2015-16 Middle School Handbook

AMERICAN SCHOOL OF DUBAI

2015 - 2016 MIDDLE SCHOOL HANDBOOK

CONTENTS Introduction 4 Identity Statement 4 Mission 4 Core Values 4 Belief Statements 4 Learning Principles 4 Student Profile 4 Middle School Philosophy 5 Quick Facts School Hours Telephone Principal Associate Principal

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Letter From The Principal

5

Academics 6 Core Courses 7 Creative Arts and Technology 7 Pursuits 7 Advisory 7 Assessment and Grading 7

Academic Practices 7

Late Work 7

Purpose of Reporting 7

Achievement Levels 8

Learner Development 8

Retake Policy 8

Catch Up 8

Contacting Teachers 8

Academic Alert/AcImprovement Planning 8 Conferences 10

Goal Setting Student-Parent-Teacher

Home Conference

Student Led

Summit for Success Counseling Services 10 Daily Schedule 11 Discipline 11

Behavior Policy

Academic Integrity

Ladder of Consequences Grading and Reporting 14

Reporting to Parents 14 PowerSchool 15 Homework 15 Honor Code 16 Learning Support 16

Student Support Process

Students Of Concern

Student Review Team Library 17 Standardized Testing 17 Technology 18

Responsible Use Policy

Textbooks 19 Uniform - Dress Code Policy 19 Week Without Walls

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Attendance 22 Arrival and Dismissal Procedures 23 Attendance 23 Communication 24 Channels of Communication 25 Addressing Concerns 25 Electronic Communication for Learning 26 Reporting Student Learning 26 Telephone Use 26 Health And Safety 27 Closed Circuit Television (CCTV) 28 Dangerous Items at School 28 Electronic Devices 28 Drop Off and Pick Up of Students 28 Harrasment & Bullying 28 Health Services 29

Nut Product Allergies 29 ID Badges 29 Leaving School Grounds 29 Lockers 29 Lost and Found 29 Off-Limit Areas 30 Pets on Campus 30 Rollerblades and Skateboards 30 Safety Guidelines 30 Supervision of Students 30 Theater Etiquette 30 Visitors 30 Student Life 31 Awards and Ceremonies 32 Campus Life 32 Atheltics 33 Co-Curricular Eligibility Policy 34 Conduct on School Trips and Activities 34 Dances & Activity Nights 34 Field Trip Permission 34 Fundraising 35 Lunch 35 Parent Teacher Student Association 35 Parent Volunteers 35 School Pictures 36 Posters/Publicity 36 Student Leadership 36

Falcon Ambassadors

Student Council

National Junior Honor Society Service Learning Clubs 36 School Store 37 Recycling 37

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ASD | MIDDLE SCHOOL 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.

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This handbook contains a range of information from ‘big picture’ concepts to very specific details of procedures to follow.

Learning Principles Learning has inherent value.

Learners experience the power of an idea for themselves.

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Learning is enhanced when goals are clear and personalized.

Identity Statement The American School of Dubai, an independent not for profit 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 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.

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.

Student Profile THINKER Creative, Critical, Reflective, Adaptable, Persistent COMMUNICATOR Effective, Confident, Collaborative CONTRIBUTOR Aware, Ethical, Respectful, Open-Minded, Compassionate LEARNER

Every person has equal inherent value.

Engaged, Responsible, Self-Directed, Inquisitive

Embracing our diversity strengthens our community.

LEADER & ROLE MODEL

Every person is responsible for their choices.

Inspires, Guides

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ASD | MIDDLE SCHOOL 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.

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.

• We provide a challenging program based on the unique and diverse needs of our students.

• We encourage the development of the aesthetic, social, physical, ethical, creative and emotional aspects of each individual.

• We are caring and attentive role models.

• We guide students in character development and personal growth.

• 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.

• Multi-Cultural Awareness: We provide a supportive environment where cultural diversity and international awareness is respected and appreciated.

• 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.

• Responsibility: We develop individual responsibility and accountability for personal choices and actions.

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.

• Ongoing teacher professional development.

• Interdisciplinary and collaborative teaching.

• Thematic units of learning.

• Core values - teaching about, maintaining, and modeling ASD Core Values.

• Facilities to meet the needs of middle school students.

• Classrooms and spaces that facilitate active, collaborative learning.

