเลือกคณะกรรมการดำเนินงานที่ประกอบไปด้วยประธาน คณะกรรมการชายและหญิง ผู้อำนวยการจะพิจารณาว่าสถานการณ์รุนแรงพอที่จะปฏิบัติตามขั้นตอนที่ระบุไว้ในนโยบายปกป้องและให้ความคุ้มครองกับนักเรียนหรือไม่</li>
+  <li>ผู้สอบสวนจะดำเนินการสืบสวนสอบสวน และส่งรายงานผลของการสืบค้นเป็นลายลักษณ์อักษรไปยังผู้อำนวยการ ผลของการสืบค้นจะมีความคิดเห็นของผู้สอบสวนรวมอยู่ด้วยเกี่ยวกับความสมเหตุสมผลของเรื่องร้องเรียนนั้น และจะกำหนดเจตนาของผู้ร้องเรียนหากมีการพบว่าข้อกล่าวหานั้นไม่เป็นความจริง</li>
+  <li>หากพบว่าข้อกล่าวหามีความเป็นจริงในบางส่วนหรือทั้งหมด ผู้อำนวยการจะหารือกับคณะกรรมการดำเนินงานของคริกส์ ผู้ประสานงานของรัฐบาลไทย และทนายความของโรงเรียน เพื่อพิจารณาและดำเนินการตามความเหมาะสม คำตัดสินและบทลงโทษจะถูกบันทึกไว้ในประวัติของพนักงานหรือนักเรียนคนนั้นเป็นการถาวร</li>
+  <li>ในกรณีที่พบว่าข้อกล่าวหานั้นไม่มีมูลความจริง ผู้อำนวยการจะหารือกับคณะกรรมการดำเนินงาน ของคริกส์ ผู้ประสานงานของรัฐบาลไทย และทนายความของโรงเรียน เพื่อพิจารณาว่าเรื่องร้องเรียนนั้นเหมาะสมหรือไม่</li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>การลงโทษ (Consequences)</strong></h2>
+<p>การลงโทษทางวินัยกับนักเรียนนั้นมีตั้งแต่ เขียนจดหมายขอโทษผู้ถูกกระทำ ถูกสั่งให้เข้ารับการปรึกษา ระงับการเรียน หรือดำเนินคดีทางอาญา ทั้งนี้ขึ้นอยู่กับความรุนแรงของการกระทำของนักเรียน</p>
+<p>การลงโทษทางวินัยกับอาสาสมัครหรือเจ้าหน้าที่มีตั้งแต่ เขียนจดหมายขอโทษผู้ถูกกระทำ ถูกสั่งให้เข้ารับการปรึกษา ไล่ออกและ/หรือดำเนินคดีทางอาญา ทั้งนี้ขึ้นอยู่กับความรุนแรงของการกระทำของอาสาสมัครหรือเจ้าหน้าที่</p>
+<p><i><strong>การกล่าวหาโดยเจตนาร้าย (Malicious reporting)</strong></i></p>
+<p>หากผู้สอบสวนพบว่าข้อกล่าวหานั้นเกิดจากความไม่ยั้งคิดในความเป็นจริง มีความเท็จ หรือผู้กล่าวหานั้นได้ยื่นเรื่องร้องทุกข์ด้วยเจตนาร้าย ผู้กล่าวหานั้นจะได้รับโทษในลักษณะแบบเดียวกับผู้กระทำผิดดังที่ได้กล่าวไว้ข้างต้น</p>
+<h1>นโยบายเกี่ยวกับ การทารุณกรรมนักเรียน (Child Abuse Policy)</h1>
+<h2><strong>คำนำ (Introduction)</strong></h2>
+<p>คริกส์มีนโยบายที่จะรักษาบรรยากาศในโรงเรียนให้ปราศจากผลกระทบของการทารุณกรรมหรือการละเลยนักเรียน ห้ามพนักงาน อาสาสมัคร ลูกจ้าง หรือนักเรียนมีส่วนร่วมในกิจกรรมใดๆ ที่ถือเป็นการทารุณและ/หรือละเลยนักเรียน ผู้รายงานโดยตรงทุกคน (อาสาสมัครที่ได้ลงทะเบียนกับทางโรงเรียน คณะครู และเจ้าหน้าที่ของคริกส์ที่ได้รับค่าตอบแทน) จะต้องรายงานให้กับผู้อำนวยการทราบหากสงสัยและเชื่อว่ามีการทารุณกรรมหรือการละเลยนักเรียนเกิดขึ้นทั้งภายในและภายนอกโรงเรียน</p>
+<p>&nbsp;</p>
+<h2><strong>คำจำกัดความ (Definitions)</strong></h2>
+<p>การทารุณกรรมและการละเลยนักเรียนคือ การที่ผู้ใหญ่หรือนักเรียนประพฤติตนไม่เหมาะสม ผิดศีลธรรม และ/หรือผิดจรรยาบรรณ ต่อนักเรียนหรือผู้เยาว์อีกคนหนึ่งที่มีอายุต่ำกว่า 18 ปี เนื่องจากคนมีอำนาจไม่เท่าเทียมกัน ไม่ว่าจะในด้านอายุ กายภาพ สติปัญญา จิตใจ หรือโอกาสตามสถานการณ์หรือศักยภาพ การกระทำเหล่านี้สามารถเกิดขึ้นได้ถึงแม้ว่าจะได้รับการยินยอมหรือไม่ยินยอมจากผู้ถูกกระทำ และสามารถเกิดขึ้นได้ขณะพบปะแบบส่วนตัวหรือในที่มีคนหมู่มาก อย่างไรก็ตาม ไม่ใช่ทุกการประพฤติที่ไม่เหมาะสมจะถือว่าเป็นการทารุณกรรมหรือการละเลย พฤติกรรมที่จัดอยู่ในหมวดการทารุณกรรมและการละเลยมีดังต่อไปนี้</p>
+<ol>
+  <li><strong>การทารุณกรรมทางกาย </strong>คือ<strong> </strong>การที่ผู้หนึ่งผู้ใดทำให้นักเรียนได้รับบาดเจ็บทางร่างกายด้วยวิธีอื่นนอกเหนือจากอุบัติเหตุ เช่น ความโหดร้ายโดยเจตนา การลงโทษที่ไม่ยุติธรรม หรือโดยการตั้งใจก่อให้เกิดความเจ็บปวดทางร่างกาย แต่วิธีการสร้างระเบียบวินัยแบบปกติของผู้ปกครองนั้นไม่ถือว่าป็นการทารุณกรรมนักเรียน เช่น การตีที่บั้นท้ายหรือขาที่ไม่ก่อให้เกิดรอยช้ำที่อยู่คงนานเกิน 24 ชั่วโมง</li>
+  <li><strong>การทารุณกรรมทางเพศ</strong> การกระทำหรือการอนุญาตให้กระทำความผิดทางเพศต่อนักเรียน ตามที่กำหนดไว้ในประมวลกฎหมายอาญา หรือการจงใจสัมผัสอวัยวะเพศ อัณฑะ หรือหน้าอกของนักเรียน เพื่อวัตถุประสงค์อื่นนอกเหนือจากสุขอนามัยหรือการดูแลนักเรียน</li>
