Developmentally appropriate, authentic and relevant homework can provide additional learning experiences for students. Homework should focus on:
Homework is not appropriate for:
Homework is an instructional strategy and is best used as independent guided practice to inform learning. As such, it should generally not be included in the product grade, but rather inform students’ process grades. (Procedure 260) Homework should have different amounts and purposes at different grades.
Middle and high school students should be given homework to:
Based on an analysis of research studies, Morrison Academy supports the following principles:
Keeping these considerations in mind, Morrison suggests the following maximum average1 student/grade-level amounts of focused homework outside of class with the recognition that a methodical student who needs more time may need to take a lighter load. Individual music lesson practice is not included in these academic totals. Teachers may provide optional extension opportunities for students who choose to work beyond these limits. These extension opportunities could be in the form of extension worksheets or links to relevant educational websites. These times do NOT include independent reading or read aloud. This is based on homework research studies (Harris 2006).
|Grade||Minutes / Grade / Night2|
|Minutes / Subject / Night|
|9 & 10||30|
|11 & 12||45 (AP courses 70)3|
1“Average” means that most of the class can complete the work within the daily time parameters. The listing of an amount does not indicate that homework must be given but rather recognizes that students work at differing rates and quality levels. Larger assignments and projects are sometimes assigned with the understanding that students are given several days to complete it.
2“Per night” means outside of the actual class time period even if/when homework is started during class.
3Only in formal AP courses are we to be equivalent to beginning college courses and demands. In our other courses, Morrison is preparing for college, not being a college.
Roles and Responsibilities
Principals are responsible to:
Teachers are responsible to:
When teachers and parents work together to implement these recommendations, homework can be useful and generally free from a high level of frustration. These parameters can and should receive broad support from both parents and teachers. Morrison's teachers should make whatever adjustments are necessary to live within these general parameters and parents should support these efforts to make homework beneficial.
Ideally the high school course offerings in the curriculum guide and online are established for each department during its curriculum review process in the regular cycle. Approval to add a new course to the curriculum guide or as an online option at other times requires input and approval by the Principal and the Director of Learning. The formal proposal should contain a title, course description, the level of student interest in the course, the major goals, their alignment with the school's foundational documents and the subject's curriculum philosophy and goals, needed equipment and materials (texts, technology, and other resources), staffing needs, financial implications, facility needs, schedule implications, and potential impact on enrollment in other courses. Alignment of course offerings across the system should be a consideration when approving courses.
Recommendations for new courses may be presented by administrators, staff, parents, or students.
Reference - None
Role and Responsibilities
Online Lab Monitor
Reference - Articles of Incorporation, Ninth
Morrison Academy recognizes that people are gifted by God with the ability to inquire, gain knowledge, and delight in the creativity of others. Morrison Academy library media program strives to equip students to enjoy information by teaching them how to use and evaluate information effectively. An expert library media specialist will support students by providing opportunities to become rational and critical thinkers, life-long learners, enthusiastic readers, skillful researchers, and ethical users of information. The library media specialist will ensure patrons feel welcome, valued, and safe during their visit. (Refer to Library Media Curriculum Guide)
Due to limited resources and a desire to provide excellent services, only the following constituents are permitted to use the resources of a Morrison Academy library:
Morrison library materials may not be used for financial gain nor should infringe upon the copyright standards listed in Procedure 219.
Teachers and secondary students may request materials from other campuses via inter-library loan. Any Library Media Specialists may deny Inter Library Loan requests. If the material cannot be delivered by staff traveling within the system then it can be sent by mail and charged to the requesting library's account. Patrons should request materials 2 to 4 weeks in advance of the date needed. The requesting patron is responsible for loss or damage to the item.
Lost/Damaged Material Fine
A lost materials fine will be charged to a patron after four weeks if an item is not returned to the library. The librarian will determine the cost of replacing the lost item considering obtaining similar quality, shipping cost, and library processing into fine. Overdue fines are determined by the Library Media Specialist.
Responsibility for Selection of School Library Media Center Materials
The library media specialist has the responsibility for examining, evaluating, and selecting materials for the site's library media center facility. This person should be qualified for this activity by reason of education, training, and experience. Within each school, suggestions from students, staff, and parents are encouraged and seriously considered in the selection process.
The responsibilities of the school library media centers include providing materials to support, supplement, and enrich curriculum by providing a wide range of viewpoints which reflect not only our school communities' informational needs and interests, but also our school's philosophy, purpose, and vision statements.
Evaluation and Selection of Library Media Materials
In recognition of the need for varied and extensive materials, library media specialists will keep in mind the following criteria:
|Overall purpose||Literary quality|
|Timeliness or permanence||Format and price|
|Readability and popular appeal||Authenticity and accuracy of materials|
|Clarity of presentation and style||Significance of subject matter|
|Reputation of publisher/producer author/composer etc.||Balance of materials that present different points of view|
When considering controversial materials, library media specialists should consult with the Director of Learning.
The following process is established for consideration of issues of selection of library books and other materials placed in question by an individual, group or organization.
Morrison libraries believe that access to information is vital to student learning and recognize that a growing number of resources are available digitally. To provide students access to this information each Library Media Center facility should provide at lease a video projector, audio system, a robust wireless network infrastructure, many outlets, indirect lighting, work space for mobile or personal technology, and dedicated work space for production (e.g. equipment with fast processing speed and memory, software for video and photo editing, and computer programming).
In order to be school-authorized, the activity must meet the quality and sponsorship criterion of Morrison Academy. School-authorized events or programs provide for the athletic, social, cultural, spiritual, and recreational activities for Morrison students and for MK homeschoolers. The Principal may authorize other people to participate, but the primary purpose of the activity or program should be to provide learning opportunities for Morrison students. These programs and events must be impartially available to all Morrison students, their parents and Morrison employees. Any event or program occurring on campus must be approved by the Principal.
In order for an event or program to be considered “school authorized,” the Principal’s written approval is required in advance. School authorized events/programs include, but are not limited to, off-campus education, co-curricular or curricular activity, work-study, study at universities, internships, service learning, missions trips, youth group, arts festivals, athletics tournaments, co-curricular clubs, Scholars Cup, and private lessons from Outside Service Providers (in accordance with procedure #523).
School authorized programs may also include remedial or enrichment tutoring of Morrison Academy students and will be exempt from the facility fee if all the following conditions are met.
In accordance with Policy #5610, “Any school-sponsored student activity that includes a Sunday or falls on a Sunday must follow these Biblical principles: fellowshipping with God and other Christians, preserving adequate time for rest and renewal.” The Superintendent may grant exceptions to this policy. To apply for an exception students and sponsor submit a proposal that incorporates these Biblical principles for the Superintendent to consider. The Superintendent will also consider how the activity could affect academic progress and how many times per year the students could be engaged in school-sponsored activities on Sundays. Students who choose to not attend school-sponsored student activities on Sunday may not be penalized or pressured in any way.
Credit may be given for special off-campus educational programs which have been approved by the Principal.
Curricular activities are considered a regular school function and students are expected to attend.
Normally, no fee (for facility use, materials needed, extra personnel time, etc.) is charged for school-authorized events/programs. However, the Principal may attach financial conditions to help cover the school’s costs and/or conduct approved fundraising.
No organization, individual, or business is allowed to solicit contributions or services from or to sell goods or services to students without the permission of the administration.
Reference - Policy 5610 Student Activities
Procedure 320 Conflict of Interest
Procedure 442 Use of School Facilities
Procedure 470 School Sponsored Trips
Procedure 523 Independent Service Providers
As a Christian institution, our standards should be such that both those from within and those from without the school should not be offended by what is presented for either public or private consumption. Thus, the keynote of any production, publication, or anything else of that nature must be “wholesomeness”. Therefore, we should seek to provide productions and publications which do not violate Biblical principles and which are sensitive to the Taiwan government and to Chinese culture.
