Dear Parents,

Welcome to American Heritage School. We are committed to educating and inspiring children and families in their pursuit to acquire knowledge of fundamental academic disciplines as well as knowledge of eternal principles of the Restored Gospel.

During the past 37 years, the vision of founders Dr. H. Verlan and Shirley Andersen and others has been tested and tried. We hope to carry on that same vision. As the school's administration, our desire is to maintain and continually improve the high quality of education that has been established here. We strongly endorse the mission statement and oversee its implementation.

Our desire is to provide a safe environment where children may learn. We believe every child is capable of achieving his or her potential to the fullest extent when afforded respect, fairness, kindness, loving discipline, and appropriate instruction.

American Heritage School is a place where the Spirit of the Lord is invited daily. Classroom teachers prepare and teach by the prayer of faith (D&C 42:14) so that they are better able to help children recognize and respond to the Holy Ghost as the teacher of all truth. An environment where the Spirit is welcome allows teachers to openly testify of the truths in the curriculum as such opportunities unfold.

We desire to awaken and hold the student's interest and to encourage active participation of all class members, and then to guide them to live their lives according to the great principles and truths they learn here.

This school represents a partnership among parents, faculty, and administration where we are united in our commitment to the objectives outlined in the mission statement. American Heritage School has an active Parent Organization, which serves in the individual classroom and on various projects that benefit the school as a whole. We invite you to become active in this organization beyond the minimum commitment of 20 hours required by the admission process.

Finally, just a word about “policies and procedures”: Good policy is based upon sound principles of Christian self-government. Good policy also takes time, energy and patience to refine. We know that many of these policies are not perfect. But we begin by putting policies on paper and testing their goodness through our good faith efforts to apply them. It is our hope and prayer that each of us will be patient enough to do just that: test these policies, imperfect as some of them may seem, through consistent and diligent application of their precepts and requirements. Then, let us know how it goes! Let's make them better year after year, together.

Thank you for choosing American Heritage School. May God mend our every flaw and our gold refine!

Sincerely,

Grant Beckwith, Principal
Trudy Camp, Assistant Principal
Blaine Hunsaker, Assistant Principal
Shirley Kauffman, Assistant Principal

Back to top

A Message From the Parent Organization

Dear Parents,

Weclome to American Heritage School! Whether you are new to the school this year or a returning patron, this school year is sure to be a new and exciting adventure for your family. With new teachers and new friends, each school year is an amazing time of growth and learning with experiences unique to each student and family. Prepare your family for a great year!

Plan to be active in the Parent Organization this school year. The Parent Organization at American Heritage School is here to serve administrators, teachers and students. By being active in the parent organization you will help increase and enrich each child's learning experiences. Your service, whether rendered in the classroom, lunchroom or for a special event, assists the teachers and enables them to better prepare as the living textbooks for your child. Your service is essential and blessees the lives of students, teachers, administrators and you!

We look forward to a wonderful year, working together, helping to educate the hearts and minds of our children here at American Heritage School!


Sincerely,

Linda Bowen
Parent Organization President
parentorg@ahsmail.com

AHS Parent Organization-Sponsored Events

Back to top

Mission Statement

American Heritage Schools, Inc., exists for the purpose of serving parents in assisting in developing the minds, the hearts, and the bodies of students in order that they may:

1. Be useful in the hands of the Lord in building the kingdom of God on earth;
2. Increase faith in and knowledge of the Plan of Salvation;
3. Develop a love, understanding and appreciation for America and the Founding Fathers;
4. Develop the basic academic knowledge and skills necessary to be able to make self-education a life-long pursuit;
5. Learn to reason and discern between right and wrong, truth and error;
6. Develop character and self-discipline of mind and body; and
7. Conduct themselves in all aspects of life as Christians.

Samuel Adams, Father of the American Revolution, admonished his peers with, “the importance of educating their little boys and girls by inculcating in their minds the fear and love of the piety; of instructing them in the art of self-government; and in leading them in the study and practice of the exalted virtues of the Christian system.

In twenty-first-century America we live in a leisure-oriented society—an era of “amusement,” desiring and seeking the constant stimulation and tickling of our senses which leaves little time to think reflectively and enjoy a fellowship with our minds. The root of amusement is the French word “amuser” meaning to stand idle, detain, to loiter, or trifle—the opposite of “muse” which means to roll over and over, to ponder, examine, consider. As modern educators we have the responsibility of redirecting the course of our nation, held in bondage to amusement and mediocrity, by challenging our children to muse and by teaching them how to reason from the Word of God. However, in the tradition of American independence, it is up to the individual—it must begin with each one of us for, “as a man thinketh, so is he” (Proverbs 23:7). Come, let us reason together, let us restore America to the place of honor that it once held—“that excellent school in which to learn Christ.”