QUICK FACTS

SCHOOL HOURS

8:00 a.m.-3:00 p.m.

TELEPHONE

04 395-0005 ext. 3030

PRINCIPAL

Dr. Ronald Lalonde rlalonde@asdubai.org

ASSOCIATE PRINCIPAL

Mr. Jake Dibbert jdibbert@asdubai.org

LETTER FROM THE PRINCIPAL 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 wellcharged 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: oneact plays, variety shows, the environmental awareness of Club Gaia, and U14 sports. 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 young person who is working hard on his or her dreams.

ADMINISTRATIVE ASSISTANTS Ms. Gloria Celeridad gceleridad@asdubai.org

‘I have spread my dreams under your feet, Tread softly because you tread on my dreams.’

-W.B. Yeats

Ms. Diala Helou dhelou@asdubai.org

Dr. Ronald Lalonde Middle School Principal 5

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ASD | MIDDLE SCHOOL HANDBOOK

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.

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Academics 6

ASD | MIDDLE SCHOOL HANDBOOK

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.

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.

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 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.

PURSUITS 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.

• Short courses from Monday to Wednesday each week designed to provide ample choice for pursuing personal interests guided by a teacher.

• Support courses in various subject areas which students may enroll in, or be required to attend.

• Courses meet once a week and last for 6 weeks.

• 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.

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 social-emotional 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.

These small, supportive groups help students check in with one another, gain information, get organized and successfully start their days.

On Sunday and Thursday, grade-level Advisory groups meet for a 45-minute period in which teachers and students work together on a program designed around themes of development, service and community. The Advisory Groups are complemented by Nests, a small group of 10-13 students from across Grades 6-8 that offers a way for middle school students to interact across grade levels.

Teachers use many resources in their program preparation, but our day to day interactions with students are guided by The Advisory Handbook (Linda Crawford, Origins Press, 2012).

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).

• The academic grade will reflect a student’s achievement of standards for the subject.

• All teachers will report academic achievement separate from student dispositions (participation, behavior, time management, etc).

• Primarily summative assessments will be used as evidence to determine student achievement of standards.

• In cases of inconsistent student performance, teachers will rely on their professional discretion to decide whether additional assessments are needed.

• Alternative assessments will be used when appropriate as determined by the teacher. Upon early attainment of a standard, extension work will be provided.

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 on Monday or Wednesday. 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 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 an 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.

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LEVEL ACHIEVEMENT 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.

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 Management

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

Cores Values in Action

Assumes responsibility for decisions and behavior; Respects ASD’s Expectations and Code of Conduct; Demonstrates integrity and honesty in academic work; Seeks to be of service to others; Treats others with compassion and understanding

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).

• Showing evidence of good study habits (e.g. complete homework assignments).

• Completing test corrections, further review or further preparation work as requested by the teacher.

CATCH UP Students may be assigned to Monday or Wednesday Catch Up if they have outstanding work in a class. This is a regularly occurring session on most Mondays and Wednesdays of the school week from 3:15-4:15 p.m. Teachers will communicate this to the student in class and issue a follow up reminder email to student and parent with date and location of the session. Students who do not attend the session are referred to Administration and assigned an approriate consequence. Should the student complete the work 8

ahead of the session and turn it into their teacher they will not need to attend the Catch Up session.

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 bimonthly basis to inform teachers of students who are struggling.

Teachers will be expected to contact parents of students who are struggling academically.

ASD | MIDDLE SCHOOL HANDBOOK

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 (midsemester or semester). A counselor notifies parents and sets 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.

• Organization or planning suggestions.

• 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 cocurricular 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.

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-ofschool 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 the 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 administrator 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.

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ASD | MIDDLE SCHOOL HANDBOOK

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 and organize an e-portfolio to track progress and reflect. In November, parents and students have an opportunity to meet briefly with all teachers in the Field House for short conferences on student progress.

In January, we provide resources for parents and students to conduct a home conference to reflect on the e-portfolio and to review and refine goals. In February, parents and students have a further opportunity to meet with all teachers. The end of the school year brings an opportunity for students to show leadership for their learning by conducting a goal reflection conference for their parents and Advisory teacher. 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.

