School Policies

Guiding Principles for a Safe, Respectful, and Supportive Learning Environment

Purpose

At Cedars High School, academic integrity is the cornerstone of our commitment to fostering ethical, responsible, and independent learners. This policy reflects our guiding principles of inclusivity, academic excellence, and holistic development, preparing students to become principled leaders and global citizens. By promoting honesty, fairness, respect, and responsibility, we ensure that our school community upholds the highest standards of integrity in learning, teaching, and scholarship.

Scope

This policy applies to all students, teachers, parents/guardians, and leadership at Cedars High School, outlining the principles, responsibilities, and practices that support academic integrity across the school community.

Policy Statement

Academic integrity is the practice of conducting oneself ethically and honestly in all educational pursuits. It involves respecting intellectual property, producing authentic work, and adhering to principles of fairness in assessments, research, and collaborative efforts. Students are expected to demonstrate ownership of their work, appropriately acknowledge sources, and refrain from engaging in practices that compromise the integrity of their education or that of their peers.

Cedars High School is committed to:

  • Embedding the values of academic honesty across all grade levels and curricula.
    • Educating students on the principles of ethical behavior, proper citation, and

   respect for intellectual property.
• Providing consistent guidance on avoiding plagiarism, collusion, and other forms

   of misconduct.
• Ensuring fairness and accountability in all assessments and learning activities.

Policy Practices

To uphold academic integrity, the school ensures the following practices are consistently implemented:

  • Students:
  • Submit authentic and original work, clearly citing all sources of information and ideas.
  • Avoid behaviors such as cheating, plagiarism, and collusion.
  • Take responsibility for their actions and learn from mistakes.
  • Teachers:
  • Model academic integrity and provide explicit instruction on ethical academic practices.
  • Monitor student work to ensure authenticity.
  • Provide clear feedback and educate students on avoiding misconduct.
  • Parents and Guardians:
  • Support the school’s academic integrity principles by fostering honesty and

        accountability at home.

  • Encourage students to complete assignments independently.
  • Leadership and Coordinators:
  • Establish a school culture where integrity is valued and celebrated.
  • Implement and regularly review policies related to academic integrity.
  • Ensure that consequences for violations are applied consistently and fairly.

 

Compliance and Review

 

  • Examples of Academic Misconduct:
  • Plagiarism: Using someone else’s ideas or work without appropriate acknowledgment
  • Collusion: Allowing another student to copy work or collaborating inappropriately
  • Cheating: Using unauthorized materials during exams or assessments
  • Duplication of Work: Submitting the same piece of work for multiple purposes without permission

 

  • Consequences of Academic Misconduct:
  • First Offense: Students receive a warning and must redo the assignment.
  • Second Offense: Parents are informed, and students may face additional disciplinary measures, such as suspension from specific activities.
  • Severe or Repeated Offenses: The school may escalate to disciplinary probation or other measures as decided by the disciplinary committee.
  • Support for Academic Integrity: To prevent misconduct and support ethical behavior, Cedars High School provides:
  • Age-appropriate lessons on proper citation and research methods starting in elementary grades.
  • Access to tools like plagiarism detection software for secondary students.
  • Training sessions for staff to identify and address misconduct effectively.
  • Guidance on proper research techniques.
  • Review: This policy is reviewed annually to ensure that it remains current and effective in upholding academic integrity. The review process includes gathering feedback from students, teachers, and parents, assessing the impact of existing measures, and updating the policy to align with emerging best practices and academic standards. All modifications are communicated transparently to the entire school community.

Purpose

 The purpose of this policy is to:
• Promote responsible and ethical use of technology among students and staff.
• Ensure online safety and security for all users.
• Protect the integrity of school devices and network infrastructure.
• Prevent misuse of digital resources.

Scope

This policy applies to:
• All students, staff, and visitors using school-owned devices, networks, and

     digital platforms.
• Personal devices when connected to the school network.
• School-related activities conducted online, both on and off campus.

Policy Statement

Cedars High School is committed to providing a safe and productive learning environment through the use of technology. This Acceptable Use Policy (AUP) outlines the responsible and ethical use of school devices, the internet, and other digital resources. By accessing these resources, all users, including students and staff, agree to comply with this policy to ensure a secure and respectful digital environment.

Policy Practices

  • Acceptable Use Guidelines:
  • Use of School Devices & Network:
  • School devices and networks are for educational and administrative purposes only.
  • Users must respect intellectual property rights and refrain from unauthorized copying of software or digital content.
  • Students and staff are encouraged to use technology creatively and collaboratively to support learning, innovation, and positive contributions to the global digital community.

 

  • Internet & Online Safety:
  • Users must not access, download, or share inappropriate or offensive content.
  • Personal information should not be shared online without permission.
  • Cyberbullying, harassment, or any form of digital misconduct is strictly prohibited and results in consequences (Following SIS).
  • Students cannot be unattended when using the internet.

 

  • Educational Platforms & Digital Resources:
  • All users are encouraged to think critically about the content they access and share online.
  • Staff members are required to evaluate the credibility of websites and information before using or sharing them, especially for academic purposes.
  • Educators must use educational platforms that are either part of the books adopted by the school or are recognized as authentic and reliable resources.
  • All digital learning tools and websites must align with the school’s curriculum and educational standards.
  • Unauthorized or unverified educational platforms should not be used for instructional purposes without approval from the school administration.

 

  • Email & Communication Tools
  • School-provided email accounts and communication platforms should be used responsibly (e.g. Microsoft 365 accounts…).
  • Emails/messages should be professional and respectful.
  • Any offensive, threatening, or misleading messages leads to consequences as mentioned in the Students’ Code of Conduct.
  • Suspicious emails or attachments must not be opened and should be directly reported to the school administration to prevent cybersecurity breaches.

 

  • Social Media & Online Conduct:
  • Parents sign a social media consent form allowing the school to post photos of their children.
  • Only school-authorized accounts may post student photos or work.
  • Photos are not to be taken if a student expresses discomfort.
  • Staff must obtain permission from both the administration and students before taking photos.
  • Staff are prohibited from posting student photos on personal social media accounts and should avoid adding students as friends.
  • Professional boundaries must be maintained at all times.
  • Posting or sharing inappropriate content related to the school, staff, or students is prohibited.
  • Confidential school information and student photos should not be posted.
  • Online behavior that damages the school’s reputation is not permitted.

 

  • Education and Awareness
  • Cedars High School is committed to educating students and staff about digital citizenship, online safety, and ethical technology use. Regular workshops and classroom activities reinforce these principles.
  • Users are expected to demonstrate cultural sensitivity and respect when interacting with others in online spaces, recognizing that they are part of a global digital community.
  • Personal Device Usage
  • The use of personal devices in school must be in accordance with teacher or staff instructions.
  • Personal devices must not interfere with the learning or working environment.
  • Unauthorized recording, photographing, or sharing of images/videos is prohibited.
  • Security & Privacy
  • Users must not share passwords or attempt to gain unauthorized access to accounts or data.
  • Downloading unauthorized software or applications on school devices is prohibited.
  • Any suspected security breaches must be reported to the administration immediately.

 

Compliance and Review

  • Violations of this policy may result in disciplinary action, including but not limited to:
  • Temporary or permanent loss of technology privileges.
  • Warnings, detention, suspension, or further disciplinary measures in accordance with school policies for students.
  • Warnings, suspension, or termination of employment in accordance with school policies for staff.
  • Legal action if necessary.

 

  • This policy is reviewed annually to align with evolving technology standards and cybersecurity best practices. All users, including students and staff, are expected to stay updated on any amendments.

Purpose

Cedars High School is committed to providing an exceptional, inclusive, and student-centered educational environment. Guided by our core beliefs and values, we celebrate the individuality of each student and strive to nurture their unique potential. Our admissions process reflects our commitment to diversity, inclusivity, and academic excellence. We welcome students who demonstrate the potential to engage with a rigorous curriculum and a vibrant community that fosters personal growth, intellectual curiosity, and a passion for learning.

Scope

This policy applies to the admissions process for prospective students at Cedars High School.