The Principle Approach is the Biblical method of education derived from our heritage as American Christians. It has the power to produce independent thinkers, ennobled Christian character, self-government within individual learners, Christian scholarship, a spirit of enterprise, and a Christian view in all subjects of knowledge. The architects of the Principle Approach are Miss Rosalie J. Slater and Miss Verna M. Hall. In their extensive research into America's Christian history, they gleaned seven basic principles from Scripture which were ingrained in the character of our American forefathers. By using a Biblical method that furnishes the learner with the tools of research, reasoning, relating the knowledge to self, and recording it, they have laid a foundation for the contemporary Christian educator to develop inspiring and challenging curriculum for every subject that is foundationally both Christian and American. Through the mastery of these tools the learner becomes skilled in independent study and thought, thus liberating him from dependency upon pagan ideologies and philosophies. Just as in the colonial period, the key to liberty is independent Christian thinking. One must be solidly rooted in the principles of Scripture and possess the ability to reason and formulate conclusions that are born out of and energized by the knowledge of God's Word in combination with the inspiration of the Holy Spirit. Then the body of knowledge becomes the property of the individual. It is a product of his labor and he is able to exercise dominion over its applications in his environment. This is the essence of true Christian scholarship producing the model of Christ for every walk of life.

The best thing you can do for your fellow,
next to rousing his conscience is—
not to give him things to think about,
but to wake things up that are in him; or,
make him think things for himself.

GEORGE MAC DONALD
“Fantastic Imagination”

A.     It gives the whole from the beginning rather than building as in evolution. Kindergarten students are given all the seeds, rudiments, and tools for reading from the beginning. As the reasoning ability enlarges, the child's skills and abilities expand.

B.     Against the backdrop of a whole and complete creation, separate elements unfold.

A.    The light of God's Word appears in every subject. Every subject of knowledge can be taught by using the Principle Approach®.

B.    God's Word is the standard for discerning truth from error.

C.    The basic elements and principles of each subject are clearly identified and defined. 

A.    Christian liberty provides a different foundation, development, and use of a subject than the bondage of the pagan view. There are only two origins for any subject.

B.    Knowledge of the westward move of Christianity to America and the individual links on the Chain of Christianity provide an excitement within the teacher and learner to fulfill their places in God's plan for their lives.

A.    The exercise of these character qualities liberates the individual enabling him to express his fullest God-given potential.
B.    The American Christian character produces an enterprising spirit meaning productivity will be both a process and a product.
C.    Within the framework of the Christian philosophy of education and government, teachers who are liberated creatively in their own learning and scholarly research become the living, lively textbook necessary to bring a freshness and excitement for the subject presented, generating a love of learning in the individual students.
D.    The effect of long term Christian character in teachers will be the restoration of honor and dignity to the profession of teaching in our nation, thus inspiring future Christian teachers.

1. The Principle of Individuality: Everything in God's universe reveals His Infinity and Diversity. Each person is a unique creation of God, designed to express the nature of Christ individually in society. This principle is the heart of Scripture.
2. The Principle of Christian Self-Government: God ruling internally from the heart of the individual. In order to have true liberty man must be governed internally by the Spirit of God rather than by external forces. Government is first individual, then corporate.
3. The Principle of Christian Character: The image of Christ engraved upon the individual bringing dominion and change to his external environment. The model of American Christian character is the Pilgrim character:

   Faith and Steadfastness
   Brotherly Love and Christian Character
   Diligence and Industry
   Liberty of Conscience
   

4. Conscience is the Most Sacred Property: God requires faithful stewardship of all His gifts especially the internal property of our conscience, thoughts, and convictions. This is a tool for Christian Self-Government as each child learns the revelation of consent. Each individual governs his life through the consent to do right or wrong.
5. The Christian Form of Government: The Law and the Gospel are the basis of our government in America. Proper government requires a balance of internal power and its external form as seen in the separation of powers and a dual form with checks and balances.
6. How the Seed of Local Self-Government is Planted or the Principle of Sowing and Reaping. This is liberty under the Law. By sowing God's principles, desirable fruit is produced and harvested.
7. The Principle of Unity with Union: Internal agreement (unity) produces an external union. Before two or more individuals can act effectively together, they must first be united in spirit in their purposes and convictions. It is possible to have union without unity.

Reading maketh a man full
Speaking—a ready man
And writing an exact man.
—Francis Bacon

1. Reflective thinking.
2. Ability to speak, write, and reason with authority.
3. Mastery of subject.
4. A record of learning in the student’s own handwriting.

