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A World Class International School Leading Innovation in Education

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

Stefanos Gialamas, Ph.D. President of Schools

Mary-Ann Augoustatos Middle School Principal Jenny Kosmas Middle School Administrative Assistant kosmasj@acs.gr +30 210 6070 261

MIDDLE SCHOOL GUIDELINES

otivation nspiration etermination edication earning xcellence ensibility onsideration onesty ptimism riginality oyalty

ACS ATHENS MISSION STATEMENT "ACS Athens is a student- centered international school, embracing American educational philosophy, principles and values. Through excellence in teaching and diverse educational experiences, ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically- to thrive as responsible global citizens."
Revised, ACS Athens planning Team, May 23, 2009

ACS ATHENS MIDDLE SCHOOL STATEMENT OF COMMITMENT We, the faculty and staff of the ACS Middle School, will provide students with a positive environment that fosters academic growth and supports human differences during their challenging stage of adolescence.

Table of Contents
MIDDLE SCHOOL GUIDELINES ........................................................................................................ 4 ACS ATHENS MISSION STATEMENT ................................................................................................ 5 ACS ATHENS MIDDLE SCHOOL STATEMENT OF COMMITMENT .................................................... 5 WELCOME TO THE MIDDLE SCHOOL ............................................................................................ 11 DESCRIPTION OF THE ACS ATHENS MIDDLE SCHOOL .................................................................. 12 STATEMENT OF PRINCIPLES...................................................................................................... 12 GENERAL INFORMATION ABOUT OUR MIDDLE SCHOOL ............................................................ 13 Bell Schedule for Day 1 and Day 2 ............................................................................................ 13 Middle School Lunch............................................................................................................. 13 Academy passing .................................................................................................................. 13 Academy Block 3 ................................................................................................................... 13 ELIGIBILITY FOR ADMISSION ......................................................................................................... 14 ACADEMIC PROGRAM .................................................................................................................. 15 Curriculum ................................................................................................................................ 15 Personal Project & Portfolio ..................................................................................................... 15 ACADEMIC REGULATIONS ............................................................................................................ 16 Reporting Student Progress ...................................................................................................... 16 Progress Reports ....................................................................................................................... 16 Report Cards ............................................................................................................................. 16 Parent Teacher Student Conferences....................................................................................... 16 Grades ....................................................................................................................................... 17 Recognition and Honors ........................................................................................................... 17 Academic Achievement Awards ............................................................................................... 17 Athletic Awards......................................................................................................................... 17 Recognition Awards .................................................................................................................. 17 ACADEMIC INTEGRITY................................................................................................................... 18 Maintaining Academic Integrity ............................................................................................... 18 What does cheating look like?.............................................................................................. 19 How is cheating discovered? ................................................................................................ 19 What are the consequences of violating the Academic Integrity policy? ............................ 19 How can you avoid cheating? ............................................................................................... 20 How do you decide when to give credit? ............................................................................. 20 Academic Probation ................................................................................................................. 22 Homework .................................................................................................................................... 22 Homework and Approaches to Learning Hints ........................................................................ 22 Tutoring by Teachers .................................................................................................................... 23 Exams ............................................................................................................................................ 23 Tests .............................................................................................................................................. 23 STUDENT SERVICES ....................................................................................................................... 23 The Structure of Student Services ............................................................................................ 23 Administration ...................................................................................................................... 23 Counseling ............................................................................................................................ 23 Child Study Team .................................................................................................................. 24 Health Services and Related Matters ........................................................................................... 24 Health Services ......................................................................................................................... 24 Accident or Illness ..................................................................................................................... 24 Insurance .................................................................................................................................. 25 SERVICES CONTRACTED BY THE SCHOOL ..................................................................................... 25 Bus Service ................................................................................................................................ 25 6

Bus Procedures ......................................................................................................................... 25 Bus Code of Conduct ................................................................................................................ 25 Lunch Facilities.............................................................................................................................. 26 Lunch Time and Recess ............................................................................................................. 26 Dining Etiquette ........................................................................................................................ 26 Lunch Time Areas...................................................................................................................... 26 OTHER SERVICES ........................................................................................................................... 27 Lockers ...................................................................................................................................... 27 Lockers (P.E.)............................................................................................................................. 27 Lost and Found ......................................................................................................................... 27 Telephones ............................................................................................................................... 27 Possession of Cellular Phones and Other Personal Electronic Signaling Devices .................... 28 Textbooks.................................................................................................................................. 29 NATURE AND OVERVIEW OF STUDENT ACTIVITIES ...................................................................... 29 The House System .................................................................................................................... 29 Co-Curricular Activities ............................................................................................................. 29 Clubs and Organizations and Sports ..................................................................................... 29 Student Council..................................................................................................................... 30 School Social Events.................................................................................................................. 30 Dances................................................................................................................................... 30 Purchase Orders/ Fundraising .............................................................................................. 31 Decorations........................................................................................................................... 31 Posters and Advertisements ................................................................................................. 31 Community Service ............................................................................................................... 31 COMMUNICATIONS and EMERGENCIES....................................................................................... 32 Communication ........................................................................................................................ 32 Guests ....................................................................................................................................... 32 School Cancellation................................................................................................................... 32 Emergency Evacuation ............................................................................................................. 33 Emergency Procedures ......................................................................................................... 33 Evacuation Destinations ....................................................................................................... 33 Teacher Responsibilities during Evacuation ......................................................................... 34 Earthquake Preparedness......................................................................................................... 34 During an Emergency: Teachers need to do the following: ..................................................... 35 STUDENT EXPECTATIONS & CODE OF CONDUCT ......................................................................... 36 Student Conduct ....................................................................................................................... 36 Behavioral Expectations ........................................................................................................... 36 Attendance Policy ..................................................................................................................... 36 Excused for non-school related issues: ................................................................................ 36 Excused for schoolrelated reasons: .................................................................................... 37 Unexcused Absences ............................................................................................................ 37 Tardiness ............................................................................................................................... 37 Early Dismissal From School ................................................................................................. 38 Withdrawal of Students from School ....................................................................................... 38 OTHER RULES AND REGULATIONS ............................................................................................... 38 Staying After School.................................................................................................................. 38 Cutting Class ............................................................................................................................. 38 Hallway Passes .......................................................................................................................... 38 Bicycles, Roller blades, Skateboards......................................................................................... 39 Personal Property ..................................................................................................................... 39 7

Student Dress & Appearance.................................................................................................... 39 Student Dress........................................................................................................................ 39 PE Uniforms .......................................................................................................................... 39 Travel Dress Code ................................................................................................................. 40 MIDDLE SCHOOL CODE OF CONDUCT .......................................................................................... 41 Group 1 Violations .................................................................................................................... 41 Consequences ....................................................................................................................... 41 Group 2 Violations .................................................................................................................... 41 Consequences ....................................................................................................................... 41 Group 3 Violations .................................................................................................................... 41 Consequences ....................................................................................................................... 42 Group 4 Violations .................................................................................................................... 42 Consequences ....................................................................................................................... 42 DISCIPLINARY PROCEDURES & EXPLANATIONS............................................................................ 43 Referral Procedure ................................................................................................................... 43 Detention .................................................................................................................................. 43 Detention Rules .................................................................................................................... 43 In School Suspension ............................................................................................................. 44 In School Suspension Rules ................................................................................................ 44 Out-Of-School Suspension ........................................................................................................ 44 Social Probation ........................................................................................................................ 45 Positive Behavior Activities ...................................................................................................... 45 Community Service ............................................................................................................... 45 Behavior Point Sheet ............................................................................................................ 45 Peer Facilitation Program ..................................................................................................... 45 Consistent Record of Good Behavior ................................................................................... 46 Providing Parental Support....................................................................................................... 46 Theater/Assembly Protocol ...................................................................................................... 48 Assembly Protocol for Teachers ........................................................................................... 48 Assembly Protocol for Students ........................................................................................... 48 LIBRARY POLICIES.......................................................................................................................... 49 Library Rules ......................................................................................................................... 49 Consequences for Not Adhering to Library Rules ................................................................ 49 Checking Out Books .............................................................................................................. 49 Checking Out Reference Books ............................................................................................ 49 Current Magazines................................................................................................................ 49 Lost/ Damaged Books ........................................................................................................... 49 Library Computer Use ........................................................................................................... 50 Personal Laptops .................................................................................................................. 50 Logging Out ........................................................................................................................... 50 Photocopies/ Computer Printers .......................................................................................... 50 Internet Access ......................................................................................................................... 50 Use of Stations ...................................................................................................................... 50 Research On Stations ............................................................................................................ 50 Internet Acceptable Use Authorization Form ...................................................................... 50 Internet Acceptable Use Policy................................................................................................. 50 Guidelines for Acceptable Use.............................................................................................. 51 Active Directory Accounts ........................................................................................................ 51 PROGRAMS & COURSES - GRADES 6, 7 AND 8 ............................................................................. 52 Program of Studies 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Preface ...................................................................................................................................... 52 Required Courses: Language Arts ............................................................................................. 52 Sixth Grade Language Arts A (MS 1000) ............................................................................ 52 Sixth Grade Language Arts ESL (MS 1001) ......................................................................... 52 Seventh Grade Language Arts A (MS 1010)....................................................................... 53 Seventh Grade Language Arts ESL (MS 1011) ................................................................... 53 Eighth Grade Language Arts A (MS 1020).......................................................................... 54 Eighth Grade Language Arts ESL (MS 1021) ...................................................................... 54 Required Courses: Social Studies.............................................................................................. 55 Sixth Grade, Social Studies World Studies: History and Geography of the Ancient World (MS 2001).............................................................................................................................. 55 Sixth Grade, Social Studies - ESL - World Studies: History & Geography of the Ancient World (MS 2002) .................................................................................................................. 55 Seventh Grade, Social Studies World Studies: History & Geography of the Eastern Hemisphere (MS 2011) ......................................................................................................... 55 Seventh Grade, Social Studies - ESL - World Studies: History & Geography of the Eastern Hemisphere (MS 2012) ......................................................................................................... 56 Eighth Grade, Social Studies World Studies: History & Geography of the Western Hemisphere (MS 2021) ......................................................................................................... 56 Required Courses: Science........................................................................................................ 56 Sixth Grade Science (MS 4000) ............................................................................................. 56 Sixth Grade Science ESL (MS 4001) ...................................................................................... 57 Seventh Grade Science (MS 4010)........................................................................................ 57 Seventh Grade Science ESL (MS 4011) ................................................................................ 57 Eighth Grade Science (MS 4020) .......................................................................................... 58 Required Courses: Mathematics .............................................................................................. 58 Sixth Grade Fundamental Math 6 (MS 3005) ....................................................................... 58 Sixth Grade Math 6 (MS 3010) ............................................................................................. 58 Sixth Grade Advanced Math 6 (MS 3015) ............................................................................ 59 Seventh Grade Fundamental Math 7 (MS 3025).................................................................. 59 Seventh Grade Math 7 (MS 3030) ........................................................................................ 59 Seventh Grade Advanced Math 7 (Pre-Algebra) (MS 3035)................................................. 60 Eighth Grade Fundamental Math 8 (MS 3041) .................................................................... 60 Eighth Grade Pre-Algebra (MS 3055) ................................................................................... 60 Eighth Grade Algebra I (MS 3060) ........................................................................................ 61 Required Courses: Physical Education (MS 6000, MS 6020, MS 6030) ................................... 61 Required Courses: Visual and Performing Arts / Technology / Health / Research / Guidance62 Sixth Grade Exploratory - Music 6 (MS 7120)....................................................................... 62 Sixth Grade Exploratory - Foundations of Technology, Health, Research and Guidance 6 (MS 7400).............................................................................................................................. 62 Seventh Grade Exploratory - Art/ Design 7 (MS 7020)......................................................... 62 Seventh Grade Exploratory - Foundations of Technology, Health, Research and Guidance 7 (MS 7410).............................................................................................................................. 62 Eighth Grade Exploratory - Drama 8 (MS 7111) ................................................................... 63 Eighth Grade Exploratory - Foundations of Technology, Health, Research and Guidance 8 (MS 7411).............................................................................................................................. 63 Required Courses: Modern Languages ..................................................................................... 63 GREEK.................................................................................................................................... 63 FRENCH ................................................................................................................................. 65 French MS 1 (MS 5101) ........................................................................................................ 65 9

