2015-2016
Art Work by: Nora Jorgensen, Grade 7
Middle School (grades 6-8) Academy (grades 9-12)
Planner
2015 - 2016
NAME: GRADE:
MISSION STATEMENT & BELIEFS ACS Athens Mission ACS Athens is a student-centered international school, embracing American educational philosophy, principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically -- to thrive as responsible global citizens.
ACS Athens Beliefs • All decisions in the school must be made in the best interest of students. • Academic excellence is built upon each student’s unique talents and abilities. • Student learning must be a shared responsibility of the student, the school, and the family. • Students learn and develop best in an environment of cooperation, belonging and trust. • Respecting, accepting and embracing diversity enriches one’s community. • Effective global citizenship demands a strong sense of civic responsibility and community service. • Educating students should promote intellectual, social, physical and emotional development and ethical decision making. • All individuals can succeed and acquire the skills and knowledge necessary to become life-long learners with ethos.
PORTRAIT OF AN ACS ATHENS GRADUATE
ACS Athens Scholars and Professionals
ACS Athens Individuals
ACS Athens World Citizens
GRADUATES OF ACS ATHENS WILL BE: Inquirers
They develop their natural curiosity to encounter the world and embrace the future with a sense of imagination and wonder. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so doing, they continue to acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They have an understanding of how technology shapes their lives.
Thinkers
They apply thinking skills independently, critically and creatively to recognize and approach complex problems.
Communicators
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They are capable of listening to and receiving ideas from others, both from within and outside of their own cultures.
Principled
They act in accordance with fundamental principles of integrity, honesty, and humility, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities, among other values. They take responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and to making a positive difference in the lives of others and protecting the environment.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Decision-Makers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. They use their knowledge to set goals and develop plans and deadlines for meeting them, as well as to make informed, ethical, moral, aesthetic and political choices.
This document integrates the IB learner profile with traits and qualities which our community has identified as necessary adjuncts to the learner profile to create the most complete portrait of the person we want graduating from our school.
SEMESTER One
NAME ................................................. ADDRESS ............................................ TELEPHONE ......................................... E-MAIL ................................................
MONDAY PERIOD
CLASS
ROOM
TEACHER
TUESDAY PERIOD
CLASS
ROOM
TEACHER
WEDNESDAY PERIOD
CLASS
ROOM
TEACHER
SEMESTER One
THURSDAY PERIOD
CLASS
ROOM
TEACHER
FRIDAY PERIOD
CLASS
ROOM
TEACHER
Middle School Advisory Class .................................................................................. ................................................................................... This planner serves to help the student organize and keep track of his or her assignments. Each student should carry this planner along with other notebooks and textbooks to every class. This planner may be monitored by core teachers. If a student is having organizational difficulties, the core team will develop an individualized plan for use and checking of this planner. (Additional planners may be purchased for a nominal charge.)
SEMESTER Two
NAME ................................................. ADDRESS ............................................ TELEPHONE ......................................... E-MAIL ................................................
MONDAY PERIOD
CLASS
ROOM
TEACHER
TUESDAY PERIOD
CLASS
ROOM
TEACHER
WEDNESDAY PERIOD
CLASS
ROOM
TEACHER
SEMESTER Two
THURSDAY PERIOD
CLASS
ROOM
TEACHER
FRIDAY PERIOD
CLASS
ROOM
TEACHER
Middle School Advisory Class .................................................................................. ................................................................................... This planner serves to help the student organize and keep track of his or her assignments. Each student should carry this planner along with other notebooks and textbooks to every class. This planner may be monitored by core teachers. If a student is having organizational difficulties, the core team will develop an individualized plan for use and checking of this planner. (Additional planners may be purchased for a nominal charge.)
SCHOOL CALENDAR 2015 - 2016 AUGUST 2015 S 2 9 16 23 30
M 3 10 17 24 31
T 4 11 18 25
W T F S 5 6 7 8 12 13 14 15 19 20 21 22 26 27 28 29
SEPTEMBER 2015 S
M
6 13 20 27
7 14 21 28
T 1 8 15 22 29
W T F S 2 3 4 5 9 10 11 12 16 17 18 19 23 24 25 26 30
OCTOBER 2015 S
M
T
W
T 1
4 11 18 25
5 12 19 26
6 13 20 27
7 8 14 15 21 22 28 29
F 2 9 16 23 30
S
3 10 17 24 31
15 _ Assumption Day 19 _ New Faculty Arrive 24-28 _ New Faculty Orientation 24-28 _ New Student Registration
1-2 _ Staff Development Days(No School for students) 2 _ MS/HS New Student Orientation 3 _ Grade 2-12 & Grade 1 (A-M) 4 _ Grade 1 (N-Z) 7 _ Labor Day 8 _ Grade 1 Parent Orientation 9 _ Grade 1 Begins 10 _ PJ/JK/K Begins 21 _ ES Parent/Teacher Conferences(13:00-17:00) 22 _ ES Parent/Teacher Conferences (16:00-18:00) 21 - Staff Development Half Day School 28 _ OXI Day - No School
6 _ MS/HS 1st Quarter Ends 17 _ Staff Development Day T F S (No school for Students) 24 _ MS/HS Parent/Teacher 5 6 7 /Student Conf.(16:00-18:30) 12 13 14 25 _ MS/HS Parent/Teacher 19 20 21 Conf.(09:30-12:00) 25 _ ES Students Half Day26 27 28 Dismissal at 12:00 noon 26-27 _Thanksgiving Holiday 30 _ ES End of 1st Trimester
FEBRUARY 2016 S 7 14 21 28
M 1 8 15 22 29
S
M
6 13 20 27
7 14 21 28
M 2 9 16 23 30
S
M
6 13 20 27
7 14 21 28
S
M
T 3 10 17 24
W 4 11 18 25
T 1 8 15 22 29
W 2 9 16 23 30
T 3 10 17 24 31
F 4 11 18 25
JANUARY 2016 T
W
T
3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24/ 25 26 27 28 31
