Middle School Student / Parent Handbook 2014-2015 by ACS Athens

Empowering Individuals to Transform the World as Architects of their Own Learning 129 Aghias Paraskevis Ave. & Kazantzaki St. 152 34 Halandri Athens, Greece Tel.: +30 (210) 639 3200 Fax: +30 (210) 639 0051 www.acs.gr acs@acs.gr

Stefanos Gialamas, Ph.D. President of Schools Mary-Ann Augoustatos Middle School Principal Jenny Kosmas Middle School Administrative Assistant kosmasj@acs.gr +30 210 6070 261

MIDDLE SCHOOL GUIDELINES

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ACS ATHENS MISSION STATEMENT "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." Revised, ACS Athens planning Team, May 23, 2009

ACS ATHENS MIDDLE SCHOOL STATEMENT OF COMMITMENT “We, the faculty and staff of the ACS Athens Middle School, will provide students with a positive environment that fosters academic growth and support human differences during their challenging stage of adolescence.” 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 ability. • 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 lifelong learners with ethos. 5

Table of Contents MIDDLE SCHOOL GUIDELINES ........................................................................................................ 4 ACS ATHENS MISSION STATEMENT ................................................................................................ 5 ACS ATHENS MIDDLE SCHOOL STATEMENT OF COMMITMENT .................................................... 5 Table of Contents............................................................................................................................ 6 WELCOME TO THE MIDDLE SCHOOL ............................................................................................ 11 DESCRIPTION OF THE ACS ATHENS MIDDLE SCHOOL .................................................................. 12 STATEMENT OF PRINCIPLES.......................................................................................................... 12 GENERAL INFORMATION ABOUT OUR MIDDLE SCHOOL ............................................................. 13 ELIGIBILITY FOR ADMISSION ......................................................................................................... 14 ACADEMIC PROGRAM .................................................................................................................. 14 Administration .......................................................................................................................... 15 The Middle School .................................................................................................................... 15 Curriculum ................................................................................................................................ 15 Personal Project & Portfolio ..................................................................................................... 15 ACADEMIC REGULATIONS ............................................................................................................ 16 Reporting Student Progress...................................................................................................... 16 Progress Reports....................................................................................................................... 16 Report Cards ............................................................................................................................. 16 Parent Teacher Student Conferences....................................................................................... 17 Grades ....................................................................................................................................... 17 Recognition and Honors ........................................................................................................... 17 Academic Achievement Awards ............................................................................................... 17 Athletic Awards......................................................................................................................... 18 Recognition Awards .................................................................................................................. 18 ACADEMIC INTEGRITY................................................................................................................... 18 Maintaining Academic Integrity ........................................................................................... 18 Why is it important to maintain academic integrity? .......................................................... 19 What does cheating look like?.............................................................................................. 19 How is cheating discovered? ................................................................................................ 19 What are the consequences of violating the Academic Integrity policy? ............................ 20 How can you avoid cheating? ............................................................................................... 20 How do you decide when to give credit? ............................................................................. 20 Academic Probation ................................................................................................................. 22 Homework ................................................................................................................................ 22 Homework and Approaches to Learning Hints .................................................................... 22 Tutoring by Teachers ................................................................................................................ 23 Exams ........................................................................................................................................ 23 Tests .......................................................................................................................................... 23 STUDENT AFFAIRS ......................................................................................................................... 24 Counseling ............................................................................................................................ 24 Counseling Psychologist ....................................................................................................... 24 Registrar ................................................................................................................................ 24 Wellness Center .................................................................................................................... 24 Student Life ........................................................................................................................... 24 Child Study Team .................................................................................................................. 24 HEALTH SERVICES AND RELATED MATTERS ............................................................................. 25 Health Services ..................................................................................................................... 25 Accident or Illness ................................................................................................................. 25 6

Insurance .............................................................................................................................. 25 SERVICES CONTRACTED BY THE SCHOOL ..................................................................................... 26 Bus Service ................................................................................................................................ 26 Bus Procedures ......................................................................................................................... 26 Bus Code of Conduct ................................................................................................................ 26 LUNCH FACILITIES ......................................................................................................................... 26 Lunch Time and Recess ............................................................................................................. 26 Dining Etiquette ........................................................................................................................ 27 Lunch Time Areas...................................................................................................................... 27 Lockers ...................................................................................................................................... 27 Lockers (P.E.)............................................................................................................................. 28 Lost and Found ......................................................................................................................... 28 Telephones ............................................................................................................................... 28 Possession of Cellular Phones and Other Personal Electronic Signaling Devices .................... 28 NATURE AND OVERVIEW OF STUDENT ACTIVITIES .................................................................. 29 The House System .................................................................................................................... 29 EXTRA-CURRICULAR ACTIVITIES ............................................................................................... 30 Clubs and Organizations and Sports ..................................................................................... 30 Student Council..................................................................................................................... 30 Executive Class Officers ........................................................................................................ 30 SCHOOL SOCIAL EVENTS ........................................................................................................... 30 Dances................................................................................................................................... 30 Purchase Orders/ Fundraising .............................................................................................. 31 Decorations........................................................................................................................... 31 Posters and Advertisements................................................................................................. 31 Community Service ............................................................................................................... 31 COMMUNICATIONS & EMERGENCIES ...................................................................................... 31 Guests ................................................................................................................................... 32 Communicating with Teachers ............................................................................................. 32 School Cancellation............................................................................................................... 32 Emergency Evacuation ......................................................................................................... 32 Emergency Procedures ......................................................................................................... 33 Evacuation Destinations ....................................................................................................... 33 Teacher Responsibilities during Evacuation ......................................................................... 34 Earthquake Preparedness..................................................................................................... 34 During an Emergency: Teachers need to do the following: ................................................. 35 STUDENT EXPECTATIONS & CODE OF CONDUCT ......................................................................... 35 Student Conduct ....................................................................................................................... 36 Behavioural Expectations ......................................................................................................... 36 Attendance Policy .................................................................................................................... 36 Tardiness ............................................................................................................................. 37 Early Dismissal from School .................................................................................................. 38 Withdrawal of Students from School ....................................................................................... 38 OTHER RULES AND REGULATIONS ........................................................................................... 38 Staying After School.................................................................................................................. 38 Cutting Class ............................................................................................................................. 38 Hallway Passes .......................................................................................................................... 38 Bicycles, Roller blades, Skateboards......................................................................................... 38 Personal Property ..................................................................................................................... 39 STUDENT DRESS & APPEARENCE .............................................................................................. 39 7

Student Dress............................................................................................................................ 39 PE Uniforms .............................................................................................................................. 39 Travel Dress Code ..................................................................................................................... 40 MIDDLE SCHOOL CODE OF CONDUCT .......................................................................................... 40 Group 1 Violations .................................................................................................................... 41 Group 2 Violations .................................................................................................................... 41 Consequences ....................................................................................................................... 41 Group 3 Violations .................................................................................................................... 42 Consequences ....................................................................................................................... 42 Group 4 Violations .................................................................................................................... 42 Consequences ....................................................................................................................... 42 Group V Violations* – Removal from School .................................................................... 43 Student Searches ................................................................................................................. 43 DISCIPLINARY PROCEDURES & EXPLANATIONS........................................................................ 43 Referral Procedure ................................................................................................................... 43 Detention .................................................................................................................................. 43 Detention Rules ........................................................................................................................ 44 In – School Suspension ............................................................................................................. 44 In – School Suspension Rules.................................................................................................... 44 Out-Of-School Suspension ........................................................................................................ 44 Social Probation ........................................................................................................................ 45 Positive Behavior Activities ...................................................................................................... 46 Reparation Guidelines .............................................................................................................. 46 Community Service ................................................................................................................... 46 Behavior Point Sheet ................................................................................................................ 46 Peer Facilitation Program ......................................................................................................... 47 Consistent Record of Good Behavior ....................................................................................... 47 Providing Parental Support....................................................................................................... 47 THEATRE/ ASSEMBLY PROTOCOL ............................................................................................. 49 Assembly Protocol for Teachers ........................................................................................... 49 Assembly Protocol for Students ........................................................................................... 49 LIBRARY POLICIES...................................................................................................................... 50 Library Rules ......................................................................................................................... 50 Consequences for Not Adhering to Library Rules ................................................................ 50 Checking Out Books .............................................................................................................. 50 Checking Out Reference Books ............................................................................................ 51 Current Magazines................................................................................................................ 51 Lost/ Damaged Books ........................................................................................................... 51 Library Computer Use ........................................................................................................... 51 Personal Laptops .................................................................................................................. 51 Logging Out ........................................................................................................................... 51 Photocopies/ Computer Printers.......................................................................................... 51 INTERNET ACCESS ..................................................................................................................... 51 Use of Stations .......................................................................................................................... 51 Research On Stations ............................................................................................................ 51 Internet Acceptable Use Authorization Form ...................................................................... 51 INTERNET ACCEPTABLE USE POLICY ......................................................................................... 52 Active Directory Accounts .................................................................................................... 52 Programs & Courses - Grades 6, 7 and 8 ...................................................................................... 53 Program of Studies ................................................................................................................... 53 8

DEPARTMENT: LANGUAGE ARTS .............................................................................................. 53 MS 1000 Language Arts 6 ............................................................................................. 53 MS 1001 Language Arts 6 – ESL ................................................................................... 53 MS 1010 Language Arts 7 ............................................................................................. 54 MS 1011 Language Arts 7 – ESL ................................................................................... 54 MS 1020 Language Arts 8 ............................................................................................ 54 MS 1021 Language Arts 8 – ESL ................................................................................... 55 DEPARTMENT: SOCIAL STUDIES ............................................................................................... 55 MS 2001 Social Studies 6 – World Studies: History and Geography of the Ancient World ................................................................................................................... 55 MS 2002 Social Studies 6 – ESL 6- World Studies: History & Geography of the Ancient World ................................................................................................................... 56 MS 2011 Social Studies 7 – World Studies: History & Geography of the Eastern Hemisphere ......................................................................................................... 56 MS 2012 Social Studies 7 - ESL - World Studies: History & Geography of the Eastern Hemisphere ......................................................................................................... 56 MS 2021 Social Studies 8 – World Studies: History & Geography of the Americas . 57 DEPARTMENT: SCIENCE ............................................................................................................ 57 MS 4000 Science 6 ........................................................................................................ 57 MS 4001 Science 6 ESL .................................................................................................. 57 MS 4010 Science 7 ......................................................................................................... 58 MS 4011 Science 7 ESL .................................................................................................. 58 MS 4020 Science 8 ....................................................................................................... 58 DEPARTMENT: MATHEMATICS ................................................................................................. 59 MS 3010 Math 6 ............................................................................................................. 59 MS 3015 Advanced Math 6 ........................................................................................... 59 MS 3030 Math 7 ............................................................................................................. 59 MS 3035 Advanced Math 7 .......................................................................................... 60 MS 3055 Pre Algebra 8 .................................................................................................. 60 MS 3060 Algebra 1 - 8 ................................................................................................... 60 DEPARTMENT: PHYSICAL EDUCATION ..................................................................................... 61 Required Courses: Physical Education (MS 6000, MS 6020, MS 6030) ....................................... 61 EXPLORATORY WHEEL REQUIREMENTS ................................................................................... 61 MS 7112 Drama 6 - Sixth Grade Exploratory ............................................................. 61 MS 7400 Foundations of Technology, Health, Research and Guidance 6 –Sixth Grade Exploratory ......................................................................................... 62 MS 7130 Music 7 ............................................................................................................ 62 MS 7410s Foundations of Technology, Health, Research and Guidance 7 - Seventh Grade Exploratory ......................................................................................... 62 MS 7024s Art Design 8– Eighth Grade Exploratory ..................................................... 63 MS 7411s Foundations of Technology, Health, Research and Guidance 8 – Eighth Grade Exploratory ........................................................................................ 63 DEPARTMENT: MODERN LANGUAGES ..................................................................................... 63 GREEK....................................................................................................................................... 63 MS 5000 Greek 1 ............................................................................................................ 63 MS 5005 Greek 2 ........................................................................................................... 64 MS 5020 Greek 3 ............................................................................................................ 64 GREEK/ MS LANGUAGE ARTS ............................................................................................... 64 MS 5040 Greek Language Arts 6 .................................................................................. 65 MS 5045 Greek Language Arts 7 .................................................................................. 65 MS 5050 Greek Language Arts 8 .................................................................................. 65 9

FRENCH.................................................................................................................................... 66 MS 5101 French 1 .......................................................................................................... 66 MS 5102 French 2 .......................................................................................................... 66 MS 5103 French 3 .......................................................................................................... 66 MANDARIN CHINESE .............................................................................................................. 66 MS 5500 Chinese 1........................................................................................................ 67 MS 5503 Chinese 3 ........................................................................................................ 67 SPANISH ................................................................................................................................... 67 MS 5401 Spanish 1 ........................................................................................................ 67 MS 5402 Spanish 2 ........................................................................................................ 67 MS 5403 Spanish 3........................................................................................................ 68 ARABIC ..................................................................................................................................... 68 MS 5300 Arabic 1 ........................................................................................................... 68 MS 5310 Arabic 2 ........................................................................................................... 68 MS 5320 Arabic 3 ........................................................................................................... 69 GERMAN................................................................................................................................... 69 MS 5200 German 1 ........................................................................................................ 69 MS 5204 German 2 ........................................................................................................ 69 MS 5205 German 3 ....................................................................................................... 69 DEPARTMENT: VISUAL AND PERFORMING ARTS –ELECTIVES ................................................. 70 MS 7123y Beginning Instrumental Music ..................................................................... 70 MS 7124y Intermediate Instrumental Music ................................................................ 70 MS 7101 Middle School Choir ....................................................................................... 70 MS 7011y Art Studio ....................................................................................................... 71 DEPARTMENT: EFL/ESL ............................................................................................................. 71 MS 1202 Learning Support - EFL (English as a Foreign Language) ......................... 71 MS 1200 ESL 1 ............................................................................................................... 71 MS 1203 ESL 2 ............................................................................................................... 71 MS 1260 ESL 8 ............................................................................................................... 72 OPTIMAL LEARNING PROGRAM ............................................................................................... 73 Optimal Learning Program Consultation............................................................................... 74 Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) ..................................................................................................................................... 75 Differentiated Instruction at ACS Athens ................................................................................. 76 Optimal Learning Mentor Program .......................................................................................... 76 Description............................................................................................................................ 76 Acceptance Criteria............................................................................................................... 76 ACS ATHENS .................................................................................................................................. 79 PHYSICAL ACTIVITY PARTICIPATION FORM .................................................................................. 79 PARENT / STUDENT HANDBOOK AGREEMENT and INTERNET ACCEPTABLE USE POLICY .......... 80

WELCOME TO THE MIDDLE SCHOOL The faculty, staff, students, and community of the ACS Athens Middle School, and I are devoted to academic achievement and individual growth for every child. We all strive to maintain a supportive environment where respect for individual differences and rights of others guide our behavior. Students in grades 6, 7 and 8 are going through a stage of rapid change in mental, physical, social, and emotional development. Based on the needs of children experiencing these changes, our program and staff: Provide an appropriate, child-centered educational experience that actively engages students in the acquisition of basic skills, knowledge, and concepts and contributes to the development of higher order thinking. It helps students understand the connections between learning and life. Engage students in a wide range of formal cognitive and experiential learning opportunities, including hands-on exploratory courses, physical education, and foreign language. Encourage each student to develop a positive self-image through frequent opportunities for success, while recognizing the influence of peer pressure. This enables students to develop responsibility and self-control through opportunities for participating in decision-making in a variety of ways. We promote confidence in self and respect for others by involving students with each other in structured and unstructured ways. Respond sensitively to the widely fluctuating needs of individuals by giving personalized attention to each studentâ&#x20AC;&#x2122;s needs, structuring learning environments to respect individual differences, and providing a variety of informal learning activities for students. Differentiate learning to accommodate a variety of learning styles and needs. Always, in making school decisions that affect students, the development of the whole child during this unique stage in life is our primary concern. Mary â&#x20AC;&#x201C; Ann Augoustatos Principal

DESCRIPTION OF THE ACS ATHENS MIDDLE SCHOOL The Middle School is comprised of sixth, seventh, and eighth grade programs which meet U.S. and International curriculum standards. A rich array of co-curricular activities and clubs meet primarily during lunchtime and some after school to expand the Middle School program beyond the classroom learning environment. It is a unique opportunity for students to be exposed to many different learning experiences that are designed to help them discover their interests and their talents.

STATEMENT OF PRINCIPLES In a school community defined by a culture of respect: •

We shall be curious about and tolerant of people’s cultural differences, gender differences, age differences, learning differences, as well as their unique abilities and talents;

•

We shall respect learning and the learning process;

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We shall practice good manners;

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We shall treat each other politely;

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We shall cultivate and exhibit self-discipline and self-respect;

•

We shall respect personal and school property;

•

We shall build relationships based upon open communication and mutual respect;

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We shall work to overcome stereotypical thinking, biases and prejudices and actively promote cross-cultural awareness and understanding;

•

We shall ensure that everyone feels physically and emotionally safe;

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We shall respect, follow and enforce the rules of the community;

•

We shall respect each person’s uniqueness and individuality;

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We shall practice good citizenship in and out of the classroom;

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We shall promote the values of good sportsmanship;

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We shall commit ourselves to teaching the principles of respectful behavior and good citizenship in a focused and on-going manner.