French MS 2 (MS 5102) ........................................................................................................ 66 French MS 3 (MS 5103) ........................................................................................................ 66 MANDARIN CHINESE............................................................................................................. 66 Chinese MS 1 (MS 5500) ....................................................................................................... 66 Chinese MS 2 (MS 5501) ....................................................................................................... 66 Chinese 2 Advanced (MS 5502) ............................................................................................ 67 Chinese MS 3 (MS 5503) ....................................................................................................... 67 SPANISH ................................................................................................................................ 67 Spanish MS 1 (MS 5401) ....................................................................................................... 67 Spanish MS 2 (MS 5402) ....................................................................................................... 67 ARABIC .................................................................................................................................. 67 Arabic 6 (MS 5300) ............................................................................................................... 68 Arabic 7 (MS 5310) ............................................................................................................... 68 Arabic 8 (MS 5320) ............................................................................................................... 68 GERMAN ............................................................................................................................... 68 German MS 1 Beginner course (MS 5200) ........................................................................ 68 German MS 2 (MS 5204) ...................................................................................................... 69 Electives - Beginning Instrumental Music (Year) (MS 7123) .................................................... 69 Electives - Instrumental Music (Year) (MS 7124) ..................................................................... 69 Electives - Middle School Choir (MS 7101) ............................................................................... 69 Electives - Art Studio (Year) Grades 6,7, 8 (MS 7011) .............................................................. 69 Electives - Drama (Year) (MS 7110) .......................................................................................... 70 The focus of this elective course is to develop creative and expressive skills for drama through practical workshops. The students will take part in group and individual drama tasks and exercises which will involve theater play, improvising, creating scenes and skits, developing a role, as well as reflecting and exploring a variety of stimuli. This course will help students develop a set of life-transferrable skills: confidence, effective communication, concentration of attention, team work, imagination, space, time and body awareness, creativity and spontaneity to mention but a few. .................................................................... 70 This course is open to grades 6, 7, and 8, and there is no pre-requisite. ................................ 70 Learning Support - EFL (English as a Foreign Language) (MS 1202) ......................................... 70 Learning Support - ESL Level I (Grades 6, 7 and 8) (MS 1200)................................................. 70 Learning Support - ESL Level II (Grades 6, 7 and 8) (MS 1203)................................................ 70 Learning Support - ESL Content (Grade 8) (ESL 1260) ............................................................. 70 Learning Support - Optimal Learning Program (OM 6: MS 1046, OM 7: MS 1047, OM 8: MS 1048) ......................................................................................................................................... 70 Learning Support - Optimal Learning Consultation (MS 8067) ................................................ 71 Learning Support - The High Performing Student Program (HPS) (MS 8068) .......................... 72 2011-2012 BOARD OF TRUSTEES .................................................................................................. 73 PARENT / STUDENT HANDBOOK AGREEMENT and INTERNET ACCEPTABLE USE POLICY .......... 74

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WELCOME TO THE MIDDLE SCHOOL

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

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DESCRIPTION OF THE ACS ATHENS MIDDLE SCHOOL

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

STATEMENT OF PRINCIPLES
In a school community defined by a culture of respect: We shall be curious about and tolerant of peoples cultural differences, gender differences, age differences, learning differences, as well as their unique abilities and talents; We shall respect learning and the learning process; We shall practice good manners; We shall treat each other politely; We shall cultivate and exhibit self-discipline and self-respect; We shall respect personal and school property; We shall build relationships based upon open communication and mutual respect; We shall work to overcome stereotypical thinking, biases and prejudices and actively promote cross-cultural awareness and understanding; We shall ensure that everyone feels physically and emotionally safe; We shall respect, follow and enforce the rules of the community; We shall respect each persons uniqueness and individuality; We shall practice good citizenship in and out of the classroom; We shall promote the values of good sportsmanship; We shall commit ourselves to teaching the principles of respectful behavior and good citizenship in a focused and on-going manner.

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

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GENERAL INFORMATION ABOUT OUR MIDDLE SCHOOL

School Address: 129 Aghias Paraskevis Street & Kazantzakis St. 152 34 Halandri Athens, Greece www.acs.gr Middle School Principals Office: 210 639-3200, ext. 243 Middle School Main Office: 210 639-3200, ext. 261 Counseling Office: 210 639-3200, ext. 226 or 228 Fax: 210 639-0051 E-Mail: acs@acs.gr Arrival - 9:00 a.m. Dismissal - 3:30 p.m. Late Busses 5:45 p.m. (for supervised activities only)

School Telephone:

School Day:

Bell Schedule for Day 1 and Day 2

Day 2

Time

Day 1

9:00 a.m. 10:20 a.m. 10:20 a.m. 10:40 a.m. 10:40 a.m. 12:00 p.m. 12:00 p.m. 12:40 p.m. 12:00 p.m. 12:10 p.m. 12:10 p.m. - 01:30 p.m. 1:30 p.m. 2:05 p.m.

Block 1 Passing time and Announcements Block 2

Block 5 Passing time and Announcements Block 6

Middle School Lunch Academy passing Academy Block 3

Academy passing Academy Block 7

Academy Lunch MS Block 3 MS Block 7

12:45p.m. 2:05 p.m. 2:05 p.m. - 2:10 p.m. 02:10 p.m. 3:30 p.m. Passing Time Block 4 Passing time Block 8

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ELIGIBILITY FOR ADMISSION

ACS Athens considers for admissions those students who fall into one of the following categories: 1. The American community of Athens: a. U.S. Government employees; b. U.S. Business and industry; c. Non-Profit organizations affiliated with or supported by U.S. Institutions; d. Other American citizens. 2. Members of the Diplomatic Corps of Greece (third-country). 3. Foreign Businesses and Industries established in Greece. 4. Greek nationals returning from abroad. 5. Students transferring from a Greek school. Entry to ACS Athens is via a competitive application process, which is outlined in the revised (March, 1995) admissions guidelines available in the Presidents Office, the Admissions Office or on-line at www.acs.gr. Prospective candidates should familiarize themselves with the admissions procedures. For further information concerning our application process and specific documentation requirements, please contact our Office of Enrollment Management, c/o Mr. John Papadakis, Director, at (210) 639-3200 ext. 263 or papadakisj@acs.gr. ACS Athens provides very limited Special Learning services. Please refer to the procedures regarding admissions for students who may need to access such services.

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ACADEMIC PROGRAM
The Middle School is designed for students in the 11-16 age range. It is a complete and coherent program that provides a framework of academic challenge and life skills appropriate to this stage of adolescence. The educational philosophy and goals of the Middle School naturally follows the ACS Athens Elementary School and serves as excellent preparation for both the regular College Preparatory and IB Diploma Programs offered in grades 11 and 12.

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

Personal Project & Portfolio

The students educational accomplishments are documented by the school in a portfolio of achievement which records the skills acquired and the results obtained, in each academic subject. The students appreciation of the areas of interaction is assessed through an exercise known as the Personal Project. The final project is a culmination of the program and is completed in the High School, as a sophomore. There are no externally set or externally marked examinations for students. All assessment of student work is carried out by teachers in our school. The IBO validates the standards of the schools assessment through a process of external moderation. Thus, our school will be visited and evaluated at least once every five years by IBO representatives. The Middle States Association of Colleges and schools renews our standing through a validation of our self study regularly.

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

Progress Reports
Progress Reports may be issued at any time, but will be issued to students as follows: 1st quarter: Monday, October 10th 2nd quarter: Monday, December 12th 3rd quarter: Tuesday, February 28th 4th quarter: Monday, May 7th During the first quarter, all students will receive progress report comments on Skyward from all their teachers. Thereafter, all students earning a grade of C- or less will receive a progress report comment, though teachers may send reports to recognize excellence, improvement or a falling off in performance. Progress Reports will document students progress in achieving Approaches to Learning outcomes as well as subject-specific learning objectives. The Progress Reports will appear as a comment(s) in Skyward family access in the above stated dates.

Report Cards
Report Cards will be available on line through Skyward Family Access approximately two weeks after the end of each quarter. Report cards will be sent to parents/guardians via the students and/or mailed home early in July at the end of the school year. Should parents not receive progress reports or report cards on these dates, they should contact the Middle School Main Office.

Parent Teacher Student Conferences

Parent/Teacher/Student Conferences are held twice a year. Please see the ACS Calendar for dates and times.

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Grades
As stated previously, the Middle School uses letter grades: A, B, C, D and F. Teachers may give a plus or minus with the letter grade (except in the case of an F). The + or will appear on the permanent record. Modification for OM students may apply on an individual basis and will be so indicated. Letter grades are awarded on the basis of the following averages: 97-100 93-96 90-92 87-89 83-86 80-82 A+ A AB+ B B77-79 73-76 70-72 67-69 63-66 60-62 Below 60 C+ C CD+ D DF

Recognition and Honors

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

Academic Achievement Awards

Principals List High Honor Roll Honor Roll All As (including A-s) A- Average (3.67 GPA) or better B+ Average (3.33 GPA) or better

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

Athletic Awards
Field Day Awards: Awarded to individuals and Class / Team Houses at the annual Middle School Field Day

Athletes of the Year: Awarded by the PE Department at the Athletics Banquet.

Recognition Awards
Warren Shepard Award: Awarded to an 8th grade ACS award for all-around excellence

Stanley Haas/Luke Hansen (NESA) Nomination: Nominations to NESA for recognition of students who exhibit exemplary citizenship, character and service.

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Students of the Quarter: Awarded to two students (a boy and a girl) at each grade level to recognize exemplary contributions to school academic and community life, observes school rules, shows perseverance and motivation, is poised, self-disciplined, cooperative, kind to others, and has no disciplinary referrals/probation.

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

Maintaining Academic Integrity

ACS Athens Middle School and Academy Academic Integrity Policy The ACS Athens Mission Statement obliges us to provide opportunities for all students to develop a deep sense of integrity and self-esteem. Few qualities are as important to living a good life as these are. In support of this goal, we are committed to helping students understand and demonstrate the principles of academic integrity on a daily basis. Simply put, academic integrity means always being honest about your work by avoiding cheating and plagiarism. At ACS Athens, we will consider that academic integrity has been violated and cheating has occurred when you use someone elses words, work, test or quiz answers, and/or ideas and claim them as your own. Why is it important to maintain academic integrity? We want you to take pride in your honest achievement. Youll feel good about yourself when you meet the challenges of your academic work. Its hard to feel good about yourself when you take credit for someone elses work. You will develop and maintain a reputation as an honest person. Peoples words, work and/or ideas are considered intellectual property meaning that their creator owns them. Some types of plagiarism violate not only school rules, but US and European law. Plagiarism is a form of theft. So, too, are other forms of cheating, like copying anothers work on a test. Cheating gets in the way of learning. When you pass someone elses work or ideas off as your own, you are not learning, nor are you practicing the skills that you need to succeed in the university and in the workplace: how to write, analyze, form conclusions and generate new ideas. You will learn what you are honestly capable of achieving.

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What does cheating look like?

(Examples of violations of academic integrity) Copying someones homework. Looking at anothers test, getting unauthorized assistance during a test, sharing answers with others during a test, letting someone copy your assignment. Having a parent or a tutor do your homework. Paying a tutor to write your paper (or complete your college applications) for you. Letting your parents build your project. Letting your partner do all the work on a project and just putting your name on the final product. Turning in an old project or paper completed by a former student (an older brother or sister, for example). Taking a paper directly from the Internet and passing it off as your own. Copying directly from published works or Internet sites, and/or using someone elses words without quoting them and citing the sources of information. Paraphrasing (rewording) someones words and not giving him/her credit for the ideas or concepts; passing someones ideas off as your own. Using images, charts, graphs, maps, tables and other graphics from published or Internet sources in your work without citing where you found them.

How is cheating discovered?

New technology: Teachers can simply plug a word or phrase from your work into a search engine (such as turnitin.com) and find from where on the Internet an idea or paper has come. Teachers love to talk about their students accomplishments: As they talk about their students achievements, they learn about work that students have completed for other classes. Thus, they also learn of instances when friends have submitted another students work in another class. You should always check with your teachers to see if original work you have done for one class can also be used in other classes. Teachers also have a good memory for work that has been previously submitted to them. Teachers know your writing: Teachers know how students write. It doesnt take much to recognize what was written by a particular student and what was written by someone else.

What are the consequences of violating the Academic Integrity policy?

Grade of zero on relevant assignment or project and notification of parent. Referral of NHS members to NHS Committee for appropriate disciplinary action. Letter on file which will be shared with members of NHS Committee and Middle School Student of the Quarter, Luke Hansen and Warren Shepard Award committees during selection process for these honors. In IB classes, students will be subject to IB malpractice guidelines. Suspension from school for subsequent violations and immediate ineligibility for NHS membership.

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How can you avoid cheating?