+  <li><strong>การทำร้ายทางจิตใจหรือโดยวาจา </strong>คำพูดหรือการเขียน การกระทำผ่านดิจิทัล ภาพกราฟิก กิจกรรมออนไลน์ และพฤติกรรมอื่นๆ ที่ไม่ใช่ทางกายภาพ ที่มีวัตถุประสงค์ไม่ดี ทำให้อีกฝ่ายรู้สึกด้อยค่า การเป่าหู หรือควบคุมผู้ถูกกระทำ ซึ่งรวมไปถึงการขู่ การดูหมิ่น การติดตามอย่างต่อเนื่อง การติดต่อที่มากเกินไป การทำให้เกิดความอับอายขายหน้า การทำให้รู้สึกกลัว ทำให้โดดเดี่ยว หรือการสะกดรอยตาม</li>
+  <li><strong>การล่วงละเมิด </strong>(ดูคำจำกัดความได้ในนโยบายนี้)</li>
+  <li><strong>การละเลย </strong>การที่นักเรียนไม่ได้รับการเอาใจใส่หรือขาดการดูแลจากผู้ปกครอง ซึ่งก่อให้เกิดอันตรายต่อสุขภาพหรือสวัสดิการของนักเรียน</li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>การป้องกันนักเรียนจากการถูกทารุณกรรมหรือการถูกละเลย (Prevention of Child Abuse / Neglect)</strong></h2>
+<ol>
+  <li>การคัดเลือกอาสาสมัคร พนักงาน และบุคลากรที่ได้ลงทะเบียนกับทางโรงเรียน<ol>
+      <li>กระบวนการคัดเลือกจะรวมถึงภูมิหลังของปัจจุบัน (ภายใน 12 เดือน) และการตรวจสอบการอ้างอิง คริกส์จะไม่ยอมรับครู อาสาสมัคร หรือเจ้าหน้าที่ที่มีประวัติการทารุณกรรมนักเรียนหรือการล่วงละเมิด</li>
+      <li>ผู้สมัครงานและอาสาสมัครจะตกลงเห็นด้วยกับข้อกำหนดของนโยบายนี้ ซึ่งเป็นส่วนหนึ่งของกระบวนการปฐมนิเทศประจำปี</li>
+      <li>คริกส์จะส่งเสริมบรรยากาศที่ยอมรับในความเป็นไปได้ (นั่นคือ มีความเชื่อในความเป็นไปได้ที่การทารุณกรรมนักเรียนอาจจะเกิดขึ้น) และเสรีภาพในการรายงานว่ามีการละเมิดเกิดขึ้น</li>
+    </ol>
+  </li>
+  <li>พนักงานและบุคลากรทุกคน (ผู้ที่ได้รับค่าตอบแทนและอาสาสมัครที่ได้ลงทะเบียนกับทางโรงเรียน) จะต้อง:<ol>
+      <li>เข้าร่วมการฝึกอบรมที่เหมาะสมเป็นประจำทุกปี ซึ่งจะรวมถึง:<ol>
+          <li>การอ่านและยอมรับนโยบาย การปกป้องคุ้มครองนักเรียน</li>
+          <li>การระบุและป้องกันการทารุณกรรมและการละเลยนักเรียน</li>
+          <li>วิธีการที่เหมาะสมในการจัดการปัญหา และความต้องการของนักเรียน</li>
+          <li>การรายงานตามความรับผิดชอบ และวิธีดำเนินการ</li>
+          <li>การประเมินผู้เข้ารับการฝึกอบรม และสิ่งที่เรียนรู้ผ่านการฝึกอบรม</li>
+        </ol>
+      </li>
+      <li>ปฏิบัติและดำเนินการตามนโยบาย เพื่อส่งเสริมบรรยากาศของการเรียนรู้ที่ปลอดภัยและดี</li>
+      <li>มีความเข้าใจว่าพวกเขามีหน้าที่ต้องรายงานหากมีการทารุณกรรมนักเรียนเกิดขึ้น</li>
+    </ol>
+  </li>
+  <li>พนักงานระยะสั้นทุกคน (อาสาสมัครที่มาช่วยน้อยกว่าหนึ่งปี) จะตกลงยอมรับข้อกำหนดของนโยบายนี้</li>
+  <li>ผู้ปกครองทุกคน<ol>
+      <li>มีคู่มือเกี่ยวกับนโยบายทั้งหมด</li>
+      <li>จำเป็นต้อง<ol>
+          <li>อ่านและตกลงเห็นด้วยกับนโยบาย การปกป้องคุ้มครองนักเรียน</li>
+          <li>ส่งการตรวจสอบประวัติ หากพวกเขาวางแผนที่จะลงทะเบียนเป็นอาสาสมัครหรือเป็นอาสาสมัครช่วยในช่วงที่โรงเรียนมีกิจกรรม (เช่น ช่วยขับรถให้นักเรียนเมื่อมีการไปทัศนศึกษา)</li>
+        </ol>
+      </li>
+      <li>ควรเข้าร่วมการฝึกอบรมที่เหมาะสมเป็นประจำทุกปี ซึ่งจะรวมถึง<ol>
+          <li>การระบุและป้องกันการทารุณกรรมและการละเลยนักเรียน</li>
+          <li>การรายงานตามความรับผิดชอบ และวิธีดำเนินการ</li>
+        </ol>
+      </li>
+    </ol>
+  </li>
+  <li>นักเรียนทุกคนจะเข้ารับการฝึกอบรมที่เหมาะสมเป็นประจำทุกปี ซึ่งจะรวมถึง<ol>
+      <li>การระบุความเสี่ยงและการดูแลป้องกัน</li>
+      <li>การรายงานแนวปฏิบัติ</li>
+    </ol>
+  </li>
+  <li>ฝ่ายบริหารจะแต่งตั้งเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียน เพื่อดูแลการฝึกอบรม ให้คำปรึกษา และให้คำแนะนำเกี่ยวกับการปฏิบัติตามนโยบาย และดูแลการทบทวนนโยบาย</li>
+</ol>
+<h1>การควบคุมความประพฤติสำหรับนักเรียน (Standards of Conduct in Regards to Children)</h1>
+<p>บุคลากร ผู้เยี่ยมเยือน และนักเรียนของคริกส์ ต้องมีความแน่ใจว่าคำพูดและการกระทำของพวกเขาจะเสริมสร้าง self-esteem (การเห็นคุณค่าในตัวเอง) ให้กับนักเรียนและคนอื่นๆ พวกเขาจะต้องไม่ใช้ภาษาที่เสื่อมเสีย หรือกระทำการใดๆ ที่ทำให้นักเรียนรู้สึกอับอายขายหน้า ได้รับการดูถูก หรือเหยียดหยาม หรือกระทำการล่วงละเมิดทางอารมณ์ในรูปแบบใดๆ นอกจากนี้ คริกส์จะไม่ยอมให้มีการข่มเหงรังแกเกิดขึ้น</p>
