Staff Handbook
2012-2013
TABLE OF CONTENTS
2012 – 2013 School Calendar
Mission Statement, Core Beliefs, and Parameters
ICA Code of Conduct for Teachers and Students
Standards of Practice for ICA Educators
Duty Hours / Tardiness
Class Schedules
Meetings and Other Non-Teaching Obligations
Leaves and Absences
Dress Code
Smoking Policy
Tutoring
Gifts from Students
Telephone Use
After-School Rules for Staff Students
Salaries and Benefits / Workload / Teacher Evaluation
Contract Renewal
Suspension or Dismissal / Staff Disciplinary Procedures
Professional Development
Academic Freedom
Censorship Guidelines
Religious & Cultural Domains
Political Domain
General Information About Islam and Muslims
Teaching Resources
Field Trips
Student Illness at School
Closed Campus
Homework
Communication with Parents
Student Attendance
Student Withdrawal
Student Complaints and Grievances
Evaluation of Student Progress
Grade Reporting
Student Activities
ESL Across the Curriculum
Classroom Management
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INTERNATIONAL CREATIVITY ACADEMY
2012-2013 ACADEMIC CALENDAR
ICA Mission Statement
“The International Creativity Academy is a private proprietary school that delivers a standardsbased American curriculum within an environment in which local traditions and values are
respected and practiced. The school is dedicated to preparing students for university success
and lifelong learning”
AUGUST 2012
S
M
T
7
14
21
28
W
1
8
15
22
29
9
16
23
30
F
3
10
17
24
31
S
4
11
18
25
SEPTEMBER
S
M
T
W
T
F
5
12
19
26
6
13
20
27
7
14
21
28
S
1
8
15
22
29
3
10
17
24
4
11
18
25
OCTOBER
S
M
T
1
2
7
8
9
14
15
16
21
22
23
28
29
30
W
3
10
17
24
31
T
4
11
18
25
F
5
12
19
26
S
6
13
20
27
NOVEMBER
S
M
T
W
4
11
18
25
6
13
20
27
7
14
21
28
T
1
8
15
22
29
F
2
9
16
23
30
S
3
10
17
24
DECEMBER
S
M
T
W
T
F
5
12
19
26
6
13
20
27
7
14
21
38
5
12
19
26
2
9
16
23
30
2
9
16
23
30
6
13
20
27
5
12
19
26
3
10
17
24
31
4
11
18
25
T
2
S
1
8
15
22
29
19
22
26
(*) Eid Al Fitr
New Hire Orientation begins
Administration & Staff Returns (Regular hours)
GSM @ 7:00 AM in BC Auditorium
2
3
9
Orientation for Students & Parents (9:00 – 1:00)
Classes Start Day including KG1& KG2
Pre-K Start Day
27
Quarter One Progress Reports go home / on Edline
25
(*) Arafat Day
26-30 (*)Eid Al-Adha holiday
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11
15
20
21
22
13
20
25
First Quarter Ends
Second Quarter Begins
Day Off for Islamic New Year
First Quarter Report Cards go home
Parent/Teacher Conferences (4 – 8 p.m.) – noon dismissal
Parent/Teacher Conference Day (7 – 2:00PM) – No students
Second Quarter Progress Reports go home / on Edline
Professional Development Day – No classes
No School
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JANUARY 2013
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8
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28 29
30
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F
1
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2
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2
9
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23
30
FEBRUARY
S
M
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7
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MARCH
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APRIL
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M
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7
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29
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5
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6
13
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27
MAY
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8
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2
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30
F
3
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31
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4
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18
25
3
10
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24
3
10
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31
5
12
19
26
JUNE
S
2
9
16
23
30
6
13
20
27
7
14
21
28
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F
3
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6
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S
1
8
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29
New Year – No School / Classes
Mid-Year exams
End of Second Quarter
The Birthday of the Prophet (PBUH)
Winter Break Begins
01
16 – 23
23
24
27
27 - 09
10
13
21
24, 25&26
No School – Winter Break
Classes resume – Third Quarter begins
100th Day of School
Second Quarter Report Cards go home
No School – National Day/Liberation Day
14
Third Quarter Progress Reportsgo home / on Edline
04
07-11
14
23
24
25
Third Quarter Ends
Spring Break
Classes resume/ Fourth Quarter Begins
Third Quarter Report Cards go home
Parent/Teacher Conferences (4-8 p.m.) – Students noon dismissal
Parent/Teacher Conference Day (8-2:00PM) No Students
09
Fourth Quarter Progress Reports go home / on Edline
05
12
13
16
20
Islamic Holiday (Isra’a and Miraj)
Quarter Four Ends/ Reports Go Home
Reporting Issues Resolved / Last Day for Faculty
Last Day for Administration
Last Day for Non-Academic Staff
(*) Islamic holiday dates are subject to lunar calendar and may change. The
official announcement will be made in local newspapers. Activities/details to be
announced: Sports Day, Reading Week, International Day, etc.
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ICA CODE OF CONDUCT FOR STUDENTS AND TEACHERS
Student and Teacher Rights and Responsibilities
The ICA Code of Conduct was created by the students, teachers, counselors, and administrators in
order to provide a safe environment of mutual respect conducive to learning.
1. I have the right to learn and teach at the International Creativity Academy.
As a student at the International Creativity Academy it is my responsibility to come to school on
time prepared to learn. I must do my best when completing all assignments and follow all
classroom and school rules. It is my responsibility not to disrupt the learning environment for
others and myself.
As a teacher at the International Creativity Academy it is my responsibility to be on time and
fully prepared to teach. I must do my best in preparing for my classes and should ensure that I
have tried, to the best of my ability, to meet the needs of my students. It is my responsibility to
enforce the rules that guarantee an environment conducive to learning.
2. I have the right to be respected at the International Creativity Academy.
As a student at the International Creativity Academy, it is my responsibility not to bully, tease,
or harass others. I must use appropriate language at all times. It is my responsibility never to
make statements against a person’s culture, race, or religion.
As a teacher at the International Creativity Academy, it is my responsibility to treat every
person with respect. I should not, in any way, embarrass a student in front of his peers. It is my
responsibility to ensure that students demonstrate respect for each other in school.
3. I have the right to be safe at the International Creativity Academy.
As a student at the International Creativity Academy, it is my responsibility not to hit, kick,
threaten, or in any way physically, verbally, or emotionally harm another person. I should not
bring those substances or objects that have been banned by the school. It is my responsibility to
inform administration if a class is unsupervised.
As a teacher I should provide my students a safe classroom environment. I must not leave
students unsupervised and should be alert at all times to situations that could cause harm to
others.
4. I have the right to expect that my personal belongings will not be stolen or damaged
by other students.
As a student and teacher at the International Creativity Academy, it is my responsibility to
respect the personal belongings of others and to ask permission before borrowing or using
another person’s belongings. I should respect school property.
As a teacher at the International Creativity Academy, it is my responsibility to enforce the rules
that ensure that the property of others is respected.
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STANDARDS OF PRACTICE FOR ALL ICA EDUCATORS
Commitment to Students and Student Learning
ICA Teachers demonstrate care for and commitment to students. They are
dedicated in their efforts to teach and to support student learning. They treat
students equitably and with respect. They encourage students to grow as moral
individuals and contributing members of Kuwait, the Arabic and Islamic
communities, and the world community.
Professional Knowledge
Professional knowledge is the foundation of teaching practice. ICA Teachers know
the curriculum, the subject matter, the students, and teaching practice. They know
education-related Kuwaiti legislation, methods of communication, and methods of
teaching in a changing world. They understand and respect Islamic values.
Teaching Practice
ICA Teachers apply professional knowledge and understanding of the student,
curriculum,
teaching, Islamic civilization, and the changing context of the
learning environment to promote
student learning. They conduct ongoing
assessment and evaluation of student progress. They modify and refine teaching
practice through continuous reflection.
Leadership and Community
ICA Teachers are educational leaders, creating and sustaining learning
communities in their
classrooms and their school. They collaborate with their
colleagues, their administrators and other
professionals, with parents, and with
other members of the school community to enhance school programs and student
learning.
Ongoing Professional Learning
ICA Teachers are learners who acknowledge the interdependence of teacher
learning and student learning. They engage in a continuum of professional growth
to improve their practice.
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FACULTY DUTY HOURS
All faculties at the International Creativity Academy are expected to be at school and ready for their
assigned duties one half hour before the first class begins. They remain on duty until one-half hour
after the last class is dismissed. Faculty is responsible for students throughout the day, but each
Principal also posts special duty schedules. (Policy Manual–5.410).
All staff clock in and out using the time clock and their personal time/swipe card or fingerprint. The
time card is your official record of attendance and is utilized as the basis for computing monthly
salary. At no time may an employee clock in or out for another employee; doing so will result in
disciplinary action or dismissal.
School Timings:
Pre-K and KGI staff:
Pre-K and KGI students:
KG2 staff:
KG2 students:
Elementary staff:
Elementary students:
6:45 A.M. – 1:05 P.M.
7:15 A.M. –12:30 P.M.
6:45 A.M. – 2:45P.M.
7:15 A.M. – 2:00 P.M.
6:45 A.M. – 2:45 P.M.
7:15 A.M. – 2:15 P.M.
STAFF TARDINESS
Faculty must contact the appropriate Principal in advance if they are to be late or absent from
school. Please keep on hand the home or mobile phone number of your Principal and the school
numbers. Advance notice allows the Principal to find a replacement.
A salary deduction for tardiness is calculated from ten minutes past the reporting time of duty. After
ten minutes, deductions are made according to the amount of time tardy. Salary is deducted at the
end of the month for employees late for a total of one or more hours during that month. The
deduction is at the hourly rate. Tardiness is measured in thirty-minute increments:
Time Tardy
Amount Deducted from Salary
10 minutes
35 minutes
65 minutes
120 minutes
180 minutes
one half hour of the hourly rate
one full hour of the hourly rate
one and one half hours of the hourly rate
one half of the daily pay rate
one full day’s pay
Employees who do not notify the school of their late arrival and who arrive after the arrival of a
substitute teacher or replacement are suspended for the full day, and one full day’s pay is deducted.
Excessive tardiness may result in dismissal. (Policy Manual–5.305).
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CLASS SCHEDULES
Practice varies depending on the needs of the different campuses and age groups. The Parent
Student Teacher Handbooks provide up-to-date information for each school. What will be new to
some teachers is the Prayer Time. Again, timing and practice vary, but Prayer Time is part of the
daily schedule.
MEETINGS AND OTHER NON-TEACHING OBLIGATIONS:
Faculty Meetings:
Faculty is required to reserve one afternoon per week (traditionally Tuesday) for faculty
meetings called by their Principal. The duration of the meeting will not exceed one and one-half
hours.
General Staff Meetings:
The Superintendent calls all-staff meetings from time to time during the academic year.
Attendance is obligatory.
Child Study Team Meetings:
Faculty is required to attend Child Study Team meetings as required to discuss student progress.
The department counselor or administrator may schedule these meetings. Parents as well as
professionals from the community, such as psychologists and/or those who assessed the student,
may also be present at these meetings.
Arabic/Islamic &Life Skills Department and Specialists Meetings:
Arabic, Islamic and Life Skills teachers meet weekly with the Arabic/Islamic & Life Skills
department Head Teachers.. The Principal may attend these meetings to discuss matters related
to the department. Specialists also meet regularly with Department’ Chairs to discuss issues.
Staff Attendance at School-Wide Events:
All faculties are required to attend open houses, parent-teacher conferences, and other schoolwide events that occur after school hours. These may also include National Day, Carnival,
Guirgian, Learning Fair, and graduation.
Supervision of Students:
Students may not be left un-supervised in or out of class. In addition to the general responsibility
that teachers have for all students throughout the day, staff is given assigned duties by their
Principals. It is the responsibility of faculty members to ensure they are at their duty post on time
and that they remain attentive and observant while on duty. Those unable to attend their duty
must find their own replacement.
Lesson Plans:
Teachers are requested to submit their weekly lesson plans to their Principal every Sunday by
8:00 a.m. Lesson plans must include a daily objective for the class as well as materials needed.
Lesson plans must be complete and detailed enough for any substitute teacher to follow and
teach.
Substitute Folder:
All teachers are required to have a complete Substitute Folder on their desk. This folder should
be well maintained and up-dated periodically. The Substitute Folder must contain the following:
 Complete and detailed lesson plans for two days for every class they teach. All the
necessary supplementary materials must be available.
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


