Terms and Conditions for After School Activities

Registration timing:

Registration for a new activity or an activity change must be done 48 hours before the activity’s weekly session.
Registration for a new activity or an activity change for an activity that is on a Monday must be done by 08:00 on the Friday before the activity’s next session.
Notification of transportation changes e.g pick up instead of bus must be emailed to the Extended Programs Director at gscher@wbais.net no later than 08:00 on the day of the activity and for that day only, not for upcoming meets.

Student behavior during ASAs:

Behavior Expectations & Response Protocol

After School Activities (ASAs) are an extension of the AIS school day. They provide students with opportunities to explore interests, develop skills, build friendships, and enjoy positive social interaction. The ES Handbook specifically describes ASAs as important for maintaining healthy social interaction among students.

Our goal is for every student participating in an ASA to feel safe, included, respected, and supported. The same behavioral expectations that apply during the school day also apply before, during, and immediately after ASAs, including on late buses.

Our Expectations: The 4Bs

All students participating in ASAs are expected to:

Be Kind

Include others and use encouraging language.
Keep hands, feet, and objects to yourself.
Solve disagreements appropriately and ask an adult for help when needed.

Be Respectful

Listen to and follow directions from ASA instructors, assistants, bus monitors, drivers, and other adults.
Speak respectfully to students and adults.
Respect school facilities, equipment, materials, and the belongings of others.

Be Safe

Use equipment and spaces appropriately.
Remain in assigned and supervised ASA areas.
Follow safety directions immediately.
Walk appropriately between activities and dismissal areas.
On buses, remain seated and buckled and follow all directions from the driver or monitor.

Be Responsible

Arrive at the correct activity and remain with the group.
Participate appropriately and allow others to participate and learn.
Take responsibility for choices and actions.
Follow dismissal and transportation plans.
Report unsafe or concerning behavior to an adult.

These expectations directly reflect the ES Handbook, which establishes the 4Bs (Be Kind, Be Respectful, Be Safe, and Be Responsible) and states that students are accountable for their behavior, its impact on others, their choices, and the consequences of those choices.

Responding to Behavior

Our first response to behavior will always be teaching and support. We want students to understand what happened, take responsibility, repair harm when necessary, and successfully return to participation.

This follows the ES restorative-practices approach: consequences should, whenever possible, have a direct relationship to the behavior, while students are supported in reflecting, accepting responsibility, repairing relationships, and making a plan for moving forward.

At the same time, participation in an ASA requires students to demonstrate behavior that allows the activity to remain safe and successful for everyone.

Progressive Response to ASA Behavior

Level	What Happens	Communication
1. Reminder & Reset	For a minor first concern, the ASA instructor reminds/reteaches the expectation and gives the student an opportunity to reset. A brief restorative conversation may occur.	The instructor documents significant concerns and informs Gideon as needed.
2. Repeated Concern	If behavior continues during the session, the student may take a supervised break from the activity. The instructor and student review the expectation and what needs to change.	Gideon is informed, and parents are contacted.
3. Continued/Second Incident	If another significant incident occurs after previous intervention, the student may miss the next scheduled ASA session. Before returning, the student reviews expectations and may complete a reflection/restorative plan.	Gideon communicates with parents and relevant school personnel. (Typically, Ms. Jill, Ms. Amy, and the student’s homeroom teacher)
4. Ongoing Pattern	If inappropriate behavior continues following previous interventions, the student may lose ASA participation for one school week. A re-entry conversation/plan is established before returning.	Parent communication and coordination with ES administration.
5. Continued or Serious Concerns	Continued behavior after these interventions may result in removal from the ASA for the remainder of the session/season or a longer suspension from the ASA program.	Decision made by Gideon in consultation with ES Office Team (Ms. Jill, Ms. Amy and/or Ms. Lisa) and communicated to parents.

This increasing level of response mirrors the ES Handbook’s Reflect and Correct → Record and Remind → Restore and Repair framework, which moves from reminders and natural consequences to documentation, parent communication, behavior plans, loss of privileges, and disciplinary action when concerns persist.

