YEAR 2019-2020
Middle School Student & Parent Handbook
The American School of Dubai, an independent not-for-profit U.S. curriculum school, offers what is the best about American education to provide learning experiences designed to promote the maximum potential of its students.
OUR MISSION The American School of Dubai’s mission is to challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. CORE VALUES Compassion | Excellence | Integrity | Respect | Responsibility STUDENT PROFILE Empathetic | Self-Aware | Resilient | Innovative | Communicators | Global Citizens CONTACT P.O. Box 71188 Dubai, UAE +971 4 395 0005 www.asdubai.org
THE AMERICAN SCHOOL OF DUBAI IS COMMITTED TO THE PROTECTION, SAFETY, AND WELFARE OF OUR STUDENTS. ASD HAS ADOPTED A CHILD PROTECTION POLICY THAT GUIDES OUR PROFESSIONAL PRACTICES FOR THE SAFETY AND SECURITY OF STUDENTS.
Table of Contents INTRODUCTION
Identity Statement
4
Mission
4
Core Values
4
Learning Principles
4
Student Profiles
4
Middle School Philosophy Quick Facts Letter from the Principal
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ACADEMICS
Core Courses
Creative Arts and Technology Advisory Pursuits Week Without Walls
Assessment and Grading
Academic Practices Achievement Levels Late Work
Learner Development Retake Policy Contacting Teachers
Academic Alert /Academic Improvement Planning Conferences
Counseling Services
Eight Day Rotation Schedule
5 6
STUDENT EXPECTATIONS Attendance
Arrival and Dismissal Procedures Late Arrival and Tardies Absence
Behavior Policy Code of Conduct
Harassment and Bullying Consequences
The Falcon Way 7 7 7 8 8
10 10 10
10
11 11 11 11 12 13 13
Grading and Reporting Homework Honor Code Learning Support Services
Library
Standardized Testing
Technology Use Policy Laptop Program
Secondary Devices at ASD
MS Technology Expectations
Uniform and Dress Code Policy COMMUNICATION
13 13 14 14 14 15 15 16
19 21 22
31
Drop Off and Pick Up
31
Dangerous Items at School Health Services ID Badges Leaving School Grounds Lockers Safety Guidelines
Supervision of Students Visitors STUDENT LIFE
23
Service Learning
24
Awards and Ceremonies
25
Campus Life
26
Parent Volunteers
31 31 32 32 32 33 33 33
23
Student Leadership
34
23
Student-Led Activities
35
25
End of Year Awards
25
Athletics
29
Electronic Communication for Learning
30
Reporting Student Learning
Closed Circuit Television (CCTV)
22
Channels of Communication Addressing Concerns
HEALTH AND SAFETY
School Store
Recycling
34 35 35 36 36 37 38 38
30
30
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Introduction 2019-2020 Middle School Student and Parent Handbook
Introduction Welcome to the American School of Dubai. At ASD, we believe that education is a partnership between students, parents, faculty, and staff. As partners in a collaborative process, we feel it is important that we communicate frequently with clarity and transparency. The ASD Middle School Handbook is one avenue to promote such communication. The ASD Middle School administration, faculty, and staff look forward to working with you throughout the year to provide the best possible education for your child. We are excited to be on this learning journey together. IDENTITY STATEMENT The American School of Dubai, an independent not-forprofit American community school, offers what is best about American education to provide learning experiences designed to promote the maximum potential of its students. MISSION We challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. CORE VALUES Compassion | Excellence | Integrity | Respect | Responsibility
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WE BELIEVE THAT: It is our responsibility to give help where needed. Striving for excellence is critical to our success. Integrity and honesty are essential to a safe and trusting community. Every person has equal inherent value. Embracing our diversity strengthens our community. Every person is responsible for their choices.
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This handbook contains a range of information from ‘big picture’ concepts to very specific details of procedures to follow.
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LEARNING PRINCIPLES Learning has inherent value. Learners experience the power of an idea for themselves. Learning is enhanced when goals are clear and personalized. Learners engage when they see the importance of the work and experience a sense of accomplishment. Learners need clear expectations for quality of process, performance and product. Learners thrive in a safe environment. Effective feedback, reflection and self-assessment are essential to deepen and extend learning. Independent thinking and creativity flourish within a stimulating environment.
Introduction 2019-2020 Middle School Student and Parent Handbook
Middle School Philosophy Early adolescence is a unique time in a child’s life when physical and emotional characteristics are rapidly changing. Society’s expectations of these emerging young adults increase. The middle school years are clearly a period of transition.
To implement our Middle School Philosophy and to achieve our stated goals, we establish and promote: • Strong bonds established in Advisory. •
Collaborative teams of teachers who meet regularly about student progress.
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Ongoing teacher professional development.
Therefore, as teachers of and caregivers to middle school students: • We believe that students’ intellectual growth must be stimulated with a pursuit of academic excellence.
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Interdisciplinary and collaborative teaching.
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Thematic units of learning.
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We provide a challenging program based on the unique and diverse needs of our students.
Core values - teaching about, maintaining, and modeling ASD Core Values.
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Facilities to meet the needs of middle school students.
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We encourage the development of the aesthetic, social, physical, ethical, creative and emotional aspects of each individual.
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Classrooms and spaces that facilitate active, collaborative learning.
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We are caring and attentive role models.
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We guide students in character development and personal growth.
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We prepare students for future academic and emotional challenges.
And we foster the following goals for students: • Mastery: We provide an academic program through which students master skills that will serve as a foundation for continued growth and intellectual development. •
Self-concept: We assist students in the development of individuality, self-esteem, and interpersonal relationships so that they may regard themselves as contributing members of a global society.
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Multi-Cultural Awareness: We provide a supportive environment where cultural diversity and international awareness is respected and appreciated.
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Exploration: We offer choices that allow students to explore a variety of relevant and meaningful educational experiences and interests that encourage creative thinking, decision-making, use of technology and problem solving skills.
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Responsibility: We develop individual responsibility and accountability for personal choices and actions.
QUICK FACTS School Hours
8:15 a.m. - 3:15 p.m.
Telephone
04 395 0005 ext. 3036
Principal Associate Principal
Dr. Jake Dibbert
jdibbert@asdubai.org Dr. Cory Willey cwilley@asdubai.org Ms. Diala Helou
Administrative Assistants
msoffice@asdubai.org Ms. Jomana Saba
jsaba@asdubai.org
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LETTER FROM THE PRINCIPAL 2019-2020 Middle School Student and Parent Handbook
What is it like to be in the middle? Some might think that the middle is just the middle—with the beginning far behind and the end nowhere in sight. What people sometimes forget is that the middle always marks a turning point, a time of reflection and a recommitment to the journey ahead. There is no more exciting place to be than in the middle! You get to look at how far you have come and use that knowledge to launch yourself into the future. You get to pursue your passions and understand that what you put in is a good indicator of what you will get out. You get to apply your skills and learn that little adjustments sometimes yield big improvements. You get to choose. Welcome to the Middle School at the American School of Dubai (ASD)! You have found a place in which we take seriously the work of shaping dreams into goals. We invite you to join our expert middle level educators in our tireless quest to teach, coach, mentor, counsel and challenge young people to give their best, hone their skills, refine their goals, and commit to making a difference in the world. We promote academic rigor, high expectations, personal responsibility, and civic mindedness but we have enough experience to know that insecurity, peer pressure, independence seeking and shaky judgment can be every bit as influential in the adolescent years. Middle school students will encounter all these elements in their environment and so our ASD core values provide a much-needed compass: Compassion | Excellence | Integrity | Respect | Responsibility Our middle school is organized to support these values daily in our instructional program. Starting out with the organization and bonding of a daily advisory group, our students charge off (with a well-charged laptop) into a rich program of core courses, language, music, visual and performing arts electives and fascinating exploratory Pursuits. In addition to a strong academic program, the Middle School offers a wide variety of after school activities and clubs: one-act plays, variety shows, the environmental awareness of Sustain Our World, and athletics. The capstone of the American School of Dubai Middle School experience is our Week Without Walls, an educational travel experience that is distinguished for promoting global awareness and opportunities to learn through service. It is true that the middle can be the most exciting of places. Speak to a student from the Middle School at the American School of Dubai, and it is our goal that you will be speaking to a young person who is working hard on his or her dreams. ‘I have spread my dreams under your feet, Tread softly because you tread on my dreams.’ -W.B. Yeats
Dr. Jake Dibbert Middle School Principal
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Academics 2019-2020 Middle School Student and Parent Handbook
Academics
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In response to our mission statement, we have sought ways witin our schedule to provides students with opportunities to pursue their passions and to find support for their challenges.
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Core Courses Core courses are the foundational learning program of the Middle School experience. Each student in the Middle School will learn in full year core courses in Mathematics, English Language Arts, Social Studies, Science, Physical Education and a World Language. For a complete list of academic courses, please consult the Middle School Course Description Guide, available online and in print in the Middle School Office.
Creative Arts and Technology Creative Arts courses are designed to expose middle school students to visual arts, drama, dance and music. These courses promote student creativity and develop a deeper understanding of artistic concepts. In Grade 6, all students are introduced to basic courses in art, drama, technology and music. In Grades 7 and 8, these elective courses build on the foundational experience of Grade 6 and develop more sophisticated skills and concepts. Students are required to select an equivalent of two full year Creative Arts and Technology courses in Grade 7 and 8.
Advisory Middle school developers have widely promoted advisory programs as a way to strengthen connectedness at the middle level. Broadly defined, advisory programs are configurations in which an adult advisor meets regularly with a group of students to provide academic and socialemotional mentorship and support, to create personalization
within the school, and to facilitate a small peer community of learners (Association of Middle Level Education, 2009). In the MS Advisory Program, a small group of 10-13 students meet daily each morning with an Advisory teacher from their grade level. On Sunday and Thursday, gradelevel Advisory groups meet for a 45-minute period in which teachers and students work together on a program designed around developing elements of the ASD Student Profile and Core Values. The purpose is threefold: Build a positive and inclusive community, promote self-awareness and personal growth, and have fun together. IN ADVISORY, WE:
01
Build a positive and inclusive community
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Promote self-awareness and growth
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Have fun!
Teachers use many resources in their program preparation, including our Counselling program and The Advisory Handbook a research-based framework by Developmental Designs (Linda Crawford, Origins Press, 2012).
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Academics 2019-2020 Middle School Student and Parent Handbook
Pursuits
Week Without Walls
In response to our mission statement, we have sought ways within our schedule to provide students with opportunities to pursue their passions and to find support for their challenges. The Pursuits period offers both support for and extension of learning. This 45-minute period runs each day of the week and provides: • An Advisory Period each Sunday and Thursday featuring a more comprehensive Advisory curriculum with objective focused lessons.
Week Without Walls (WWW) is a dynamic, active, hands-on, motivating learning experience for middle school students! WWW is a series of academic, service, and interpersonal learning experiences which occur outside the traditional classroom setting. Based on a solid curricular foundation, WWW extends students academic skills in authentic, real life contexts.
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Short courses from Monday to Wednesday each week designed to provide ample choice for pursuing personal interests guided by a teacher.
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Support courses in various subject areas which students may enroll in, or be required to attend.
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Courses meet once a week and last for 6 weeks.
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Regular reassessment of the student’s needs and their interests. Toward the end of each 6 week period, with the support of their Advisory teacher, students subscribe for the next 6 week session.
MS HOUSE All Advisories are a part of one of four MS Houses: Barbary, Kestrel, Merlin, and Peregrine. WEEK WITHOUT WALLS: • Challenges and inspires students to be passionate learners.
The purpose of the House System is to build a stronger sense of community and belonging through cooperation, friendly competition, and fun. The House System is an opportunity to celebrate the Falcon Way through activities that demonstrate the Core Values and exercise the Student Profile. Students can earn points for their house through various activities during assemblies, the biannual MS House Competition (MSHC), and other challenges throughout the school year. House shirts are worn on designated days and can be purchased at Zak’s or the school store.
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Challenges students to contribute through service in our global community.
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Prepares students for further academic and emotional challenges.
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Promotes opportunity for multi-cultural awareness.
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Promotes the development of a healthy self concept through developing interpersonal relationship skills.
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Promotes the Middle School philosophy of exploration, active learning.
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Promotes the ASD philosophy of developing global citizens.
WWW OBJECTIVES The objective of WWW is to provide middle school students with authentic educational experiences designed to develop attributes of the ASD Learner Profile. Experiences are designed with four student outcomes in mind: cultural awareness, personal growth, life skills, and service learning. WWW preparation is guided by Catheryn Berger-Kaye’s Five Stages of Service Learning and the UN’s Sustainable Development Goals. Students are asked to document and reflect on their experience. When they return, they engage in an informed action project aimed at addressing an issue of concern related to their WWW experience.