+<p>บุคลากรของคริกส์ (ไม่รวมผู้เยี่ยมเยือนและผู้รับจ้าง/คนงาน) จะสั่งสอนโดยใช้วินัยในลักษณะที่สอดคล้องกับนโยบายของคริกส์และกฎหมายไทย คริกส์จะไม่ยอมให้มีการใช้ความรุนแรงกับนักเรียน</p>
+<p>บุคลากร ผู้เยี่ยมเยือน และนักเรียนของคริกส์ จะต้องไม่ใช้พฤติกรรมทางกายที่ไม่เหมาะสมกับนักเรียน (หรือกับคนอื่นๆ ) ซึ่งอาจเป็นการล่วงละเมิดหรือไม่เป็นที่พึงประสงค์ พวกเขาจะต้องไม่เปิดเผยของลับ แสดงภาพลามก อนาจาร พยายามลวนลาม หรือใช้อำนาจในการบังคับให้มีส่วนร่วมในการกระทำทางเพศ</p>
+<h1>การค้นพบและการรายงาน (Discovery and Reporting)</h1>
+<h2><strong>คำสั่งการ (Mandated reports)</strong></h2>
+<ol>
+  <li>ที่คริกส์ อาสาสมัคร ครู และพนักงานที่ได้รับค่าตอบแทน ได้รับมอบหมายให้เป็นผู้รายงานโดยตรง และต้องรายงายให้ผู้อำนวยการทราบหากสงสัยว่ามีการทารุณกรรมหรือการละเลยนักเรียนเกิดขึ้น ผู้รายงานโดยตรงจะต้อง<ol>
+      <li>จัดทำรายงานส่งไปให้ผู้อำนวยการหรือครูใหญ่เมื่อรู้หรือสังเกตเห็นว่า มีนักเรียนที่ตนรู้จักหรือ มี “การตั้งข้อสงสัยอย่างสมเหตุสมผล” ว่าอาจมีนักเรียนตกเป็นเหยื่อของการทารุณกรรมหรือการถูกละเลย<ul>
+          <li>* “การตั้งข้อสงสัยที่สมเหตุสมผล” คือ การที่คนใดคนหนึ่งจะสงสัยโดยปราศจากอคติว่า มีการทารุณกรรมหรือการละเลยนักเรียนเกิดขึ้น เพราะแม้แต่คนที่ไม่มีอคติที่อยู่ในตำแหน่งเดียวกันก็จะสงสัยเช่นกันว่าอาจมีเหตุการณ์อย่างนั้นเกิดขึ้นสืบเนื่องมาจากการเรียนรู้ที่เคยได้รับมาและจากประสบการณ์</li>
+        </ul>
+      </li>
+      <li>จัดทำและส่งรายงานอย่างเป็นทางการให้กับผู้อำนวยการหรือเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียนภายใน 24 ชั่วโมงหลังจากได้รับข้อมูลที่เกี่ยวข้องกับการละเมิดที่ต้องสงสัย แบบฟอร์มรายงานสามารถขอได้จากผู้อำนวยการหรือเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียน (แบบฟอร์มรายงานสงสัยว่ามีการล่วงละเมิดนักเรียน ดูที่ภาคผนวก)</li>
+    </ol>
+  </li>
+  <li>การรายงานภายใต้หัวข้อนี้เป็นหน้าที่ของรายบุคคล เหตุฉะนั้นหัวหน้า ผู้บริหาร และสมาชิกของคณะกรรมการดำเนินงานไม่มีสิทธิ์ขัดขวางหรือยับยั้งหน้าที่การรายงาน และบุคคลใดก็ตามที่รายงานเนื่องจากมีความสงสัยที่สมเหตุสมผล จะไม่ถูกลงโทษโดยคริกส์</li>
+  <li>การรายงานข้อมูลเกี่ยวกับกรณีของการทารุณกรรมหรือการละเลยนักเรียนให้กับพนักงาน บุคลากร เพื่อนร่วมงาน หรือบุคคลอื่นที่ไม่ใช่ผู้อำนวยการหรือครูใหญ่ จะไม่ถือว่าเป็นการทดแทนการรายงานตามคำสั่งการ</li>
+  <li>หากผู้รายงานโดยตรงไม่รายงานเรื่องที่ต้องสงสัยที่มีความสมเหตุสมผลเกี่ยวกับการทารุณกรรมหรือการละเลยนักเรียน ผู้ที่รายงานจะได้รับการอบรมโดยคริกส์ และอาจรวมไปถึงการยกเลิกสัญญาในการทำงาน</li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>การรายงานของนักเรียน (Student Reports)</strong></h2>
+<ol>
+  <li>นักเรียนคริกส์คนใดที่ถูกทารุณกรรมโดย พนักงาน บุคลากร อาสาสมัคร หรือนักเรียนของคริกส์ หรือรู้ว่ามีเหตุการณ์แบบนี้เกิดขึ้น จะต้องรายงานให้พนักงาน บุคลากร หรืออาสาสมัครของคริกส์ทราบ เมื่อได้รับข้อมูลแล้ว ผู้รายงานโดยตรงจะจัดทำรายงานโดยใช้ <strong>แบบฟอร์มรายงานสงสัยว่ามีการล่วงละเมิดนักเรียน</strong> (ขอแบบฟอร์มได้ที่ผู้อำนวยการหรือเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียน) แล้วส่งไปยังผู้อำนวยการหรือเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียน ผู้รายงานโดยตรงต้องจัดทำรายงานแม้ว่าจะไม่ทราบหรือไม่แน่ใจในข้อมูลบางส่วน</li>
+  <li>ถ้าหากพบว่าข้อมูลที่รายงานนั้นไม่เป็นความจริง แต่บุคคลที่รายงานนั้นรายงานด้วยความหวังดี บุคคลนั้นจะไม่รับโทษ แต่หากพบว่าบุคคลที่รายงานนั้น รายงานด้วยความไม่ยั้งคิดในความเป็นจริง หรือรายงานด้วยเจตนาที่ไม่ดี บุคคลนั้นจะต้องรับผิดชอบต่อการกระทำของตน</li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>ขั้นตอนการตรวจสอบ (Investigation)</strong></h2>
+<ol>
+  <li>ในระหว่างกระบวนการรายงานและการสอบสวน จะต้องมีการจำกัดข้อมูลให้ผู้จำเป็นต้องรู้เท่านั้น เพื่อเป็นการดูแลและปกป้องผู้ถูกกระทำที่ถูกกล่าวอ้าง ผู้กระทำผิดที่ถูกกล่าวหา และผู้รายงาน</li>