The best way to avoid cheating and plagiarism is to find ways to personalize your assignments. React in writing about how your topic might personally affect you, your family or your community. Let your reader know what you think about your topic and about why it matters to you. An original conclusion, which is supported by facts from other works properly cited is never cheating. Write in your own voice, not just in your own words. Organize your work so that you dont run into a last-minute time crunch that keeps you from studying, writing, creating, revising, reflecting and making your work your own. Record where you found your supporting ideas while you do your research once for finding the information, and again for writing your footnotes and doing the bibliography. ALWAYS include a bibliography, list of resources or acknowledgement whenever you use the work or ideas of others. If you cant provide a citation, dont use the source. Understand that using others work is permissible and usually necessary to create well-supported arguments, conclusions and answers to questions. Giving credit to the source of this work keeps it from being plagiarism. Make as large a percentage of your work as original as possible. Use direct quotations and paraphrasing only when what you find is written in such a way that it clarifies or makes memorable the idea expressed.

How do you decide when to give credit?

(taken from the Purdue University Website: http://owl.english.purdue/research/r_plagiar.html Used with permission)

Need to Document When you are using or referring to somebody elses words or ideas from a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium When you use information gained through interviewing another person When you copy the exact words or a unique phrase from somewhere When you reprint any diagrams, illustrations, charts, and pictures When you use ideas that others have given you in conversations or over email

No Need to Document When you are writing your own experiences, your own observations, your own insights, your own thoughts, your own conclusions about a subject When you are using common knowledge folklore, common sense observations, shared information within your field of study or cultural group When you are compiling generally accepted facts When you are writing up your own experimental results Material is probably common knowledge if You find the same information undocumented in at least five other sources You think it is information that your readers will already know You think a person could easily find the information with general reference sources

To be sure that you are citing your sources correctly, refer to the section on proper citation formatting in Writers, Inc.

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How can you avoid plagiarism and make sure you are safe? Action during the writing process When researching, note-taking, and interviewing Mark everything that is someone elses words with a big Q (for quote) or with big quotation marks Indicate in your notes which ideas are taken from sources (S) and which are your own insights (ME) Record all of the relevant documentation information in your notes Appearance on the finished product Proofread and check with your notes (or photocopies of sources) to make sure that anything taken from your notes is acknowledged in some combination of the ways listed below: In-text citation Footnotes Bibliography Quotation marks Indirect quotations

When paraphrasing and summarizing

First, write your paraphrase and summary without looking at the original text, so you rely only on your memory. Next, check your version with the original for content, accuracy, and mistakenly borrowed phrases

Begin your summary with a statement giving credit to the source: According to Jonathan Kozol, ... Put any unique words or phrases that you cannot change, or do not want to change, in quotation marks: ... savage inequalities exist throughout our educational system (Kozol).

When quoting directly

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

Mention the persons name either at the beginning of the quote, in the middle, or at the end Put quotation marks around the text that you are quoting Indicate added phrases in brackets ([ ]) and omitted text with ellipses (. . .) Mention the persons name either at the beginning of the information, or in the middle, or at that end Double check to make sure that your words and sentence structures are different than the original text

When quoting indirectly

Keep the persons name near the text in your notes, and in your paper Rewrite the key ideas using different words and sentence structures than the original text

This policy/document has been adapted with permission from Lakeview High School, Battle Creek MI and the Mankato, MN Area Public Schools.

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Academic Probation
A student in 6th or 7th grade who fails more than one subject or receives two Ds and a F at the end of any semester is placed on Academic Probation for the next semester. A student in the 8th grade who fails more than one subject or receives two Ds and a F, or has 3 or more Ds, at the end of the semester is placed on Academic Probation for the next semester. Students who continue to fail may be denied entrance to the Academy Students on Academic Probation will be ineligible for participation in any co-curricular activities and athletics. A student on Academic Probation may become eligible at mid-semester if mid-semester grade reports indicate that the student meets eligibility requirements. Students on Academic Probation will automatically be referred to the Child Study Team for screening, evaluation and the development of a support plan, possibly involving weekly monitoring, and academic and psychological support services.

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

Homework and Approaches to Learning Hints

1. 2. 3. 4. 5. 6. 7. Write down assignments and due dates in the Planner. Understand the instructions before leaving class. Take home all materials needed to complete the assignment. Learn to plan study time. Set aside study time in a quiet place at home. Carefully check completed assignments. Turn in completed work by the due date. 22

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

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

Exams
End of semester exams will be administered in January and June in some Middle School classes. All Middle School students will sit for Foreign Languages, ESL and Math exams and 8th grade students will also sit for Social Studies, Science and Language Arts. 8th grade students will be required to sit for semester and end of year exams in all core subjects and Foreign Languages according to the schedule created by the school. Make up exams will be scheduled for students who were ill and have a doctors verification. Parents must inform the Attendance Office on the day of the exam is their son/ daughter is ill, and must provide a doctors note the following day. The exam schedule will be provided at the beginning of each semester.

Tests
Middle School students may have up to 2 major tests in one day. Should there be a third test scheduled, teachers will make every effort to reschedule the most recently planned test.

STUDENT SERVICES
The Structure of Student Services
Administration
The Principal is responsible for all aspects of the academic and co-curricular life of the Middle School.

Counseling
The Middle School counselor is responsible for working with all students individually and in group settings to help them succeed at the Middle School. If a student has a challenge, or feels uncertain about some aspect of the Middle School that teachers cannot resolve, the counselor may be consulted. 23

In addition, The Middle School Counselor invites students and parents to discuss educational concerns, scheduling and testing, follows up on progress reports, quarter and semester reports, and students who are ineligible for co-curricular activities due to their grades or on probation. Students may make appointments with the Office of Student Services secretary for an appropriate time. Parents may telephone 639-3200, extension 226 or 261 to arrange for conferences.

Child Study Team

The Child Study Team (CST) consists of the Principal, the school psychologist, the counselor, the Optimal Match Specialist, the Nurse and possibly the English as a Second Language (ESL) teacher. Other staff members and parents meet with the CST when it is appropriate. The CSTs purpose is to assist students who have academic, social, physical, or emotional problems that interfere with their education. Teachers and parents may refer a student to the CST.

Health Services and Related Matters

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

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

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

SERVICES CONTRACTED BY THE SCHOOL

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

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

Bus Code of Conduct

1. 2. 3. 4. 5. 6. 7. Students must follow the directions of the bus monitors, adults and drivers at all times. No eating, drinking or smoking is allowed. Students must be seated in their assigned seats and quiet at all times. Respectful language must be used at all times. Students must keep hands, head, arms inside the bus at all times. No weapons / toy weapons or incendiary devices are allowed at any time. The Code of Conduct policies and recommended actions also apply to the bus.

Students who cannot follow these rules will be referred to the Transportation Officer and appropriate Administrator. Infractions of the bus regulations and/or the student Code of 25

Conduct may result in the loss of bus service for a number of days. Serious or repeated violations of bus rules could result in permanent removal from the bus.

Lunch Facilities
Lunch Time and Recess
Middle School students have 40 minutes for lunch.

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

Lunch Time Areas

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

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

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

Lost and Found

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

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

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Possession of Cellular Phones and Other Personal Electronic Signaling Devices

Students are not permitted to use any type of electronic signaling devices during class time, passing periods or breaks within the classroom. Cell phones can be used if the break is outside. If a school staff member finds it necessary to confiscate a device, parents will be notified promptly and the device will be returned in accordance with school rules after the Principal has consulted with the students parent/guardian. The school is not responsible for lost or stolen electronic signaling devices. Students are to make arrangements with their parent(s) or guardian(s) to contact the school office when attempting to reach them during the school day. The following are inappropriate uses of electronic signaling devices: Harassment, threats, intimidation, electronic forgery, cyberbullying / cyberthreats, video- taping in or out of the classroom, invasion of personal rights, cheating on tests/exams, or other forms of illegal behavior during the instructional and noninstructional day. Stu- dents are not to use material or text message to invade personal privacy or harass another person, or disrupt the instructional day, or engage in dishonest acts.

Videotaping within the ACS Athens Campus is not only inappropriate but ILLEGAL. Students who act in violation of this policy shall be subject to ACSs progressive discipline as follows: 1. Initial violation electronic signaling device will be confiscated by school staff and secured in a safe location. The electronic device will be returned to student in seven days; 2. Second violation electronic signaling device will be confiscated and secured in a safe location. The electronic device will be returned to the student in a month and the student's parent or guardian meets with the school Principal for the purpose of clarifying this policy; 3. Third violation the electronic signaling device will be confiscated and secured in a safe location. The electronic device will be withheld for a semester and the student's parent or guardian provides written assurance that the student will no longer be allowed to possess the electronic device during the instructional day; 4. Fourth violation the electronic signaling device will be confiscated and secured in a safe location. The student will be suspended; 5. Fifth violation the electronic signaling device will be confiscated and secured in a safe location. The student will be removed from school.

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

NATURE AND OVERVIEW OF STUDENT ACTIVITIES

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

The House System

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

Co-Curricular Activities
Clubs and Organizations and Sports
Participating in activities (special programs, team sports, intramurals and clubs) at the Middle School is very much a part of the Middle School experience. One can learn in many ways, and there is much to be learned, as well as a lot of fun to experienced, in the examples of various clubs, sports and special programs which meet during lunch and after school. Clubs and activities are developed based on student interest.

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Examples include: Blue and Gold Newspaper Chamber Orchestra Concert Choir Debate Ecology club Geography Bowl Jazz Band Language Arts Bowl Math Bowl Math Olympiad Peer Facilitators Science Fair Ski/ Snow Board Club Spirit Club Student Council Symphony Orchestra Talent Show Yearbook Sport Teams: Basketball Cross Country Soccer Swimming Tennis Track and Field Volleyball After School Academies: Swimming Academy Tennis Academy *Academy participation requires extra payment

Student Council
The Student Council plays a significant role in the life of the middle school. Its meetings are open to all students and faculty, and anyone with a suggestion or concern is encouraged to attend. The Middle School Student Council is comprised of Executive Officers (8th graders), and Representatives from each grade level (6,7,8). These officers work with faculty and advisor and are encouraged to assume the position of spokespeople for their classmates. Students are encouraged to get to know their class officers and make suggestions to them. Details concerning the selection process, meeting place, and time are announced in the fall semester.

School Social Events

Dances
Each year, the Middle School Student Council plans and conducts several dances. These are scheduled on the ACS school calendar and every Middle School student in grades 6-8 is encouraged to attend. Some dances are: Welcome Back Dance, Holiday Snow Ball Dance, Valentine Dance, Spring Dance Party, and the Eighth Grade Formal. Some "facts" about dances are important to know:

Some dances are held in the afternoon, between 4:00 and 6:00. Others may be held in the evening, from 6:00 p.m. to 8:00 p.m. The Eighth Grade Formal is held near the end of the school year on campus and runs from about 8:30 11:30 p.m. All dances have an entrance fee, set by the Student Council. Refreshments are usually on sale at the dance. Once a student arrives at the dance, he or she is to remain in the dance area until departure on the late bus or for the night. Parents must provide transportation to and from dances. Car-pooling is encouraged. Students must be picked up at school by the end of the dance. All dances are voluntarily chaperoned by teachers. MIDDLE SCHOOL DANCES ARE OPEN ONLY TO CURRENT ACS MIDDLE SCHOOL STUDENTS. 30

Purchase Orders/ Fundraising

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

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

Posters and Advertisements

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

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

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COMMUNICATIONS and EMERGENCIES

Communication
Communication to Middle School students and parents takes many forms. A Daily Bulletin is published. It is read during the daily Announcement Period and posted on the ACS website (www.acs.gr), where it can be accessed by parents and students. It contains important information about scheduled events, school activities, and other special announcements. Announcements may be placed in the bulletin by administration and staff. Please note that it is possible that there are no announcements for some days throughout the year. A variety of bulletin board notices and flyers advertise upcoming Middle School and campus events. These are posted in many places throughout campus. The Principal must also approve all letters, flyers or brochures before distribution to students, faculty or parents. The ACS Planner is an organizational calendar for students in grades 6-12, as well as a communication tool for home-school messages. Students use the Planner to record assignments, test dates and project deadlines, as well as to document their service work and participation in co-curricular activities.

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

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

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

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

Evacuation Destinations
1. All classes in the Middle School will go to the center courtyard alongside the tennis court fence. 2. Academy Rooms 101, 102, 103, 104, 105, 106, 207, 209, 210, 211, and 208 will go out the front door of the Academy, and line up on the Volleyball courts along the wall. 3. Rooms 212 and 213 will go down the administration staircase and proceed to the volleyball courts along the wall.