Academics 2019-2020 Middle School Student and Parent Handbook
GRADE Grade 6
Grades 7 and 8
TRIP
CURRICULUM CONNECTIONS
SERVICE FOCUS
SERVICE FOCUS
Greece: Ancient connections to the modern world
Ancient civilizations, deforestation
#15 Life on Land #11 Sustainable Cities & Communities
Greece (various locations)
Precious Plastics
Sustainable ecosystems, indigenous cultures
#12 Responsible Consumption and Production #7 Renewable Energy
Malaysian Rainforest
Sustainable Service
Ancient civilizations, water cycle
#4 Quality Education #6 Clean Water and Sanitation
Siem Riep, Cambodia
Nepal Trek
Physical education, physical science
#6 Clean Water and Sanitation #12 Responsible Consumption and Production
Nepali Himalayas
Biogas
Human-environment interaction, geometry, engineering
#7 Affordable and Clean Energy # 5 Gender Equity
Chitwan National Park, Nepal
Education for All
Literacy, human-environment interaction
#1 Reduced Poverty #4 Quality Education
Tanzania
Eco Bungalow
Engineering, sustainable development
#11 Sustainable Cities & Communities #4 Quality Education
Chaing Mai, Thailand
Reef Conservation
Coastal ecosystems, sustainable development, marine biology
#14 Life Below Water #11 Sustainable Cities & Communities
Ko Samui, Thailand
Eco Adventure
Communication, coastal ecosystems, physical education
#3 Good Health and Well-Being #10 Reduced Inequalities
Al-Jeer, UAE
All students engage in a WWW experience, whether abroad or within the UAE. Students are assessed by teachers and engage in self-assessment and their growth is reported on report cards. Students must be fit for travel and be in attendance for a minimum of one half day before departure on WWW trip.
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Academics 2019-2020 Middle School Student and Parent Handbook
Assessment and Grading Assessment drives the cycle of teaching and learning. Teachers provide a variety of quality assessments for students to demonstrate their progress toward mastery of standards and benchmarks. These assessments are designed to gather information about individual students in order to inform, enhance, and improve the teaching and learning cycle. This is also necessary in order to communicate clearly on each student’s progress towards the learning goals. Student learning and grading is based on criteria or standards for performance rather than through comparison with other students. Students are given a clear understanding of expectations for performance through the provision of exemplars, rubrics, checklists and other indicators. Students are active participants in the process.
Academic Practices •
Teachers will provide independent practice on daily work (daily assignments and homework activities). Teachers will provide brief progress checks (short quizzes; reviews or warm-ups).
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The academic grade will reflect a student’s achievement of standards for the subject.
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All teachers will report academic achievement separate from student dispositions (participation, behavior, time management, etc).
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Primarily summative assessments will be used as evidence to determine student achievement of standards.
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In cases of inconsistent student performance, teachers will rely on their professional discretion to decide whether additional assessments are needed.
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Alternative assessments will be used when appropriate as determined by the teacher. Upon early attainment of a standard, extension work will be provided.
not demonstrate). A teacher may still require that a student complete the assignment for formative learning purposes. Students who do not have sufficient graded work completed by the end of the grading period and/or eligibility check in a strand will be given a DND for the entire strand. Normally, a student has a maximum of one week from the end of the quarter or semester to make up all incomplete work. This requirement may be changed only under special circumstances. All late work is to be completed before teachers enter final grades for the course so students do not end up with DND on their year end report.
Exemplary
Consistently demonstrates extensive knowledge and understanding of content and concepts. Communicates learning with a high degree of clarity and accuracy, makes insightful connections and applies skills in new situations to create high quality, original work.
Proficient
Consistently demonstrates proficient knowledge and understanding of content and concepts. Frequently communicates learning with a considerable degree of clarity and accuracy. Frequently applies skills and makes connections in order to create high quality work.
Adequate
Demonstrates adequate knowledge and understanding of the required content and concepts. Occasionally communicates learning with some degree of clarity and accuracy. Applies skills to familiar situations and creates satisfactory work.
Limited
Demonstrates limited knowledge and understanding of the required content and concepts. Communicates learning with a lack of clarity and/or accuracy. Creates work that needs improvement and skills are limited.
Did Not Demonstrate (DND)
Did not demonstrate adequate knowledge and understanding of the required content and concepts. Did not communicate learning with clarity or accuracy. Did not apply skills and work is incomplete, of poor quality or insufficient evidence.
Late Work Assigned work is due at the beginning of class; late submissions will result in low assessments in the Learner Development category of Organization and Time Management. A teacher will expect that work is still submitted and may, through communication with parents, create a mandatory completion session for the student or request the student to attend a regularly scheduled Catch Up session. When teachers record the assignment in PowerSchool, an M (Missing) will be used to indicate that an assignment has not been submitted. Late work will be accepted for academic credit up until the time the teacher judges that the academic integrity of the assignment would be compromised (e.g. when the assignment is handed back or the class has thoroughly reviewed the learning). After this time, the grade in PowerSchool will turn to DND (did
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Academics 2019-2020 Middle School Student and Parent Handbook
Learner Development
Positive Learning Attitude
Identifies strengths and weaknesses as a learner; Seeks/ accepts challenge and copes well with change; Demonstrates independence; Demonstrates persistence in pursuit of excellence; Demonstrates problem solving skills.
Organization and Time Managemen
Respects timelines; Uses time efficiently; Follows guidelines; Completes work with care/ conscientiousness; Demonstrates organization and self-management
Collaboration & Participation
Participates enthusiastically; Listens actively; Respects group goals; Works to resolve conflict
Retake Policy A student may request a retake on a summative assessment or be recommended to do so by a teacher. A teacher may turn down a request if there is insignificant new conceptual learning that can be demonstrated through a retake( i.e. if the student’s achievement is proficient on first assessment). A student can only take one retake per summative assessment. Before a retake is granted, the student must demonstrate an improvement mindset by: • Conferencing with the teacher. •
Showing evidence of good class work habits (complete notes, formative assessments).
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Showing evidence of good study habits (e.g. complete homework assignments).
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Completing test corrections, further review or further preparation work as requested by the teacher.
Contacting Teachers Students are encouraged to contact and consult teachers with questions or for extra help or challenges. Teachers are flexible to assist students before or after school. Please plan ahead and schedule a time to meet before as teachers need time to prepare for the school day. Parents, please only meet with teachers before or after school if you and the teacher have agreed to a prearranged meeting. Parents should always check in with the office before meeting with a teacher in the classroom.
Academic Alert/Academic Improvement Planning Academic Improvement Planning is an important measure we take to identify and support students who have demonstrated ongoing academic difficulties. The purpose of Academic Improvement Planning is to identify areas of concern and initiate a system of communication and support that includes the student, parent, counselor, teachers, and administration. Counselors will regularly run a report (at risk report) on a bi-monthly basis to inform teachers of students who are struggling. Teachers will be expected to contact parents of students who are struggling academically. ACADEMIC ALERT An Academic Alert is issued when a student has three (3) or more academic strand scores of Limited or below on a report (mid-semester or semester). Parents are notified and a counselor may set a meeting with parents and the student to identify and address the specific areas of concern. Specific teachers may attend the meeting to help with this planning. Suggestions often involve: • Establishing more concrete study times and spaces. •
Getting regular help from a teacher.
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Organization or planning suggestions.
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Student Action Plan update (for students receiving learning support).
The student may also be put forward as a candidate for a Student Review Team meeting. The advisability of participating in co-curricular activities will be discussed as part of the plan, and students may be ineligible to participate. Counselors record the details of the plan during the meeting and students and parents sign to indicate their commitment. A copy of the Academic Alert Plan is kept in the student’s file. Counselors or teachers may also schedule regular check ins to monitor the success of the plan. If a student demonstrates improvement on the subsequent report card, which is defined as two or less strand scores at Limited, they will no longer be tracked in the Academic Alert Plan. A student will continue on the Academic Alert Plan if they maintain three (3) strand scores of Limited on the subsequent report card. A student whose academic performance declines and has four (4) or more strand scores of Limited will be elevated to an Academic Improvement Plan.
Teachers primarily communicate through email and parents and students are welcome to contact teachers through this medium.
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Academics 2019-2020 Middle School Student and Parent Handbook
ACADEMIC IMPROVEMENT PLAN Students who were previously on an Academic Alert Plans have four (4) or more strand scores at Limited on their next report will be elevated to Academic Improvement Plans. Administrators notify parents and set a meeting to discuss the ongoing difficulties and the inability to meet the terms of the Academic Alert Plan. The Academic Improvement Plan is a more comprehensive document that includes check ins, timelines and expectations for improved performance. The Academic Improvement Plan is usually set for a period of one calendar year, and a copy of the plan is kept in the student’s file. The two components to the Academic Improvement Plan are the Student Responsibility Plan and the Academic Support Plan • The Student Responsibility Plan is a detailed outline of the specific goals that determine student accountability. These goals are determined in the Academic Improvement Plan meeting and are agreed upon by the student, parent, and Administration. Review of these goals will occur formally at each reporting period for the duration of the Academic Improvement Plan. •
The Academic Support Plan is a detailed plan that identifies the areas of support the student needs in order to be successful in achieving the goals outlined in the Student Responsibility Plan. The areas of support may include both in-school and out-of school interventions that are agreed upon by the student, parent and Administration.
Students will not be eligible for co-curricular activities in the first term of their Academic Improvement Plan. A review of the Academic Improvement Plan at the next reporting period may lead to modifications of the plan (including eligibility) which will be based on student achievement of the goals of the plan. A student will be in violation of the Academic Improvement Plan if they maintain four (4) or more strand scores of Limited on subsequent report cards. Students in violation of the Academic Improvement Plan will meet with their parent and an administrator to review the student’s goals. If a student demonstrates improvement on the subsequent report card, which is defined as two (2) or less strand scores at Limited, they are meeting the terms of the Academic Plan and will not meet with administration to review the student’s goals. A student who demonstrates improvement for the duration of the Academic Improvement Plan will no longer be tracked in the Academic Improvement Plan process. REVIEW OF ACADEMIC IMPROVEMENT PLAN Students who do not meet the terms of the Academic Improvement Plan will meet with school administrators
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to review the plan or to determine whether the ASD academic environment is appropriate for the student based on whether or not the school support network and the student’s efforts are successful. During the review meeting it will be determined if the student is showing interest and application as a member of the ASD community. During the Administration’s review, the Academic Improvement Plan will be tailored to the student’s academic achievement and learner development. Expectations will be set for students based on need and the expectation that all students meet the academic standards of the Middle School program. Plan is kept in the student’s file.
Conferences The Middle School hosts a number of opportunities for students and parents to come together with teachers to reflect on goals, performance and next steps. The student led conferences begin the year with an opportunity for students to set goals related to their Informed Action Project. Dialogue between students, teachers and parents continues throughout the year in formal and informal ways. The end of the school year brings an opportunity for students to show leadership for their learning by showcasing their Informed Action Project linked to their WWW Experience. Our Grade 8 students take this opportunity a step further and lead meetings to review their goals and demonstrate their growth by presenting to community members in the Summit for Success. These conferences provide an excellent means to maintain and develop the home-school partnership, but most importantly, they are designed to keep the student at the center of learning and help foster reflection and self-efficacy in our students. There are also formal Student-Parent-Teacher Conferences (SPTC) after first and third quarter reports are distributed. These conferences take place in the Field House and give students the opportunity to get face-to-face feedback about their progress and parents the opportunity to discuss ways to best support their child. Students play the most important role in using the information from assessments and reports to improve. In addition, students who are working with feedback from standards are in the best position to help you understand their progress. For these reasons we strongly recommend that your child accompany you to STPC and other informal conferences throughout the year. Information regarding conference timings will be communicated in advance by the MS Office. Of course, regular, informal communication between students, parents and teachers is encouraged on an ongoing basis.
Student Expectations 2019-2020 Middle School Student and Parent Handbook
Student Expectations
Counseling Services The primary role of the Middle School Counselors is to advocate for students during these critical years of early adolescence. This is the time when students experience significant changes emotionally, socially and physically. The counselors serve all students and seek to enhance student learning by focusing on three interrelated areas: Academic Development, Personal and Social Development, and Career Exploration. Parents are encouraged to contact the counselors with any questions regarding your child in any of these areas.