F 1 8 15 22 29
S
T 1 8 15 22 29
S 3 10 17 24
M 4 11 18 25
T 5 12 19 26
1-6 _ Winter Break 7 _ Classes Resume 29 _ MS/HS 1st Semester 2 Ends 9 16 23 30 S
F 5 12 19 26
17 _ Staff Development Day (No School for S Students) 6 13 20 27
W 2 9 16 23 30
T 3 10 17 24 31
F 4 11 18 25
S 5 12 19 26
W
T
6 7 13 14 20 21 27 28
F 1 8 15 22 29
S
2 9 16 23 30
11 _ ES End of 2nd Trimester 14 _ Clean Monday 18 _ Accreditation/In-Service Half Day School 25 _ Greek Independence Day / Western Good Friday
8 _ MS/HS Third Quarter Ends 20 _ ES/MS/HS Parent / Teacher Conf.(16:00-18:30) 21 _ ES/MS/HS Parent / Teacher Conf.(9:30-12:00) 22 _ Colloquium – Staff Development Day 23-24 _ Learning Differences Conference/Colloquium 25-May 3 _ Spring Break
1-3 _ Spring Break/ Greek Labor Day T F S 4 _ Classes Resume 5 6 7 19 _ ES Student Led Conf. 12 13 14 (09:00-15:45) 19 20 21 20 _ ES Student Led Conf. 26 27 28 (09:00-15:45)
MAY 2016 S 1 8 15 22 29
M 2 9 16 23 30
S
M
T
5 12 19 26
6 13 20 27
7 14 21 28
T 3 10 17 24 31
W 4 11 18 25
JUNE 2016
5 12 19 26
T 4 11 18 25
APRIL 2016
23-31 _ Winter Break
DECEMBER 2015
W 3 10 17 24
MARCH 2016
NOVEMBER 2015 S 1 8 15 22 29
T 2 9 16 23
W T F 1 2 3 8 9 10 15 16 17 22 23 24 29 30
Calendar Key 4
15 20 25
S
4
17 _ Graduation / Last Day of school (1/2 day) 20_ Whit Monday
11 18 25
Information Keys Denotes First and Last Day of School Denotes No Classes Denotes Half Day of School New Student Registration 185 Faculty Days / 180 Student Days
NOTES / REFLECTIONS
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ACS Athens, MIDDLE SCHOOL BELL SCHEDULE
TIME 9:00 - 10:10
MONDAY
1 MS 09:00 - 10:05
TUESDAY WEDNESDAY THURSDAY
2
10:05 - 10:20 MS Homeroom
10:25 - 11:35
3
7
5
1
2
8
Citizenship Development
7
8
Passing Time - 10 Minutes
6
7
6
8
6
Passing Time - 10 Minutes
2:25 - 2:35 2:35 - 3:45
4
Middle School Lunch
1:05 - 1:15 1:15 - 2:25
5
Passing Time & Announcements - 15 Minutes
11:35 - 12:10 12:10 - 1:05
4
Bell Schedule
10:20 - 10:25 MS Passing Time
10:10 - 10:25
3
FRIDAY
5
1
2
3
4
ACS Athens, ACADEMY BELL SCHEDULE
TIME
MONDAY
9:00 - 10:10
1
10:10 - 10:25 10:25 - 11:35
3
7
4
5
4
5
1
2
8
Citizenship Development
7
8
Academy School Lunch
6
7
6
8
6
Passing Time - 10 Minutes
2:25 - 2:35 2:35 - 3:45
3
Passing Time - 10 Minutes
12:40 - 1:15 1:15 - 2:25
2
FRIDAY
Passing Time & Announcements - 15 Minutes
11:35 - 11:45 11:45 - 12:40
TUESDAY WEDNESDAY THURSDAY
5
1
2
3
4
2015 - 2016
: Indicates No School : Indicates Half Day of School : Indicates Start / End of School Year
Calendar & Weekly PLANNER - August 2015 - September 2015 Monday 31
Tuesday 01
Wednesday 02
Staff Development Day-No School
Staff Development Day-No School
Calendar & Weekly PLANNER - September 2015 Thursday 03
Friday 04
5
SEPTEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
First Day of School 2
8
6
4
15 22 29
16 23 30
17 24
Comments / Reminders
18 25
Calendar & Weekly PLANNER - September 2015 Monday 07
Labor Day - No School
1
Tuesday 08
2
Wednesday 09
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - September 2015 Thursday 10
4
Friday 11
5
SEPTEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24
Comments / Reminders
18 25
Calendar & Weekly PLANNER - September 2015 Monday 14
1
Tuesday 15
2
Wednesday 16
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - September 2015 Thursday 17
4
Friday 18
5
SEPTEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24
Comments / Reminders
18 25
Calendar & Weekly PLANNER - September 2015 Monday 21
1
Tuesday 22
2
Wednesday 23
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - September 2015 Thursday 24
4
Friday 25
5
SEPTEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24
Comments / Reminders
18 25
Calendar & Weekly PLANNER - September 2015 Monday 28
1
Tuesday 29
2
Wednesday 30
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - October 2015 Thursday 01
4
Friday 02
5
OCTOBER Mon Tue Wed Thu Fri 1 2 5 6 7 8 9 12 19 26
1
2
7
8
8
6
3
4
13 20 27
14 21 28
15 22 29
Comments / Reminders
16 23 30
Calendar & Weekly PLANNER - October 2015 Monday 05
1
Tuesday 06
2
Wednesday 07
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - October 2015 Thursday 08
4
Friday 09
5
OCTOBER Mon Tue Wed Thu Fri 1 2 5 6 7 8 9 12 19 26
1
2
7
8
8
6
3
4
13 20 27
14 21 28
15 22 29
Comments / Reminders
16 23 30
Calendar & Weekly PLANNER - October 2015 Monday 12
1
Tuesday 13
2
Wednesday 14
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - October 2015 Thursday 15
4
Friday 16
5
OCTOBER Mon Tue Wed Thu Fri 1 2 5 6 7 8 9 12 19 26
1
2
7
8
8
6
3
4
13 20 27
14 21 28
15 22 29
Comments / Reminders
16 23 30
Calendar & Weekly PLANNER - October 2015 Monday 19
1
Tuesday 20
2
Wednesday 21
3
Staff Development - Half Day 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - October 2015 Thursday 22
4
Friday 23
5
OCTOBER Mon Tue Wed Thu Fri 1 2 5 6 7 8 9 12 19 26
1
2
7
8
8
6
3
4
13 20 27
14 21 28
15 22 29
Comments / Reminders
16 23 30
Calendar & Weekly PLANNER - October 2015 Monday 26
1
Tuesday 27
2
Wednesday 28
3
OXI Day - No School 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - October 2015 Thursday 29
4
Friday 30
5
OCTOBER Mon Tue Wed Thu Fri 1 2 5 6 7 8 9 12 19 26
1
2
7
8
8
6
3
4
13 20 27
14 21 28
15 22 29
Comments / Reminders
16 23 30
Calendar & Weekly PLANNER - November 2015 Monday 02
1
Tuesday 03
2
Wednesday 04
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - November 2015 Thursday 05
4
Friday 06
5
NOVEMBER Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
MS / HS First Quarter Ends 1
2
7
8
8
6
3
4
17 24
18 25
19 26
Comments / Reminders
20 27
Calendar & Weekly PLANNER - November 2015 Monday 09
1
Tuesday 10
2
Wednesday 11
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - November 2015 Thursday 12
4
Friday 13
5
NOVEMBER Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
1
2
7
8
8
6
3
4
17 24
18 25
19 26
Comments / Reminders
20 27
Calendar & Weekly PLANNER - November 2015 Monday 16
1
Tuesday 17
2
Wednesday 18
3
Staff Development Day (No School for Students) 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - November 2015 Thursday 19
4
Friday 20
5
NOVEMBER Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
1
2
7
8
8
6
3
4
17 24
18 25
19 26
Comments / Reminders
20 27
Calendar & Weekly PLANNER - November 2015 Monday 23
1
Tuesday 24
2
Parent Teacher Student Conferences 4:00 - 6:30 p.m.