Conference

Month

Student Led Goal Setting Conference

October

Student-Parent-Teacher Conferences

November

Student Led Home Conference

January

Student-Parent-Teacher Conferences

February

Student Led Goal Reflection Conference

May

Summit for Success (Grade 8)

May

In which learner development skill areas does my child need to do more work?

How can we best support these needs at home?

To your child: In what way is the teacher’s feedback helping you understand how to improve?

In what areas do you want more information about how to improve?

What areas of understanding or growth do you want to celebrate?

Where do you feel you need further support?

In what areas would you like to be further challenged?

Bringing Your Child to the Conference 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 studentparent-teacher conferences throughout the year. These following questions help guide the student-parent-teacher conference: To teachers: What academic areas are my child’s strengths/ areas of opportunity?

Which learner development skills are my child’s strengths?

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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.

ASD | MIDDLE SCHOOL HANDBOOK

Middle School Grades 6 - 8, Eight Day Rotation Schedule

MS Day

Day 1

Day 2

Day 3

8:00 - 8:10 a.m 10 Minutes

Day 4

Day 5

Day 6

Day 7

Day 8

5

6

7

8

7

8

5

6

1

2

3

4

3

4

1

2

Advisory 5 Minutes Passing

8:15 - 9:30 a.m.

75 Minutes

1

2

3

4

5 Minutes Passing 9:35- 10:50 a.m.

75 Minutes

3

4

1

2

10:50- 11:30 a.m.

45 Minutes

Middle School Lunch

11:35 a.m. - 12:20 p.m.

45 Minutes

Pursuits 5 Minutes Passing

12:25 - 1:40 p.m.

75 Minutes

5

6

7

8

5 Minutes Passing 1:45 - 3:00 p.m.

75 Minutes

7

8

5

DISCIPLINE Middle School Behavior Policy

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involved in an ASD activity.

• We expect all students to be honorable. Therefore, lying, cheating, and stealing of any kind will not be allowed.

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 MS Code of Conduct.

Students are expected to follow the Code of Conduct in support of a positive school climate.

• Students will show respect for all people. Physical and verbal abuse will not be allowed.

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. Parental support and ongoing communication between the school and home essentially reinforce students’ positive behavior choices.

• Students will show respect for the culture and customs of the host country and will abide by all laws in the UAE.

Faculty strive to support students to "live" this code during the school day and in their daily life. To this end, individual student behavior is redirected mainly by teachers in the classroom setting.

Re-occurring or severe behavior is referred to administration for appropriate consequences which may include detention, suspension, or expulsion.

• 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.

• 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

Backpacks Students are not allowed to carry backpacks during the school day.

Dangerous Items at School

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.

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 expulsion.

Code of Conduct

Gum Chewing

The following rules are the most important ones at ASD. These rules are to be followed at all times on campus or when

Gum chewing is not allowed in the school buildings before, during or after school. Violation of this would result in an infraction.

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Hall Pass/Elevator Pass 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 pass will only be issued by the Health Office when such needs are identified by a doctor with a specific time frame.

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.

Public Displays of Affection Public displays of affection are discouraged. Students should show respect for one’s self as well as others and the host country.

Smoking/Substance abuse The possession or use of tobacco 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 12

the possession or use of tobacco or possession or use of alcohol is suspension. (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 a pre expulsion hearing and possible expulsion from school.

Vandalism & 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 expulsion.

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.

Consequences Teacher redirection A teacher meets with a student to assist in identifying undesired behavior, remind the student of expectations, and reach agreement

ASD | MIDDLE SCHOOL HANDBOOK

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.

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 held weekly on Thursdays 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.

Restitution Restitution is defined as action taken by the student to restore relationships and/or property that has been damaged as a result of a negative behavior choice.

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 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 reviwed 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 for a Pre-Expulsion hearing. The parents and students will be informed of this in writing and with a conference.

Pre-Expulsion Hearing and Expulsion Expulsion is a permanent dismissal of a student from the school. It 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 this extreme disciplinary action. Authority for the expulsion of a student rests with the Board of Trustees and is usually considered after a Pre-Expulsion Hearing by the Superintendent.

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.

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 13

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Level 2 Consequences Level 2 consequences begin with a referral to Administration and a parent contact and include restitution 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 infraction.