Policy Statement

• Non-Discrimination and Diversity: Cedars High School admits students without regard to race, religion, color, gender, nationality, or political affiliation.
• Personalized Approach: Students applying for admission undergo personalized, one-on-one assessments. These assessments are designed to accommodate diverse educational backgrounds and evaluate each applicant’s abilities, knowledge, and learning needs, ensuring an individualized approach to placement and support.
• Transparency:
o Evaluation results are shared and discussed with parents through clear and open communication to ensure collaboration and understanding.
o All tuition and associated fees are published on the school’s official website and clearly communicated to prospective and current families.


Policy Practices

• Admission Criteria:
o Previous Academic Achievements
o Recommendation letter from the applicant’s previous school describing academic performance and conduct.
o Qualifying interview with the candidate as well as an interview with his/her parents.
o CHS Evaluation Review
• American Program Applicants: Applicants joining the American Program must provide a certified copy of their exemption from the Ministry of Education at the UNESCO building.
Compliance and Review

• Confidentiality and Verification:
o All personal and sensitive information provided during the admissions process is kept confidential.
o The school complies with all relevant laws and regulations regarding the handling of personal data.
o The school reserves the right to verify the accuracy of application materials.
o Providing false information may result in withdrawal of an offer or dismissal.
• Appeal: Applicants may request a review of the admission decision if they provide evidence or documentation to support the appeal.

Purpose

The purpose of this policy is to create a safe, respectful, and inclusive environment at Cedars High School. Bullying in any form is not tolerated, and this policy outlines the procedures for reporting, addressing, and preventing bullying.

Scope

This policy applies to all students of Cedars High School. It covers any unwanted or aggressive behavior, including but not limited to:
• Verbal: Name-calling, teasing, threats, or inappropriate comments
• Social: Spreading rumors, excluding others, or embarrassing someone in
public
• Physical: Hitting, pushing, or any use of violence
• Cyber: Bullying through digital platforms, including social media, texts, or
emails
Policy Statement
Cedars High School is committed to fostering a safe, inclusive, and supportive environment for all students, staff, and parents. This Anti-Bullying Policy outlines clear procedures for reporting, responding to, and preventing bullying, ensuring that all members of our school community feel secure and respected.
• Reporting Procedures
o Students, parents, and staff members are encouraged to report any instances of bullying.
o Staff members are trained to handle these conversations with empathy and confidentiality.

 


• Response and Investigation:
o Take Immediate Action: Ensure the safety of the victim and separate the involved parties if necessary
o Investigate: Conduct a thorough investigation led by the Child Protection Officer or the school counselor
Policy Practices
• Consequences and Interventions: Consequences for students who engage in bullying behavior may include, but are not limited to:
o Written Warning: Initial warning and discussion about the behavior
o Counseling: Referral to school counseling services for both the bully and the victim
o Parental Involvement: Meetings with parents to discuss the behavior and consequences
o Detention/Suspension: Temporary removal from the school environment
o Expulsion: In severe cases, long-term removal from the school
• Prevention Strategies: Cedars High School is committed to preventing bullying through:
o Education: Conducting regular workshops and assemblies on bullying awareness and prevention
o Curriculum Integration: Incorporating social-emotional learning into the school curriculum
o Staff Training: Providing ongoing training for staff to recognize and address bullying

• Support for Victims: Victims of bullying have access to counseling services, including:
o On-site Counseling: Support sessions with the school counselor
o Support Groups: Peer support groups facilitated by trained professionals
Compliance and Review
• All members of the Cedars High School community are expected to adhere to this policy. Failure to comply results in appropriate disciplinary action as outlined.
• This Anti-Bullying Policy is reviewed annually by the Child Protection Officer and the school administration to assess its effectiveness and make necessary adjustments.

Purpose

The purpose of this policy is to foster a safe, inclusive, and respectful environment at Cedars High School for all students, staff, and faculty. The school upholds a zero-tolerance policy for any form of harassment, including verbal, physical, or psychological abuse. This policy aims to ensure that every individual has the right to work and learn without discrimination or intimidation, with a commitment to taking immediate and appropriate action to address any instances of harassment and support those affected.

Scope

This policy applies to all members of the Cedars High School community, including students, teachers, staff, and visitors. Each member is expected to adhere to the principles outlined in this policy and contribute to a positive, respectful atmosphere. It is a collective responsibility to uphold these standards and protect the rights and dignity of all individuals.

Policy Statement

Cedars High School defines harassment as any unwelcome behavior that creates an intimidating, hostile, or offensive environment. This includes, but is not limited to:

  • Verbal Harassment: Derogatory comments, insults, or slurs based on race, color, religion, gender, national origin, disability, or any other protected characteristic
  • Physical Harassment: Unwanted physical contact, assault, or deliberate interference with an individual’s personal space
  • Sexual Harassment: Unwelcome sexual advances, requests for sexual favors, and any other verbal or physical conduct of a sexual nature

The school is committed to preventing harassment through education, awareness, and clear reporting and disciplinary procedures.

Policy Practices

  • Reporting Procedure
  • Immediate Reporting: Any individual who believes they have been subjected to harassment should report the incident immediately to the Child Protection Officer (CPO), counselor, or school administration.
  • Confidentiality: All reports are treated with strict confidentiality, and information is only shared on a need-to-know basis to investigate and resolve the issue.
  • Investigation
  • Prompt Action: Reported incidents are investigated promptly and thoroughly.
  • Impartiality: Investigations are conducted fairly and objectively.
  • Interviews: The process may involve interviews with the complainant, the accused, and any witnesses.
  • Documentation: Findings and actions taken are carefully recorded.
  • Prevention and Training
  • Education: Cedars High School provides regular training on harassment prevention for students, staff, and faculty.
  • Awareness Campaigns: Posters, brochures, and materials are used to raise awareness about harassment and encourage reporting.
  • Support for Victims
  • Counseling Services: Victims have access to counseling and support services to cope with the emotional and psychological effects of harassment.
  • Safe Environment: Measures are taken to ensure victims feel safe and protected throughout the investigation.
  • Retaliation
  • Retaliation against individuals who report harassment or participate in an investigation is strictly prohibited.
  • Cedars High School is committed to safeguarding the rights of those who come forward, and any acts of retaliation result in disciplinary action.

 

Compliance and Review

  • Continuous Evaluation: Harassment policies and practices are regularly reviewed for effectiveness.
  • Professional Development: Staff receives ongoing training on identifying, preventing, and addressing harassment.
  • Policy Review: Annual review is conducted to ensure alignment with legal requirements and best practices.
  • Policy Violation: Non-compliance with this policy results in prompt investigation and may lead to a range of disciplinary actions tailored to the severity of the incident and the role of the individual involved.
  • Disciplinary Actions:
  • Consequences for Harassment: Individuals found guilty of harassment may face disciplinary actions, including suspension, expulsion, or termination of employment, depending on the severity of the offense.
  • Law Enforcement Involvement: Harassment that involves criminal activity or sexual misconduct is reported to law enforcement.
  • False Reports: Making false allegations knowingly also results in disciplinary action.

These consequences aim to reinforce the school’s commitment to maintaining a safe, inclusive, and respectful environment for everyone.

 

Purpose

The purpose of this policy is to establish a consistent and transparent approach to assessment at Cedars High School, ensuring that assessments are fair, meaningful, and aligned with our educational objectives. This policy aims to guide the development and implementation of assessments that support student learning, promote continuous improvement, and accurately reflect students’ progress.

Scope

This policy applies to all forms of student assessment at Cedars High School, including but not limited to:

  • Formative Assessments: Ongoing assessments that monitor student progress and inform teaching strategies.
  • Summative Assessments: End-of-unit or term assessments that evaluate student achievement against specific learning outcomes.
  • Diagnostic Assessments: Tools to identify students’ prior knowledge and areas for development.
  • Performance Assessments: Evaluations based on real-world applications, such as collaborative presentations and problem-solving tasks.
  • External Assessments: International and governmental exams, such as SATs and checkpoint exams, to ensure students meet global academic standards.
  • Peer and Self-Assessment: Opportunities for students to evaluate their own or peers’ work to foster reflection and improvement.
  • Accommodations for Students with Diverse Learning Needs: Modifications in assessments for students requiring specific accommodations

 

Policy Statement:

  • Fairness and Equity: Students are assessed based on clear, consistent criteria. The assessments take into account the diverse needs and learning styles of students, providing equal opportunities for success.
  • Transparency: Students are informed of the assessment criteria, objectives, and expectations well in advance. Clear rubrics and feedback are provided to guide student performance.
  • Variety of Assessment Methods: A range of assessment types are used to cater to different learning styles and skills, including written tests, projects, presentations, portfolios, and group work.
  • Formative Feedback: Feedback is provided regularly to guide students in their learning process and allow them to improve before final assessments.
  • Reflection and Improvement: Students are encouraged to reflect on their performance and use assessment results as a tool for self-improvement.