This statement of principles was developed by the teachers, students, parents and administrators. 12

GENERAL INFORMATION ABOUT OUR MIDDLE SCHOOL School Address:

129 Aghias Paraskevis St. & Kazantzakis St. 152 34 Halandri Athens, Greece www.acs.gr

School Telephone: Middle School Principalâ&#x20AC;&#x2122;s Office: 210 639-3200, ext. 261 Middle School Main Office: 210 639-3200, ext. 261 Counseling Office: 210 639-3200, ext. 226 or 228 Fax: 210 639-0051 E-Mail: acs@acs.gr School Day:

Arrival - 9:00 a.m. Dismissal - 3:45 p.m. Late Busses- 5:45 p.m.

Bell Schedule Time 9:00-10:10 10:10-10:25 10:25-11:35 11:35-12:10 12:10-1:05 1:05-1:15 1:15-2:25 2:25-2:35 2:35-3:45

Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 Passing Time & Announcements - 15 minutes 3 4 5 1 2 35 Middle School Lunch Citizenship 7 8 Development 7 8 Passing Time - 10 minutes 6 7 6 8 6 Passing Time - 10 minutes 5 1 2 3 4

Students during periods 7 or 8 are required to take a minimum of one independent, online lesson per week as part of their course . This is independent of other homework and/or classwork that they might have been assigned.

ELIGIBILITY FOR ADMISSION ACS Athens considers for admission those students who fall into one of the following categories: 1. The American community of Athens: a. U.S. Government employees; b. U.S. Business and industry; c. Non-Profit organizations affiliated with or supported by U.S. Institutions; d. Other American citizens. 2. Members of the Diplomatic Corps of Greece (third-country) 3. Foreign Businesses and Industries established in Greece 4. Greek nationals returning from abroad 5. Students transferring from Greek school. Entry to ACS Athens is via a competitive application process, which is outlined in the Office of Enrollment Management (+30 210-6070251) or online at www.acs.gr/admissionguide. Prospective candidates should familiarize themselves with the admission procedures before they apply. The ACS Athens Academy provides learning support for students who need it through the ACS Athens Optimal Learning Program. Please refer to the procedures regarding admission for students who may need to access such services. Students applying to ACS Athens from nonEnglish Speaking Schools must meet minimum English language proficiency requirements and sit for an English language exam as well as a Math exam as part of the admission process.

ACADEMIC PROGRAM Administration The Principal is responsible for all aspects of the academic and co -curricular life of the Middle School.

The Middle School The Middle School is designed for students in the 11-15 age range. It is a complete and coherent program that provides a framework of academic challenge and life skills appropriate to this stage of adolescence. The educational philosophy and goals of the Middle School naturally follows the ACS Athens Elementary School and serves as excellent preparation for both the regular College Preparatory and IB Diploma Programs offered in grades 11 and 12. There are no externally set or externally marked examinations for students. All assessment of student work is carried out by teachers in our school. The Middle States Association of Colleges and schools renews our standing through a validation of our self study regularly.

Curriculum The Curriculum consists of eight subject groups offered throughout the three years of the Middle School. They are: 1. Language A - ACS Athens school’s language of instruction is English. 2. Mathematics – core course including topics in arithmetic, algebra, geometry, trigonometry, probability & statistics 3. Sciences – general science, earth science, biology, chemistry and physics 4. Social Studies - history, geography, government and economics 5. Language B - a foreign language learned at school. 6. Visual and Performing Arts – art/design, music, and drama 7. Physical Education – health and hygiene, individual and team sports, fitness 8. Technology – the nature, processes and impact of technology as a research tool. Health, research and our guidance program topics are an integral part of the course.

Personal Project & Portfolio The student’s educational accomplishments are documented by the school in a portfolio of achievement which records the skills acquired and the results obtained, in each academic subject. The student’s appreciation of the areas of interaction is assessed through an exercise known as the Personal Project. The final project is a culmination of the program and is completed in the Academy, as a sophomore.

ACADEMIC REGULATIONS Reporting Student Progress The Middle School staff recognizes the importance of maintaining effective communications with parents. Student progress is assessed continuously, and parents are informed of any drastic change in performance through skyward. We use three formal means of reporting student progress: quarterly report cards, progress report comments and parent conferences. Additionally, the ACS Planner is a combination calendar planner for assignments and homeschool communication tool. All Middle School students are expected to carry the ACS Planner with them at all times and check the Moodle site. We highly recommend the daily use of the ACS Planner as the most accurate documentation of homework assignments. For homework postings and announcements, Skyward Family Access is also available to parents for online monitoring of student work. Links to Moodle and Skyward are on the ACS homepage www.acs.gr Student performance is assessed using letter grades A, B, C, D, F. In their individual classes, teachers assess students using subject-specific assessment criteria. Teachers, counselors and the principal are available to meet with parents to discuss any concerns or questions. Parents can arrange such meetings by calling the Main Office or Office of Student Affairs to set an appointment. Progress reports and Report cards are available to parents electronically on specific dates via Skyward Family Access.

Progress Reports Progress Reports may be issued at any time, but will be issued to students as follows: 1st quarter: Monday, October 13th 2nd quarter: Monday, December 8th 3rd quarter: Tuesday, February 24th 4th quarter: Friday, May 8th During the first quarter, all students will receive progress report comments on Skyward from all their teachers. Progress reports serve as a snapshot of cumulative student performance. Thereafter, all students earning a grade of C- or less will receive a progress report comment, though teachers may post comments to recognize excellence and /or improvement. Progress Reports will document studentsâ&#x20AC;&#x2122; progress in achieving Approaches to Learning outcomes as well as subject-specific learning objectives. The Progress Reports will appear as a comment(s) in Skyward family access in the above stated dates.

Report Cards Report Cards will be available, online, through Skyward Family Access approximately two weeks after the end of each quarter. Report cards will be hand delivered to parents via the students on the last day of school. Should parents not receive progress reports or report cards on the above mentioned dates, they should contact the Middle School Main Office.

Parent Teacher Student Conferences Parent/Teacher/Student Conferences are held twice a year when the first and third quarter report cards are issued ( see school calendar). At this time parents pick up report cards and can meet with all of their children’s teachers for short meetings. Parents may request individual teacher conferences at any time throughout the school year by phoning the Middle School Main Office at 210 60 70 -261 to set up appointments.

Grades As stated previously, the Middle School uses letter grades: A, B, C, D and F. Teachers may give a plus or minus with the letter grade (except in the case of an F). The + or – will appear on the permanent record Letter grades are awarded on the basis of the following averages: 97-100 93-96 90-92 87-89 83-86 80-82

A+ A AB+ B B-

77-79 73-76 70-72 67-69 63-66 60-62 Below 60

C+ C CD+ D DF

Recognition and Honors Success is recognized in many ways at the Middle School. Academic Recognition Award Assemblies are held at the end of each quarter to recognize student talent and achievement. Examples of awards presented are:

Academic Achievement Awards Principal’s List High Honor Roll Honor Roll -

All A’s (including A-‘s) A- Average (3.67 GPA) or better B+ Average (3.33 GPA) or better

Calculation Chart A+: A: A-:

4,33 4,0 3,67

B+: B: B-:

3,33 3.0 2,67

C+: C: C-:

2,33 2,0 1,67

D+: D: D-:

1,33 1,0 0,67

Students with Incomplete or Failing(F) quarter grades are not eligible for academic honors. End-of-Year Subject Awards - At the end of each academic year individual teachers present awards to students for each of their courses. Awards go to students with high academic achievement and for greatest improvement. Presidential Award - Awarded at the 8th grade Graduation Ceremony.

Athletic Awards Field Day Awards:

Awarded to individuals and Class / Team Houses at the annual Middle School Field Day.

Presidential Fitness Award: This award recognizes students who achieve an outstanding level physical fitness. To earn this award students must score at or above the 85th percentile on all five activities. National Fitness Award: Students earn this award for scoring above the 50th percentile on all five activities.

Recognition Awards Warren Shepard Award: Awarded at Graduation to an 8th grade student for all-around excellence. Stanley Haas/Luke Hansen (NESA) Nomination: Nominations to NESA for recognition of students who exhibit exemplary citizenship, character and service. Students of the Quarter: Awarded to two students (a boy and a girl) at each grade level to recognize exemplary contributions to school academic and community life. These students observe school rules, show perseverance and motivation, are poised, self-disciplined, cooperative, kind to others, and have no disciplinary referrals/probation.

ACADEMIC INTEGRITY Students are expected to do their own work at all times. Cheating is a serious academic offense; it can also undermine one’s self respect. Copying someone else’s homework, asking a parent or tutor to do the work, copying from a publication or from the Internet without using quotation marks and citing sources are all examples of academic dishonesty, and ultimately work to a student’s disadvantage. Likewise, allowing another student to copy one’s work is dishonest and will be addressed as plagiarism. Students who breach the standards of academic integrity will receive a grade of ‘0’ for all instances of cheating or plagiarism. They may also become ineligible to receive academic honors during the quarter in which the infraction occurs.

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. 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. 18

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 else’s work. 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 the 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, letting someone copy your assignment. • Having a parent or a tutor do your homework. • Paying a tutor to write your paper (or complete your college applications) for you. • 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 ideas or concepts; passing someone’s ideas off as your own. • 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 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 a topic might personally affect you, your family or your community. Let your reader know what you think about the topic and about 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 acknowledgement 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 as large a 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.

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)

Need to Document

No 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 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

• 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

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

Appearance on the finished product

When researching, note-taking, and interviewing

• Mark everything that is 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

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 • Quotation marks • Indirect quotations

When paraphrasing and summarizing

• First, write your 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

• 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).

When quoting directly

• Keep the person’s name near the quote in your notes, and in your paper • Select those direct quotes that make the most impact in your paper -- too many direct quotes may lessen your credibility and interfere with your style

• Mention the person’s name either at the beginning of the quote, in the middle, or at the end • Put quotation marks around the text that you are quoting • Indicate added phrases in brackets ([ ]) and omitted text with ellipses (. . .)

When quoting indirectly

• Keep the person’s name near the text • Mention the person’s name either at in your notes, and in your paper the beginning of the information, or in • Rewrite the key ideas the middle, or at that end

using different words and sentence structures than the original text

â&#x20AC;˘ Double check to make 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.

Academic Probation A student who fails more than one subject or receives two Dâ&#x20AC;&#x2122;s and an F at the end of any semester is placed on Academic Probation for the next semester. At the end of the probationary semester, the student may be asked to withdraw from school if he/she is failing more than one subject. Students who fail more than one subject for two consecutive semesters will be administratively withdrawn from ACS Athens. Students on Academic Probation will be ineligible for participation in any co-curricular activities, including field trips and athletics. A student on Academic Probation may become eligible at mid-semester if mid-semester grade reports indicate that the student meets normal eligibility requirements. Students on Academic Probation will automatically be referred to the Child Study Team for screening, evaluation and possible remedial services.

Homework Homework is assigned by classroom teachers on a regular basis. Middle School students should expect to have approximately two hours of homework each night - the exact amount will vary from night to night, depending upon the nature of the assignments, upcoming tests, long-term projects, etc. If absent from school for any reason, the student is responsible for making up all of the class work and homework he/she missed. If a student is absent for only one day, it is best for him/her to telephone a friend to find out what material was covered in classes and what homework assignments were given. If it is not possible to get this information, students should ask their teachers about missed work immediately upon their return to school and also check the Moodle site. If absent from school for an extended period of time (two days or more), the student or his/her parent or guardian should telephone the school. Assignments will be collected from teachers. They can be delivered by a friend/neighbor, or picked up by parents from the school. In the case of unavoidable extended absences, extraordinary assignments may be given. Teachers may assign a special project instead of normal day-to-day homework. Nevertheless, each student is responsible for making up missed reading for each course. If they know in advance about an absence from school for any reason, students must inform all teachers well ahead of the expected absence so that the teachers can prepare lists of assignments.

Homework and Approaches to Learning Hints 1. 2. 3. 4. 5.

Write down assignments and due dates in the Planner. Understand the instructions before leaving class. Take home all materials needed to complete the assignment. Learn to plan study time. Set aside study time in a quiet place at home. 22

6. Carefully check completed assignments. 7. Turn in completed work by the due date. 8. Do not put work off until the last minute. 9. Take notes in class and from books. 10. Use the library frequently. 11. Make up work missed during an illness or excused absence. 12. Learn to ask questions concerning assignments. 13. Take pride in the appearance of finished work. 14. Check Moodle regularly. Students are expected to set goals and work to achieve them. It is important to get the most out of oneâ&#x20AC;&#x2122;s time in every learning situation. Students are asked to maintain a serious attitude towards their work, think positively, and follow through with a plan of action.

Tutoring by Teachers ACS Athens teachers may never tutor an ACS Athens student for pay. Teachers are available by appointment to provide additional help for their students. No private paid tutoring of any sort may be done on campus, either during school hours or after school. Furthermore, it is against school rules for ACS Athens teachers to meet with private tutors.

Exams End of semester exams will be administered in January and June in some Middle School classes. Final exams, known as competency exams will be administered in June in all Language Arts, Mathemetics, Social Studies and science classes in the sixth, seventh and eighth grade. The percentage allocation for competency exams will be as follows: 6th Grade 7th Grade 8th Grade

Language Arts, Social Studies and Science will be worth 10% of the second semester grade. Math will be 20% of the second semester grade. Language Arts, Social Studies and Science will be worth 15% of the second semester grade. Math will be 20% of the second semester grade. Language Arts, Social Studies and Science and Math will be worth 20% of the second semester grade.

Make up exams will be scheduled for students who were ill and have a doctorâ&#x20AC;&#x2122;s verification. Parents must inform the Attendance Office on the day of the exam is their son/ daughter is ill, and must provide a doctorâ&#x20AC;&#x2122;s note the following day. The exam schedule will be provided at the beginning of each semester.

Tests Middle School students may have up to two major tests in one day. Should there be a third test scheduled, teachers will make every effort to reschedule the most recently planned test.

STUDENT AFFAIRS The office of Student Affairs provides counseling, Psychological support, College Guidance, Optimal Learning Services, Activity/Interest group/Community service guidance for students and Learning support programs.

Counseling The Middle School counselor is responsible for working with all students individually and in group settings to help them succeed at the Middle School. If a student has a challenge, or feels uncertain about some aspect of the Middle School that teachers cannot resolve, the counselor may be consulted. In addition, The Middle School Counselor invites students and parents to discuss educational concerns, scheduling and testing, follows up on progress reports, quarter and semester reports, and students who are ineligible for co-curricular activities due to their grades or on probation. Students may make appointments with the Office of Student Servicesâ&#x20AC;&#x2122; secretary for an appropriate time. Parents may telephone 639-3200, extension 226 or 261 to arrange for conferences.

Counseling Psychologist Available through the Wellness Center, a Counseling Psychologist is prepared to assist students with social-emotional issues (more extensive counseling) as they arise and to help students develop optimal coping strategies. The Counseling Psychologist also serves as chair of the K-12 Child Study Team.

Registrar The Registrar is responsible for keeping all students records and provides all necessary documents needed for college or to transfer to another school.

Wellness Center The Wellness Center is coordinated by the Counseling Psychologist K-12 , who is available to assist students with social and emotional challenges or life changes. Programs to assist students during transitional times and to ensure a balance in studentsâ&#x20AC;&#x2122; life are implemented by the Wellness Center.

Student Life Extra-curricular, Interest groups and community service events take place via the Student Life center. Students are provided with choices to join in or lead activities of their interest.

Child Study Team The Child Study Team (CST) consists of the Principal, the school psychologist, the counselor, the Optimal Learning Specialist, the citizenship coordinator and the English as a Second Language (ESL) teacher. Other staff members and parents meet with the CT when it is appropriate. The CSTâ&#x20AC;&#x2122;s purpose is to assist students who have academic, social, physical, or emotional problems that interfere with their education. Teachers and parents may refer a student to the CST whose members will consider all aspects effecting student progress and will create and implement a plan action to help students improve. 24

HEALTH SERVICES AND RELATED MATTERS Health Services ACS employs a full-time medical professional who is here to provide students with help and advice if they are ill. If a student feels ill, he or she must consult with a teacher in order to get a pass to go to the medical professional. The medical professional will take care of the student, and if necessary, will call parents to take an ill student home. The medical professional also provides first aid in case of accidents. In the event of serious injury, the student will not be moved. Rather, the medical professional will be called immediately in order to handle the matter at the scene of the accident.

Accident or Illness In the interest of the student’s health, parents should be sure that the Health Office files are kept current. An up-to-date telephone number and the name of the person to call in the event of an emergency in the parent’s absence are especially important. The school medical professional determines in each case whether the student requires the immediate attention of a specialized physician or whether he/she may be cared for in the First Aid Room. If it is necessary to send a student home, the school will immediately attempt to call the parent. If the parent cannot provide transportation, the student may be sent home by taxi with the parent’s approval. In the event of an emergency requiring immediate medical attention, every attempt will be made to consult with the parents for instructions. In the event that the parents or their designated representatives cannot be reached, and upon the recommendation of the medical professional, the student will be taken to the parent’s physician or to the nearest hospital providing the necessary care. Accidents occurring in school, on school grounds, or on the bus should be reported as soon as possible to a school staff member.

Insurance School insurance is provided automatically for every student beginning the first day of school. It covers all aspects of the school day as well as school trips. Detailed benefits of the school insurance plan may be obtained by calling the Business Office during working hours. Additional insurance is purchased in out of Athens trips.