+  <li>หากผู้อำนวยการหรือเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียนมีส่วนเกี่ยวข้องในเรื่องที่กล่าวหา รายงานนั้นจะถูกส่งต่อไปยังประธานของคณะกรรมการดำเนินงาน และประธานของคณะกรรมการดำเนินงานจะทำหน้าที่ในตำแหน่งแทนผู้อำนวยการ</li>
+  <li>ทันทีที่ได้รับรายงาน ผู้อำนวยการและเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียนหรือผู้ที่รับหน้าที่ดูแลจะ<ol>
+      <li>ส่งต่อข้อมูลที่เกี่ยวข้องให้กับคณะกรรมการดำเนินงานของโรงเรียน</li>
+      <li>แต่งตั้งผู้ที่จะทำการสอบสวน<ol>
+          <li>หากการกระทำที่ถูกกล่าวหานั้นเกิดขึ้นในโรงเรียน หรือระหว่างคนของคริกส์ (เช่น ระหว่างครู บุคลากร พนักงาน นักเรียน ผู้ปกครอง) และเป็นการกระทำในลักษณะเชิงอาญา โรงเรียนจะแจ้งให้เจ้าหน้าที่รัฐรับทราบ และดำเนินการตามข้อค้นพบหรือข้อสรุปของหน่วยงานเหล่านั้น</li>
+          <li>หากการละเมิดที่ถูกกล่าวหานั้นเกิดขึ้นบริเวณนอกโรงเรียน หรือมีผู้ที่เกี่ยวข้องในเหตุการณ์ที่ไม่ใช่คนของคริกส์ ทางโรงเรียนจะแจ้งเจ้าหน้าที่รัฐหรือองค์กรอื่นๆ ตามความเหมาะสมของกรณี องค์กรเหล่านี้อาจรวมไปถึง (แต่ไม่จำกัดเฉพาะ) ตำรวจไทย ผู้นำองค์กรมิชชั่น สถานฑูต เป็นต้น<ul>
+              <li>คริกส์จะยังคงปรึกษาหารือและให้ความช่วยเหลือกับกลุ่มคนข้างนอกที่เกี่ยวข้องกับการทำการสอบสวนพนักงาน บุคลากร หรือนักเรียนที่ถูกกล่าวหาว่ามีส่วนร่วมในการล่วงละเมิดหรือการคุกคามนักเรียน</li>
+            </ul>
+          </li>
+          <li>หากการล่วงละเมิดที่ถูกกล่าวหานั้นไม่ถือว่าเป็นความผิดทางอาญา หรือมีข้อสงสัยเพียงพอว่าการกระทำนั้นไม่ผิดกฎหมาย คริกส์จะเป็นฝ่ายดำเนินการสอบสวน<ul>
+              <li>ในกรณีที่คริกส์เป็นผู้นำในการสอบสวน ผู้อำนวยการจะแต่งตั้งทีมงานสอบสวน ซึ่งอาจประกอบไปด้วย ที่ปรึกษา พยาบาล ครูใหญ่ พนักงานที่ได้รับค่าตอบแทน หรืออาสาสมัคร (ตามความเหมาะสม) ทีมงานจะเร่งดำเนินการสอบสวนแบบไม่เปิดเผย และสอบสวนอย่างละเอียดถี่ถ้วนในการพิจารณาว่า มีเหตุอันควรเชื่อว่าการละเมิดได้เกิดขึ้นหรือไม่ แล้วทีมงานจะส่งผลการสอบสวนเป็นลายลักษณ์อักษรไปยังผู้อำนวยการ</li>
+            </ul>
+          </li>
+        </ol>
+      </li>
+      <li>ดำเนินการชั่วคราวตามความเหมาะสม ซึ่งอาจรวมถึง (แต่ไม่จำกัดเฉพาะสิ่งต่อไปนี้):<ol>
+          <li>ดำเนินการตามขั้นตอนทันที เพื่อความปลอดภัยและความเป็นส่วนตัวของผู้ที่ให้ข้อมูลรายงาน ผู้ถูกกระทำที่ถูกกล่าวอ้าง และผู้ที่ถูกกล่าวหาว่ากระทำผิด</li>
+          <li>ในช่วงระยะเวลาสอบสวนบางส่วนหรือทั้งหมด ผู้ถูกกล่าวหาจะถูกระงับการทำหน้าที่/การเข้าเรียน หากผู้ที่ถูกกล่าวหาว่ากระทำผิดนั้นเป็นอาสาสมัครหรือพนักงานที่ได้รับค่าตอบแทน ผู้นั้นจะถูกระงับการได้รับค่าตอบแทนจนกว่าการสอบสวนและการติดตามเรื่องจะเสร็จสิ้น นักเรียนที่ถูกกล่าวหาอาจไม่ได้รับอนุญาตให้เข้าเรียน แต่ก็จะไม่ถูกลงโทษทางวิชาการในระหว่างกระบวนการสอบสวน</li>
+          <li>แจ้งผู้ปกครองของผู้ถูกกระทำที่ถูกกล่าวอ้างโดยเร็วที่สุดเท่าที่จะเป็นไปได้เกี่ยวกับข้อกล่าวหาและกระบวนการสอบสวน (จำเป็นต้องใช้ดุลยพินิจในกรณีที่ผู้ถูกกล่าวหาเป็นสมาชิกครอบครัว)</li>
+          <li>จัดเตรียมและแนะนำบุคคลอ้างอิงที่จะช่วยให้คำแนะนำ และส่งต่อการดูแลให้ความช่วยเหลือ (ตามความจำเป็นและความเหมาะสม) เพื่อดูแลผู้ถูกกระทำที่ถูกกล่าวอ้าง ผู้ที่อยู่ใกล้ชิดผู้ถูกกระทำที่ถูกกล่าวอ้าง และผู้ที่ถูกกล่าวหาว่ากระทำผิด</li>
+        </ol>
+      </li>
+      <li>ทบทวนผลการสอบสวนของทีมงานสอบสวน และหากจำเป็น จะปรึกษากับผู้อำนวยการคนไทย คณะกรรมการดำเนินงาน และคณะกรรมการบริหารของโรงเรียน และเจ้าหน้าที่รัฐ (ผ่านผู้อำนวยการคนไทย) ข้อสรุปจะถูกส่งต่อไปยังคณะกรรมการดำเนินงานและคณะกรรมการบริหารของโรงเรียนในเวลาที่เหมาะสม</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>การลงโทษ/การติดตามเรื่อง (Consequences/Follow-up)</strong></h2>
+<ol>
+  <li>หากการสอบสวนของคริกส์ หรือหน่วยงานภายนอกบ่งชี้ว่าไม่มีเหตุอันควรให้เชื่อว่าได้มีการล่วงละเมิดเกิดขึ้น ผู้อำนวยการจะแจ้งให้ทุกฝ่ายที่เกี่ยวข้องในการสอบสวนและคณะกรรมการดำเนินงานทราบ หากคริกส์เป็นผู้นำในการสอบสวน จะมีคำกล่าวความบริสุทธิ์ให้กับผู้ที่ถูกกล่าวหา</li>