Middle School Grades 6 - 8, Eight Day Rotation Schedule OPTION A Proposed MS Schedule (10-min breaks) TIME 8:15
BLOCK -
8:25
Advisory
Passing - 5 minutes 8:30
-
9:45
First Block
9:45
-
9:55
10-minute Break
9:55
-
11:10
Second Block
11:10 -
11:45
Lunch
Passing - 5 minutes 11:50 -
12:30
Advisory / Pursuits
Passing - 5 minutes 12:35 -
1:50
Third Block
1:50
2:00
10-minute Break
3:15
Fourth Block
2:00
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Attendance Regular school attendance is essential for successful learning. Student attendance is recorded using PowerSchool at the beginning of each block during the school day. All absences will be tracked by the Middle School Office. Parents and students can monitor this information on PowerSchool and should contact the MS Office with questions or concerns. Students may participate in any ASD Middle School activity if they have attended one half-day of school and have not been suspended. This same rule would apply to all athletic, academic and arts activities. ABSENCES AND ASSIGNMENTS As a general rule for planned absences as well as absences due to illness, students should take two days for each day missed to make up work. Student should communicate with teachers to develop a plan for making up work and catching up on class materials. For further information please see the Grading Policy. ABSENCES AND COURSE CREDIT If a student is absent for more than seven (7) class periods during a semester and cannot make up the work (determined by school personnel) the student may receive a “DND� in the report card strands for the course. Students with 4 or more absences will be alerted mid-semester.
Arrival and Dismissal Procedures Advisory class begins promptly at 8:15 a.m. Students must arrive between 8:05 - 8:10 a.m. in order to have adequate time to prepare for the school day. Students can enter the building when they arrive at school to access their lockers and go to advisory. Students, teachers are flexible to assist you if you need help before school, but please, plan ahead and schedule a time to meet with them the day before as teachers need time to prepare for the school day. Lunch is from 11:05 -11:45 a.m. Students are permitted to be in the Cafeteria, the Cafeteria Patio, the Library, the Field House, designated fields, or the supervised study area on the first floor of the Middle School building. All other areas are out of bounds unless under the direct supervision of a teacher. The school day ends at 3:15 p.m. Middle school students must exit the building and be in the care of their parents, an afterschool program or independent library study (available until 5:00 p.m.) by 3:45 p.m. Middle school students who are on campus unsupervised outside of school hours will be subject to a discipline infraction and will be asked to leave the campus.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
Parents are responsible for supervision of students remaining on campus after the school day or prior to and after ASD sponsored events.
Late Arrival and Tardies Arriving to class on time is important for the overall education of the student. Students arriving late to any class, including advisory, will be marked tardy. Tardies are recorded using PowerSchool at the beginning of each block during the school day. Parents and students can monitor this information and should contact the MS Office with questions or concerns. A student is tardy when he or she is not physically in the classroom when class begins. When a student arrives to class more than 20 minutes late, the tardy will be changed to an absence. If students have been released late from their previous class, the teachers will notify affected teachers. Students arriving after 8:15 a.m. must sign in the MS Office and receive a pass for admission into class. Morning tardies will be monitored by the MS Office. If, after an initial
Absence In the case of an unexpected absence, parents are to notify the MS Office and their child’s teachers on the morning of any unexpected absence either by email or by phone. A doctor’s note is necessary for three (3) or more consecutive absences due to illness. PLANNED ABSENCE Students leaving campus during the school day will need to be signed out by an adult in the MS Office to receive a pass to exit campus. An email or phone call to the MS Office in advance is helpful. Security will not allow students to leave campus without a pass and the supervision of an adult. Planned absences carry the following responsibilities: (1) Parents are to notify the MS Office and teachers by email of the dates of the absences and (2) the student is to communicate with his or her teachers to obtain any assignments he or she will miss. Teachers will determine due dates based on when the student returns to school. Students should also make arrangements (agreement with teacher for date and time) for any make-up tests or assignments in advance of their absence. For absences of two or more days, this information is recorded by the student and teacher on the ‘green form’, available from the MS Office. The completed form should be submitted to the MS Office at least two days prior to the planned absence. A planned extended absence of more than four days requires a meeting with MS administration.
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SCHOOL RELATED ABSENCE (SR) Students may be absent from school for a variety of school related reasons, including athletic events or other cocurricular events. The student is responsible for completing the ‘green form‘ (available in the MS Office) to communicate with his or her teachers prior to the absence to obtain any assignments he or she will miss and should submit the completed form to the MS Office two days prior to the absence. Students are allowed one day for each of the days absent from school to make up missing work and assessments. See the Athletic Handbook for more details regarding the responsibility of student athletes. Students who are not present for class due to a counseling or administrative issue will also have their absence from class marked as school related (SR). Students are expected to take responsibility for any work missed during this absence. ATTENDANCE AFTER SCHOOL TRIPS AND ACTIVITIES In general, students are expected to attend school at the assigned time right after a trip or major activity. School sanctioned events do not count towards a student’s accumulated absences per semester. If a student returns from a school trip after midnight, the student is expected at school the next day, but parents may write a note to excuse the student from the first 2 classes of the day if the student needs to catch up on sleep.
Behavior Policy Monitoring and redirecting student behavior is aligned with the values of responsibility and personal growth outlined in the ASD Core Values and Middle School Philosophy and Goals. Behavior expectations for students are outlined in the ASD Code of Conduct and the Falcon Way MS Positive Behavioral Expectations. Students are expected to follow these expectations in support of a positive school climate. To this end, we believe that students are individuals and are responsible for their choices and actions. We also believe that students learn from their choices, and consequences are a way for students to reflect on their behavior. In order to support students to make positive choices, teachers provide redirection to help students learn and reflect. Furthermore, restorative approaches are often used to address incidents effectively and are developmentally appropriate in a Middle School environment. Parental support and ongoing communication between the school and home essentially reinforce students’ positive behavior choices. Faculty strive to support students to “live” these expectations during the school day and in their daily life. To this end, individual student behavior is redirected mainly by teachers in the classroom setting. Recurring or severe
Student Expectations 2019-2020 Middle School Student and Parent Handbook
behavior is referred to administration for appropriate consequences which may include detention, suspension, or affect re-enrollment. The behavior policy extends to all ASD events, both on campus and when travelling. In addition, groups may have their own set of consequences for violations of the Behavior Policy.
Code of Conduct The following rules are the most important ones at ASD. These rules are to be followed at all times on campus or when involved in an ASD activity. • We expect all students to be honorable. Therefore, lying, cheating, and stealing of any kind will not be allowed. •
Students will show respect for all people. Physical and verbal abuse will not be allowed.
•
Students will show respect for property; their own, the property of others, and the school’s.
•
Students will behave with regard to their own safety and the safety of others.
•
Students will show respect for the culture and customs of the host country and will abide by all laws in the UAE.
•
We expect that students will not possess, consume, or use substances which are illegal or which are harmful to their bodies. Specifically, these substances include illegal drugs, prescription drugs when used abusively, inhalants, alcohol, and tobacco.
Harassment and Bullying
At the American School of Dubai, it is expected that all community members will be free to learn, teach and work in a safe, secure and non-threatening environment based on mutual trust and respect. This includes respect of personal feelings, the traditions and customs of religions and cultures, nationality and gender. Each member of the ASD community is expected to be responsible for his/her own behavior, to exercise self-discipline and to refrain from behavior which interferes with other members’ right to learn and work in a safe and healthy environment. ASD COMMUNITY: Any person who is involved with or has a relationship with ASD. The community includes, but is not limited to students, faculty, support staff, parents, alumni, coaches, guests and volunteers. HARASSMENT: Is any behavior or comment that is known, or should be known, to be inappropriate, unwanted, demeaning or cruel that makes the target feel uncomfortable, embarrassed, threatened or humiliated. It can include negative comments or messages (written or via digital communication), putdowns, sexual references,
gestures, name calling, humiliation, mean tricks or any action/communication that are interpreted in a negative manner. Harassment is sometimes a single act, but more often is composed of repeated acts performed over time. BULLYING: Is a form of harassment that is characterized by repeated and escalating incidence of purposeful and hurtful actions, either direct or indirect that negatively impacts a target (formerly known as a victim) by physical harm or psychological distress. Targets live with fear and anxiety, not knowing when or how serious the next ‘attack’ will be. Bullying is a distinct form of aggressive behavior where the “bully” is perceived to have more power than the target. Bullying may be physical, verbal, social, sexual, gender, or cyber/digital communication-based. There are roles individuals play in harassment and bullying: aggressor, target, bystander and ally. All of these individuals have a responsibility and are accountable for their decisions. EXCUSE OF A JOKE; DIDN’T MEAN TO: Those who harass or bully often claim that their actions were ‘a joke’ or that they did not mean to ‘hurt or offend’. Unfortunately, these intentions do not take away the reality of the consequence they created for the target. Everyone involved must view a situation as funny before it classifies as a joke and students are expected to be socially and emotionally mature enough to gauge this accurately. CONSEQUENCES: Any form of harassment or bullying will not be tolerated at ASD. Any such incident should be reported to the teacher, counselor, or principal. Administration are responsible for taking action, investigating, responding and communicating to all parties. Students who are found to be guilty of harassment or bullying will be subject to appropriate disciplinary action depending on the circumstances of the case. Serious cases and/or repetitive cases could put their ability to re-enroll at ASD in jeopardy. In addition, ASD will offer proactive support to those directly involved with counseling (and possible referral for counseling to a private provider), mediation, assertiveness training and/or restorative justice. If appropriate, a re-entry plan will be provided for any and all parties. ASD will not tolerate any individual (employee, parent, student, community member) retaliating against reporters or investigators. Any individual(s) found to have engaged in retaliatory conduct will be subject to disciplinary action.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
Backpacks
Public Displays of Affection
Students are not allowed to carry backpacks and gym bag during the school day. Students must carry their laptops in a special laptop carrier. Special laptop carriers should be small, thin and with one strap. Students should use their locker to store their belongings and keep locker locked at all times.
Public displays of affection are discouraged. Students should show respect for one’s self as well as others and the host country.
Lunch Food should be consumed in the cafeteria or patio areas only. While in the cafeteria, students should sit no more than eight at the tables and booths. Students are not allowed to sit on the tables. Respect should be shown to cafeteria personnel at all times. Soft drinks are not allowed. Students should queue in line waiting their turn. Music is not permitted in the cafeteria. Students are responsible for cleaning up after themselves and may only leave the cafeteria or patio area at 11:15 a.m. Students are only allowed in the first floor supervised area of the Middle School building, or in a classroom with a teacher who is hosting and supervising a work session or meeting. Students should not be in the elementary area. Students are welcome to play games on the areas of the fields designated for middle school lunch. Tackle football or other sports deemed too rough by the supervisor are not allowed. Students may use the designated area of the Field House if it is free and supervised by a teacher. Food and drinks are not allowed in the gym. Students must sign out all equipment and each student is responsible for returning and putting away any borrowed equipment at the end of the period.
Smoking/Substance Abuse The possession or use of tobacco (including vape devices and e-cigarettes) or alcoholic beverages by students is forbidden on any part of the school grounds or in the immediate vicinity of the school or when wearing the school uniform. ASD is a no-smoking campus. This includes roadways and open areas surrounding the ASD campus. The consequence for the possession or use of tobacco or alcohol is suspension and referral to Superintendent for review. (This includes school-sponsored events when offcampus.) The possession or use of harmful or illegal drugs of any kind (stimulants, inhalants, or depressants) on school grounds or at any school sponsored event will result in referral to Superintendent for review.
Vandalism and Theft Students have the right to a safe and secure environment. Students are expected to be honorable and to demonstrate respect for other people’s property and for the school’s facilities and property. Any form of theft or vandalism is unacceptable. Depending on the circumstances of the case, the likely consequence is suspension or affect reenrollment.
Gum chewing is not allowed in the school buildings before, during or after school. Violation of this would result in an infraction.
Any theft or vandalism incident should be reported immediately to the appropriate teacher, counselor, or administrator. Students may fill out an incident report form available in the Middle School Office. Students are reminded that they are responsible for any valuable or personal property that they bring to school. Students should lock any personal belongings in their locker to prevent loss or theft. Keeping valuable or personal property in a backpack or bag does not guarantee safety.
Hall Pass/Elevator Pass
Consequences
Students need a hall pass to access the hallways and community spaces outside of passing time. Students in the MS building before or after school and during lunch need to have a scheduled meeting with, and be supervised by a teacher. Students need an elevator pass to use the elevator and can receive one from the Health Office. The elevator passes will only be issued by the Health Office when such needs are identified by a doctor with a specific time frame.
