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<!--
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>

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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>

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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>

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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>

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<!--
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>

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title: Teacher Handbook
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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>

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<!--
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>

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<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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<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
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published: true
date: 2023-09-22T01:45:39.143Z
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