SERVICES CONTRACTED BY THE SCHOOL Bus Service Each day, buses contracted by ACS transport ACS Athens students throughout greater Athens area. Bus monitors are present on each bus with the responsibility of ensuring safety and order. There are no monitors on late buses. All Middle School students are expected to conduct themselves appropriately while on the school bus. They are expected to act as positive role models for the younger children on the bus. Questions about transportation services should be directed to the Transportation Office (6393200, Ext. 239).

Bus Procedures 1. Students must be at the assigned stop at the scheduled boarding time. 2. Students must disembark only at the scheduled stop. 3. If a student wishes to take a bus other than the one normally assigned, or get off at a stop other than the one normally assigned, a parent request must be submitted to the transportation office for approval 48 hours in advance and presented to the monitor before boarding. Permission to ride on a different bus will be granted only if space is available. 4. Change of address resulting in a change of route or bus stop should be presented to the transportation office in writing two days prior to the change. 5. The failure or the considerable delay of the bus in arriving at the scheduled pick-up point entitles students to secure alternate transportation to the school. The Transportation Officer will make reimbursement of any costs incurred. 6. Concerns regarding the bus monitor or driver must be registered with the Transportation Office and the Main Office. 7. Bus monitors reserve the right to assign students to a specific seat. All passengers must comply with these directions.

Bus Code of Conduct 1. 2. 3. 4. 5. 6. 7.

Students must follow the directions of the bus monitors, adults and drivers at all times. No eating, drinking or smoking is allowed. Students must be seated in their assigned seats and quiet at all times. Respectful language must be used at all times. Students must keep hands, head, arms inside the bus at all times. No weapons / toy weapons or incendiary devices are allowed at any time. The Code of Conduct policies and recommended actions also apply to the bus.

Students who cannot follow these rules will be referred to the Transportation Officer and appropriate Administrator. Infractions of the bus regulations and/or the student Code of Conduct may result in the loss of bus service for a number of days. Serious or repeated violations of bus rules could result in permanent removal from the bus.

LUNCH FACILITIES Lunch Time and Recess Middle School students have 30 minutes for lunch. 26

Dining Etiquette The cafeteria is equipped to provide daily lunches and to serve food for various events and activities during the year. Proper behavior in the cafeteria means exhibiting good restaurant dining manners. Students are to proceed in a single file through the serving line, and once they have received their food, they are to remain seated until they are done eating. Book bags, gym bags and backpacks should not be placed on the dining tables. (This is an issue of hygiene.) All diners are expected to dispose of their own trash and to return their trays before leaving the cafeteria. Also students should place recyclables in the proper bins. Students who leave messy tables behind them can expect to spend some time performing cafeteria clean-up duty for the following week. Students should maintain a conversational tone while in the cafeteria: screaming and shouting is rude behavior. Middle School students may eat in the cafeteria or at the picnic tables outside. Food or drink should not be taken out of the cafeteria.

Lunch Time Areas During Lunch only students participating in clubs or meetings with teachers may enter the Middle School building for these purposes. Students are encouraged to relax, enjoy their midday meal together, and then use the remainder of the lunch period to socialize and get some fresh air. Middle School students may use the amphitheater, the front courts and the back field (provided there are no Academy PE classes in session) for rest and relaxation during the lunch break.

OTHER SERVICES Lockers For reasons of security and access, the padlocks for the lockers will be provided to the students by the school. They are made by "MASTER LOCK" are combination locks and can also be opened with a master key that the school will hold. Students are not allowed to use their own padlocks. Students will be held financially responsible for misuse and damages to the locker and combination lock. The lockers will be pre-numbered. The student will request a locker from their Principal's Office and pay an amount of 20 Euro, as a deposit. Upon returning the padlock in good order and completing a "no damage" locker inspection, the full deposit amount will be refunded to the student upon withdrawal from the school. Students have the responsibility to immediately report to the Principal's Office any damage to their locker. Under no circumstances should students change lockers amongst themselves without notifying the Main Office. The Principal's Office maintains the right to open lockers that violate the above policy. The school maintains the right to open any lockers if concerns arise. The locker is where a student keeps books, jackets, lunch, and other possessions. IT IS STRONGLY RECOMMENDED THAT STUDENTS DO NOT KEEP EXPENSIVE AND/OR OTHER VALUABLE ITEMS IN THEIR LOCKERS. It is suggested that students do not tell anyone their lock combination. The school cannot be responsible for items left in lockers. 27

Lockers (P.E.) All students will be assigned a Physical Education locker. Locks are provided by the P.E. department. Students are responsible for any lost or damaged locks (they must pay a fee) and are also responsible to bring their own lock after that. The Physical Education teacher will provide additional information about locker assignments.

Lost and Found The Middle School Main Office maintains a lost and found service. Students are requested to bring found articles of all types to the office so that they may be returned to their rightful owners. Items lost or stolen should be reported to the office as soon as possible. It is helpful to have student names written or sewn in all personal property or clothing to help in identification process of "found" items. All articles unclaimed after a reasonable length of time, generally one month, may be discarded or donated to local charities.

Telephones There is a card phone outside each Principal’s Office for use by students before and after school and during breaks. Students may not use these telephones during class time. Likewise, cellular telephones must be turned off and put away during class. Failure to do so will result in the confiscation of the telephone by the teacher.

Possession of Cellular Phones and Other Personal Electronic Signaling Devices Students are not permitted to use any type of electronic signaling devices during class time, passing periods or breaks within the classroom. Cell phones may be used if the break is outside. If a school staff member finds it necessary to confiscate a device, parents will be notified promptly and the device will be returned in accordance with school rules after the Principal has consulted with the student’s parent/guardian. The school is not responsible for lost or stolen electronic signaling devices. Students are to make arrangements with their parent(s) or guardian(s) to contact the school office when attempting to reach them during the school day. The following are inappropriate uses of electronic signaling devices: •

Harassment, threats, intimidation, electronic forgery, cyberbullying / cyberthreats, video taping in or out of the classroom, invasion of personal rights, cheating on tests/exams, or other forms of illegal behavior during the instructional and noninstructional day. Students are not to use material or text message to invade personal privacy or harass another person, or disrupt the instructional day, or engage in dishonest acts.

Videotaping within the ACS Athens Campus is not only inappropriate but ILLEGAL. Students who act in violation of this policy shall be subject to ACS’s progressive discipline as follows: 1. Initial violation – electronic signaling device will be confiscated by school staff and secured in a safe location. The electronic device will be returned to student in seven days; 28

2. Second violation – electronic signaling device will be confiscated and secured in a safe location. The electronic device will be returned to the student in a month and the student's parent or guardian meets with the school Principal for the purpose of clarifying this policy; 3. Third violation – the electronic signaling device will be confiscated and secured in a safe location. The electronic device will be withheld for a semester and the student's parent or guardian provides written assurance that the student will no longer be allowed to possess the electronic device during the instructional day; 4. Fourth violation – the electronic signaling device will be confiscated and secured in a safe location. The student will be suspended; 5. Fifth violation – the electronic signaling device will be confiscated and secured in a safe location. The student will be removed from school.

Textbooks

Textbooks are provided to all students through the bookstore. All books and materials loaned to students shall be returned to the bookstore at the conclusion of each course. Students who withdraw from school must return all textbooks before they can clear their records. Students will be asked to cover school textbooks. If a student fails to return school materials or if damage beyond normal wear occurs, the student will be charged for the cost of the text.

NATURE AND OVERVIEW OF STUDENT ACTIVITIES Participation in co-curricular activities is a way of expanding learning beyond the classroom. Such participation allows students to pursue their own interests and to develop their skills and talents in a whole range of social, cultural and sporting activities. Participating in school activities is also an important way of building bonds of school community – allowing students the opportunity to cement friendships, develop their skills of teamwork and cooperation, share their skills and talents with others and make a positive contribution to the social, cultural and sporting life of the school.

The House System The House System was started at ACS in 1950. All students, faculty, and staff are assigned to one of four houses as a life-time member: Athenian (green), Corinthian (red), Spartan (blue), or Trojan (yellow). It is a concept meant to bond teachers and students, encourage school spirit, and build a strong sense of belonging to our school. It is also meant to create a sense of continuity and permanence for our graduates. The Middle School, students and faculty can earn points for their houses by participating in student activities, playing sports, winning awards, participating in community service projects, etc. House Points are tallied throughout the year and posted in the Academy and Middle School. Each year, a plaque is presented to the winning house and displayed on campus. Individuals who earn points for their houses are also recognized at the end-of-year Awards Assemblies.

EXTRA-CURRICULAR ACTIVITIES Clubs and Organizations and Sports All students are encouraged to participate in any clubs or activities that interest them. Generally, these activities meet during lunch and/or after school with their advisors. Activities and Interest Groups are developed based on student interest. For a list of all activities and interest groups, please check our website, under Student Affairs. Participating in activities (special programs, team sports, intramurals and clubs) at the Middle School is very much a part of the Middle School experience. One can learn in many ways, and there is much to be learned, as well as a lot of fun to be experienced, in the examples of various clubs, sports and special programs which meet during lunch and after school. Clubs and activities are developed based on student interest. Examples include: Blue and Gold Newspaper Ski/ Snow Board Club Swimming Spirit Club Tennis Debate Ecology club Student Council Track and Field Volleyball Geography Bowl Talent Show Yearbook After School Academies: Language Arts Bowl Swimming Academy Math Bowl Sport Teams: Tennis Academy Basketball Math Olympiad *Academy participation Cross Country Peer Facilitators requires extra payment Soccer Science Fair

Student Council The Student Council plays a significant role in the life of the middle school. Its meetings are open to all students and faculty. Anyone with a suggestion or concern is encouraged to attend. The Middle School Student Council is made up of four representatives per grade level. A president, vice president, treasurer, and secretary for each grade level are elected by the student body. Additionally, there is the school-wide Executive Student Council which is comprised of elected student body presidents. Each president represents and advocates for his or her respective group. All officers work with faculty members as well as their advisor, and are encouraged to assume the position of spokespeople for their classmates and the school. Students are encouraged to get to know their class officers and make suggestions to them. Details concerning the selection process, meeting place, and time are announced in the fall semester. Elected Student Council members earn 50 house points.

Executive Class Officers Early in the fall, each class elects officers to lead them during the year. These officers work with faculty and advisors and are encouraged to assume the position of spokespeople for their classmates. Students are encouraged to get to know their class officers and make suggestions to them. Class Officers earn 50 house points.

SCHOOL SOCIAL EVENTS Dances Each year, the Middle School Student Council plans and hosts several dances. These are scheduled on the ACS school calendar and every Middle School student in grades 6-8 is encouraged to attend. Some dances are: Welcome Back Dance, Holiday Snow Ball Dance, Valentine Dance, and the Eighth Grade Formal. 30

Some "facts" about dances are important to know: • Dances are held in the evening, from 6:00 p.m. to 8:00 p.m. The Eighth Grade Formal is held near the end of the school year on campus and runs from about 8:30 – 11:30 p.m. • All dances have an entrance fee, set by the Student Council for fundraising purposes. • Refreshments are usually on sale at the dance. • Once a student arrives at the dance, he or she is to remain in the dance area until departure for the night. • Parents must provide transportation to and from dances. Car-pooling is encouraged. Please arrive on time. • Students must be picked up at school by the end of the dance. • All dances are voluntarily chaperoned by teachers. • Middle School Dances are open only to current ACS Middle School Students.

Purchase Orders/ Fundraising Students buying material of any kind for school, class or club activities must obtain a purchase requisition form from the Administrative Assistant in the Middle School Main Office. The requisition must have the faculty sponsor’s signature. All money collected from fundraising activities must be deposited in the activity account within 24 hours. Food sales for fund raising purposes are not allowed during lunch unless permission of the food services manager has been secured in advance. Clubs and activities may hold food sales during the afternoon break and after school, during the activities period. All fundraising activities must be approved and scheduled by the Student Council and recorded in yearly fundraising calendar.

Decorations In order to ensure the safety of students, it is necessary that students working on posters and decorations be under the supervision of faculty sponsors.

Posters and Advertisements All posters, flyers, etc. must be approved by an appropriate faculty member and by the Principal before they are displayed. The Principal must initial all posters, flyers, etc.

Community Service Serving the community is an integral component of the Middle School experience. All Middle School students are encouraged to volunteer for school and/or community service during the school year, and several grade level activities and field trips are organized as part of our Community and Service experience. Parents are advised of these through school publications.

COMMUNICATIONS & EMERGENCIES Communication to Middle School students and parents takes many forms. A Daily Bulletin is published. It is read during the daily Announcement Period and posted on the ACS website (www.acs.gr), where it can be accessed by parents and students. It contains important information about scheduled events, school activities, and other special announcements. Announcements may be placed in the bulletin by administration and faculty. Please note that it is possible that there are no announcements for some days throughout the year. 31

A variety of bulletin board notices and flyers advertise upcoming Middle School and campus events. These are posted in many places throughout campus. The Principal must also approve all letters, flyers or brochures before distribution to students, faculty or parents. The ACS Planner is an organizational calendar for students in grades 6-12, as well as a communication tool for home-school messages. Students use the Planner to record assignments, test dates and project deadlines, as well as to document their service work and participation in co-curricular activities. In the Middle School we strongly encourage students to make daily use of their planner. Moodle is an educational, electronic platform where students can find posted: their homework assignments and any handouts necessary for their classes. Skyward can also be sued as a form of communication of progress.

Guests The Middle School welcomes guests who are visiting Athens and wish to observe our school in action. We recognize, however, the visitors to the classroom can disrupt the normal learning environment; thus, we limit guests to one-day visits. Only Middle School-age students who are visiting from outside the Athens area are invited to be our guests. Students who wish to bring a guest to school are required to bring a note from their parents prior to the day of the visit and to obtain prior permission from the Principal. Parents and other adults are welcome to visit the school any time. Please call the Principal at 639-3200, ext. 243 or 261 to schedule a visit.

Communicating with Teachers If students need to communicate with their teachers they must use their ACS Athens email account to do so.

School Cancellation

Whenever possible, official announcements of school cancellation will be made in advance through mailings via e-mail. In addition, parents can call the school at 639-3200 between 8:00 a.m. and 4:00 p.m., or the ACS Athens Security Office at 639-3555 before or after these hours for information. The Academy/Middle School Office maintain an emergency phone tree, which allow administration and faculty members to contact all ACS families in the case of a cancellation. Such announcements will also be sent via e-mail and posted on our website.

Emergency Evacuation

Several times a year, emergency evacuation drills are held. Specific directions and evacuation maps are posted in each classroom to indicate the emergency exit route. Common sense and cooperation are key elements in any emergency evacuation. Students are expected to: • Be familiar with exit route • Respond quickly with full attention and cooperation given to their teacher or supervisor. • Walk quickly and silently (without talking). • Stay in formation to the left and right sides of the corridor and staircase as they proceed to their exit. • Remain clear of the building as directed by teacher or supervisor. • Remain quiet once outdoors and cooperate fully with attendance taking procedures. • In case of a fire or earthquake during passing time or Middle School lunch: students must meet with their first or fifth block teachers in the front court. 32

Emergency Procedures Emergency procedures must be posted prominently in each classroom on the first day of school. • • • • • • •

Teachers are asked to remind students routinely of expected behavior during an emergency. Prompt students daily to keep aisles clear of books, backpacks, etc. In ANY emergency, this is a hazard. In an emergency evacuation, there should be absolutely no talking. When evacuation is necessary, teachers are expected to lead their classes in an orderly fashion in designated areas. Teachers should bring roll books and take attendance. Teachers are expected to remain with their classes until receiving further instructions. Teachers should hold up green cards if all students are accounted for; red card if someone is missing. Administrators will make a round of gathering areas to check on attendance. Drills must be taken seriously.

Evacuation Destinations 1. All classes in the Middle School will go to the center courtyard alongside the tennis court fence. 2. Academy Rooms 101, 102, 103, 104, 105, 106, 207, 209, 210, 211, and 208 will go out the front door of the Academy, and line up on the Volleyball courts along the wall. 3. Rooms 212 and 213 will go down the administration staircase and proceed to the volleyball courts along the wall. 4. Rooms 201, 202, 203, 204, 205, 206, Art and Photo rooms will go out the back door of the Academy and proceed along the fence to the front Volleyball courts and line up along the wall. 5. Gym classes will go out the back door of the gym and proceed along the fence to the area of front volleyball net. 6. Academy classes in Computer Lab, will go out the side door to the front court and basketball court. Middle school classes in Computer Lab will go out to the front courtyard basketball court. 7. Optimal Learning Program classes will exit through the Annex Building, through the courtyard, and to the kiosk area in the front court yard. 8. Annex rooms 401, 402, 403, 404, 405, 406, 407 will go down the north stairway only to 1st floor and proceed down center stairway to the volleyball court by the Kiosk area. 9. Annex rooms 501, 502, 503, 504, 505, 506, 507 will go down the south stairway and proceed to the basketball court in the front courtyard. 10. Music classes exit the Portables and proceed to the area under the olive tree in center courtyard. 11. Students in library (Academic Advisory) and 1st/2nd levels proceed with the Academic Advisor. Librarian and Library Assistant proceed out library door through courtyard and to the kiosk area in front courtyard. 12. In case an evacuation is necessary during lunch or break time all Middle School and Academy students must go to the basketball court and find their period one teacher.