TEACHER REDIRECTION A teacher meets with a student to assist in identifying undesired behavior, remind the student of expectations, and reach agreement about more positive behavior expectations for the future. It is expected that most Level 1 student behavior infractions will be resolved in this manner. Teacher redirections can occur during lunch or at any time appropriate with the teacher, where detentions occur after school at a designated time with a designated teacher.
Gum Chewing
Profanity and Vulgarity Profanity is inappropriate language or directing vulgar language or obscene gestures toward another individual or group. The school views this type of action as totally unacceptable and disciplinary action will be taken.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
INFRACTION A formal written notice regarding an unacceptable behavior that has not been resolved through teacher redirection. The teacher informs the student of the infraction and issues an infraction to the student. This is a formal documentation of the undesired behavior. Both the student and his or her parents are notified of all infractions via email from the issuing teacher. Students who accumulate three infractions over the course of a semester will qualify for a detention. A subsequent three infractions will lead to a second detention and a meeting with the Principal or Associate Principal. DETENTION A detention is issued by a teacher or an administrator when the student has accumulated three infractions, or has exhibited an undesired behavior that warrants a detention. The purpose of a detention is for the student to take time to reflect on his or her behavior and create a plan for making positive choices in the future, and/or to take restorative action. Detention involves a reflective conversation with a teacher about a behavior concern as well as a written reflection by the student. Both the student and his or her parents are notified of the assigned detention session via email. Three detentions in a semester warrant a meeting with the student and his or her parents to determine if level 2 consequences are necessary in redirecting the student’s behavior. Detention sessions are normally held weekly on Wednesdays from 3:15-4:15 p.m. Students who skip or miss detention will serve a make-up detention and be assigned an additional detention. Exceptions will only be made under rare circumstances and by prior approval from Administration. RESTORATIVE APPROACHES We believe restorative approaches are the best way to address behavior incidents. Restorative approaches have been proven as an effective alternative to punitive responses to wrongdoing and are the developmentally appropriate response in a middle school environment. Employing a restorative approach brings together persons harmed with persons responsible for harm in a safe and respectful space, promoting dialogue, accountability, and a stronger sense of community. Restorative approaches offers a more sustainable, equitable, and respectful alternative to dealing with misbehavior, from minor infractions to more serious offenses. It can also be used as a proactive strategy to create a culture of connectivity and care where all members of the school community can thrive.
responsibility to make up any tests, quizzes, or work missed during the time of suspension. The student and the parents will be informed of the length of the suspension by phone call or meeting at school. The student is not allowed to participate in school activities during the days and evenings of the suspension. This includes after school and evening activities. The administration will decide if additional activities such as school dances, activities, intramurals, school trips, or tournament attendance should be included in the suspension. BEHAVIOR PROBATION A student will be placed on behavior probation if the student is frequently in violation of school rules and regulations or if the severity of the student behavior warrants further attention, but not to the degree of expulsion. The student will reflect on his or her behavior and identify goals for improving behavior, highlighting how the student will take corrective action. These goals will be reviewed and signed by the student, administration, and the parent. The administration will decide the length of the probation on a case-by-case basis. Students placed on behavior probation are normally prohibited from participating in co-curricular activities and their behavior reviewed regularly before participating in events such as Week Without Walls (WWW). If the student’s behavior continues to be a problem during the probationary period, the student will be referred to the Superintendent. The parents and students will be informed of this in writing and with a conference. REFERRAL TO SUPERINTENDENT Referral to Superintendent will be enacted only as a last resort after other means of motivation, intervention and correction have failed and/or attendant circumstances of crime, scandal, morality or disruption necessitates additional disciplinary action. The student and his or her parent will appear at a meeting with the Superintendent to discuss the history of behavior incidents and plan for behavior improvement or re-enrollment.
SUSPENSION (IN-SCHOOL OR OUT OF SCHOOL) A suspension is for behavior that is deemed serious, disruptive, unsafe or for behavior that has been addressed previously and not corrected. It is a redirection reminder to the student for a behavioral change. The type and length of suspension will be determined by administration based on the circumstances of the incident(s) and the student’s willingness and ability to make restitution. It is the student’s
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
Ladder of Consequences LEVEL 1 CONSEQUENCES Level 1 Behavior Infractions: Behavior that disrupts/distracts teaching and learning.
Examples: Tardiness, unprepared for class, missed teacher meeting, missing homework, dress code violation, hallway misbehavior, swearing, RUP infraction, misuse of elevator, disruptive class behavior, electronic device violation, missed teacher meeting, etc. (list is not limited to these items)
Students learn from these consequences in succession
Consequences
Teacher redirection
Teacher redirects student to desired behavior
Infraction
Teacher issues formal written warning; shared with parents; tracked in discipline database
Detention
3 accumulated infractions is a detention; Level 2 Behavior Infractions (depending on severity)
Referral to Administration
3 detentions in a semester requires a meeting with Administration; possible Level 2 consequences
LEVEL 2 CONSEQUENCES Level 2 consequences begin with a referral to Administration and a parent contact and include a restorative approach when appropriate. The table below is provided to indicate the usual degree of consequence for specific infractions. Consequences may vary depending on the circumstances of the incident. Level 2 Behavior Infractions: Behavior that is harmful to self, others and property.
Examples: Repeated Level 1 infractions, harassment (verbal, physical, sexual), bullying, abuse of school property, fighting, skipping school/class, defamatory notes/ messages, defiance, stealing, possession of contraband, academic integrity, etc. (list is not limited to these items).
Honor Code/ Academic Integrity violation
Detention or half day in-school suspension
Vandalism
Half day in-school suspension or in-school suspension
Bullying
In-school suspension or out-of-school suspension
Defamatory notes/messages
In-school suspension or out-of-school suspension
Defiance
Detention or half day in-school suspension
Fighting/Threat
In-school suspension or out-of-school suspension
Harassment (verbal, racial, physical, sexual)
Detention, in-school suspension, out-of-school suspension
Possession of dangerous items or banned substances
Out-of-school suspension and referral to Superintendent
TUP: cyber bullying
Detention, in-school suspension or out-of-school suspension
TUP: inappropriate content
Detention, in-school suspension or out-of-school suspension
Skipping school/class
Half day in-school suspension
Stealing
Half day in-school suspension or in-school suspension
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
SEARCHES The school has the right to search locked areas if there is reasonable belief that the student has something not allowed on campus. A student may also be asked to show what is contained in pockets, bags, or containers if there is reasonable suspicion of the possession of objects that are disruptive to the safe operation of the school. DUE PROCESS The ASD Core Values are intended to promote and protect student rights. It is expected that all students will be treated in accordance with the Core Values. In instances in which a student is suspected to be in violation of our Behavior Policy, the student has the right to be heard, and the right to understand the consequences.
FOLLOW UP After the investigation and substantiation of an incident, the actions taken by the school will be communicated directly to all parties involved, including appropriate faculty/students as well as parents/guardians of the victim, perpetrator, and witnesses (as applicable). In addition, ASD will offer proactive and sympathetic support to those directly involved with counseling, mediation or assertiveness training. All incidents/consequences will be documented.
The Falcon Way MS POSITIVE BEHAVIORAL EXPECTATIONS Vision Statement: Our school culture supports positive, trusting relationships between all stakeholders and a happy, hig-functioning community. We teach clear expectations for student behavior that refflect our Core Values and students are supported to meet these expectations with consistency. EXCELLENCE
INTEGRITY
RESPONSIBILITY
RESPECT
Deep, sympathetic care for others.
The quality of being outstanding or extremely good; the end result of dedication, resilience and hard-work.
The quality of being honest and morally good; doing the right thing even when noone is watching.
Capable of being trusted; self-directed and accountable for your actions.
Valuing the feelings, wishes and rights of others; treating others as you wish to be treated.
Return to class promptly.
Always return found things.
Pick up after yourselves and others.
Positive speech with each other.
Arrive to school and class on time and prepared.
Keep locker codes to yourself.
Use phones only before the first bell and after the last bell.
Respect personal space and be aware of appropriate sound level.
Unplug as much as possible to maximize faceto-face connections.
Try to conserve water and paper towels to respect the environment.
Hallways & Bathrooms
COMPASSION
Seek out positive and supportive interactions with students and teachers. Show gratitude and respect to cleaning staff.
Classrooms
Lead by positive example. Treat others the way you would like to be treated. Show sensitivity and kindness to others. Welcome differences.
Strive to use passing time for positive and productive purposes.
Only use your own things. Do what you have permission to do while leaving class.
Manage timelines and complete work with care.
Do your own work and hold others to the same standard.
Try your best with a growth mindset.
Learn from your mistakes and use them to grow.
Take initiative in your learning and seek support when you need it. Finish what you have started.
Be an honest Falcon Demonstrate on task behaviors.
Respect others. Bring all necessary materials to class.
Positive speech with each other.
Listen actively and participate enthusiastically in class.
Respect personal space and be aware of appropriate sound level.
Come to class prepared from head to toe.
Try to conserve water and paper towels to respect the environment.
Leave the classroom neat and tidy.
Respect others.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
COMPASSION
Cafeteria
Be inclusive and invite others to your table or group. Be patient with staff and peers. Keep noise to a conversational level.
EXCELLENCE
INTEGRITY
RESPONSIBILITY
RESPECT
Make good, healthy choices with your food.
Wait your turn in line and honor line etiquette.
Be responsible for your belongings and waste.
Clean your area carefully.
Be mindful of waste and use recycling bins.
Clean your area if even no-one is watching.
Be prepared with money (so others don’t wait behind you).
Use polite manners.
Be open-minded to ideas presented.
Respect the cafeteria staff and say please and thank you often.
When performing, be prepared in order to do your best.
Interact appropriately with performers, presenters, and others.
Show appropriate gratitude to performers, audience, and staff.
Help yourself and others uphold theater expectations.
Arrive on time and stay for the entire performance. Everybody present takes ownership of their role in making the performance successful.
Act as a role model for others.
Theatre
Respect the environment by reducing plastic waste. Listen to adults and peers.
Keep food in your mouth or on your plate.
Show supportive behavior during all performances and celebrate success.
Respect guidelines about numbers at tables.
Show respect for all theater spaces and equipment. Show respect for performers and other audience members. Connect with the performance- Tune out of electronics, tune in to performance.
Fields & Outdoor Common Spaces
Field House & Locker Rooms
When appropriate, use phone as camera only. Give full attention to performance.
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Be understanding of classmates with different backgrounds and skill levels. Go out of your way to include others. Be kind, treat others you want to be treated.
Perform to the best of your ability.
Respect the rules. Be honest.
Be responsible for using the equipment as intended.
Help others perform to the best of their ability.
Do the right thing even when the teacher is not watching.
Look after you own belongings appropriately.
Do your best, forget the rest.
Take responsibility for your mistakes.
Include others in seating at outdoor lunch tables.
Take action and follow through as a citizen of the middle school.
Include everyone to support a happy environment.
Always try your best when engaging in competitive play.
Use positive words with others.
Serve as a mentor and representing ASD to the best of your ability.
Empathizing with others. Help others when in need.
Advocate for yourself; you are responsible for your own learning.
Promote happiness.
Do your own work Follow fair play and sportsmanship during competitive play. Respect timetables. Clean up when no one is watching.
Taking care of our belongings and keeping areas clean. Holding other students accountable for belongings.
Be considerate of people of different athletic abilities. Respect others. Respect the equipment. Communicate with others appropriately. Show gratitude to athletic assistants.
Respect everyone, stand up for others including yourself, be an “upstander”. Respecting opponents during competitive play.
Taking initiative and picking up after others if needed.
Being polite to adults and peers.
Treat people with care and kindness.
Smiling at others.
Make healthy choices in the cafeteria.
EXCELLENCE
INTEGRITY
RESPONSIBILITY
RESPECT
Always try and be your best you.
Follow the rules even when no one is watching.
Participate actively and cooperatively.
Treat others the way they want to be treated.
Show personal responsibility for your belongings and your actions.
Be respectful in your comments and actions.
Be smart, be sensible, be honest.
Stay safe and help us take care of our devices.
Communicate regularly with teachers, counselors or parents helps resolve uncertainties and supports you in making good choices.
Build people up; if you see a message that makes you uncomfortable, report it to a trusted adult.
Communicate with others in a respectful way and helpful way.
Respond to overdue reminders promptly to make books available to others.
Return furniture, books, games and other materials to where they belong.
Follow MS technology expectations at all times, including lunch and before & after school.
Follow library expectations by using only a water bottle and no other food or drink.