Policy Practices

  • Assessment Practices:
  • Checkpoint Exams: Students in grades 6 and 8 sit for checkpoint exams to monitor academic progress and develop critical thinking skills.
  • Governmental and International Exams: Students in grades 9 and 12 sit for national and international exams to ensure alignment with academic requirements.
  • Performance Assessments: Tasks involving real-world problem-solving and collaborative projects to evaluate students’ applied knowledge and skills.
  • Continuous Evaluation: Assessment results are regularly reviewed by heads and coordinators to identify areas for student support and curriculum improvement.

 

  • Assessment Criteria:
  • Clear Learning Objectives: Assessments are aligned with specific, measurable learning outcomes that reflect the key concepts and skills taught.
  • Rubrics and Scoring Guidelines: Rubrics are used to assess student work, ensuring that students understand how their work is evaluated.
  • Consistency in Grading: Teachers ensure consistency in grading by using established rubrics and moderating assessments when necessary to ensure fairness.
  • Timeliness of Feedback: Feedback is provided in a timely manner to allow students to reflect and act on the feedback before the next assessment.
  • Accommodations for Diverse Learners

 

  • Individualized Support: Assessments are adapted for students with special educational needs, English language learners, and those with behavioral or emotional challenges.
  • Modifications: Adjustments such as extended time, separate testing environments, and alternative formats (oral presentations, visual aids) are provided.
  • Confidentiality: All student accommodations are kept confidential to respect privacy and dignity.

 

  • Procedures for Assessment
  • Pre-assessment Communication: Teachers provide students with clear instructions on the objectives, criteria, and expectations for each assessment.
  • Assessment Delivery: Assessments are conducted in a manner that ensures all students can participate fairly. This may include offering different formats or tools depending on the student’s needs.
  • Grading and Recording: Teachers record all assessment results in a secure, consistent manner, ensuring transparency in grading. All assessment data is used to monitor student progress and inform instructional decisions.
  • Appeals Process: Students who feel that their assessment results are inaccurate or unfair may appeal the grade.
  • Reporting and Feedback
  • Regular Reporting: Students receive regular updates on their progress through report cards, parent-teacher conferences, and informal communication.
  • Actionable Feedback: Feedback is constructive, specific, and aimed at helping students understand their strengths and areas for improvement.
  • Student Reflection: Students are encouraged to reflect on their own performance and set goals for future learning based on assessment feedback.

Compliance and Review

  • Continuous Evaluation: The effectiveness of assessments is regularly evaluated to ensure they are supporting student learning and growth.
  • Professional Development: Teachers receive ongoing training to ensure that they are using the most effective assessment strategies and tools.
  • Review of Policy: This assessment policy is reviewed annually to ensure it aligns with best practices and the evolving needs of our student population.

Policy Violation: Non-compliance with this policy results in a prompt investigation and may lead to a range of disciplinary measures tailored to the nature and severity of the violation.

Purpose

The purpose of the Child Protection and Wellbeing Policy at Cedars High School is to establish clear guidelines and expectations for the protection and well-being of all students. It aims to ensure that:

  • Every child is safeguarded from harm, abuse, neglect, and exploitation.
  • Staff members, students, and parents are aware of their roles in maintaining a safe environment.
  • Appropriate measures are in place for the prevention, identification, and response to child protection concerns.

Scope

This policy applies to all staff members, students, parents, volunteers, and external partners interacting with the school community. It encompasses all school activities, including academic, extracurricular, and off-campus programs.

Policy Statement

Cedars High School is committed to ensuring the safety, well-being, and protection of all students. We believe every child deserves to grow and learn in an environment that supports their physical, emotional, and social development. Our policy emphasizes:

  • Creating a secure environment where students are protected physically, emotionally, and psychologically.
  • Preventing abuse, neglect, and exploitation through proactive measures.
  • Promoting awareness and education on child safety for students, staff, and parents.
  • Establishing clear roles and responsibilities in safeguarding children.
  • Collaborating with relevant agencies and authorities to ensure child protection.

 

Policy Practices

  • Legal Framework: This policy aligns with relevant local, national, and international child protection laws, including:
  • Lebanese Constitution: Guarantees the rights of children and their protection
  • Law No. 293/2014 on Domestic Violence: Recognizes the impact of domestic violence on children
  • UN Convention on the Rights of the Child (UNCRC): Emphasizes the right of children to protection from all forms of harm
  • UNICEF and WHO Guidelines: Provide best practices for child safety and mental well-being
  • Roles and Responsibilities:
    • School Administration: Ensures the implementation and adherence to the Child Protection Policy, providing resources, training, and support to staff members
    • Child Protection and Wellbeing Officer (CPWO): Oversees child protection concerns, manages reports, and coordinates with external agencies for intervention when necessary
    • Teachers and Staff: Maintain a safe learning environment, identify and report student well-being concerns, and participate in regular child protection training
    • Students: Report any safety concerns about themselves or peers and educated about their rights and responsibilities in maintaining a safe school environment
    • Parents and Guardians: Foster a safe home environment, collaborate with the school to address concerns, and ensure open communication with their children regarding safety and well-being
  • Code of Conduct: Cedars High School upholds a strict code of conduct to maintain a safe and inclusive learning environment. All students, staff, and stakeholders are expected to adhere to principles of:
    • Respect and Dignity: Treating all individuals with kindness and fairness
    • Safe Relationships: Encouraging positive interactions and appropriate boundaries
    • Zero Tolerance for Abuse: Any form of abuse, neglect, or discrimination will not be tolerated
    • Inclusivity and Diversity: Respecting differences and fostering an environment of acceptance
    • Confidentiality and Privacy: Handling all child protection matters with discretion and professionalism
  • Awareness and Training:
    • Staff Training: All employees undergo child protection training to recognize, respond to, and prevent harm.
    • Student Education: Age-appropriate lessons on personal safety, online security, and reporting mechanisms.
    • Parental Engagement: Workshops and resources to support families in child safety awareness.
  • Collaboration and Reporting:
    • Cedars High School works closely with child protection organizations, law enforcement, and mental health professionals to safeguard students.
    • Clear reporting mechanisms are in place to address suspected cases of abuse, ensuring prompt action and appropriate intervention.

Compliance and Review

  • This policy undergoes regular review and updates to remain effective and responsive to emerging child protection challenges.
  • Feedback from staff, students, and parents is incorporated to enhance our safeguarding approach.

Non-compliance with this policy results in prompt investigation and may lead to a range of disciplinary measures proportionate to the nature and severity of the violation.

Purpose

The Employee Code of Conduct establishes guiding principles that govern the behavior and professional responsibilities of all employees at Cedars High School. This policy aims to reflect the school’s mission and values, ensuring a safe, respectful, and ethical environment for students, staff, and the entire school community.

Scope

This policy applies to all employees of Cedars High School, including teaching and non-teaching staff, administrators, and support personnel.

Policy Statement

The Employee Code of Conduct outlines the core principles expected from all employees. These principles are aligned with Cedars High School’s values and focus on fostering an ethical, professional, and supportive environment for both staff and students. The key principles include:

  • Professional Integrity: Employees are expected to conduct themselves ethically, demonstrating honesty, fairness, and professionalism in all aspects of their work.
  • Student-Centered Focus: All actions must prioritize the safety, well-being, and academic success of students.
  • Respect and Collaboration: Employees must foster respectful relationships, embrace diversity, and contribute to a collaborative school culture.
  • Compliance and Accountability: Employees must adhere to the school’s policies, local laws, and professional standards, accepting accountability for their actions.
  • Clarity and Monitoring: Cedars High School ensures that employees are well-informed of rules, regulations, and expectations through the Cedars Employee Handbook. The school also closely monitors staff performance, providing constructive feedback and corrections to promote growth and alignment with the school’s values.

Policy Practices

To ensure this policy is effectively communicated and upheld, the school’s leadership team implements the following practices:

  • Communicating this policy effectively to all employees
  • Reviewing the policy periodically to maintain alignment with Cedars High School’s values and evolving needs
  • Addressing violations of this policy through the established procedures outlined in the school’s governance framework

Compliance and Review

  • Violations of this policy are addressed according to the school’s governance framework.