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4. Rooms 201, 202, 203, 204, 205, 206, Art and Photo rooms will go out the back door of the Academy and proceed along the fence to the front Volleyball courts and line up along the wall. 5. Gym classes will go out the back door of the gym and proceed along the fence to the area of front volleyball net. 6. Academy classes in Computer Lab, will go out the side door to the front court and basketball court. Middle school classes in Computer Lab will go out to the front courtyard basketball court. 7. Optimal Learning Program will go down the middle staircase and proceed to the Kiosk area of the front courtyard. Academy students on the left side of the staircase and Kindergarten on the right using the railing. 8. Annex rooms 401, 402, 403, 404, 405, 406, 407 will go down the north stairway only to 1st floor and proceed down center stairway to the volleyball court by the Kiosk area. 9. Annex rooms 501, 502, 503, 504, 505, 506, 507 will go down the south stairway and proceed to the basketball court in the front courtyard. 10. Music classes exit the Portables and proceed to the area under the olive tree in center courtyard. 11. Students in library (Academic Advisory) and 1st/2nd levels proceed with the Academic Advisor. Librarian and Library Assistant proceed out library door through courtyard and to the kiosk area in front courtyard. 12. In case an evacuation is necessary during lunch or breaktime all Middle School and Academy students must go to the basketball court and find their block one teacher.

Teacher Responsibilities during Evacuation

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

Earthquake Preparedness
This procedure will be reviewed by principal with entire student body/staff once a semester. In case of an earthquake, the following course of action should be taken: 1. If indoors, teachers should keep their students inside. While shielding heads with their hands and elbows, students should move away from windows, shelves, and heavy objects and furniture that may fall. They should not be under light fixtures or other suspended objects. In the classroom, students should take cover under desks, tables, or other heavy furniture. 2. Everyone should stay under desks to avoid being hit by falling objects.

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3. When things seem stabilized, teachers should take their roll books and instruct students to quietly take their belongings (no going to lockers) and evacuate the room, going calmly to the pre-designated assembly point. 4. If in a hall, stairway, gymnasium or other area where no cover is available, the students should move to an interior wall. They should turn away from windows, kneel alongside the wall, bend their heads close to their knees, cover the sides of their heads with their elbows, and clasp hands firmly behind neck. 5. If in the library, the students should immediately move away from windows and bookshelves and take cover under a desk or a table. 6. If in a laboratory or kitchen, all burners should be extinguished (if possible) before taking cover. Students should stay clear of hazardous chemicals that may spill. 7. If in the theater, students should duck and cover and remain in place until the tremors subside. An uncontrolled, panic-driven exit by the students should be avoided at all costs! 8. If outdoors, students should move to an open space, away from buildings and overhead power lines. Students should lie down or crouch low to the ground (since legs will not be steady). Teachers and students should constantly keep an eye on their surroundings to be aware of dangers that may demand movement. 9. If in a school bus or other vehicle, the vehicle should pull over and stop, away from power lines, bridges, overpasses, and buildings. Students should remain in their seats and hold on.

During an Emergency: Teachers need to do the following:

Respond to the specific emergency as prescribed and direct the students in the appropriate emergency procedures. Contact the school, in the event that the emergency occurs during a field trip or other off-campus school-sponsored activity. Give clear, calm instructions to their students during the emergency. Remain with the students until released by the emergency team. Direct the evacuation of students under their supervision to designated areas according to signals, warnings, written notifications, or common sense. Take roll as soon as conditions allow. Report missing students to the administration. Assess physical condition of students. Any students requiring first aid should receive it as soon as conditions allow. Keep order. Dispel rumors and stay calm. Dont engage in adding to peoples concerns.

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STUDENT EXPECTATIONS & CODE OF CONDUCT

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

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

Attendance Policy
ACS Athens endorses the concept that regular school attendance is essential for the maximum educational benefit of each student. It is well understood and documented that there is a direct correlation between regular school attendance and academic achievement. Despite the best efforts and intentions of all, it is further understood that make up of work missed cannot duplicate that actual classroom experience and that achievement may suffer. Generally, students will not receive credit for any class from which they are absent more that 7 days per semester, regardless of the cause for absence. ACS Athens recognizes that absence from school does and will occur. In recognition of this fact, the student Attendance Policy classifies absences into one of the three categories. Student absences will fall into one of the three categories:

Excused for non-school related issues:

1. Medical: Parents should phone the school each morning that a student will be absent for medical reasons (illness, medical appointment, etc). The school reserves the right to require a statement from an appropriate medical authority verifying the requirement for the students absence. Parental failure to inform the school of a student absence or provide medical documentation when required will result in the student being assessed an unexcused absence.

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In the case of extended absences due to illness, the Counseling Department and Administration will carefully monitor student progress. After consultation with the parent (s), they will take such action as is necessary to support the best interests of the student and preserve the integrity of the educational process. 2. Personal Reasons: Absences from school for personal reasons which are unavoidable are considered excused. Parents should phone school each morning that a student will be absent or provide a written note in advance of absences if possible. Absences which fall into this category, for example, include those due to death in the family or family emergencies which require the presence of the student. When possible, parents should obtain a determination as to whether the absence will be excused before it occurs. The principal of the school will make the final determination as to whether an absence in this category Excused or Unexcused. Parental failure to provide a written explanation will result in the student being assessed an Unexcused absence.

Excused for schoolrelated reasons:

3. Extracurricular and extended learning activities: These activities provide students with opportunities to build and expand on their individual interests and talents as well as develop interpersonal and teamwork skills. Students participate in these activities on the basis of individual choice and personal interest. These activities are normally scheduled after school hours and on weekends, but may require absence from class. No student may miss in excess of 10% of the instructional days (or class periods) in a given school year for school - related extracurricular and extended learning activities combined. This figure is included within the annual cumulative total of 14 days of absence which result in loss of credits. It is understood that non-routine absences such as external examinations (AP, IB, PSAT, SAT, etc), assemblies, approved class meetings, etc do not count toward the above 10% figure within the context of the attendance policy.

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

Tardiness
To maintain the integrity of the learning environment, students are expected to arrive at school and all classes on time. If tardiness is due to a late school bus (bus arrival after 8:55 a.m.), a daily announcement of late buses is posted to the faculty excusing the tardiness. If tardiness is due to other, non-bus-related reasons, the student will report to the office with a note from a parent citing the reason (or bring one the next day). 37

The office will issue a "Tardy Pass" marked "excused" (no direct consequence) or "unexcused." Students who are tardy (without a valid pass) to three classes will be assigned a detention, which will keep them from participating in lunch activities or sports on the day of detention. Students are responsible for making up any work missed as a result of tardiness to class. Students who are tardy without excuse to 10 classes will immediately be placed on social probation, making them ineligible for participation in all co-curricular activities (including sports) for the equivalent of one full semester.

Early Dismissal From School

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

Withdrawal of Students from School

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

OTHER RULES AND REGULATIONS

Staying After School
Buses depart campus at 3:40 p.m. All students should leave campus at that time unless they are staying after school for an activity supervised by a teacher. Students not participating in an organized team or activity who wish to stay after school must sign up in the Middle School Main Office by 4pm at the After School Activities Office. Students waiting for an after school activity to begin may NOT leave the school premises unless they have written permission from their parents which they provide to the Main Office.

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

Hallway Passes
Middle School students are expected to have a pass when moving from one area of the building to another while classes are in session. Students may secure a pass from a staff member. Students who are late to class for no apparent reason will receive disciplinary consequences. 38

Bicycles, Roller blades, Skateboards

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

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

Student Dress & Appearance

Student Dress
One of our important goals as educators is to prepare students for professional and social life outside of school. Learning to dress appropriately in a variety of contexts is an important life skill. It is a mark of maturity, sophistication, self-respect and respect for others (especially important in a multi-cultural environment such as ACS. Parents and students should consider student attire carefully each morning before students leave for school. A good rule of thumb to follow: if a student would not be out of place on a beach, in a gym or in a club in the clothes he/she is wearing, then the student is not appropriately dressed and groomed for school. Specifically, the ACS Dress Code prohibits students from wearing the following items of clothing: Clothing printed with suggestive, obscene or offensive words and images Torn clothing (no matter how fashionable the tears!) Midriff-baring tops (for both boys and girls; tops must be long enough to be tucked into slacks or skirts or to cover the waistband of slacks and skirts if not tucked in.) Any style of clothing that reveals a students undergarments (for girls, this means no undergarments showing through see-through or low-cut tops and slacks; for boys, this means no boxers showing above the waistband of low-hanging jeans. No visible body piercing except for earrings (for girls only) Excessively short skirts or shorts

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

PE Uniforms
In an effort to ensure that students in physical education classes are appropriately attired, the following administrative policy has been adopted. During the first week of school, all students must purchase a standard ACS Athens uniform consisting of: Sweat suit (sweatshirt/sweatpants), T-shirt, Shorts. 39

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

Travel Dress Code

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

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MIDDLE SCHOOL CODE OF CONDUCT

Group 1 Violations
Littering Inappropriate dress (violation of the dress code) Inappropriate displays of affection Inappropriate use of personal music players or cellular telephones in class or during assembly (see also 3.4.3 Telephone Policy) Unruly behavior in the halls, cafeteria, library, theater, playground, field trips, assemblies, etc. Damage to textbooks

Consequences
1st Offense: Teacher / Administrator / Counselor Conference (see discipline referral form) 2nd Offense: Referral to principal, warning, verbal discussion, correction, reprimand, written reflection 3rd Offense: Detention, Parental contact by teachers or administrators 4th Offense: 1 Day In-School Suspension, Parental conference 5th Offense: 2 Day In-School Suspension, Placement on Social Probation

Group 2 Violations
Class disruption Cutting class Inappropriate behavior (verbal, physical, emotional ) towards peers Sexist or racist remarks Refusal to follow directions from any staff member Being in an unauthorized area Vulgar or abusive language or behavior Leaving class without permission Bus Referral

Consequences
1st Offense: Referral to principal, verbal discussion, reprimand, detention, parental contact, written reflection 2nd Offense: 1 Day In-School Suspension and contract 3rd Offense: 2 Day In-School Suspension, contract update, placement on Social Probation

Group 3 Violations
Bullying Leaving campus without permission Cheating Emotional harassment through unauthorized intrusion into individuals personal e mail accounts Harassment: verbal, sexual, or based on gender, ethnicity, race, religion, cultural background Physically aggressive behavior towards any member of our community 41

Disrespectful behavior to school personnel Graffiti Making a deliberate, false and malicious accusation against another Possession or use of incendiary devices Use of any object with intent to do harm Gambling or extortion Unauthorized non-educational use of the Internet facilities, such as:
o o o o Downloading or displaying pornography Software theft Unauthorized use of copyrighted material Vandalism of ACS Net information or security o Publication/retrieval of personal web pages on school equipment

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

Group 4 Violations
Theft Causing physical harm to another student Use of any object with intent to do harm Vandalism of school or personal property* Physically aggressive behavior toward school personnel Possession, or use of alcohol Possession, use or sale of illegal narcotics Possession or use of illegal weapons Repeated violations and/or recurrent misbehavior Starting a fire/arson
In the case of vandalism an itemized bill of repairs will be given to parents

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

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

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DISCIPLINARY PROCEDURES & EXPLANATIONS

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

Detention
Lunch detentions will be held during Middle School lunch. Students assigned to school detention are ineligible to participate in lunchtime activities on the date of the detention. Students will be notified of detention assignments immediately. Students who fail to attend detention on the day assigned will automatically be given an additional detention to be served at the next detention session in addition to the one missed. Students who fail to attend subsequent detentions will be assigned in-school suspension. Students may opt to complete a number of positive behavior activities in lieu of an assigned detention.

Detention Rules
Detention is designed as quiet time when students must complete a written reflection. Students should bring their lunch to the detention room. In addition, students must: Arrive on time Stay seated Work Quietly on Homework Wait to be dismissed

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

In School Suspension
In-school suspension is held from 9:00 a.m. to 3:30 p.m. Students assigned to an in-school suspension are ineligible to participate in after-school activities on the date of the suspension. This includes participation in after-school classes, games, tournaments, performances and dances. Students and parents will be notified of suspension at least one day in advance. Teachers will also be notified so that they can provide assignments to be completed during the suspension. Students will complete a reflection letter and all assignments provided by teachers for the day. The students completed work will be given to the teacher for assessment.

In School Suspension Rules

The same rules apply as for detention. In addition: Students must work at all times. Students are not allowed visitors. Students will be allowed to get their lunch and bring it back to the suspension room during high school lunch only. Students must leave the suspension room clean and neat. Students must turn in all work completed during the in-school suspension to the principals office.

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

Out-Of-School Suspension
A student on out-of-school suspension is not allowed on campus for the duration of the suspension. Students are ineligible to participate in after-school activities on the date(s) of the suspension. This includes participation in after-school classes, games, tournaments and performances. Students and parents will be notified of suspension at least one day in advance. Teachers will also be notified, and students will receive a grade of zero for all work done/due on the day of the out-of-school suspension or for that days class participation grade. Students on out-of-school suspension will immediately be placed on Social Probation. All out-of-school suspensions will require a re-admission conference with parent before student can attend classes

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Social Probation
Students who repeatedly or seriously violate The Code of Conduct will be placed on Social Probation. The consequences of being on Social Probation are the same as those for Academic Probation, with the additional provision that students are not eligible to participate in social events (dances, etc.). Parents will be informed immediately. The administration reserves the right to make final rulings regarding the social probationary status of a student.