Wednesday 25
3
Parent Teacher Student Conferences 9:30 - 12:00 p.m.
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - November 2015 Thursday 26
4
Thanksgiving Holiday No School
Friday 27
5
NOVEMBER Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
Thanksgiving Holiday No School 1
2
7
8
8
6
3
4
17 24
18 25
19 26
Comments / Reminders
20 27
Calendar & Weekly PLANNER - November 2015 - December 2015 Monday 30
1
Tuesday 01
2
Wednesday 02
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - December 2015 Thursday 03
4
Friday 04
5
DECEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - December 2015 Monday 07
1
Tuesday 08
2
Wednesday 09
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - December 2015 Thursday 10
4
Friday 11
5
DECEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - December 2015 Monday 14
1
Tuesday 15
2
Wednesday 16
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - December 2015 Thursday 17
4
Friday 18
5
DECEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - December 2015 Monday 21
1
Tuesday 22
2
Wednesday 23
3
Winter Break - No School 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - December 2015 Thursday 24
4
Winter Break - No School
Friday 25
5
DECEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
Winter Break - No School 1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - December 2015 Monday 28
1
Winter Break - No School
Tuesday 29
2
Winter Break - No School
Wednesday 30
3
Winter Break - No School
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - December 2015 - January 2016 Thursday 31
4
Winter Break - No School
Friday 01
5
DECEMBER Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
Winter Break - No School 1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - January 2016 Monday 04
1
Winter Break - No School
Tuesday 05
2
Winter Break - No School
Wednesday 06
3
Winter Break - No School
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - January 2016 Thursday 07
4
Friday 08
5
JANUARY Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
Classes Resume 1
2
7
8
8
6
3
4
12 19 26
13 20 27
14 21 28
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - January 2016 Monday 11
1
Tuesday 12
2
Wednesday 13
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - January 2016 Thursday 14
4
Friday 15
5
JANUARY Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
1
2
7
8
8
6
3
4
12 19 26
13 20 27
14 21 28
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - January 2016 Monday 18
1
Tuesday 19
2
Wednesday 20
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - January 2016 Thursday 21
4
Friday 22
5
JANUARY Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
1
2
7
8
8
6
3
4
12 19 26
13 20 27
14 21 28
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - January 2016 Monday 25
1
Tuesday 26
2
Wednesday 27
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - January 2016 Thursday 28
4
Friday 29
5
JANUARY Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
12 19 26
13 20 27
14 21 28
MS / HS First Semester Ends 1
2
7
8
8
6
3
4
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - February 2016 Monday 01
1
Tuesday 02
2
Wednesday 03
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - February 2016 Thursday 04
4
Friday 05
5
FEBRUARY Mon Tue Wed Thu Fri 1 2 3 4 5 8 9 10 11 12 15 22 29
1
2
7
8
8
6
3
4
16 23
17 24
18 25
Comments / Reminders
19 26
Calendar & Weekly PLANNER - February 2016 Monday 08
1
Tuesday 09
2
Wednesday 10
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - February 2016 Thursday 11
4
Friday 12
5
FEBRUARY Mon Tue Wed Thu Fri 1 2 3 4 5 8 9 10 11 12 15 22 29
1
2
7
8
8
6
3
4
16 23
17 24
18 25
Comments / Reminders
19 26
Calendar & Weekly PLANNER - February 2016 Monday 15
1
Tuesday 16
2
Wednesday 17
3
Staff Development Day (No School for Students) 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - February 2016 Thursday 18
4
Friday 19
5
FEBRUARY Mon Tue Wed Thu Fri 1 2 3 4 5 8 9 10 11 12 15 22 29
1
2
7
8
8
6
3
4
16 23
17 24
18 25
Comments / Reminders
19 26
Calendar & Weekly PLANNER - February 2016 Monday 22
1
Tuesday 23
2
Wednesday 24
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - February 2016 Thursday 25
4
Friday 26
5
FEBRUARY Mon Tue Wed Thu Fri 1 2 3 4 5 8 9 10 11 12 15 22 29
1
2
7
8
8
6
3
4
16 23
17 24
18 25
Comments / Reminders
19 26
Calendar & Weekly PLANNER - February 2016 - March 2016 Monday 29
1
Tuesday 01
2
Wednesday 02
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - March 2016 Thursday 03
4
Friday 04
5
MARCH Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - March 2016 Monday 07
1
Tuesday 08
2
Wednesday 09
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - March 2016 Thursday 10
4
Friday 11
5
MARCH Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - March 2016 Monday 14
1
Tuesday 15
2
Wednesday 16
3
Clean Monday - No School 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - March 2016 Thursday 17
4
Friday 18
5
MARCH Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
Accreditation In Service Half Day School 1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - March 2016 Monday 21
1
Tuesday 22
2
Wednesday 23
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - March 2016 Thursday 24
4
Friday 25
5
MARCH Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
Greek Independence Day/ Western Good Friday 1
2
7
8
8
6
3
4
15 22 29
16 23 30
17 24 31
Comments / Reminders
18 25
Calendar & Weekly PLANNER - March 2016 Monday 28
1
Tuesday 29
2
Wednesday 30
3
3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - March 2016 - April 2016 Thursday 31
4
Friday 01
5
MARCH Mon Tue Wed Thu Fri 1 2 3 4 7 8 9 10 11 14 21 28
1
2
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17 24 31
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18 25
Calendar & Weekly PLANNER - April 2016 Monday 04
1
Tuesday 05
2
Wednesday 06
3
3
4
5
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8
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6
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6
5
1
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Calendar & Weekly PLANNER - April 2016 Thursday 07
4
Friday 08
5
APRIL Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
12 19 26
13 20 27
14 21 28
MS/HS Third Quarter Ends 1
2
7
8
8
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3
4
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - April 2016 Monday 11
1
Tuesday 12
2
Wednesday 13
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3
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7
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1
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Calendar & Weekly PLANNER - April 2016 Thursday 14
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Friday 15
5
APRIL Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
1
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8
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3
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12 19 26
13 20 27
14 21 28
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - April 2016 Monday 18