The policy is reviewed periodically to ensure it remains aligned with the school’s mission and the changing needs of the school community.

Purpose

Cedars High School is dedicated to fostering a globally aware, culturally diverse, and internationally minded community. Our commitment is to nurture students who understand the interdependence of global communities, embrace cultural diversity, and actively contribute to a sustainable, interconnected world. This policy is designed to ensure that all members of the Cedars community, students, staff, and families, integrate these values into their daily experiences, empowering students to take responsibility as global citizens.

Scope

This policy applies to all students, staff, and community members at Cedars High School. It focuses on integrating global perspectives into the curriculum, extracurricular activities, and school culture. Guided by the principles of international education and inclusivity, this policy aims to promote intercultural understanding, encourage participation in global citizenship activities, and foster an environment where respect for diversity is central to CHS’s experience.

Policy Statement

Cedars High School is committed to preparing students and staff for active participation in a globally interconnected world through the following key principles:

  • Global Citizenship:
  • Promoting active engagement with global issues through the development of empathy, responsibility, and awareness of the challenges facing communities around the world
  • Encouraging students to explore cultural, environmental, and social issues and participate in initiatives that impact global and local communities fosters responsible, ethical decision-making in the global context
  • Cultural Diversity:
  • Embracing and celebrating cultural, economic, and social perspectives through the integration of diverse voices into the curriculum and school activities
  • Respecting and honoring the multiplicity of cultures by enhancing students’ understanding of identity and intercultural communication
  • International Mindedness:
  • Developing a comprehensive understanding of global interdependence and sustainable development
  • Equipping students with the skills, attitudes, and knowledge needed to engage thoughtfully and respectfully with diverse global communities
  • Focusing on fostering attitudes of curiosity, critical thinking, and global awareness to prepare students to navigate and contribute meaningfully to a rapidly changing world

Policy Practices

  • Curriculum Integration: Global themes and perspectives are seamlessly integrated across all subjects, ensuring that students gain a broad understanding of the interconnectedness of cultures, economies, and societies.
  • Cross-Cultural Engagement:
  • Creating opportunities for students to participate in international exchanges, collaborative projects, and cultural immersion experiences
  • Working in partnership with other schools worldwide to facilitate virtual exchanges, cultural study programs, and international guest speakers to encourage direct engagement with different global communities and perspectives
  • Professional Development:
  • Providing ongoing training in global competencies, inclusive pedagogies, and best practices for fostering international mindedness in the classroom
  • Offering opportunities for staff to attend professional development workshops, conferences, and engage in learning communities that emphasize global education and cross-cultural understanding
  • Diversity Celebrations: CHS organizes events that recognize and celebrate the rich cultural diversity within the school community, such as cultural festivals, international days, and language celebrations.
  • Support for Students and Educators:
  • Providing resources and support to both students and educators to enhance their global learning experiences
  • Offering access to global learning platforms, international collaboration opportunities, and a well-resourced library to support students’ engagement with global issues
  • Equipping teachers with instructional resources on cultural diversity and international education to ensure effective teaching practices
  • Community Engagement: Cedars High School encourages and involves parents, alumni, and local community members in the promotion of global citizenship and cultural diversity. By organizing forums, workshops, and community outreach programs, the school facilitates dialogue about international topics and shares opportunities for parents and community members to contribute to cultural initiatives and global learning experiences.

Compliance and Review

  • This policy undergoes an annual review by the Leadership Team, Heads of Departments (HODs), coordinators, and teachers in collaboration with the principal.
  • Feedback from students, staff, and community members is collected through surveys, focus groups, and community meetings to inform updates and ensure the policy reflects Cedars High School’s ongoing commitment to global engagement and international mindedness.
  • This review process aligns with the school’s continuous improvement goals, ensuring that the school’s global initiatives remain relevant and impactful in a dynamic world.

Failure to comply with the Global Citizenship Policy may result in disciplinary action, depending on the severity of the violation.

Purpose

Cedars High School is dedicated to:

  • Ensuring a Safe Learning Environment: Protecting the health and well-being of our community by proactively preventing the spread of infectious diseases such as COVID-19, H1N1, and the flu.
  • Promoting Safe Practices: Incorporating stringent safety measures in classrooms, laboratories, cafeterias, and other operational areas.
  • Establishing a Robust Emergency Plan: Providing clear guidelines for evacuation, sheltering, and crisis management in the event of a fire, explosion, war, or any unforeseen emergency, ensuring students remain safe until guardians or designated emergency contacts arrive.

Scope

This policy applies to:

  • All Individuals on Campus: Students, teaching and non-teaching staff, administrative personnel, and visitors.
  • Facilities and Operational Areas: Classrooms, laboratories, cafeterias, common areas, and any other premises under school management.
  • Stakeholders: Parents, external vendors, and service providers who interact with the school community.

Policy Statement

Cedars High School prioritizes the safety, health, and emergency preparedness of its community. We commit to:

  • Proactive Health Measures: Implementing and updating infection prevention protocols based on current public health recommendations.
  • Safe Operational Environments: Enforcing lab safety procedures, maintaining hygienic food practices, and ensuring a secure physical environment.
  • Comprehensive Emergency Preparedness: Conducting regular evacuation drills and establishing designated safe areas and emergency shelters to protect students during crises.
  • Collaboration and Communication: Coordinating with school administration, the school nurse, lab safety personnel, and the Child Protection Officer (CPO) to ensure rapid and effective responses during emergencies.

Policy Practices

 

Roles and Responsibilities

  • School Administration:
    • Provide leadership, resources, and support for implementing health, safety, and emergency measures.
    • Ensure transparent communication regarding health updates, emergency procedures, and drill schedules.
    • Coordinate with external emergency services and health authorities as needed.
  • School Nurse:
    • Lead health promotion, education, and infection prevention efforts.
    • Manage first aid and emergency medical responses.
    • Maintain confidential health records and update protocols in consultation with the CPO.
  • Lab Safety Officer (or Designated Staff):
    • Enforce safe laboratory practices, including proper use of personal protective equipment (PPE) and emergency spill/fire response procedures.
    • Conduct regular lab safety inspections and training sessions.
  • Teachers:
    • Implement classroom-level infection prevention and lab safety guidelines.
    • Monitor student health and promptly refer symptomatic individuals to the school nurse.
    • Assist in executing emergency drills and ensuring student accountability during evacuations.
  • Cafeteria Staff:
    • Ensure food is sourced from licensed vendors and prepared according to strict hygiene standards.
    • Adhere to food safety protocols, including allergy management and emergency contact procedures.
  • Parents and Guardians:
    • Promote healthy habits at home and monitor children for symptoms.
    • Notify the school immediately if a student tests positive for an infectious disease.
    • Provide up-to-date emergency contact information.
  • Students:
    • Practice regular handwashing, maintain personal hygiene, and follow physical distancing and mask usage guidelines when necessary.
    • Participate in scheduled emergency drills and adhere to instructions during evacuations.
    • Report any health concerns or unsafe conditions to staff immediately.

Health and Infection Prevention Measures

  • Hygiene Protocols:
    • Regular handwashing with soap and water for at least 20 seconds.
    • Use of hand sanitizers when handwashing is not available.
    • Routine cleaning and disinfecting of high-touch surfaces.
  • Environmental Controls:
    • Ensure adequate ventilation in all indoor spaces.
    • Maintain physical distancing (minimum 1 meter) where feasible.
    • Follow mask usage guidelines, particularly for symptomatic individuals.
  • Absence and Return Guidelines:
    • Individuals exhibiting flu-like symptoms or testing positive for COVID-19/H1N1 must remain at home.
    • Return to school only after being fever-free for 24 hours without the use of fever-reducing medications.
    • Upon return, wear a mask for an initial precautionary period.

Lab Safety Procedures

  • Standard Operating Procedures:
    • Adhere to established guidelines for the safe use of equipment and chemicals.
    • Wear appropriate PPE (gloves, goggles, lab coats) at all times.
    • Maintain clear labeling and secure storage for hazardous materials.
  • Emergency Readiness in Labs:
    • Ensure the availability and proper maintenance of emergency equipment (eyewash stations, fire extinguishers).
    • Conduct regular safety drills and equipment inspections.
    • Immediately report and manage any lab incidents or spills in coordination with the lab safety officer.