Positive Behavior Activities

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

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

Behavior Point Sheet

Point sheets are an effective way to monitor student behavior. By having a short- term behavior point sheet, teachers can help students target trouble spots, take responsibility for their own behavior and influence positive change. Students completing a point sheet will earn 0 to 10 points for each daily class, and must receive a total score of at least 80 percent. Students whose behavior scores less than 80 percent will meet with the Counselor, Principal or Discipline Coordinator to discuss an alternative discipline plan.

Peer Facilitation Program

The third option is peer facilitation. Peer facilitation can be an effective strategy to improve student behavior, as it is a positive experience that can help promote reconciliation, settlement or even a compromise between conflicting parties. In a setting supervised by the school Counselor, Discipline Coordinator or Principal, students will have the chance to work with their fellow classmates to solve social, academic and behavioral problems. After the session, peer facilitators will complete a reflection sheet, rating the success of the meeting. Peer facilitators are students chosen by faculty and administration, who have proven their exemplary leadership skills, and act as positive role models to their fellow classmates. 45

Consistent Record of Good Behavior

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

Providing Parental Support

The Middle School years are extremely important in the formation of your children as successful lifelong learners and humane and significant members of our global community. Yet, there are no codified instructions that help parents understand how best to motivate a young teenager and parenting is far from an exact science. In the interest of developing a solid team that works together to guide your children, we offer the following suggestion for your consideration: Provide an academic environment Besides creating a quiet study area, parents can help to foster a positive academic attitude by engaging their children in dinner discussions about what transpired during the days classes. Having resource materials handy, such as a dictionary, thesaurus, etc., and limiting T.V. viewing and non-academic computer use can also help. Encourage your children to read for pleasure. Take time to share responses to books and articles you have read in common. Check your facts first Students sometimes distort the truth in order to avoid taking responsibility for their actions or to try to circumvent policies and procedures. o It is always a good idea to go to the source first, whether its a teacher, an advisor or a coach, before making an assumption that could be incorrect. When students make comments about parents or about having your permission to do something, we promise to do the same. Insist that your children do their own work - You will be tempted to jump in to help your children complete a project or assignment when they panic because they have waited until the last minute, or when they dont feel like spending a little extra time to figure out a concept. It is extremely important that you insist that your children do their own work. Turning in an assignment completed by a parent or tutor is cheating and works against the building of confidence and integrity. Regulate after-school time Both academically and behaviorally, this is a very critical time for your young teenagers. Know where your children are after school. Unless they are participating in a scheduled activity after school, students are expected to leave campus at 3:30 in order to complete their homework. Students who are not in an activity or attending a school function are not supervised and could very well leave campus without our knowledge, only to return to catch the late bus. Unfortunately, we have no way of monitoring their activities. Dont make excuses Students do not learn self-reliance if someone is willing to excuse their inappropriate actions. Please do not send notes asking that they be excused from doing their homework. Students in grades 6-12 receive ACS Planners and should be able to plan ahead. Going to bed late, oversleeping, or not being able to find a taxi are not valid excuses for tardiness at work, nor should they be for your children at school. Similarly, having a bad day, not liking someone, or being overly tired are never excuses for inappropriate or disrespectful behavior. Of course, ACS Athens is a place of learning and, while we will consistently discipline inappropriate behavior, we believe that discipline should spring from a desire to instruct, rather than just to punish. 46

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

As you try to play a less active role in the development of your children, however, we want to reassure you that there are checks and balances that can help you monitor their progress behind the scenes. Teachers ask students to write assignments in the ACS Planner, which reflect not only homework expectations, but also upcoming topics, projects, tests and quizzes. When in doubt, ask to see the Planner or teachers assignment sheets or check blackboard. Get to know your childrens counselor. This can be your first contact if you have any concerns about their behavior or attitudes. Never hesitate to contact a teacher if you have a question about performance or behavior in a particular class. Dont hesitate to contact the counselor, and/or school nurse if you notice a significant change in your childrens attitude, behavior, or physical health. We live in a very challenging society today, where alcohol, illegal substances, and eating disorders are far more prevalent than they were when we were young. Unfortunately, research indicates that, at this age, peer pressure plays a far more important role than the family in shaping teenagers behavior and attitudes. You would be wise to observe your childrens friends and to communicate with their parents. Know where and with whom your children spend their free time. Set reasonable curfews. If you have any doubts or concerns regarding the choices your children are making, please dont hesitate to contact one of our professionals. Stay informed Please keep track of important dates and remind students to bring home all notices. Back to School Night and Parent Conferences are especially designed to keep you informed about your childrens programs and progress. Be sure that you also note the dates when progress reports and report cards are sent home and contact the counselor if you dont receive them. Take another look at your child The fact that you have chosen to send your children to ACS Athens demonstrates the importance you place on education. Certainly our children are beneficiaries of our best dreams. As educators, however, we sometimes find ourselves dealing with over-stressed students who can be obsessive about grades. We ask that you take another look at your children. Are you honoring and nurturing who they are or who you would like them to be? Are you encouraging them to pursue their own dreams and aspirations or yours? What are their real talents? Are you encouraging them to develop these talents? Being aware of your childrens strengths and weaknesses and supporting them to become the best they can be is the best gift you can give them as parents. Make sure that you read this handbook carefully some important changes in school policy have been made so it is important for you and your children to understand its contents. Facebook Accounts - Please be aware that according to the Greek law, students under the age of 13 are not allowed to have a Facebook account. Children 13 and older may have a facebook account provided their parents are also enrolled as their friend. Cyber bullying is a growing phenomenon and needs to be monitored as much as possible by all of us. 47

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

Assembly Protocol for Teachers

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

Assembly Protocol for Students

1. 2. 3. 4. 5. 6. 7. Proceed to the Theater with your classroom teacher. Enter the Theater only through the lobby/gallery area. Sit in the assigned seats designated for your class. (Ushers will help to direct you.) No food, drink, gum is allowed in the Theater. Book bags, knapsacks, gym bags are not allowed in the Theater. Lock them away in your locker or leave them in your classroom, which your teacher will lock. Once in your seat, come to order quickly. Feet need to stay on the floor. Cell phones must be turned off. Once the program begins, sit back and enjoy. Theater etiquette demands that you listen and watch quietly. Talking during a performance or presentation is rude and shows great disrespect to the presenter or performers. If you are bored by a performance, daydream or plan your weekend or rearrange the furniture in your room in your head. Do not talk to others and disturb their enjoyment of the performance or presentation. Show your appreciation of the performers with appropriate, polite and enthusiastic applause. The kind of loud cheering you would do in a gym or at the soccer field is not appropriate in a Theater.. Once a performance or presentation has begun, you may not get up and leave the Theater until it is over (except in the case of an emergency.) Walking around during a performance or presentation is rude and shows disrespect to the performers or presenters. 48

8.

9.

10. When the assembly is over, students will be dismissed by rows or sections under the direction of the assembly leader. 11. Students may work in the Theater [in preparation for assemblies or performances] only under the supervision of their faculty directors/advisors.

LIBRARY POLICIES
The Library is open from 8:30 a.m. until 4:00 p.m. In regards to the after school hours, the Library is open from 08:30 a.m. until 05:30 p.m. Monday through Thursday and from 08:30 a.m. until 4:00 p.m. on Friday. All students are asked to sign in at the desk. This is done for statistical purposes and as a record of student activities.

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

Consequences for Not Adhering to Library Rules

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

Checking Out Books

Students may check out a maximum of five books at a time. Books are checked out for a period of two weeks, and may be renewed for two more weeks, provided nobody else has asked for them. Students are encouraged to return books before the due date if they no longer need them. A book becomes overdue on the 2 days after the date stamped on its pocket. Fines will be charged for overdue books at the rate of 15 Euros per overdue day. Students who have overdue books or outstanding fines will not be allowed to borrow books until all books are returned and fines are paid. Books required for special projects or extended essays may be loaned for longer periods of time by special permission of the Librarian. It is mandatory that students present their ID card when checking out a book/s.

Checking Out Reference Books

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

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

Lost/ Damaged Books

Replacement cost will be charged for lost or damaged Library materials. 49

Library Computer Use

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

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

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

Photocopies/ Computer Printers

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

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

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

Internet Acceptable Use Authorization Form

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

Internet Acceptable Use Policy

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

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Guidelines for Acceptable Use

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

Active Directory Accounts

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

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PROGRAMS & COURSES - GRADES 6, 7 AND 8 Program of Studies

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

Required Courses: Language Arts

The Language Arts Program continues to focus on critical thinking skills and on making connections in concepts and skills with the other disciplines. The goal is to make students lifelong readers and writers.

Sixth Grade Language Arts A (MS 1000)

Students in the sixth grade language arts class will learn grammar, vocabulary, reading writing skills, speaking, and listening skills. The reading program emphasizes improvement of comprehension and vocabulary development through reading a variety of literature and focusing on research-based active reading strategies. Students will become skilled literary critics as they read, analyze, and interpret literature through written and oral responses. Additionally, students will become experienced writers, adept in various forms and styles of writing for multiple purposes. They will engage in all the different stages of the writing process to bring creatively written pieces to finished drafts. Independent reading throughout the school year is a requirement of the course, and students will give book reviews regularly. Texts: The Language of Literature 6, McDougal Littel, 2006 Write Source 2000, Houghton - Mifflin 1999 Selected Novels such as Walk Two Moons, Hatchet, Tuck Everlasting, Holes, The Golden Goblet, The Breadwinner and Shakespeares A Midsummer Nights Dream.

Sixth Grade Language Arts ESL (MS 1001)

Any students in the ESL program will be placed in LA 6 ESL based on their performance on the admissions test, ESL entrance or exit examination and teacher recommendation. Students enrolled in this course will have a developed knowledge of the English language, but will still have difficulties with materials written for native speakers. The books used for this course might vary from the 6th Grade Language Arts A course, but the skill sets attained by the students are the same in both levels (MS 1000 and MS 1001). Students in the sixth grade ESL language arts class will learn grammar, vocabulary, reading writing, speaking, and listening skills. The reading program emphasizes improvement of 52

comprehension and vocabulary development through reading a variety of literature and focusing on research-based active reading strategies. Students will become skilled literary critics as they read, analyze, and interpret literature through written and oral responses. Additionally, students will become experienced writers, adept in various forms and styles of writing for multiple purposes. They will engage in all the different stages of the writing process to bring creatively written pieces to finished drafts. Independent reading throughout the school year is a requirement of the course, and students will give reviews regularly. Texts: The Language of Literature 6, McDougal Little, 2006 Write Source 2000, Houghton- Mifflin, 1999 Selected Novels such as: Walk Two Moons, The Breadwinner, Holes, 20, 000 Leagues Under the Sea, Frankenstein, Call of the Wild, The Crown of Violet, and Shakespeares A Midsummer Nights Dream

Seventh Grade Language Arts A (MS 1010)

The seventh grade language arts course is a literature-based program that encourages students to develop their own voices as writers and to appreciate the work of others. Through the study of novels, poetry, short stories and plays, students will learn to read increasingly challenging texts and will explore what to do when reading breaks down in reading. Students will also take their narrative and expository writing skills to a higher level by crafting multiple drafts of poetry, literary essays and research papers. The study of correct English usage and spelling will be taught through the writing process. Vocabulary enhancement will focus on using vocabulary in contexts and on understanding root words, prefixes, and suffixes. Independent reading throughout the school year is a requirement of the course, and students will give book reviews regularly. Texts: The Language of Literature 7, McDougal Littel, 2006 Write Source 2000, Houghton - Mifflin 1999 Selected Novels such as: Freak the Mighty,The Pigman, Anna of Byzantium, The Kite Rider, The Boy in the Striped Pajamas, Habibi, The Storytellers Beads, and Shakespeares Much Ado About Nothing

Seventh Grade Language Arts ESL (MS 1011)

Any students in the ESL program will be placed in LA 7 ESL based on their performance on admissions test, the ESL entrance, and teacher recommendation. Students enrolled in this course will have a developed knowledge of the English language, but will still have difficulties with materials written for native speakers. The books used for this course might vary from the 7th Grade Language Arts A course, but the skill sets attained by the students are the same in both levels (MS 1010 and MS 1011) The seventh grade language arts course is a literature based program that encourages students to develop their own voices as writers and to appreciate the work of others. Through the study of novels, poetry, short stories, and plays, students will learn to read increasingly challenging texts and will explore what to do when meaning breaks down in reading. Students 53

will also take their narrative and expository writing skills to a higher level by crafting multiple drafts of poetry, literary essays, and research papers. The study of correct English usage and spelling will be taught through the writing process. Vocabulary enhancement will focus on using vocabulary in context and on understanding root words, prefixes, and suffixes. Independent reading throughout the school year is a requirement of the course, and students will give book reviews regularly. Texts: The Language of Literature 7, McDougal Little, 2006 Write Source 2000, Houghton Mifflin 1999 Selected Novels such as: The Boy in the Striped Pajamas, The Pigman, The Adventures of Sherlock Holms, The Adventures of Tom Sawyer, The Storytellers Beads and Shakespeares Much Ado About Nothing.