Serious or Unsafe Behavior

The progressive sequence does not mean that every incident must begin at Level 1.

Behavior involving significant safety concerns, physical aggression, bullying, harassment, leaving supervision, serious disrespect toward an adult or student, deliberate property damage, or other behavior that substantially compromises the safety or well-being of others may result in an immediate higher-level response, including removal from the activity that day or temporary suspension from ASAs while the incident is reviewed.

Additional Support for Participation

Our goal is to support every student in participating successfully and safely in the ASA program. In some circumstances, a student may require a level of behavioral, social-emotional, or other individualized support that cannot reasonably be provided by the ASA instructor while also safely supervising and engaging the full group. In these cases, the ASA Program Director, in consultation with appropriate school personnel, may determine that 1:1 support is necessary for the student to participate in an ASA. Any additional 1:1 support required for participation would be arranged in collaboration with the family and provided at the parent/guardian’s expense, pending the right person being hired. The need for this support, as well as the student’s continued participation in the program, will be determined at the discretion of the ASA Program Director based on the individual circumstances and the safety and well-being of all students.

Gideon Scher (gscher@wbais.net) is the point person for ASA behavior concerns.

A Few Important Principles

Our goal is not to remove students from activities, but to help them participate successfully. Responses will be developmentally appropriate and consider the nature, severity, frequency, and context of the behavior. Whenever possible, students will have opportunities to reflect, repair harm, practice appropriate behavior, and successfully rejoin their activity. However, when a student’s behavior repeatedly interferes with the safety or experience of others, participation in ASAs may be temporarily or permanently limited.

Parents are important partners in this process. We expect parents to understand the Code of Conduct, maintain communication with the school, and support decisions arising from conversations about their child’s behavior.

Miscellaneous:

Fourth and fifth grade students who are signed up for a later session activity will be in a free supervised framework from the end of the school day until the start of their activity.
Admission of a student to an activity not offered to his/her grade level will be considered on a case by case basis and the final decision will be made at the discretion of the Extended Programs Director.
The swimming coach’s assessment of a student’s ability is the one that will be taken into consideration regarding a student’s suitability for ASA swimming. Should the swim coach decide a student’s swimming ability is not suitable for a swim group, the student will be required to leave the group in order for another student to have an opportunity to participate.

Transportation:

- The 16:45 late bus for Elementary students includes one stop in Tel Aviv, four stops in the Herzliya-Kfar Shmariyahu area, and two stops in Netanya. Registration for this bus is done via the online store when registering for an activity.
- Parents wanting their child to ride the 17:30 late bus must please email Gideon Scher, the Extended Programs Director at gscher@wbais.net

As a result of increased traffic congestion and use of public transport lanes, the 17:30 buses are unable to wait at bus stops to ensure that elementary students are met by a parent or guardian. Signing your child up for the 17:30 late bus indicates that you are authorizing for your child to be let off the bus unaccompanied.

Change of activity:

A change of activity is possible at any stage of the school year. Parents understand that an activity change will require a parent to register and pay for the new activity with a refund being issued for the old activity within one week.
No activity changes will be finalized by email and only a registration via the online store will be considered as the implementation of the requested activity change.

Cancellation and refund policy:

A full refund minus the pro rata rate for past sessions will be issued for the cancellation of an activity by September 13th, 2026.
A refund of 50% will be issued for the cancellation of an activity between September 14th and October 6th, 2026.
No refunds will be issued after October 6th, 2026.
Refunds for missed activities because of injury will only be issued if the injury causes the student to miss three CONSECUTIVE sessions, and the refund request is accompanied by a doctor’s note.
An ASA may be closed and canceled at the discretion of the Extended Programs Director should the registration for said activity be deemed by the school management as to have made the ASA no longer viable. In such a case, a refund will be issued proportionate to the number of canceled sessions.

Terms and Conditions