 

Emergency Response Procedures

  • War and Other Critical Emergency Procedures:
    • Designated Safe Areas: In the event of war or other extreme emergencies, specific areas within the school have been identified as safe zones. These areas are designed to shelter students until they can be reunited with their parents or guardians.
    • On-Site Emergency Shelter: Should guardians be delayed in arriving, the school is equipped to provide a temporary safe haven. This includes:
      • Essential Supplies: Provision of food, mattresses, blankets, and basic first aid supplies.
      • Supervised Care: Continuous supervision by trained staff to ensure the well-being and security of the students.
    • Post-Incident Procedures: Once the emergency is resolved, the school conducts a thorough review to address any gaps in the emergency response plan and update procedures accordingly.

Food Safety and Cafeteria Practices

  • Nutritional Standards and Hygiene:
    • Regular review of food offerings to ensure nutritional value and to cater to student preferences.
    • Strict adherence to food safety practices by cafeteria staff, including routine handwashing, use of gloves, and proper food storage protocols.
  • Allergy and Emergency Protocols:
    • Maintain and update lists of students with food allergies.
    • Ensure that emergency contact information is readily accessible in the cafeteria.
    • Immediate response procedures for food-related emergencies.

Compliance and Review

  • Ongoing Evaluation:
    • This policy is reviewed annually by school administration, in consultation with the school nurse, lab safety officer, CPO, and other key stakeholders.
    • Updates are made in response to new public health guidance, evolving safety standards, or identified areas for improvement.
  • Accountability:
    • Detailed records of health inspections, safety drills, emergency incidents, and training sessions are maintained.
    • Non-compliance with this policy results in disciplinary action in accordance with school regulations.

 

  • Communication:
    • Changes to this policy are communicated promptly to all members of the school community.

Regular training and refresher sessions are conducted to ensure that all staff and students remain well-versed in current procedures.

Purpose

Cedars High School is committed to enhancing student learning and fostering academic responsibility.

Scope

This policy applies to all Cedars High School students from kindergarten to Grade 12, covering homework time allocation, submission processes, and consequences for non-compliance.

Policy Statement

Cedars High School is dedicated to a homework framework that not only reinforces classroom learning but also supports holistic student development. Homework is designed to be:

  • Purposeful and Aligned: Assignments are directly linked to educational objectives, reinforcing classroom content and promoting academic and personal growth.
  • Clear and Equitable: Homework comes with clear guidelines and deadlines to ensure that all students understand expectations and have equal opportunities to succeed.
  • Student-Centered: A Homework’s main purpose is to encourage students to take responsibility for their own learning, fostering independence, self-reliance, and strong time management skills.
  • Balanced and Supportive: The workload is calibrated to consider student well-being, with assignments designed to build essential life skills such as problem-solving and self-discipline. Additional resources, tutoring, and guidance are available to support students as needed.

 

Policy Practices

  • Time Allocation: Assign homework based on grade level and academic requirements, ensuring the workload is appropriate and manageable.
  • Communication: Use agendas, Teams, and EduFlag to consistently and clearly communicate assignments, expectations, and deadlines.
  • Monitoring Submission: Track homework submissions. Failure to submit, without a valid reason, results in a Failure to Submit Homework (FSH), impacting conduct grades. Repeated non-submissions lead to stricter consequences.
  • Interventions: Provide additional support, including tutoring and counseling, for students who repeatedly fail to submit homework on time.
  • Parental Involvement: Encourage parents to actively support and monitor their child’s homework process at home.

 

Compliance and Review

  • The policy is reviewed annually by school leadership, with feedback from teachers, students, and parents informing any necessary adjustments to enhance its effectiveness in promoting academic growth and student well-being.
  • Failure to comply to this policy may lead to a range of disciplinary measures tailored to the nature and severity of the violation. Consequences may range from:
  • Failure to Submit Homework or FSH
  • Grade deduction
  • Verbal and written warnings
  • Parental notification and meetings
  • Detention or loss of privileges

Suspension or, in severe cases, expulsion

Purpose

Cedars High School is committed to providing an inclusive education that recognizes and celebrates the diverse needs of its students. By embracing inclusion, we ensure that all students have the opportunity to succeed, feel valued, and contribute meaningfully to our school community. This policy guides our practices and shapes our school culture to support and empower every student, ensuring a bright and equitable future for all.

Scope

This policy applies to all students, teachers, staff, and stakeholders at Cedars High School, covering inclusive practices within academic programs, extracurricular activities, and school events.

Policy Statement

Cedars High School is dedicated to:

  • Removing barriers to learning and participation for all students
  • Promoting inclusion within the curriculum, extracurricular activities, and school events
  • Fostering an inclusive community where all students feel a sense of belonging and safety

Policy Practices

  • Guiding Principles:

 

  • Equity and Access: Every student should have access to a high-quality education tailored to their individual needs and strengths, ensuring that no student is excluded or disadvantaged.
    • Diversity and Belonging: CHS celebrates diversity in all forms and strives to create a safe and welcoming environment where each student’s identity, background, and abilities are respected and embraced.
    • Collaboration: Inclusive education requires the collaboration of all stakeholders, including teachers, parents, students, and support staff, working together to ensure that students receive the necessary support to succeed.
    • Accountability: We are committed to monitoring the effectiveness of inclusion practices, ensuring accountability at all levels, and making adjustments when necessary to support continuous improvement.
  • Student Diversity and Support Cedars High School caters to the diverse needs of all students, including:
    • Students with Special Educational Needs (SEN): Students who require additional support have access to individualized learning plans (IEPs) and targeted interventions.
    • Gifted and Talented Students: Enrichment programs and opportunities for advanced learning are offered to challenge and develop students’ strengths.
    • Students with Behavioral and Emotional Challenges: Support is provided through counseling services, positive behavior reinforcement, and modifications to help students manage stress, anxiety, and other challenges.
  • Universal Design for Learning (UDL) Cedars High School implements Universal Design for Learning (UDL) principles to ensure that the curriculum and learning experiences are accessible to all students:

 

  • Multiple means of representation to cater to various learning styles (visual, auditory, kinesthetic).
  • Multiple means of engagement to keep students motivated and engaged.
  • Multiple means of expression to allow students to demonstrate their learning in diverse ways.

 

  • Individualized Support Plans
    • Develop Individualized Education Plans (IEPs) for students with significant learning needs.
    • Work closely with students and their families to plan the necessary accommodations and modifications to support academic success.
    • Regularly review these plans to ensure that students are making progress and receive updated accommodations as needed.

 

  • Professional Development for Teachers and Staff
  • Provide ongoing professional development for teachers and staff on inclusive teaching strategies, differentiation, Universal Design for Learning (UDL), and cultural competency.
  • Train staff in creating a safe and supportive environment for students with mental health concerns and behavioral challenges.
  • Encourage collaboration among mainstream teachers, special education teachers, counselors, and support staff to create an integrated and holistic approach to inclusion.
  • Differentiation and Curriculum Adaptation
    • Differentiate instruction by providing varied learning experiences (e.g., hands-on activities, project-based learning, and digital resources).
    • Adapt assessments to accommodate students with learning differences, including providing extended time, alternative formats, or reduced task loads.
    • Offer scaffolded support for students who need additional assistance in understanding the content.
  • Behavioral and Social Inclusion Cedars High School is committed to promoting positive behavior, social inclusion, and emotional well-being for all students by:
    • Implementing school-wide positive behavior support programs and restorative practices.
    • Offering social-emotional learning (SEL) programs to help students develop essential life skills such as empathy, conflict resolution, and self-regulation.
    • Addressing bullying and discrimination through a zero-tolerance policy, restorative justice practices, and creating awareness about diversity and inclusion.
  • Parental and Community Involvement We encourage active parental involvement in the educational process by:
    • Maintaining regular communication with parents, particularly when discussing IEPs or Learning Support Plans.
    • Involving parents in decision-making processes related to their child’s learning.
    • Engaging the broader community and local organizations to support students with special needs, creating community partnerships that enhance inclusion.

 

Compliance and Review

  • Monitoring, Evaluation, and Accountability The school regularly monitors the effectiveness of its inclusion practices through:
    • Ongoing assessments of student progress, including academic achievements, behavioral improvements, and social inclusion.
    • Feedback from students, parents, and staff regarding their experiences with the inclusion policy.
    • Annual reviews of the inclusion policy and its implementation to identify areas of improvement and ensure alignment with the school’s mission and values.
  • Policy Implementation and Review
  • Responsibility: The implementation of this policy is overseen by the Inclusion Coordinator and the School Leadership Team, in collaboration with all staff members.