1
Tuesday 19
2
Wednesday 20
3
MS/HS Parent - Teacher Conference (16:00 - 18:30) 3
4
5
7
8
CD
6
7
6
5
1
2
Calendar & Weekly PLANNER - April 2016 Thursday 21
4
Friday 22
5
Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
Colloquium Staff Development Day No School
MS/HS Parent - Teacher Conference (09:30 - 12:00)
APRIL
1
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8
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12 19 26
13 20 27
14 21 28
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - April 2016 Monday 25
1
Spring Break - No School
Tuesday 26
2
Spring Break - No School
Wednesday 27
3
Spring Break - No School
3
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8
CD
6
7
6
5
1
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Calendar & Weekly PLANNER - April 2016 Thursday 28
4
Spring Break - No School
Friday 29
5
APRIL Mon Tue Wed Thu Fri 1 4 5 6 7 8 11 18 25
Spring Break - No School 1
2
7
8
8
6
3
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12 19 26
13 20 27
14 21 28
Comments / Reminders
15 22 29
Calendar & Weekly PLANNER - May 2016 Monday 02
1
Spring Break - No School
Tuesday 03
2
Spring Break - No School
Wednesday 04
3
Classes Resume
3
4
5
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8
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6
7
6
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1
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Calendar & Weekly PLANNER - May 2016 Thursday 05
4
Friday 06
5
MAY Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
1
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18 25
19 26
Comments / Reminders
20 27
Calendar & Weekly PLANNER - May 2016 Monday 09
1
Tuesday 10
2
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3
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CD
6
7
6
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1
2
Calendar & Weekly PLANNER - May 2016 Thursday 12
4
Friday 13
5
MAY Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
1
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8
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17 24 31
18 25
19 26
Comments / Reminders
20 27
Calendar & Weekly PLANNER - May 2016 Monday 16
1
Tuesday 17
2
Wednesday 18
3
3
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CD
6
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1
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Calendar & Weekly PLANNER - May 2016 Thursday 19
4
Friday 20
5
MAY Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
1
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17 24 31
18 25
19 26
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20 27
Calendar & Weekly PLANNER - May 2016 Monday 23
1
Tuesday 24
2
Wednesday 25
3
3
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5
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8
CD
6
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6
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Calendar & Weekly PLANNER - May 2016 Thursday 26
4
Friday 27
5
MAY Mon Tue Wed Thu Fri 2 3 4 5 6 9 10 11 12 13 16 23 30
1
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8
8
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17 24 31
18 25
19 26
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20 27
Calendar & Weekly PLANNER - May 2016 - June 2016 Monday 30
1
Tuesday 31
2
Wednesday 01
3
3
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5
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8
CD
6
7
6
5
1
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Calendar & Weekly PLANNER - June 2016 Thursday 02
4
Friday 03
5
JUNE Mon Tue Wed Thu Fri 1 2 3 6 7 8 9 10 13 20 27
1
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14 21 28
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17 24
Calendar & Weekly PLANNER - June 2016 Monday 06
1
Tuesday 07
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1
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Calendar & Weekly PLANNER - June 2016 Thursday 09
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Friday 10
5
JUNE Mon Tue Wed Thu Fri 1 2 3 6 7 8 9 10 13 20 27
1
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15 22 29
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17 24
Calendar & Weekly PLANNER - June 2016 Monday 13
1
Tuesday 14
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CD
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1
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Calendar & Weekly PLANNER - June 2016 Thursday 16
4
Friday 17
5
JUNE Mon Tue Wed Thu Fri 1 2 3 6 7 8 9 10 13 20 27
GRADUATION Last Day of School (1/2 Day) 1
2
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17 24
ACS Athens, HONOR CODE PROJECT: PROMOTING ETHOS, INTEGRITY AND RESPONSIBILITY ACADEMY & MIDDLE SCHOOL EXAMINATION PROTOCOL (for administration of tests, midterms and final exams) Developed by the Faculty-Student Honor Code Committee with input from faculty, students, administration and parents, May 2012 I. II. . . . -
. .
-
WHAT ACTIONS CONSTITUTE MALPRACTICE/CHEATING? Looking at another’s paper during an exam. Sharing information during an exam. Letting others see your work during an exam. Attempting to communicate with another student during an exam. Having “cheat sheets” in one’s possession during exam. Having class notes, books and study guides on or near one’s desk during an exam (unless teacher indicates that they may be used). Leaving notes in bathroom or other location. Using electronic devices to store/research information; having electronic devices on one’s person during an exam. Plagiarism. Presenting false data/fabricated information on lab reports, projects, etc. Multiple submission of papers (using the same paper/project for another class). Handing in another student’s assignment or project as your own. Giving another student your assignment or project to hand in as his/her own. EXAMINATION PROCEDURES GENERAL: Students enter exam room with writing utensils & water bottle only (unless calculators or other materials are required). Book bags, notes, books, electronic devices are left in locker or in front of the exam room, with electronic devices switched off to avoid disrupting exam decorum. The use of graphing calculators is at teacher’s discretion. Teacher reads exam protocol and reminds students to use rest room before exam begins. Exam regulations are posted in each class. Student writes and signs a statement at the end of each exam verifying that the work is their own and has not been acquired through actions that constitute cheating. (“I certify that all work on this exam is my own and that I have upheld the principles of academic integrity in the completion of this work”). Students must remain in class for the duration of the exam period. Use of restrooms: before exam begins/after exam has been completed and turned in. In an emergency, students may be escorted to the restroom/nurse by a proctor. Absences during exams can only be excused in case of death in the family or illness, which must be verified by a doctor’s note.