Library
Online
COMPASSION Off-campus Activities and Events (e.g.,www, fieldtrips)
Student Expectations 2019-2020 Middle School Student and Parent Handbook
Put yourself in someone else’s shoes. Be empathetic to other people and other cultures. Be kind.
Show grit and perseverance, take risks, Be honest in your be brave. interactions with all people. Congratulate yours and others successes.
Follow expectations from the people in charge.
Be perpetually inquisitive and curious.
Collaborate in encouraging and supportive ways.
Be a creative thinker, developing innovative products and processes.
Build community to encourage and support others.
Amaze our community and the world.
Be thoughtful and respectful to all library users and staff.
Explore and challenge yourself in independent reading.
Understand that others may be using the library for different purposes than you at any given time; make it possible for them to succeed.
Share your reading experience with others by recommending and suggesting what to read next. Ask for help!
Grading and Reporting PURPOSE OF REPORTING The purpose of reporting is to communicate to parents and students specific and useful information about students’ level of proficiency in meeting learning goals, development of learning habits and identified areas of strength as well as areas for growth. REPORTING TO PARENTS AND STUDENTS Report cards for students will be sent twice a year, in the fall and spring. Mid-semester reports will be sent home to share students’ learning progress. Goal setting conferences, Parent-Teacher-Student Conferences, Home Conferences, Student Led Conferences, and Summit For Success are opportunities for students, parents and teachers to set learning goals, reflect and celebrate students’ learning journey.
Consider your actions and their effects on others.
Ensure that your individual and group behavior allows others to use the library in the ways they need. Be friendly and polite to all library teachers and assistants and recognize they have a responsibility to monitor use of the library.
Opportunities to visit with your child’s teacher are not limited to these pre-scheduled reports and conferences. If you wish to visit about your child, please contact your child’s teacher to arrange a time before or after school. POWERSCHOOL Parents and students can monitor current grades in all courses by logging in to the PowerSchool family portal. Teachers regularly update the online gradebook and make note of missing assignments. Questions or concerns regarding specific grades should be brought forward to the teacher. The PowerSchool portal communicates to students and parents how the student is progressing towards mastery of the standards, and how consistently they are demonstrating learning habits that contribute to their academic success. PowerSchool provides up to date information on student attainment of any standards that have been assessed.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
Parents and students can get a picture of how a student did on a particular assignments or how many times a particular standard has been addressed. The standards grade tab in the parent portal will display the student’s current grades for each standard and strand that have been assessed (standards with no scores will not appear). Strand grades will appear as the Achievement Level indicator, while standards will be the number entered
Homework Homework is used to enhance the learning experience and help students better understand the concepts and work presented during the classroom lesson. Homework should be relevant, developmentally appropriate, clearly explained, and contain elements of student choice whenever appropriate. Students should take care to record all due dates and details in their Kitab or other time management tool to ensure that homework is completed on time. All Grade 6 students keep a Kitab planner. Grade 7 and 8 Advisory teachers support students to decide on an appropriate organizational tool (e.g., Stickies, Google Calendar, Kitab) and check-in regularly with students to support healthy study habits. Planning for short and long term homework assignments is necessary. Students should arrange a homework area that is free from distraction and establish a specific time of day for completing homework. Homework is assigned and explained by teachers during class time and recorded on PowerSchool Learning by 3:45 p.m. of the day it is assigned to assist students at home. While the amount of time dedicated to homework naturally ebbs and flows throughout the school year, teachers, parents and students are asked to prioritize student wellbeing (e.g., adequate sleep, time dedicated to recreation, family time). As such, students are expected to complete no more than one hour of homework per school night and five hours total per week, not including independent reading. Homework should not be assigned to be completed over school vacations, long-weekends or during standardized testing. A guide to the time expected students should spend on current homework assignments is: Minutes per night
60 minutes
Minutes per class per week
40 minutes
Total HW time per week
5 hours
Students and parents are encouraged to reach out to their teacher if they are spending excessive time on homework.
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GRADE LEVEL ORGANIZATIONAL TOOL Grade 6: All students start Grade 6 using a Kitab planner to record homework and assignments. In Semester 2, some Grade 6 students may work with their Advisor to develop an alternative organizational tool that better meets their individual needs. Regular check-ins will occur during Advisory and subject classes to support students in maintaining these tools and building time management skills. Grades 7 and 8: Students are expected to use an organizational tool to keep track of their homework, assessments, projects and to manage their time. Students will decide on a tool with the support of their Advisor. Regular check-ins will occur during Advisory and subject classes to support students in maintaining these tools and building time management skills. SUPPORT OUR STUDENTS The Learning Support teachers also run Support Our Students that meets every day during lunch period. All students, Grades 6-8, are encouraged to attend after eating their lunch. There they can receive one-on-one or small group assistance with assignments. Students may also be required to attend and will be notified by their teacher
Honor Code ASD holds honesty and academic integrity as high ideals. Students are expected to adhere to honesty, trustworthiness, and personal integrity at all times. Cheating, plagiarism, or any form of academic deceit will not be tolerated. Students who are found to be cheating or providing answers will not be granted credit for the assignment. Teachers will report all instances of academic dishonesty to the Principal or Associate Principal and these will result in an appropriate consequence. Students will not receive credit for the plagiarized work and in most instances will need to re-do the assignment and may be issued a DND in that particular grading strand. All instances of academic dishonesty will be logged in our discipline database and repeat offenses will be met with sterner consequences. Academic dishonesty is defined as (but not necessarily limited to) the following: • The giving or receiving of information on an exam, test, quiz, or other evaluation exercise, in such a way that would be considered cheating. This could include, but not limited to, copying from another, the bringing of notes into the test, the sharing of a calculator or electronic device with another student without the teacher’s permission, or other similar unauthorized help.
Student Expectations 2019-2020 Middle School Student and Parent Handbook
•
Using someone else’s ideas or statements as one’s own without giving credit to the author, in such a way that would be considered plagiarism. This could include, but not limited to, not giving a proper citation in a research paper to credit the source of information, the copying of another student’s work (i.e. homework assignments) and handing it in as one’s own, the giving of one’s work to another to copy, or any other similar use of another’s work.
Learning Support Services The Middle School provides an opportunity for some students to receive Learning Support Services (LSS). The Middle School program is primarily an inclusion service delivery model that provides three levels of academic support. Students are identified through the Student Review Team process and placed in the appropriate level of LSS, based on their individual needs. Each student who is in the LSS program is assigned to an LSS teacher who, as casemanager, will work collaboratively with the student and their classroom teachers to develop and implement their Student Action Plan. The objective of the LSS program is to empower students to attain academic success at their appropriate grade level through the use of specific interventions and instructional strategies. Placement in this program also allows the LSS teacher, in collaboration with teachers, to carefully monitor and adjust instruction based upon your child’s needs. The first level is a Co-taught or Inclusion Model where the LSS teacher provides support in the English Language Arts and/or Mathematics classroom. This inclusion environment involves accommodations, small group direct instruction, and co-teaching with opportunities for pre-teaching and reteaching.
Library The Library’s rules for behavior and care of materials are based on the ASD Code of Conduct. Students are welcome to use the Library before school, during lunch and recess, and after school. Students who go to the Library during class time without their teacher need a pass from that teacher. Students who repeatedly lose or damage materials or do not follow proper library behavior will lose their Library privileges. Books are checked out for two weeks and may be renewed once. Books are to be returned on time. If a student does not return an overdue book his/her report card will be held until the book is returned. A fee will be charged for damaged materials. If a book or other material is damaged beyond satisfactory repair, it will be treated as a lost book. If a book or other material is lost, the student will be charged the replacement cost of the item plus the cost of shipping, handling and processing. Reference books can not be checked out.
Standardized Testing Measures of Academic Progress (MAP tests) are computerized tests offered twice per school year (Fall and Spring) in the area of Reading, Math and Science*. All students in Grades 6 through 8 participate in the test. MAP tests provide teachers with an efficient way to assess achievement levels and academic growth of individual students. It also provides important information that assists students to set academic goals. The global data gathered from the tests also help inform school curriculum development. The results from these tests are emailed to parents and informative sessions to understand the results will be held. CAT4 is standardized Cognitive Abilities test offered in Grades 6 and 8 once a year in the fall. AAPPLL testing in World Languages is offered once a year.
The second level is a dedicated class called Guided Study. This class promotes managing the middle school workload through developing study skills; test prep strategies, learning strategies, enhancing organizational management, goal-setting, and self-advocacy. The third and highest level of support is the combination of both Co-taught and Guided Study.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
Technology Use Policy GRADES K1 - 12 The mission of the American School of Dubai is to challenge and inspire each student to achieve their dreams and to become a passionate learner prepared to adapt and contribute in a rapidly changing world. Technology Vision: We embrace the power of technology in order to reimagine the learning environment, personalize learning pathways, and cultivate collaboration, communication and innovation within and beyond the walls of ASD. Core Values: Compassion - Excellence - Integrity - Respect - Responsibility C O M PA S S I O N
RESPECT
Help foster a school community that is respectful, kind and supportive.
Consider your actions and their implications.
•
Use technology to build community, not to isolate, offend or hurt others. (Read the Harassment and Bullying Policy on the ES, MS, and HS GO Pages.)
•
Protect yourself and others by reporting misuse and not forwarding inappropriate materials or communications.
•
Carefully consider the information and images that you post.
•
Communicate with others in a respectful and helpful way.
•
Handle all devices with care and respect.
INTEGRITY
RESPONSIBILITY
Be smart, be sensible, be honest. Talking regularly with teachers, counselors or parents helps resolve uncertainties and supports you in making good choices.
Stay safe and help us take care of our devices and networks.
•
Give credit when using others’ information. (Read the Academic Integrity Policy and Citation Guides on the ES, MS, and HS GO Pages.)
•
Only access your own accounts and accounts assigned to you by teachers.
•
Use technology with transparency; hiding online activity is not permitted.
EXCELLENCE Amaze our community and the world. •
Be a creative thinker, developing innovative products and processes.
•
Share in an appropriate manner what you have learned and created.
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•
Keep safe and consider carefully before publishing personal details.
•
Keep personal accounts and passwords private and secure.
•
Only search for, view, create and share content that is appropriate for the academic environment.
•
If you see a message, image or other material that makes you uncomfortable, report it to a trusted adult.
•
Protect computer equipment and software from harm. (Read the Vandalism and Theft Policy on the ES, MS, and HS GO Pages.) Students at ASD are expected to use technology appropriately as defined by the Technology Use Policy. School-managed devices and devices associated with ASD accounts can be checked by ASD or parents at any time. Should a student fail to meet these expectations, appropriate consequences will be determined as defined by the ES, MS, HS code of conduct (student handbook).
Student Expectations 2019-2020 Middle School Student and Parent Handbook
Laptop Program
Middle School Technology Expectations
Access to technology supports a student-centered model of learning and increases the opportunity for differentiation. Middle school students are required to bring a personal laptop to school each day. The device must be an Apple Macbook and should be no more than three years old. Students must have their laptop configured by ASD, with administrative rights managed by the school during the school year. Students must start each day with a fully charged laptop and are required to have a charger and a small set of recording earphones. Students must carry their laptop in a laptop bag. Students with a MacBook with only the USB-C port will be required to purchase and bring an adapter for projecting or using USB-3 plug-ins. More specifics can be found on the ASD Go Page.
Supporting appropriate use of technology is a community effort. The expectations below support our Technology Use Policy.
Secondary Devices at ASD ASD offers a variety of technology resources for educational use. Additionally, students in Grades 6-12 are required to bring their own laptop. Students may also choose to bring their own electronic devices such as smartphones, tablets, and e-readers to school to enhance their learning experiences. These devices must be used in accordance with the Technology Use Policy. As such, there will be times when using a device for a certain activity is appropriate, and times when it is not. Divisional technology expectations support understanding about appropriate use. Bringing additional electronic devices to school is not a requirement
Security and Damages When an electronic device is brought on to the ASD campus, responsibility to keep the device secure rests with the individual owner. ASD cannot be held liable for any device stolen or damaged on campus. If an issue occurs, it will be handled through the appropriate division office using the same process that applies to other personal items. Students and parents/guardians choosing to bring electronic devices onto campus must adhere to the Technology Use Policy. The school maintains the right to investigate any situation where a device is suspected of not being used in accordance with the Technology Use Policy.
Accessing the ASD Network Each student is allowed one secondary device, in addition to their laptop, to be linked to the ASD network. Login credentials are identical to those for the primary device. Should a new device be brought in to replace an existing one, it will need to be brought to IT to remove the old device from the network.