Review Process: This policy is reviewed on an annual basis and updated as needed to ensure continuous improvement and alignment with best practices in inclusive education.

Purpose

The Intervention and Support Program (ISP) at Cedars High School aims to provide targeted academic, behavioral, and emotional support to students who require additional assistance to succeed in mainstream education. The program is designed to foster an inclusive learning environment while ensuring that all students reach their full potential.

Scope

This policy applies to all students enrolled in the ISP, as well as staff, mainstream teachers, and specialists involved in delivering support services. It covers the identification, referral, and admission processes, as well as program structure, roles, and responsibilities.

Policy Statement

The ISP is committed to:

  • Identifying students in need of intervention and providing tailored support
  • Implementing evidence-based strategies to address academic and behavioral challenges
  • Collaborating with teachers, parents, and specialists to create individualized support plans
  • Monitoring student progress using standardized assessments and classroom performance data
  • Promoting inclusion and gradual reintegration into mainstream classrooms when possible

 

Policy Practices:

  • Referral and Admission Process: Students eligible for the ISP must meet one or more of the following:
  • Performance below grade level in at least two core subjects.
  • Documentation of learning difficulties or disabilities.
  • Behavioral challenges that impede academic progress.
  • Referral initiated by the Head of Department, parents, the school therapy coordinator, or specialists based on consistent academic or behavioral concerns.
  • Review of student records and classroom performance.
  • Completion of a screening process, including observations, academic assessments, therapeutic screening, and parental input.
  • Decision made by the ISP team, followed by a parent meeting.
  • Development of an Individualized Support Plan if admitted.
  • Program Structure & Services Assessment and Placement:
    Students undergo a screening process to determine the level of support needed.

 

  • Individualized Support Plans:
    Specific goals, strategies, and accommodations tailored to each student.

 

  • Intervention Models:
  • Push-In Services: Specialized educators support students within the mainstream classroom through modifications, accommodations, and additional assistance.
  • Pull-Out Services: Targeted instruction in small groups or one-on-one sessions outside the mainstream classroom to address specific learning gaps.
  • Remedial Sessions: Additional structured support for academic gaps.
  • Resource Room: A dedicated space for students performing below grade level in more than two subjects. The Resource Room provides intensive, structured support through tailored instructional programs, skill-building activities, and social-emotional learning initiatives. The focus is on closing academic gaps and developing independent learning strategies.
  • Behavioral & Emotional Support: Counseling, social skills training, and structured behavior management plans are available for students in need.

 

  • Parental Involvement: Regular communication with parents through scheduled meetings, reports, and collaboration in reinforcing strategies at home.
  • Additional Services: Speech and language therapy, psychomotor therapy, and counseling services.

 

  • Progress Monitoring & Exit Criteria: Student progress is reviewed periodically. Students meeting their goals may transition out of the program. Exit criteria include:
  • Achieving grade-level performance in core subjects.
  • Demonstrating consistent behavioral improvements.
  • Functioning independently with minimal support.
  • Reviewing and approval by the ISP team.
  • Roles and Responsibilities
  • ISP Coordinator: Oversees the program, ensures adherence to policies, and supports staff in implementing intervention strategies.
  • Support Educators: Provide direct instruction and modifications based on student needs.
  • Mainstream Teachers: Collaborate with ISP staff to implement accommodation in the classroom. Regular consultation and training sessions are conducted to support teachers.
  • Counselors & Specialists: Offer emotional and behavioral support as needed, along with therapeutic services.
  • Parents & Guardians: Engage in the intervention process, attend scheduled meetings, and reinforce strategies at home.

Professional Development ISP staff and mainstream teachers receive ongoing professional development on intervention strategies, inclusive teaching methods, and behavioral management techniques. Training sessions are conducted periodically to ensure effective implementation.

  • Confidentiality and Ethical Considerations
  • All student information, assessments, and intervention plans are confidential.
  • Staff must adhere to ethical guidelines, ensuring respect for student dignity and privacy.

 

Compliance and Review

  • The ISP is reviewed annually to assess its effectiveness.
  • Feedback from staff, students, and parents is gathered.
  • Adjustments are made as necessary to enhance student success.

Non-compliance with ISP policies or procedures may result in disciplinary action or additional training.

Purpose

Cedars High School is committed to building a diverse and talented team that upholds our values of academic excellence, integrity, and inclusivity. This Recruitment and Hiring Policy outlines the principles guiding our hiring practices to ensure fairness, transparency, and compliance with all relevant laws.

Scope

This policy applies to all recruitment and hiring activities at Cedars High School, including positions for faculty, administrative staff, and other roles within the school community.

Policy Statement

Cedars High School is dedicated to fair and Inclusive Hiring Practices, ensuring that all recruitment and hiring decisions are based on merit, qualifications, and alignment with CHS’s values, without discrimination based on race, color, national or ethnic origin, religion, gender, sexual orientation, disability, age, or any other protected characteristic.

Policy Practices

  • Recruitment Practices:

  • Job Postings: Vacancies are advertised internally and externally through the CHS website and Social Media to reach a broad and diverse audience.
  • Application Process: Candidates must submit their CV via email to the designated HR contact. Shortlisted applicants undergo an initial interview, followed by a teaching demonstration and a written English evaluation.

 

  • Background and Reference Checks:

  • Verification: CHS performs comprehensive background checks, including criminal history, educational qualifications, and previous employment verification.
  • References: CHS Contacts provided references to gain insights into the candidate’s past performance and character.

 

  • Opportunities for Unexperienced Applicants:

 

  • Inclusive Hiring: Recognizing the value of fresh perspectives, CHS welcomes applications from individuals with limited experience who demonstrate potential and a strong commitment to our mission.
  • Training and Development: Providing comprehensive training programs and ongoing support to help unexperienced staff integrate effectively and grow within their roles.

 

Compliance and Review

CHS ensures that all recruitment and hiring practices comply with relevant labor laws and regulations, maintaining ethical standards and protecting the rights of all candidates.

Purpose

The purpose of this Student Code of Conduct is to outline the behavioral expectations and responsibilities of all students to ensure a safe, supportive, and productive learning community. Cedars High School is committed to fostering a respectful, inclusive, and academically enriching environment that aligns with our guiding statements.

Scope

This policy applies to all students enrolled at Cedars High School. It governs student behavior within the school premises, during school-related activities, and in any interactions (in-person or online) that impact the school community.

Policy Statement

Cedars High School is dedicated to:

  • Safeguarding the personal information of students, staff, and families
  • Establishing principles and procedures for collecting, storing, accessing, and sharing personal data
  • Ensuring confidentiality, integrity, and security of personal information
  • Acknowledging and agreeing to abide by the Student Code of Conduct upon enrollment
  • Maintaining a respectful and thriving school community

Policy Practices

  • Core Values and Expectations: Students at Cedars High School are expected to uphold the following values in all their interactions:
    • Respecting peers, staff, and the school community with kindness, empathy, and consideration
    • Demonstrating integrity through honesty, responsibility, and accountability in academic and personal conduct
    • Striving for excellence in academic and personal growth while upholding high standards of effort and perseverance
    • Engaging in the community by actively participating in school initiatives, extracurricular activities, and service-learning opportunities
    • Contributing to safety and well-being by fostering a safe and positive school environment and refraining from behavior that endangers oneself or others
  • General Behavioral Expectations: All students are required to:
  • Adhere to school policies, classroom rules, and teacher instructions.
  • Use respectful language and maintain appropriate conduct in person and online.
  • Follow digital citizenship guidelines when using school technology and platforms (Teams, Eduflag, etc.).
  • Refrain from disruptive behavior that hinders the learning experience of others.
  • Respect school property and the belongings of others.
  • Demonstrate sportsmanship, teamwork, and cooperation in all school activities.
  • Academic Integrity Students are expected to uphold academic honesty by:
  • Submitting original work and properly citing sources
  • Avoiding plagiarism, cheating, or any form of academic dishonesty
  • Collaborating only when permitted and maintaining fairness in group work
  • Respecting the school’s assessment policies and deadlines
  • Attendance and Punctuality: Regular attendance and punctuality reflect commitment and responsibility. Students must:
  • Attend all scheduled classes, school events, and required activities.
  • Arrive on time and be prepared for lessons.
  • Follow the school’s absence reporting procedures and provide valid justification for absences.