. -
-
III. -
-
STUDENTS’ RESPONSIBILITIES: It is the student’s responsibility to be aware of rules and expectations for exam protocols, as well as be aware of proper plagiarism/paraphrasing policies (Ignorance is not an excuse for cheating or dishonest practices). Students should protect their work and make it inconvenient for others to view their exam paper. Students must not provide answers or assistance to others. Students must come prepared with writing tools, erasers, sharpeners etc., they cannot ask others to borrow items. Students must not disrupt examination room decorum in any way. Once the exam begins, silence must be maintained until all students have finished the exam. Students who disrupt exam room decorum will be asked to hand in their exam for grading and to report to the Principal immediately. CONSEQUENCES OF MALPRACTICE/CHEATING: Students caught cheating are allowed to finish their exam; however, the time of the violation is documented and any prohibited materials are immediately removed from the student’s possession (Teacher may require student to take a new seat). Infraction is immediately reported to the Main Office and the incident is dealt with on an individual basis by the Principal. Report to Principal. Follow actions prescribed in Student/Parent Handbook. Violations documented. Consequences must be applied fairly and consistently.
ACS Athens, ACADEMIC INTEGRITY POLICY Maintaining Academic Integrity --ACS Athens Middle School and Academy Academic Integrity Policy-The ACS Athens Mission Statement obliges us to provide opportunities for all students to “develop a deep sense of integrity and self-esteem.” Few qualities are as important to living a good life as these are. In support of this goal, we are committed to helping students understand and demonstrate the principles of academic integrity on a daily basis. Simply put, academic integrity means always being honest about your work by avoiding cheating and plagiarism. At ACS Athens, we will consider that academic integrity has been violated and cheating has occurred when you use someone else’s words, work, test or quiz answers, and/or ideas and claim them as your own.
Why is it important to maintain academic integrity?
.. We want you to take pride in your honest achievement. You’ll feel good about yourself when you meet the challenges of your academic work. It’s hard to feel good about yourself when you take credit for someone work. .. else’s You will develop and maintain a reputation as an honest person. . .
People’s words, work and/or ideas are considered “intellectual property” – meaning that their creator owns them. Some types of plagiarism violate not only school rules, but US and European law. Plagiarism is a form of theft. So, too, are other forms of cheating, like copying another’s work on a test. Cheating gets in the way of learning. When you pass someone else’s work or ideas off as your own, you are not learning, nor are you practicing the skills that you need to succeed in university and in the workplace: how to write, analyze, form conclusions and generate new ideas. You will learn what you are honestly capable of achieving.
What does cheating look like? (Examples of violations of academic integrity.)
.. Copying someone’s homework. Looking at another’s test, getting unauthorized assistance during a test, sharing answers with others during a test and letting someone copy your assignment. .. Having a parent or a tutor do your homework. a tutor to write your paper (or complete your college applications) for you. .. Paying Letting your parents build your project. Letting your partner do all the work on a project and just putting your name on the final product. . Turning in an old project or paper completed by a former student (an older brother or sister, for example). .. Taking a paper directly from the Internet and passing it off as your own. Copying directly from published works or Internet sites, and/or using someone else’s words without quoting them and citing the sources of information. . Paraphrasing (rewording) someone’s words and not giving him/her credit for the or concepts; passing someone’s ideas off as your own. . ideas Using images, charts, graphs, maps, tables and other graphics from published or Internet sources in your work without citing where you found them.
How is cheating discovered?
. New technology . .
Teachers can simply plug a word or phrase from your work into a search engine (such as turnitin.com) and find from where on the Internet an idea or paper has come. Teachers love to talk about their students’ accomplishments As they talk about their students’ achievements, they learn about work that students have completed for other classes. Thus, they also learn of instances when friends have submitted another student’s work in another class. You should always check with your teachers to see if original work you have done for one class can also be used in other classes. Teachers also have a good memory for work that has been previously submitted to them. Teachers know your writing Teachers know how students write. It doesn’t take much to recognize what was written by a particular student and what was written by someone else.
What are the consequences of violating the Academic Integrity policy?
. Grade of zero on relevant assignment or project and notification of parent. . Referral of NHS members to NHS Committee for appropriate disciplinary action. . Letter on file - which will be shared with members of NHS Committee and . .
Middle School Student of the Quarter, Luke Hansen and Warren Shepard Award committees during the selection process for these honors. In IB classes, students will be subject to IB malpractice guidelines. Suspension from school for subsequent violations and immediate ineligibility for NHS membership.
How can you avoid cheating?
. The best way to avoid cheating and plagiarism is to find ways to personalize your . . . . .
assignments. React in writing about how your topic might personally affect you, your family or your community. Let your reader know what you think about your topic and why it matters to you. An original conclusion, which is supported by facts from other works properly cited, is never cheating. Write in your own voice, not just in your own words. Organize your work so that you don’t run into a last-minute time crunch that keeps you from studying, writing, creating, revising, reflecting and making your work your own. Record where you found your supporting ideas while you do your research – once for finding the information, and again for writing your footnotes and doing the bibliography. ALWAYS include a bibliography, list of resources or acknowledgements whenever you use the work or ideas of others. If you can’t provide a citation, don’t use the source. Understand that using other’s work is permissible and usually necessary to create well-supported arguments, conclusions and answers to questions. Giving credit to the source of this work keeps it from being plagiarism. Make a large percentage of your work as original as possible. Use direct quotations and paraphrasing only when what you find is written in such a way that it clarifies or makes memorable the idea expressed.