A copy of the Parent Newsletter for that week (KG & Elementary)
A copy of the class schedule
A copy of the duty schedule with the individual teacher’s duty times highlighted.
Class lists as well as any information regarding students with special/medical needs.
LEAVES AND ABSENCES
Day Leave
To leave the school grounds for less than 20 minutes (to a local shop, to retrieve something
from the car, etc.), employees must ask permission of their supervisor and sign out at the security
desk regardless of how long they will be absent from campus.
To leave the school grounds for more than 20 minutes, employees must:
 Complete a Leave Form and have it approved and signed by the immediate supervisor.
(Leave Forms can be obtained from the department secretary).
 Clock out and back in when they return to the campus.
 Inform the Principal of their return
Faculty must return to the campus in time for regularly scheduled classes. Only the Principal
may assign a substitute to replace the teacher in the classroom. The Principal determines whether
absence for personal business is “excused” or “not excused”. “Not excused” absences are
deducted from the employee’s salary.
Sick Leave:
Faculty members who are unable to come to school due to illness must call the Principal in
advance. Failure to notify the Principal in advance may result in disciplinary action. Sick leave
may not be used for any other purpose.
 Employees who are ill for two days or less must, upon return to work, complete the Leave
Form and have it signed by their immediate supervisor. The Leave Form can be
obtained from the department secretary.
 Staff members who are ill for more than two days must submit an official ICA Sick Leave
Form completed by the treating physician. The Sick Leave Form may be obtained from the
department secretary. This form must be returned to the Principal.
 A letter from a physician must accompany any requests for sickness before or after a
holiday or during the last ten days of the academic year. (Policy Manual–5.201).
 Sick leave will be calculated as follows:
6 days @ full pay
6 days @ ¾ pay
6 days @ ½ pay
6 days @ ¼ pay
Subsequent days – no pay
Emergency Leave:
Requests for emergency leave are submitted to the Principal on the Emergency Leave Form, in
advance when possible. Written permission of the Superintendent is necessary when consecutive
days are requested for emergency leave or when the emergency leave extends over a weekend or
holiday. The employee must complete the Leave Form in advance whenever possible.
Emergency leave must be documented as an emergency.
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Bereavement Leave:
Bereavement leave is permitted in case of death of an immediate family member. Immediate
family includes wife, husband, son, daughter, mother, father, brother, sister, father-in-law,
mother-in-law, grandmother, or grandfather.
 A staff is entitled up to five calendar days at full pay for Bereavement leave (Policy
Manual–5.202).
Hajj Leave:
Hajj leave is granted by written permission of the Superintendent to three employees annually on
each campus. An employee must have worked a minimum of five years to be granted Hajj Leave
and must make his/her request to the Superintendent in writing. The Superintendent decides on
the beginning and end dates of the Hajj Leave. Up to fourteen calendar days at full pay, only
once during an employee’s tenure at ICA. (Policy Manual–5.210).
Maternity Leave:
Female teachers are allowed forty continuous calendar days of paid leave of absence after
delivery and may be granted up to thirty days of unpaid leave before delivery. Leave before
delivery is granted with a written statement from the Government Health Services or a Private
Physician. Maternity Leave taken prior to delivery is deducted at 100% from the summer salary.
Maternity leave is in addition to sick leave. (Policy Manual–5.203).
Personal Leave:
The International Creativity Academy provides two Personal Leave days at full pay per contract
year to conduct business that cannot be conducted at any other time. Requests for Personal Leave
must be made in writing to the Principal at least 24 hours in advance of anticipated need.
Personal Leave may not be utilized to extend any other leave, vacation or school holiday. (Policy
Manual–5.205).
Leave Without Pay:
Is granted only by the Superintendent after approval from the employee’s section principal.
(Policy Manual–5.206).
Vacation Leave:
The school acknowledges all official Kuwait holidays as well as those specific to ICA. Winter
Break, Spring Break, and Summer Break are identified on the official ICA school calendar. For
more information about leaves and absences, see the Policy Manual–5.201 to 5.210.
DRESS CODE
Staff at the International Creativity Academy dress according to the expectations of the local
custom and culture, as outlined below. Principals are responsible for ensuring that teachers
follow the dress code, but they appreciate teachers who do not need reminders.
Male Staff:
Sport or dress shirt (tucked in), long or short sleeves with casual or dress pants. Jeans are not
acceptable except on special dress days. Shorts of any variety are not acceptable on the school
premises during or after school hours for any reason. Crucifixes may be worn under clothing.
Earrings, necklaces and bracelets are not acceptable. Footwear should be appropriate to the
activity and classroom setting. Men must wear a standard haircut and may not wear their hair
long. No exotic hair colors are allowed. Hats are not to be worn in the building. Ties are
recommended but not mandatory. Modesty in all situations and occasions is the key.
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Female Staff:
Dresses or skirts should be loose and should reach below the knee when standing or sitting.
Sleeves should cover the upper arms. Blouses or shirts must not be tucked in and should not be
transparent even if a T-shirt is worn underneath. Low necklines are not acceptable. Loose pants
or trousers of ankle length are appropriate but should be worn with long blouses or shirts that
cover the hips, extending to the upper thigh. Jeans are not acceptable except on special dress
days. Shorts of any variety are not acceptable on campus during or after school hours, for any
reason. No exotic hair colors are allowed. Crucifixes may be worn under the clothing. Footwear
should be appropriate to the activity and classroom setting. Modesty in all situations and
occasions is the key. (Policy Manual–5.109).
Dressing professionally within the dress code
ICA expects all staff members to stay within the dress code and to dress professionally. Since
modesty is very important in this community, the following guidelines are given to teachers to
help them choose moderate and professional attire.
Dresses or skirts
 Loose-fitting
 Reach below the knee when standing or sitting
Blouses or shirts
 Loose-fitting (form fitting is not acceptable)
 Length – cover the hips and extend to the upper thigh when worn with pants
 Length – may be shorter when worn with a loose fitting skirt
 Not tucked in
 Not transparent even if a t-shirt is worn underneath
 Modest necklines (low neckline is not acceptable)
 Sleeves to cover the upper arms
 Not acceptable to tie a sweater or jacket around the waist to cover the hips.
Pants