Eighth Grade Language Arts A (MS 1020)

Grade 8 Language Arts is a thematically organized course. Students will utilize content and materials to answer the essential questions for each unit. The thematic units include: Teenage Identity, Individualism vs- Conformity, Personal Freedom and Choice, Future World, Prejudice/Discrimination, Power/Control, Coping with Loss, Maturity. Students will read novels, plays, short stories, poetry, and articles related to the studied literature. These may include: The Outsiders, The Giver, Animal Farm, Flowers for Algernon, Of Mice and Men, Julius Caesar, October Sky, The Bridge of San Luis Rey, The Old Man and the Sea, The Hound of the Baskervilles, Dr Jekyll and Mr. Hyde. Students will also read at least two books independently throughout the year. Vocabulary will be studied through a variety of genres, and grammar study will be completed using various workbooks. The focus of writing instruction will be on understanding the process of writing as a means of thinking that can be applied to any writing task. Texts: The Language of Literature (Grade 8), McDougal Littel, 2006 Write Source 2000, Houghton-Mifflin, 1999 Vocabulary Workshop (Level C), Sadlier-Oxford, 2009 Grammar for Writing (grade 8), Sadlier-Oxford, 2009

Eighth Grade Language Arts ESL (MS 1021)

Any students in the ESL program will be placed in LA 8 ESL based on their performance on the admissions test, the ESL entrance exam, and teacher recommendation. Students enrolled in this course will have a developed knowledge of the English language, English reading and vocabulary, but will still have difficulties with materials written for native speakers. The books used for this course might vary from the 8th Grade Language Arts A course, but the skill sets attained by the students are the same in both levels (MS 1020 and MS 1021). Similar to Grade 8 Language Arts, Grade 8 Language Arts ESL is a thematically organized. Students will utilize content and materials to answer the essential questions for each unit. The thematic units include: Teenage Identity, Individualism vs- Conformity, Personal Freedom and Choice, Future World, Prejudice/Discrimination, Power/Control. Students will read novels, plays, short stories, poetry, and articles related to the studied literature. These may include: The Outsiders, The Giver, Animal Farm, Flowers for Algernon, Of Mice and Men, Julius Caesar, The Old Man and the Sea. Vocabulary will be studied through a variety of genres, and 54

grammar study will be completed using various workbooks. The focus of writing instruction will be on understanding the process of writing as a means of thinking that can be applied to any writing task. Texts: The Language of Literature (Grade 8), McDougal Littel, 2006 Write Source 2000, Houghton-Mifflin, 1999 Vocabulary Workshop (Level C), Sadlier-Oxford, 2009 Grammar for Writing (grade 8), Sadlier-Oxford, 2009

Required Courses: Social Studies

Sixth Grade, Social Studies World Studies: History and Geography of the Ancient World (MS 2001)
The sixth grade course explores the history, geography, economics and cultures of the ancient world, focusing on the study of Prehistoric Humans and the foundations of the ancient civilizations of Mesopotamia, China, Egypt, Greece and Rome. Students compare life in the past with life today. They also study important achievements of the past and their profound effects on the modern world. Students are taught to consider, as well as appreciate, the differences in human expression, language, art, religion and beliefs of people. Geography skill development is integrated into each unit of study, as well as skill development in the evaluation of primary source materials. Maps, video, and other materials will be integrated regularly in this course. Textbook-World Studies: The Ancient World, Prentice Hall, 2005

Sixth Grade, Social Studies - ESL - World Studies: History & Geography of the Ancient World (MS 2002)
Students enrolled in this course will have a developing knowledge of English reading and vocabulary, but will still have difficulties with social studies content written for native speakers. Any students in the ESL program will be placed in this class based on the ESL exit examination and the recommendation of core teachers. Students will begin by exploring the history, geography, economics and cultures of the ancient world, focusing on the study of Prehistoric Humans and the foundations of the ancient civilizations of Mesopotamia, China, Egypt, Greece and Rome. Students compare life in the past with life today. They also study important achievements of the past and their profound effects on the modern world. Students are taught to consider, as well as appreciate, the differences in human expression, language, art, religion and beliefs of people. Geography skill development is integrated into each unit of study, as well as skill development in the evaluation of primary source materials. Maps, video, and other materials will be integrated regularly in this course. ESL World Studies 6 will emphasize building language skills, such as vocabulary development, writing mechanics and public speaking. Textbook -World Studies: The Ancient World, Prentice Hall, 2005

Seventh Grade, Social Studies World Studies: History & Geography of the Eastern Hemisphere (MS 2011)
This course is designed as an interdisciplinary study of the Eastern Hemisphere. Students will begin by learning the five themes of geography (location, place, human-environment 55

interaction, movement, and regions) and exploring how geography shapes the way people live. Students will use the disciplines of geography, culture, history, government, and economics to study the regions of Europe, Africa, and the Middle East and Asia. Specific countries will also be visited as case studies to further the students understanding of each region. Geography, current events and critical thinking opportunities enable students to evaluate historical and world issues. Primary sources, maps, video, and other materials will be integrated regularly into this course. Textbook-World Studies: Eastern Hemisphere, Prentice Hall 2005

Seventh Grade, Social Studies - ESL - World Studies: History & Geography of the Eastern Hemisphere (MS 2012)
Students enrolled in this course will have a developing knowledge of English reading and vocabulary, but will still have difficulties with social studies content written for native speakers. Any students in the ESL program will be placed in this class based on the ESL exit examination and the recommendation of core teachers. Students will begin by learning the five themes of geography (location, place, humanenvironment interaction, movement, and regions) and exploring how geography shapes the way people live. Students will use the disciplines of geography, culture, history, government and economics to study the regions of Europe, Africa, and the Middle East and Asia. Specific countries will also be visited as case studies to further the students understanding of each region. Geography, current events and critical thinking opportunities enable students to evaluate historical and world issues. Primary sources, maps, video, and other materials will be integrated regularly in this course. ESL World Studies 7 will emphasize building language skills, such as vocabulary development, writing mechanics and public speaking.

Eighth Grade, Social Studies World Studies: History & Geography of the Western Hemisphere (MS 2021)
The eighth grade Social Studies course examines early U.S. history in a larger cultural context. Additionally, students study early history and geography of South and Central America. The course follows both a thematic sequence, and familiarizes the student with persons, places and events from pre-Columbian times to the Civil War. Major units of study include the Themes of Comparative Government, Colonization, Revolutions and Civil War. Students will interpret and analyze data in various formats, and will be able to formulate generalizations that allow them to compare and contrast historical highlights across time and cultures. Geography skills and current event topics will be incorporated in each unit of study. Textbook-World Studies: Western Hemisphere, Prentice Hall 2005

Required Courses: Science

Sixth Grade Science (MS 4000)
The goal of the sixth grade science course is to enable students to develop the skills to carry out scientific investigations, research scientific questions and communicate their findings through writing lab reports and research projects. Students work cooperatively in groups to 56

observe, hypothesize, identify variables, measure, collect and present data, draw conclusions and evaluate results. Units of study include the living world, bacteria, protists, fungi, plants and animals, the composition and properties of matter, chemical interactions, sound and light. The units taught are at an introductory level and the scientific method is used throughout. Students also take part in the NESA Virtual Science Fair, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. This project uses the Moodle platform to connect students with scientists, mentors, judges and other participant schools from all over the NESA School System. Textbook: Science Explorer, Prentice Hall, 2009

Sixth Grade Science ESL (MS 4001)

The goal of the sixth grade ESL science class is to enable students to make use of scientific vocabulary, comprehend science concepts and develop their science communication skills while learning the scientific language. In the course of the sixth grade ESL science class, students carry out scientific investigations, research scientific questions for projects and write lab reports. Students also work cooperatively in groups to observe, hypothesize, identify variables, measure, collect and present data, draw conclusions and evaluate results. Units of study include the living world, bacteria, protists, fungi, plants and animals, the composition and properties of matter, chemical interactions, sound and light. The units taught are at an introductory level and the scientific method is used throughout. Students also take part in the NESA Virtual Science Fair, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. This project uses the Moodle platform to connect students with scientists, mentors, judges and other participant schools from all over the NESA School System. Text: Science Explorer, Prentice Hall, 2009

Seventh Grade Science (MS 4010)

In the seventh grade science course, students further develop their science and communication skills through cooperative laboratory activities, integrated projects and problem solving. The units taught introduce students to the elements and the Periodic Table, atoms and bonding, chemical reactions, cell structure and function, cell processes, food and digestion, the circulatory and respiratory system and astronomy. The units of study relate scientific knowledge to various health topics. Students also take part in the NESA Virtual Science Fair, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. This project uses the Moodle platform to connect students with scientists, mentors, judges, and other participant schools form all over the NESA School System. Textbook: Science Explorer, Prentice Hall, 2009

Seventh Grade Science ESL (MS 4011)

In the seventh grade ESL science class, students build on scientific vocabulary and concepts while also developing their communication skills through presentations and lab report writing. Students will take part in cooperative laboratory activities, work on integrated projects and develop their problem solving skills. The units taught introduce students to the elements and the Periodic Table, atoms and bonding, chemical reactions, cell structure and function, cell 57

processes, food and digestion, the circulatory and respiratory system and astronomy. The units of study relate scientific knowledge to various health topics. Students also take part in the NESA Virtual Science Fair, an open-ended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. This project uses the Moodle platform to connect students with scientists, mentors, judges and other participant schools from all over the NESA School System. Text: Science Explorer, Prentice Hall, 2009

Eighth Grade Science (MS 4020)

The eighth grade science course further develops the skills necessary to carry out scientific investigations, understand how the scientific principles and knowledge are applied in the world today, recognize the uses and limitations of science and develop a positive attitude towards conservation and the environment. This course continues the sequence, with topics in cells and genetics, human biology and health, environmental science, motion and forces, studied through integrated units. Students also take part in the NESA Virtual Science Fair, an openended project whereby students independently or in groups choose a topic of interest and formulate questions that can be answered through experimentation. This project uses the Moodle platform to connect students with scientists, mentors, judges and other participant schools from all over the NESA School System. Text: Science Explorer, Prentice Hall, 2009

Required Courses: Mathematics

Sixth Grade Fundamental Math 6 (MS 3005)
This course is designed for students whose basic math skills need further practice. It also services students who are below grade level in their basic math knowledge. The same topics will be covered as in Math 6, but at a pace that will allow students the extra time they need to understand the concepts and to reinforce their skills. The skills of adding, subtracting, multiplying and dividing, decimals and fractions are extended and strengthened. Also included are graphing, statistics, metric measurement, number theory and geometry, ratio, proportion, percent and an introduction to algebra. Students learn a variety of problem solving techniques. Reasoning, logic and mental math techniques are emphasized throughout the course. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. Text: Prentice Hall Mathematics, Course 1

Sixth Grade Math 6 (MS 3010)

In this course the skills of adding, subtracting, multiplying and dividing, decimals and fractions are extended and strengthened. Also included are graphing, statistics, metric measurement, number theory, geometry, ratio, proportion, percent, and an introduction to algebra. Students learn a variety of problem-solving techniques. Reasoning, logic and mental math techniques are used throughout the course.