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

Half day in-school suspension

Fighting/Threat

In-school suspension or out-of-school suspension

Harassment (verbal, racial, physical, sexual)

In-school suspension or out-of-school suspension

Possession of dangerous items or banned substances

Out-of-school suspension and possible referral to Superintendent

TUP: inappropriate content

Detention

TUP: defamatory notes/messages

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

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.

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’

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learning progress. Goal setting conferences, Parent-TeacherStudent 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.

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.

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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. 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 Educational research confirms that homework that is relevant, meaningful, connected to classroom learning and that receives timely feedback has a positive impact on student learning, habits of mind, and attitudes toward learning. Homework may include studying for an assessment, reviewing or practicing concepts learned in class, working to complete a project / essay / assignment, preparing for an upcoming topic by doing research or reading, etc. Homework is assigned and explained by teachers during class time and recorded on Haiku to assist students at home.

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. Planning for short and long term homework assignments is necessary. Students should arrange a homework area that is free from distraction, and should expect to do approximately two uninterrupted hours of homework each night under normal circumstances. If it is the case that your child appears to excessive homework in a subject, please initiate contact with the teacher so that he or she can examine the situation.

Homework Club The Learning Support teachers also run a Homework Club that meets every day during the 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.

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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 will 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.

• 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.

have an expansive educational program for children with moderate or severe learning disabilities. The Learning Support Services (LSS) Program offered at ASD, has a qualified teacher who provides the classroom teachers with teaching strategies and accommodations (accommodations are changes in the teaching methods, environments, modalities) for all students who have been admitted into receiving learning support services. Students are admitted to receiving LSS through the Student Review Team Meeting process, which takes place after a student has received identified and documented interventions from teachers. Modifications, changes in learning objectives according to the standards, are not included as part of the policy at this school.

The Middle School Learning Support Services (LSS) 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 entry/exit criteria. The first level is Guided Study, a class that promotes managing the middle school workload through developing study skills, test prep strategies, learning strategies, enhancing organizational management, goal-setting and self-advocacy. The second level involves LSS teacher support in the English Language Arts and/or Mathematics classrooms. This inclusion environment involves accommodation, small group direct instruction, and co-teaching with opportunities for pre-teaching and re-teaching. Based on need, a student may qualify to receive a third level of support involving the combination of inclusion and Guided Study. Each inclusion student is assigned to an LSS teacher as casemanager who will work collaboratively with the student’s classroom teachers to develop and implement the Student Action Plan.

Student Support Process Student FYI

LEARNING SUPPORT

• Minor student concern raised during the grade level team meeting.

The American School of Dubai provides services for students who are identified as having mild learning differences. ASD does not

• Usually a one-time event that should be on the teacher’s radar.

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• Could be academic, social, emotional or behavioral (ex. did not

ASD | MIDDLE SCHOOL HANDBOOK

turn in homework, anxiety related, ill family member, friendships, etc.).

• F ollow up and documentation not necessarily required.

•R eferred to and followed up by the counselor if necessary.

Students of Concern A recurring or more severe concern in any academic, social, emotional, or behavioral area (e.g. grades are suffering, students on Academic Warning and/or Academic Probation, consistent social or emotional issue that affects the student’s relationships or academic performance, a concern that is evident in most of the student’s classes).

•P arent contact is made.

• Student of concern is discuseed during the grade level team meeting and notes are taken.

• An action plan to service student is devloped during team meeting.

• Check in and follow up times are established.

Sample questions used to facilitate team meeting for action plan include: What is working for this student? What strategies need to be implemented? What are our next steps? How will we do this? Who is responsible? When will we check back with the student?

• Academic, social, emotional or behavioral strategies are identified and documented.

• Teacher’s responsibility to initiate and report on strategies in subsequent grade level team meetings.

• Documentation on the form that corresponds with your grade level.

Student Review Team (SRT) PROCESS The purpose of the Student Review Team Meeting is a multidisciplinary review on students who have been identified for support. Parents are first informed by letter that a meeting will

take place. The meeting is held with the following people in attendance: Principal, Counselor, LSS teacher, at least two teachers, and referring teacher (other teachers may be asked to attend). A list of recommendations are made which is shared with parents.

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 and Math. 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 available to parents and informative sessions to understand the results will be held.

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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.

Compassion

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. (See Harassment and Bullying Policy - ES, MS, HS)

• Communicate with others in a respectful and helpful way.

• Protect yourself and others by reporting misuse and not forwarding inappropriate materials or communications.