When posting school developed web pages on the Internet, only the first name of students in kindergarten through eighth grades may be used. First and last names may be used for students in ninth through twelfth grade. Furthermore, no student telephone number or address is to be published on any school developed web page. Links to a student's email account shall not be provided on any school developed web page. A high school student may choose to include such information and links at their discretion on their own personal web page. A high school student may link their personal web page with another student's, but is not to disclose another student's e-mail address, telephone number, or street address.
No information is to be posted on the Internet which might jeopardize the safety and/or security of students or school property/equipment, i.e. school floor plans, security camera locations, security procedures (other than public policies/procedures), etc.
All school sanctioned web pages are to have a staff member who acts as the sponsor and reviewer for the page. In the case of class projects, the teacher will serve as sponsor. The sponsor will be responsible to screen web page content prior to posting to insure that the above mentioned standards are maintained. The “title page” should be provided with the following statement, “Approved by <sponsor's name>.” An email link to the sponsor's email account may also be provided.
Advertisement banners and other advertisements are only to be used with the explicit prior approval of the principal.
World-Wide Web as an Extension of the Curriculum (Class Projects)
When a controversial topic is posted, it is recommended that the teacher assign students to present opposing views of the issue. In such cases, the teacher should provide a disclaimer on the web page indicating that these are not necessarily the views of Morrison Academy, but rather an exercise in helping students to develop their reasoning skills. A reader response form may also be provided to allow readers to offer a rebuttal to a student's writing. Links should not be provided for responding directly to students. If links are provided, they should be linked to the web page sponsor.
Student Email, Student Homepages, Class Homepages
Student email, a student's personal web pages, and class homepages are student-generated media. They will be monitored periodically to ensure that content is appropriate. The use of these services is a privilege and is subject to the conditions of the Internet and Technology Use Agreement as indicated in Policy 217 below. Any student who violates the agreement will have his/her use restricted accordingly.
Plays, Programs, Yearbook, Newspaper, Online Videos or other Internet Media
Administrators are to establish procedures for the prior screening of any public presentation and school publication in order to ensure that the above-mentioned standards are maintained.
In the use of plays and similar activities, the basic philosophy of the writer should be taken into consideration. His or her work does not necessarily have to be Christian, but it should not leave a primary message/conclusion that is directly in opposition to Christian principles.
Morrison Academy is committed to equipping its students to influence an increasingly complex and information-rich world for Christ. Morrison recognizes that technology is an integral tool in obtaining this objective and desires to provide students with an age-appropriate, relevant, authentic, and engaging educational experience.
Faculty, staff, students, and visitors who use Morrison Academy's computer systems, either in class or independently, are expected to conform to the following procedure. Users are also expected to follow all procedures set forth by the individual campus regarding the use of information technology. If there is any doubt concerning the legitimacy or authorization of any action, they are expected to check with the principal in advance.
Morrison schools provide technology which allows staff and students to access the Internet. The day to day running of the computer systems is the responsibility of the educational technology coordinator on each campus.
Email accounts are provided to faculty, staff, and all students. There is no charge for this service. The owner of the account will have a private password. Personal email accounts are not required for those who wish to use the Internet for purposes other than email.
Internet access and email accounts are a privilege extended to Morrison's faculty, staff, and students. The highest standards of ethical, respectable, and courteous behavior and dependable behavior are expected of everyone.
Internet usage may be electronically monitored for all users. Access to the Internet will be restricted for those students who are not given parental permission and who have not abided by the conditions of the Internet Use Agreement.
The computers and software used within Morrison Academy are intended primarily for educational purposes to support curricular needs. The essential areas of focus will be on the following:
A secondary purpose is personal communication. Using the system for personal communication is permitted as long as it does not delay or obstruct educational use and does not incur any cost to Morrison. Personal Internet and email use during school hours should be used only in moderation as outlined in the Technology and Internet Use Agreement.
Whether for educational or personal reasons, offensive, obscene, or harassing messages are strictly prohibited.
In the case of faculty and staff, the direct supervisor will have the right to determine what is or is not acceptable at any given time according to their personal judgment based on commonly held standards of Christian behavior. In the case of students, the classroom teacher, technology coordinator, and/or the boarding parent will have that right. Questions on this are referred to the principal or boarding supervisor.
Personal accounts on the system are generally considered private and confidential. A user should not open, read, modify, monitor, or remove files/mail/or network traffic owned by any other user. Since the computers are the physical property of the school system, Morrison Academy reserves the right to open any file, directory, email account, and the like when probable cause of misconduct is found, for security reasons, or for spot checking.
Email account access should not be shared with anyone. Passwords should remain secret. Internet material or information that is received considered inappropriate is to be dealt with in one of two ways:
Courteous and Ethical Behavior
Users are expected to be courteous at all times with those they are communicating with on the Internet.
Users should never intentionally attempt to disrupt network performance or interfere with the work of any other user or site(s).
Users are expected to be considerate of computer time and careful in the use of supplemental resources such as paper and network resources.
Users are restricted from changing system set-ups, with the exception of machines that are issued to an individual staff member. In the latter case, such things as screen savers, mouse speed, etc. may be adjusted by the user.
Students may not load Non-Morrison software on any Morrison computer without explicit prior permission from the technology coordinator. No programs may be saved in a personal directory besides those that are required for curriculum purposes.
Morrison Academy software may not be deleted from a computer without explicit prior permission from the technology coordinator.
The Morrison Academy reserves the right to remove personal files from school computers with at least one week's notice.
Users are expected to abide by all of the regulations and laws pertaining to software and Internet use whether they are of the R.O.C. or the U.S.A. Morrison Academy respects the intellectual property rights of any legal entity. Refer to Morrison’s Director of Information Technology Services.
Any information, service or site on the Internet should be selected with reference to its appropriateness within the context of a particular curriculum, the suitability of the content for the intended user, and its service to good taste, common sense, and Christian values.
The Internet is public. Therefore certain files can be accessed that violate the moral values, educational standards, and Biblical beliefs of Morrison Academy. These include any form of pornography, racism, descriptions of violence, foul language, the occult, and other inappropriate material. Access to such files is prohibited. There may be occasions when curriculum or resources contain foul language, violence, and racism to deal with literature and history adequately. These uses must have explicit prior permission given to the principal which includes these things: clear connection to written curriculum (benchmark specific), teaching strategies used (prior to, during, and follow-up), biblical perspective counter, and final draft of a letter to parents getting permission for their child to interact with it.
See Procedure 215 Standards for Productions, Publications and Instructional Material for related information.
Information Technology Abuse
Morrison Academy may restrict or terminate any user's access to either school or personal devices if such action is deemed necessary to maintain computing availability and security for other users of the systems or because of inappropriate content. Other disciplinary actions may also be imposed by the Educational Technology Coach and/or school administration on an individual basis up to and including termination of enrollment or dismissal. The severity of the disciplinary action will be based on the circumstances of the infraction and any prior abuse.
Technology abuse includes, but is not limited to:
The System technology budget will provide for the purchase and replacement of the following standard equipment within budgetary constraints.
In addition to the School Provided Equipment the following supplemental student devices are recommended. The purpose of these personal devices is for use in the classroom and for other educational purposes around campus.
Accountability for School and Personal Devices
Administrators and faculty have the right to monitor computer activity in any and all areas of the school and may access student personal devices and/or files if there is a reasonable suspicion of misuse.
Use of school and personal devices in the classroom is determined by each teacher. Students are responsible for storing their devices in a secure location when it is not in use or is not warranted or allowed in class. If, as a result of student misconduct, the school is required to repair or replace school-owned equipment, then this expense can be passed on to the student’s parent or guardian at the discretion of the principal.