ACS Athens, WHEN TAKING AN ESSAY EXAM When a question asks you to «analyze» «compare» «examine» ... Analyze -
examine minutely, examine, scrutinize, investigate, study in detail, assess carefullly, inspect, determine features of, probe, break down into parts, dissect, resolve into elements, explore,
Compare -
liken, relate, weigh against, set beside, match, connect, associate, identify with,
Contrast -
distinguish, oppose, differentiate, set off, differ, discriminate, conflict with,
Evaluate -
judge, appraise, measure value, decide, assess, form an opinion, conclude,
Examine -
inspect, explore, investigate, probe, scrutinize, investigate, dissect, question, delve into,
Illustrate -
explain by example, draw, interpret, paint a picture, represent, depict, explain,
Identify -
distinguish, describe, name, recognize, analyze, characterize, label,
Discuss -
argue, explain, consider, review, debate, talk about, reason,
... and it asks you to look at the «purpose» «effect» «extent» «role» ... Purpose -
aim, design, intent, goal, objective, intention, plan, end,
Effect -
consequence, conclusion, outcome, result, realization, awareness, repercussion,
The Extent -
the limits, the magnitude, the breadth, the enormity, the range,
Role -
part, guise, capacity, purpose, position, function, responsibility,
Significance -
importance, gravity, consequence, meanigfulness, force, import, distinction, consideration,
... consider these synonyms ... to help you restate your understanding of what is being asked of you.
Vocabulary to use in your writing (in case you have too many «portrays» or «displays» and want some variety when discussing what authors «do» in their works) Display (verb):
expose, reveal, disclose, demonstrate, manifest, evince, unfold, exhibit, show, confirm, divulge
Describe (verb):
depict, picture, illustrate, delineate, characterize, draw
Portray (verb):
represent, delineate, illustrate, depict, describe, characterize
Represent (verb):
symbolize, exemplify, denote, designate, stand for, signify, epitomize
Create (verb):
conceive, devise, formulate, contrive, design, forge, produce, provide, manufacture
Emphasize (verb):
make clear, accentuate, highlight, stress, underscore, articulate, clarify, specify
Present (verb):
furnish, offer, submit, proffer, introduce, expose
Explore (verb):
investigate, inquire, analyze, inspect, probe, question
Factor (noun):
element, component, part, determinant, consideration, reason
Reason (noun):
explanation, justification, rationalization, rationale, motive purpose, design, excuse
Interpretation (noun):
rendering, reading, explication, signification, exegesis, explanation
Significant (adj.):
important, notable, consequential, vital, crucial, momentous, weighty, meaningful, symbolic, substantial, remarkable, noteworthy, essential
NB
Be sure that when you choose a synonym, you have chosen one that will work in that paricular sentence and context.
How do you decide when to give credit? (taken from the Purdue University Website: http://owl.english.purdue/research/r_plagiar.html Used with permission)
Choosing When to Give Credit Need to Document
. When you are using or referring
. . . .
to somebody else’s words or ideas from a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium When you use information gained through interviewing another person When you copy the exact words or a “unique phrase” from somewhere When you reprint any diagrams, illustrations, charts, and pictures When you use ideas that others have given you in conversations or over email
No Need to Document
. When you are writing your own . . .
experiences, your own observations, your own insights, your own thoughts, your own conclusions about a subject When you are using “common knowledge” - folklore, common sense observations, shared information within your field of study or cultural group When you are compiling generally accepted facts When you are writing up your own experimental results
Material is probably “common knowledge” if
. You find the same information . .
undocumented in at least five other sources You think it is information that your readers will already know You think a person could easily find the information with general reference sources
To be sure that you are citing your sources correctly, refer to the section on proper citation formatting in Writer’s, Inc.
How can you avoid plagiarism and make sure you are safe? Action during the writing process
When researching, note-taking, and interviewing
. Mark everything that is . .
When paraphrasing and summarizing
. First, write your .
When quoting directly
someone else’s words with a big Q (for quote) or with big quotation marks Indicate in your notes which ideas are taken from sources (S) and which are your own insights (ME) Record all of the relevant documentation information in your notes paraphrase and summary without looking at the original text, so you rely only on your memory. Next, check your version with the original for content, accuracy, and mistakenly borrowed phrases
Proofread and check with your notes (or photocopies of sources) to make sure that anything taken from your notes is acknowledged in some combination of the ways listed below:
.. In-text citation .. Footnotes Bibliography marks . Quotation Indirect quotations . Begin your summary with .
a statement giving credit to the source: According to Jonathan Kozol, ... Put any unique words or phrases that you cannot change, or do not want to change, in quotation marks: ... “savage inequalities” exist throughout our educational system (Kozol).
. Keep the person’s name . Mention the person’s near the quote in your name either at the notes, and in your paper beginning of the quote, in . Select those direct the middle, or at the end . Put quotes that make the quotation marks most impact in your around the text that you paper -- too many direct quoting . are quotes may lessen your Indicate added phrases credibility and interfere with your style
When quoting indirectly
Appearance on the finished product
in brackets ([ ]) and omitted text with ellipses (. . .)
. Keep the person’s name . Mention the person’s name at the beginning of near the text in your information, in the notes, and in your paper . Rewrite the key ideas . the middle, or at that end Double check to make using different words and sentence structures than the original text
sure that your words and sentence structures are different than the original text
This policy/document has been adapted with permission from Lakeview High School, Battle Creek MI and the Mankato, MN Area Public Schools.
Manuscript Format 1. Always use standard A4 (8 1/2� x 11�) paper. 2. Put name, class, period, date, and assignment in upper right-hand corner of the page. 3. Give compositions an original title. This should be centered on the first line of the first page. Capitalize first, last, and key words. Do not enclose your title in quotation marks. 4. All final drafts of formal assignments must be word processed, double-spaced and printed on only one side of plain white paper. 5. Keep a one-inch margin on the top, bottom, and both sides of each page. 6. For hand-written assignments (journals, rough drafts, etc.), use lined, loose-leaf paper, but not paper from a spiral notebook. 7. Use blue or black ink, not pencil. 8. Number all pages of the manuscript at the bottom, right-hand corner. 9. All work must be spell-checked, grammar-checked and carefully proofread.