Teacher Responsibilities during Evacuation 1. Immediately announce to students where your specific destination is and accompany them to your designated area. Students should also be told on the first day of school where they will go in case of evacuation from each classroom they are in. 2. Provide supervision to that area and for the duration of the evacuation including the return to your classroom. Donâ&#x20AC;&#x2122;t forget to take roll and to bring red/green cards for signaling. 3. Faculty (without class assignments) are expected to check the restrooms for â&#x20AC;&#x153;strayâ&#x20AC;? students. 4. Do not allow students in any areas of the campus other than those designated. 5. Remain in assigned area until administrators have completed red/green card check and signal is given to return to class.

Earthquake Preparedness This procedure will be reviewed by Principal with entire student body/staff once a semester. In case of an earthquake, the following course of action should be taken: 1. 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. 2. Everyone should stay under desks to avoid being hit by falling objects. 3. When things seem stabilized, teachers should take their roll books and instruct students to quietly take their belongings (no going to lockers) and evacuate the room, going calmly to the pre-designated assembly point. 4. If in a hall, 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. 5. If in the library, the students should immediately move away from windows and bookshelves and take cover under a desk or a table. 6. 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. 7. If in the theater, students should duck and cover and remain in place until the tremors subside (An uncontrolled, panic-driven exit by the students should be avoided at all costs!). 8. 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. 9. If in 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 and hold on.

During an Emergency: Teachers need to do the following: • • • • • • • • • •

Respond to the specific emergency as prescribed and direct the students in the appropriate emergency procedures. Contact the school, in the event that the emergency occurs during a field trip or other off-campus school-sponsored activity. Give clear, calm instructions to their students during the emergency. Remain with the students until released by the emergency team. Direct the evacuation of students under their supervision to designated areas according to signals, warnings, written notifications, or common sense. Take roll as soon as conditions allow. Report missing students to the administration. Assess physical condition of students. Any students requiring first aid should receive it as soon as conditions allow. Keep order. Dispel rumors and stay calm. Don’t engage in adding to people’s concerns.

STUDENT EXPECTATIONS & CODE OF CONDUCT Student Conduct The Middle School Code of Conduct addresses the behavioral expectations and the consequences for students who violate its policies. All ACS Athens Middle School students and parents are required to review it carefully. In keeping with the Middle School philosophy and mission statement, we provide a positive environment that fosters academic growth and respects human differences during this challenging stage of adolescence. Learning the importance of self-discipline and respect is an essential part of this growth process. Finally, the Middle School Code of Conduct is applicable to all areas of school life, including behavior in the classroom, in the halls, in the cafeteria, in the library, in the theater, on the playground, on the busses, as well as on fieldtrips and other school functions. During the first week of school students and parents are asked to read through the Code of Conduct and Internet Use Policy together, agree to abide by them, and sign a tear-off sheet affirming their commitment to uphold ACS behavioral standards and expectations.

Behavioural Expectations Student behavior at the Middle School is guided by the expectation that every individual is completely responsible for his/her own behavior and that all behavior reflects respect for oneself, respect for others, and respect for property. In general, common courtesy and good judgment will ensure that every member of the Middle School community contributes to a safe, secure, and comfortable school climate.

Attendance Policy The American Community Schools of Athens endorses the concept that regular school attendance is essential for the maximum educational benefit of each student. It is well understood and documented that there is a direct correlation between regular school attendance and academic achievement. Despite the best efforts and intentions of all, it is further understood that make-up of work missed cannot duplicate the actual classroom experience and that achievement may suffer. Generally, students will not receive credit for any class from which they are excessively absent, regardless of the cause for absence (this is defined as being absent more than 10% of the instructional days). The American Community Schools recognizes that absence from school does and will occur. In recognition of this fact, the student Attendance Policy classifies absences into one of three categories. Student absence from class will fall into one of three categories: 1. Excused for non-school related issues: A. Medical: Parents should phone the school each morning that a student will be absent for medical reasons (illness, medical appointments, etc.) The school reserves the right to require a statement from an appropriate medical authority verifying the requirement for the student’s absence. Parental failure to inform the school of a student absence or provide medical documentation when required, will result in the student being assessed an “unexcused” absence. 36

In the case of extended absences due to illness, the Office of Student Services and Administration will carefully monitor student progress. After consultation with the parent(s), they will take such action as is necessary to support the best interests of the student and preserve the integrity of the educational process. B. Personal Reasons: Absences from school for personal reasons which are unavoidable are considered excused. Parents should phone the school each morning that a student will be absent or provide a written note in advance of absences if possible. Absences which fall into this category, for example, include those due to death in the family or family emergencies which require the presence of the student. When possible, parents should obtain a determination as to whether the absence will be excused before it occurs. The principal of the school will make the final determination as to whether an absence in this category is “Excused” or “Unexcused”. Parental failure to provide a written explanation will result in the student being assessed an “Unexcused” absence. 2. Excused for school-related reasons: Extracurricular and extended learning activities: These activities provide students with opportunities to build and expand on their individual interests and talents as well as develop interpersonal and teamwork skills. Students participate in these activities on the basis of individual choice and personal interest. These activities are normally scheduled after school hours and on weekends, but may require absence from class. No student may miss in excess of 10% of the instructional days (or class periods) in a given school year for school-related extracurricular and extended learning activities combined. It is understood that non-routine absences such as external examinations (AP, IB, PSAT, SAT, etc.), assemblies, approved class meetings, etc. do not count toward the above 10% figure within the context of the attendance policy.

3. Unexcused Absences

Any absence not excused by the Administration will be assessed as “unexcused”. Unexcused absences from school or class periods generally result in disciplinary action taken against the student, in accordance with procedures outlined in Student-Parent Handbooks and Codes of Conduct then in force. Class work missed due to unexcused absences cannot be made up. Repeated unexcused absences may result in expulsion for misconduct or denial of admission the following semester or school year. Absences due to vacation extensions will generally be counted as “unexcused

Tardiness To maintain the integrity of the learning environment, students are expected to arrive at school and all classes on time. If tardiness is due to a late school bus (bus arrival after 8:55 a.m.), a daily announcement of late buses is posted to the faculty excusing the tardiness. If tardiness is due to other, non-bus-related reasons, the student will report to the office with a note from a parent citing the reason (or bring one the next day). The office will issue a "Tardy Pass" marked "excused" (no direct consequence) or "unexcused." Students who are tardy (without a valid pass) to three classes will be assigned a detention, which will keep them from participating in lunch activities or sports on the day of detention. 37

Students are responsible for making up any work missed as a result of tardiness to class. Students who are tardy without excuse to 10 classes will need to the Middle School Discipline/Attendance Office to receive an assignment for community service.

Early Dismissal from School A student who must leave school early for a legitimate reason must bring a written request signed by a parent or guardian. This request should be submitted by the student to the Discipline/Attendance Office upon arrival at school.

Withdrawal of Students from School Given the transient nature of many of our families, it occasionally becomes necessary to withdraw a student from school during the year. If this is the case, parents should send a letter to the Principal, indicating the student’s last day of school and if student records will be hand-carried or mailed to the new school. This letter should reach the school one week prior to withdrawal. The Student Affairs Office monitors the check-out process, whereby the student returns books, satisfies any outstanding obligations, and bids farewell to ACS friends. A student may not attend school after completing the checkout procedure.

OTHER RULES AND REGULATIONS Staying After School Buses depart campus at 3:55 p.m. All students should leave campus at that time unless they are staying after school for an activity supervised by a teacher. Students not participating in an organized team or activity who wish to stay after school must sign up in the Middle School Discipline/Attendance Office by 4pm. Students waiting for an after school activity to begin may NOT leave the school premises unless they have written permission from their parents which they provide to the Main Office.

Cutting Class Students who cut a class (absence of 20 minutes or more without a valid excuse) will receive no credit for work done during the missed class and a ‘0’ for daily class participation grade. They will be assigned to lunch detention, during which time they will be required to complete all work missed during the cut class. Students who cut four(4) classes will be placed on social probation, making them ineligible for participation in co-curricular activities (including sports) for the equivalent of one full semester.

Hallway Passes Middle School students are expected to have a pass when moving from one area of the building to another while classes are in session. Students may secure a pass from a staff member. Students who are late to class for no apparent reason will receive disciplinary consequences.

Bicycles, Roller blades, Skateboards For safety reasons and to ensure the protection of school property, bicycles, roller blades, and skateboards are not allowed on campus.

Personal Property The school cannot assume responsibility for the loss of personal property, and the school does not carry insurance to cover the loss of student property. To avoid the possibility of loss, students should not bring expensive jewelry, large sums of money, IPAD’s, radios, CD players, Ipods, expensive cell-phones or other valuable or personal objects to school. If a student is carrying money with him/her with the intent to pay for an activity, fieldtrip, uniform, or for any other reason they should deal with the transaction as soon as they arrive to school.

STUDENT DRESS & APPEARENCE Student Dress One of our important goals as educators is to prepare students for professional and social life outside of school. Learning to dress appropriately in a variety of contexts is an important life skill. It is a mark of maturity, sophistication, self-respect and respect for others (especially important in a multi-cultural environment such as ACS. Parents and students should consider student attire carefully each morning before students leave for school. A good rule of thumb to follow: if a student would not be out of place on a beach, in a gym or in a club in the clothes he/she is wearing, then the student is not appropriately dressed and groomed for school. Specifically, the ACS Dress Code prohibits students from wearing the following items of clothing: • • • • • • •

Clothing printed with suggestive, obscene or offensive words and images Torn clothing (no matter how fashionable the tears!) Midriff-baring tops (for both boys and girls; tops must be long enough to be tucked into slacks or skirts or to cover the waistband of slacks and skirts if not tucked in.) Any style of clothing that reveals a students’ undergarments (for girls, this means no undergarments showing through see-through or low-cut tops and slacks; for boys, this means no boxers showing above the waistband of low-hanging jeans. No visible body piercing except for earrings Excessively short skirts or shorts (higher than mid-thigh) High heels

Each day, during the first block of the day, we will conduct a dress-code check. Students who are not appropriately dressed will be discretely asked to report to the office. For a first dresscode violation, students will be given the opportunity to change clothing. For subsequent violations, students will receive a detention. (See Group I Violations) The ACS Dress Code provides a standard for appropriate student dress without forcing all students to dress alike. The goal is to promote self-confidence, self-respect and respect for the learning environment.

PE Uniforms In an effort to ensure that students in physical education classes are appropriately attired, the following administrative policy has been adopted. During the first week of school, all students must purchase a standard ACS Athens uniform consisting of: • Sweat suit (sweatshirt/sweatpants), t-shirt, shorts.

The uniforms may be purchased in a choice of two colors (navy/gold or gray/navy) and will be available during the first week of school when students are issued locks. Payment may be made during registration. ACS-Athens believes that Physical Education uniforms are essential for promoting good hygiene, instilling a sense of school spirit and establishing a standard of appropriate leisure attire.

Travel Dress Code Because students on team trips act as ambassadors of our school, we have a particular dress code for travel on public conveyance (trains, planes, etc.). ACS Athens athletes and other team members representing the school on trips must follow the travel dress code. Chaperones finding students not dressed properly may require students to change into appropriate clothes. Appropriate Dress for athletes includes: ACS Athens travel hooded sweatshirt and blue/black pants (can be denim, without holes!). For spring sports, an ACS Athens polo shirt is part of the travel dress code. The ACS Dress Code provides a standard for appropriate student dress without forcing all students to dress alike. The goal is to promote self-confidence, self-respect and respect for our school.

MIDDLE SCHOOL CODE OF CONDUCT The Middle School Code of Conduct provides progressive consequences for misconduct of students. Each violation represents a level of seriousness, the most serious being, group 4. The code of conduct is in effect within the campus, on all school related student transportation (i.e school busses home or airplanes for an athletic competition), and on every ACS Athens official activity off campus.

Group 1 Violations • • • • • • • •

Dress Code Violation Littering Inappropriate physical displays of affection Unruly behavior in the halls, cafeteria, library, theater, playground, field trips, assemblies, etc. Food/drinks in the library Damage to textbooks Repeatedly conversing in a language other than English during class (Exception for foreign language class.) Inappropriate use of electronic devices in class or during assembly (see also Possession of Cellular Phones and Other Personal Electronic Signaling Devices)

Consequences •

• • • •

1st Offense: Teacher / Administrator / Counselor Conference (see discipline referral form) 2nd Offense: Referral to principal, warning, verbal discussion, correction, reprimand, written reflection 3rd Offense: Detention, written reflection 4th Offense: 1 Day In-School Suspension, parental conference 5th Offense: 2 Day In-School Suspension, placement on Social Probation, patents contacted.

Group 2 Violations • Class disruption* • Vulgar or abusive language or behavior. Sexist or racist remarks. • Being in an unauthorized area • Cutting class/Leaving class without permission/Unexcused absences • Refusal to follow directions from any staff member and/or lying to faculty or staff • Inappropriate behavior (verbal, physical, emotional ) towards peers • Bus Referral • Travel dress code referral • Invasion of privacy *To Allow students to learn, students who habitually disrupt class will be removed from the class and will lose points awarded for work missed.

Consequences • •

1st Offense: Referral to principal, verbal discussion, reprimand, detention, parental contact, written reflection 2nd Offense: 1 Day In-School Suspension and contract, parent contact 41

•

3rd Offense: 2 Day In-School Suspension, contract update, placement on Social Probation and parent contact

Group 3 Violations • • • • • • • • • • • • •

Disrespectful behavior to school personnel Making a deliberate, false and malicious accusation against another person Physically aggressive behavior towards any member of our community Possession or use of incendiary devices Graffiti Pretending to be another student Cheating Forged note. Possession or use of tobacco or smoking paraphernalia Gambling or extortion Leaving campus without permission Unauthorized use/viewing of faculty/staff/administrative computer Unauthorized non-educational use of the Internet facilities, such as: o o o

Downloading or displaying pornography Software theft Unauthorized use of copyrighted material

o Iintrusion into individuals’ personal e mail accounts o Publication/retrieval of personal web pages on school equipment

Consequences • • •

1st Offense: Immediate 1-Day Suspension from school and parent conference 2nd Offense: 3-Day In or Out of School Suspension, Placement on Social Probation 3rd Offense: 5-Day Out of School Suspension and notification to parents of possible expulsion if further violations occur.

Group 4 Violations • • • • • • • • • • •

Vandalism/intentionally causing damage to school property Bullying Theft Stealing Causing physical harm to another person Physically aggressive behavior toward school personnel Repeated violations and/or recurrent misbehavior Starting a fire/arson Use of any object with intent to do harm Starting a fire/arson Violations of Academic Integrity (i.e. cheating and plagiarism.)

*In the case of vandalism an itemized bill of repairs will be given to parents. *Some cases may involve possible notification of police and recommendation for expulsion.

Consequences •

1st Offense8: Immediate Out-of-School Suspension and possible application to the School President for expulsion from ACS Athens. Possible notification to the Police. 42

Note: Repeated offenders of the code of conduct may choose to sign up for community service hours in the main office in the Middle School. The systematic accumulation of community service hours, by repeated offenders of the code of conduct, will be viewed positively by the school administration, faculty and staff.

Group V Violations* – Removal from School • • • • • •

Harassment: verbal, sexual, emotional or based on gender, ethnicity, race, religion, nationality, or sexual orientation Engage in illegal activity on or off campus Possession or use of alcohol Possession, use, or sale of illegal substances or paraphernalia Hacking of the ACS Network Information System or security Possession or concealment of weapons

*The school reserves the right to remove a student if they committed an act of misconduct that is not listed as a group 5 violation.

Student Searches

ACS Athens prioritizes the need to provide all students with a safe atmosphere and an optimal learning environment. Therefore, if there is reasonable suspicion, students may be searched by school Administrators. Student searches are only to occur if there are credible indications that a student has engaged in prohibited conduct. Searches are to be as minimally invasive as possible. If there is reasonable suspicion, a member of the faculty or staff may escort the student with the backpack, purse or other article to the appropriate administrative office. It is the responsibility of the school’s Administrators to conduct the search.

DISCIPLINARY PROCEDURES & EXPLANATIONS Referral Procedure For any infringement of the Code of Conduct, a campus-wide discipline referral form (filled out by the referring staff member) is used. Documentation of an incident, as well as the description of the end result, is written. Copies of the completed form go to the (1) administrator; (2) student’s file. 1. A Discipline Referral form will be completed by teacher and submitted to Principal. 2. Principal will meet with the student/s in violation of the Code of Conduct in order to assign the appropriate consequence. 3. Students will complete a Reflection Letter prior to a discussion with the Principal. This letter will be placed in a file and shared with relevant counselors, teachers. 4. Principal will notify parents of suspension assignments 5. All out-of-school suspensions will require a re-admission conference with parent before student can attend classes

Detention Lunch detentions will be held during Middle School lunch. Students assigned to school detention are ineligible to participate in lunchtime activities on the date of the detention. Students will be notified of detention assignments immediately. Students who fail to attend detention on the day assigned will automatically be given an additional detention to be served 43

at the next detention session in addition to the one missed. Students who fail to attend subsequent detentions will be assigned in-school suspension. Students may opt to complete a number of positive behavior activities in addition to an assigned detention.

Detention Rules Detention is designed as quiet time when students must complete a written reflection. Students should bring their lunch to the detention room. In addition, students must: • • • •

Arrive on time Stay seated Work quietly on homework Wait to be dismissed

Furthermore, there will be: • No music or phones • No talking or sleeping and • The Detention Room must be left clean and neat Students who cannot follow these rules may be given additional detentions and/or referred to the Principal.