1. It is a product of the individual's own hand.
2. It is a record of the student's labor and productivity.
3. It is a record for further study and reflection.
4. It aids the purpose of education as defined by Noah Webster, producing mastery of the subject.
5. It is an aid to the parent and the teacher in the child's progress. It shows exactly what is being taught, a constant progress report indicating graphically the character development of the child, his industry, diligence, and responsibility.
6. The following arts are exercised by the Notebook Method:
   a) Listening
   b) Writing
   c) Organizing
   d) Managing
   e) Consistency
   f) Criticism
   
7. The following skills are developed and exercised by the Notebook Method:
   a) Reading
   b) Spelling
   c) Research
   d) Observation
   e) Discipline
   

American Heritage School has granted permission for the creation of other 'sister' schools bearing the American Heritage name (such as “American Heritage of Spanish Fork”, “American Heritage School of Las Vegas”, “American Heritage School of Cache Valley" and "American Heritage School of South Jordan”). While these separate entities are not legally affiliated with American Heritage Schools, Inc., and are not administered or directed by our school, they have patterned their school, mission statement, and curriculum after that of American Heritage School.

• Use good manners and polite speech; repeated use of bad language will result in dismissal.
• Treat all students, faculty, and other adults with respect. Belittling or making fun of another student is not allowed.
• Be honest and truthful in all dealings.
• Accept corrections respectfully.
• Display a positive, willing attitude. This includes making a good-faith effort to complete all assignments given by teachers and to comply with all schoolpolicies.

“The great mistake I have observed in people breeding their children is that the mind has not been made obedient to discipline and pliant to reason, when at first it was most tender, most easy to be bowed.”
—John Locke, Thoughts on Education, 1690

• Leave the designated area without knowledge/permission of the supervisor
• Play in landscaped areas, including bark, shredding, and trees
• Climb on or otherwise inappropriately play with light poles, fences, dumpsters, and basketball standards
• Play with sticks, rocks, or sharp objects
• Wrestle or “rough-house” (which includes hitting, kicking, pushing or any other physically aggressive activity that could harm other students)
• Throw stones, dirt, or any other objects found on the playground (other than equipment and toys intended for throwing, such as balls and frisbees)
• Be on the playground during morning or afternoon carpool time or any other time during the school day that is not designated as supervised playground time

• Students will not run or shout in hallways or any other indoor areas, including the auditorium. (Running and shouting are permitted in the recreation hall, as appropriate, during supervised recreation and sporting events.)
• Students will not play in the recreation hall except during regularly scheduled P.E. or recess times or unless otherwise supervised by a faculty member.
• Students will not play in the restrooms.
• Concert etiquette is required for most school performances and programs; there will be no shouting, loud “cat calling,” whistling, or other disruptions during performances. Parents who attend school performances should emulate this standard as well.

1. Expect the best of each child and encourage each child to achieve his/her best.
2. Positive affirmation is more powerful than negativism. “It looks like Sam and Elizabeth are ready.” “John, thank you for raising your hand first. You’ve done such a wonderful job with that today.”
3. Make sure that the student clearly understands the standard of behavior expected; allow for natural slowness.
4. Be consistent in the standard of enforcement.
5. Match the punishment to the infraction.
6. Always discipline individually, not corporately.
7. Always discipline in private.
8. Always discipline in love, not anger.
9. Permit the child to explain what happened and the principles involved. Be aware of the child’s feelings and listen to him/her.
10. Use scripture to reinforce principles. If the circumstances are appropriate, pray with the child and let him see your forgiving spirit.
11. In the event that reproof and/or sharpness is necessary, always remember the Lord’s counsel: “…reproving betimes with sharpness, when moved upon by the Holy Ghost, and then showing forth afterwards an increase of love toward him whom thou has reproved.” (D&C 121:43.)
12. Give the child as much control over the discipline process as the child is capable of exerting.
13. Use your voice sparingly and softly. Stand by a student or move his desk near yours.
14. Ignore the child seeking attention through misbehavior if he is not disturbing those around him.

1. Do not assign additional schoolwork as punishment. (If additional work is assigned, asking the student to copy a phrase multiple times, or asking the student to complete a specific discipline-related assignment is generally better than requiring a student to do additional work from their current literature or math curriculum, etc.)
2. Do not isolate a child unless absolutely necessary.
3. Do not take misbehavior personally.
4. Do not use sarcasm.
5. Do not focus on a child’s limitations.

If the teacher feels that a formal strike is appropriate, the teacher will clearly communicate to the student that “this is your first formal strike”.

Second Instance (same misbehavior). The teacher will remove the misbehaving student from class again and ask if he/she remembers the agreed-upon consequence for the misbehavior. The teacher will follow through with the agreed-upon consequence and inform the parents (preferably the same day by a phone call from the student to the parent with the teacher standing by) that

•  the student has received a second formal strike for recurring misbehavior, and

•  a third instance of the same misbehavior will result in dismissal from class (referral to the principal's office), which will likely result in suspension.