Loose-fitting
Ankle length trousers
Worn with loose blouse that covers the hip and extends to the upper thigh
No jeans, either in school or on field trips, unless designated for special occasion
Shorts
 Not acceptable on campus during or after school hours, for any reason for female staff.
 Male PE teachers may wear shorts that extend below the knees while instructing a class
on the field, otherwise they are not allowed on campus.
Footwear
 Appropriate to the activity and classroom setting
 Early Childhood teachers are encouraged to wear shoes that permit them to be active with
their young students.
 Sandals should be dressy or professional looking (flip-flops are not appropriate footwear)
Miscellaneous
 No exotic hair colors are allowed
 No excessive makeup
 No see-through clothing
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

Crucifixes may be worn under the clothing
Swim instructors/club sponsors must wear conservative swim-wear that covers shoulders,
abdomen, and upper thighs. A T-shirt over swim-wear is an alternative.
Tattoos and body piercing should not be visible.
Modesty in all situations and occasions is the key. When in doubt, please consult a member of
the Censorship Committee or a principal.
SMOKING POLICY
ICA is a non-smoking and tobacco-free facility. Smoking is not permitted on or off campus
within view of the students. Smoking on campus will result in disciplinary action. (Policy
Manual–5.108)
TUTORING
The first priority of ICA employees must be to fulfill their obligation to the students and to the
school. Tutoring must not interfere with class preparation and performance. Teachers who feel
“over-worked” or stressed may need to reconsider their tutoring schedules. Employees wishing
to tutor, however, may do so as long as they comply with the following rules:

Faculty may not tutor for compensation their own students, siblings, or those of their
spouses.

Faculty may not receive ICA students in their private residence for tutoring, or for any
other reason, at any time.
ICA does not assume responsibility for ICA employees tutoring at the private residence of
students. (Policy Manual –5.503 & 5.504).
GIFTS FROM STUDENTS
Gifts from parents or students are only allowed within reasonable norms like cards, flowers,
candies, etc. Expensive gifts such as watches, flight tickets, gold ornaments, etc., should not be
accepted. The only exception would be farewell appreciation gifts for departing staff members.
(Policy Manual-5.1012).
TELEPHONE USE
Telephone Use by Students:
Students may only use the telephones in their school secretary’s office and only with the
permission of a Principal, (though the Principal may delegate this authority to the teachers).
Students are not permitted to use any other phone on campus. Students are not permitted to use a
mobile phone on campus. Students found using a cellular phone during school hours should be
sent to the office. In certain situations a Principal may allow students to bring mobiles to school.
Telephone Use by Teachers:
Teachers are not to use the phone during class time and are required to turn their cellular phones
off while teaching. Teachers are requested not to give parents the number to their classroom
extension. There are a limited number of lines out from campus, so teachers are requested to
keep personal calls to a minimum so as not to tie up the lines. Phones in the staff lounge have
outside lines that can be reached by dialing “8”.
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AFTER-SCHOOL USE OF FACILITIES BY STAFF CHILDREN:
Use of the playground and fields by staff children after school is not permitted. Staff children
are to go to their parent’s room immediately after school. This rule is imposed for the safety of
all children at the school.
SALARIES AND BENEFITS
The International Creativity Academy pays all staff members according to the salary schedule
for the current year. The salary schedule is available for staff to review and may be amended
each year at the discretion of the Board of Trustees. Salaries are based upon the position,
qualifications, credentials, and years of experience. Benefits may include housing, health
insurance, transportation to home of record, and reduced tuition, as specified in the contract.
(Policy Manual–5.30 to 5.305).
Pay Periods:
Staff is paid by deposit into a local bank account on or before the twenty-seventh day of each
calendar month. Summer salary, including June, July, and August is deposited into the
employees’ bank accounts five working days prior to the employees’ last official workday in
June. (Policy Manual–5.304).
STAFF WORKLOAD
The maximum full-time workload for a teacher is 75% student contact time, plus an additional
25% for preparation, based on the eight-hour day. (Policy Manual–5.501). Teachers may be
requested to take on additional duties with compensation.
TEACHER EVALUATION
The assessment of teaching quality and overall professional performance is the responsibility of
the Principals and the Superintendent.

All teachers will be evaluated on a continuous basis through both formal and informal
methods.

A formal observation will include a pre-observation conference to include the setting of
goals and discussion of evaluation criteria as set forth in school policy and faculty
handbooks. The pre-observation conference will be followed by a formal classroom visit
and written observation report to be given to the teachers and discussed in a postobservation conference.

