Policies
Safir American School policies, procedures and program information
ACADEMIC POLICIES
STUDENT EXPECTATIONS
PARENT RESPONSIBILITY
TEACHER EXPECTATIONS
ACADEMIC POLICIES
Calendar
Safir Academy follows the High School academic calendar of Dallas Independent School
District with some modifications to accommodate students globally.
District with some modifications to accommodate students globally.
Course catalog
SAS provides students with the opportunity to enroll in any of nearly 130 courses to fulfill
graduation requirements. All courses are accredited by high quality partner providers.
graduation requirements. All courses are accredited by high quality partner providers.
Course Placement
Placement in courses is a collaborative decision made by the student, parent/learning coach,
student counselors, teachers, and school staff. Prior school grades and transcript analysis are
key components of the placement decision, as are math and english readiness assessments,
for placement level. A typical full-time student course load is 6 credits. There is flexibility for
students to reduce course load to 5 courses if they receive exemption for certain electives or
physical education requirements.
student counselors, teachers, and school staff. Prior school grades and transcript analysis are
key components of the placement decision, as are math and english readiness assessments,
for placement level. A typical full-time student course load is 6 credits. There is flexibility for
students to reduce course load to 5 courses if they receive exemption for certain electives or
physical education requirements.
Diploma Requirements
Students who desire to receive a diploma from Safir Academy must at least complete 25% of their
4-year high school degree requirements at SA, which amounts to one academic year of Safir Academy
courses (6 credits).
4-year high school degree requirements at SA, which amounts to one academic year of Safir Academy
courses (6 credits).
Transferring Credit
Students who wish to have high school credits earned at other institutions accepted for credit
towards their diploma at Safir American School, they must provide official transcripts from other
institutions. Students may be asked to provide an official course description and/or samples of
work to verify rigor of courses, especially in cases where the course name may not provide an
adequate description of how the course content would meet the Safir Academy standard.
towards their diploma at Safir American School, they must provide official transcripts from other
institutions. Students may be asked to provide an official course description and/or samples of
work to verify rigor of courses, especially in cases where the course name may not provide an
adequate description of how the course content would meet the Safir Academy standard.
Course Change Requests
Students who wish to change the level of a course must contact their student counselor to discuss
the request. Changes in course level, as available, will be allowed through the first term of a course.
Decisions about appropriateness of the change will be made on a case-by-case basis.
the request. Changes in course level, as available, will be allowed through the first term of a course.
Decisions about appropriateness of the change will be made on a case-by-case basis.
Dropping Courses
Students under age 18 who wish to drop a course must do-so by having their parent/guardian submit
the request, in writing, to Safir Academy. The request must include the student name,
parent/guardian name, name of course to be dropped, and reason for the request.
The request can be emailed to the student counselor who will review the requests and determine
if the course drop will be approved. Until an official determination is made, students should continue
working in their courses.
the request, in writing, to Safir Academy. The request must include the student name,
parent/guardian name, name of course to be dropped, and reason for the request.
The request can be emailed to the student counselor who will review the requests and determine
if the course drop will be approved. Until an official determination is made, students should continue
working in their courses.
Withdrawal Policy
Parents/guardians of students under the age of 18 must submit, in writing, a request to withdraw
the student from Safir Academy. Students who withdraw from the program will be expected to
participate in a conference call to discuss feedback, reasons for withdrawal, and ensure continuity
of their education.
the student from Safir Academy. Students who withdraw from the program will be expected to
participate in a conference call to discuss feedback, reasons for withdrawal, and ensure continuity
of their education.
Grading Calendar
The academic year is made up of two semesters, divided into two terms per semester.
Safir Academy students receive a term grade following the conclusion of each term.
The term grades are averaged together to determine the semester grade, which is the final grade
for semester courses. Full-year courses contain two semesters, which are averaged together to
determine the final course grade. We follow a 6-week grading period during the fall and spring
semesters and a 3-week grading period for the summer session. Teacher comments on reports issued
based on these grading periods are optional. Term reports must include teacher comments.
Safir Academy students receive a term grade following the conclusion of each term.
The term grades are averaged together to determine the semester grade, which is the final grade
for semester courses. Full-year courses contain two semesters, which are averaged together to
determine the final course grade. We follow a 6-week grading period during the fall and spring
semesters and a 3-week grading period for the summer session. Teacher comments on reports issued
based on these grading periods are optional. Term reports must include teacher comments.
Proctored Midyear and Final Exams
Students are required to take proctored exams in all of their major subjects. Learning coaches are
expected to act as the proctor for these exams to verify that students complete the exam without
aids or other resources. All required documentation (proctoring forms) will be provided to students
in their course. Students requiring accommodations (length, time allowed, etc.)
must discuss these modifications with the teacher prior to the administration of the exam.