This approach confirms that both student and parent(s) understand that a third instance of related misbehavior will result in dismissal from the classroom and likely a suspension as well.

Instances of misbehavior will be documented in the student's official school record beginning with the second instance of serious or disruptive misbehavior (first call home). Thus, the teacher will send an e-mail to administration as soon as possible after a second formal strike is given providing administration with a brief description of the facts and circumstances so that administration can record the incident in the student's file.

• Dishonesty, cheating, stealing
• Use of vulgar or offensive language
• Intentional infliction of physical injury on another person, actual or threatened; retaliation may also result in suspension
• Severe disruption of school activities or defiance of school authorities
• Intentional damage to school or private property
• Possession of a weapon or an imitation firearm
• Harassment, threats, or intimidation
• Leaving the school campus without permission
• Forgery

• A meeting with parents, teacher, and administration.
• Confirmation that the student has experienced a “mighty change of heart” (Alma 5).
• Demonstration by the student and parent(s) of rededication to live and abide by the mission statement and school policies.

• Distribution of male and female students in the class
• Distribution of students performing at, above, and below chronological grade level
• Personalities and interpersonal compatibility with the teacher and other students
• Parent and student preference
• Teacher recommendations
• Parent service hours and level of parent participation
• Self-government and behavior record of the student

• White cotton/polyester blend: plain white fabric; plain collar, Peter Pan collars preferred; short or full-length sleeve; no cap sleeves or ¾-length sleeves; no zippers, snaps, or logos; no embroidery or lace; no ruffles
• Oxford: plain white fabric; long or short sleeve; plain front, no logo

• White polo-style shirts*: plain white fabric; plain collar; short or full-length sleeve; no cap sleeves or ¾-length sleeves; plain front, no logo; no zippers, no snaps; no embroidery or lace; no ruffles; no ribbed or sweater fabric
• Red polo-style shirts: Must be purchased from uniform supplier
• Turtlenecks*: white* or red; long sleeve

• Cardigan sweater: navy; v-neck with buttons; acrylic or cotton
• V-neck sweater: navy; long sleeves
• Vest: navy; v-neck
• Polartec vest: navy; fleece
• Polartec jacket: navy; fleece

• White polo shirts*: short or long sleeve; 2 or 3 buttons; no logos
• Red polo shirts: short or long sleeve; 2 or 3 buttons
• Oxford dress shirt: white*; short or long sleeve

• Cardigan sweater: navy; v-neck with buttons; acrylic or cotton
• V-neck sweater: navy; long sleeves
• Vest: navy; v-neck
• Polartec vest: navy; fleece
• Polartec jacket: navy; fleece

• green sweatshirt;
• green polo shirt;
• khaki pants (boys only);
• khaki shorts (boys only);
• navy skirt (girls only); and
• khaki capris (girls only, may be worn only on specified field days).

American Heritage School does not require that a student attend a minimum number of days to advance to the next grade level. Attendance may be taken into consideration by administration when making seating considerations.

13.4 Punctuality. Because a quality education is reinforced by punctuality, all students are expected to be at school and in their classrooms on time. A regular bedtime helps students appreciate that school is an important endeavor and requires adequate rest.

13.5 Arrival Time and Procedure. Students may not arrive at the school before 8:15 a.m.; parents are strongly encouraged to plan travel time accordingly. For security reasons, students should enter and exit the school only through the main doors on the east or west side of the building. All other exterior doors are for emergency use only.

13.6 Late Arrivals. After 8:30 a.m., the student and parent or responsible adult must check in at the office, where the student receives an admission slip. Teachers will not admit a student without an admission slip after class has begun.

13.7 Early Check-Outs. For security reasons, any student leaving early must check out through the office; parents should not go to the student’s classroom, but should wait until the student is called to the office from his/her classroom. Parents and students leaving school early should exit the building via the main doors on the east or the west.

13.8 Illness During School. A student who becomes ill during school should notify the teacher, who will send the student to the office; a student leaving school because of illness is required to be checked out from the office. A parent or authorized substitute is responsible for picking up the student immediately upon being contacted.

13.9 End of Day Pick-up Times. In the interest of student safety and teacher preparation time, students need to be picked up on time. Morning Kindergarten students must be picked up before 11:45 a.m. Afternoon kindergarten students and students in grades 1–8 must be picked up no later than 3:15 p.m.

13.10 Late Pick-Up Fee. A fee of $7.50 will be charged for late pick-up of students. A late pick-up is any time after 12 noon for morning kindergarten students and 3:30 p.m. for afternoon kindergarten students and students in grades 1-8. Late fees may be paid immediately or with the next month’s tuition.