TECHNOLOGY AT SCHOOL IS FOR LEARNING SECONDARY DEVICES •
Must be turned off and stored in lockers from
8:05-3:15, unless directed by a teacher.
CLASSROOM ROUTINES • Students access devices when invited to do so by a teacher. •
Students only have applications and tabs open that are relevant to current learning.
•
Chat messaging during class is not permitted, unless directed by a teacher.
•
If classwork is finished early, work on specific activities which support the curriculum.
•
Take a few minutes at the end of class to organize (save files, close tabs, record HW).
•
Students handle devices with care and respect beware of water, food, and placement.
•
Students will ensure Insight is installed and running on their computer at all times.
TRANSPORTING DEVICES • •
Laptops are transported to all classes
(PE is the exception).
All devices must be closed and in bags while transporting between classes.
OUTSIDE OF CLASS TIME • Students are encouraged to take a break from screens during these times. •
Before School - Students should be preparing for the day. Laptops should be fully charged and closed by the 8:05 a.m. bell.
FOR COMPUTER RELATED PROBLEMS - GOING TO THE IT OFFICE • During passing, lunch, after school - (during class with permission from the teacher). •
(IT will send a student back with a loaner if the problem cannot be fixed immediately)
HOMEWORK SUGGESTIONS • Only have applications and tabs open that are relevant to current learning. •
Avoid distractions like chatting, texting, or listening to music with lyrics.
•
Take frequent breaks from all screens.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
Uniform & Dress Code Policy Students must follow the ASD Dress Code. Detailed information about the dress code can be found on the ASD website. UNIFORM PURPOSE STATEMENT ASD students wear a school uniform to be in line with ASD’s Core Values of respect, responsibility and excellence. As a school located in the United Arab Emirates, the ASD uniform is designed to respect our host country’s culture. Like similar private, college-preparatory schools in the United States, the school uniform reflects our high expectations for student excellence. The uniform promotes respect and responsibility for self and the school community. GENERAL GUIDELINES According to the ASD Dress Code, student appearance in the ASD uniform will be neat, clean and respectful. Students must be in uniform during the school day. At the start of the school year, returning students are to be in uniform beginning with the first day of school. New students will be granted a three day grace period at the start of the school year. This allows new students ample time to purchase and launder the uniform before wearing it to school. WEARING THE UNIFORM Below are general requirements regarding the ASD Dress Code and wearing the school uniform which must be neat, clean and supportive of the learning process: PANTS/SHORTS/SKORTS • All bottoms are worn at the waist with no undergarments showing with the ASD logo visible at the hemline. SHIRTS • Shirts are buttoned all the way up. Students may opt to leave the top two buttons unbuttoned •
Shirts may be worn tucked in or untucked.
•
A solid white undershirt may be worn, so long as it does not show on the arms or at the bottom of the uniform shirt.
•
A collared uniform shirt must always be worn under the sweater and fleece garments.
JACKETS AND OUTERWEAR As a part of the ASD Dress Code students wear only the authorized jackets, sweaters, and sweatshirt options made available through Lands’ End and Zaks. Hooded sweatshirts, ASD Athletic team sweatshirts, and any other overgarments are not acceptable, other than on designated uniform and dress down days arranged by the Middle School Office.
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ACCESSORIES Accessories that do not detract from the learning environment are acceptable. FOOTWEAR • Students wear shoes that fully support, protect and enclose the foot. This allows students to be active, safe and comfortable throughout the school day. •
Acceptable shoes: Athletic shoes, traditional black or brown school shoes that enclose the foot, sturdy sandal that is secured to the foot with a backstrap.
•
Unacceptable shoes: flip flops, boots of any kind, shoes with wheels, high heels, spiked shoes and Crocs.
HATS Hats are recommended to be worn outdoors for sun protection. Hats may not be worn in the school building. PHYSICAL EDUCATION UNIFORM Wearing a P.E. Uniform is mandatory, and students not in uniform will receive an infraction. In the Middle School and High School the P.E. uniform is not allowed in the regular classrooms, during lunch, or in the morning before class except for when the student has P.E. during the first block of the day. It is the responsibility of the student to take his/ her uniform home at least once a week to be laundered. MS and HS students may be required to take showers and must change back into their school clothes at the end of P.E. class. SWIMMING ATTIRE The swimming uniform consists of a one piece suit for girls (with the option of shorts) and boardshorts or jammers for boys. Bathing caps are mandatory for all students. Goggles and rash guards are optional, but will not be provided by the school. Students not bringing swimming attire means wearing a swimsuit provided by the PE department. DANCE UNIFORM The Dance Uniform consists of track pants, athletic skirt with built in shorts and t-shirt with covered shoulders. Students must change in and out of their uniform during class and are not allowed to wear the dance uniform in regular classrooms, during lunch, or in the morning before class, except for when the student has dance during the first block of the day.
Student Expectations 2019-2020 Middle School Student and Parent Handbook
SPECIAL CLASS REQUIREMENTS Some classes will require students to wear special clothing for a variety of reasons. An art class will require students to wear aprons or smocks at times to keep their uniform clean. The drama class may at times require students to wear costumes depending upon the class activities. Whatever the case may be, students will receive specific instructions from their teachers about such requirements. Special dress requirements will always be in line with the ASD uniform purpose statement. FIELD TRIP UNIFORM As a part of the ASD Dress Code, students have specific requirements when participating in a field trip. On most occasions, unless otherwise communicated by the teacher, students wear the navy polo shirt and khaki bottoms.
School Approved Uniform Retailers LANDS’ END Online purchases may be made on the Lands’ End website. ASD preferred School Number is 900146523. ZAKS Located in Al Barsha, Dubai (across from the IBIS Hotel Building). Phone: 04-379-2575. Open from 10:00 a.m. to 7:30 p.m. Saturday to Thursday. SCHOOL STORE The School Store is located near the Elementary School Office, E132. The School Store sells the ASD P.E. uniform in all sizes to suit students from Grade 1 to Grade 12. MS / HS house T-shirt are also available for purchase at the school store.
HOUSE SHIRTS House shirts should be purchased from the school store or Zaks. They can be worn on special House Days. Generally, house shirts should be worn with uniform bottoms, but on special occasions, such as House Competitions, they may be worn with PE shorts. This will be communicated through the MS Student Bulletin and Advisory. NON-UNIFORM DAYS Occasionally there may be non-uniform and dress down days where students do not have to wear the uniform to school. On such days the ASD dress code must be followed. As a general guideline, the non-uniform garments must cover the same areas covered by the school uniform. On costume days, students are not allowed to use any accessories depicting weapons including but not limited to toy guns, knives, swords, etc. Students should plan ahead and check with their Advisor to be sure they don’t make questionable clothing choices. For athletics team members, middle school students may wear the red polo shirt and uniform pants or a white button down shirt with a red tie and uniform pants on the day of their competition. Upon return from tournaments or school sanctioned activities, middle and high school students may wear their co-curricular garments for one day as determined by the coach or activity sponsor.
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Student Expectations 2019-2020 Middle School Student and Parent Handbook
SCHOOL APPROVED UNIFORM GARMENTS ASD UNIFORM GARMENTS
Elementary School
Middle School
High School
MALE
FEMALE
MALE
FEMALE
MALE
FEMALE
Button Front Shirt (White, Light Blue)
x
x
x
x
x
x
Polo Shirt (White, Navy)
x
x
x
x
x
x
V-Neck Sweater (Navy)
x
x
x
x
x
x
TOPS Zaks
Cardigan Sweater (Navy) K1 & K2
x
Fleece Zip Up (Navy)
x
x
x
x
x
x
Active Track Jacket (Navy)
x
x
x
x
x
x
Crew Neck ASD Logo Sweatshirt (Navy)
x
x
x
x
x
x
Button Front Shirt (White, Light Blue)
x
x
x
x
x
x
Polo Shirt (White, Navy)
x
x
x
x
x
x
V-Neck Sweater (Navy)
x
x
x
x
x
x
x K1-K2
x
Fleece Zip Up (Navy)
x
x
x
x
x
x
Active Track Jacket (Navy)
x
x
x
x
x
x
Crew Neck ASD Logo Sweatshirt (Navy)
x
x
x
x
x
x
x
x
x
x
x
x
Lands’ Ends
Cardigan Sweater (Navy)
x
x
BOTTOMS Zaks Long Pants (Khaki, Navy)
x
Capri Pants (Khaki, Navy) x
Skort (Khaki) Shorts (khaki)
x
x
x x
x K1-K2
Jumper (khaki)
x
x x
Lands’ Ends Long Pants (Khaki, Navy)
x
x
x
x
x
Capri Pants (Khaki, Navy)
x x
x
Skort (Khaki, Navy) Shorts (Khaki)
x
x
x
x
x K1-K2
Jumper (Khaki)
x x
School Store P.E. Kits House T-Shirt 28
x
x
x
x
x
x
x
x
x
x
Communication 2019-2020 Middle School Student and Parent Handbook
Communication
“
The Middle School encouranges student voice and parent feedback. Student success relies on close ties between families, students and teachers.
”
A child’s school life is greatly enriched by a family that is well informed and active in school activities. The Middle School welcomes your involvement and encourages close ties between parents and teachers. We recognize that effective partnerships are characterized by shared commitment to collaboration; respectful, open lines of communication and a common vision of the goals to be achieved.
Middle School Website, Middle School Bulletin, Teacher directory, Classifieds and Lost and Found.
•
Middle School Goal Setting Conferences
Channels of Communication
•
Student-Parent-Teacher Conferences
•
Week Without Walls Information Sessions
•
Talk Tuesdays - informational forums on topics of interest to the ASD community
If concerns regarding your child arise, your first contact is the teacher directly involved. In most cases, concerns are easily resolved through direct contact with the teacher. If you are not sure who to speak with, or there are extenuating circumstances, contact the Counselor or the MS Administration for guidance. Information is communicated primarily through electronic means. On occasion print media is used. Some examples of important communication that can be accessed on the Community Portal of the ASD website are: ASD News,
To support effective partnerships, the Middle School offers a variety of events and meetings to connect with parents and families: • Back to School Night
EMERGENCY COMMUNICATION While unlikely, in the event an emergency occurs, ASD will communicate using mobile phone via SMS. Contact information should be current in order to receive any SMS notification from ASD. Please contact the ASD Registrar’s Office to update your family contact information. The system is tested twice each year.
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Communication 2019-2020 Middle School Student and Parent Handbook
Addressing Concerns The school will communicate with parents through the ASD family email account and scheduled conferences between school personnel and parents, mid-semester report cards and PowerSchool. Communication among students, parents, teachers and administration is vital to the health of any school. To assist in achieving this objective, the following general procedures are recommended: 1. When an issue concerns your son or daughter and their school work, the best person to see is the classroom teacher. An appointment to see a teacher may be made by contacting the teacher by email. Problems of a personal nature or questions about a student’s program, his/her overall potential and general progress may also be discussed with the counselor. Parents are encouraged to contact the teacher in advance of a desired meeting and are discouraged from meeting a teacher in their classroom or office unannounced. 2. Problems that cannot be resolved through a conference with the personnel mentioned above and questions of a more general nature concerning the operations of the school may be discussed with the Middle School administration. Appointments may be made by calling the Middle School Office. 3. Problems that have not been resolved after conferences with the Middle School administration may be taken to the Superintendent who will discuss any questions related to the general operation of the school or school policies. An appointment may be made by calling the Superintendent’s office. 4. The Superintendent is responsible for the operation, and administration of the school program. Questions about school policy may be directed to the Superintendent. 5. Appeals regarding decisions made by the Superintendent may be addressed to the Board through the Superintendent’s office.
Electronic Communication for Learning POWERSCHOOL LEARNING (PSL) PowerSchool Learning is a system that facilitates a view into learning between students and teachers. Teachers post summaries of courses, upcoming week’s work, future assessments and electronic copies of class material. Some teachers may also use PSL to collect student work or have students collaborate on a project, discuss a topic online or as a springboard to other ASD online resources.
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POWERSCHOOL Information regarding student progress is accessible to parents and students through the school’s electronic grading database, PowerSchool. Teachers maintain their electronic grade books on a regular basis. While PowerSchool provides parents and students with easy and regular access to information about progress and achievement, parents and students are advised to maintain regular communication with the teacher where concerns are evident. Parents and students are also advised to take a long-term approach when looking at student progress. Daily fluctuations will happen as new assignments are added, but the long term learning gains made by the student need to remain as the top priority. EMAIL ASD issues each student and every family a school email account. This account should be checked on a daily basis and is the official way ASD communicates with enrolled families. If parents have questions for teachers, it is appropriate to email the teacher. If, after two work days, you have not received a reply, it is appropriate to send a follow-up reminder or contact the Middle School Office. The preferred method of communication between students and teachers is face to face. In cases where a student is sick, away from school or needs to communicate with a faculty member who is not their teacher, email communication is appropriate. MIDDLE SCHOOL STUDENT BULLETIN The Middle School Student Bulletin is important to be read on a daily basis. This bulletin contains up-to-date information about school activities and other important information. During the Advisory period teachers read the announcements for the students and discuss upcoming events.