There are no exceptions to the exam requirement; students who are unable to complete the
exam during the required timeframe must discuss the issue with their teacher. Course grades will not
be finalized and transcripts will not be generated without completion of all required proctored exams.
expected to act as the proctor for these exams to verify that students complete the exam without
aids or other resources. All required documentation (proctoring forms) will be provided to students
in their course. Students requiring accommodations (length, time allowed, etc.)
must discuss these modifications with the teacher prior to the administration of the exam.
There are no exceptions to the exam requirement; students who are unable to complete the
exam during the required timeframe must discuss the issue with their teacher. Course grades will not
be finalized and transcripts will not be generated without completion of all required proctored exams.
Incompletes
Teachers may allow a student additional time to complete course work following the close of the
marking period by issuing an Incomplete (I) for Term 1, 2, 3 or 4 grades. Teachers are encouraged to
be as flexible as possible, especially when an Incomplete is requested by a student's learning coach.
Incompletes, and the time allotted to complete the work, are given at the discretion of the teacher.
The additional time allotted for the completion of incomplete work may not exceed two weeks from
the close of the marking period, unless there are extenuating circumstances.
marking period by issuing an Incomplete (I) for Term 1, 2, 3 or 4 grades. Teachers are encouraged to
be as flexible as possible, especially when an Incomplete is requested by a student's learning coach.
Incompletes, and the time allotted to complete the work, are given at the discretion of the teacher.
The additional time allotted for the completion of incomplete work may not exceed two weeks from
the close of the marking period, unless there are extenuating circumstances.
Course Failures and Repeat Credit
Students must receive a grade of 70% or better for the year to pass the course. Failed courses will be
recorded on the student’s transcript and will be counted towards the student’s grade point average
(GPA). Courses required for graduation must be retaken and passed.
Once passed, the failure will be removed from the transcript and will be replaced with the student’s
passing score.
recorded on the student’s transcript and will be counted towards the student’s grade point average
(GPA). Courses required for graduation must be retaken and passed.
Once passed, the failure will be removed from the transcript and will be replaced with the student’s
passing score.
Grade Point Average (GPA)
Grade point average is determined by dividing the number of quality points earned by the number
of credits received. GPA is determined using final course grades only and is calculated once per year.
Cumulative GPA is determined using all courses completed at Safir Academy only.
Transfer credits are not used to calculate cumulative GPA.
of credits received. GPA is determined using final course grades only and is calculated once per year.
Cumulative GPA is determined using all courses completed at Safir Academy only.
Transfer credits are not used to calculate cumulative GPA.
Weighted Grade Point Average
To acknowledge the rigor and expectations of Honors and Advanced Placement courses, the GPA will
be weighted according to the following scale:
be weighted according to the following scale:
• Advanced Placement courses: add 8 points to final course grade average
• Honors courses: add 5 points to final course grade average
• Standard courses: add 0 points to final course grade average
Grade Level Promotion
Following the Dallas Independent School District requirements, students must earn a minimum of 22
credits to graduate from Safir Academy with a Foundation High School Diploma or a minimum of 26
credits to graduate with an endorsement. Students who fail one course each year will be allowed to
be promoted to the next grade, so long as they have achieved minimum credit accumulation
according to the following guidelines:
credits to graduate from Safir Academy with a Foundation High School Diploma or a minimum of 26
credits to graduate with an endorsement. Students who fail one course each year will be allowed to
be promoted to the next grade, so long as they have achieved minimum credit accumulation
according to the following guidelines:
• to be considered Grade 10, student must have earned at least 5 credits;
• to be considered Grade 11, student must have earned at least 10 credits;
• to be considered Grade 12, student must have earned at least 16 credits.
Safir Academy will notify the parent/guardian of students under age 18 that have not earned enough
credit to progress to the next grade. Students will be allowed the opportunity to make up missed
credits beginning in the next available term, including over the summer.
credit to progress to the next grade. Students will be allowed the opportunity to make up missed
credits beginning in the next available term, including over the summer.
Course Curriculum
Our courses have defined course criteria and sufficient instructional hours to meet college and
university application requirements worldwide. This award-winning, rigorous curriculum allows
students to move to the next step of academic achievement and success.
Review the Course Catalog for more information about our course offerings at
university application requirements worldwide. This award-winning, rigorous curriculum allows
students to move to the next step of academic achievement and success.