Students will need to sign the Internet and Technology Use Agreement. Failure to comply with rules could result in temporary withholding of the device or a sustained banishment of a personal device from school.
Morrison Academy may restrict or terminate any user's network access to either school or personal devices if such action is deemed necessary to maintain computing availability and security for other users of the systems or because of inappropriate content.
Other disciplinary actions may also be imposed by school administration on an individual basis up to and including probation or termination of enrollment. The severity of the disciplinary action will be based upon the circumstances of the infraction and any prior abuse.
Reference: Procedure #255 Discipline
Employees and students shall obey the United States Copyright Act of 1976. Section 107 of the Act provides that the fair use of a copyrighted work for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright under the following conditions. These conditions are based on Jay Althouse's book, Copyright: The Complete Guide for Music Educators, published 1997 by Alfred Publishing Company.
Photocopying material for classroom and instructional use
Audio Video Recordings
Computers, Software and the Internet
The official representatives of middle school and high school students are their respective Student Councils. These Student Councils, through their constitution and by-laws, act as representatives to the school administration.
In the interest of maintaining student safety, Morrison Academy students are required to remain on the school campus throughout the school day. Exceptions may be granted by the Principal.
Normally, the Administrative Assistants on each campus are responsible to maintain the Student Information Management System (SIMS) and complete the tasks below. The Principal may assign these tasks to other staff.
4th Quarter Planning Calendar (in consultation with guidance counselors as needed)
Two Weeks before school starts
After School Starts
Principals will oversee site admission procedures and time tables which comply with Policies and meet the unique needs of their individual school.
The Director of Communications will oversee systems for collecting demographic data into the student information management system, changes to the Admissions Handbook, and revisions to admissions forms for new and returning students.
The following Board policy requirements need to be incorporated into site admittance decisions.
Furthermore, site admission procedures will incorporate the following principles:
Normally applicants take a grade-appropriate preliminary screening test. Applicants who pass the preliminary screening test might be required to take the additional admissions assessments. Instruments vary according to entry grade level and English language proficiency. If the applicants’ overall scores indicate that their language abilities are more than two years below their grade level, then the applicant will have a chance to take it again 6 months later. Each applicant has only three chances to take admissions tests.
Reference - Policy 5200-5299
Students whose parents move within Taiwan will normally be allowed to transfer to the closest Morrison campus, providing that ELL, LN, and class size limitations are not exceeded.
Students who have completed eighth grade or higher at the Morrison Taipei Campus, Kaohsiung Campus or a Morrison satellite school will be allowed to transfer to the Taichung Campus to continue their education, provided they meet the criteria for student living arrangements and continuing enrollment.
Student transfer schedule:
|November||Counselors ensure all Taipei and Kaohsiung Campus grade eight (or higher) students are aware of transfer policies and procedures and have access to dorm applications.|
|December 31||Preliminary dorm applications due.|
|March 1||Boarding applications due.|
|Early March||Re-registration packages mailed by each campus. Parents indicate next year’s preferred campus on their re-registration form.|
|4th Monday in March||Re-registration online and payment due. Otherwise the seat is forfeited.
A report listing transfer requests is generated in Power School and given to Admissions Coordinator on each campus.
|April 1||Director of Boarding Services notifies families of dorm acceptance.
Admissions Coordinator at each campus notifies families of transfer acceptance or denial based on space availability.
|April 8||Deadline for families to confirm acceptance of transfer.
Deadline for families to request reimbursement of early registration fee, if transfer request was denied and they are withdrawing from the Morrison system.
Principals may place students with academic deficiencies on academic probation subsequent to communication with the parents. The Principal, working with the student's teachers and/or the guidance counselor, determines the parameters and timeline for the probation. Parents must be notified in writing when the student is placed on academic probation. While on academic probation, the student is to meet regularly with an assigned staff member for counseling.
Normally, elementary and middle school students who have received at least one failing core subject grade on a report card will be subject to academic probation and will remain on academic probation until there are no failing grades on a quarterly report card. If a student continues on academic probation for 3 consecutive quarters then the principal should consider retention (see procedure #280) or recommending termination of enrollment (Policy #5540 - TERMINATION OF ENROLLMENT).
Athletics is co-curricular and an integral part of the balanced educational approach of Morrison Academy that helps educate the whole child. The ultimate purpose is to glorify God, so student-athletes are expected to maintain Christian values during practice and competition while competing at a high level. Athletics are to contribute to the development of biblical character traits such as good sportsmanship, leadership, teamwork, discipline, and self-control. Morrison believes that student-athletes should enjoy their involvement in athletics while growing physically, emotionally, socially and spiritually. Athletics should also foster positive school spirit within the school community. Participation is the focus for athletics at the middle school level and competition becomes the stronger theme for high school athletics.
Morrison Academy provides student accident insurance for each registered student in accordance with procedure 362.
On the Morrison Academy registration form each parent must grant “permission to participate in field trips, practices, travel, and inter-scholastic events in Taiwan.” The Athletic Director on each campus is responsible to make sure parents are informed at least two days prior to K-8 off-campus athletics events. Each off-island and overnight trip requires an additional parent/guardian signed permission form for each student in accordance with procedure 470.
The rules of the game, as well as those of the host institution, are to be observed. Athletes ejected from a game by a referee may be subject to further disciplinary action by the principal.
Visiting teams are guests of Morrison Academy and are to be treated with respect and courtesy at all times.
Any coach that is not employed by Morrison must complete the Volunteer form before the first practice. Athletic Director on each campus should inform all coaches of this procedure and any campus athletic handbook.
Levels of high school athletics is determined by the enrollment, availability of coaches, availability of space, and fundraising plan. Superintendent permission is required before joining an athletic conference or traveling outside of Taiwan.
Eligibility Middle School
Morrison Academy believes that middle school student participation in sports is desirable. Every athlete on the team should receive playing time in every game (although not necessarily equal playing time).
Academics and Behavior: Restriction from sports activities is not an encouraged form of discipline, however, in cases of behavioral or academic difficulty, the principal, with parental notification, may restrict participation.
Age: Student must be 14 years of age or younger on August 1 of current school year to participate.
Eligibility High School (includes grades 8-12)
Morrison Academy believes that involvement in high school athletics is a valuable experience for those interested. The formation of specific sports teams will accommodate students of varying skill levels and will meet competitive program standards while attempting to create a positive athletic experience.
To be eligible to try out and participate in Morrison’s high school sports programs:
Academics: A student must carry a current 2.0 grade point average and not be failing any subject at progress reports or report card time. Exceptions may be made by Principal.
Behavior: Students must follow Morrison’s code of conduct. In cases of behavioral difficulty, the principal, with parental notification, may restrict participation.
Age-Grade Rules: These age rules apply on the day of competition.
The Strategic Planning Retreat attended by Trustees and administrators in September 2012 decided to operate high schools on all three campuses. In January 2013 the Board of Trustees authorized “the addition of grades ten through twelve on the Kaohsiung and Taipei campuses.”
Enrollment on the Kaohsiung and Taipei campuses was capped at 25 students per grade due to space limitations and in order to maintain the school's Core Values and a healthy school culture. This strategy was based on the Board’s desire to give Taipei and Kaohsiung families a choice of staying at home during high school or transferring to Taichung in order to access more extensive curricular and co-curricular programs.