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There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. A student who successfully completes this course will go into Math 7 course in grade 7. Text: Prentice Hall Mathematics, Course 1

Sixth Grade Advanced Math 6 (MS 3015)

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

Seventh Grade Fundamental Math 7 (MS 3025)

This course is designed for students whose basic math skills need further practice. It also services students who are below grade level in their basic math knowledge. The same content will be covered as in the Math 7 course, but at a pace that will allow the students the accommodations they need to understand the concepts and to reinforce their skills. The topics include interpreting and making graphs, order of operations, properties, decimals, metric measurement, number theory, fractions, integers, introduction to algebra, ratio and proportion, geometry, percent, statistics, probability, and problem solving techniques. Reasoning, mental math, and estimation skills are emphasized throughout the course. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. Text: Prentice Hall Mathematics, Course 2

Seventh Grade Math 7 (MS 3030)

This course is designed to prepare seventh grade students for Pre- Algebra in the eighth grade. The content of this course includes interpreting and making graphs, order of operations, properties, decimals, metric measurement, number theory, fractions, integers, introduction to algebra, ratio and proportion, geometry, percent, statistics, probability, and problem- solving techniques. Reasoning, mental math, and estimation skills are emphasized throughout the course. 59

There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics Text: Prentice Hall Mathematics, Course 2

Seventh Grade Advanced Math 7 (Pre-Algebra) (MS 3035)

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

Eighth Grade Fundamental Math 8 (MS 3041)

Eighth grade math students are required to have a scientific calculator. This course is designed for students whose basic math skills need further practice. It also services students who are below grade level in their basic math knowledge. The same content will be covered as in the Pre-Algebra course, but at a pace that will allow the students the extra time they need to understand the concepts and to reinforce their skills. Topics include writing, simplifying, and evaluating numerical and algebraic expressions; order of operations; patterns; number theory; integers; operations with rational numbers; irrational numbers; exponents; writing and solving equations; writing and solving inequalities; identifying and using properties; ratios; proportions, and percent; geometry; probability; square roots; and coordinate graphing. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. Emphasis is also placed on improving math vocabulary and communication skills. Text: Prentice Hall Mathematics, Course 3

Eighth Grade Pre-Algebra (MS 3055)

Eighth grade math students are required to have a scientific calculator. 60

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

Eighth Grade Algebra I (MS 3060)

Eighth grade math students are required to have a scientific calculator. This course is designed for accelerated eighth graders and requires teacher recommendation. The content includes integers; rational numbers; expressions and equations; properties of exponents; polynomials; factoring; graphing linear equations and inequalities(including simple and compound); systems of equations; quadratic equations; radical expressions and equations, equations; real number axioms a properties; linear functions, scattered data, and probability. Word problems are stressed throughout. A student who successfully completes this course will go into the Geometry Honors course in Grade nine. There are projects and activities throughout the year to enrich and enhance their knowledge and appreciation of mathematics. Emphasis is also placed on improving math vocabulary and communication skills. Students participate in 2 contests: the American Mathematics Competition and the Mathematical Olympiads Competitions. Text: Forester Algebra 1, Prentice Hall

Required Courses: Physical Education (MS 6000, MS 6020, MS 6030)

Physical Education instruction is required for all 6th, 7th and 8th grade students. Through regular fitness activities, individual and team games, direct instruction, group discussions and teambuilding activities where students will meet the following program objectives: Assessment and development of basic physiological variables such as muscular strength and endurance, cardiovascular endurance, body composition and flexibility; Understanding and practice of the basic principles of good hygiene; Consideration of health issues such as nutrition, substance abuse, eating disorders, with the goal of providing students the information they need to make healthy life choices; 61

Development of the students interest in maintaining the best possible physical, mental, social and emotional well-being (in conjunction with the Counseling department); Development of basic physical skills through various motor activities; Development of initiative, alertness, self-control, sportsmanship values and cooperation in group activities and individual games; Development of knowledge of basic rules and skills required to play a range of individual and team games, sports, and activities at a satisfying level of achievement; Exploration of dance/movement as a means of creative and cultural expression.

Required Courses: Visual and Performing Arts / Technology / Health / Research / Guidance
The following sequence of courses is required of all students:

Sixth Grade Exploratory - Music 6 (MS 7120)

This semester course offers students the opportunity to learn fundamental concepts of music through the study of vocal technique, performance, theory and history. Students also develop musicianship skills by engaging in authentic music-making opportunities, music reading and listening exercises. Students enrolled in this course are required to participate in all concert performances.

Sixth Grade Exploratory - Foundations of Technology, Health, Research and Guidance 6 (MS 7400)
This semester course is required of all sixth graders. This class will enhance current skills in keyboarding and computer operations. In addition, past and current trends in technology will be discussed. Power Point and Microsoft Word will be used for various assignments. The four focus topics in health will include caring for self, family, and community; personal wellness; use and misuse of materials (including media literacy); as well as physical growth and development. The middle school counselor will work jointly with the teacher in Guidance Seminars. Some topics included in the Guidance Seminars for sixth grade include time management, defining your learning style, and setting goals for academic success. Concurrently, students will work with the instructor to strengthen research skills both in the library and internet. Two research papers will be written during the semester.

Seventh Grade Exploratory - Art/ Design 7 (MS 7020)

This semester course is an introduction to the principles of design and the elements of art through drawing, painting and sculpture. Students will develop an appreciation of the process of art through the creative studio experience in a variety of media.

Seventh Grade Exploratory - Foundations of Technology, Health, Research and Guidance 7 (MS 7410)
This semester course is required of all seventh graders. This class will further enhance current skills in keyboarding, computer operations, and past and current trends in technology. Further examination of health topics (in four focus areas) will continue. The middle school counselor will work jointly with the teacher in some topics included in the Guidance Seminars. The focus of seventh grade Guidance Seminars will be to encourage the students to strive for responsible citizenship on campus and the world outside the classroom. Some activities will 62

include the understanding of the social-self, values clarification, and the Bully-Free Campus program. Students will continue to work with the instructor to refine and strengthen their library and internet-based research skills. Two research papers will be written during the semester.

Eighth Grade Exploratory - Drama 8 (MS 7111)

This semester course provides opportunities for students to get to know themselves, to involve themselves with others, to take safe risks and to actively participate in activities and projects all of which help them to respond to the world around them with increased energy and sensitivity. Pantomime, improvisation, characterization, memorization, skits, scenes and one act plays are the vehicles through which the concepts and the basic elements and techniques of drama are taught and explored. In addition, students work in groups to create and write original plays for production and performance.

Eighth Grade Exploratory - Foundations of Technology, Health, Research and Guidance 8 (MS 7411)
This semester course is required of all eighth graders. The students will use the Microsoft Windows environment as they work with more advanced word processing and desktop publishing applications. They will further familiarize themselves with Microsoft Microsoft Excel. Topics in health will include caring for yourself, community, and family; personal wellness; uses and misuses of materials; as well as physical growth and development. The middle school counselor will continue in teaching Guidance Seminars. Some of the Guidance Seminars in eighth grade focus on interest identification, understanding of the world of work, and character traits. The eighth grade student will be encouraged through the guidance seminar activities to reflect on personal interests, values and interests, and relate them to the world of work. Students will continue to work on refining their research skills. Two research papers will be written during the semester.

Required Courses: Modern Languages

Entrance into modern language courses requires the recommendation of the teacher and Department Chair.

GREEK
Students need a grade of C or better to move up to the next level in a language course. Greek language in the Middle School is offered as a Foreign Language (Language B) and as a Native Language (Language A).

Greek as a foreign language Language B

Greek as a Language B in the Middle School is offered at three levels: 1. Greek Beginning 2. Greek Intermediate 3. Greek Advanced All these classes are open to students from the sixth, seventh or eighth grades. The general objectives of the above courses are to provide the students with instruction (varying according to the level) that will allow them to understand, speak, read and write Greek 63

correctly and to develop an understanding and an appreciation for Greece, its culture, its history and its people.

Greek as a foreign language Language B: Greek Beginning (MS 5000)

This course is for beginners who have very little or no knowledge of Greek. It provides a very basic acquaintance with the language, enough to allow students to communicate on an everyday basis. Although reading and writing are not stressed, the students do become familiar with the Greek alphabet and are taught to read in order to be able to recognize road signs, street names and any other written Greek they might come into contact with on an everyday basis. Very basic grammatical structures are taught through simple dialogues and phrases. Students are encouraged to create their own dialogues and to use their Greek outside the classroom.

Greek as a foreign language Greek Intermediate (MS 5005)

This course is a continuation of Beginning Greek. The students, having mastered Beginning Greek, begin the year with a review of verbs in the present, past, and future tenses and go on to a more in-depth study of the language. Great emphasis is placed on the enrichment of vocabulary. Students are taught to write descriptive paragraphs as well as to talk and write about themselves, their families, and their environment. They are enabled to extend their abilities beyond routine daily communication. Importance is placed on speaking, reading, and writing. Note: On occasion, students of Greek background with very little Greek language experience will be placed in the above two courses if they are unable to follow the courses provided for students who already speak Greek.

Greek as a foreign language Greek Advanced (Greek Language Arts Preliminary Course) (MS 5020)
The general objective of this course is to provide the students with instruction that aims to develop better skills in the Greek language: oral, reading and writing. This course is for students who speak, read and write Greek at some level. The course is taught in Greek although some use of the English is not excluded. Emphasis is placed on reading fluently and writing correctly.

Greek as a Native Language: Language A

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

Greek as a Native Language: Greek Language Arts A

The general objectives of the Greek Language Arts A classes are to promote the learning and understanding of the Greek Language, heritage and culture (including Greek geography, history, Greek life etc.) In addition, the above courses provide students with the opportunity 64

to learn, understand, and appreciate Greek Literature at a more in-depth level. All Greek Language Arts courses (6-8) are taught in Greek.

Greek as a Native Language: Sixth Grade Greek Language Arts A 6 (MS 5040)
The sixth Grade Language Arts A Program is for native speakers of the language who are fluent readers and relatively proficient writers. Emphasis is placed on writing, reviewing basic grammar, and studying selected topics of Greek history, geography and culture. Students learn how to experiment with a variety of writing activities such as poetry, personal narratives, short stories, essays and research projects, incorporating all stages of the Writing Process.

Greek as a Native Language: Seventh Grade Greek Language Arts A 7 (MS 5045)
The seventh grade Greek Language Arts A program is for students who are fluent in written and oral language. The program includes Greek literature, Greek history, Greek grammar and structure. Emphasis is given to comprehension skills and vocabulary development. The written work covers a variety of writing modes such as stories, poems, essays and personal responses to the various readings. Students work through all stages of the Writing Process in completing writing assignments. At the same time students get involved in group work and research projects related to the literature and history units under study. The course is a continuation of Greek Language Arts 6.

Greek as a Native Language: Eighth Grade Greek Language Arts A 8 (MS 5050)
The eighth grade Greek Language Arts A program is for students who have mastered the language as native speakers. Taught entirely in Greek, it focuses on Greek literature, Greek poetry and vocabulary development. Students read selected pieces from Greek literature, which provide them with an opportunity to identify personally with Greek culture and heritage. At the same time, a humanities-based approach which combines the study of Greek history and culture with the literature readings enables students to express their personal thoughts orally and in writing.

FRENCH French MS 1 (MS 5101)

This course is for students who have very little or no knowledge of French. The objectives for this class include: acquiring competence in communication that enables the student to conduct a simple conversation with native French speakers, understanding of some types of authentic texts, writing paragraphs and small descriptive compositions on subjects such as themselves, their families, their hobbies, etc. Text: selected chapters from Junior Plus 1, Cle International, 2006

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French MS 2 (MS 5102)

Students are expected to be able to understand, speak, and write with a reasonable degree of fluency. The course covers all the basic French grammar required to do this. Students are expected to be able to express themselves reasonably well in writing and to refine their style during the course of the year. To do this, they are given a wide variety of topics on which to write and discuss, as well as structural drills. The material is presented in a contemporary cultural background, which is ideal for the Middle School students. Students take a placement exam for this course. Simplified versions of different works of French literature are introduced. Text: selected chapters from Junior Plus 1 Cle International, 2006 and Junior Plus 2 Cle International, 2006

French MS 3 (MS 5103)

This course is the third level of French offered in the Middle School. Students are accepted upon successful completion of French MS 2. The four skills: reading, writing, listening, and speaking are expanded to a more advanced level. More complicated grammatical structures are introduced. French culture is introduced with every opportunity. After complete the course successfully, 8th graders will be placed in French 2 (Academy) or French III after teachers recommendation. Text: selected chapters from Junior Plus 2, Cle International, 2007

MANDARIN CHINESE Chinese MS 1 (MS 5500)

This course is designed for students who have very little or no knowledge of Chinese. In this course students will learn 5 language skills- Alphabet spelling with tones for pronunciation (Ping-Yin), oral speaking, listening, Chinese Character Reading and Chinese Character Writing starting with a few strokes.Through the learning process, the students will be expected to demonstrate the basic communicative skills in everyday situations. Text: Easy Steps to Chinese 1 Basic Sentences of Spoken Chinese (Lower- Intermediate)

Chinese MS 2 (MS 5501)

This is the second year of Chinese language studies. Students are expected to understand and speak more fluently. Students will begin reading Chinese text without using the alphabet for pronunciation (only Chinese characters). Students will also write short paragraphs with different topics using Chinese characters. Along with learning the language students will also be exposed to the Chinese world, learning about Chinese History, Culture, Literature and Art. Text: Easy steps to Chinese 2 Basic Sentences of Spoken Chinese (Lower Intermediate)

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Chinese 2 Advanced (MS 5502)

This is the third year of Chinese language studies for students that have completed Chinese 2. Students are expected to understand and speak the language fluently. Students will read Chinese texts without using the alphabet for pronunciation (only Chinese characters). Students will also write short essays in different topics using only Chinese characters. Along with learning the language students will also be exposed to the Chinese world, learning about Chinese History, Culture, Literature and Art. Text: Easy Steps to Chinese 2 / 3 New Practical Chinese Reader 1 Basic Sentences of Spoken Chinese (Lower-Intermediate)

Chinese MS 3 (MS 5503)

This course is a continuation of the Chinese language program after Chinese 2 Advanced. In this course students will learn five language skills- Alphabet spelling with tones for pronunciation (Ping-Yin), oral speaking, listening, Chinese Character Reading and Chinese Character Writing. Through the learning process, the students will be expected to have clear pronunciation and intonation; to listen with understanding, to use a range of vocabulary; to build grammatical structures; and also to read and write the Chinese Characters. With the language learning we will also lead students into the wonders of the Chinese world Chinese History, Culture, Literature and Art. Easy Steps to Chinese 3 New Practical Chinese Reader 1

SPANISH Spanish MS 1 (MS 5401)

This is a foreign language learning program designed to be studied by students who have no previous experience in the language. Students will be expected to demonstrate the communicative skills of listening, speaking, reading and writing in everyday situations, as defined by the core syllabus and language syllabus. Basic skills are emphasized as well as dialogues and drills. Textbook used is Chicos Chicas.