Review the Course Catalog for more information about our course offerings at
https://safiramericanschool.com/diploma-curriculum/
Student Records
Student academic records will be maintained by Safir Academy for a period of at least 7 years
following withdrawal or graduation date. Requests for copies of academic records must be made
in writing to Safir Academy. Parents/guardians of students under 18 should contact the office for
information and a form to request educational records. A records fee may be assessed should
printing and mailing charges be incurred.
following withdrawal or graduation date. Requests for copies of academic records must be made
in writing to Safir Academy. Parents/guardians of students under 18 should contact the office for
information and a form to request educational records. A records fee may be assessed should
printing and mailing charges be incurred.
STUDENT EXPECTATIONS
Our Culture
We foster a school culture based on strong collaboration and effective partnership between our
stakeholders (administration, teachers, parents and students). Our leadership and staff are
dedicated to do whatever it takes to support student learning, academic achievement and a culture
that nurtures the development of well balanced personalities.
stakeholders (administration, teachers, parents and students). Our leadership and staff are
dedicated to do whatever it takes to support student learning, academic achievement and a culture
that nurtures the development of well balanced personalities.
Student Achievement
SAS students are expected to achieve mastery levels in order to obtain credit for their online courses.
Our teachers and staff offer various methods of support for student academic success including
personalized instruction and counseling support.
Ownership of Learning for SAS Students
Our teachers and staff offer various methods of support for student academic success including
personalized instruction and counseling support.
Ownership of Learning for SAS Students
SAS students, as online learners, are in control of their academic success. Students are expected to:
- Strive to achieve his or her full potential
- Communicate well both in writing and verbally
- Display academic integrity and ethical qualities
- Exhibit self-motivated and self-disciplined behaviors
- Demonstrate attention to details when following instruction
- Take responsibility for assignment deadline dates
- Employ time-management skills for completing assignments
- Keep on-pace for all courses
- Dedicate time necessary to achieve mastery of course
- Ask for help when learning support is needed or a problem arises
Communication Expectations
Effective communication is a key ingredient for success. SAS students are expected to maintain
consistent and regular communication with their teachers.
Students enrolled in digital learning are required to:
consistent and regular communication with their teachers.
Students enrolled in digital learning are required to:
- Provide their own computer and related technology such as functioning Internet connection
and contact SAS immediately.
- Have a working telephone number and keep the current number on file with the school.
- Respond to teacher and/or administrator questions within 24-hours
- Participate in discussion boards and projects, if applicable.
- Take all assessments required in the course by the course deadline.
Computer and Technology Concerns
In any instance where technical difficulties are a problem, you have to notify teachers by other means,
such as telephone, to communicate the specific difficulties. If necessary, you may need to contact SAS directly and submit a “help ticket” to gain technical expertise.
such as telephone, to communicate the specific difficulties. If necessary, you may need to contact SAS directly and submit a “help ticket” to gain technical expertise.
Updating Address, Phone Number or Email Address Changes
From time to time, your contact information may change. As soon as there are any changes in your
contact information you need to update your address, phone number or email changes by emailing
SAS administrative office at students_help@safiramericanschool.com
contact information you need to update your address, phone number or email changes by emailing
SAS administrative office at students_help@safiramericanschool.com
Learning Management System (LMS) – Brainhoney/BUZZ
SAS Learning Management System (LMS) is the primary method of contact between parents/students
and teachers/administrators. The LMS platform allows for messages to be transmitted securely and
for the content to be stored centrally. Every instructor and administrator will have their own LMS
access. LMS communications must be utilized by teachers to ensure working relationship between
students, parents and staff. It is highly recommended that students check the LMS several times a day.
and teachers/administrators. The LMS platform allows for messages to be transmitted securely and
for the content to be stored centrally. Every instructor and administrator will have their own LMS
access. LMS communications must be utilized by teachers to ensure working relationship between
students, parents and staff. It is highly recommended that students check the LMS several times a day.
Student Technology Acceptable Use Policy
SAS students are expected to access and utilize the web-based access digital courses in a responsible,
safe, ethical, and legal manner as per SAS Student Code of Conduct and Acceptable Use Guideline
outlined in the Student Handbook.
safe, ethical, and legal manner as per SAS Student Code of Conduct and Acceptable Use Guideline
outlined in the Student Handbook.
Student Engagement for Online Course
Courses are designed to be interactive and require participation numerous times each week.
The learning and the success of other students depends upon the participation of all students.
It is mandatory that all students and teachers use their cameras so that both audio and video mode
are activated throughout the live sessions.
The learning and the success of other students depends upon the participation of all students.
It is mandatory that all students and teachers use their cameras so that both audio and video mode
are activated throughout the live sessions.