13.11 Substitute Ride Policy. In the interest of student safety, parents must provide the Administration any instructions regarding release of a student to anyone other than a parent. A note giving written permission for the student to leave school with that individual must be submitted to the office and the student’s teacher; the note should include the name of the person who will be picking up the student and the make/model and color of the car. Parents must also provide the school with phone numbers of those approved to pick up students. If a protective order has been issued, the office must be provided with a copy of the restraining/protective order and reasonable identification information, including a photo of the person(s) named in the order.

13.12 Snow Days. An assigned teacher will call student homes as soon as possible once administration has determined to cancel school due to dangerous levels of snowfall. In most cases, parents can expect a call before 7 a.m. School closures will also be announced on the Salt Lake City radio station KSL (1160 AM). Parents should listen to the radio and answer the phone; they should not call teachers, administrators, or the school.

Back to top

Homework and Grading Policy

14.1 Homework Philosophy. Each child’s education should be a family matter. Consistent reinforcement in the home of lessons and principles learned at school is a vital component of each child’s success in the classroom. Thus, parents are encouraged and expected to assist their children as necessary and appropriate to complete all homework assignments on a timely basis and to the best of the child’s capability.

14.2 Expected Homework. The quantity and complexity of homework will vary by grade level and subject. Math and reading homework should be expected on a daily basis at every grade level. Homework in other subjects will be assigned in frequency and amount as the instructor deems appropriate, but should be minimal (if assigned at all) on Monday evenings.

14.3 Communication from Teachers. Teachers should clearly and regularly communicate with students and parents regarding homework assignments and expectations; however, it is primarily the student’s and the parent’s responsibility to seek information about homework assignments if those assignments are not clear. Teachers may (but are not required to) use an online parent communication tool called “Edline” that enables parents to view class calendar items, homework assignments, and grades.

14.4 Failure to Complete Homework. Consistent failure to complete homework assignments may be grounds for discipline and will be considered in the readmission and seating process. One or more missed or incomplete homework assignments will disqualify a student for the highest self-government grade of “outstanding.”

14.5 Goal of Grading. The goal of grading and report cards is to help inspire a child to reach for excellence. Grading reports are essential for measuring the progress and performance of each student—and grades must have meaning if they are to measure progress and achieve the goal of inspiring the child to reach for excellence. Because children learn the meaning of grades both at home and at school, the ways parents and teachers convey the meaning of grades should be consistent.

14.6 Principles of Grading. There are at least four important principles in relation to grades:

1. Grades are a measurement of past performance, not a measurement of potential.
2. Grades provide a point of reference for individual progress. Comparisons to another child’s grades are therefore irrelevant and often have the negative effect of conveying a false sense of inferiority or superiority.
3. The focus of teachers, parents, and students should be on making progress, not on making a particular grade. Grades are a natural byproduct of the learning process, not the goal of it.
4. Grades are not to be feared.

Consistently neglects to submit in-class or homework assignments.

In most cases, subject to limited exceptions at the discretion of the instructor and administration, dismissal from class and referral to the office will result in a BM self-government grade for the term.

Instructors may also supplement "O" and "G" self-government grades with “+” or “-” to indicate upper or lower boundaries of a particular grade.

14.13 Accommodations in Grading. In the spirit of meeting each child at his/her threshold of learning, special accommodations may occasionally be made to help a student “succeed” on an assignment or even on an exam where the student might not otherwise have been able to achieve the same result under standardized conditions. For example, more time might be given on an exam to a student who can provide correct responses but not under the allotted time constraints given to the rest of the class. In such cases, the report card provided to the parent will simply have an asterisk placed next to the letter or number grade, indicating to the parent that the grade was given “with special accommodation.”

14.14 Academic Probation & Intervention. Families with students who fall below a 2.0 overall grade point average should be prepared for a discussion with teachers and administration about various intervention techniques such as specialized tutoring, summer school, and/or repeating a grade level (among others).

14.15 High School Transcripts, Diplomas and Accommodation. Our primary responsibility as a school (and as parents) is to do the best job we can of developing Christian character and educating students so that they are well equipped to fulfill their divine missions and their personal dreams. Beginning in ninth and subsequent grades (high school), an additional unique responsibility that we have as a school is to create reports for institutions that are interested in our students (transfer high schools, colleges, employers, etc.). These reports and transcripts must meet basic reporting criteria of objectivity and comparability as defined by those institutions that are seeking information on our students.

14.15(a). Official Transcript. Beginning in ninth grade, an official transcript from American Heritage School will include all coursework and curricular electives that a student has taken during their ninth grade year. The official transcript will be provided to other schools in the event that the student transfers to another school during or following their ninth grade year at American Heritage School. In order to satisfy American Heritage School's requirements for successful completion of ninth grade (and in order to be awarded an official diploma from any of American Heritage School's high school grades, beginning with ninth grade), students must achieve a C- average or better in all coursework without extraordinary in-class assistance or significantly accommodated performance standards.