 

 

  • Digital Citizenship and Technology Use: As a school that integrates technology into learning, students must:
  • Use school-provided platforms (Teams, Eduflag, e-alpha, ConnectED, HMH Ed) responsibly and ethically.
  • Refrain from cyberbullying, inappropriate online behavior, or sharing harmful content.
  • Follow the school’s technology use policies and report any misuse.
  • Student Well-being and Support: Cedars High School is committed to student well-being. Students should:
  • Seek help from teachers, counselors, or support staff if facing academic or personal challenges.
  • Respect the confidentiality and role of school therapists (psychologists, speech therapists, psychomotor therapists).
  • Follow intervention and support guidelines when additional assistance is required.
  • Conflict Resolution and Anti-Bullying Policy
  • Students must report any form of bullying, harassment, or discrimination.
  • Conflicts should be resolved through peaceful discussion or mediation with the support of staff.
  • Retaliation against individuals who report concerns is strictly prohibited.
  • Dress Code and Personal Presentation
  • Students must adhere to the school’s dress code policy and maintain a neat and presentable appearance.
  • Clothing and accessories must be appropriate and aligned with the school’s values.
  • Student Leadership and Positive Contributions
  • Students are encouraged to take on leadership roles through the Student Council, clubs, and extracurricular activities.
  • Active participation in school events and service-learning projects is highly valued.
  • Peer mentorship and support for fellow students are encouraged.

 

 

Compliance and Review

  • This policy is reviewed periodically to ensure alignment with Cedars High School’s guiding statements and evolving educational needs.
  • Students, parents, and staff are informed of any updates.
  • Failure to comply with the Student Code of Conduct may result in appropriate actions to maintain a safe, respectful, and productive learning environment.
  • Depending on the nature and severity of the violation, consequences may range from:
  • Verbal and written warnings
  • Parental notification and meetings
  • Detention or loss of privileges

Suspension or, in severe cases, expulsion

Purpose

Cedars High School is committed to fostering sustainability and environmental responsibility within our institution. As part of our dedication to global citizenship and environmental stewardship, we strive to minimize our ecological footprint, promote sustainable practices, and instill environmental awareness in our students and staff.

Scope

This policy applies to all aspects of sustainability and environmental responsibility at Cedars High School. It encompasses school operations, curriculum, community engagement, and the involvement of all stakeholders including school leadership, teachers, staff, students, parents, and guardians.

Policy Statement

Our sustainability and environmental responsibility policy is guided by the following principles:
• Environmental Stewardship: We recognize our role in protecting and preserving natural resources for future generations.

  • Sustainable Development: We aim to integrate sustainability into all aspects of school operations, curriculum, and community engagement.
  • Education and Awareness: We provide students with the knowledge and skills to make informed decisions about sustainability and environmental issues.
  • Continuous Improvement: We regularly assess and enhance our sustainability efforts to align with best practices and evolving environmental standards.

 

Policy Practices

  • Sustainable Practices:
  • Waste Reduction and Recycling: Implementing waste management programs, including recycling and composting initiatives
  • Energy Conservation: Reducing energy consumption through efficient lighting, heating, and cooling systems
  • Water Conservation: Encouraging responsible water use and implementing water-saving technologies
  • Sustainable Transportation: Promoting walking, biking, carpooling, and public transportation
  • Eco-friendly Procurement: Prioritizing environmentally friendly products and suppliers
  • Biodiversity and Green Spaces: Maintaining school gardens, planting trees, and preserving green areas

  • Curriculum Integration: Sustainability education is embedded in the curriculum to:
  • Encourage environmental literacy through science, social studies, and cross-disciplinary projects
  • Engage students in hands-on environmental activities such as gardening, recycling programs, and sustainability campaigns
  • Promote research and innovation in sustainable solutions

  • Community Engagement: Cedars High School collaborates with local organizations, governmental bodies, and environmental groups to:
  • Participate in community-based sustainability projects
  • Organize awareness campaigns and events
  • Encourage student-led initiatives that promote environmental responsibility

  • Roles and Responsibilities
  • School Leadership: Ensures policy implementation and integration into school operations
  • Teachers and Staff: Incorporate sustainability into their teaching and daily practices
  • Students: Actively engage in sustainability initiatives and practice environmental responsibility
  • Parents and Guardians: Support and reinforce sustainable practices at home and within the school community

 

Compliance and Review

  •  Cedars High School regularly reviews and assesses the effectiveness of this policy by:
  • Conducting environmental audits and sustainability assessments
  • Gathering feedback from stakeholders
  • Setting and reviewing measurable sustainability goals
  • Failure to adhere to this policy may result in appropriate actions to ensure continued commitment to environmental stewardship.

Depending on the nature and severity of non-compliance, consequences may include verbal or written reminders, participation in sustainability awareness activities, or other corrective measures to align with the school’s sustainability goals.

Purpose

This policy establishes clear professional boundaries between teachers and students to ensure a safe, respectful, and supportive learning environment. The safety and well-being of students are the top priority, and all staff members are expected to uphold the highest ethical and professional standards.

Scope

This policy applies to all teachers, staff, and students within the school community.

Policy Statement

  • Contact Information
  • Teachers must not share their personal phone numbers and personal social media accounts
  • Teachers must not request or accept friend/follower requests from students on personal social media platforms.

 

  • Professional Boundaries
  • Teachers must always maintain appropriate professional relationships with students.
  • Personal details such as home addresses, family matters, or personal problems must not be disclosed to students.
  • Students should be discouraged from requesting personal information from teachers.

 

  • Communication
  • Communication between teachers and students must remain professional and related to educational matters.
  • All communication must take place through official school-approved channels (e.g. school email).
  • Physical Contact
  • Teachers must avoid any physical contact that could be considered inappropriate.
  • Physical contact should only occur when necessary for educational or safety reasons and must be appropriate and professional.

 

Policy Practices:

  • Reporting and Enforcement:
    • Any staff member who observes or becomes aware of a violation of this policy must report it to the school administration immediately.
    • Students are encouraged to report any concerns regarding teacher-student boundaries to a trusted staff member, Counselor, or CPO.
    • The school administration investigates all reported concerns and take appropriate action, which may include disciplinary measures against staff members found in violation.

Compliance and Review

  • All teachers and staff members must review and agree to abide by this policy annually.
  • This policy is reviewed regularly and updated as needed to align with best practices, legal requirements, and institutional needs.
  • Failure to comply with this policy may result in appropriate actions.
  • Depending on the nature and severity of the violation, consequences may range from:
  • Verbal and written warnings
  • Salary deduction

Expulsion in severe cases

Purpose

The purpose of this policy is to outline the evidence-based teaching methodologies and practices that guide high-quality learning at Cedars High School, creating a dynamic, inclusive, and student-centered learning environment. These practices foster critical thinking, creativity, and holistic development while addressing the diverse needs of our student population. In alignment with our mission to cultivate personal growth, ethical citizenship, and lifelong learning, this policy emphasizes research-based instructional approaches that engage students across all grade levels.

Scope

This policy applies to all educators at Cedars High School, across all disciplines and grade levels. It includes guidelines for teaching strategies, classroom management, student engagement, and the integration of technology to support learning. The policy also addresses the role of teachers in creating an inclusive, safe, and respectful learning environment that supports diverse learning needs.

Policy Statement

Cedars High School is committed to implementing teaching methodologies and practices that:

  • Foster a student-centered approach by focusing on the needs, interests, and strengths of students, encouraging active participation, critical thinking, and independent learning.
  • Integrate global and local contexts into lessons to promote international-mindedness.
  • Use assessment to guide student learning and development, ensuring instruction is responsive to students’ progress and needs.
  • Emphasize conceptual understanding by focusing on big ideas and their connections across subjects.
  • Ensure inclusivity and differentiation by accommodating diverse backgrounds, learning styles, and abilities, including support for students with special educational needs, English Language Learners (ELL), and gifted students.
  • Promote collaboration and interaction through group activities, peer discussions, and teamwork.
  • Engage students with active learning methods, such as project-based, experiential, and inquiry-based learning.
  • Apply evidence-based practices grounded in research and formative assessments.