• Handle all devices with care and respect.

Responsibility Stay safe and help us take care of our devices and networks.

Excellence

• Technology at school is to be used for learning.

Amaze our community and the world.

• Be a creative thinker, developing innovative processes.

• Carefully consider the information and images that you post.

products and

• Share in an appropriate manner what you have learned and created.

• 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.

Integrity

• If you see a message, image or other material that makes you uncomfortable, report it to a trusted adult.

Be smart, be sensible, be honest. Talking regularly with teachers, counselors or parents helps resolve uncertainties and supports you in making good choices.

• Protect computer equipment and software from harm. (See Vandalism & Theft Policy - ES, MS, HS)

• Give credit when using others’ information. (See HS Academic Integrity policy and citation guides - ES, MS/HS) • Only access your own accounts and accounts assigned to you by teachers.

• Use technology with transparency; hiding online activity is not permitted.

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 Middle School code of conduct.

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ASD | MIDDLE SCHOOL HANDBOOK

TEXTBOOKS The school makes every attempt to provide textbooks in good condition. When a textbook is issued, students must write their complete names in ink on the inside cover. Students are responsible for this book and are expected to keep it in good condition. Some teachers may require students to put on a book cover. These are available at the school store.

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.

School Approved Uniform Retailers Lands’ End

If students lose a textbook it has to be cleared by the Cashier’s Office. If a book is turned in damaged but still usable, students may have to pay a percentage of the cost of a new book. Students will not receive a report card at the end of the year until all books are returned in good condition and any lost or damaged books are paid for or deducted from the book deposit.

Online purchases may be made on the Lands' End website.

ASD preferred School Number is 900146523.

UNIFORM & DRESS CODE POLICY

School Store (P.E. Kit Only)

Students must follow the ASD Dress Code. Detailed information about the dress code can be found on the ASD website.

The School Store is located in the main administrative building and also in the Elementary Copy Center 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.

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,

Zak’s 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.

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/Skirts/Shorts: • Skirts touch the knee when standing with the ASD logo visible at the hemline.

• Shorts and skorts touch the knee with the ASD logo visible at the hemline.

• All bottoms are worn at the waist with no undergarments showing.

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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

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.

Fleece and Sweaters: As a part of the ASD Dress Code students wear only the authorized fleece and sweater options made available through Lands’ End and Zak’s. Hooded sweatshirts, ASD Athletic team sweatshirts, and any other overgarments are not acceptable, with the exception of the Booster Club jacket.

Accessories: Accessories that do not detract from the learning environment are acceptable.

• Students may wear white or navy tights and socks.

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.

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The Dance Uniform consists of track pants, athletic skirt with built in shorts and P.E. kit shirt. 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.

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.

Non-Uniform and Dress Down 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 MESAC events, middle school and high school students may wear the red polo shirt and uniform pants or a white button down shirt with red tie and uniform pants on the day of their tournament.

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.

ASD | MIDDLE SCHOOL HANDBOOK

WEEK WITHOUT WALLS Week Without Walls is a dynamic, active, hands-on, motivating learning experience for middle school students! WWW is a series of academic, social, 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 situations.

Week Without Walls:

WWW Objectives The goal of WWW is to enhance the standard curriculum by providing middle school students with diverse educational experiences and exposure to different academic skills.

• Challenges and inspires students to be passionate learners.

WWW trips promote academic and personal growth through writing, exploration, and active learning. Each trip includes:

• Challenges students to contribute through service in our global community.

• Development of healthy self concept through positive interaction among students and faculty in a unique setting.

• Prepares students for further academic and emotional challenges.

• Collaborative exploration of cultural, historical and physical environments.

• Promotes opportunity for multi-cultural awareness.

• Promotes the development of a healthy self concept through developing interpersonal relationship skills.

• Community service activities.

• Promotes the Middle School philosophy of exploration, active learning.

Grade

Trips

• Promotes the ASD philosophy of developing global citizens.

Grade 6

Greece

Grade 7

Nepal - Tanzania - Thailand

Grade 8

Cambodia - South Africa - Sri Lanka

The WWW experience takes advantage of extended times for activities that could not be done in a regular classroom setting.

The unique settings provide effective hands on opportunities for the students that go beyond what a regular classroom setting can offer.

(For a complete description of the Week Without Walls Program, please consult the WWW Program Guide).