14.15(b). Unofficial Transcript. In circumstances where extraordinary in-class assistance or significantly accommodated performance standards are necessary, the teacher (with feedback from parents and administration) may decide to produce an unofficial transcript that will reflect subjective assessment by the teacher(s) regarding individual progress of the student, including effort, in connection with one or more significantly accommodated courses of study. An unofficial transcript is not based upon student norm criteria and can take into account a range of other factors unique to the student's personal circumstances. If generated, an unofficial transcript or report card will be in addition to the official transcript and will be for personal and family use only. In response to transcript requests from other institutions, only the official transcript will be provided by American Heritage School.

Back to top

Day-to-Day Operations

15.1 Telephones. Students must obtain permission from an administrator or secretary to use a school phone. Students should use the school telephones only for matters of an urgent nature; arrangements for after-school activities should be made elsewhere.

15.2 Lost and Found. There is a lost-and-found receptacle in the office; all items should be turned in to the office. The school assumes no responsibility for lost items. Any items not claimed before the end of each semester will be donated to a local charity.

15.3 Lunchtime Behavior. Politeness and civility are expected during lunchtime, which is also reserved for quiet conversations and social interaction.

15.4 Lunchtime Supervision. At least one faculty member—and in many cases two faculty members—plus parents (if any) will be assigned to supervise the lunchroom at all times when students are on lunch break.

15.5 Use of Microwave Ovens at Lunchtime. Students may bring lunches requiring no more than two to three minutes’ warming in the microwave. Ready-made, ready-to-cook soups, pastas, and meals in sealed plastic containers are allowed. Dry-packed soups (such as Cup-o-Noodle) and pastas requiring the addition of water prior to microwaving are not allowed; students who bring these items for lunch often spill food into sink and drinking fountain drains as they try to obtain water for their food items, which has caused various maintenance problems.

15.6 Lunchtime Recess. Students have 15 minutes to prepare and eat their lunch, after which they will be excused for the remainder of the period for recess. For various reasons, including restraints on playground supervision, students who finish eating early will not be excused early. Students should raise their hand when they have finished eating; a supervising faculty member or parent will inspect the eating space to ensure that no food or garbage has been left on the table, seat, or floor. If food or drink needs to be cleaned from the table or floor, students should be asked to do it themselves before they are allowed to go to recess. Once the eating space has been cleaned, students may be excused for recess.

15.7 Recess. All students want and need time during the day to engage in self-directed activity, and recess is provided for a breath of fresh air, a moment of solitude, a private conversation, or a game of foursquare, basketball, kickball, or soccer. All students are to remain in the designated recess area; as in the classroom, the supervising teacher or administrator is the authority during recess. See section 8, Non-classroom Governance, for more information regarding playground policies.

15.8 Games During Recess. When playing games during recess, students are encouraged to include anyone interested in participating. Games that are abusive or demean an individual are not permitted . For safety reasons, “Red-rover”, tackle-football, and other tackling games are not permitted.

15.9 Use of Playground Equipment. Students are not permitted to use playground equipment while waiting for school to begin, while waiting for rides after school, or at any other time not designated as supervised P.E. time.

15.10 School Library. The school library contains resource books, biographies, fiction books, non-fiction books, and periodicals. The school continues to add new books to the library and welcomes family donations of appropriate books and/or suggestions for new purchases. Every effort has been made to ensure that the materials in our library are of a wholesome nature consistent with our mission statement. Students and parents should notify the librarian or an administrator if they find any questionable material in the library.

15.11 Library Check-Out Policy. Library materials not reserved for use by a class may be checked out for one week. Some reference materials are available for overnight check-out only. All books must be returned before the last week of school.
15.11(a). Summer Check-Out Policy. Parents may check out books (including text books such as math books) for the summer according to the standard library check-out procedure. Please refer to the School librarian or administration for details and summer library hours.

15.12 Library Late Fees. There is a late charge of 5 cents per day for any book returned after the due date.

15.12(a) Book Fair. American Heritage School does not endorse or approve books that are presented in connection with its biannual Book Fair. Administration and faculty communicate with the third-party vendor (for example BYU Bookstore) concerning broad genres of books to display; however, the decision about individual titles to present during the fair is initially made by the third-party vendor. Books that appear unwholesome or inconsistent with the mission statement of American Heritage School are removed from the fair on a case-by-case basis.

15.13 Toys. Toys—including such things as action figures, Barbie dolls, and stuffed animals, among others—are not to be brought from home unless requested by a teacher for a specific activity. Toys to be used in a teacher-directed sharing experience should be kept in the student’s backpack before and after the activity.