Editing Checklist 1. Title. Is it meaningful and original? Is it capitalized and punctuated correctly? 2. Introduction. Is it lively and interesting? Does it capture your readers’ attention while drawing them into the topic that you are going to discuss? 3. Thesis. Does the paper have a clear thesis or central idea which is stated near the beginning and developed logically throughout? 4. Body. Do all ideas raised in the body of the paper help to support and develop the thesis or central idea? Have you deleted all irrelevant material? 5. Conclusion. Does the paper come to a satisfactory end in a concluding paragraph, which clinches or stresses the central idea without raising any new points that have not been explored in the body of the paper? 6. Paragraphs. Have you used a new paragraph for each new supporting idea? Is this idea stated in a topic sentence? Does the rest of the paragraph develop this topic in a carefully organized series of sentences? 7. Transitions. Do ideas follow one another smoothly? Have you used transitional words and expressions to help sentences flow logically and provide a link from one paragraph to the next? 8. Sentences. Are there any sentence fragments, comma splices, or run-ons? Are there problems with faulty parallelism, misplaced modifiers, unclear pronoun references? Is there variety in sentence length and structure? Have you edited to avoid wordiness and redundancy? 9. Words. Have you chosen words that are appropriate, exact, and interesting? Are there any ambiguous words that should be changed? Have you used strong, active verbs instead of weak, passive ones? Have you spelled all words properly? 10. Consistency. Are there any unnecessary shifts in tense, mood, or voice? Do verbs agree in number with their subjects? Do pronouns agree in number, case, and person with their antecedents? 11. Punctuation. Have you ended your sentences with the proper punctuation? Have you used commas correctly? Are apostrophes correctly placed? Have you used four periods for an ellipsis that runs to the end of a sentence? Have you overused any one mark of punctuation, such as commas or dashes or exclamation marks? 12. Mechanics. Have you used capitals, underlining, and quotation marks around all passages in which you are directly quoting someone else? Have you used the accepted format to document the source you consulted in writing the paper? Have
you followed dictionary rules for dividing words at the ends of lines? Should any abbreviations or numbers be spelled out? 13. Manuscript Format. Does your paper follow all the rules for manuscript format as given above and in the ACS Athens Writer’s Manual?
Editing Abbreviations adj/adv
improper use adjective or adverb agr SV/PA lack of agreement between subject and verb or between pronoun and antecedent art article faulty or missing awk awkward construction cap capitalization needed cs comma splice dang dangling element frag sentence fragment id idiom faulty lc lower case needed marg margin incorrect mis misplaced element MS manuscript form incorrect
N NE P R ref r-o sp vt ww ? ^ ¶ no ¶ II �
number incorrectly used not English punctuation error repetitive or redundant unclear or incorrect pronoun reference run-on sentence spelling error verb tense wrong word or weak word unclear, illogical or incorrect insert missing element new paragraph no new paragraph use parallel structure capitalize
MLA Documentation Style (to be followed when citing sources in all subject areas)
MLA Documentation Style is required in all MS and Academy Courses. Refer to pages 259-295 in Writers, Inc. (Written and compiled by Patrick Sebranek, Dave Kemper and Verne Meyer; Houghton Mifflin, 2001)
ACS Athens, LEARNING DESCRIPTORS Attends class punctually, is equipped and ready to work - Organizes binder - Brings all necessary material - Uses planner effectively Works Cooperatively - Follows class rules - Listens to and follows directions - Works well with others to solve problems and complete tasks Works Independently - Develops good study habits - Manages time wisely - Is cognizant of learning strengths and weaknesses - Studies actively Participates in Classroom Activities and Discussions - Demostrates active listening - Asks pertinent questions - Frequently contributes to class discussion - Takes notes from a variety of sources - Communicates information to others Organizes Time Effectively - Builds a work schedule and follows through Meets Deadlines for Assignments and Projects Demonstrates Effort - Completes assignments thoroughly, on time, and to the best of his/her ability - Prepares for tests - Seeks help when necessary - Utilizes school support systems when appropriate Maintains Academic Honesty - Uses own work - Uses own ideas - Uses own voice
ACS Athens SERVICE LOG
2015 - 2016
Student Service Tracking Form This form must be completed by a student who wishes to document his/her Community Service hours for 10th grade Portfolio, college application process, National Honor Society Activity Form and ACS Athens awards. Date
Activity
Student Name: ..................................................... Grade Level: ..............................
All sections must be filled in correctly. Your Teacher/Advisor must verify the community Service hours you completed. Thank you.
Place of Service
Hours
Teacher/Advisor Signature
ACADEMY MAP
LIBRARY
Gymnasium
3rd LEVEL Writing & Math studios (IIC classrooms after School)
Pool
ACS Athens Theater
Exhibition Gallery / Atrium
Arts Center / ICC Reception
2nd LEVEL
Office
Library 1st
LEVEL Library
Serving
Cafeteria
Advisory Computer Lab
2nd FLOOR
MAIN BUILDING 1st FLOOR
202
201
IIC
104
3rd Floor Art Room
203
103 102
205
204
Room 105
206
AP/IB Office
101
Citizenship Coordinator
Registrar
Humanities / Arts Division Chair
Languages and Literature Division Chair
208
Balcony
Faculty Lounge
Academy Main Office
Math / Science / Tech Division Chair
209 210
211
212
213
502
F.L.Lab 2nd Floor 401
402
503
403
504
Shadow
3rd Floor 501
505
405
404
1st Floor Optimal Learning Program Annex Ground Floor Nurse’s Office
Teacher Room
ANNEX
Kindergarten Classes
506
406
407
JK
Stairs
Stairs
507
JK / KG Classes
JK
* Theater classes located in Elementary School basement (opposite bookstore)
MIDDLE SCHOOL MAP
WC Faculty
Faculty Office
Room W.C. Room Room W.C. 6 8 Boys 4 Girls
Faculty Office
First Floor Conference Middle School Room
Main Office
Lunch Serving Room
Supply Room
Back Door Exit to Library, Cafeteria Gym, Pool, Theater, Atrium
Room 7
Middle School Counselor
Room 5
Student Affairs
Second Floor Room 18
W.C. Boys
Room 16
Room 14
W.C. Girls
Room 12 Room 10
Storage Room
MS Computer Lab
Room 15
Academy/ Middle School Library
Room 11
MS Faculty Lounge Workroom
Backfield Gymnasium
Room 13
Pool
ACS Athens Exhibition Theater Gallery / Arts Center/ Atrium IIC Reception
Room 20 Art Third Floor PORTABLES (opposite tennis court) BAND/CHOIR
Lab 1
Lab 2
EMERGENCY PROCEDURES Emergency procedures and evacuation maps are posted prominently in each classroom. Students must keep aisles clear of books, backpacks, etc. In ANY emergency, this is a hazard. In an emergency evacuation, there should be absolutely NO talking. If evacuation is necessary, students are expected to follow their teacher in an orderly fashion to designated areas. Students are expected to remain with their classes until receiving further instructions. In case an evacuation is necessary during lunch or break times, all Middle School and Academy students must go to the front basketball court and find their block one teacher. Everyone needs to stand clear of the buildings and line up towards the center of the designated area.