+  <li>หากพฤติกรรมที่ไม่เหมาะสมได้รับการพิสูจน์แล้วว่าได้เกิดขึ้น แต่ไม่ถือว่าเป็นการล่วงละเมิดหรือการละเลย ผู้ถูกกล่าวหาจะต้องได้รับโทษทางวินัยที่เหมาะสมตามดุลยพินิจของฝ่ายบริหาร</li>
+  <li>หากการสอบสวนมีเหตุอันควรให้เชื่อได้ว่า มีการล่วงละเมิดเกิดขึ้น ผู้อำนวยการหรือผู้ที่ได้รับหน้าที่ดูแล จะแจ้งผ่านผู้อำนวยการคนไทย ไปยังคณะกรรมการดำเนินงานและคณะกรรมการบริหารของโรงเรียนตามความเหมาะสม และอาจแจ้งเจ้าหน้าที่หรือหน่วยงานของรัฐ (เช่น ตำรวจ และองค์กรปกป้องสิทธิของเด็ก) ให้ทราบเรื่องนี้ พร้อมกับวิธีการลงโทษ</li>
+  <li>ผู้อำนวยการและคณะกรรมการดำเนินงานจะเป็นฝ่ายทำการตัดสินใจขั้นสุดท้ายเกี่ยวกับการยกเลิกสัญญาจ้างหรือการไล่ออก แต่ควรคาดว่า:<ol>
+      <li>หากพบว่าอาสาสมัคร/พนักงานที่ได้รับค่าตอบแทนมีส่วนร่วมในการล่วงละเมิด/การละเลยนักเรียน บุคคลนั้นจะถูกยกเลิกสัญญาในการทำงาน และอาจถูกส่งตัวต่อไปยังเจ้าหน้าที่รัฐเพื่อดำเนินคดีทางอาญา</li>
+      <li>หากพบว่าบุคคลจากกลุ่มอื่นๆ นอกเหนือจากคณะกรรมการดำเนินงาน (รวมถึงครูสอนชั่วคราว ผู้ช่วยโค้ช และอาสาสมัครที่ช่วยงานเป็นประจำ) มีส่วนร่วมในการทารุณกรรม/การละเลยนักเรียน ผู้นั้นจะถูกห้ามจากการปฏิบัติหน้าที่ใดๆ ในคริกส์ต่อไป และอาจถูกส่งตัวต่อไปยังเจ้าหน้าที่รัฐเพื่อดำเนินคดีทางอาญา</li>
+      <li>หากพบว่านักเรียนของคริกส์มีส่วนร่วมในการทารุณกรรม/การละเลย ผู้อำนวยการจะปรึกษาหารือกับครูใหญ่ ผู้สอบสวน หรือกลุ่มอื่นๆ ถึงวิธีการลงโทษที่เหมาะสมกับนักเรียนคนนั้น การลงโทษทางวินัยนั้นมีหลายรูปแบบตั้งแต่ การเขียนจดหมายขอโทษ สั่งให้เข้ารับการปรึกษา การไล่ออก หรือถูกส่งตัวต่อไปยังเจ้าหน้าที่รัฐเพื่อดำเนินคดีทางอาญา ทั้งนี้ขึ้นอยู่กับความรุนแรงของการกระทำของนักเรียน</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>สัญญาณและอาการของการถูกทารุณกรรม (Signs and Symptoms of Abuse)</strong></h2>
+<p>เค้าโครงต่อไปนี้เป็นตัวบ่งชี้ว่ามีการถูกทารุณกรรมและการถูกละเลย ผู้ให้การศึกษาควรใช้เค้าโครงนี้เป็นแนวทางในการรายงาน ผู้รายงานไม่จำเป็นต้องทราบรายละเอียดของการทารุณกรรมหรือพยายามแน่ใจว่าตัวบ่งชี้ที่สังเกตนั้นถือว่าเป็นการถูกทารุณกรรมหรือเปล่าก่อนที่จะรายงาน กฎของการรายงานคือ “การมีสาเหตุที่สมเหตุสมผลให้เชื่อว่านักเรียนกำลังตกเป็นเหยื่อของการทารุณกรรมหรือการละเลย” การมีสาเหตุหรือข้อสงสัยที่สมเหตุสมผลจะเกิดขึ้นได้เมื่อมีคนใดคนหนึ่งสงสัยโดยปราศจากอคติว่า มีการทารุณกรรมหรือการละเลยนักเรียนเกิดขึ้น เพราะแม้แต่คนที่ไม่มีอคติที่อยู่ในตำแหน่งเดียวกันก็จะสงสัยเช่นกันว่าอาจมีเหตุการณ์อย่างนั้นเกิดขึ้นสืบเนื่องมาจากการเรียนรู้ที่เคยได้รับมาและจากประสบการณ์</p>
+<p>ความรุนแรงของตัวบ่งชี้วัดหรือคำให้การของนักเรียนเกี่ยวกับบาดแผลที่เกิดขึ้นโดยเจตนาอาจบ่งบอกถึงความเป็นไปได้ว่ามีการทารุณกรรมเกิดขึ้น</p>
+<p>&nbsp;</p>
+<h2><strong>ตัวชี้วัดว่าถูกล่วงละเมิดทางกายภาพ (Indicators of Physical Abuse)</strong></h2>
+<ul>
+  <li>รอยฟกช้ำหรือรอยเฆี่ยนที่ไม่สามารถอธิบายได้บนส่วนต่างๆ ของร่างกาย</li>
+  <li>รอยฟกช้ำที่เกิดขึ้นในเวลาต่างกัน (สีต่างๆ )</li>
+  <li>รอยบาดแผลที่บ่งบอกถึงรูปร่างของสิ่งของที่ใช้ (สายไฟ เข็มขัด หัวเข็มขัด เป็นต้น)</li>
+  <li>รอยบาดแผลที่เกิดขึ้นบ่อยครั้งหลังจากวันขาดเรียน ช่วงวันหยุด หรือปิดภาคเรียน</li>
+  <li>บาดแผลไฟไหม้ที่ไม่สามารถอธิบายได้ โดยเฉพาะที่ฝ่าเท้า ฝ่ามือ แผ่นหลัง หรือบั้นท้าย</li>
+  <li>บาดแผลไฟไหม้ที่มีรูปร่างว่าอาจเกิดจากเตาไฟฟ้า เตารีด หรือบุหรี่</li>
+  <li>รอยไหม้จากเชือกที่แขน ขา คอ หรือลำตัว</li>
+  <li>บาดแผลที่ไม่สอดคล้องกับข้อมูลที่นักเรียนได้ให้</li>
+  <li>บาดแผลน้ำร้อนลวกที่เห็นขอบเขตได้ชัดเจน</li>
+  <li>บาดแผลฉีกขาด ถลอก หรือกระดูกหัก</li>
+</ul>
+<p>&nbsp;</p>
+<h2><strong>ตัวชี้วัดว่าถูกล่วงละเมิดทางเพศ (Indicators of Sexual Abuse)</strong></h2>
+<ul>
+  <li>นักเรียนมีโรคติดต่อทางเพศ</li>
+  <li>มีหลักฐานของการบาดเจ็บทางร่างกาย หรือมีเลือดออกที่บริเวณปาก อวัยวะเพศ หรือทวารหนัก</li>
+  <li>รู้สึกลำบากเวลาเดินหรือนั่ง</li>
+  <li>ปฎิเสธที่จะเปลี่ยนเป็นชุดพละ</li>