15.14 Personal Items and Electronic Devices. Unless special permission has been granted by administration, a student should not bring to school any personal items that are valuable or that could cause distraction or harm to others—including, but not limited to, radios, CD players, tape recorders, cellular phones, Game Boys, Palm Pilots, pagers, tapes, games, toys, guns, fireworks, pocket knives and other similar items. The school is not responsible for personal items that are lost, damaged, or stolen on school property or at school-sponsored events or activities. If a student brings a cell phone or other hand-held communication device to school (laptops excluded), the device must remain in the off position at all times on the school premises unless otherwise approved by administration or faculty (including during carpool). Students needing to communicate with parents are welcome to use the guest phone in the front office.

15.15 Bicycles. Students may ride bicycles to and from school as well as to and from school-sponsored events and activities. A bicycle lock is recommended. The school is not responsible for bicycles that are lost, damaged, or stolen on school property or at school-sponsored events or activities. Bicycles are stored on a bike rack on the East side of the school adjacent to the lunchroom exit (bicycles will not be stored in the building).

15.16 Birthday Observance. A student may bring a treat to school for his/her birthday. Parents should coordinate with the teacher the best time for treats to be delivered and should check with the teacher in advance for special needs students in the class may have (for example, some students are diabetic). Invitations to birthday parties may be handed out at school only if the entire class is invited.
In the spirit of “more blessed to give than to receive”, students celebrating a birthday may also consider ways that they can give to the School and classmates on their birthday, such as through the Birthday Book Donation Program (the family donates a book of the child's choosing to the Library). If the family chooses to donate a book, please have them coordinate with the Librarian with respect to appropriate titles.

15.17 Field Trips. The school uniform will be worn on field trips unless other instructions are given. During transport, each student will be required to wear a seat belt and have a permission slip. Students traveling away from school for school-related functions are subject to the same rules, regulations, and appropriate behavior as when on the school’s campus. As in the classroom, the teacher(s) will judge what behavior is acceptable, and parents are asked to be willing to follow through on teacher directions.

15.18 Holiday and Party Schedule. Holidays are observed and celebrated as follows:

September—Fall Festival October—Columbus Day, Harvest; fall or harvest celebration activities are held the last hour of the day; no costumes are allowed.
November—Thanksgiving, no school-wide in-class activities.
December—Christmas,various Christmas activities are celebrated around the birth of Christ.
January—Martin Luther King, Jr., no activities.
February—Valentine’s Day, in class parties; Lincoln and Washington Day—no school-wide activities .
March—No holiday activity.
April—Easter, to be celebrated around the resurrection and life of the Savior; spring break.
May—Spring celebration and art festival.

15.19 Food, Drink, and Gum. Food is permitted in the lunchroom and, on occasion, in the classroom for special events. Red punch and gum are prohibited at all times and in all areas of the school. No snacking will be allowed during the school day except in limited circumstances for students with medical reasons or otherwise at the discretion of administration.

15.20 Carpool; Voluntary; Not School Sponsored. Carpool is a voluntary program organized by the Parent Organization for the convenience of parents desiring to reduce their time spent transporting their children to and from the School. American Heritage School assists parents who choose to carpool by calling carpool numbers and taking certain precautions to help children find the appropriate vehicle if they participate in a carpool; however, American Heritage School is not responsible for transporting students to or from School and parents should view themselves as primarily responsible for the safe and timely transportation of their children to and from School.

15.21 Carpool Procedures.

Initial Carpool Organization Meeting. At the beginning of each year (typically following the first mandatory parent meeting), the Parent Organization generally holds an open information/sign-up meeting for parents desiring to participate in carpool. At this meeting, carpool numbers are assigned, usually based upon geographic proximity of families to each other. A laminated carpool number will then be issued to each family participating in a carpool. A $2 fee will be assessed for failure to return the laminated carpool number to the Parent Organization (or to the front office) after the year is over.

Carpool Drop-Off and Pick-Up Procedures. The following procedures apply to dropping off and picking up students during the morning (8:15 to 8:45 a.m.) and afternoon (2:45 to 3:30 p.m.) carpool times:

* Families that live North of the School (including Alpine, Highland and Lehi) should enter on the North driveway and drop-off / pick up their children on the East or North sides of the school. Families that live South of the School (including American Fork, Pleasant Grove, Lindon, Orem, Provo, etc.) should enter on the Southwest driveway and drop-off / pick up their children on the West or South sides of the School. Traffic flow is always clockwise around the school building.

* All students are dismissed promplty at 3:05 p.m. and are expected to proceed directly to their carpool vehicles. All remaining students who have not been picked up by 3:20 p.m. will be asked to wait for their carpool at the main west entrance.

* Please only park along the curbs adjacent to sidewalks or in a designated parking stall. Do not park across from sidewalks on the opposite side of carpool lanes - which is dangerous for students and disruptive of traffic flow. Vehicles should not park around the center (flagpole) island or in crosswalk lanes while waiting for students. For efficient traffic flow and safety purposes, vehicles should never be left unattended during carpool unless they are parked in a designated parking space.