Extended periods of absence from an online class will be evident in the following ways:
- Failure to make required classroom discussion posts
- Failure to complete assignments
- Failure to communicate with other students
- Failure to communicate with instructors
- Failure to record attendance
PARENT RESPONSIBILITIES
Role of Parent as a Learning Coach
At Safir American School, parents serve as personal, face-to-face Learning Coaches responsible for
their children’s day-to-day activities. In the online school environment, teachers, coaches, and school
administrators work hard to support student learning. They are always just an email or phone call
away, but they do not have eyes and ears directly with students in their learning setting
(typically at home). To meet this need for “on site” support, SAS requires the designation of a Learning
Coach for every student. For a student learning at home, the Learning Coach is typically a parent,
relative, or other trusted adult who is available at home. In a school or learning center setting,
the Learning Coach may be a teacher or other support person. the role of the Learning Coach is
more of a support role for the student, checking in to make sure everything is on track.
their children’s day-to-day activities. In the online school environment, teachers, coaches, and school
administrators work hard to support student learning. They are always just an email or phone call
away, but they do not have eyes and ears directly with students in their learning setting
(typically at home). To meet this need for “on site” support, SAS requires the designation of a Learning
Coach for every student. For a student learning at home, the Learning Coach is typically a parent,
relative, or other trusted adult who is available at home. In a school or learning center setting,
the Learning Coach may be a teacher or other support person. the role of the Learning Coach is
more of a support role for the student, checking in to make sure everything is on track.
Creating a Structure for Learning
A Learning Coach provides the structure a student needs by establishing and managing their daily
routine. The Learning Coach helps monitor attendance and ensures that the student attends
examinations as required.
routine. The Learning Coach helps monitor attendance and ensures that the student attends
examinations as required.
In addition, the Learning Coach stays in touch with the student’s teachers by phone, email, and
online meetings. Your student’s advisor will contact you early in the school year to discuss how you
will work together to help your student reach his or her potential. Teachers may contact the Learning
Coach as needed.
online meetings. Your student’s advisor will contact you early in the school year to discuss how you
will work together to help your student reach his or her potential. Teachers may contact the Learning
Coach as needed.
Understanding the Commitment
Understanding the role of the Learning Coach is key to the success of your virtual school student.
As a high schooler, your student is expected to take the lead and be in charge of their education
by setting goals, working independently, and exploring their future options.
As a high schooler, your student is expected to take the lead and be in charge of their education
by setting goals, working independently, and exploring their future options.
Learning Coaches encourage their students’ growing independence as they:
- Commit about thirty minutes per day to overseeing schoolwork
- Verify that lessons and assignments are completed
- Communicate with teachers, referring students to teachers for help when needed
- Attend regular teacher conferences
Complete Training and Support
Our orientation program helps the Learning Coach understand his or her responsibilities. It also
introduces all the resources and support systems made available to help the Learning Coach and
students success. Safir American School offers a online support system that is available 24/7.
You’ll also find support available from your student’s teacher, school staff, and other families.
introduces all the resources and support systems made available to help the Learning Coach and
students success. Safir American School offers a online support system that is available 24/7.
You’ll also find support available from your student’s teacher, school staff, and other families.
Local Community Coordinators
Parents may also get involved by serving as local community coordinators, working with teachers to
create opportunities for special projects and field trips with other students and parents throughout
the year.
create opportunities for special projects and field trips with other students and parents throughout
the year.
TEACHER EXPECTATIONS
Teacher Oversight/Communications
As a condition of employment, our online teachers are required to abide by certain
oversight/communication guidelines. Teachers must maintain consistent and regular
communication with students, parents and administration. The following communication
standards are required of all SAS teachers:
oversight/communication guidelines. Teachers must maintain consistent and regular
communication with students, parents and administration. The following communication
standards are required of all SAS teachers:
Communications
- Have and maintain Internet access for communication purposes.
- Have a working telephone number and supply the number to SAS for distribution to students, parents and administration.
- Communicate with student at the beginning of the course to provide contact information. Post class announcements weekly.
- Communicate with parents, student and administration when learner is off-pace or academically behind.
Feedback Expectations
- Respond to all questions, within 24 hours with exception of holidays and breaks.
- Facilitate and monitor discussion boards to ensure that student discussions are appropriate and academically focused.
- Teach course concepts, answering questions
- Host tutoring opportunities to student on a synchronous format, if possible.
- Hold office hour for academic supports and inquiry
- Checks for understanding based on formative and summative assessment results.
Grading Expectations
- Grade all assignments within 48 hours of receipt with exception of holidays and breaks.
- Provide extensive feedback, as necessary and when appropriate.
Office hours
SAS qualified teachers host office hours weekly, so students/parents can ask questions,
check understanding and obtain interventions with learning concepts.
check understanding and obtain interventions with learning concepts.
Class size and Student-Teacher Ratios
- SAS class sizes and student-teacher ratios align to optimal student engagement. Our policy for staffing ratios are 1:18 student-teacher ratio.