+  <li>นักเรียนวิ่งหนีออกจากบ้าน และไม่ได้แจ้งสาเหตุอย่างเจาะจง</li>
+  <li>การตั้งครรภ์เมื่ออายุ ๑๑ หรือ ๑๒ ปี โดยไม่มีประวัติว่าเคยมีความสัมพันธ์กับเพศตรงข้ามที่เป็นวัยเดียวกัน</li>
+  <li>มีความรู้เรื่องเพศสัมพันธ์ มีพฤติกรรม หรือใช้ภาษาที่ไม่เหมาะสมกับวัย</li>
+</ul>
+<p>*ตัวบ่งชี้พฤติกรรมที่สังเกตได้ไม่ถือว่ามีการล่วงละเมิดเกิดขึ้นเสมอไป แต่หากมีข้อมูลอื่นร่วมด้วยก็เป็นเหตุพอให้มีการรายงาน</p>
+<h1><strong>นโยบายเกี่ยวกับพฤติกรรมทำร้ายตนเอง (Self-Harm Policy)</strong></h1>
+<h2><strong>คำนำ (Introduction)</strong></h2>
+<p>คริกส์มีนโยบายที่จะรักษาและส่งเสริมสุขภาพจิตในหมู่นักเรียน เนื่องจากพฤติกรรมทำร้ายตนเองเป็นอาการของความเครียดทางจิตใจ คริกส์จะช่วยเหลือนักเรียนที่มีพฤติกรรมทำร้ายตนเอง ผู้รายงานโดยตรงทุกคน (อาสาสมัคร บุคลากร และพนักงานที่ได้รับค่าตอบแทนทุกคน) จะต้องรายงานให้ผู้อำนวยการทราบหากคิดว่าใครบางคนมีพฤติกรรมทำร้ายตนเอง ไม่ว่าจะเกิดขึ้นในหรือนอกโรงเรียน</p>
+<p>&nbsp;</p>
+<h2><strong>คำจัดกัดความ (Definitions)</strong></h2>
+<p>พฤติกรรมทำร้ายตนเองคือ “พฤติกรรมที่เกิดขึ้นซ้ำๆ ส่งผลโดยตรงกับร่างกาย และไม่เป็นที่ยอมรับในสังคม และก่อให้เกิดความบาดเจ็บทางร่างกายในระดับเล็กน้อยถึงปานกลาง” (Lewis &amp; Bear, 2009) พฤติกรรมทำร้ายตนเองนั้นไม่ค่อยมีส่วนเกี่ยวข้องกับความคิดฆ่าตัวตาย เนื่องจากพฤติกรรมทำร้ายตนเองนั้นเป็นวิธีหนึ่งที่ใช้ในการบรรเทาความเครียดที่ช่วยให้เกิดความรู้สึกสงบ เหตุฉะนั้นพฤติกรรมทำร้ายตนเองนั้นถือเป็นอาการภายนอกที่บ่งบอกถึงความเครียดของสุขภาพจิตภายใน การกระทำของการทำร้ายตนเองซ้ำๆ อาจกลายเป็นการเสพติดได้ พฤติกรรมทำร้ายตนเองสามารถแบ่งออกได้เป็นสามกลุ่ม</p>
+<ul>
+  <li>ระดับใหญ่– ร้ายแรงและไม่บ่อย ส่วนใหญ่เกิดขึ้นจากความมึนเมา</li>
+  <li>แบบแผนพฤติกรรม – พฤติกรรมแบบซ้ำๆ พบบ่อยในผู้ป่วยที่มีความบกพร่องทางจิต</li>
+  <li>ระดับปานกลางหรือผิวเผิน – เป็นที่แพร่หลายมากสุดในกลุ่มวัยรุ่น</li>
+</ul>
+<p>&nbsp;</p>
+<h2><strong>การป้องกันการพฤติกรรมทำร้ายตนเอง (Prevention of Self-harm)</strong></h2>
+<ol>
+  <li>คริกส์จะส่งเสริมสัมพันธภาพทางสังคมในเชิงบวกระหว่างนักเรียน โดยผ่านการสอน กิจกรรม และการส่งเสริมให้ผู้ปกครองมีส่วนร่วมในกิจกรรมของโรงเรียน</li>
+  <li>คริกส์จะเสริมสร้างบรรยากาศที่ยอมรับในความเป็นไปได้ (นั่นคือ เชื่อในความเป็นไปได้ที่นักเรียนอาจมีพฤติกรรมทำร้ายตนเอง) และเสรีภาพในการรายงานเกี่ยวกับพฤติกรรมทำร้ายตนเอง</li>
+  <li>พนักงานทุกคนที่อยู่ภายใต้สัญญา (ผู้ที่ได้รับค่าตอบแทนและอาสาสมัคร) จะต้อง<ol>
+      <li>เข้าร่วมการฝึกอบรมที่เหมาะสมเป็นประจำทุกปี การอบรมนี้จะมีการทบทวนเกี่ยวกับนโยบายนี้ ตัวชี้วัดว่ามีพฤติกรรมทำร้ายตนเอง และวิธีการตอบสนองที่เหมาะสม</li>
+      <li>ปฏิบัติและดำเนินการตามนโยบาย เพื่อส่งเสริมบรรยากาศของการเรียนรู้ที่ปลอดภัยและดี</li>
+      <li>ทำความเข้าใจเกี่ยวกับความรับผิดชอบของตนในฐานะ "ผู้รายงานโดยตรง" ในกรณีที่่สงสัยว่านักเรียนอาจมีพฤติกรรมทำร้ายตนเอง</li>
+    </ol>
+  </li>
+  <li>หากผู้รายงานโดยตรงไม่รายงานเรื่องที่ต้องสงสัยที่มีความสมเหตุสมผลเกี่ยวกับพฤติกรรมทำร้ายตนเองหรือการละเลย ผู้ที่รายงานจะได้รับการอบรมโดยคริกส์ และอาจรวมไปถึงการยกเลิกสัญญาในการทำงาน</li>
+  <li>ข้อมูลที่เกี่ยวข้องกับนโยบายนี้และที่เกี่ยวกับแนวโน้มในปัจจุบันของพฤติกรรมทำร้ายตนเองจะถูกจำแนกให้กับผู้ปกครองและนักเรียน</li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>การค้นพบและการรายงาน (Discovery and Reporting)</strong></h2>
+<ol>
+  <li><strong>คำสั่งการ</strong> (อ่านได้ที่ใต้หัวข้อ คำสั่งการ ในนโยบายนี้)<ol>
+      <li>ที่คริกส์ อาสาสมัครที่ได้ลงทะเบียน ครู บุคลากร และพนักงานทุกคนได้รับมอบหมายให้เป็นผู้รายงานโดยตรง และต้องรายงานให้ผู้อำนวยการหรือครูใหญ่ทราบหากสงสัยว่าใครบางคนมีพฤติกรรมทำร้ายตนเอง ผู้รายงานโดยตรงจะต้อง:<ol>
+          <li>จัดทำรายงานส่งไปให้ผู้อำนวยการหรือครูใหญ่ทุกครั้งเมื่อรู้หรือสังเกตว่า มีนักเรียนที่ตนรู้จักหรือ มี “การตั้งข้อสงสัยที่สมเหตุสมผล” ว่าอาจมีนักเรียนที่มีพฤติกรรมทำร้ายตนเอง<ul>