* Always display your American Heritage School vehicle tag, particularly when picking up students (this is one of various internal controls that helps us to distinguish patrons from non-patrons of the school) Vehicle tags are property of the School and must be returned once a family no longer has a student at the School.

* Please do not stop in the middle of carpool traffic lanes to load or unload students.

* Please notify the front office secretary if you plan to send a non-parent substitute driver to pick up children. If you have children of other families in your carpool, you must also obtain prior permission from those families before sending a substitute drive. Our practice is to inquire of drivers whom we do not recognize (even if it's "just grandma") and also to have children positively identify any drivers whom we do not recognize before permitting the children to leave in the vehicle.

* Please drive slowly in carepool traffic lanes and avoid parking in a way that makes it necessary for you or other drivesr to back up.

16.1 Purpose of Fire and Earthquake Drills. Fire and earthquake drills will be conducted on a regular basis throughout the year to train and condition all students and faculty to respond to the fire alarm or an earthquake in a systematic and orderly fashion. [DELETE REMAINDER]

16.2 Fire Alarm Procedures. When the fire alarm sounds:

1. Students in classrooms will line up quickly and quietly in a single-file line just inside the classroom exit. If there is more than one exit from the classroom, students will use the exit determined by the classroom teacher.

2. The teacher will appoint a responsible student (or another adult if available) to lead the students in a single-file line out of the classroom, directly out the nearest building exit, and to the location predetermined as the gathering location for the class. (The gathering locations are designated in the Emergency Folder.)

3. As the last person to leave the classroom, the teacher will: inspect the room to make sure no children are still in the room, take the Emergency Folder from its location near the door, turn out the lights, and close the door.

4. The students will gather silently with their classmates at the designated location while the teacher takes attendance based on the class roster included in the Emergency Folder.

5. If all students are present, the teacher will hold up a green flag for administration to see; if any student is missing, the teacher will hold up the red flag.

6. When the return or “all clear” signal is given by administration, everyone will return quietly to class.

16.3 Earthquake Procedures.

During an actual earthquake , students are instructed to:

1. Stay put. If you are indoors, stay there. If you are outdoors, stay there.

2. Duck and cover. Get under a desk, table, or bench, or stand alongside an inside wall, in an archway, in a doorway that does not have a door, or in a corner. Students who cannot get under their desks because of the desk's construction should kneel beside their desks and hold onto the legs of the chair.

3. Until the shaking stops, avoid windows, doorways with a door, bookcases, hanging fixtures, or outside walls.

4. Do not be surprised if the electricity goes out or if fire alarms and sprinklers go on.

After an Earthquake . Once the ground stops moving, students are instructed as follows:

1. Stay calm.

2. Carefully evaluate the situation. Check for natural gas, water, and electrical line breaks or damage.

3. Do not use the telephone, light switches, matches, candles, or other open flames unless you are sure there is no natural gas leaking.

4. Evacuate the building according to standard fire evacuation procedures.

Earthquake Drills . Periodically, administration will announce an earthquake drill over the school's PA system as follows: “This is an earthquake drill.” No other instructions will be given. Teachers and students should immediately initiate earthquake response procedures (duck and cover for a sufficient period of time to simulate an earthquake, and then proceed with standard fire drill evacuation procedures).

16.3 (a). Lock-Down Procedures. Faculty members are trained in lockdown procedures for threats that may occur inside the building (“lockdown with intruder”) as well as for any threat that may occur outside the building (“partial lockdown”). While teachers will be trained in the lock-down procedures on an annual basis, lockdowns will not be rehearsed with students during the year.

16.4 Other Emergency Procedures. In addition to fire and earthquake procedures, faculty members are trained to appropriately respond to other emergencies such as:

•  Life-threatening medical emergencies

•  Non-life-threatening medical emergencies

•  Suicide threats/attempts

•  Bomb threats

•  Intruders

•  Hostage situations

•  Weapons

16.5 CPR Certification. A current list of CPR-certified faculty members is also available from any faculty member and at the office. AHS will arrange training courses for CPR certification for faculty members on an annual basis.

16.6 Comfort Kits. Comfort kits are basic emergency preparedness kits that each student is required to bring on the first day of class. These kits are kept in the classroom to be distributed to students in case of an emergency in which students will need to be detained at the school for an extended period of time. The following contents should be put in a one-gallon Zip-lock bag that is labeled with the student's name and his/her teacher's name:

•  3 granola bars

•  3 fruit roll-ups

•  2 rolls of Life Savers, Jolly Ranchers, or other hard candy

•  1 non-toxic chemical emergency light stick

•  1 large plastic trash bag

•  A letter or photograph fr