Policy Practices

  • Teaching Methodologies: Cedars High School employs a variety of teaching methodologies, which may include but are not limited to:
  • Direct Instruction: Providing explicit, structured, and systematic teaching, especially for new concepts or skills.
  • Inquiry-Based Learning: Encouraging students to ask questions, explore, and investigate topics.
  • Collaborative and Cooperative Learning: Enhancing learning through group activities, discussions, and teamwork.
  • Project-Based Learning (PBL): Engaging students in long-term projects to apply knowledge to real-world problems.
  • Flipped Classroom: Delivering content outside the classroom to reserve class time for hands-on activities and discussions.
  • Differentiated Instruction: Adjusting pace, content, and activities to meet diverse learning needs.
  • Blended Learning: Combining face-to-face teaching with online experiences.
  • Problem-Based Learning: Solving complex, real-world problems collaboratively.
  • Socratic Method: Promoting critical thinking through open-ended dialogue and reflection.

  • Classroom Practices and Teacher Expectations:
  • Classroom Management: Maintaining a positive and orderly classroom with clear expectations, consistent routines, and respectful behavior management strategies.
  • Clear Learning Objectives: Starting each lesson with measurable, curriculum-aligned learning objectives shared with students.
  • Active Engagement: Using questioning, interactive activities, multimedia, and hands-on experiences.
  • Student Autonomy: Encouraging self-directed learning, goal setting, and reflection.
  • Use of Technology: Integrating educational technology to enhance learning and digital literacy.
  • Formative Assessment: Regularly assessing student understanding to adjust instruction.
  • Student Feedback: Providing timely, constructive feedback focused on growth.

  • Inclusive Teaching Practices:
  • Universal Design for Learning (UDL): Ensuring equal access to learning through multiple means of representation, engagement, and expression.
  • Support for Students with Diverse Needs: Collaborating with the Special Education Department for necessary accommodations and modifications.
  • Culturally Responsive Teaching: Connecting lessons to students’ cultural backgrounds and lived experiences.
  • Social-Emotional Learning (SEL): Promoting emotional well-being, social skills, and responsible decision-making.

  • Professional Development and Collaboration
  • Ongoing Professional Development: Staying current with best practices and new methodologies through workshops, conferences, and peer learning communities.
  • Collaborative Planning: Sharing best practices and planning interdisciplinary projects to align instruction with curriculum goals.
  • Mentorship and Peer Support: Mentoring newer educators by Experienced teachers to foster high-quality instructional practices.

Compliance and Review

  • Classroom Observations: Conducting regular classroom observations to provide constructive feedback and support professional growth.
  • Student Feedback: Collecting surveys and feedback to assess and improve teaching methodologies.
  • Annual Review: Reviewing the policy annually to ensure alignment with school needs, educational research, and strategic goals.
  • Ensuring Compliance: Addressing non-compliance through feedback, professional development, and support measures to maintain instructional effectiveness

Purpose

This policy ensures the safety, security, and well-being of students during transportation by setting clear expectations for school and private transport.

Scope

This policy applies to all students, parents, staff, bus drivers, and authorized individuals involved in student transportation.

Policy Statement

The school is committed to providing a safe and structured transportation system for students. This includes ensuring that all school buses meet safety regulations, drivers are properly vetted and trained, and clear procedures are in place for student pick-up and drop-off. Parents and guardians are responsible for ensuring compliance with transportation protocols.

Policy Practices

Student Departure & Pick-up

  • Students may only leave school with parents or authorized individuals listed in the transportation consent form.
  • Any exceptions require written parental consent specifying the authorized person’s details.
  • Early dismissal is only granted with written parental approval and administrative authorization.

Transportation Safety Standards

  • Bus drivers must undergo background checks and regular training.
  • Bus drivers must adhere to the school’s code of conduct.
  • Buses must be maintained through routine inspections and equipped with essential safety equipment.
  • Students must follow established bus rules to ensure a safe environment during transit.

Student Arrival & Dismissal

  • Designated entry and exit points are assigned for students using private and school transportation.
  • School staff supervises arrival and dismissal to ensure student safety.
  • Gates are secured at specified times to control access to the school premises.

Emergency & Risk Management

  • The school has an emergency response plan for transportation-related incidents.
  • Drivers must assess risks in case of national emergencies and follow school and local authority directives.
  • The school communicates with parents regarding any emergency transportation adjustments.

Compliance & Review

  • Any violations of transportation rules are addressed in accordance with school disciplinary protocols.

The school reserves the right to suspend or revoke transportation privileges for students who do not comply with safety expectations.

Purpose

The purpose of this policy is to promote ethical standards by encouraging all members of the CHS community to uphold high ethical principles. It aims to facilitate reporting by providing clear and confidential channels for raising concerns. Additionally, the policy protects whistleblowers, ensuring that individuals who report in good faith are safeguarded from retaliation. Lastly, it ensures accountability by guaranteeing that all reported issues are thoroughly investigated and addressed appropriately.

Scope

This policy applies to all directors, teachers, supporting staff, students, parents, volunteers, and other stakeholders associated with Cedars High School. It covers serious concerns such as financial misconduct, including fraud, theft, embezzlement, bribery, kickbacks, misuse of funds, or any accounting/auditing irregularities. It also addresses ethical violations, referring to breaches of personal or professional ethics that affect the school’s operations and reputation. Additionally, the policy encompasses policy violations, ensuring compliance with CHS policies and procedures, and safety concerns, focusing on the endangerment of student or staff safety.

Note: This policy is specifically designed to address serious matters. Routine HR issues, interpersonal conflicts not involving discrimination or harassment, and other minor concerns should be addressed through CHS’s Employment Manual and other relevant policies. 

Policy Statement

Cedars High School is dedicated to maintaining an environment of integrity, accountability, and transparency. We believe that fostering a culture where ethical behavior is encouraged and misconduct is promptly addressed is essential to our mission of providing exceptional education. This Whistleblower Policy outlines the framework for reporting unethical behavior, policy violations, or misconduct within our school community.

  • Encouraging Transparency: Creating an environment where concerns can be raised without fear
  • Ensuring Confidentiality: Protecting the identity of those who report concerns to the fullest extent possible
  • Upholding Fairness: Investigating all reports objectively and taking appropriate corrective actions when necessary

Policy Practices

  • Reporting Responsibility:
    All members of the CHS community are responsible for reporting any suspected violations in good faith and acting ethically in all dealings related to CHS operations.
  • No Retaliation:
    Cedars High School strictly prohibits retaliation against anyone who, in good faith, reports a violation or participates in an investigation. Retaliation includes, but is not limited to, harassment, demotion, termination, or any adverse employment actions. Individuals found retaliating against whistleblowers face disciplinary measures, up to and including termination of employment.
  • Reporting Channels:
    • Student-Related Matters: Report to the Child Protection Officer.
    • Financial, Accounting, or Auditing Matters: Report to the School Auditor.
    • Teacher-Student or Classroom-Related Concerns: Report to the Head of Division.
    • Other or General Concerns: Report to the School Principal.

Note: If unsure where to direct a concern, contact the School Principal for guidance.

  • Confidentiality:
    CHS is committed to maintaining the confidentiality of all reports to the extent possible. Information is only disclosed to individuals directly involved in the investigation and resolution of the reported concern. While anonymity is encouraged, providing identifiable information can facilitate a more effective investigation.
  • Handling of Reported Violations:
    • Acknowledgment: The Compliance Officer acknowledges receipt of the report within five business days, provided the reporter’s identity is known.
    • Assessment: The appropriate course of action is determined based on the type and severity of the concern.
    • Investigation: A thorough investigation is conducted, ensuring all relevant evidence is reviewed and appropriate parties are interviewed.
    • Resolution: Corrective actions are implemented if a violation is substantiated. The outcome is communicated to the reporter, respecting confidentiality as required.
  • Records: All records related to reported violations, investigations, and resolutions are maintained confidentially for seven years, or as required by CHS’s record retention policies. These records are accessible only to individuals directly involved in the investigation and resolution process.

Compliance and Review

  • All members of the CHS community are expected to adhere to this Whistleblower Policy. Any deviation from these guidelines may result in disciplinary action as determined by school administration.

This policy is reviewed periodically to ensure its effectiveness and relevance, and it is updated as needed to reflect changes in legal requirements, best practices, and school operations