Co-curricular programs are adjusted annually in accordance with student participation, staff availability, space availability, and other program limitations listed below. These limits are based on grade level maximum sizes listed in POLICY #5205 ENROLLMENT LIMITATIONS.
|Scholastic Competitions||International travel allowed||International travel allowed|
|Performing Arts||ACSC music festivals||High school music ensembles & secondary performance groups|
|Athletics||ACSC tournaments||Tournaments, including TISSA|
Inter-campus curricular programs are encouraged in order to enhance student learning and promote harmony between campuses.
|University Guidance Counselors||1.6 FTE||Maximum 1.0 FTE|
|Senior Transition Retreat||System-wide participation|
|Morrison Units||According to curriculum guides|
|Face-to-Face Courses Offered||Maximum 95||Maximum 50|
|Online Courses||Available for an additional fee||1 class / sem. covered by tuition*|
* If the course is offered face-to-face then the same online course will not be covered by tuition. The Director of Learning may grant exceptions in case of extenuating circumstances.
Morrison is committed to providing adequate personnel and budget resources for each high school program within the limits of tuition revenue. In order to provide sustainable resources for the program, the budget will normally fall within the following benchmarks.
Commencement ceremonies shall be held on each campus. Graduation requirements shall be the same for all three campuses. The graduation certificate format shall include “MORRISON ACADEMY” and the name of the campus. A representative of the Board of Trustees shall present awards in recognition of student excellence in scholarship, service, citizenship, music, drama, athletics, and other activities that are deemed appropriate. These awards will be listed in the Student Handbook.
High School Campus Choice
Each family with children attending Morrison Academy has the freedom to choose which high school program is best for their high school age children. Employees must honor each family’s choice and not engage in lobbying students or their parents about this decision. All communications about this choice, including school publications, formal informational meetings, and informal conversations between employees and students must accurately reflect the differences between the high school programs offered on the Taichung campus and Kaohsiung/Taipei campuses. Emphasis is to be placed on harmony between campuses, not competition for students.
A website comparing the three high school programs will be administered by the Director of Learning.
Kaohsiung and Taipei Campuses will promote these informational programs.
Twenty-four (24) units of high school credit are required for graduation. These credits shall include the following:
| 0.5 unit of Bible for each semester enrolled in
the high school at Morrison Academy
|4 credits of English|
| 3 credits of Social Studies
(to include a unit each of World History, US History or substitute, & Government)
| 2 credits of Physical Education
(including .5 Fitness, .5 Lifetime Sports or Racquet Sports, and .5 Health, .5 PE Elective)
| 2 credits of Science including biology
and one other lab-based science
| 3 credits of Mathematics including Algebra I
(Algebra 1 taken in 8th grade may be granted HS credit if proficiency is demonstrated)
|1 credit of Visual and Performing Arts (effective 2021)|
Students must be enrolled in a minimum of 6 classes each quarter. Credits will be granted on the basis of acceptable grades for class time spent.
Students are also encouraged to complete at least one online class before graduation to help prepare them for continuing education beyond high school.
Reference- Policy 5352 Graduation Requirements
The Superintendent, upon the recommendation of the Principal, shall approve a speaker for Commencement.
The Morrison Board of Trustees may present the following awards to the seniors and authorizes the monetary awards.
The Principal may authorize additional campus commencement awards.
References: Procedure 350 Endowment Funds
In the interest of maintaining student safety, Morrison Academy students are required to remain on the school campus throughout the school day. Exceptions may be granted by the Principal.
If a student's unexcused absences exceed eight (8) days in a semester, a recommendation for termination of enrollment may be made by the Principal to the Superintendent. Generally, excused absences are given for sickness, doctor's visits, necessary trips to government offices and approved school trips. Most other absences are unexcused. Parent notes will not necessarily result in an approved excused absence. The Principal may excuse a student's absence due to special events or extenuating circumstances.
Make Up Work
Excused Absence: Student will be given the opportunity to make up work and assessments for credit and grade for ALL excused absences. Students will be responsible for completing all work assigned, the assessments that were scheduled before or during the absence, and they will receive credit for the work completed. Teachers will work with students and their parents to establish a make-up plan for work missed, with up to a maximum of one week to turn in make up work. This starts from the first day the student returns to school. Unexcused Absence: Students will be given the opportunity to make up work and assessments for unexcused absences. The teacher may reduce the score or mark by no more than 50%. The reduced score or mark is up to the individual teacher.
Attendance is to be taken daily at the beginning of the school day by the teaching staff. Each EMS first period teacher is responsible for reporting these absences to the school office.
The HS may require that attendance be taken and/or reported more often than once a day.
Each school is to have a defined procedure for checking and recording attendance. This should be described in the school's teachers' handbook.
The number of days present, absent, and times tardy are to be recorded on the pupil's report card.
The total number of days present is recorded on the pupil's Cumulative Record Folder at the end of each school year.
Dance can be wholesome, enjoyable, healthy and glorifying to God. Dance at Morrison Academy is limited to educational, health, performance, celebratory or worship purposes. The school may provide opportunities for students to develop an appropriate appreciation and skills for dance.
Dance on campus or at a school-authorized event will adhere to the following principles.
The following are prohibited at a school-authorized event that involve dance.
Any form of dance on campus or at school-authorized events must receive prior written approval from the Principal. Normally, requests are submitted in writing well in advance and include the educational value to the students, the dance style to be taught, the qualifications of the dance instructor(s), music, and schedule.
The principal or designee will attend any banquet or class event that includes dance. The student council or class officers that organize the event are responsible to hold students accountable to the standards of conduct. Failure to do so may result in the loss of the students’ privilege to incorporate dance education in future events and the officer’s suspension from student government.
“Bullying” is defined as overt, unwanted, repeated acts or gestures, including verbal or written communications or images transmitted in any manner (including digitally or electronically); physical acts committed; aggression; or any other behaviors committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, blackmail, or harm the targeted student, creating for the targeted student an objectively hostile school environment that:
Morrison Academy expects students and/or staff to immediately report incidents of bullying to the Principal. Staff who witness such acts take immediate steps to intervene when safe to do so. Each complaint of bullying should be promptly investigated. This applies to students on school grounds, while traveling to and from school or a school-sponsored activity, whether on or off campus.
Bullying will be dealt with swiftly and appropriately. At no time is any student permitted to engage in any form of bullying. Students who bully are subject to disciplinary action up to and including termination of enrollment.
Staff should discuss this procedure with their students in age-appropriate ways and should assure them that they need not endure any form of bullying. The school should develop proactive strategies to promote an awareness of kindness, care and safety. Principals also are encouraged to monitor student wellbeing.
It is expected that teachers will exhibit effective classroom management skills. Disciplinary actions, therefore, will normally be administered at the classroom level. Where there is a serious occurrence or continued student misbehavior negatively affecting the learning of others, the teacher may consult with the guidance counselor for advice or he/she may request the Principal to intervene and/or send him/her to the Principal.
Staff shall be responsible for encouraging and teaching students to be responsible for their own behavior. They shall clearly communicate in a timely manner with parents and Principal pertinent information and appropriate documentation and evidence regarding students' behavior.
Instructional staff is responsible for consistently applying the following guidelines in administering consequences of positive and negative behavior:
In accordance with Taiwan law, corporal punishment will not be administered.
In the event that a student fails to meet the stipulations for Policy #5351 Continuing Enrollment, the Principal may choose to place the student on probationary status for a specified period of time, normally no more than nine weeks before a review. Probationary status is to serve as an intermediate step, prior to discontinuing a student's enrollment, in order to give the student an opportunity to comply with the continuing enrollment stipulations. However, probation is not a mandatory step before termination of enrollment.
The Principal will document any such action. The student and parent/guardian will be notified verbally and by email at the time their student is placed on probation. If the parent does not read English, then whenever possible a translation in the parent's mother tongue will be provided.
The Principal may suspend a student from school for violations of school rules, which are deemed to be a serious detriment to the student, the staff, the school, and/or the progress of learning. The Principal may remove a student from the campus immediately, with notification to or communication with the parent, if the student's presence poses a danger to persons or property, is an on-going threat or disruption to the academic process, and/or it is deemed to be in the student's best interest.