Reporting Student Learning Report cards for students will be sent by email two times a year: at the end of each semester and mid-semester progress reports will be sent in the fall and spring. Goal setting is done as part of the Advisory and Student Led Conference program and should form the basis for each middle school student’s e-portfolio. Opportunities to visit with your child’s teacher are not limited to these prescheduled conferences. If you wish to visit about your child, please contact your child’s teacher via email, or phone the Middle School Office to arrange a time.
Health and Safety
2019-2020 Middle School Student and Parent Handbook
Health and Safety
“
At the American School of Dubai, it is expected that all community members will be free to learn, teach and work in a safe, secure and nonthreatening environment.
”
Closed Circuit Television (CCTV) For the safety and security of all members of the ASD community, the school maintains a comprehensive system of closed circuit television which is utilized to monitor on campus behaviors and activities both during and outside of school hours.
Dangerous Items at School Dangerous articles are prohibited on campus and at school sponsored activities. Articles considered dangerous include, and are not limited to knives, firecrackers, air or toy guns, as well as explosives and firearms. Any projectile can be considered a dangerous article. Possession of these items may lead to suspension or affect re-enrollment.
Drop Off and Pickup Middle school students may be dropped off and picked up at Gate 3 or Gate 4. Only middle school students with elementary siblings may be dropped at Gate 5 in the morning. It is extremely important to adhere to this regulation as it assists in the flow of the traffic and safety of the students around the school. We ask that all students are dropped off between 7:45 a.m. and 8:05 a.m. in the morning. The first bell will ring at 8:05 a.m. with class beginning promptly at 8:15 a.m. Students should not be in the
buildings or around campus after 3:45 p.m. unless they are under the supervision of a teacher, staff member, or parent.
Health Services MEDICATION If students need to take medicine during school hours, the preparation must be left with the school nurse. The container must be clearly labeled with your name. Students who require emergency/occasional medicines for headaches, asthma, etc., should leave a supply with the nurse. A written explanation from a parent/guardian should also be submitted for non-prescribed medicine. Parents should discuss with the nurse the use of longterm medication and emergency medication for certain conditions such as asthma. Parents are requested to go to the Health Office to discuss the necessary information regarding the dispensing of prescribed medication. Parents are asked to sign a medical release form in the Health Office at that time. No prescribed medication will be given to children without written permission of the parent. ASD ALLERGY POLICY The American School of Dubai is an “allergen aware” school. We seek to create an environment in which children with severe allergies can progressively assume responsibility for monitoring and taking action aligned with their medical condition. 31
Health and Safety
2019-2020 Middle School Student and Parent Handbook
ASD cannot guarantee that students will not be exposed to any conditions that may cause them to have an allergic reaction. Rather, ASD seeks to minimize exposure to certain allergens in the lower grades and provides labeling for major allergens in the upper grades. NUT PRODUCT ALLERGIES Please be aware that a few of our students have allergies to nut products. Therefore, we ask that you remain sensitive to these students and refrain from using nut products on campus.
Id Badges All individuals entering ASD campus are required to obtain and wear an identification badge at all times. A current year badge is required for all ASD MS and HS students, parents, and other designated family members dropping, pickingup or entering campus (this would include drivers, etc.). Badges are obtained at the beginning of each school year and available from the school reception area. Badges must remain visible at all times. In the interest of school security, faculty and staff have been advised to question anyone on campus without a badge. It is an expectation that students “tap in” at the gate when arriving on campus each morning. MS students do not need to wear their badges while on campus; students should keep their badge in a safe place.
Leaving School Grounds Students cannot leave the campus during school hours without the school’s permission. When a student leaves with a parent/guardian, the parent/ guardian must meet the student in the Middle School Office, and the student must sign out with the Middle School Office Administrative Assistant. If someone other than a parent is picking up the student, the student will need his/her parent’s permission. When the student returns, he/she must sign back in. If a student is leaving school due to illness, he/she must have reported to the Health Office. The nurse on duty will contact the parent/guardian who will pick up the student from the Health Office and then sign the student out. Students who are staying for after-school activities are not permitted to leave the campus (e.g., to go to a local shop) unless accompanied by a parent or registered caregiver.
Lockers All middle school students are issued a designated locker and combination lock. Students must use the lockers wisely, keeping them locked at all times and not telling anyone else their lock combination. In general, students are discouraged from bringing or wearing valuables to school. If a student does have valuables at school, he/she must exercise care in locking them away safely. The school does not take responsibility for valuables that are lost or stolen.
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Books, backpacks and bags should not be left in the halls. Students may decorate the inside of lockers with items that can be easily removed. On special occasions the outside of a student’s locker may be decorated if it is neat and tidy and the decorations should be removed promptly after the event. At the end of the year, decorations on the outside and inside of lockers must be removed. Students are advised to use their lockers before school, at the breaks, at the beginning and end of lunch, and after school. This will help them to get to class on time. Having to access a locker is not an acceptable excuse for being tardy to class or advisory. PHYSICAL EDUCATION LOCKERS For physical education, students have access to lockers and will be expected to bring a lock. Students should not bring any valuables to the Field House locker rooms.
Lost and Found Many lost and found objects are generally located on shelves outside the Middle and High School Cafeteria or in the lost and found cabinets located immediately inside the Middle School Office. Valuable items such as jewellery, phones, laptops and calculators, are occasionally turned in to the Middle School Office. Students are encouraged to turn in any lost and found items to the Middle School Office. Students should complete a Lost Item form available in the MS Office should they require assistance in locating an item.
Off-Limit Areas In general, Middle School students are to remain in the area designated for middle school use. Unless there is a specific reason to do so as guided by a teacher, middle school students should not be in Elementary or High School designated areas. Students are also not permitted to be loitering in unsupervised / nonpublic areas. The fields and the Field House are off limits unless supervised by an adult.
Pets on Campus Pets are not allowed on campus unless they are part of an organized school activity. This is for the health and safety of our school community.
Rollerblades, Skateboards & Other Recreational Equipment Skateboards, rollerblades, hoverboards, and scooters are not allowed on campus unless they are part of an organized and supervised activity. This is for safety reasons and for the protection of school property.
Health and Safety
2019-2020 Middle School Student and Parent Handbook
Safety Guidelines
Visitors
A goal of ASD is to provide a supportive and safe environment to promote learning. Students’ personal safety is of prime importance in the daily use of the campus facilities. General safety rules include: • No running in the buildings or in congested outside walking areas.
Adult visitors to the campus may exchange a photo ID for a Visitor’s badge at Gate 1. The photo ID will be returned when the visitor exits the campus. Student visitors may attend classes with a current ASD student after a request is submitted to the Middle School Office 48 hours in advance of the requested visit. A visitor may attend school for one half day only and with one current ASD student. Once the request has been approved, the visiting student must uphold all expectations as outlined in the student handbook, wear appropriate school attire and wear a clearly visible visitor pass issued at one of the campus gates. If class activities do not allow for a visitor to be present the visitor will be asked to work quietly in the library as an alternative.
•
No climbing to areas not intended for students.
•
Using the right hand side of the stairs.
•
Using appropriate safety equipment in laboratory-type classes.
•
Using physical fitness equipment under the supervision of a staff member.
SAFETY DRILLS Regular safety drills ensure the school is suitably prepared in the unlikely case of a real emergency. In conjunction with ASD’s Security Procedures, planned drills assist in our goal of making the campus the safest possible place for the entire community at all times. As a reminder to the ASD community, should you find yourself on campus during an emergency drill, immediately make your way to the assembly area adjacent to the Falcon Seal near the ES upper playground.
Supervision of Students ASD provides adequate supervision of students both during class time and during break times. For the safety of all, students are reminded of areas that are off limits and are expected to remain in designated areas only. Before 8:05 a.m. and after 3:45 p.m., unless in an organized school activity (e.g., athletics, campus recreation, meeting with a teacher, or student club), students are expected to be supervised by parents or other registered caregiver.
Theatre/ Performance Etiquette •
Each grade enters through a specific door and has assigned seats.
•
School bags are left in classrooms and lockers, however if you do end up bringing it to the theater, please place it against the wall of your entrance to the theater.
• •
No food and drinks are allowed in the theater. Refrain from talking during the presentations; appropriate laughing and clapping is encouraged.
•
No leaving the auditorium during a presentation unless it is an emergency. A security guard at the lower entrances sends latecomers to the back of the house.
•
Please keep feet down, cell phones off and respect surroundings.
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Health and Safety
2019-2020 Middle School Student and Parent Handbook
Student Life
“
Co-curricular activities enrich the lives of students and provide them with opportunities to express themselves through the arts, athletics, service learning, clubs and organizations.
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Student Leadership Middle School students are afforded a variety of student leadership opportunities. The purpose of MS student leadership is to give students a voice, build leadership skills, and empower them to make a positive difference in our school community. FALCON AMBASSADORS Falcon Ambassadors are a small group of MS students dedicated to the positive promotion of ASD. The students work on a volunteer basis to serve as liaisons between the current ASD community and prospective students. STUDENT COUNCIL Student Council is a group of representatives from each Advisory that have come together to support making the Middle School a better place and creating a more helpful environment at ASD. Meetings are held before school. Representatives collect input from students, discuss and act on agenda items, and share information with their Advisories after each meeting. The Communications Teams attend lunch time meetings to ensure regular meetings run smoothly. NATIONAL JUNIOR HONOR SOCIETY The American School of Dubai joined the National Junior Honor Society (NJHS) in 1984. The purpose of the society is to create enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, to develop character, and to encourage citizenship. Students do not apply for membership but are selected by the Faculty Council. The selection for membership is based on 34
outstanding scholarship, character, leadership, and service. Once selected, members have a responsibility to continue to demonstrate these qualities. Details regarding NJHS, along with the selection process, are outlined on the NJHS webpage. MS MODEL UNITED NATIONS (MUN) Model United Nations (MUN) is an authentic simulation of the United Nations and introduces students to the world of diplomacy, negotiation, and decision making. This club is an opportunity to build leadership skills by applying communication and collaboration skills to global issues of concern. ASD hosts an annual MUN Conference for regional international schools. Grade 8 students can serve as delegates in the conference and other students can join as part of the MUN Press Corps.
Service Learning Service Learning at the American School of Dubai, which is integrated in curriculum, blends inquiry and informed action to promote positive change, contribute to social transformation, and develop critical consciousness. Middle School students have various opportunities to contribute to our school community and issues they care about in the world outside our walls. KIDS FOR WISH KIDS The Kids For Wish Kids Club (KFWK) offers middle school students the opportunity to help raise money to fulfill the wishes of children with life-threatening illnesses. KFWK provides a positive, caring, and fun experience in which members can help make a difference in a child’s life.
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ROOM TO READ Students helping students is a way for students and their communities help Room to Read provide enhanced educational resources where they are needed most. By taking the initiative and starting fundraising projects at the school, students cultivate valuable leadership skills as well as feel empowered that they can be agents of change in the world. As an after school activity, the club raises and promotes an awareness of global issues related to education. SUSTAIN OUR WORLD (SOW) Sustain Our World (SOW) believes in three complementary components: • We learn about healthy food choices through what we plant, grow and consume. •
We educate the school community through the sale of produce and organic products.
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We use food waste from school sources and “Green ASD Families” to make compost that is used as an organic fertilizer in our school garden.
SEENAH SEENAH (Self-sustainable Economies, Education, Nutrition and Health) supports developing communities to help them become sustainable. SEENAH works with reputable non-profit organizations on the ground in lesser developed countries to provide optimum impact and serve communities by supporting projects that align with our purpose. GLOBAL ISSUES NETWORK (GIN) The mission of GIN is “to empower young people to collaborate locally, regionally, and globally in order to create project based sustainable solutions for our shared global issues”. The group collaborates with the HS GIN Club to take action on issues that they care about and create campaigns to make a difference within our school and our global community. Participants may have the opportunity to attend local and/or international GIN conferences. COMPASSION CLUB The Compassion Club is dedicated to promoting our core value of compassion throughout our school community. The club focuses on advocacy, modeling and community building events that create a more empathic school culture. Activities include panning the Happiness Initiative, anti-bullying campaigns, and for selected members, participation in the Compassion Summit in Amman, Jordan.