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ASD | MIDDLE SCHOOL HANDBOOK

Regular class attendance increases the student’s probability for successful performance and fosters the development of punctuality, self-discipline and responsibility.

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Attendance 22

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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 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. 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 will receive a “DND” in the report card strands for the course. Students with 4 or more absences at each quarter will receive notification of their situation.

ARRIVAL AND DISMISSAL PROCEDURES Advisory class begins promptly at 8:00 a.m. Students must arrive between 7:45 - 7:55 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 may use the library at 7:45 a.m. to print or work before school begins. 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 10:50-11:30 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 3:00 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 4:45 p.m.) by 3:30 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.

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 OTHER TARDIES (T) 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 8:00 a.m. must sign in in the Middle School Office and receive a pass for admission into class. Morning tardies will be monitored by the student’s Advisory teacher. If, after an initial redirect from the teacher a student demonstrates continued tardiness, each subsequent tardy will be recorded as an infraction.

Three infractions will result in a detention as per the behavior policy. Parents will also be contacted by the counselor to identify any potential underlying cause and develop a plan for changing the student behavior in order for the student to arrive in school and/or classes on time.

ABSENCE (A) In the case of an unexpected absence, parents are to notify the Middle School 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 3 or more consecutive absences due to illness.

Early Dismissal (A) In the case of an absence during the school day, students leaving campus will need to be signed out by an adult in the MS Office and will receive a pass to exit campus. Security will not allow students to leave campus without a pass and the supervision of an adult.

Pre-arranging Absences (A) In the case of a planned absence, planned absences carry the following responsibilities: (1) Parents are to notify the Middle School Office and teachers of the dates of the absences, and (2) The student is responsible for completing the “green form” available in the MS Office to communicate with his or her teachers two days prior to the absence 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. A planned extended absence of more than four days requires a meeting with MS administration. Parents are to notify the MS Office more than one week in advance of the absence.

Excused Absence (E) Students who are not present for class due to a counseling or administrative issue will have their absence from class excused (E).

Students are expected to take responsibility for any work missed during this absence.

School Related Absence (S) Students may be absent from school for a variety of school related reasons, including athletic events or other co-curricular events. The student is responsible for completing the ‘Green Form‘ (available in the MS Office) to communicate with his or her teachers two days prior to the absence to obtain any assignments he or she will miss.

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.

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The Middle School welcomes your involvement and encourages close ties between parents and teachers.

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Communication 24

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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.

CHANNELS OF COMMUNICATION 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 (archives) • Middle School Website • Middle School Bulletin • Teacher directory (emails) • Classifieds and Lost and Found To support effective partnerships, the Middle School offers a variety of events and meetings to connect with parents and families: • Back to School Night • Middle School Goal Setting Conferences • Student-Parent-Teacher Conferences • Week Without Walls Information Sessions • Talk Tuesdays - informational forums on topics of interest to the ASD community

EMERGENCY COMMUNICATION

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.

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.

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.

ADDRESSING CONCERNS

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 secretary.

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 the problem 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 calling the Middle School Office or by contacting the teacher by email. Problems of a personal nature or questions about a student’s program, his/her

4) The Superintendent is the executive officer of the Board and is responsible for the organization, operation, and administration of the total school program. Therefore, he/she is the normal channel of communication between the Board and the public. Questions about school policy should be directed to the Superintendent.

5) Requests for changes in school policy and appeals regarding decisions made by the Superintendent may be addressed to the Board. All communications to the Board should be in writing and should be addressed to the Chairman of the Board and delivered to the school superintendent.

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or call the Middle School Office and ask for the teacher to return the call. Please allow 48 hours for the teacher to reply. If, after two work days, you have not received a reply, it is appropriate to send a follow-up reminder or contact the counselor or principal about your question or concern. 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

ELECTRONIC COMMUNICATION FOR LEARNING Haiku Haiku is an online Learning Management System for members of the ASD community 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 Haiku to collect student work or have students collaborate on a project, discuss a topic online or as a springboard to other ASD online resources.

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 26

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 pre-scheduled 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.