The Principal determines the length of suspension to a maximum of 5 days, and whether the suspension will be in-school or whether the student will be sent home. A suspension may go for longer than 5 days with the Superintendent's prior approval. The Principal will also be responsible for determining the conditions of reinstatement. The Principal will notify the Superintendent if an out of school suspension is longer than one day.
Parents are to be notified as soon as possible regarding the reason for the suspension and the conditions of reinstatement. The Principal should consider requesting that parents come to school for a meeting at this time to foster communication and understanding. If notification is done verbally, then a follow-up letter to the parents, documenting the conversation, is to be sent The Principal is required to document the reasons for the suspension, conditions of reinstatement, and the record of parent notification. The Principal is required to keep a file of all pertinent documentation.
Absences due to out of school suspensions are unexcused. In collaboration with the student's teacher, the principal will determine if any missed and made up course work may be counted as credit. A student will not be counted absent and credit will be given for work completed during an in-school suspension.
Termination of Enrollment
The Principal may recommend to the student's parents that they withdraw their child based on the guidelines of Policy #5351 - Continuing Enrollment. In the event that the parents are not receptive to this counsel and the Principal is supportive of discontinuing enrollment, then the Principal may request the Superintendent to consider terminating a student's enrollment during a semester or for the consecutive semester/year. The Principal must provide evidence that the termination of enrollment is warranted under the guidelines of Policy #5351 - Continuing Enrollment, and that due process has been followed. All documentation will be made available to the Superintendent.
If the Superintendent decides to terminate the student's enrollment, then he/she will notify the parent (s) of the decision. They will also be informed that they have the right to appeal the decision to the Board of Trustees within seven calendar days. The decision will be documented by registered letter to the parents with a copy sent to the chair of the Board of Trustees. If the parent does not read English, then whenever possible a translation in the parent's mother tongue will be provided.
The Superintendent will be responsible for notifying the Board of Trustees regarding the decision to terminate a student's enrollment. The Superintendent will keep a record of all documentation. A statement regarding the conditions and date of the student's termination of enrollment will be placed in the student's cumulative folder, and a dated notation will be entered on the permanent record.
Students who drive a motorized vehicle to school are subject to school regulations regarding vehicle use. Such regulations shall be determined by the administration of the school. Students are not to ride or drive any vehicle on campus except as authorized. The school does not condone students commuting to school in or on motorized vehicles without proper registration, licensing, and insurance.
The purpose of grading is to describe how well students have achieved specific learning targets based on evidence gathered from an assignment, assessment, or other demonstration of learning. Grades are intended to inform parents, students, and others about learning successes and to guide improvements when needed. (Guskey, Jung 2013)
The following definitions and parameters are in accordance with Procedure 105 Standards Based Education.
Product grades reflect student performance on specific curricular standards.
Process grades reflect student performance on common behaviors and attitudes necessary for learning, such as responsibility, respect, and engagement.
Grading Practice Work (Traditionally referred to as “Homework”)
Practice work is a formative instructional strategy that can be used to inform and improve student learning. Practice work should only be given to reinforce or improve performance on specific standards. Generally, it should not be included in the final grade; however, in high school, if it is included, it must be connected to a learning target, and its weight should not exceed 10% of the final grade (see formative assessment).
Refer to procedure 200 Homework
Summative assessment sums up what a student has achieved at the end of a period of time, relative to the learning targets and standards. A summative assessment may include a written test, an observation, a conversation, or a task. It may be recorded through writing, through photographs or other visual media, or through an audio recording. Whichever medium is used, the assessment will show what has been learned regarding specific learning standards.
Formative assessment takes place on a day-to-day basis during teaching and learning, allowing teachers and students to assess progress more frequently. It begins with diagnostic assessment, indicating what is already known and what gaps may exist in skills or knowledge. As the learning continues, further formative assessments indicate whether teaching plans need to be amended to reinforce or extend learning. Formative assessments may be questions, tasks, quizzes, or more formal assessments. Often formative assessments may not be recorded at all. In high school, up to 10% of the final grade can be from formative work. (See Practice Work above)
How late work is handled depends on whether an assignment is intended as a product grade (e.g. projects) or a process grade (e.g. reading assignments). Late practice work, for example, is limited to process grades, while projects or other summative assignments (potentially some formative assignments for HS only) are handled as a response to intervention (RTI), where an “I” (incomplete score) is the placeholder, and completion is required. High school teachers may use “0” as a placeholder. If an assignment is not completed, despite intervention, within two weeks of the original due date, the teacher may score relevant standards as a zero.
Product grades should not be reduced due to lateness; instead, this would be reflected in their process grade (eg. Responsibility).
Power standards are the standards that are essential for students to master to be prepared for and successful in the next grade level. While teachers will strive to teach, and may assess, all the standards, power standards will garner extra time and emphasis within the curricula. Teachers are required to assess and report on all power standards that are chosen for their course. Power standards are chosen by curriculum task forces or groups designated by the Director of Learning.
The-100 point scale is a mathematically unfair way to determine student grades. Standards grades should be recorded in the gradebook using the scales below.
Zeros should not have an unfair statistical impact on grades. On a numerical scale they only function as placeholders for incomplete work and should be handled as a Response to Intervention (RTI). They therefore have major consequences that result in character-building activities. Final academic grades can only contain zeroes if students have failed to respond to intervention strategies.
Offering reassessment is an important part of standards-based grading. Teachers must allow for at least one reassessment opportunity per power standard. Students with a grade of DM/5 or below on an assessed standard must be encouraged to participate in reassessment. Teachers should require students to demonstrate learning by completing additional practice before having the opportunity to reassess a standard. Reassessment must be done before the end of the quarter or date designated by the teacher within two weeks of the original due date.
Averaging within a standard is strongly discouraged in standards-based practice. The most recent assessment and/or teacher judgment is a better determinant for a standard grade. Averaging across course standards to determine a final grade is acceptable when a final grade must be determined.
Teachers should only use percentage as a grade determinant for a standard when applicable to that standard. For example, a teacher may decide that (Mastery) of a vocabulary standard would mean a student has 90% or more vocabulary words correct on an assessment. However, percentage would not be applicable for a standard that mentions a specific knowledge indicator (e.g. counting to 100).
Gradebooks are organized by standards, and teachers are required to record and report in the gradebook on each Power Standard. Gradebooks will not be organized by any other categories other than standards. If a course requires a final letter grade, standard grades from that course will generally be determined by averaging course standards. In some cases, teacher discretion may be used.
Weighting should not be used in broad, traditional academic categories such as tests, quizzes, homework, or participation; rather, it should be used only with standards. Some standards, such as power standards, may be weighted more heavily than others.
Teachers should not give extra credit/bonus points; however, teachers can allow students to demonstrate improvement on a standard through reassessment. Please refer to Reassessment.
High school final exams are not required but can be an appropriate tool for measuring cumulative performance or overall retention over a semester. With teacher approval, students may earn the right to not take a final exam if they have demonstrated mastery in course content throughout the semester. Final exams should not exceed 15% of the final semester grade. If a “final exam” is given in middle school, it should not be calculated as a percentage of the final grade.
Grading in AP Courses
AP course teachers are allowed to limit the use of reassessments with principal permission. Teachers of AP courses must follow all other grading procedures.
Online AP Courses
High school (9th-12th) face-to-face AP (Advanced Placement) classes earn GPA credit based on a 5.0 scale (i.e. A=5.0, A- = 4.7, B+ = 4.3, B = 4.0, see chart below). Taipei and Kaohsiung campus online AP courses will follow the same grading scales (i.e. A=5.0, A- = 4.7, B+ = 4.3, B = 4.0, see chart below); however, to avoid artificial inflation of GPA, online courses will not be counted when determining awards, scholarships, valedictorian, or other recognitions from Morrison Academy.