Student-Led Activities The Middle School enthusiastically supports studentled service learning initiatives and community-building activities. Students wishing to organize an on-campus activity that requires the use of facilities, fundraising or setup must seek out a faculty or staff advisor and complete a “12W’s Form” to initiate the planning process two weeks in advance of the event.
Awards and Ceremonies There are several opportunities to recognize students for their accomplishments throughout the school year. Students are selected each quarter for the High Flying Falcon and Core Values Award. Students are recognized in front of their grade level at mid semester and in front of the entire Middle School and their parents in our Semester 1 and End of Year Recognition Ceremonies. HIGH FLYING FALCON AWARDS An award is presented to the outstanding student in each grade and at each semester recognition assembly. To receive the award, a student must maintain a Proficient (Pro) achievement level in each class. Also, the teacher who gives the award must feel that the student demonstrates something special that goes beyond just earning a good grade. CORE VALUES AWARD An award is presented each mid-semester and semester for each grade level. The student nominees should exhibit all Core Values and be well rounded students. What sets the winners apart is that they have distinguished themselves through some particular acts, during the reporting period, that exemplify one or more of the core values. The following traits are intended to help guide teacher reflection in order to nominate candidates: • Strives for excellence. •
Treats people with respect for their inherent value.
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Respects diversity and is open to the perspectives, culture and interests of others.
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Lives with integrity and honesty.
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Looks for opportunities to give help and gives help where needed.
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Demonstrates responsibility for his/her choices.
End of Year Awards THE AMBASSADOR’S AWARD FOR ACADEMIC EXCELLENCE This special award is presented to the outstanding academic student in the eighth and twelfth grades. In addition to the demonstration of exemplary academic performance, the student must have exhibited the following character traits: leadership, positive attitude, courtesy, respect for others, and integrity. The faculty and the school administration select the winner in a group meeting. THE PRINCIPAL’S AWARD This award goes out to an outstanding student who not only excels academically, but also who best characterizes all aspects of the Student Profile and the ASD Core Values. The faculty and the school administration select the winner in a group meeting.
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THE FABBRI FINE ARTS MEMORIAL AWARD This award is given in memory of Massimo and Andrea Fabbri. The recipient of this award will be a student who, like Max and Andrea, demonstrated enthusiasm and excellence in the Fine Arts while attending our school. The recipient’s dedication and commitment has been demonstrated by his/her appreciation for, sensitivity to, and accomplishments in the Fine Performing Arts. THE ASD SCHOLAR/ATHLETE AWARD This award goes to an outstanding scholar/athlete. The recipient will have a final year average of at least Proficient in all strands in all subjects and a high standard of athletic ability, participation in school sports, and sense of sportsmanship. The faculty nominates students and ranks them according to academic ability and achievement. The athletic department nominates three athletes. The recipient is decided upon in a group meeting. THE AMBASSADOR’S SPORTS AWARD This award is presented to the varsity girl and boy, JV girl and boy, and middle school girl and boy who, in the opinion of coaches, have made major contributions to the ASD athletics program. Areas considered include sportsmanship, attitude, skills, and the ability to get along with peers and coaches. These awards are presented at the Booster Recognition events for the Varsity and JV recipients and middle school recipients are presented at at the middle school assembly. THE STEPHEN BOUGOR CONTRIBUTOR AWARD This award is given in memory of Stephen Bougor, a former middle school teacher. The recipient of this award will be a student who, like Mr. B, demonstrated outstanding passion in the area of service learning, student leadership, and ASD community and global contributions. The faculty and the school administration select the winner in a group meeting.
Campus Life MIDDLE SCHOOL SPONSORED ACTIVITIES All Middle School activities are sponsored by student groups under faculty supervision. Faculty supervisors are required to fill out the activity request and turn it into the MS Office for approval. Students may participate in any ASD Middle School activity if they have attended one half-day of school and have not been suspended. This same rule would apply to all athletic, academic and arts activities. Students should follow the ASD dress code for all events unless otherwise communicated prior to the activity with approval from administration. Only students enrolled in ASD may attend the grade level sponsored events. Parents must pick up students within 15 minutes after the end of the event. Students are to be in attendance for the entire activity unless otherwise communicated to the faculty sponsor by
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a parent for early pick-up. This is for student accountability and safety. A student may not return to the activity after leaving. Only ASD students are allowed to attend MS sponsored activities. CAMPUS RECREATION The range of activities available to students, faculty and parents is extensive and designed to support the school mission. This includes intramurals, athletics, and service learning clubs. More information regarding campus recreation can be found on the ASD GO Page.
Athletics MS FALCONS PHILOSOPHY The focus of the MS Falcons team is to provide the studentathlete with proper skills and fundamentals to develop them for the next level of participation. It is our intent to provide playing time for all qualified team members. MS JUNIOR FALCONS PHILOSOPHY The focus on of the MS Junior Falcons team is to provide athletic opportunities to a wider range of student-athletes and to continue the development started in our JF6 program. A selective program in nature with the emphasis on continued skill development and character development. Within reason, playing time is more important than winning. JF6 PHILOSOPHY The focus of the JF6 program is to continue the development started in the Mini Falcons and to introduce the concept of healthy and safe competition. Ability levels are identified in order to create heterogeneous teams in preparation for competition and jamborees. The emphasis is still focused on fundamental skill development and character development with an introduction to competition in preparation for the selective school programs beginning at the MS Junior Falcons and MS Falcons level. JUNIOR VARSITY (JV) Grade 8 students under the age of 16 (as at September 1) are eligible for JV. Almost all players on the Junior Varsity team have had prior experience in that sport and have decided to make a commitment to that program for the next couple of years. The balance between playing time for everyone, the improvement of individual skills and the introduction to more advanced team concepts for the more advanced player is beginning to shift. No longer will the emphasis be on every player getting playing time, but it will change more towards team concept. A key is how well do the player’s individual skills fit into the total team framework. This is not to say that only the starting players will play, but the team concept must be developed and a winning attitude established.
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JOINING AN ASD ATHLETIC TEAM All students will receive information leading up to the season and students may sign up online. Students should report for try-outs on the predetermined date. Student-athletes have a right to know the standards upon which participants are selected for a team. All studentathletes will have an opportunity (at least two days) to demonstrate their skills and abilities before team selection takes place. Parents should expect that every candidate is treated fairly and given every consideration. Coaches are sensitive to students’ feelings of disappointment at not being selected for a team. Upon request the coach will meet with each individual and attempt to explain reasons why he/she did not make the team. While we understand that not being selected is disappointing for many athletes and their parents, team roster sizes are limited. Athletes not selected are welcome to try out again next season or to try another sport. There are also extensive opportunities in after school sports through the Campus Recreation Intramural and Clubs program. Students who are selected must understand that they are committing to the team and that they are a valuable member of the team. The team cannot move forward and progress without a full team in attendance. Please refer to the Athletics attendance policy in the Athletics Handbook. CO-CURRICULAR ELIGIBILITY POLICY Student Code: It is an honor to represent ASD, not a right. Students participating in co-curricular programs are considered to be in positions of leadership. They represent the school and the community. Students are not eligible for co-curricular activities when: • This is a condition of their Academic Improvement Plan •
Students may also be ineligible due to suspension or any serious behavior infractions.
Students will be assessed for eligibility before the beginning of each co-curricular activity. Report card grades will be used to determine eligibility when possible. Communication of eligibility regarding MESAC and MS Falcons, Junior Falcons, and JF6 programs will be provided by the Athletic Office. Communication of eligibility regarding the Arts will be provided by the Fine Arts Department Chair. In addition, students must demonstrate punctuality and regular attendance at school. Any student deemed to have excessive tardiness or absences from school or individual classes may also be ineligible to participate in co-curricular events. In every case, a student must be in school on the day of an after school event, and in school the day before an away trip in order to participate.
Parent Volunteers Parents are encouraged to volunteer and support the educational activities at ASD. Opportunities to volunteer are wide ranging. Visit the Parent Organizations GO Pages in order to keep informed about upcoming opportunities to volunteer. PARENT TEACHER STUDENT ASSOCIATION (PTSA) PTSA is the largest parent involvement group at ASD. In Middle School, each grade is served by two grade level coordinators. These coordinators meet with the middle school administration and grade level team leaders to plan teacher-parent socials, to arrange parent meet and greets and provides support and assistance to middle school special programs. BOOSTER CLUB The Booster Club focuses on providing support and involvement to enhance ASD Athletics. They conduct a number of activities to enrich the experience of student athletes, coaches and athletic department. The Booster Club organizes and hosts sports banquets to celebrate athletic team achievements, operates the spirit store and Falcon’s Nest concession stand. They recruit hundreds of parents to serve as team parents and volunteer at culminating athletic events including MESAC and other invitationals. CREATIVE ARTS SUPPORT TEAM (CAST) CAST is a group of dedicated, volunteer parents and friends who work to support the ASD Arts program. From make-up, photography, publicity, costumes, ticket sales, baking, sewing, organizing and hosting events, to identifying specials guests to enrich student learning, CAST is vital to the Arts at ASD.
School Pictures School pictures are taken yearly during the fall for the school yearbook. Parents have the option to purchase photos taken during school. Later in the year retakes are available for students who were not in school on the day of photos or need pictures retaken for technical reasons.
Posters/Publicity A club sponsor teacher may approve public displays such as posters or banners. The school does not allow advertisements for specific products or business establishments. If a club would like to promote a special event in the Middle School, they may have up to 10 posters approved for posting by the Middle School Office. These should be submitted to the Middle School Office at least two days before the need to post. Posters are for designated bulletin boards only. Posters should not be taped to doors, windows or walls. Tape will
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discolor or pull the paint off of the walls. Displays should observe spelling and grammar rules as well refrain from being offensive to any individual or group. Signage needs associated with all campus promotion is planned with the Advancement Office.
School Store Many school supplies can be purchased at the school store in the Administration building. The store is open from 7:45 -11:15 a.m. and 1:15 - 3:15 p.m. Sunday through Thursday.
Recycling ENVIRONMENTAL MISSION/ SUSTAINABILITY The environmental mission of the American School of Dubai is to educate each student to reduce, reuse and recycle and to contribute sustainable solutions to energy and resource problems in a rapidly changing world. REDUCE REUSE RECYCLE RESPECT RESPONSIBILITY - “I AM THE CHANGE” ASD is committed to developing a more sustainable school environment through teaching and modeling environmental awareness and responsibility. Working together as a team, faculty, staff and students will work to create an environmentally responsible community by striving to fulfill the environmental mission in all aspects of school life. We believe environmentally responsible behaviour is a reflection of our school’s values and therefore must be part of our lives and actions. We are committed to stewardship of the environment in our educational and administrative dealings. We must value, protect, preserve and replenish natural resources. We will foster a culture of environmental awareness in our students, faculty and staff that promotes responsible behavior. We commit to waste minimization and increasing recycling throughout the school including in classrooms, lunch rooms, libraries, administrative offices, sports facilities and common areas. We commit to reductions of energy and water consumption throughout the school. As an institution, our priorities, decisions and actions will be informed by their environmental impact. We will establish an eco-team consisting of students, faculty, staff and parents to meet regularly to evaluate school progress and direct future environmental activity
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DISCLAMERS AND LIMITATIONS ASD reserves the right to change the policies and procedures contained in this handbook, as needed throughout the school year. Any changes will be circulated throughout the ASD Middle School Community. While care and effort have been invested into developing the policies and procedures contained in this handbook to address situations likely to occur in a Middle School, situations may occur that fall outside the process described. In such cases, the Administration reserves the right to respond in a manner deemed appropriate. REFERENCES American Association of School Counselors (2009). Role of the School Counselor, Retrieved August 22, 2009 from www. schoolcounselor.org Epstein, (1996) ‘School Family and Community Partnerships: Overview and International Perspectives’, paper presented to the Education is Partnership Conference, Copenhagen, Denmark, November 21-24, 1996. The Innovative Educator (2009) Ten 21st Century Education Quotes I Carry With Me, Retrieved August 22, 2009 from http://theinnovativeeducator.blogspot.com/2008/04/ten-21st-century-education-quotesi.. html. Thanks is extended to the following schools which contributed to the formulation of this handbook: Episcopal School of Dallas, Shanghai American School, The American School of Doha, American Community School of Abu Dhabi, American School of Warsaw, and International School of Kuala Lumpur.
+971 4 395 0005 • P.O. Box 71188 Dubai, UAE • www.asdubai.org