TELEPHONE USE When the need arises for your child to contact you during the school day, they may use the Middle School Office phone. Mobile phones are not to be used during class time or during school activities for either making or receiving calls or sending or receiving text messages. Students in violation of this may have their mobile phone confiscated, issued an infraction, and returned at the end of the school day. If you need to contact your child during the day please call the Middle School Office and we can get a message to them. We ask that parents do not phone their children during the school day, as this is disruptive to the learning environment.

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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.

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Health & Safety 27

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are dropped off between 7:30 a.m. and 7:50 a.m. in the morning.

The first bell will ring at 7:50 a.m. with class beginning promptly at 8:00 a.m. Students should not be in the buildings or around campus after 3:30 p.m. unless they are under the supervision of a teacher, staff member or parent.

HARASSMENT & 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.

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 expulsion.

ELECTRONIC DEVICES Mobile phones, personal music devices such as iPods or mp3 players, and cameras may be used before and after school or under teacher direction. These items must be turned off and stored in lockers from 8:00 a.m. to 3:00 p.m. Violations will result in the item being confiscated, and an infraction issued; and the device will be left in the school office. The student will receive the item from the Middle School Office at the end of the day. If a student needs to call a mobile number for emergency reasons, he/she may use the phone in the Middle School Office.

DROP OFF AND PICKUP OF STUDENTS 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 28

Harassment: Is any behavior or comment that is known, or should be known, to be inappropriate, unwanted, demeaning or cruel that makes the victim, or target, feel uncomfortable, embarrassed, threatened or humiliated. It can include negative comments or messages (written or via technology), 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 make it more and more difficult for the victim to escape. Victims 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 victim. Bullying may be physical, verbal, social, sexual, gender or cyber/technology based.

Excuse of ‘a joke’ / ‘didn’t mean to ...’: Those who harass or bully often claim that their actions were ‘a joke’ or that they ‘didn’t mean to’ hurt or offend. Unfortunately, these intentions do not take away the reality of the consequence they created for the victim. 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 incidence should be reported to the teacher, counselor or principal.

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 could be subject to suspension or expulsion.

Follow Up Activities: 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/actions of harassment will be documented.

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HEALTH SERVICES

LOCKERS

Medication

All middle school students are issued a designated locker. 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.

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.

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, but not the outside. At the end of the year, these decorations 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.

ASD Allergy Policy

Physical Education Lockers

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.

For physical education, students have access to lockers and will be expected to bring a lock. Students are discouraged from bringing any valuables to the Field House locker rooms.

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.

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, calculators, etc 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. If a student has lost something, check with the Administrative Assistant in the Middle School Office.

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 parents or otherwise designated family members dropping, picking-up 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.

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.

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OFF-LIMIT AREAS In general, Middle School students are to remain in the area designated for middle school use. Unless there is 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 / non-public areas.

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 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.

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.

THEATER/ PERFORMANCE ETIQUETTE • Each grade enters through a specific door and have an assigned seat.

• School bags are left in lassrooms 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.

SAFETY GUIDELINES

• Refrain from talking during the presentations; appropriate laughing and clapping is encouraged.

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.

• 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.

General safety rules include:

• Please keep feet down, cell phones off and respect surroundings.

• No running in the buildings or in congested outside walking areas.

• 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 30

VISITORS Adult visitor’s 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 form is completed and 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.

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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 Life 31

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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.

• Respects diversity and is open to the perspectives, culture and interests of others.

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 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.

• Lives with integrity and honesty.

• Looks for opportunities to give help and gives help where needed.

• 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 demostration 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 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 32

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 a parent for early pickup. 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.

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ATHLETICS JF6 Junior Falcons Junior Emirates Athletics Conference The JF6 Junior Falcons is offered through the Athletics department and has been added as the natural extension of the Mini Falcons and a bridge for grade 6 students between Mini Falcons and the selective U14 sports programs. The JF6 Junior Falcons is an inclusive program for girls and boys. However, students must make a commitment to attend practices, games and tournaments to participate. The Junior Falcons will compete with schools in Dubai and Abu Dhabi forming the Junior Emirates Athletics Conference (JEAC) in Soccer, Basketball, Swimming and Track and Field. Please note that Grade 6 students playing on a U14 team will not be permitted to play on a Junior Falcons team in the same season. Grade 6 students selected to the U14 team will not be permitted to participate in the JF6 basketball season. However, a student participating in a Junior Falcons soccer and track team can also try out for that same sport in U14 as the seasons are after the JF6 season. A meeting will take place early in September to provide information about the program for students and interested parents.