Final grades are calculated from Product Grade performance on all power standards and relevant course standards assessed during a grading period in middle school and high school only. The final grade will be calculated by the grading tool, but can also be determined by teacher discretion. In high school only, final exams (up to 15%) and formative assessment (up to 10%) may be included in final grades.
Quarter and Semester Grades
Quarter grades for middle and high school are ‘rolling grades’ that can be changed, based on student performance, as the semester continues. Only semester grades are final. Probation is based on quarter or progress reports.
Grading Scale Kindergarten - 8th Grade (6th - 8th will convert to a final letter grade quarterly)
|M||Mastery||The student consistently demonstrates understanding and application of the content/skills at the standard’s expectation.|
|NM||Near Mastery||The student demonstrates understanding and application of content/skills, but some gaps in learning and/or application of content/skills indicate that more practice is required.|
|DM||Developing Mastery||The student demonstrates partial understanding and application of content/skills, but multiple, significant gaps indicate that more practice is required to deepen content knowledge and master application of skills.|
|R||Remediation||The student demonstrates little understanding and application of content/skills; extensive practice is required to bridge multiple, significant gaps and deepen content knowledge and master application of skills.|
link to Middle School letter grade conversion chart
Grading Scale 9-12th
|Descriptor||Definition||Standards Based Grade|
|Exemplary||Demonstrates an advanced level of knowledge and understanding of the standard and clearly integrates higher level thinking skills.||9|
|Proficient||Meets grade level standard. Demonstrates solid knowledge and understanding.||7|
|Basic||Demonstrates progress toward grade-level standards, but not yet at standard. Demonstrates some knowledge and understanding.||5|
|Below Basic||Not meeting grade level standard. Showing minimal progress. Additional support needed to develop knowledge and understanding.||3|
|Failure||Little or no evidence of learning||1|
Process Grading Descriptors Grades 6-8
|Respect|| Serving others
Waiting your turn
Following the rules
|Responsibility|| Doing your homework
Being on time
Using tech well
Giving due credit
|Engagement|| Asking questions
Staying on topic
Doing your best
Process Grading Descriptors Grades 9-12
|Respect|| Offers constructive dialogue and feedback
Responds to others with empathy
Follows rules and expectations
Interacts respectfully with teachers
|Responsibility|| Completes assignments on time
Comes to school/class on time and prepared
Makes use of class time
Uses technology appropriately
Does not cheat or commit plagiarism
|Engagement|| Asks Questions
Takes academic and creative risks
Demonstrates a genuine desire to learn
* Students do not necessarily need to fulfill all the criteria in a category to receive a 4 or 3 in that area- these are suggested examples.
Process Grading Scale (K-12)
Additional services = When noted on the report card, this indicates that there is a provision of ELL (English Language Learner) and/or LN (Learning Needs) program for which the parent pays additionally. Enrollment is based on school identification of need and parent approval. When marked, a copy of the Individual Learning Plan (ILP) evaluation is included with the report card.
Modified Program = When noted on the report card, this indicates that in this area of study, the student's program has been adjusted from the standard school expectations in order to meet individual need(s) and/or circumstances. This is done and indicated only with principal permission and will normally be limited to those receiving additional LN services.
Middle School (6th-8th grade) Exploratory Courses use process grades only.
Report cards are confidential written records of student's progress. They are provided to students and parents at the end of each major grading period (four times per school year). It is noted that report cards are an important tool that communicates student progress and align with Morrison curriculum. They should be completed with accuracy and with care. They should be neat, use good grammar, and be readable (i.e. easily understood and interpreted). The following procedures apply to their creation, completion and communication with parents:
Transcripts/permanent records are not released at any time until all accounts are settled and fully paid.
The progress report is part of a multi-faceted, comprehensive reporting system used in partnering with parents.
Progress Reports are a tool used by teachers to communicate with parents and students regarding a student’s learning progress, work habits, and/or behavior. Progress reports typically communicate concerns but may also be used when a student has shown stellar work or when noticeable improvement has been made.
It is the responsibility of the teacher to keep parents informed of student progress.Any student falling below the satisfactory level shall be issued a progress report at the mid-point in each quarter. Progress reports may be sent throughout the year.
Progress reports will be generated through Morrison’s student information management system (SIMS). Access to progress reports will be on the student and parent portals through Morrison’s SIMS. A principal may choose to have progress reports printed and sent home with the student or in the mail. Principals ensure clear communication with parents about when and how progress reports will go out.
The purpose is an ongoing record which reflects the physical, emotional, social, spiritual, and academic aspects of a student’s educational progress or development through Morrison Academy. The school shall main the student education records for each student within Morrison’s student information management system (SIMS).
These records will be current and include, but are not limited to, the following:
Confidentiality, Access, and Requests
Student education records (SER) are confidential and restricted to administration, campus guidance counselor, teaching staff, secretary, school/nurse, custodial parent/ legal guardian, and an emancipated student.
SER may only be copied and/or forwarded to custodial parents/ legal guardian or to another school with a signed consent request from the custodial parents/ legal guardian. Official SER may be released only after all financial obligations to the school have been met.
Student education records may be transferred within Morrison Academy schools without the consent of custodial parents/guardian.
Student and parent online or portal access to student education records will be limited.
Copies of transcripts of Morrison Academy High School graduates will be stored with the Association of Christian Schools, International (ACSI) and are available upon authorized request.
Administrative rights must be approved by the Principal.
The Principal on each campus will ensure student education records are updated annually on Morrison’s SIMS.
The Director of Information Technology Services will maintain and send out a relevant electronic reenrollment and enrollment application through Morrison’s SIMS.
Cumulative folder documents may be retained in a paper archive.
Reference - Policy #5340 Student Records
A retention decision is the responsibility of the Principal. A teacher is not to suggest/recommend this to a parent without prior Principal knowledge and approval. Retention is more effective at the lower elementary grade levels. If a student is at risk of retention, the teacher should notify the Principal as soon as possible. A meeting should be scheduled, preferably before the end of the first semester, to discuss the situation. In the meeting the teachers should bring multiple pieces of data to show how the academic and/or social concerns were addressed without success:
Subsequently, the 'Light Retention Scale' or another appropriate testing tool may be administered by the teacher or Learning Specialist.
If the assessment confirms that the student is a good candidate for retention, then the Principal will be responsible for consulting with the parent(s) regarding the possibility of retention. The parent should be informed of this no later than the end of April.
After final consults with the appropriate teacher(s) and/or the intervention team, taking into consideration the child’s social and emotional maturity, student’s current academic (passing Math and Language Arts), possible success next year, parental involvement, teacher observations, and retention scale results the final decision on retention should be made before the end of April. A comprehensive plan will be designed for the following year which considers what changes need to be implemented for those areas that were most difficult for the student. If the parent(s) is not in agreement with the retention, the school retains the right to make retention a qualification for continuing enrollment according to Policy #5351 - Continuing Enrollment. All meetings between the parent(s) and school personnel will be documented, and the documentation should be kept in the Principal's confidential file.
Decisions on retention of Special Needs students will be made by the Principal, in conjunction with the IEP team.
Students suspected of needing extra support to meet classroom expectations can be referred to the learning specialist by any staff member, parent, or self referral by the student. Based on the referral, analysis will be made to determine if an intervention is necessary. If an intervention is not deemed necessary, the learning specialist will follow up in 30 calendar days. If an intervention is deemed necessary, an intervention team will be developed, which may include student, parents, teachers, learning specialist, guidance counselor, and principal. This team will meet to discuss the concerns, analyze the cause of the problem, identify goals, select intervention strategies, and develop a monitoring system. The intervention will be implemented for no less than 45 to 90 calendar days. During the 45 to 90 days, a variety of strategies may be used and monitored. The team will meet again at the end of this time to review the student’s progress and recommend any necessary adjustments to the intervention plan, which may include additional evaluation.