+              <li>* “การตั้งข้อสงสัยที่สมเหตุสมผล” คือ การที่คนใดคนหนึ่งจะสงสัยโดยปราศจากอคติว่า นักเรียนมีพฤติกรรมทำร้ายตนเอง เพราะแม้แต่คนที่ไม่มีอคติที่อยู่ในตำแหน่งเดียวกันก็จะสงสัยเช่นกันว่าอาจมีเหตุการณ์อย่างนั้นเกิดขึ้นสืบเนื่องมาจากการเรียนรู้ที่เคยได้รับมาและประสบการณ์ของตัวเอง</li>
+            </ul>
+          </li>
+          <li>จัดทำรายงานในรูปแบบรายลักษณ์อักษร พร้อมกับลงนาม แล้วส่งรายงานให้กับผู้อำนวยการภายใน 24 ชั่วโมงหลังจากได้รับข้อมูลเกี่ยวกับพฤติกรรมทำร้ายตนเองที่ต้องสงสัย แบบฟอร์มรายงานสามารถขอได้จากผู้อำนวยการและครูใหญ่</li>
+        </ol>
+      </li>
+      <li>การรายงานภายใต้หัวข้อนี้เป็นหน้าที่ของรายบุคคล เหตุฉะนั้นหัวหน้า ผู้บริหาร และสมาชิกของคณะกรรมการดำเนินงาน ไม่มีสิทธิ์ขัดขวางหรือยับยั้งหน้าที่การรายงาน และบุคคลใดก็ตามที่รายงานเนื่องจากมีความสงสัยที่สมเหตุสมผลจะไม่ถูกลงโทษโดยคริกส์</li>
+      <li>การรายงานข้อมูลเกี่ยวกับพฤติกรรมทำร้ายตนเองให้กับพนักงาน บุคลากร เพื่อนร่วมงาน หรือบุคคลอื่นที่ไม่ใช่ผู้อำนวยการหรือครูใหญ่ จะไม่ถือว่าเป็นการทดแทนการรายงานตามคำสั่งการ</li>
+    </ol>
+  </li>
+  <li><strong>การรายงานของนักเรียนที่เกี่ยวกับพฤติกรรมทำร้ายตนเอง</strong>
+    <ol>
+      <li>นักเรียนคนใดที่มีพฤติกรรมทำร้ายตนเองหรือรู้ว่ามีเรื่องแบบนั้นเกิดขึ้น จะต้องรายงานให้กับอาสาสมัครหรือพนักงานของคริกส์ทราบ และคนที่ได้รับรายงานนั้นจะขอให้อาสาสมัครหรือพนักงานของคริกส์อีกคนหนึ่งช่วยเป็นพยานรับฟังข้อมูลที่ได้รับจากนักเรียน เมื่อได้รับข้อมูลแล้ว ผู้รายงานโดยตรงจะทำรายงานเกี่ยวกับเรื่องนั้นแล้วส่งไปให้ผู้อำนวยการ</li>
+    </ol>
+  </li>
+  <li><strong>เนื้อหาของรายงาน</strong>
+    <ol>
+      <li>รายงานที่เกี่ยวกับการสงสัยว่าใครบางคนอาจมีพฤติกรรมทำร้ายตนเองควรถูกกรอกในแบบฟอร์มที่มีไว้ให้แล้ว ผู้รายงานโดยตรงจะต้องจัดทำรายงานถึงแม้ว่าจะไม่ทราบหรือไม่แน่ใจในข้อมูลบางส่วนของผู้ที่กำลังถูกสงสัยว่าอาจมีพฤติกรรมทำร้ายตเนอง</li>
+    </ol>
+  </li>
+  <li><strong>การป้องกันการรับโทษเมื่อรายงานมีความผิดพลาด</strong>
+    <ol>
+      <li>ถ้าหากพบว่าข้อมูลที่รายงานนั้นไม่เป็นความจริง แต่บุคคลที่รายงานนั้นรายงานด้วยความหวังดี บุคคลนั้นจะไม่รับโทษ แต่หากพบว่าบุคคลที่รายงานนั้น รายงานแม้รู้ว่าเป็นความเท็จ หรือ “รายงานด้วยความไม่ยั้งคิดในความเป็นจริง” และ/หรือรายงานด้วยเจตนาที่ไม่ดี บุคคลนั้นจะต้องรับผิดชอบต่อการกระทำของตน</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>ขั้นตอนการตรวจสอบ (Investigation)</strong></h2>
+<ol>
+  <li>ในระหว่างกระบวนการรายงานและการสอบสวน จะต้องมีการจำกัดข้อมูลให้ผู้จำเป็นต้องรู้เท่านั้น เพื่อเป็นการดูแลและปกป้องผู้ที่ถูกกล่าวอ้างว่ามีพฤติกรรมทำร้ายตนเองและผู้รายงาน</li>
+  <li>ครูใหญ่จะส่งรายงานต่อไปยังผู้อำนวยการ</li>
+  <li>ทันทีที่ได้รับรายงาน ผู้อำนวยการหรือผู้ที่รับหน้าที่ดูแล (เช่น พยาบาลของโรงเรียน) จะ:<ol>
+      <li>ส่งต่อข้อมูลที่เกี่ยวข้องให้กับคณะกรรมการดำเนินงานของโรงเรียน</li>
+      <li>แต่งตั้งผู้ที่จะทำการสอบสวน</li>
+      <li>อาจมีการดำเนินการชั่วคราวตามความเหมาะสม ซึ่งอาจรวมถึง (แต่ไม่จำกัดเฉพาะสิ่งต่อไปนี้):<ol>
+          <li>ดำเนินการตามขั้นตอนทันที เพื่อความปลอดภัยและความเป็นส่วนตัวของผู้ที่ให้ข้อมูลรายงานและผู้ที่ถูกกล่าวอ้างว่ามีพฤติกรรมทำร้ายตนเอง</li>
+          <li>แจ้งผู้ปกครองของผู้ที่ถูกกล่าวอ้างว่ามีพฤติกรรมทำร้ายตนเองโดยเร็วที่สุดเท่าที่จะเป็นไปได้เกี่ยวกับการกล่าวอ้างนี้และกระบวนการสอบสวน</li>
+          <li>จัดเตรียมและแนะนำบุคคลอ้างอิงที่จะช่วยให้คำแนะนำ และส่งต่อการดูแลให้ความช่วยเหลือให้กับผู้ที่ถูกกล่าวอ้างว่ามีพฤติกรรมทำร้ายตนเอง ตามความจำเป็นและความเหมาะสม</li>
+        </ol>
+      </li>
+      <li>ทบทวนผลการสอบสวนของทีมงานสอบสวน และหากจำเป็น ให้ปรึกษากับผู้อำนวยการคนไทย คณะกรรมการดำเนินงาน คณะกรรมการบริหารโรงเรียน และเจ้าหน้าที่รัฐ (ผ่านผู้อำนวยการคนไทย) เพื่อสรุปผล ข้อสรุปจะถูกส่งต่อไปยังคณะกรรมการดำเนินงานและคณะกรรมบริหารโรงเรียนในเวลาที่เหมาะสม</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>ผลที่ตามมา/การติดตามเรื่อง (Consequences/Follow-up)</strong></h2>