Additional observations and evaluations may be conducted for all teachers on a
continuous basis as needed. Teachers will also be advised of all assessments of a less
formal nature
resulting from briefer classroom visits or other observations related to
effectiveness and
performance. All written evaluations should be signed by the
teacher, and a copy returned with or without comments to the evaluator within five
working days of receiving the evaluation. Evaluations not returned after five days, will
be deemed accepted.

All evaluations will be reviewed and signed by the Superintendent. (Policy Manual–
5.406).
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CONTRACT RENEWAL AND NON-RENEWAL
By January 1 of the current school year, the Superintendent will inform teachers regarding the
renewal of contracts, based on a compensation package approved by the Board of Trustees. By
January 15, staff members will inform the Superintendent of their intention to return for the
following school year.
If the Academy does not intend to renew a teacher’s contract after its expiration, the teacher will
be so informed in January of the final year of the current contract. Non-renewal of a contract is
not to be equated with dismissal. The Academy is under no legal obligation to state reasons or
provide documentation justifying the non-renewal of a contract.
Decisions to renew or not renew are made by the Superintendent assisted by the Principal. The
teacher has the right to appeal to the BOT.
1. A teacher who has been notified of non-renew may appeal to the BOT if he/she makes
such a request in writing within five (5) working days of the receipt of the non-renewal
notice.
2. In the event a hearing is granted, the BOT will notify the teacher in writing of its decision
within ten (10) working days of the conclusion of the hearing. (Policy Manual–5.603 &
5.100.3).
SUSPENSION OR DISMISSAL OF STAFF MEMBERS
A teacher’s contract may be terminated for the following reasons:

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Failure of the staff member to qualify for a valid visa or permission to work and reside in
Kuwait.
Conviction of a crime in any jurisdiction.
Failure by the teacher to comply with any of the policies, legitimate directives, rules, or
regulations set by the BOT and the Administration.
For gross misconduct
In all matters of contract termination (excluding non-renewal of contract), the requirements of
procedural due process include:

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The right to know the policies and regulations of the Academy
The right to know the nature of any charges brought
The right to prior notification of intended action
The right of the teacher to give his/her own version of the matter and receive a fair
hearing.
The Superintendent may at any time suspend a teacher from active classroom duty if the
Superintendent deems this to be in the best interest of the Academy. The suspension must be in
writing and for a stated period of time. The suspension may be with or without pay. (Policy
Manual–5.601, 5.602, 5.100.1 & 5.100.2).
STAFF DISCIPLINARY PROCEDURES
ICA maintains a grievance procedure that protects the rights of all employees. However, the
Board of Trustees authorizes the Superintendent to eliminate any step of the following procedure
and proceed to the stage of suspension for an act of gross misconduct. This disciplinary
procedure need not be followed in the event of termination or non-renewal of a contract.

Informal verbal warning from the Superintendent or Principal concerned.
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
Formal warning: The repetition of a failure to meet standards or continuous misconduct
will justify a formal written warning from the Superintendent. A copy of this warning
will be signed by the staff member and placed in his/her file.

Final warning: If, despite these warnings, the employee continues in the misconduct or
failure to meet standards, the Superintendent will give the employee a final written
warning. This written warning will state the consequences of continued misconduct, or
failure to meet the standards, e.g., suspension, dismissal. The warning will be signed by
the staff member and placed in his/her file.