Students with Learning Needs (LN) are those students who require special educational accommodations and curricular modifications (ILP) and/or related support services (individualized or small group instruction provided in a resource classroom and/or inclusion support in the regular classroom in order to allow them to function at an age/grade appropriate level) due to having been identified as having physical, mental, behavioral, or sensory characteristics that deviate from the norm.
The LN Program is a service, not a place. Each student in this program receives an Individual Learning Plan (ILP). Instructional services, in the inclusion setting and resource room setting, are determined by student needs according to their ILP.
|LN Service Description||Outcome||ILP Service||Location||Fee Name|
|Student can access the regular curriculum without the direct support of a special needs’ teacher. Identified disability is mild and does not significantly interfere with learning.||Student functions well in regular classroom|| Accommodation
|Student can access the curriculum in the regular classroom. However, he/she needs the support of the special needs’ teacher at times in the regular classroom to provide assistance in areas that have been identified as needs.||Student functions well in regular classroom with SN teacher in classroom|| Accommodation
|Student’s needs are significant enough in certain identified areas that he/she would benefit from direct instruction in a small group setting by the special needs’ teacher. This includes students receiving modified high school courses taught by the Learning Specialist.||Student functions well in regular classroom with support in identified areas by the SN teacher in resource room.|| Accommodation
|Resource Room||Resource Room|
If during the new student admissions process the registrar/principal determines that a student may have learning needs, then the registrar/principal may arrange for the student to be screened for learning needs. This expense will be paid by the parent.
Normally, LN students who are not children of missionaries will not be eligible for admittance to the school. Exceptions may be made by the superintendent, providing the school is capable of meeting their educational needs. Students who have profound special needs (requiring self-contained resource rooms or more than 2 pull-out class sections per day) are ineligible for admission. These learning needs include but not limited to:
In addition to normal admission procedures, the principal will determine eligibility for admission using the following criteria:
The classroom teacher, other Morrison staff, or the parent should meet with Learning Specialist regarding any student who is not achieving at an appropriate level or who is suspected of having learning needs. If the referral is from the teacher or staff member, the classroom teacher should contact the parents and discuss his/her concerns. If concerns persist, the teacher should request the Learning Specialist to arrange an intervention team meeting. After an examination of past records/reports, the principal or Learning Specialist will meet with the teacher and explore alternative strategies, and set a date for a follow-up meeting with the intervention team members.
If little or no progress is noted within 45 to 90 calendar days, and the intervention team still feels that a referral is warranted, the Learning Specialist should refer the student for assessment. The learning specialist will facilitate proper documentation needed and possibly recommend the system diagnostician or a psychologist for testing. The Learning Specialist will inform the student’s parents before the student meets with the diagnostician or the psychologist.
Upon completion of the assessment and report, a time will be scheduled to meet with the person who conducted the assessment (diagnostician or psychologist) and other involved parties. The Learning Specialist will give written notification of the meeting to the parents at least five days prior to the meeting; the parents may request an earlier meeting. The Learning Specialist will be responsible for chairing the meeting. If the test results indicate that a student has learning disabilities or other written diagnosis that requires an individualized learning plan (ILP), and their needs can be met within Morrison Academy's program, then an ILP will be developed. An evaluation of continuing enrollment will be made annually for those students who are receiving direct services to determine if the school can continue to meet their educational needs.
Admission, Review, Dismissal ILP Committee
The Admission, Review, and Dismissal (ARD) Committee will include the principal or his/her designee, the student's teacher(s), the Learning Specialist, the student's parent(s) and the student, when appropriate.
It will be the responsibility of the ARD Committee to determine the eligibility for support services, to develop and review the students ILP, and to review a student’s continuance or dismissal from the LN program. An ILP will be developed by the ARD Committee headed by the learning specialist for students who are placed into LN Program. The ILP may include:
ILPs will be reviewed at least annually by the ARD Committee to determine the student's progress and whether or not the plan needs to be modified. Retesting will be done every 3 years, as is practiced in the USA, to determine continued eligibility in the LN program. The cost of these tests is paid for by parents.
Students with disabilities will be educated appropriate to meet the student's individual learning plan and overall educational needs. In most cases, LN students are mainstreamed into the regular classroom, and it will be the responsibility of the classroom teacher(s) to implement the ILP, with the assistance of the support services teacher serving as an additional resource as determined by the ILP. Services by the learning specialist can vary from working with student(s) directly in the regular classroom, pull-out services, and/or observing and consulting with the regular classroom teacher. Student needs established in the ILP will determine when pull-out services or inclusion is the best method to be employed.
In most cases, LN students will be placed no lower than one grade below his/her expected grade level, as determined by chronological age. The Superintendent, after consultation with or request from the principal, may approve a placement of a student lower than one grade level below his/her expected grade level.
The LN program is not covered by tuition. A fee shall be charged to the parents of a student who requires an ILP. These LN fees will be based on the student's level of need and direct service contact time, as reflected in the Tuition and Fees Schedule. The Learning Specialist will notify the Cashier of all new admissions and exits from the LN program and the applicable LN fee.
LN Student Discipline
The principal, after consultation with the Learning Specialist, has the authority to administer discipline according to procedure 255, Individualized Educational Learning Plan (ILP).
Learning Specialist Assignment
Full time learning specialists will have a maximum caseload of 20 to 25 students, including those with direct and indirect ILP services. On a quarterly basis the learning specialist will normally observe each student on an ILP plan to ensure accommodations/modifications are being met. Pull-out instructional sections will have between 1-5 students each, as long as students have the same basic needs and are close in age/grade. Pull-out instructional sections replace regular instruction in the classroom. If the learning specialist is utilized as an extra support in a resource room capacity for extra homework help, students do not need to be as close in age or have the same struggles. Special needs pull-out sections are usually 30 to 45 minutes and can vary from one day per week to daily.
Students who have undergone diagnostic testing for LN should have two files. They should have a regular cumulative folder, which is kept in the school office (High School files may be kept in the Counseling Center). On this file should be stamped in red ink, “ADDITIONAL EVALUATIVE INFORMATION LOCATED IN THE LEARNING SPECIALIST'S OFFICE.”
The second file, the diagnostic file, should be kept in the office of the Learning Specialist. This file should contain all records of psychological testing, psychological reports, recommendations, ILPs etc. On the outside of this file should be stamped in red ink, “ONLY TO BE VIEWED IN THE PRESENCE OF PRINCIPAL-DESIGNATED SCHOOL EMPLOYEE.”
Teachers will have access to diagnostic files of any of their students. These files must be viewed while in the presence of the diagnostician or the Learning Specialist. The following persons will have complete access to diagnostic files:
A copy of the regular cumulative folder is sent at the receiving school's request. A copy of the diagnostic file is only released outside of the Morrison system upon receiving a signed release from the custodial parents or guardians; the original remains in Morrison's possession. This signed release is filed in the diagnostic file and kept in the file.
Cumulative folders of former students should be kept in an archives filing cabinet for seven years. Diagnostic files of former students should be kept in an archives file in the office of the Learning Specialist for seven years. A diagnostic file log should be kept on the inside jacket of the diagnostic file to record those who have accessed it. After seven years of inactivity and the student has left Morrison Academy, the file will be shredded.
All non-native speakers will be screened for potential ELL needs in the admissions process.