+<ol>
+  <li>หากการสอบสวนของคริกส์ หรือหน่วยงานภายนอกบ่งชี้ว่าไม่มีเหตุอันควรให้เชื่อว่านักเรียนมีพฤติกรรมทำร้ายตนเอง ผู้อำนวยการจะแจ้งให้ทุกฝ่ายที่เกี่ยวข้องในการสอบสวนและคณะกรรมการดำเนินงานทราบ</li>
+  <li>หากพฤติกรรมที่ไม่เหมาะสมได้รับการพิสูจน์แล้วว่าได้เกิดขึ้น แต่ไม่ถือว่าเป็นพฤติกรรมทำร้ายตนเอง นักเรียนคนนั้นจะต้องได้รับโทษทางวินัยที่เหมาะสมตามดุลยพินิจของฝ่ายบริหาร</li>
+  <li>หากการสอบสวนระบุว่ามีเหตุอันควรให้เชื่อได้ว่ามีพฤติกรรมทำร้ายตนเองเกิดขึ้น ผู้อำนวยการหรือผู้ที่รับหน้าที่ดูแลจะแจ้งให้คณะกรรมการดำเนินงานและคณะกรรมการบริหารทราบเรื่องนี้ และจะ จัดหาแผนช่วยพัฒนาชีวิตให้กับนักเรียน แผนดังกล่าวจะรวมถึง<ol>
+      <li>แผนในการสร้างความสัมพันธ์เชิงบวกและรับการปรึกษาแนะนำ</li>
+      <li>การอ้างอิงไปยังศูนย์การรับปรึกษาปัญหา</li>
+      <li>พยาบาลประจำโรงเรียนให้ความรู้เรื่องการดูแลบาดแผล และผลกระทบต่อสุขภาพจากการทำร้ายตนเอง</li>
+    </ol>
+  </li>
+</ol>
+<p>&nbsp;</p>
+<h2><strong>สัญญาณและอาการว่ามีพฤติกรรมทำร้ายตนเอง (Signs and Symptoms of Self-harm)</strong></h2>
+<p><strong>The following outlines indicators of self-injurious behavior. and teachers should use it as a guideline for reporting. The first signs may include emotional changes avoiding people and having poor academic results. Other signs that may be more noticeable include fibrous scars. on the arms or legs caused by cutting oneself with a sharp object, bruises, burns, trying to cover body parts even though the weather is hot Picking at scabs, pulling hair, bashing one's head against a wall. Punching a wall or punching yourself In order to report that The person making the report does not need to know the details of the inquiry. Or do you want to be sure if the signs you notice are considered signs of self-harm? The reporting rules are “Reasonable cause to believe that a student is engaging in self-injurious behavior. ” Having reasonable cause or suspicion arises when one suspects without bias that a student may be injuring himself. Because even unbiased people in the same position would suspect that such a thing might happen. Derived from the learning that has been received and from experience.</strong></p>
+<p>ความรุนแรงของตัวบ่งชี้วัดหรือคำให้การของนักเรียนเกี่ยวกับบาดแผลที่มีลักษณะว่าเกิดขึ้นโดยเจตนา ไม่ใช่โดยอุบัติเหตุ อาจบ่งบอกถึงความเป็นไปได้ว่านักเรียนมีพฤติกรรมทำร้ายตนเอง<br><br><br><strong>การทบทวนนโยบาย (Policy Review)&nbsp;</strong></p>
+<p>นโยบายเกี่ยวกับ การปกป้องคุ้มครองนักเรียน ที่ได้กล่าวมาเบื้องต้นนี้ จะได้รับการทบทวนและปรับปรุงตามความจำเป็นทุกสองปี อนุกรรมการจะดูแลกระบวนการนี้โดยการนำของเจ้าหน้าที่ฝ่ายคุ้มครองนักเรียน</p>
+<p>&nbsp;</p>
+<h2><strong>คู่มือปฏิบัติและข้อตกลงร่วมกัน การปกป้องคุ้มครองนักเรียน (Agreement to the Child Protection Handbook)</strong></h2>
+<p>ผู้ปกครอง พนักงาน และบุคลากรทุกคนต้องยอมตกลงที่จะปฏิบัติตามคู่มือ การปกป้องคุ้มครองนักเรียน โดยการกรอกข้อมูลและเช็ค ข้อตกลงของผู้ปกครองโรงเรียนคริกส์ (<a href="https://forms.gle/T2NiHm9UThC6gUxp9">CRICS Parent School Agreement</a>) หรือ ข้อตกลงของพนักงาน บุคลากร โรงเรียนคริกส์ (<a href="https://forms.gle/txoUnz2XhUrWQek3A">CRICS Staff School Agreement</a>)</p>
+<h1><strong>แบบฟอร์มรายงานสงสัยว่ามีการล่วงละเมิดนักเรียน</strong></h1>
+<p>แบบฟอร์มรายงานจะถูกกรอกโดยผู้รายงานโดยตรง <a href="https://portal.crics.asia/child-protection-reporting-form/">https://portal.crics.asia/child-protection-reporting-form/</a></p>
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+<!--
+title: Thai Home
+description: 
+published: true
+date: 2023-09-22T01:45:39.143Z
+tags: 
+editor: ckeditor
+dateCreated: 2023-09-18T15:25:44.840Z
+-->
+
+<p>t4stgwg4</p>