In – School Suspension In-school suspension is held from 9:00 a.m. to 3:45 p.m. Students assigned to an in-school suspension are ineligible to participate in after-school activities on the date of the suspension. This includes participation in after-school classes, games, tournaments, performances and dances. Students and parents will be notified of suspension at least one day in advance. Teachers will also be notified so that they can provide assignments to be completed during the suspension. Students will complete a reflection letter and all assignments provided by teachers for the day. The student’s completed work will be given to the teacher for assessment.

In – School Suspension Rules The same rules apply as for detention. In addition: • • • • •

Students must work at all times. Students are not allowed visitors. Students will be allowed to get their lunch and bring it back to the suspension room during high school lunch only. Students must leave the suspension room clean and neat. Students must turn in all work completed during the in-school suspension to the Principal’s office.

Students who cannot follow these rules may be assigned an additional day of suspension and/or referred to the Principal. Furthermore, students who fail to complete the assigned work will not have the opportunity to make it up and will receive no credit.

Out-Of-School Suspension A student on out-of-school suspension is not allowed on campus for the duration of the suspension. Students are ineligible to participate in after-school activities on the date(s) of the suspension. This includes participation in after-school classes, games, tournaments and 44

performances. Students and parents will be notified of suspension at least one day in advance. Teachers will also be notified, and students may receive a grade of zero for all work done/due on the day of the out-of-school suspension or for that day’s class participation grade. Students on out-of-school suspension will immediately be placed on Social Probation. All out-of-school suspensions will require a re-admission conference with parent before student can attend classes

Social Probation The Board endorses the concept that positive behaviors should be the expectation for ACS Athens students at all times and in all places. However, students who repeatedly violate the provisions of the Academy Code of Conduct or who are charged with serious infractions of school rules will be placed on Social Probation for a minimum of one semester. In addition to those actions described in the Code of Conduct which result in immediate placement on Social Probation, the assignment of more than one suspension in the course of a school year will also result in students’ being placed on probationary status. These sanctions apply during the school day, during extra-curricular activities and student trips, and at all school-sponsored events during which the staff is directly responsible for the supervision of students. The consequences of being placed on Social Probation are as follows: 1. 2. 3. 4.

Revocation of all privileges (including Honors’ Passes, the right to serve as student assistants, etc.) for the duration of the probationary period; Revocation of the right to hold elective office in student government for the remainder of the school year. Revocation of the right to participate in all extra-curricular activities for the duration of the probationary period. Disqualification from Honor Society eligibility or membership.

Students placed on Social Probation will be referred to the Child Study Team. Building on their advice and recommendations, the Administration will draw up a behavior contract stipulating behavioral goals and provision of in-school and out-of-school counseling, psychological and special services - which will be signed by the student and his/her parents. The consequences of violating the terms of this contract may include an extension of probationary status or a request to the President that the student be withdrawn from school. At the end of each school year, the Administration will review the status of all students who have been on Social Probation during the year. Based on a review of each student’s social progress, the Administration may take one of the following actions: 1. 2. 3.

Rescission of the student’s probationary status, allowing the student to re-enroll in ACS Athens for the following school year with restoration of eligibility and privileges. Extension of probationary status for the first semester of the following school year, subject to the conditions of a new behavior contract. Recommendation to the President that the student not be allowed to re-enroll at ACS Athens at the beginning of the next school year.

If a student is convicted of a crime, regardless of where it took place, the Administration will recommend to the President that the student be withdrawn or expelled from school. The Board will be informed. 45

Positive Behavior Activities According to the level of the violation, 1 – 4, students have the option to complete the corresponding number of positive behavior activities. For example, a student who has a Group 1 Violation can choose and complete one of the following, whereas a student who has a Group 3 violation can choose and complete three of the following. Students who do not wish to complete a positive behavior activity will receive the consequence for their actions, as stated in the ACS Middle School Code of Conduct. This system will offer students the opportunity to redeem their actions, and turn negative choices into positive learning experiences. Students may choose from the following: • Participate in Community Service • Partake in Peer Facilitation • Complete a daily Behavior Point Sheet • Agree to a Consistent Record of Good Behavior

Reparation Guidelines A list of opportunities will be available for students to learn from their mistakes by providing service to designated areas in the school. These may include, but are not limited to, cafeteria, library, gymnasium, and offices. Or, they may be detained in the Middle School Citizenship office to reflect on their misbehavior. Scheduling for reparations will be made as soon as possible with one day notification. Parents may request a postponement from the Vice-Principal for reasons such as a doctor’s appointment or other commitments that cannot be changed. The Citizenship Coordinator, or Principal may assign time for reparations. Time for reparations may occur during lunch time, after school, or outside of school hours. Students Will Be Required To: • • • •

Be on time and attend the full time assigned and cannot leave early. * Go to the restrooms, their lockers, etc. prior to completing their service. Complete a reflection. Follow all other rules in the handbook.

*If a student does not arrive on time or leaves early an additional consequence will be issued. Failure to appear will result in more stringent consequences.

Community Service Students will have the opportunity to complete community service. Each week, teachers will inform administration of service opportunities they may know of. These opportunities may be in the form of assistance in their classroom, or help with an after school activity or sports team. By donating their time to help the school, students will benefit from a positive learning experience, and will earn the opportunity to reverse the consequence of their negative choices.

Behavior Point Sheet Point sheets are an effective way to monitor student behavior. By having a short- term behavior point sheet, teachers can help students target trouble spots, take responsibility for their own behavior and influence positive change. Students completing a point sheet will earn 0 to 10 points for each daily class, and must receive a total score of at least 80 percent. 46

Students whose behavior scores less than 80 percent will meet with the Counselor, Principal or Citizenship Coordinator to discuss an alternative discipline plan.

Peer Facilitation Program The third option is peer facilitation. Peer facilitation can be an effective strategy to improve student behavior, as it is a positive experience that can help promote reconciliation, settlement or even a compromise between conflicting parties. In a setting supervised by the school Counselor, Discipline Coordinator or Principal, students will have the chance to work with their fellow classmates to solve social, academic and behavioral problems. After the session, peer facilitators will complete a reflection sheet, rating the success of the meeting. Peer facilitators are students chosen by faculty and administration, who have proven their exemplary leadership skills, and act as positive role models to their fellow classmates.

Consistent Record of Good Behavior Students, who consistently improve their behavior for two weeks as a result of their violation, will also be recognized by the Discipline Coordinator. Consistent good behavior is the easiest and least interfering way for a student to null a negative choice. If a student chooses this option, they will sign a two- week Consistent Record of Good Behavior Contract.

Providing Parental Support The Middle School years are extremely important in the formation of your children as successful lifelong learners and humane and significant members of our global community. Yet, there are no codified instructions that help parents understand how best to motivate a young teenager and parenting is far from an exact science. In the interest of developing a solid team that works together to guide your children, we offer the following suggestion for your consideration: •

Provide an academic environment – Besides creating a quiet study area, parents can help to foster a positive academic attitude by engaging their children in dinner discussions about what transpired during the day’s classes. Having resource materials handy, such as a dictionary, thesaurus, etc., and limiting T.V. viewing and non-academic computer use can also help. Encourage your children to read for pleasure. Take time to share responses to books and articles you have read in common.

•

Check your facts first– Students sometimes distort the truth in order to avoid taking responsibility for their actions or to try to circumvent policies and procedures. o It is always a good idea to go to the source first, whether it’s a teacher, an advisor or a coach, before making an assumption that could be incorrect. When students make comments about parents or about having your permission to do something, we promise to do the same.

•

Insist that your children do their own work - You will be tempted to jump in to help your children complete a project or assignment when they panic because they have waited until the last minute, or when they don’t feel like spending a little extra time to figure out a concept. It is extremely important that you insist that your children do their own work. Turning in an assignment completed by a parent or tutor is cheating and works against the building of confidence and integrity.

•

Regulate after-school time – Both academically and behaviorally, this is a very critical time for your young teenagers. Know where your children are after school. Unless they are participating in a scheduled activity after school, students are expected to leave 47

campus at 3:30 in order to complete their homework. Students who are not in an activity or attending a school function are not supervised and could very well leave campus without our knowledge, only to return to catch the late bus. Unfortunately, we have no way of monitoring their activities. •

Don’t make excuses – Students do not learn self-reliance if someone is willing to excuse their inappropriate actions. Please do not send notes asking that they be excused from doing their homework. Students in grades 6-12 receive ACS Planners and should be able to plan ahead. Going to bed late, oversleeping, or not being able to find a taxi are not valid excuses for tardiness at work, nor should they be for your children at school. Similarly, having a bad day, not liking someone, or being overly tired are never excuses for inappropriate or disrespectful behavior. Of course, ACS Athens is a place of learning and, while we will consistently discipline inappropriate behavior, we believe that discipline should spring from a desire to instruct, rather than just to punish.

•

Remain vigilant – Your children are probably at the point where they have become quite persuasive about how self-reliant they have become. It is not uncommon for students at this age to demand privacy and to be reticent about keeping you informed. This is obviously an important step in their growth towards independence.

As you try to play a less active role in the development of your children, however, we want to reassure you that there are checks and balances that can help you monitor their progress behind the scenes. • • • •

•

Teachers ask students to write assignments in the ACS Planner, which reflect not only homework expectations, but also upcoming topics, projects, tests and quizzes. When in doubt, ask to see the Planner or teachers’ assignment sheets or check moodle. Get to know your children’s counselor. This can be your first contact if you have any concerns about their behavior or attitudes. Never hesitate to contact a teacher if you have a question about performance or behavior in a particular class. Don’t hesitate to contact the counselor, and/or school nurse if you notice a significant change in your children’s attitude, behavior, or physical health. We live in a very challenging society today, where alcohol, illegal substances, and eating disorders are far more prevalent than they were when we were young. Unfortunately, research indicates that, at this age, peer pressure plays a far more important role than the family in shaping teenagers’ behavior and attitudes. You would be wise to observe your children’s friends and to communicate with their parents. Know where and with whom your children spend their free time. Set reasonable curfews. If you have any doubts or concerns regarding the choices your children are making, please don’t hesitate to contact one of our professionals. Stay informed – Please keep track of important dates and remind students to bring home all notices. Back to School Night and Parent Conferences are especially designed to keep you informed about your children’s programs and progress. Be sure that you also note the dates when progress reports and report cards are sent home and contact the counselor if you don’t receive them. Take another look at your child – The fact that you have chosen to send your children to ACS Athens demonstrates the importance you place on education. Certainly our children are beneficiaries of our best dreams. As educators, however, we sometimes find ourselves dealing with over-stressed students who can be obsessive about grades. We ask that you take another look at your children. Are you honoring and nurturing 48

• •

who they are or who you would like them to be? Are you encouraging them to pursue their own dreams and aspirations or yours? What are their real talents? Are you encouraging them to develop these talents? Being aware of your children’s strengths and weaknesses and supporting them to become the best they can be is the best gift you can give them as parents. Make sure that you read this handbook carefully – some important changes in school policy have been made so it is important for you and your children to understand its contents. Facebook Accounts - Please be aware that according to the Greek law, students under the age of 13 are not allowed to have a Facebook account. Children 13 and older may have a facebook account provided their parents are also enrolled as their “friend”. Cyber bullying is a growing phenomenon and needs to be monitored as much as possible by all of us.

THEATRE/ ASSEMBLY PROTOCOL Our theater is a magnificent facility. Few schools can boast of having such a state-of-the-art performance center. All of us in the ACS community have a responsibility for maintaining it in top condition. The theater will provide us with rich cultural, social, and entertainment opportunities, all of which will demand of students the highest level of theater manners. When attending the ACS theater during an assembly program, we are all to observe the following protocols:

Assembly Protocol for Teachers 1. Teachers are to escort their students to the theater. 2. Before leaving the classroom: a. Remind students that book bags, gum, food/drink are not allowed in the theater. b. Remind students that they are to sit at designated seating area for their grade. c. Remind students that cell phones are to be switched off. d. Lock classroom door to protect student property. 3. Once in the auditorium, teachers are asked to assist student ushers in getting students seated. 4. Teachers who do not have a class are to report to the theater Lobby, to supervise student entrance to the theater. (ensuring that students do not enter the theater with backpacks, book bags, gum, drink, food, etc.) 5. Once students are seated, teachers are to take their assigned seats. 6. Throughout the assembly program, teachers are to engage in active supervision, to assure that students demonstrate appropriate assembly manners. 7. Students who misbehave should be discreetly asked to leave the theater and be accompanied by a teacher to the Principal’s Office.

Assembly Protocol for Students 1. 2. 3. 4.

Proceed to the theater with your classroom teacher. Enter the theater only through the lobby/gallery area. Sit in the assigned seats designated for your class. (Ushers will help to direct you.) No food, drink, gum is allowed in the theater. 49

5. Book bags, knapsacks, gym bags are not allowed in the theater. Lock them away in your locker or leave them in your classroom, which your teacher will lock. 6. Once in your seat, come to order quickly. Feet need to stay on the floor. Cell phones must be turned off. 7. Once the program begins, sit back and enjoy. theater etiquette demands that you listen and watch quietly. Talking during a performance or presentation is rude and shows great disrespect to the presenter or performers. Do not talk to others and disturb their enjoyment of the performance or presentation. 8. Show your appreciation of the performers with appropriate, polite and enthusiastic applause. The kind of loud cheering you would do in a gym or at the soccer field is not appropriate in a theater. 9. Once a performance or presentation has begun, you may not get up and leave the theater until it is over (except in the case of an emergency.) Walking around during a performance or presentation is rude and shows disrespect to the performers or presenters. 10. When the assembly is over, students will be dismissed by rows or sections under the direction of the assembly leader. 11. Students may work in the theater [in preparation for assemblies or performances] only under the supervision of their faculty directors/advisors.

LIBRARY POLICIES The Library is open Mon- Thurs from 8:30 a.m. until 5:30 p.m. and Friday from 08:30 a.m. -4:00 p.m. All students are asked to sign in at the desk. This is done for statistical purposes and as a record of student activities.

Library Rules The Library is reserved for students who need to use the resources for research or independent reading or studying. A "QUIET -TALKING RULE" will be observed. Quiet talking means that any conversation should not interfere with the concentration of others. Library users are reminded that this rule is in effect from when they enter the library. Students should be engaging in the work for which they have come to the Library. They should clean up after themselves when they leave. Students should not loiter, eat or drink, socialize, sit on tables, stand in groups and chat, run or shout.

Consequences for Not Adhering to Library Rules Students who do not abide by and comply with Library Rules will be reprimanded. If a student is reprimanded three times, he/she will be asked to stay after school one afternoon to assist in the Library. If the infraction is a school rule rather than a Library rule a discipline form will be filled out and forwarded to the discipline office. A student may be assigned detention or lose the privilege of using the library for a specified time.

Checking Out Books Students may check out a maximum of five books at a time. Books are checked out for a period of two weeks, and may be renewed for two more weeks, provided nobody else has asked for them. Students are encouraged to return books before the due date if they no longer need them. A book becomes overdue on the 2nd day after the due date. Fines will be charged for overdue books at the rate of 15 Euros per overdue day. Students who have 50

overdue books or outstanding fines will not be allowed to borrow books until all books are returned and fines are paid. Books required for special projects or extended essays may be loaned for longer periods of time by special permission of the Librarian. It is mandatory that students present their ID card when checking out a book/s.

Checking Out Reference Books Reference books may not be checked out by a student for overnight use. Instead, students may photocopy the necessary page.

Current Magazines Current magazines may be read in the Library. No current magazines will be checked out.

Lost/ Damaged Books Replacement cost will be charged for lost or damaged Library materials.

Library Computer Use Library computers are for research / writing purposes only. Playing games and creating inappropriate desktops are not permitted. Students are also asked to wear earphones when listening to sound on a computer. Students should not tamper with hardware or software in any manner.

Personal Laptops Personal laptops are to be used for research and writing purposes only. Playing games is prohibited. Students are asked to wear earphones when listening to sound on their computers.

Logging Out Students must remember to log out of the computers before leaving the library.

Photocopies/ Computer Printers A Photocopier and computer printers are available to students. In the spirit of conservation of natural resources, students are kindly asked to limit their printing and photocopying to what is absolutely essential. Copies are 0.50 euro each.

INTERNET ACCESS Use of Stations The use of the library Internet Stations must be in support of curricular research and be consistent with the educational objectives of ACS.

Research On Stations Students may use the Internet stations for research assigned by the teachers of the Academy and the Middle School.

Internet Acceptable Use Authorization Form Students and their parents must sign the Internet Acceptable Use Policy Authorization Form, which is part of the Student-Parent Handbook Agreement form, before they are allowed to use the Internet facilities of the school. 51

INTERNET ACCEPTABLE USE POLICY Please read this document carefully. The ACS Athens provides Internet access through the main ACS server. Our goal in providing this service is to promote educational excellence in our school by facilitating resource sharing, innovation and communication. Internet use must support the educational objectives of ACS, and provide a tool for research and learning. Efficient operation of the network relies on the proper conduct of the users, who must adhere to the guidelines for use provided below. Students who do not follow the Internet Acceptable Use Policy will be denied access to the ACS computer facilities. Serious offenses may lead to expulsion from school.