Referral If the teacher feels that the student might have an ELL need, the teacher should notify the principal. The principal will contact the learning specialist and/or ELL teacher and arrange for:
Levels of Need
The students who require extra language support will be classified as follows:
Admission, Review, Exit
Criteria will be established for admittance to and exit from the ELL program and its various levels. Criteria will be based on standardized testing and will be identified in the ELL Handbook. The principal, with input from the tester, will determine if the student qualifies for ELL instruction and if the student's need is SIGNIFICANT or MODERATE based on the tester's and/or ELL teacher's recommendation. For all students who qualify for ELL instruction, admission to the school is contingent upon enrollment limitations. The ELL fees will be posted on subsequent billings, as long as the student is enrolled in ELL instruction.
Near the end of each semester, the ELL teacher will discuss the progress of the students who are deemed ready to exit out of ELL with their teacher(s). In order to exit from ELL classes, the students must exhibit progress in ELL benchmarks, show ability to function in a regular class without modifications, and show grade level achievement on the achievement tests. ELL exit testing will be done to determine if the students qualify for exit from the ELL program. In addition, the decision should be made corporately between the principal, ELL teacher and the L.A. teacher, The principal has the final decision in determining whether a student is ready to exit the program.
Parents will be notified in writing when their child is exited out of ELL. After exiting the ELL program, the student's progress will be monitored for one semester. If the student's grade level drops below a C grade or there is evidence of the student experiencing difficulty in mainstream classes, then the principal may consider re-enrollment in the ELL program. The principal or ELL site coordinator will notify the Cashier of all new admissions and exits from the ELL program and the applicable charge.
An ELL teacher reports quarter grades and comments as part of the student’s regular report card (in accordance with Procedure 260).
For External and System Assessments (refer to procedure 120), students in ELL should be given time-and-a-half. For example, if an assessment would normally take 60 minutes, ELL students should be given 90 minutes to complete the assessment.
The ELL teacher will be responsible to enter into the student's ELL folder the date of admittance to and exit from the ELL program.
Morrison is committed to helping missionaries and approved Christian workers in the education of their child(ren), including provisions of some homeschooling services. These services may include, but are not limited to, library media, certain external assessments, counseling, curriculum and enrollment in selected classes. User fees for homeschooling service shall be established by the Director of Finance in order to cover additional expenses that the school may incur above and beyond the regular program.
Homeschool services provided by Morrison Academy are only available to families who meet at least one of the following conditions:
If a family wishes to fully enroll their child(ren) in Morrison and receive these discounts, they will need to comply with Policy 4281 and 4282 respectively. Participation in Morrison Academy homeschooling services will not be a factor in a student being considered for admission to Morrison Academy educational program.
The following conditions apply for homeschool services provided by Morrison Academy.
Principals will oversee site homeschool procedures. Normally the Admissions Coordinator will be responsible for homeschooling admissions and will serve as a liaison between the homeschool family and the school. He or she will determine which families are eligible to receive homeschool services, submit billing to the Business Office, and keep an updated listing of students being served and the services each is receiving. This listing is to be given to the Director of Learning at the end of each semester.
To provide a common, comprehensive, Biblically permeated, and academically focused core curriculum, certain levels of Engaged Instructional Time ought to be committed to facilitating a balanced repertoire of content exposure. This will better ensure student access to a college preparatory high school and will provide them with the foundation required to exercise future academic and career options.
The figures that follow are based on the average number of minutes over a five-day period. It assumes approximately 360 minutes of instructional time is available each day. A six-day schedule may provide a more equitable access to specialists (music, art, ELL) and provide more equitable prep periods for all teachers. Common prep periods should be scheduled to facilitate professional dialogue and cooperative planning and conferencing. While study halls are very appropriate at the high school level, they are not the common practice in either elementary or middle schools. Moreover, they are not, by definition, 'Engaged Instructional Time'.
Elementary Engaged Instructional Time
Principals will coordinate the scheduling of PE, Mandarin, Library, Guidance, Music, and Art. Classroom teachers should schedule the remaining core subjects. A copy should be provided for the principal. Integration of language arts, social studies, and science is encouraged in order to enhance student learning and provide flexibility in instruction time.
Grade K-2 Engaged Instructional Time
|Subject||Minimum # of Minutes (5 days)|
|Language Arts/Library1||525|| OR
LA/SS/Science Integration Block
Grade 3-5 Engaged Instructional Time
|Subject||Minimum # of Minutes (5 days)|
|Language Arts/Library2||475|| OR
1 Library instruction time can be included in the LA instructional minutes total. Based on a 5-day cycle, 765 minutes a week for combined Language Arts time is the target that is desirable, but each campus is allowed some flexibility with this time. It should not be less than 675 minutes a week for 5-day cycle.
2 Library checkout and scheduled lessons can be included in the LA instructional minutes total. Based on a 5-day cycle, 750 minutes a week for combined Language Arts time is the target that is desirable, but each campus is allowed some flexibility with this time. It should not be less than 600 minutes a week for 5-day cycle.
3 Some English Language Learner students may have ELL instruction in place of other subjects, but these classes will usually be scheduled during social studies, science, or Mandarin with preference to Mandarin.
Middle School Instructional Time
Principals will coordinate the middle school schedule.
|Subject||Average # of Minutes (5 days)|
|Visual & Performing Arts/Exploratory2||160|
|Principal Directive/Transition Time||190|
1 Language Arts each week involves age appropriate technology integration with LA benchmarks. Each campus is allowed some flexibility with this time. It should not be less than 360 minutes a week for 5-day cycle.
2 Visual and Performing Arts are only offered in this context at Middle School; they must be given preference in determining which and how many electives are available. In order to encourage middle school students to have consistent exposure to the broader VPA program, middle school students should take at least one visual arts course and one performing arts course per grade per year, possibly as an exploratory. Also, middle school students should take Middle School Art Core course during their middle school years.
3 At least 1 half-day community Christian service learning opportunity per semester are in addition to the 200 minutes per week requirement. Chapel will normally be weekly. Some English Language Learner students may have ELL instruction in place of other subjects, but these classes will usually be scheduled during social studies, science, PE, or Mandarin.
Some English Language Learner students may have ELL instruction in place of other subjects, but these classes will usually be scheduled during social studies, science, PE, or Mandarin.
Reference - Policy 3521 Work Day
Class/course sizes shall be maintained within the following limits:
|Grade Level||Maximum Class Size||Maximum To Qualify For Financial Aid||Minimum Section Size||LN and ELL Students|
|Fourth - Fifth Grade||25||18||10||30%|
|Sixth - Eighth Grade||25||18||10||20%|
|Kaohsiung / Bethany 9th – 12th Grades||25||5||10%|
|Taichung 9th Grade||45||5||10%|
|Taichung 10th – 12th Grades||65||5||10%|
Elementary/middle school “maximum class size” limits may be exceeded for the children of missionaries or applicants with a Transferable Corporate Debenture, but are brought back in line as soon as possible by normal attrition. For every student over the maximum size, the teacher will have an instructional assistant assigned to them for one hour per day.
When class size exceeds “minimum class size” and does not exceed the “maximum to qualify for financial aid” then the Principal may send a recommendation to the Director of Finance requesting that the student be considered for financial aid in accordance with Policy #4285 FINANCIAL AID.
Enrollment for ninth through twelve grades shall include:
Admitting too many new students could adversely undermine the school's Core Values and affect the school culture. When making admissions decisions, school culture considerations must take precedence over financial and programmatic considerations. The school culture of each campus will be routinely assesses by the School-Wide Appraisal process defined in Procedure #010.
Normally, a second section of a given high school course will not be scheduled until the maximum class size is exceeded: 16 for AP courses and 25 for other classes.
When registration for a high school class falls below 5 students, then one of the following courses of action applies.
ELL classes shall be limited to a maximum of 8 students. Additional ELL limits are established in Policy #5240.
Class/course size limitation exceptions may be granted by the Superintendent when facilities are inadequate to house a maximum sized class, when safety is a consideration, when other extenuating circumstances exist, and/or when special provisions have been made.