Please check the Athletics Webpage for season dates and practice schedules.

JF6 Philosophy The focus of the JF6 Junior Falcons program is to continue the development begun in the Mini Falcons and start to introduce concepts 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 U14 level.

Middle School Athletic Program Philosophy The Athletics Department is responsible for the selective, competitive school teams at ASD. All Middle School students are eligible to try out for Under 14 teams and Grade 8 students are eligible to tryout for the Junior Varsity teams.

Under 14 (U-14) (Grade 6-8 and under 14 years of age as of Sept 1) The philosophy at the U-14 level is to provide the student-athlete with fundamental skills to develop them for the next level of participation with the intent to provide equal playing time for all qualified team members. Within reason, playing time is more important than winning and losing. We encourage all U-14 studentathletes to participate in intramural programs.

Junior Varsity (JV) (Grade 8 to under 16 years of age as of September 1) 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.

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.

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Student-athletes have a right to know the standards upon which participants are selected for a team. All student-athletes will have an opportunity (at least two days) to demonstrate their skill 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 U14 athletics 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 34

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.

CONDUCT ON 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.

DANCES AND ACTIVITY NIGHTS There are three middle school activity nights throughout the school year. Each event is sponsored by the Student Council, who will select a multi-grade level subcommittee to organize the dance.

Faculty members sign up to supervise at one of the dances/ activity nights. Only middle school students enrolled in ASD may attend a middle school dance. Dance and activity times are from 6:308:30 p.m. on the ASD campus with drop off and pick up at Gate 5.

Dress code for the dance is determined by the sponsoring group and must be approved by the MS Administration and be respectful to our ASD student dress code. Students must arrive at the dance at the official start time of the dance and remain for the duration of the event. Students must be picked up promptly at the end of the event and are subject to suspension from future events should there be a delay in pick up.

FIELD TRIP PERMISSION

Before a student can participate in a field trip, he/she must have a parent permission form on file with the Registrar’s Office.

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FUNDRAISING ASD supports student efforts to help important causes and charitable organizations they are passionate about. ASD provides meaningful opportunities for students to raise funds with a balanced approach in mind. The student fundraising policy furthers the mission of the American School of Dubai, specifically as it relates to developing the Contributor and Leader aspects of our Student Profile.

General Fundraising Criteria • Student fundraising includes both the collection of money and in-kind donations for a cause.

• Fundraising is authorized in the context of student clubs and recognized charitable organizations.

• Student fundraising ideas and proposals are directed and approved by the Service Learning Coordinator.

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 cafeteria. Students are responsible for cleaning up after themselves and may only leave the cafeteria or patio area at 11:05 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.

PARENT TEACHER STUDENT ASSOCIATION The Parent /Teacher /Student Association 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.

PARENT VOLUNTEERS We encourage parents to volunteer and support the educational activities at ASD. Opportunities to volunteer are wide ranging.

Continue to read the weekly ASD News in order to keep informed about upcoming opportunities to volunteer.

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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 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.

STUDENT LEADERSHIP 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 36

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 Executive Board (President, Vice President, Secretary, Treasurer & Historian) 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 outstanding scholarship, character, leadership, and service.

Once selected, members have the responsibility to continue to demonstrate these qualities. Details regarding NJHS, along with the selection process, are outlined on the NJHS webpage.

SERVICE LEARNING CLUBS GAIA Global Awareness Inner Awakening, also known as Club GAIA, focuses on exciting projects around the theme of "Reducing, Reusing, and Recycling" in partnership with the elementary school Green Team.

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

RECYCLING

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.

Environmental Mission/ Sustainability

Seeds of Change Seeds of Change 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.

• 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.

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.

SCHOOL STORE

As an institution, our priorities, decisions and actions will be informed by their environmental impact.

Many school supplies can be purchased at the school store in the Administration building. The store is open from 7:30-11:00 a.m. and 1:00 -3:30 p.m. Sunday through Thursday.

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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AMERICAN SCHOOL OF DUBAI

DISCLAIMERS 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 High 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 High School, situations may occur that fall outside the processes 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-centuryeducation-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.

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AMERICAN SCHOOL OF DUBAI

P.O. Box 71188, Dubai - UAE Tel: +971 4 395 0005 www.asdubai.org