Guidelines for Acceptable Use Use of the following is strictly prohibited: • • • • • • • • •

Accessing or downloading pornography or related material Software theft (piracy) Unauthorized use of copyrighted material Unauthorized access of the ACS Athens main server information or security protocols Publishing/retrieving personal web pages on school equipment Publishing inappropriate images/articles on school equipment Other unauthorized non-educational use Downloading music and film video clips that are not part of an assigned project, or which are protected by copyright laws Misuse of hardware

Active Directory Accounts Parents and students must be aware that designated ACS personal user accounts are connected to an active directory, and are the responsibility of the account users. Students should always use a personal password to protect their accounts and should never share this password with others. The user is responsible for all content found on his/her account. Students must remember to log out upon completion of work sessions at any campus computer station that is connected to the active directory. Students must use only their ACS issued E –mail (last name, first initial@stu.acs.gr) to communicate with teachers.

Programs & Courses - Grades 6, 7 and 8 Program of Studies Preface The Middle School offers a variety of required courses in the eight subject areas, as well as exploratory and elective courses in the arts, computer technology and modern languages. What follows is a brief description of each of these courses. Instruction is organized in both homogeneous and heterogeneous groupings. In the Modern Language, Mathematics, English, Social Studies and Science or ESL courses students are grouped according to ability or proficiency levels. All other classes are heterogeneously grouped. Students with special needs are supported by an Optimal Learning teacher. Students learning English as a Second Language are supported by a variety of ESL courses and a teaching assistant in some classes.

DEPARTMENT: LANGUAGE ARTS Grade 6

Grade 7

Grade 8

MS 1000 Language Arts 6

MS 1010 Language Arts 7

MS 1020 Language Arts 8

MS 1001 Language Arts 6 - ESL

MS 1011 Language Arts 7 - ESL

MS 1021 Language Arts 8- ESL

MS 1000

Language Arts 6

Language Arts 6 is designed for native to near- native speakers who have passed the fifth grade here at ACS, or who have achieved a “native” level of proficiency on their entrance exams. The course is organized into thematic units that explore essential life questions through literature. In the sixth grade, these thematic units are centered on the following broad topics: Tests of Courage, Growth and Change, A Sense of Fairness, Wondrous Worlds, and Making Your Mark. Students will be exposed to a variety of short stories, essays, plays, novels, and poems throughout the year, and will be expected to respond to these through the lens of a writer and critic. Students will gain experience in both creative and non-fiction writing, and will participate in the full process of writing from brainstorming to publishing final drafts. Grammar will be addressed through the writing process. Vocabulary enhancement will focus on using vocabulary in context and on understanding root words, prefixes, and suffixes. Independent reading throughout the school year is a major component of the course.

MS 1001

Language Arts 6 – ESL

Language Arts 6 – ESL is designed for speakers of English as a second language whose level of English proficiency is intermediate to advanced, but not yet near-native. Students entering this course must have passed the fifth grade here at ACS, or have an intermediate to advanced score on the English language entrance exam. This class is not designed for students who have been exposed to English as a foreign language only or whose level of English ability is so low that it requires more intensive “language only” study. The students in the Language Arts 6 – 53

ESL will be exposed to the same concepts and skills as the native speakers in Language Arts 6– A class . (See description above for more details.) However, this course will progress more gradually with emphasis on vocabulary, grammar and syntax. The reading material selected for the course will more closely match an ESL level. Independent reading throughout the school year is a major component of the course.

MS 1010

Language Arts 7

Language Arts 7 – A is designed for native to near- native speakers who have passed Language Arts 6 - A at ACS, or who have achieved a “native” level of proficiency on their entrance exams. The course is organized into thematic units that explore essential life questions through literature. In the seventh grade, these thematic units are centered on the following broad topics: Learning From Experience, Relationships, Flights of Imagination, Nothing Stays the Same, and Personal Challenges. Students will be exposed to a variety of short stories, essays, plays, novels, and poems throughout the year, and will be expected to respond to these through the lens of a writer and critic. Students will engage in creative writing, and will participate in the full process of writing from brainstorming to publishing final drafts. Grammar will be addressed through the writing process. Vocabulary enhancement will focus on using vocabulary in context and on understanding root words, prefixes, and suffixes. Independent reading throughout the school year is a major component of the course.

MS 1011

Language Arts 7 – ESL

Language Arts 7 – ESL is designed for speakers of English as a second language whose level of English proficiency is intermediate to advanced, but not yet near-native. Students entering this course must have passed Language Arts 6 – ESL or have an intermediate to advanced score on the English language entrance exam. This class is not designed for students who have been exposed to English as a foreign language only or whose level of English ability is so low that it requires more intensive “language only” study. The students in Language Arts 7 – ESL will cover all of the same concepts and skills as the native speakers in the Language Arts 7 – A. (See description above for more details.) However, this course will go at a slower pace and will focus more on vocabulary. The reading material selected for the course will more closely match an ESL level. Independent reading throughout the school year is a major component of the course.

MS 1020

Language Arts 8

Language Arts 8 – A is a thematic based course geared to prepare native- speaking English language students for the English 9 Literature and English 9 Language and Literature courses. The thematic units include: Teenage Identity, Individualism versus Conformity, Utopia, Power and Control. Students read novels, plays, short stories, poetry, and current events articles related to the studied themes. Vocabulary building is accomplished utilizing a variety of conduits, and grammar instruction through supplementary textbooks and daily mini-grammar lessons.

The focus of writing instruction is on understanding the process of writing as a means of thinking which is applied to any writing task. Students must have earned a passing grade in Language Arts 7 - A in order to enroll in this course.

MS 1021

Language Arts 8 – ESL

Language Arts 8 – ESL is a thematic based gateway course geared to prepare ESL students for English 9 Language and Literature. The thematic units include: Teenage Identity, Individualism versus Conformity, Utopia, Power and Control. Students read novels, plays, short stories, poetry, and current events articles related to the studied themes. Vocabulary building comes through a variety of conduits, and grammar instruction through supplementary textbooks. The focus of writing instruction is an understanding of the process of writing as a means of thinking that is applied to any writing task. Students need to have earned a passing grade in Language Arts 7 – ESL in order to enroll in this course. A unique feature of the course is the study of Utopias where students create their own “Utopia Schools.”

DEPARTMENT: SOCIAL STUDIES Grade 6

Grade 7

Grade 8

MS 2001 Social Studies 6 – World Studies: History and Geography of the Ancient World

MS 2011 Social Studies 7 – World Studies: History & Geography of the Eastern Hemisphere

MS 2021 Social Studies 8 – World Studies: History & Geography of the Americas

MS 2002 Social Studies 6 – ESL 6- World Studies: History & Geography of the Ancient World

MS 2001

MS 2012 Social Studies 7 - ESL - World Studies: History & Geography of the Eastern Hemisphere

Social Studies 6 – World Studies: History and Geography of the Ancient World

This course explores the history, geography, economics and cultures of the ancient world, focusing on the study of Prehistoric humans and the foundations of the ancient civilizations of Mesopotamia, Egypt, Rome and China. Students compare life in the past with life today. They also study important achievements of the past and their profound effects on the modern world. Students are taught to consider, as well as appreciate, the differences between human expression, language, art, religion and beliefs of people. Geography skill development is integrated into each unit of study, as well as skills related to the use of primary source materials. Assessments include tests, simulation activities, research projects, and an on-site field study.

MS 2002 Social Studies 6 – ESL 6- World Studies: History & Geography of the Ancient World This course explores the history, geography, economics and cultures of the ancient world, focusing on the study of Prehistoric humans and the foundations of the ancient civilizations of Mesopotamia, Egypt, Rome and China. This course teaches history with a focus on the unique academic needs of English Language Learners. Students compare life in the past with life today. They also study important achievements of the past and their profound effects on the modern world. Students are taught to consider, as well as appreciate, the differences between human expression, language, art, religion and beliefs of people. Geography skill development is integrated into each unit of study, as well as an introduction to the use of primary source materials. Social Studies ESL 6 will also emphasize building language skills, such as vocabulary development, writing mechanics and public speaking. Assessments include tests, simulation activities, research projects, and an on-site field study.

MS 2011

Social Studies 7 – World Studies: History & Geography of the Eastern Hemisphere

This course is designed as an interdisciplinary study of the Eastern Hemisphere. Students will begin by learning the five themes of geography (location, place, human-environment interaction, movement, and regions) and exploring how geography shapes the way people live. Students will use the disciplines of geography, culture, history, government and economics to study regions of Africa, and the Middle East and Asia. Specific countries may also be visited as case studies to further the student’s understanding of each region. Geography, current events and critical thinking opportunities enable students to evaluate historical and world issues. Primary sources, maps, video, and other graphic materials will be integrated regularly in this course.

MS 2012

Social Studies 7 - ESL - World Studies: History & Geography of the Eastern Hemisphere

This course is designed as an interdisciplinary study of the Eastern Hemisphere with a focus on the unique academic needs of English Language Learners. Students will begin by learning the five themes of geography (location, place, human-environment interaction, movement, and regions) and exploring how geography shapes the way people live. Students will use the disciplines of geography, culture, history, government and economics to study regions of Africa, and the Middle East and Asia. Specific countries may also be visited as case studies to further the student’s understanding of each region. Geography, current events and critical thinking opportunities enable students to evaluate historical and world issues. Primary sources, maps, video, and other graphic materials will be integrated regularly in this course. Social Studies ESL 7 will also emphasize building language skills, such as vocabulary development, writing mechanics and public speaking. Assessments include tests, simulation activities, and research projects.

MS 2021

Social Studies 8 â&#x20AC;&#x201C; World Studies: History & Geography of the Americas

The eighth grade Social Studies course examines early U.S. history in a larger cultural context. Additionally, students study early history and geography of South and Central America. The course follows both a thematic sequence, and familiarizes the student with persons, places and events from pre-Columbian times to the Revolutionary War. Major units of study include the Native Peoples of North America, Colonization, Revolution and Slavery. Students will interpret and analyze data in various formats, and will be able to formulate generalizations that allow them to compare and contrast historical highlights across time and cultures. Geography skills and current event topics will be incorporated in each unit of study. A special writing assessment, the Personal History essay, is also an integral part of the 8th grade experience.

DEPARTMENT: SCIENCE Grade 6

Grade 7

Grade 8

MS 4000 Science 6

MS 4010 Science 7

MS 4020 Science 8

MS 4001 Science 6 ESL

MS 4011 Science 7 ESL

MS 4000

Science 6

The goal of the sixth grade science course is to enable students to develop the skills to carry out scientific investigations, research scientific questions and communicate their findings through writing lab reports and research projects. Students work cooperatively in groups to observe, hypothesize, identify variables, measure, collect and present data, draw conclusions and evaluate results. Units of study include the living world, cells, bacteria, protists, fungi, plants and animals, the composition and properties of matter, chemical interactions, sound and light. The units taught are at an introductory level and the scientific method is used throughout. Students also take part in a Science Fair Project, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. The Science Fair allows student to work collaboratively to perform an experiment and present their findings to the community.

MS 4001

Science 6 ESL

The goal of the sixth grade ESL science class is to enable students to make use of scientific vocabulary, comprehend science concepts and develop their science communication skills while learning the scientific language. In the course of the sixth grade ESL science class, students carry out scientific investigations, research scientific questions for projects and write lab reports. Students also work cooperatively in groups to observe, hypothesize, identify variables, measure, collect and present data, draw conclusions and evaluate results. Units of study include the living world, cells, bacteria, protists, fungi, plants and animals, the 57

composition and properties of matter, chemical interactions, sound and light. The units taught are at an introductory level and the scientific method is used throughout. Students also take part in a Science Fair Project , an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. The Science Fair allows student to work collaboratively to perform an experiment and present their findings to the community.

MS 4010

Science 7

In the seventh grade science course, students further develop their science and communication skills through cooperative laboratory activities, integrated projects and problem solving. The units taught introduce students to the elements and the Periodic Table, atoms and bonding, chemical reactions, cell processes, food and digestion, the circulatory and respiratory system and astronomy. The units of study relate scientific knowledge to various health topics. Students also take part in the NESA Virtual Science Fair, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. This project uses the Moodle platform to connect students with scientists, mentors, judges and other participant schools from all over the NESA School System.

MS 4011

Science 7 ESL

In the seventh grade ESL science class, students build on scientific vocabulary and concepts while also developing their communication skills through presentations and lab report writing. Students will take part in cooperative laboratory activities, work on integrated projects and develop their problem solving skills. The units taught introduce students to the elements and the Periodic Table, atoms and bonding, chemical reactions, cell processes, food and digestion, the circulatory and respiratory system and astronomy. The units of study relate scientific knowledge to various health topics. Students also take part a Science Fair, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. The Science Fair allows student to work collaboratively to perform an experiment and present their findings to the community.

MS 4020

Science 8

The eighth grade science course further develops the skills necessary to carry out scientific investigations, understand how the scientific principles and knowledge are applied in the world today, recognize the uses and limitations of science and develop a positive attitude towards conservation and the environment. This course continues the sequence, with topics in cells and genetics, human biology and health, environmental science, motion and forces, studied through integrated units. Students in the 8th grade extend their science fair project work done in the 6th and 78th grade to a research project involving the 4 disciplines.

DEPARTMENT: MATHEMATICS Grade 6

Grade 7

Grade 8

MS 3010 Math 6

MS 3030 Math 7

MS 3055 Pre Algebra 8

MS 3015 Advanced Math 6

MS 3035 Advanced Math 7

MS 3060 Algebra 1- 8

MS 3010

Math 6

In this course the skills of adding, subtracting, multiplying and dividing, decimals and fractions are strengthened through algebraic manipulations. Graphing, statistics, metric measurement, number theory, geometry, ratio, proportion, percent, and an introduction to algebra are topics emphasized in this course. Students learn a variety of problem-solving techniques. Reasoning, logic and mental math techniques are used throughout the course. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. A student who successfully completes this course will go into Math 7 course in grade 7. Calculators are not used for computation and application skills

MS 3015

Advanced Math 6

This course is intended for accelerated sixth graders and requires teacher recommendation. A seventh grade curriculum is followed. All operations of decimals and fractions are considered presumed knowledge. Students evaluate and write algebraic expressions, as well as write and solve algebraic equations with decimals and fractions. The students study number theory, ratio, proportion, percent, measurement, geometry, perimeter, area, and volume. Statistics and integers are introduced. This course has a heavy emphasis on Problem-Solving and Problem-Solving techniques. A student who successfully completes this course will go into the Advanced Math 7 course in grade 7. Students participate in 2 contests: the American Mathematics Competition and the Mathematical Olympiads Competitions.

MS 3030

Math 7

This course is designed to prepare seventh grade students for Pre- Algebra in the eighth grade. The content of this course includes interpreting and making graphs, order of operations, properties, decimals, metric measurement, number theory, fractions, integers, introduction to algebra, ratio and proportion, geometry, percent, statistics, probability, and problem- solving techniques. Reasoning, mental math, and estimation skills are emphasized throughout the course. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics

MS 3035

Advanced Math 7

This course is designed for accelerated seventh graders and requires teacher recommendation. It prepares the student for algebra in the eighth grade. Writing, simplifying, and evaluating numerical and algebraic expressions; order of operations, patterns; number theory; integers; rational numbers; irrational numbers; writing and solving equations; writing, solving, and graphing inequalities; identifying and using properties; ratios, proportions, and percent; geometry; square roots; and coordinate graphing are some of the topics that are included. A variety of problem-solving methods are explored, with an emphasis on using equations. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. A student who successfully completes this course will go into the advanced math course in grade 8. Students participate in 2 contests: the American Mathematics Competition and the Mathematical Olympiads Competitions. Students are required to have a scientific calculator.

MS 3055

Pre Algebra 8 All eighth grade math students are required to have a scientific calculator.

The content of this course includes writing, simplifying, and evaluating numerical and algebraic expressions; order of operations; patterns; properties of exponents; number theory; integers; operations with rational numbers; irrational numbers; writing and solving equations; writing, solving and graphing inequalities; identifying and using properties; ratios; proportions, and percent; geometry; square roots; the metric system; and coordinate graphing. A variety of problem-solving methods are explored, with an emphasis on using equations. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. Emphasis is also placed on improving math vocabulary and communication skills. A student who successfully completes this course will go into the Algebra I course in grade nine.

MS 3060

Algebra 1 - 8 Eighth grade math students are required to have a scientific calculator.

This course is designed for accelerated eighth graders and requires teacher recommendation. The content includes number theory; sequences and series; rational and irrational numbers; expressions and equations; properties of exponents; polynomials; factoring; graphing linear equations and inequalities; systems of equations; quadratic equations; radical expressions and equations, real number axioms and properties; linear functions; trigonometric ratios; area and volume of prisms and cylinders; statistics and probability. Word problems are stressed throughout. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. Emphasis is also placed on improving math vocabulary and communication skills. Students participate in 2 contests: the American Mathematics Competition and the Mathematical Olympiads Competitions. Prerequisites: A minimum grade of B+ in Advanced Math8 and recommendation of teacher is required for the Geometry course in grade 9. 60

DEPARTMENT: PHYSICAL EDUCATION Required Courses: Physical Education (MS 6000, MS 6020, MS 6030) Grade 6

Grade 7

Grade 8

MS 6000 Physical Education 6

MS 6020 Physical Education 7

MS 6030 Physical Education 8

Physical Education instruction is required for all 6th, 7th and 8th grade students. Through regular fitness activities, individual and team games, direct instruction, group discussions and team-building activities where students will meet the following program objectives: • • • • • • •

Assessment and development of basic physiological variables such as muscular strength and endurance, cardiovascular endurance, body composition and flexibility; Understanding and practice of the basic principles of good hygiene; Development of the student’s interest in maintaining the best possible physical, mental, social and emotional well-being (in conjunction with the Counseling department); Development of basic physical skills through various motor activities; Development of initiative, alertness, self-control, sportsmanship values and cooperation in group activities and individual games; Development of knowledge of basic rules and skills required to play a range of individual and team games, sports, and activities at a satisfying level of achievement; Exploration of dance/movement as a means of creative and cultural expression.