Evacuation Destinations Middle School Evacuation routes: All classes in the Middle School building will go to the center of the Middle School courtyard and line up behind their teachers. Academy Evacuation routes: Academy Rooms 101, 102, 103, 105, will go out to the Academy courtyard through the front door of the Academy. Room 104 and the offices located between the Academy and the Theater building will exit left and proceed to the front courtyard. Rooms 207, 209, 210, 211, and 208 will go out through the ground floor, exit the front door of the Academy and line up on the volleyball courts along the wall. Rooms 201, 202, 203, 204, 205, 206 and the Arts classrooms from the 3rd floor will exit through the 2nd floor side doors of the Academy and down the Library staircase towards the front volleyball courts and then line up along the wall. Rooms 212 and 213 will exit through the Administration staircase and proceed to the volleyball courts along the wall.
Academy and Middle School Library: Academy and Middle School classes in the Library as well as all non- teaching personnel will exit through the Library entrance and proceed down the Library staircase to the front courtyard and basketball court. Middle school classes will go out to the front Middle School courtyard. Theater and Gym evacuation routes: Individuals in the Theater, Theater Lobby or the Atrium area will exit through the Atrium side door to the back soccer field. Gym classes will go out the back door of the gym and proceed to the back soccer field. Annex Building Evacuation routes: All classes and offices will evacuate to the front courtyard. Music room evacuation routes: Academy and Middle School Music classes exit the Portables and proceed to the area under the olive tree in the center of the front courtyard.
EARTHQUAKE PREPAREDNESS
ACS Athens
In case of an earthquake, the following course of action should be taken: • If indoors, teachers should keep their students inside. While shielding heads with their hands and elbows, students should move away from windows, shelves, and heavy objects and furniture that may fall. They should not be under light fixtures or other suspended objects. In the classroom, students should take cover under desks, tables, or other heavy furniture. • Everyone should stay under desks to avoid being hit by falling objects. • When things seem stabilized, teachers should take their rosters and instruct students to quietly take their belongings (no going to lockers) and evacuate the room, going calmly to the pre-designated assembly point. • If in a hallway, stairway, gymnasium or other area where no cover is available, the students should move to an interior wall. They should turn away from windows, kneel alongside the wall, bend their heads close to their knees, cover the sides of their heads with their elbows, and clasp hands firmly behind neck. • If in the library, the students should immediately move away from windows and bookshelves and take cover under a desk or a table. • If in a laboratory or kitchen, all burners should be extinguished (if possible) before taking cover. Students should stay clear of hazardous chemicals that may spill. • If in the theater, students should duck, cover and remain in place until the tremors subside. An uncontrolled, panic-driven exit by the students should be avoided at all costs! • If outdoors, students should move to an open space, away from buildings and overhead power lines. Students should lie down or crouch low to the ground (since legs will not be steady). Teachers and students should constantly keep an eye on their surroundings to be aware of dangers that may demand movement. • If on a school bus or other vehicle, the vehicle should pull over and stop, away from power lines, bridges, overpasses, and buildings. Students should remain in their seats, wearing seatbelts and hold on.
Revised July 2015
All students, faculty & staff are instructed to line up away from the building and the trees.
AMERICAN COMMUNITY SCHOOLS OF ATHENS Governance & Administration Members 2015-2016 EXECUTIVE COMMITTEE
Mr. Suheil Sabbagh, Chairman Mr. Constantine Stergides, Vice Chairman Mr. Peter M. Furda, Treasurer Mr. Pascal Apostolides, Secretary Mr. Tim Ananiadis, Member Mr. Demetri Paneras, Member Ms. Suzanne Lawrence, Member
BOARD OF TRUSTEES MEMBERS
Mr. Simos Dimas, Member, U.S. Trustee Mr. Nikos Iatropoulos, Member, U.S. Trustee Dr. Saleh S. Jallad, Member Mr. Nicholas Karambelas, Vice Chairman, U.S. Trustee Mr. Aris Kefalogiannis, Member Mr. Nick Larigakis, Member, U.S. Trustee Mr. John M. Lipinski, Member Mr. John Metaxas, Member, U.S. Trustee Captain Robert H. Palm, Member Mr. Panos Simonetos, Member Mr. Mark Wolper, Member, U.S. Trustee
PRESIDENT
Stefanos Gialamas Ph.D.
ACADEMIC LEADERSHIP
Mr. Steve Medeiros, Dean of Academic Affairs & Institute for Innovation and Creativity (Acting Middle School Principal) Ms. Peggy Pelonis, Dean, Office of Student Affairs (Acting Middle School Co-Principal) Mr. Stefanos Kakaris, Director of Finance Mr. John Papadakis, Director of Enrollment Management, Technology & Communications Ms. Annie Constantinides, Director of Athletics, Summer Camp & Recreational Programs Dr. Julie Crain, Academy Principal Ms. Julia Tokatlidou, Academy Vice Principal & Director of IB / AP Programs Ms. Catherine Makropoulos, Elementary School Principal Ms. Ginger Carlson, Elementary School Vice Principal Ms. Chris Perakis, Director, Learning Enhancement Programs Dr. Maria D. Avgerinou, Director of Educational Technology & eLearning Ms. Mary-Ann Augoustatos, Director of Academics, JK-12 Research and Learning Studios. Ms. Ino Korbaki, Director of Human Resources
STUDENT AFFAIRS GUIDANCE PROGRAM
Mr. Stelio Kalogridakis, Middle School Counselor Grades 6-8 Ms. Anna Makris, Academy Counselor/ College Advisor Grades 9-12 (L-Z) Ms. Mandy Dragatakis, Academy Counselor/ College Advisor Grades 9-12 (A-K)
my Planner Theme drawing: “First place winner of Shankar On-The-Spot Drawing & Painting Competition 2014�
Address: Aghias Paraskevis 129 & Kazantzaki Street, Halandri 152 34, Athens, Greece Telephone: +30 (210) 6393200 Fax: +30 (210) 6390051 Online Applications available at www.acs.gr acs@acs.gr