Suspension: Only the Superintendent can authorize formal suspension. (Policy Manual–
5.604).
PROFESSIONAL DEVELOPMENT
Professional Development includes local and overseas conferences and workshops as well as
university coursework (summer, online, local). ICA encourages and supports each of these
within the limits of its budget and specific needs and priorities. The Principals work together
with the Superintendent and Curriculum Coordinator to manage the professional development
budget in the greatest interest of the total school program, as well as to inspire ICA teachers to
continue to grow professionally.
We have made great use of local expertise. Our teachers have offered to each other classes in
Arabic and English; technology; art; and various teaching techniques. We have also coordinated
a number of workshops with teachers from other International and British schools in Kuwait.
Staff is invited to alert their Principal and the Curriculum Coordinator early in the year of their
willingness to conduct workshops for their colleagues.
ACADEMIC FREEDOM
See full text of Policy 6.101–Policy Manual: “The BOT supports the concept of academic
freedom for the instructional staff. ‘Academic Freedom’ may be defined as the right of qualified
scholars, in their own field of expertise, to pursue the search for truth in its many forms, and to
make public their methods and findings, in a school setting. Academic freedom also means the
right of classroom teachers to encourage freedom of discussion of controversial questions in the
classroom and to develop in students a love of knowledge and desire to search for truth. Teachers
should keep in mind that academic freedom is not a quarantined political right, but rather a
necessary condition for the successful practice of scholarship in a free society. Teachers should
also keep in mind the relative immaturity of their students, and the need for guidance in studying
the issues and arriving at balanced views.
Although the school intends to protect teachers from unauthorized ‘censorship’ or any restraints
that would interfere with their obligation to pursue truth in learning, the school also expects
controversial issues to be presented in a fair and unbiased manner; the maturity and intellectual
grasp of the students must be taken into account. ‘Academic Freedom’ is not absolute, and must
be subject to the following constraints:
1. Academic Freedom for a given teacher can only extend to questions and discussions
within the area of the teacher’s own experience and expertise;
2. The question of Academic Freedom does not extend beyond accepted norms of the intent
of the Mission Statement.
3. The exercise of such freedom must not violate the laws or regulations of the State of
Kuwait, the Ministry of Education Censorship Guidelines, nor the Islamic values.
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It may be necessary, from time to time, for the Principal or the Superintendent to direct a teacher
to desist from further instruction in discussion about subjects which the Principal or
Superintendent perceived to be contrary to the student’s best interest, or which conflict with
constraints mentioned under (1), (2) or (3) above.
Of course, it is difficult to delineate “values” in a way suitable to everyone, especially in a school
that provides a Western education within an Islamic environment. Teachers should discuss
sensitive issues with their Principal, who will, if necessary, bring those same issues to the weekly
Administrative Council meeting for discussion to ensure consistency throughout the school.
CENSORSHIP GUIDELINES
ICA adheres to the censorship guidelines established by the Public Administration for Private
Education at the Ministry of Education. The Ministry carefully reviews all textbooks and library
books before they are issued to students, and the Principals are informed of specific text
requiring censorship. The actual censoring (marking out) is usually carried out by ICA’s
Resource Department and Librarians, but cooperation and vigilance on the part of teachers are
also necessary.
Instructional staff is asked to thoroughly examine textbooks before distribution to students to
guarantee they have been properly censored. If the text has not been crossed out that normally
means it is acceptable. But from time to time, the Ministry overlooks a word or a picture that is
obviously objectionable by Islamic standards, and they trust us to bring it to their attention (for
example, calling the Arabian Gulf the “Persian” Gulf).
The Ministry of Education has unofficially given us the following guidelines to use with regard
to written material distributed to students. In most cases, these same guidelines can be used with
regard to what teachers talk about. When questions arise, the best source of clarification is the
Censorship Committee headed by the Librarians.
Questions and concerns should be directed to the Principals who will refer the question to the
Censorship Committee Chairperson. Remember: Material should not be censored to please an
individual parent, teacher, or administrator. There has to be a clear reason and process behind
each act of censorship, based on the guidelines from the Ministry of Private Education or on a
decision of ICA’s Board of Trustees.
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PUBLIC ADMINISTRATION FOR PRIVATE EDUCATION CRITERIA FOR
JUDGING BOOKS (The italics were added by ICA)
Religious and Cultural Domains
Avoid the following:
1. Representing in any art form God, messengers, prophets, angels, and companions of the
Messenger. (Pictures, statues, videos, or drawing of any kind depicting God, any
Prophets, including Jesus and Moses, angels, or companions of the Messenger are not
allowed. Books with pictures of Christmas trees and Santa Claus are OK. What you may
not have are pictures of Jesus and angels.)
2. Distorting the Messenger, His wives, traditions, and family.
3. Alleging that Muslims mistreated Christians and Jews.
4. Representing Muslims as aggressors, terrorists, activists, highwaymen, and bogeymen.
5. Muddling Islamic worship shrines.
6. Referring to Mohammed as the “founder” of Islam. (The word “founder” should be
amended to read “Messenger.”)
7. Reference to the immigration from Makkah as a “flight” or “escape.”
8. Alleging that Prophet Mohammad is the “author” of the Qur’an or reference to the
Qur’an as “the teachings” of Mohammad.
9. Alleging that Islam is spread by force.
10. Offending Islamic traditions, the companions, Muslim scholars and theologians, and
Share ‘ahs and legislators.
11. Teaching certain aspects of Darwin’s theory of evolution: “The Origin of Species” which
is denounced by heavenly religions (The Ministry of Education and the BOT state that
you may teach the theory of evolution, but may not associate man with the ape, in word
or in pictures. Students must be informed that Darwinism is contradictory to Islamic
belief.)
12. Adopting a missionary style when talking about religions. (You may talk about religions
other than Islam but not in a way that encourages conversion or glorification of one
religion over others.)
13. Exaggerating differences among heterodox and orthodox, this may lead to unrest among
Muslims.
14. Spreading information about witchcraft, reincarnation or transmigration of souls. (You
may read stories that include witchcraft, reincarnation, or ghosts as long as it is
understood that the story is fiction.)
15. Distorting the Holy Qur’an and coining false chapters of the Qur’an.
16. Naked or immoral pictures or photos (Absolutely no statues, pictures, or art that shows
naked bodies)
17. Talking about djin (jinn) in a way that contradicts the Share ‘ah (It’s best to avoid this
subject)
18. Viewing marriage as rapture or sexual intercourse between a man and a woman, rather
than as legal union between husband and wife. (In a health or science class, conception
can be talked about as long as the correct medical words are used; conception is between
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a man and woman who are married; and sexual relationship is not referred to as a means
of pleasure. Sex can only be between heterosexuals.)
19. Talking about pigs in a way which encourages eating their meat. (Pigs can be talked
about as animals that exist. They are seen on farms and used as characters in stories, but
they should not be glorified or talked about as food.)
20. Encouraging use of liquor, alcoholic spirits, or other drugs.
21. Demonstrating western crimes in a way that could encourage similar behavior among
Arab youth.
22. Texts, which arouse confusion, agitation, or social problems.
23. Student artwork and permanent displays shall be respectful of Islamic values and the
educational process. It shall not include any personification of God, images of the
prophets, angels, or the prophets’ family and companions. It shall not include any sexual
connotation. It also shall not conflict with the general Islamic values and culture, or with
the school policies. (Policy Manual–6.103)
24. References to the Emir and the Royal family of a personal nature should not be made.
Political Domain
Avoid the following:
1. Representing the Arab-Israeli conflict with bias, or sympathizing with Israel.
2. Concentrating on the extermination of Jews during the Nazi era while neglecting the
pillage and torture inflicted upon other countries by Hitler. (You may teach about the
Holocaust as long as you teach that not only Jews were killed and imprisoned, that
people of many other religions were killed, pillaged, and tortured. You must not
sympathize exclusively with the Jews. In addition, you may not mention the number of
Jews that were killed.)
3. Falsifying or misinterpreting the history of the Arab countries.
4. Denouncing the policy of the State of Kuwait and its sovereignty, or attacking the G.C.C.
and Arab States.
5. Calling the Arabian Gulf the Persian Gulf.
6. Claiming Tinb Al-Kubra, Al-Soghra and Abu Moses islands as parts of the Iranian
territory.
7. Claiming that Iran has sovereignty over Bahrain Kingdom.
8. Distorting Arab and Muslim history (If you would like to talk about Arab and Muslim
history you should research the subject, check with the library, the Kuwait News Agency,
or any book store for additional information)
9. Claiming that Muslim mistreatment of the Christian pilgrims led to the Crusades.
10. Using texts that may misinterpret Kuwait’s relations with fellow Arab and foreign
countries.
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GENERAL INFORMATION ABOUT ISLAM AND MUSLIMS
Among the happiest overseas teachers are those who take an interest in the local language and
culture and refrain from criticism and judgment based on their own values.
The majority of ICA students are Muslim, and Islam is their religion. The word “Islam” is
derived from an Arabic root meaning peace, purity, submission, and obedience. In the religious
sense, the word Islam means submission to the will of God and obedience to His Law. The word
“Allah” in Islam refers to the One and only Eternal God. Mohammed is the Messenger of God
and a Prophet.
Islam came from Allah (God) and was revealed through the Prophet Mohammed (Peace Be upon
Him), his Messenger. Mohammed did not found Islam, and reference to the Qur’an, the Muslim
Holy Book, as the teachings of Mohammed is inaccurate. It is forbidden in Islam to impersonate
God, angels, the Prophet Mohammed (PBUH) and other Messengers of God (Abraham, Moses,
Jesus, Noah, Ishmael, Isaac, and Jacob...the Qur’an names 25 in all) or to recreate their image in
any way.
The Qur’an: is the word of God, revealed to the Prophet Mohammed. Muslims believe that
God revealed earlier Books to other Prophets before Mohammed. Some of these Books are the
Books of Abraham, the Torah of Moses, the Zaboor (Psalms) of David, and the Injeel (Gospel)
of Jesus. Muslims believe that because these books have been translated and rewritten, the exact
words of God have been lost and that the message in these books is compromised, while the
Qur’an has been fully preserved. Muslims believe that the Qur’an is the last of the divine Books
sent down by God and that because the Qur’an contains the exact words of God, it is to be
handled with care and respect. The Qur’an is the Islamic text used by ICA students.
Prayer (Salat): is one of the five primary religious obligations in Islam. Muslims perform the
salat five times throughout the day to demonstrate belief in and submission to Allah (God). The
prayers enable Muslims to maintain a sense of God-consciousness throughout the day.
Part of the physical preparation for salat includes the ablution (wudu), or ritual washing of the
mouth, nose, face, hands, and feet. The salat involves various recitations combined with physical
movements performed in a specific sequence. In a mosque (masjid), there are no pews or chairs;
rather, the prayer hall is a simple, open space covered with mats or carpets and oriented towards
the city of Makkah where the ka’bah is located. Abraham and his elder son Ismail built the
ka’bah as a house of worship. Since the time of the Prophet Mohammed (Peace Be upon Him), it
has served continuously as a spiritual focal point for Muslims throughout the world.
The length of time it takes to perform the salat varies according to the number of “units”
included. Each unit consists of standing, bowing, and prostrating twice (touching the forehead to
the ground). During each of these stages or positions, various verses from the Qur’an and
supplications are
recited in Arabic.
In an extensive community survey at ICA during the 2001-2002 school years, both parents and
students ranked in-school prayer highest in order of importance among five non-curricular
features of our school. Middle and high school students go to the mosque independently during
their lunch break, while the Arabic and Islamic teachers accompany students in grades three
through five. On the Boys’ Campus, the Call to Prayer (adhan) is made over the loud speaker at
about 1:00 daily – it is the same Call to Prayer that you will hear throughout the city several
times a day:
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Allahu Akbar (4 times)
(Allah is greater)
Ash hadu an la ilaha illa lah (2 times)
(I testify that there is no god but Allah)
Ash hadu anna Mohammedan Rasulul lah (2 times)
(I testify that Mohammed is Allah’s Messenger)
Hayya alas Salah (2 times)
(Hasten to prayers)
Hayya alsl Falah (2 times)
(Hasten to deliverance)
Allahu Akbar (2 times)
(Allah is greater)
La ilaha illal lah (1 time)
(There is no god but Allah)
The Call to Prayer lasts about one minute. Students in the lower grades who do not go to the
mosque should listen to it in order to understand the importance of prayer during the day. NonIslamic teachers should also show respect by remaining silent during the Call to Prayer.
Ramadan: Is (the ninth month of the lunar year) is the holiest of months for Muslims. Muslims
do not eat or drink from dawn to dusk during Ramadan. The ICA school day is shortened during
Ramadan to accommodate our Muslim staff and students. During the month of Ramadan, it is
against the law for anyone to eat, drink, chew gum, or smoke in public between dawn and dusk.
Non-fasting students and staff may not eat or drink in front of those fasting. Staff may only eat or
drink in the staff lounge and are not permitted to smoke on the roof during Ramadan.
Arrangements are made for students who are not fasting. Fasting, lack of sleep, and a change in
routine can cause sluggishness and fatigue, often visible in our students. Appropriate response, in
addition to the shortened day, will be discussed at each grade/school level.
Muslims visit and congratulate each other often during the month of Ramadan and pray
throughout the night during the last ten nights. Western staff often join the students in their
fasting and also enjoy “breaking the fast” together at sunset. Arabic staff appreciates Western
interest and are happy to share more information. Ramadan is followed by Eid al-Fitr,
During the last ten days in Ramadan, Muslims around the world spend extra time in prayer and
devotion, and seek the “Night of Power”, which marks the first revelation of the Qur’an.
Definition: “The Night of Power” a special night that falls during the last ten days of Ramadan. It
commemorates the night when the first verses of the Qur’an were revealed to Muhammad “Peace
be Upon Him). Leyla Al-Qadr is said to fall on one of the odd-numbered nights of the last ten
days of the month (21st, 23rd, 25th, or 27th of Ramadan). The Qur’an describes it as a night that is
more valuable than a thousand months. For this reason many Muslims spend the entire last ten
days in extra worship or retreat in the mosque.
Pronunciation: Layal-Tul-Qader
Also known as: The Night of Power
Examples: Leyla al-Qadr is a very special night of Ramadan, commemorating the first revelation
of the Qur’an given to Muhammad.
Alternate Spellings: LeylatulQadr, Leyla-Tul-Qadar, Layla Al-Qadr.
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There is LOTS of information on the web regarding Islam and the Arab World, much of it
designed for Western teachers. Enter any of the following into the “search” box: Council on
Islamic Education; Center for Contemporary Arab Studies; Dar Al Islam; Middle East Network
Information Center; The Middle East/North Africa Internet Resource Guide; Middle East Studies
Association of North America; High School Model Arab League; Arab World and Islamic
Resources and School Services; Amideast; The Middle East Outreach Council.
The Islamic Presentation Committee in Kuwait offers low-cost lessons in Arabic as well as an
introduction to Islam. Kuwait University, Amideast, The British Council, The British Institute
for Teaching and Education also offer Arabic classes. Information on these institutions will be
posted as soon as their fall schedules are announced. Dar Al Athar Al Islamiya is an Islamic
cultural association that offers lectures and wonderful musical programs. The daily Arab Times is
an excellent source of information regarding academic, intellectual, cultural, and social
opportunities in Kuwait.
Our ICA philosophy states that we offer an American college-preparatory education within an
Islamic environment. We are still working hard toward the integration of Western academic
standards into the Islamic environment, and vice versa. All staff needs to represent the best of
their own culture while manifesting tolerance as well as interest and curiosity toward the new
culture. (Policy Manual– 6.507, 6.508 & 6.509).
TEACHING RESOURCES
Photocopying and Binding Procedures:
Photocopying and binding are done by the Resource assistants who appreciate having a 24-hour
notice. Teachers may not ask secretaries to copy materials. Planning ahead can alleviate
problems and ensure that copies are available on time. Binding or photocopying of more than 25
copies requires a Principal’s signature.
Inventory and Care of Classroom Materials:
Textbooks:
Teachers collect the text materials they need from the Resource Department. Teachers are
requested to keep careful records of the textbook number assigned to each student and to ensure
that students return the books originally checked out to them. Teachers are responsible for all
textbooks and materials in their classroom, including the classroom library and other supplies
and resources. They should return to the resource department textbooks and materials that they
are not using.
Professional Materials, Videos, and other Resources:
These materials can be found in a section of the library of each campus. Teachers are encouraged
to use these materials to enhance the curriculum. When finished with the materials, staff should
return them to the library so they may be made available for others.
The use of Food Substances in Teaching
Teaching has many methods and techniques to simplify and deliver information to the students.
One of these techniques is the use of food substances like sugar, flour, vinegar, macaroni, and
others. When using food for a teaching purpose, the following has to be considers:
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Food will only be used if there is no other suitable alternative.
Remind students that food is being used only for teaching purpose.
Not to throw away food if it can be reused.
It shall not be used in a way that shows carelessness and disrespect for food. (Policy
Manual–6.104).
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The Use of Games
Educational games are considered one of the important supplementary materials in teaching. The
Academy encourages the use of such educational games that academically develop the students’
thinking skills. These games should be performed under the teacher’s supervision. It shall not
conflict with the Islamic Values just like betting and gambling. (Policy Manual–6.105).
Movies and TV Shows
When teachers use some movies or TV shows they have to make sure that these materials are for
an educational purposes, and that they are not in conflict with the Islamic values and traditions.
All movies or materials brought from outside of school must be approved by the Censorship
Committee before it is used in the classrooms. The censoring guidelines for using these
materials in the school are:
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The mentioned above materials has to be free from any obscene scenes.
The mentioned above materials should not include the use of foul language.
In the case of a teacher seeking to take the students to watch a movie outside of the school
building, he/she has to consider the following:
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To make sure that the movie is for an educational purpose.
It is difficult to show this movie at school.
To take school approval.
To take parents’ permission.
To follow the school policy regarding field trips. (Policy Manual–6.106)
Assignment Books:
Assignment books can be obtained from the Resource Department and distributed to the students
at the beginning of each quarter. Policy of each school with regard to use of the assignment book
varies.
Annual Orders:
Teachers are responsible for completing an annual order of supplies and materials needed for the
next academic year. Principals announce the deadline. A budget is allotted to various
departments in order to complete their order. Catalogues are available from the resource
department.
Textbook Fines:
Students are expected to take care of textbooks that are loaned to them and must pay a textbook
fine for lost or damaged books. This fine represents the cost of repairing or replacing the
textbook and is paid to the resource department. The teacher may assign another book to a
student only after a fine is paid.
FIELD TRIPS
The International Creativity Academy supports the use of field trips to enrich the curriculum
both academically and culturally. All field trips must be approved by Ministry of Education. It is
unlawful to take a student off campus without the written approval of the Ministry of Education
and the student’s parents or legal guardian. It is also unlawful to take a student to a location not
previously designated on the Ministry Approved Field Trip Request Form and Parental
Permission Form. Therefore, all changes to the Field Trip Request Form must be re-approved by
the Ministry of Education. Staff is requested to adhere to the following field trip criteria.
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Number of Field Trips:
Each grade level should take approximately three field trips per year, including one within the
context of Arabic, Islamic studies and Life Skills.
Official Approval:



Field trips must be approved by the Principal before submission to the field trip
coordinator FOUR WEEKS prior to the proposed date
The Field Trip Coordinator obtains approval from the host location and from the Ministry
of Private Education.
All field trips must be educational in nature.
Parental Approval:
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
The teacher requesting the field trip must ensure that each student has written parental
approval on the ICA Parent Permission Form, indicating the date, time, and itinerary of
the field trip. Verbal approval from a parent by phone or in person is not acceptable.
The teacher must file all parental approval forms and keep them for future reference.
Students who fail to get written approval from their parents may not participate in the
field trip. Arrangements by the teacher requesting the field trip must be made to
accommodate these students. The Principal must also be notified of students remaining
on campus.
The teacher requesting the field trip must ensure that there is one adult chaperone for
every twelve students and provide the Principal with the names of the chaperones in
writing one week in advance of the field trip.
Teachers needing a replacement teacher to cover their classes while they are attending a
field trip must notify the Principal at least one week in advance.
During the Trip:
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A teacher or an assistant must be on each bus.
No student may sit in the front seat of the bus, next to the driver.
Busses may only stop at planned destinations and those approved by the Ministry and
parents.
All students must wear the school uniform on field trips.
All staff must follow the school’s dress code.
Attendance should be taken frequently to ensure all students are accounted for.
Attendance should be taken before boarding the return bus.
Parents or relatives are not allowed to pick up students during the trip.
Students must return to school by 12:00 noon, except by special permission from the
Principal.
General:

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Teachers may invite a few parents to participate on the field trip with the permission of
the Principal.
Parent volunteers are not allowed to accompany the teacher and the students on the bus.
Students and teachers are responsible for keeping the bus clean.
Cancellation or postponement of a fieldtrip must be approved by the Principal, no less
than one week prior to the trip.
All cancelled field trips must be re-approved. Field trips must not be scheduled after May
15 of the current school year.
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STUDENT ILLNESS AT SCHOOL
There is full-time nurse on each campus at all times. Teachers must complete a hall pass for
students before sending them to the nurse, indicating the reason why they are being sent.
Students are not allowed to attend school if they have a fever, vomiting, diarrhea, rash, or pink
eye (conjunctivitis). Only the school nurse may dispense medication to a student. Students who
bring medication to school should be sent to the nurse so that she may dispense the medication to
the student at the appointed time.
Medical Conditions:
Teachers are given a list of students who have medical conditions. The school health department
provides special instructions regarding these students. Teachers must familiarize themselves with
these students and their medical conditions. (Policy Manual–7.301 & 7.302).
CLOSED CAMPUS
Students are not permitted to leave the campus during school hours without permission from
their Principal and written notice from their parents. Students who need to leave the school must
check out directly at their respective Principal’s office.
HOMEWORK
Homework provides students the opportunity to practice what they have learned in class. It is a
means of reviewing subject matter, preparing for the next class, and reinforcing learning.
Teachers should assign homework that is meaningful, that relates to their ability level, and that
they are able to complete independently. All homework assignments, as well as the due date,
should be written on the Board for students to copy into their assignment book. (Policy Manual–
6.802R).
Kindergarten Homework Regulations:
Age-appropriate homework is assigned to KGI and KGII students.
Elementary Homework Regulation:
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
Up to one-hour of homework in the English language subjects per night, in addition to
general review and study. Students not on solid grade level may have to put in more time.
Thirty minutes of homework in Arabic/Islam and Life Skills.
Notifying Parents of Missing Assignments:
Teachers are expected to document missing homework and assignments in the student’s
assignment book or by completing the “Missing Homework Form” and stapling it in the
assignment book. Teachers should ensure that students return the notice signed by a parent.
Return Signature Requested:
Teachers must ensure that students return letters, Mid-Quarter Progress Reports, Grade Quick
Reports, and all other important documentation with a parent signature. If the student fails to
return the documentation to school with a parent signature, it is the teacher’s responsibility to
contact the parent by phone or meet the parent in person.
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COMMUNICATION WITH PARENTS
KG and Elementary Newsletters:
All core-subject teachers in KG and Elementary Grades 1-5 are requested to prepare a weekly
newsletter for parents and students. The newsletter highlights the new vocabulary, spelling
words, concepts, etc. being introduced in the coming week and gives information regarding
current projects, up-coming tests or quizzes; field trips, etc. The Principal or Assistant Principal
Review the Weekly Newsletter before it is distributed to students.
First Day Letter:
Each ICA teacher is encouraged to prepare for parents a “First Day Letter” that contains the
following information:
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Expectations regarding homework and behavior in the classroom.
Explanation of grading: Weight given to tests, quizzes, homework, class work,
participation, portfolios, etc.
Parent-Teacher Conferences:
Parent-Teacher Conferences are scheduled once each semester. The dates are on the school
calendar. Elementary, Middle, and High School students are strongly encouraged to attend the
conferences with their parents. Both parents and teachers may request additional conferences.
(Policy Manual–8.10, 8.20 & 8.201)
STUDENT ATTENDANCE
Students may not have more than ten total absences in a semester without a certified medical
excuse. If the total absences exceed ten per semester, without a certified medical excuse, the
student may be retained at current grade level for the next school year.
A student who arrives after/leaves before 11:00 a.m. is counted absent for the full day. On or
before the third consecutive day of absence, the school makes contact with the student’s family.
Excused and Unexcused Student Absences:
Absence due to illness or an emergency is counted as “excused,” while absences for other
reasons (missing the bus, oversleeping, extended vacations, etc.) are “unexcused.” Students may
lose credit for work missed during an unexcused absence. (Policy Manual–7.301 & 7.302).
Make-up Work after Absence:
Elementary:
Teachers will provide students with a list of the work to be made up. Students have generally two
days to make up assignments for every one-day of an excused absence.
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STUDENT WITHDRAWAL

Parents who wish to withdraw a child from school must fill out a withdrawal form with
the registrar.

Only the registrar, after clearing the student with all concerned school sections, may
release the necessary documentation (report cards, health records, transfer certificate,
etc.) to the parents. The Head Registrar shall meet with the parents to document reasons
for withdrawal.

If the school wishes to release a student for any reason, the Principal must inform the
registrar by means of an official memo, after meeting with the student’s parents. Then the
registrar finalizes the paper work and clears the student’s name with the Public
Administration for Private Education at the Ministry of Education.

If an enrolled student is absent for the first three days of school, or for three consecutive
days during the school year, the school secretary must contact the parents regarding the
reason for the absence. If the student is transferring to another school, the secretary must
submit a written form to the Registrar.