EXPLORATORY WHEEL REQUIREMENTS Grade 6

Grade 7

Grade 8

MS 7112- Drama 6

MS 7130 - Music 7

MS 7024- Art Design 8

MS 7400 - Foundations of Technology, Health, Research and Guidance 6

MS 7410 - Foundations of Technology, Health, Research and Guidance 7

MS 7411 - Foundations of Technology, Health, Research and Guidance 8

MS 7112

Drama 6 - Sixth Grade Exploratory

In this semester course, sixth grade students will develop skills in communication, evaluation, inquiry, team work and interpretation. They will enrich their imagination and creativity through a practical exploration of drama, from its origins in ancient civilizations to modern day practices. Participation in practical tasks and exercises will improve their co-ordination, confidence, concentration and self-expression. Students will keep a journal of their experiences from class where they will reflect upon the creative process and evaluate their progress. Small scale performance – exhibitions will assess student learning.

MS 7400

Foundations of Technology, Health, Research and Guidance 6 – Sixth Grade Exploratory

This semester course is required of all sixth graders. This class will enhance current skills in keyboarding and computer operations. In addition, past and current trends in technology will be discussed. Excel, Power Point and Microsoft Word will be used for various assignments. The four focus topics in health will include caring for self, family, and community; personal wellness; use and misuse of materials (including media literacy); as well as physical growth and development.` The middle school counselor will work jointly with the teacher in Guidance Seminars. Some topics included in the Guidance Seminars for sixth grade include time management, defining your learning style, and setting goals for academic success. Concurrently, students will work with the instructor to strengthen research skills both in the library and internet. Two research papers will be written during the semester. M.A.P. Testing (Measures of Academic Progress) will be conducted during the course. In order to preserve academic time, 20% of the course will be Hybrid. This means that 20% of face-toface class time will be conducted with learning activities via the Internet and Moodle. Digital communication and document sharing using Moodle and ACS Gmail Applications will be utilized for group collaboration.

MS 7130

Music 7

This introductory semester music course is designed to enhance student listening skills towards greater appreciation and enjoyment of music. Students will become familiar with how we describe and analyze music using its component elements through classroom listening exercises , activities and projects. We will study characteristic musical trends, and the lives and works of key composers of the Medieval, Renaissance, Baroque, Classical, Romantic and Modern periods of music history.

MS 7410s

Foundations of Technology, Health, Research and Guidance 7 Seventh Grade Exploratory

This semester course is required of all seventh graders. This class will further enhance current skills in keyboarding, computer operations, and past and current trends in technology. Further examination of health topics (in four focus areas) will continue. The middle school counselor will work jointly with the teacher in some topics included in the Guidance Seminars. The focus of seventh grade Guidance Seminars will be to encourage the students to strive for responsible citizenship on campus and the world outside the classroom. Some activities will include the understanding of the social‐self, values clarification, and the Bully‐Free Campus program. Students will continue to work with the instructor to refine and strengthen their library and internet‐based research skills. Two research papers will be written during the semester. M.A.P. Testing (Measures of Academic Progress) will be conducted during the course. In order to preserve academic time, 20% of the course will be Hybrid. This means that 20% of face-to-face class time will be conducted with learning activities via the Internet and Moodle. Digital communication and 62

document sharing using Moodle and ACS Gmail Applications will be utilized for group collaboration.

MS 7024s

Art Design 8– Eighth Grade Exploratory

This semester course in an introduction to Design for grade eight students. Design is the structure of Art. It is the well planned aspects of any kind of art. While working on a variety of original projects – through drawing, painting and printmaking – students will become familiar with some of the ways that the Elements of Art can be successfully arranged according to the Principles of Design. Students will experiment with the expressive qualities of line, shape and texture using a range of concepts and materials. They will organize and manipulate shapes, forms and color to create illusions of space and movement. They will engage in authentic creative process, from brainstorming to construction of the final projects.

MS 7411s

Foundations of Technology, Health, Research and Guidance 8 – Eighth Grade Exploratory

This semester course is required of all eighth graders. The students will use the Microsoft Windows environment as they work with more advanced word processing and desktop publishing applications. They will further familiarize themselves with Microsoft Excel. Topics in health will include caring for yourself, community, and family; personal wellness; uses and misuses of materials; as well as physical growth and development. The middle school counselor will continue in teaching Guidance Seminars. Some of the Guidance Seminars in eighth grade focus on interest identification, understanding of the world of work, and character traits. The eighth grade student will be encouraged through the guidance seminar activities to reflect on personal interests, values and interests, and relate them to the world of work. Students will continue to work on refining their research skills. Two research papers will be written during the semester. M.A.P. Testing (Measures of Academic Progress) will be conducted during the course. In order to preserve academic time, 20% of the course will be Hybrid. This means that 20% of face-to-face class time will be conducted with learning activities via the Internet and Moodle. Digital communication and document sharing using Moodle and ACS Gmail Applications will be utilized for group collaboration.

DEPARTMENT: MODERN LANGUAGES Entrance into modern language courses requires the recommendation of the teacher and Department Chair. The availability of the foreign language classes is subject to student enrollment.

GREEK Grade 6

Grade 7

Grade 8

MS 5000 Greek 1

MS 5005 Greek 2

MS 5020 Greek 3

MS 5000

Greek 1

This course is for beginners who have very little or no knowledge of Greek. It provides a very basic acquaintance with the language, enough to allow students to communicate on an everyday basis. Although reading and writing are not stressed, the students do become familiar with the Greek alphabet and are taught to read in order to be able to recognize road 63

signs, street names and any other written Greek they might come into contact with on an everyday basis. Very basic grammatical structures are taught through simple dialogues and phrases. Students are encouraged to create their own dialogues and to use their Greek outside the classroom. In writing, students will use the strategies of the writing process, learn the different aspects of writing styles and learn how to gather and use information for research purposes. In speaking and listening, students will use different strategies for different communication purposes. In reading, students will use the reading process to interpret a variety of texts.

MS 5005

Greek 2

This course is a continuation of Greek 1. The students, having mastered Beginning Greek, begin the year with a review of verbs in the present, past, and future tenses and go on to a more indepth study of the language. Great emphasis is placed on the enrichment of vocabulary. Students are taught to write descriptive paragraphs as well as to talk and write about themselves, their families, and their environment. They are enabled to extend their abilities beyond routine daily communication. Importance is placed on speaking, reading, and writing. In writing, students will use the strategies of the writing process, learn the different aspects of writing styles and learn how to gather and use information for research purposes. In speaking and listening, students will use different strategies for different communication purposes. In reading, students will use the reading process to interpret a variety of texts.

MS 5020

Greek 3

This course is the third level of Greek offered in the Middle School. Students are accepted upon successful completion of Greek 2 (Intermediate). The five skills of: reading, writing, listening, speaking and viewing are expanded to a more advanced level. More complicated grammatical structures are introduced. Greek culture is introduced with every opportunity. After completing the course successfully, eighth graders will be placed in Greek 4 in the Academy. Emphasis is placed on speaking, reading comprehension and the writing process. In writing, students will use the strategies of the writing process, learn the different aspects of writing styles and learn how to gather and use information for research purposes. In speaking and listening, students will use different strategies for different communication purposes. In reading, students will use the reading process to interpret a variety of texts.

GREEK/ MS LANGUAGE ARTS Grade 6

Grade 7

Grade 8

MS 5040 Greek LA 6

MS 5045 Greek LA 7

MS 5050 Greek LA 8

Greek as a Native Language A course in the Middle School is offered at three levels: Greek Language Arts A Courses are offered as: 1. Greek Language Arts A Grade 6 2. Greek Language Arts A Grade 7 3. Greek Language Arts A Grade 8

The general objectives of the Greek Language Arts A classes are to promote the learning and understanding of the Greek Language, heritage and culture (including Greek geography, history, Greek life etc.) In addition, the above courses provide students with the opportunity to learn, understand, and appreciate Greek Literature at a more in-depth level. All Greek Language Arts courses (6-8) are taught in Greek and are designed for native speakers of the language.

MS 5040

Greek Language Arts 6

The Greek 6 Language Arts A program is for native speakers of the language who are fluent readers and relatively proficient writers. Emphasis is placed on writing on various topics, reviewing basic grammar, and studying selected topics of Modern Greek history and culture (from 1453 to present). Students study a selection of literature pieces related to modern Greek life, culture, and history: the Greek Revolution of 1821, WW I and II, traveling, family issues, lifestyles, war and peace, etc. Students will experiment with a variety of writing activities such as descriptions, personal narratives, short stories, essays, and research projects, incorporating all stages of the Writing Process. Various methods of assessment are used, including: tests and quizzes, daily assignments, essays, research projects on history-literature, and oral presentations. Example of a project: Literature and the Arts in the Ottoman period/ the Greek Enlightenment. Prerequisite: Successful completion of Grade 5 Greek Language A (or 5th grade in the Greek School), teacher recommendation and / or placement test.

MS 5045

Greek Language Arts 7

This course is a continuation of Greek Language Arts Î&#x2018; 6. The Greek Language Arts A 7 program is for native speakers of the language who are fluent readers and relatively proficient writers. Apart from continuing their study of Greek grammar and syntax, students study selected topics in Ancient Greek History, as well as a selection of literature pieces related to ancient Greece but also to contemporary issues such as: communication, school life, nature and the environment, health and nutrition. Students are expected to practice in various types of writing: formal and informal letters, journal entries, persuasive essays, commentaries, and personal responses to the various readings. Students work through all stages of the Writing Process in completing writing assignments. Various methods of assessment are used, including: tests and quizzes, daily assignments, essays, research projects on history-literature, and oral presentations. Example of a project: The Cycladic Civilization Prerequisite: Successful completion of Greek Language Arts 6 (or 6th grade in the Greek School), teacher recommendation and / or placement test.

MS 5050

Greek Language Arts 8

The Greek Language Arts A 8 program is for native speakers of the language who are fluent readers and proficient writers. Continuing the study of the Greek language from Grades 6 and 7, students in Grade 8 study selected topics in Byzantine History, Literature, and Art. Students also read, write, and speak about selected contemporary issues such as: the theatre and the cinema, sports, creativity and knowledge. 65

Students are expected to practice in various types of writing. Reviews, essays, commentaries, personal responses, poems, and short stories are some of the writing tasks that students will be expected to complete, always using the writing process. Various methods of assessment are used, including: tests and quizzes, daily assignments, essays, research projects on historyliterature, and oral presentations. Example of a project: The Cinema and Theatre project. Prerequisite: Successful completion of Greek Language Arts 7 (or AÎ&#x201E; Gymnasiou of the Greek School), teacher recommendation and / or placement test.

FRENCH Grade 6

Grade 7

Grade 8

MS 5101 French 1

MS 5102 French 2

MS 5102 French 2 MS 5103 French 3

MS 5101

French 1

This course is for students who have very little or no knowledge of French. The objectives for this class include: acquiring competence in communication that enables the student to conduct a simple conversation with native French speakers , understanding some types of authentic texts, writing paragraphs and small descriptive compositions on subjects such as themselves, their families and their hobbies.

MS 5102

French 2

Students are expected to be able to understand, speak, and write with a reasonable degree of fluency. The course covers all the basic French grammar required to do this. Students are expected to be able to express themselves reasonably well in writing and to refine their style during the course of the year. To do this, they are given a wide variety of topics for writing and discussion, as well as structural drills. The material is presented in a contemporary cultural background, which is ideal for the Middle School students. Simplified versions of different works of French literature are introduced. Students take a placement exam for this course.

MS 5103

French 3

This course is the third level of French offered in the Middle School. Students are accepted upon successful completion of French MS 2. The four skills of: reading, writing, listening, and speaking are expanded to a more advanced level. More complicated grammatical structures are introduced. French culture is introduced with every opportunity. After completing the course successfully, eighth graders will be recommended for placement at the appropriate level of French in the high school.

MANDARIN CHINESE Grade 6

Grade 7

Grade 8

MS 5500 Chinese 1

MS 5501 Chinese 2

MS 5503 Chinese 3

MS 5500

Chinese 1

This course is designed for students who have very little or no knowledge of Chinese. In this course students will learn five language skills- Alphabet spelling with tones for pronunciation (Ping-Yin), oral speaking, listening, Chinese character reading and Chinese character writing, starting with a few strokes. Through the learning process, the students will be expected to demonstrate the basic communicative skills in everyday situations.

MS 5501

Chinese 2

This course is a continuation of Chinese 1. Students are expected to have some proficiency in the five language skills: Pin Yin, oral speaking, listening, Chinese characters writing and reading. More difficult Chinese characters and more complicated grammars will be introduced. Chinese culture will also be introduced at every opportunity. Prerequisite : Successful completion of Chinese 1 or teacher recommendation.

MS 5503

Chinese 3

This is the third year of Chinese language studies for students that have completed Chinese 2. Students are expected to understand and speak the language fluently. Students will read Chinese texts without using the alphabet for pronunciation (only Chinese characters). Students will also write short essays on different topics using Chinese characters with memorization (as many as possible). While learning the language, students will also be exposed to the Chinese world, learning about Chinese History, Culture, Literature and Art. Prerequisite : Successful completion of Chinese 2 or teacher recommendation.

SPANISH Grade 6

Grade 7

Grade 8

MS 5401 Spanish 1

MS 5402 Spanish 2

MS 5403 Spanish 3

MS 5401

Spanish 1

This is an introductory Spanish course designed for students that have had no prior experience with Spanish. Students will demonstrate skills in reading, listening, speaking and writing Spanish throughout the year as defined by the core and language syllabi. Students will reach a good foundation in the present tense using vocabulary from all aspects of everyday living situations. Basic skills, dialogues and drills are emphasized.

MS 5402

Spanish 2

This course is a continuation of Spanish 1 for the Middle School student. Students will begin mastery of the preterite-(past) tense and therefore be expected to demonstrate a more 67

sophisticated mastery of the communicative skills in listening, reading, writing and speaking as practiced in everyday situations. In addition, students will complete projects and write reports on the culture and history of the Spanish- speaking people. Prerequisite: Successful completion of MS Spanish 1 or permission of instructor.

MS 5403

Spanish 3

This course is a continuation of Spanish 2 for the Middle School student. Students will continue mastery of the past tenses in order to demonstrate increasing proficiency of the four communicative skills of reading, writing, listening and speaking. Students will cover topics in more depth. They will write essays and engage in class dialogues and performances in order to improve their fluency levels in the language. Prerequisite: Successful completion of MS Spanish 2 or permission of instructor

ARABIC Grade 6

Grade 7

Grade 8

MS 5300 Arabic 1

MS 5310 Arabic 2

MS 5320 Arabic 3

This MS Arabic Program concentrates on correct reading, comprehension and writing of complete sentences to construct a short paragraph. Oral expression is taken into account to help students express themselves as fluently as possible and encourage discussions. Course expectations: One course expectation is Reading and Comprehension, which is achieved by reading meaningfully, understanding what is being read (with guidance), acquiring new vocabulary, correct pronunciation, understanding the main idea and sub-ideas. Grammar is also achieved through emphasis in sentence structure , verb tenses, nouns, pronouns, associative pronouns, etc . Also grammatical skills are acquired through reading and writing. Writing Skills are emphasized through preparing dictation, answering simple questions, summarizing a given text , finishing a story or starting one if given the ending.

MS 5300

Arabic 1

This is a beginning course which focuses on basic skills in reading and speaking. Emphasis is placed on basic grammar rules, spelling, correct pronunciation, and building vocabulary. Students will be assessed on reading comprehension, correct spelling and pronunciation, and knowledge of basic grammar rules.

MS 5310

Arabic 2

In this course students will build on their basic skills in reading comprehension, grammar, spelling, and writing. Students will develop their language skills through a variety of activities, including language games, story writing based on prompts, and translations. Assessments will include reading comprehension questions, spelling and grammar exercises, and writing assignments.

MS 5320

Arabic 3

Students in this course will be expected to read fluently. Emphasis will be placed on understanding main ideas and sub-ideas of a given text. Students will also be expected to express themselves fluently in writing through stories, summaries, and translations. Assessments will include reading comprehension questions, spelling and grammar exercises, and writing assignments.

GERMAN Grade 6

Grade 7

Grade 8

MS 5200 German 1

MS 5204 German 2

MS 5205 German 3

MS 5200

German 1

In this course students are encouraged to get to know the life and the culture of the Germanspeaking countries. Within an interactive class atmosphere and a creative learning environment the students will have many possibilities to experience the German language most authentically. During the first year students of this class are expected to achieve basic communicative skills so as to speak about themselves, their friends and family and to describe their everyday life at school and during their free time. At the end of this course the learners will also be able to understand and to write simple and small texts (e-mail, letters) about familiar and everyday-matters. E-learning concepts and methods of the ACS i2Flex educational program are integrated into the learning process. This class is a beginner class. It is open to sixth, seventh and eighth grade students who have had no experience or no more than one year of experience in learning German.

MS 5204

German 2

Students of this class will be guided to enlarge their communicative horizon and to intensify their language abilities. Also they will be encouraged to extend their cultural awareness. Upon completing this class students will be able to understand and to handle more complex texts about various social topics. E-learning concepts and methods of the ACS i2Flex educational program are integrated into the learning process. This class is an intermediate I class. It is open to seventh and eighth grade students. The prerequisite for this course is the successful completion of the ACS course MS German 1, or one to two years of experience in learning German.