Spanish MS 2 (MS 5402)

Students are expected to read, write and speak reasonably well. Students do projects and write reports on the culture and history of the lands involved. Prerequisite: Successful completion of Spanish 1and teacher recommendation.

ARABIC
This MS Arabic Program concentrates on correct reading, comprehension and writing of complete sentences to construct a short paragraph. Oral expression is taken into account to help students express themselves as fluently as possible and encourage discussions. Course expectations: 67

Arabic Reading and Comprehension Read meaningfully Understand what is being read (with guidance) Acquire new vocabulary Correct pronunciation Understand main idea and sub-ideas Grammar Sentence structure Verb tenses Nouns, pronouns, associative pronouns, etc. Apply grammatical skills acquired in writing and reading. Writing Skills Prepared dictation Answer simple questions Summarize a given text Finish a story / start one if given the ending, etc.

Arabic 6 (MS 5300)

Beginning: Advanced Reading: Grammar: Introduction to Arabic, Book (Spelling and Basic Grammar Rules) Al Kiraat Wal Al Taabeet (Textbook No. 4 and Exercise Book) Written Expression, Spelling, Grammar

Arabic 7 (MS 5310)

Reading: Speak and Read (Textbook) 3 Grammar and Spelling, Written Expression and Stories

Arabic 8 (MS 5320)

Reading: Speak and Read (Textbook) 3 Grammar Textbook and Spelling, Written expression and Stories

GERMAN German MS 1 Beginner course (MS 5200)

In this course students are encouraged to get to know the life and the culture of the German speaking countries. It enables the learners to enlarge their language abilities by learning German as a second or third foreign language and to strengthen their social competences.Within an interactive class atmosphere and a creative learning environment the students will have all possibilities to experience the German language most authentically. During the first year students of this class are expected to achieve basic communicative skills as to speak about themselves, their friends and family and to describe their everyday life at school and their free time. At the end of this course the learners will also be able to understand and to write simple and small texts (e-mail, letter) about familiar and everyday-matters.

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German MS 2 (MS 5204)

This intermediate course German MS 2 is designed for students with a 2-3 years experience of learning German or for those having attended the course German MS 1. Students of this class will be guided to enlarge their communicative horizon and to intensify their language abilities, meeting a variety of communicative areas, like the world of Media, the world of Sport or living environments. Through specific projects the students will be encouraged to get in touch with students from other international schools, also learning German as a foreign language, to extend their cultural understanding. In this class students will experience the German language authentically. At the end of the course the learners will be able to understand and to handle more complex texts about the above mentioned various social topics. Text books: Team Deutsch 1 and Team Deutsch 2, Klett Verlag

Electives - Beginning Instrumental Music (Year) (MS 7123)

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

Electives - Instrumental Music (Year) (MS 7124)

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

Electives - Middle School Choir (MS 7101)

This course offers students the opportunity to learn basic concepts of vocal music performance within a choir setting. Students also engage in authentic performance experiences such as duets and solos in combination with music reading and listening activities. In addition to examining the fundamentals of music theory, a brief overview of music history is covered. Students enrolled in this course are required to participate in all concert performances.

Electives - Art Studio (Year) Grades 6,7, 8 (MS 7011)

Through drawing, painting, and design projects, students explore the question Why and how do artists make art? Using media such as tempera paint, oil pastels, and three dimensional materials students experiences various techniques for realizing their own artistic potential.

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Electives - Drama (Year) (MS 7110)

The focus of this elective course is to develop creative and expressive skills for drama through practical workshops. The students will take part in group and individual drama tasks and exercises which will involve theater play, improvising, creating scenes and skits, developing a role, as well as reflecting and exploring a variety of stimuli. This course will help students develop a set of life-transferrable skills: confidence, effective communication, concentration of attention, team work, imagination, space, time and body awareness, creativity and spontaneity to mention but a few. This course is open to grades 6, 7, and 8, and there is no pre-requisite.

Learning Support - EFL (English as a Foreign Language) (MS 1202)

EFL is a course that provides the foundation for English and content study by focusing on developing conversational skills and basic vocabulary, grammar, reading writing skills. This course is a precursor to the ESL Level I course. It is possible that students enrolled in EFL many not be enrolled in all of the content classes such as Humanities, Science and Language Arts. ( Available as a course given a certain number of 6th grade students enroll)

Learning Support - ESL Level I (Grades 6, 7 and 8) (MS 1200)

ESL Level I is a course that focuses on language skills for the beginning-intermediate student of English. Writing, reading, speaking, listening and grammar as a central focus are the principal skills and curriculum areas covered in this class.

Learning Support - ESL Level II (Grades 6, 7 and 8) (MS 1203)

ESL Level II is a course for students approaching a higher level of English proficiency. This course will have a strong emphasis on vocabulary building, reading and writing skills. Students in this class will receive instruction in the specific strategies involved in reading a text and will also be exposed to the application of writing process techniques in composition.

Learning Support - ESL Content (Grade 8) (ESL 1260)

This support class is designed and custom made to meet the academic needs of emergent student of English. In this class, the academic demands of content classes are reviewed and sometimes modified so that ESL students may meet academic challenges with success in mainstream subjects. Concepts and vocabulary that are encountered in content subjects are used as enrichment and background building, so that the ESL student may build a content based as well as and knowledgebased foundation of English. In this class students will engage with writing as a medium of thought. A fee is charged for enrollment in any ESL or EFL class

Learning Support - Optimal Learning Program (OM 6: MS 1046, OM 7: MS 1047, OM 8: MS 1048)

The Optimal Match program provides students an equal opportunity at excelling in the classroom by providing individualized and small group instruction that supplements various 70

learning styles. The process begins with the student being referred by the classroom teacher or parent. The Child Study Team which consists of the Middle School Principal, the K-12 counseling-psychologist, the Middle School counselor, and the OM specialist work together to determine which programs offered by the school will most effectively meet the students needs. A full battery of psycho-educational assessments, which are administered by non-school-based psychologists, must be completed prior to enrollment in the OM program. Based on their findings and subsequent report, standards are set according to the individual needs of the referred student. Effective strategies are developed by the Optimal Match Specialist and are then shared with all teachers working with each particular student. Small group instruction and cooperative learning activities are incorporated within the students curriculum in order to complement various learning abilities. The Individual Learning Plan is a formal, comprehensive document that outlines each students profile. It indicates the students learning difference, preferred learning style, strengths and areas of difficulties . It also states the accommodations that students are eligible for and lists the goals the Optimal Match Specialist works on in the classroom. Lastly, there is a section on the ILP where the counselors are asked to develop goals for students that are in need of counseling services, as stated in the psyco-educational assessment. Additionally, the Optimal Match Program may administer informal subtests to students who are performing academically below expectation in order to determine reading, writing and math levels. These subtest results may show a need for the students to enroll in the Optimal Match Program only after a full battery of psycho-educational assessments have been completed. The Optimal Match specialist provides support and guidance to the classroom teachers in order to properly support student abilities. Collaboration is established amongst the entire team and valuable tactics are adopted in order to enable students to maintain success within the classroom. Monitor sheets are student assessments that are distributed monthly to validate student strengths and to determine areas that need improving. The Monitor Sheets are kept in the students confidential file. This information provides the program with evidence of student strengths and areas where additional assistance is needed in order for the student to excel in the classroom. The Optimal Match program also uses an inclusion type model as a support service for students who need monitoring to help them succeed in the regular content classes The Middle School special education teacher aide enters the content classes with the students to provide on the spot assistance. The OM specialist communicates and meets regularly with members of the faculty which help to regulate the monitoring of the student.

Learning Support - Optimal Learning Consultation (MS 8067)

OM Consultation is a support service for students who need monitoring and/ or testing accommodations to help them succeed in the regular class; it does not involve classroom instruction.

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The OM teacher meets with the student on a pull out basis during a scheduled convenient time for both. This consultation may be up to 20 minutes long and takes place once a week. OM consultation students are entitled to accommodations which are specific to each students needs. Accommodations are specific guidelines for teachers to follow so that individual student needs are met. These guidelines are presented in the Individual Learning Plan. Formal communication with parents takes place once a month by the monitor sheet and phone calls or emails as often as necessary. The OM teacher communicates regularly with members of the faculty which helps to regulate the monitoring of a consultation student. Students who require more support and small group instruction are placed in an 80 minute block of time which meets every other day by grade level. Placement of students in the OM program, either OM consultation or OM small group instruction, will be determined by the Child Study Team (CST). * There is a fee for enrollment in the Optimal Match Program. * A full battery of Psycho Educational assessment is required prior to enrollment.

Learning Support - The High Performing Student Program (HPS) (MS 8068)
The High Performing Student Program (HPS) has been developed in order to cater for the needs of students who have exceptional abilities. These students can be referred to the program by their teachers and/or parents. Once they have been referred, the student needs to undergo a battery of psycho educational tests in order to assess their areas of strength and weakness. The purpose of the HPS program is to provide students with adequate challenge and a ceiling high enough for them to achieve the utmost of their potential. Once a child has been identified, the Optimal Match specialist works closely with the students teacher in order to differentiate the students curriculum and adjust their learning experience to suit their individual needs. Students will be offered a variety of services such as mentor programs, individualized projects, consultations and advanced placement programs. There are fees for enrollment in the HPS Optimal Match Program Placement of students in the OM program, either OM consultation or OM small group instruction, will be determined by the Child Study Team (CST). * There is a fee for enrollment in the Optimal Match Program. * A full battery of Psycho Educational assessment is required prior to enrollment.

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2011-2012 BOARD OF TRUSTEES Executive Committee

Mr. Constantine Stergides, Chairman Mr. Yannis Alafouzos, Vice Chairman Mr. Suheil Sabbagh, Treasurer Ms. Despina Yannouli-Soukakos, Secretary Mr. Tim Ananiadis Mr. Pascal Apostolides Mr. Dan Lawton

Board of Trustees Members

Mr. Simos Dimas Mr. Jerry Dimitriou Dr. Saleh S. Jallad Mr. Nicholas Karambelas Mr. Tassos Potamianos Mrs. Mary Teirlynck Mr. Mike Sneeder Mr. Panos Simonetos

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PARENT / STUDENT HANDBOOK AGREEMENT and INTERNET ACCEPTABLE USE POLICY

As a member of the ACS Athens community, I have fully read this document, understand the contents, and agree to abide by all of the regulations and policies contained herein. I also understand that this document MUST be returned to the Block 1 teacher within two days. Failure to return the form will result in a referral for disciplinary action to the Assistant Principal. Students who do not submit this signed form will not be able to attend tryouts for athletic or cultural teams, nor will they be able to participate in school sponsored trips.

AUTHORIZATION As a parent or guardian of this student, I have read the Internet Acceptable Use Policy. I understand that this access is designed for educational purposes only. ACS Athens has developed guidelines for the educational use of the Internet, however, I also understand that it is impossible for ACS to prevent access to all non-educational materials provided by the Network. Therefore, I will not hold the school responsible for materials acquired on the Internet. I hereby give permission for my child to use the Internet. The information contained on this form is correct.

Date:

Parents or guardians Name (please print):

Students Name (please print):

Student Signature

Parent or Guardian Signature

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

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