A parent who wishes a temporary absence for a student must obtain prior written
approval from the Principal by means of a written request. A copy of the request and the
approval are sent to the registrar. The secretary must follow up if the student is absent
beyond the time approved. If the parent decides to withdraw the child, the secretary must
submit a written form to the registrar. (Policy Manual –7.203, 3.308 & 3.308.1).
STUDENT COMPLAINTS AND GRIEVANCES
Most student complaints and grievances can and must be resolved at the level at which they
arise, in collaboration with a teacher and/or Principal. In all cases, student complaints should be
dealt with courteously and promptly, preferable within two school days after the student’s issue
has been raised. If any matter cannot be resolved at the school level, the Principal may consult
the Superintendent, whose decision shall be final, unless expulsion is involved. In this case, the
case may be referred to the Board of Trustees (BOT).
In dealing with student behavior in the classroom, teachers must always be assured of support–
from the Principal, the Superintendent, and the BOT – for responsible rules set within the
framework of the overall policies applicable to conduct. (Policy Manual–7.404).
EVALUATION OF STUDENT PROGRESS
The ICA faculty regularly evaluates student progress. This evaluation process is continuous and
is based upon tests, quizzes, class work, homework, projects, classroom participation,
punctuality, and preparedness.
Assessment:
Teachers are strongly encouraged to vary their means of assessment to allow students multiple
ways of showing what they have learned. Students should be called upon to apply their skills in
authentic situations as often as possible. In addition to tests, quizzes, and other forms of
continual classroom assessment provided by the teachers, ICA regularly administers the
following tests:
1. Admissions Tests
2. AFL/ESL Placement Tests
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3.
4.
5.
6.
Iowa Tests of Basic Skills (grades 3-8)
Test of Academic Performance (grade 9)
PSAT and SAT (grades 10-12)
Institutional TOEFL (grades 9-12)
(Policy Manual–6.704, 6.80, 6.801 & 7.20R).
GRADE REPORTING
Grade Quick:
Grades are entered weekly into the school’s computer grading system, Grade Quick. All grades
entered into Grade Quick must indicate the date the work was assigned as well as a description
of the assignment (e.g. page number) for reference. Administration needs full access to Grade
Quick Grade Books to review grades as needed for conferences and to check report card
averages. Teachers should ensure, therefore, that their Principal has a copy of the password.
Grade Book Spreadsheets – Legalities:
ICA requires all teachers submit (to their Principal at the end of the year) a copy of their grade
book spreadsheet for all four quarters for all subjects and all students. Teachers should ensure
they have saved their grades and/or printed them out on hard copy.
Grade Reports:
Students receive a report card at the end of each of the four quarters and a progress report
midway through each quarter. Only the quarterly report card is part of the official transcript. It is
the teacher’s responsibility to inform parents when a student’s average falls below C-; when the
student fails to turn in a major assignment, or is generally lax in completing assignments; or
shows behavior that adversely affects his own performance or that of others. Teachers must
inform parents either in writing or in a conference before giving a student a report card grade
below C-.
ICA encourages teachers to meet with parents frequently in order for parents to monitor their
children’s progress closely. Parents, teachers, and students can work together to implement a
plan that will assist the student. Such may include the following:




Uses of a Daily or Weekly Tracking Sheet so that parents are provided information about
their child’s behavior and academic progress on a continuous basis.
Tutoring on a regular basis.
Regularly scheduled parent/teacher conferences.
ICA assistance in the establishment of more effective routines at home so as to improve
work and study habits
Students who fail to show improvement in the core subject areas over the stated time or after
three full quarters of the school year, whichever comes first, may not be allowed to re-enroll, or
may be retained at the same grade level. Outside testing may also be required as a condition for
re-enrollment. This action is taken in order for the student to find a more suitable academic
situation with greater promise for success. (Policy Manual–6.802 & 6.802.2).
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STUDENT ACTIVITIES
After-School Activities:
After-school activities are coordinated by the staff of each school, under the leadership of the
Principal. Teachers are required by contract to offer one session (about seven weeks) of an afterschool activity. Teachers make their own proposals, so the variety of activities varies from year
to year.
Student Government:
The individual schools also coordinate student government. Its success depends on the
commitment of those involved, staff as well as students.
ESL ACROSS THE CURRICULUM
ICA policy states that English proficiency is a requirement for admission. But because our
students live in an Arabic environment where family ties and local culture (no matter how
westernized) are extremely important, their English may not keep up with the demands of the
curriculum unless all teachers use ESL techniques and are sensitive to the ESL needs of their
students.
Two ESL specialists on each campus provide extra support for students in KG2 through grade 2
who are experiencing academic difficulty due to weak English skills. All teachers have access to
ESL training and guidance during orientation and throughout the year. Language benchmarks
have been created from K-12. ICA aims to achieve these standards by addressing language
through the whole curriculum.
ICA students often speak English very well, but are less strong in vocabulary and reading and
writing skills. Below are some general ESL tips useful across grade levels and disciplines:

Never assume your students have understood what you have just said. Because they want
to please you, they may smile and nod, but that does not mean they have understood.
Therefore, you must often solicit feedback from them and be ready to back up when you
see your message was not clear. Do this in a friendly way, of course.

Emphasize vocabulary. Speak clearly and directly to the students. Invite the students
often to explain a word you have just used, or define it yourself, and write it on the
Board.

Although we must respect the students for what they accomplish in their second
language, we must NOT assume it’s OK for them to speak sub-standard English.
Maintain high expectations, and help the students meet your expectations.

In written work, insist that students use the words available to them in their lessons, and
that they spell the words them correctly.

Ensure that dictionaries are available in your classroom, and remind students that they
can look up words online as well (dictionary.com, for example)

Take an introductory course in Arabic as a Foreign Language–You will realize what an
achievement our bi-lingual students have made! (Policy Manual–6.504).
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CLASSROOM MANAGEMENT
Shouting at, hitting, or humiliating a student in any way is not permitted.
The following are eleven techniques that can be helpful in managing and controlling a classroom
group:
1. Focusing. Be sure you have the attention of every student before you start your lesson.
Don’t attempt to teach over the chatter of students who are not paying attention. If you
indicate that you are willing to speak over their talking, they assume that you accept their
inattention and that it is permissible to talk while you are presenting a lesson.
2. Direct Instruction. Uncertainty increases the level of excitement in the classroom. The
technique of direct instruction is to begin each class by telling the student exactly what
will be happening. Outline what you and the students will be doing for the class period.
3. Monitoring. The key to this principle is to circulate. Get up and move around the room.
While your students are working, make the rounds. Check on their progress. An effective
teacher will make a pass through the whole room about two minutes after the students
have started a written assignment. Effective teachers provide individualized instruction as
needed. Students not on task are generally quick to get busy when they see the teacher
approach.
4. Modeling. Values are caught, not taught. Teachers who are courteous, prompt,
enthusiastic, in control, patient, and organized provide examples for their students
through their own
behavior. If you want students to keep the volume of their voices
down, then do not raise your own voice.
5. Non-Verbal Cueing. A standard item in the classroom of the fifties was the bell. Nonverbal cues can also be facial expressions, body posture, and hand signals.
6. Environmental Control. Students enjoy a classroom that changes periodically.
Teachers should liven up their classrooms with posters and bulletin boards that
demonstrate an enthusiasm for the subject they teach.
7. Low Profile Intervention. Most students are sent to the Principal’s office as a result of
confrontational escalation. The teacher has called them on a lesser offense, but in the
moments that follow, the student and the teacher find themselves in confrontational
stance. An effective teacher takes care that the student is not rewarded for misbehavior by
becoming the focus of attention. By moving around the room, the teacher can monitor
student behavior.
An effective teacher anticipates problems before they occur. The best approach to a
misbehaving student is an inconspicuous one where others in the classroom are not
distracted. Teachers can keep students on task or indicate they are aware of their
misbehavior by name-dropping. By simply dropping the student’s name into the dialogue
while lecturing, a teacher can effectively alleviate most behavior problems before they
get out of control.
8. Assertive Discipline. Establishing clear classroom rules, posting them, and consistently
enforcing them can be an effective means to alleviate many behavior problems.
9. Assertive “I”-Message. A component of Assertive Discipline, these “I”-messages are
statements that the teacher uses when confronting a student who is misbehaving. They are
intended to be clear descriptions of what the student is supposed to do. They should be
focused on the behavior desired not on the misbehavior. For example, “I want you to face
the front of the class.” Or “I need you to sit still” or “I expect you to listen attentively”.
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10. Humanistic “I”-Messages. These “I”-messages are expressions of our feelings. They
should be structured in three parts.
First, a description of the student’s behavior: “When you talk while I talk…”
Second, the effect this behavior has on the teacher: “… I have to stop my teaching….”
And third, the feeling that it generates in the teacher: “…. Which frustrates me.”
11. Positive Discipline. Use classroom rules that describe the behaviors you
than what the students must not do.
want rather
12.Make ample use of praise. It doesn’t have to be verbal. A nod, a smile or a “thumbs
up” will reinforce the behavior.
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