MS 5205

German 3

This course is a reinforcement of the MS German 2 class. Based on a variety of already known communicative areas, students of this class will enlarge their vocabulary and deal with new grammatical structures in order to enhance their active language skills of speaking and writing.

Within an interactive class atmosphere and a creative learning environment students will become acquainted with new communicative domains and will have many possibilities to express themselves through individual creative projects of their choice. E-learning concepts and methods of the ACS i2Flex educational program are integrated into the learning process. This class is an intermediate class II. It is open to eighth grade students. The prerequisite for this course is the successful completion of the ACS course MS German 2, or three or four years of experience in learning German.

DEPARTMENT: VISUAL AND PERFORMING ARTS –ELECTIVES Grade 6

Grade 7

Grade 8

Electives: MUSIC MS 7123y Beginning Instrumental Music MS 7124y Intermediate Instrumental Music MS 7101yMiddle School Choir

Electives: MUSIC MS 7123y Beginning Instrumental Music MS 7124y Intermediate Instrumental Music MS 7101y Middle School Choir

PERFORMING ARTS VISUAL ARTS MS 7011y Art Studio

MS 7123y

Beginning Instrumental Music

This year-long elective course offers students the opportunity to begin study on an instrument in the woodwind, brass or percussion sections of the traditional wind band. In addition to the core performance curriculum, students study music theory, music history, sight‐reading and ear‐training. Students enrolled in this course are required to participate in all concert performances as part of their performance assessment.

MS 7124y

Intermediate Instrumental Music

This year-long elective course is designed for students who have completed Beginning Instrumental Music or who have a least one year’s playing experience on a wind, brass or percussion instrument of the band. Basic note-reading skills are imperative. The performance based curriculum further develops proficiency on an instrument through the study of technical exercises and intermediate level instrumental repertoire. In addition to the performance curriculum, musicianship is cultivated through the study of music theory, music history, sight‐ reading and ear‐training. Students enrolled in this course are required to participate in all concert performances as part of their performance assessment.

MS 7101

Middle School Choir

This elective course offers students the opportunity to learn advanced concepts of vocal music performance within a choir setting. Students also engage in authentic performance experiences such as duets and solos in combination with music reading and listening activities. 70

In addition to examining the fundamentals of music theory, a brief overview of music history is covered. Students enrolled in this course are required to participate in all concert performances as part of their performance assessment.

MS 7011y

Art Studio

This year-long elective course offers students in grades 6, 7, 8 the opportunity to explore the question, “Why and how do artists make art?” They will learn to appreciate art by studying the major artists and techniques of important 20th century art movements. They will build up their skills in still life drawing from observation, in portraiture, in figure drawing and in landscape painting. Through drawing, painting, sculpture and printmaking the students will experiment with various media, such as pencil, charcoal, tempera paints , watercolor, ink, oil pastels, linoleum, wire, clay and plaster of Paris. The opportunity to explore diverse media and techniques will help students to realize their own artistic potential.

DEPARTMENT: EFL/ESL Grade 6

Grade 7

Grade 8

MS 1202 EFL MS 1200 ESL 1 MS 1203 ESL 2

MS 1200 ESL 1 MS 1203 ESL 2 MS 1202 EFL

MS 1203 ESL 2 MS 1260 ESL 8

MS 1202

Learning Support - EFL (English as a Foreign Language)

EFL is a course that provides the foundation for English and content study by focusing on developing conversational skills and basic vocabulary, grammar, reading writing skills. This course is a precursor to the ESL Level I course. The course content is often structured around the needs of the students. The course aims to provide basic level English skills through the use of thematically planned units. Units to be covered include: Family Life, Food, Expressing Mathematics, Careers, City Life, Environment, Time, Culture, Expressing Feelings/Emotions, Places. This course fulfills 25% of a student’s schedule and is studied in lieu of a foreign language and an elective course.

MS 1200

ESL 1

This is a course that focuses on language skills for the BEGINNING to LOW INTERMEDIATE student of English. Writing, reading, vocabulary, speaking, listening and grammar are the principal skills and curriculum areas taught/learned in this class. This class is open to sixth, seventh and/or eighth grade students. A unique feature of this course is “The Totem Pole Project.” Prerequisite: Successful completion of the ACS EFL Program.

MS 1203

ESL 2

This is a course for students approaching a higher proficiency level, most specifically INTERMEDIATE to HIGH INTERMEDIATE. A strong emphasis on vocabulary development, 71

reading and writing skills as well as grammar will be taught/learned in this class. Students in this class will receive instruction in the specific strategies involved in reading a text and will also be exposed to the application of writing process techniques. This class is open to sixth, seventh and/or eighth grade students. A unique feature of this course is â&#x20AC;&#x153;The Googlearthproject.â&#x20AC;? Prerequisite: Successful completion of ESL 1. and /or appropriate score on the ACS Placement Test.

MS 1260

ESL 8

This is a support class designed and custom-made to meet the academic needs of all eighth grade ESL students, regardless of their proficiency level. In this class, the academic demands of content classes are reviewed and, at times, modified so that the students may meet mainstream academic challenges with success. An important area of focus is that of Approaches to Learning and Learning to Learn Strategies. Other areas of emphasis linked to the academic content courses are: in Social Studies, the history and culture of Native Americans; in Science, the study of Motion and Force; and in Language Arts, Reading Comprehension Strategies. This class is open to eighth grade students of all proficiency levels. A fee is charged for enrollment in any EFL or ESL class.

OPTIMAL LEARNING PROGRAM The Optimal Learning Program offers students with learning differences an equal opportunity to excel in the classroom. By providing the necessary accommodations students are empowered to reach their academic potential. Entering this program begins with a student referral by a classroom teacher, counselor or parent. The Child Study Team (CST), which consists of the school principal, the K-12 school psychologist, the counselor(s), the Optimal Learning specialist and/or the Optimal Learning coordinator, work together to determine which program will most effectively meet the student’s needs and provide opportunities for him/her to perform optimally. The student may at this stage be referred for psychoeducational testing directly or may, initially, be informally assessed by an Optimal Learning Program specialist, in order to determine reading, writing and math levels. These subtest results may indicate a potential need for the students to enroll in the Optimal Learning Program only after a full battery of psycho-educational assessments has been completed. The full battery of psycho-educational assessments, which is administered by consulting psychologists who collaborate with ACS Athens, must be completed to determine the type of support the student requires depending on the learning difference at hand.. Based on findings and a subsequent report, standards are set according to the individual needs of the referred student. In accordance to the psychologist’s recommendations, an Individual Learning Plan (ILP) is drafted for the student. The ILP is a formal, comprehensive document that outlines each student’s profile and indicates the student’s learning difference, preferred learning style, strengths as well as areas of difficulties. It also states the accommodations that students are eligible to receive and lists the goals that the Optimal Learning Program specialist, student and parent have set for the student within each academic year. Effective strategies are then developed by the Optimal Learning Program specialist and are subsequently shared with all teachers working with the particular student so as to be implemented within the classroom. The Optimal Learning Program specialist provides ongoing support and guidance to the classroom teachers in order to assist them in properly supporting student abilities. Collaboration is established among the entire team and valuable tactics are adopted in order to enable students to maintain success within the classroom. The Optimal Learning Program also uses an inclusion type model as a support service for students who need monitoring to help them succeed in the regular content classes. The Optimal Learning Program specialist and / or Optimal Learning Program aide enter the content classes with the student to provide on the spot assistance. The Optimal Learning Program specialist communicates and meets regularly with members of the faculty which help to regulate the monitoring of the student. The Optimal Learning Program provides three levels of support: (1) OLP Classroom, (2) OLP Consultation, and (3) OLP Support Plan for Instruction, Assessment and Accessibility (SPIAA). Whether a student is enrolled in Optimal Learning Program Classroom, Optimal Learning consultation or Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is determined by the Child Study Team. Please read below for further information on each of the three aforementioned services.

Optimal Learning Program Classroom The Optimal Learning Program Classroom is a support service for students who require the attainment of academic skills so as to better perform in the educational setting. Small group classroom instruction and cooperative learning activities are incorporated within the studentâ&#x20AC;&#x2122;s curriculum in order to complement various learning abilities. 1. This class takes place during a specific block of time and meets regularly (3 times a week). 2. During OLP class, students work on areas of identified weakness by utilizing their strengths and learning strategies, which are modeled, practiced and eventually generalized throughout all mainstream classroom settings. 3. Students receive an ILP (as described in detail above) and are provided accommodations that cater to their learning needs. 4. The OLP specialist is in close collaboration with teachers in order to implement techniques. 5. Formal communication with parents takes place in the beginning of the year, where the ILP is introduced and discussed, during Parent-Teacher conferences, at the end of the year, where the level of progress the student has made on the goals that were set in at the commencement of the academic year is reviewed, and via phone calls or emails as often as necessary. * Whether a student is enrolled in Optimal Learning Program Classroom, Optimal Learning consultation or Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is determined by the Child Study Team.

Optimal Learning Program Consultation The Optimal Learning Program Consultation is a support service for students who need monitoring and/or classroom as well as testing accommodations to help them succeed in the regular class. Classroom instruction is not provided in this particular area. 1. The Optimal Learning Program specialist meets with the student on a pull-out basis during a scheduled convenient time for both. This consultation may be up to 20 minutes long and may take place once a week. The student is responsible for contacting the Optimal Learning Program specialist just as much as the Optimal Learning Program specialist is responsible for contacting the student. 2. Optimal Learning Program consultation students get an ILP as described above and are entitled to accommodations, which are specific to each studentâ&#x20AC;&#x2122;s needs. Accommodations are stated within the ILP as guidelines for teachers to follow so that individual student needs are met. 3. The Optimal Learning Program specialist communicates regularly with members of the faculty which help to regulate the monitoring of a consultation student. 4. Formal communication with parents takes place in the beginning of the year, where the ILP is introduced and discussed, during Parent-Teacher conferences, at the end of the year where the level of progress the student has made on the goals that were set in at the commencement of the academic year is reviewed, and via phone calls or emails as often as necessary.

* Whether a student is enrolled in Optimal Learning Program Classroom, Optimal Learning consultation or Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is determined by the Child Study Team.

Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) The Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is a support service for students who need accommodations to help them succeed in the classroom. This service does not involve classroom instruction, person-to-person consultation or monitoring. It is a minimal support service for students in the OLP who have progressed as independent learners. 1. The Optimal Learning Program specialist meets with the student once in the beginning of the academic year to review his/her support plan. The student is then responsible for contacting the Optimal Learning Program specialist if and when assistance is needed. It is the responsibility of the student to contact the Optimal Learning Program specialist. 2. Optimal Learning Program SPIAA students are entitled to accommodations, which are specific to each student’s needs. Accommodations are specific guidelines for teachers to follow so that individual student needs are met. These guidelines are presented in the student’s Individual Learning Plan (ILP). Classroom teachers are responsible for implementing/providing these accommodations. For example, if a student’s accommodation requires a quiet space and/or additional time for test-taking, the accommodation will be provided by the Optimal Learning Program. 3. The Optimal Learning Program specialist communicates regularly with members of the faculty which helps to regulate the monitoring of a SPIAA student. * Whether a student is enrolled in Optimal Learning Program Classroom, Optimal Learning consultation or Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is determined by the Child Study Team.

Differentiated Instruction at ACS Athens OLP realizes the importance of addressing each student's needs in the classroom, so as to optimize his/her learning experience; this is accomplished with Differentiated Instruction as described in the following excerpt. Differentiated Instruction is like Environmentally Sensitive Land Development "The development begins with an assessment of the current landscape. The underlying bedrock differs from place to place like students’ academic levels. There are existing structures or roads (students’ prior knowledge), different soil types (cultural origins) and several elevations and drainage patterns (preferred pathways of absorbing and using knowledge). A timeline (the school year) and resource restrictions (curriculum and testing) must be balanced. A successful development uses the assets from current landscape as the basis for new construction." - Adventure of the American Mind Northern Virginia Partnership

Optimal Learning Mentor Program Description The Mentor Program has been developed to challenge students who have exceptional abilities in a variety of areas. The expansion of the Optimal Learning Program to incorporate the high end of the learning spectrum will enable students to achieve their utmost potential. This program identifies students with exceptional strengths and creates a learning environment in which students can fully develop these talents and interests. The mentors guide and coach students into generating original and quality work. Students develop ideas or projects that are creative and innovative based on their interests, encouraging and cultivating the students’ curiosity. The mentor is responsible for designing a “curriculum” that challenges the students and promotes learning.

Acceptance Criteria •

Application form to be submitted by the end of October

The application form to the mentor program consists of three short questions and a letter. The questions are very specific and the letter gives students the opportunity to express their uniqueness and the reasons that they believe makes them good candidates for the program. •

Above average intellectual functioning (IQ of 130 and above)

One of the requirements to being accepted to the mentor program involves taking an Intelligence test. The aim of the Intelligent Quotient (IQ) test is to measure the intelligence of a child, which is one indication of a child’s potential. It tests and analyses the performance of the student on a series of analytical, mathematical, and spatial activities, and the success with those activities will be represented as an IQ score. Or… •

Score in the 95th percentile or above on a standardized test

Standardized tests evaluate how students perform in relation to other students and are one of the tools that can be used to determine entrance for the mentor program. These tests help in the identification process of students that are performing above and beyond their grade level. * The Emotional Intelligence Quotient (EQ) will also be considered in determining the best fit for the student. â&#x20AC;˘

Three Letters of Recommendations from ACS Athens faculty

A letter of recommendation can provide detailed information about a student. These letters should outline many of the characteristics we will be looking for in applicants to the mentor program. Some of these characteristics may include: communication skills, leadership, intellectual ability, critical thinking skills, ability to get along with peers, adaptability and motivation. â&#x20AC;˘

Interview with the Division Chairs

The final stage of the application process for the mentor program is to interview with one or more of the division chairs of ACS Athens. The interview provides the utmost opportunity for the applicant to express why they should be a part of the program and allows for determining the best fit.

2014-2015 BOARD OF TRUSTEES Executive Committee Mr. Suheil Sabbagh, Chairman Mr. Constantine Stergides, Vice Chairman Mr. Peter M. Furda, Treasurer Mr. Pascal Apostolides, Secretary Mr. Tim Ananiadis Mr. Douglas Ellrich Mr. Aris Kefalogiannis Board of Trustees Members Mr. Simos Dimas Mrs. Guadalupe (Elena) Galindo Mr. John Metaxas Dr. Saleh S. Jallad Mr. Nicholas Karambelas Mr. John M. Lipinski Mr. Demetri Paneras Mr. Panos Simonetos Mr. Mark Wolper

ACS ATHENS PHYSICAL ACTIVITY PARTICIPATION FORM This form must be completed before the named student may participate in any school sports or athletic activities (curriculum or after school). A. Parent Verification of physical well being This is to verify that my son/daughter _________________ has been deemed fit to participate in competitive/recreational athletic activities for the current school year, by having had a complete medical examination by a doctor within the last calendar year. This medical examination must be submitted to the school within the first week of the beginning of the year. Any restrictions have been listed below: _____________________________________________________________________________ ___________________________________________________ _______________________ Parent or Guardian Signature

To: -

_______________ Date

B. I, ______________________,allow my son/daughter____________________ (Guardian/Parent's Name) (student's name) Use the weight room after school Participate in swimming classes (during school or after school) Use the wall climbing Participate in approved athletic activities sponsored by ACS Athens ; Receive emergency medical care, if and when needed

C. Parent Permission for participation By its nature, participation in athletic activities includes risk of injury which may range in severity from minor to severe. Although serious injuries are not common in supervised athletic activities, it is impossible to eliminate the risk. Participants have a responsibility to help reduce the chance of injury. Participants must obey all safety rules, report all physical problems to their coach, follow proper conditioning programs and inspect their own equipment daily. By signing this permission form, I acknowledge that I have read the above information. I further agree not to hold the school or anyone acting on its behalf responsible for any injury occurring to the named student during the participation in sports activities Parent or Guardian's signature: __________________ Date: _____________ Parent Name (Print) _______________________

PARENT / STUDENT HANDBOOK AGREEMENT and INTERNET ACCEPTABLE USE POLICY As a member of the ACS Athens community, I have fully read this document, understand the contents, and agree to abide by all of the regulations and policies contained herein. I also understand that this document MUST be returned to the Block 1 teacher within two days. Failure to return the form will result in a referral for disciplinary action to the Principal. Students who do not submit this signed form will not be able to attend tryouts for athletic or cultural teams, nor will they be able to participate in school sponsored trips. AUTHORIZATION ∗ As a parent or guardian of this student, I have read the Internet Acceptable Use Policy. I understand that this access is designed for educational purposes only. ACS Athens has developed guidelines for the educational use of the Internet, however, I also understand that it is impossible for ACS to prevent access to all non-educational materials provided by the Network. Therefore, I will not hold the school responsible for materials acquired on the Internet. I hereby give permission for my child to use the Internet. The information contained on this form is correct. Date: Parent’s or guardian’s Name (please print): Student’s Name (please print):

Student Signature

Parent or Guardian Signature

129 Aghias Paraskevis St. & Kazantzaki St., 152 34 Halandri, Athens, Greece Tel.: +30 (210) 639 3200, Fax: +30 (210) 639 0051 www.acs.gr ď ś acs@acs.gr