Program of Studies 2018 - 2019

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

Revised, ACS Athens planning Team, May 23, 2009

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

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 in the classroom through accommodations detailed in each Individual Learning Plan and through the Optimal Learning Program Specialist during smaller group instruction. Students learning English as a Second Language are supported by a variety of EFL/ESL courses and a teaching assistant in some classes.

DEPARTMENT: EFL/ESL Grade 6 MS 1202 MS 1207 MS 1200 MS 1203

MS 1202

Grade 7 EFL1 EFL 2 ESL 1 ESL 2

MS 1202 MS 1207 MS 1200 MS 1203

Grade 8 MS 1202 MS 1207 MS 1200 MS 1203

EFL1 EFL2 ESL1 ESL 2

ESL1 EFL2 ESL1 ESL2

EFL 1 (English as a Foreign Language Foundation)

EFL 1 is the introductory year of a continuing rotating course that provides the initial foundation for English and content study to non-native beginner level students.

The program comprises five separate blocks covering Language Development, Language Arts, Social Studies and Science.

The course aims to develop conversational skills, basic vocabulary, grammar, reading and writing skills. A basic level of English skills will be developed through the use of thematically based units and an assigned graded reader in the second semester. Themes to be covered include: People, Family Life, Food, Possessions, Places, City Life, Directions, Occupations, Free Time, Money, Journeys, Expressing Mathematics, Time, Weather, Culture, Expressing Feelings/Emotions, Sports, and Talking About the Past, Present and Future. Fundamentals in grammar will be reinforced through these themes in a variety of written, listening and oral activities.

There will be an introduction to Language Arts ( alphabet, decoding skills, reading and simple sentence/paragraph writing), Science ( through a glossary) and Social Studies (an introduction to geographical and historical terms) through glossaries and simplified texts. (This corresponds to the A1 level of CEFR)

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MS 1207

EFL 2 (English as a Foreign Language Foundation)

EFL 2 is the continuation of EFL 1 and provides non-native beginner level students with a strong comprehensive foundation in the English language and content study.

The program comprises five separate blocks including two periods of Language Development and one period respectively of Language Arts, Social Studies and Science.

Emphasis is placed on completing the fundamentals in grammar, building vocabulary, and enhancing reading, writing, listening and speaking skills. Thematically based units to be covered include: Appearance, Trends and Fashion, Cinema and the Arts, Entertainment, Science, Measurements, Inventions, Technology, Tourism, Geography, Our Planet Earth, and Environmental Issues. The perfect tenses and more complex grammar will be introduced and reinforced through reading and writing. Reading assignments will include a graded reader, short stories, and newspaper and magazine articles. Oral and written presentations will form an important part of assessment.

There will be further immersion into Language Arts (leveled readers and writing development), Science (through a glossary, reading, research and writing) and Social Studies (though a glossary and leveled readings). (This corresponds to the A2 level of CEFR) Note: Students enrolled or placed in the EFL strand MUST attend ALL 5 periods of the Program in either EFL 1 or EFL 2 that is, 2 periods of Language Development, 1 period of Language Arts, 1 period of Science, and 1 period of Social Studies.

MS 1200

ESL 1

This is a course which focuses on developing language skills for intermediate level students of English. Vocabulary building and fundamental grammar concepts, focusing on the application of all tenses in both speaking and writing, are to be consolidated. There will be extensive fiction and non-fiction reading comprehension in combination with personal and narrative writing. Listening comprehension will be incorporated throughout and applied to develop note-taking skills. (This corresponds to the B1 level of CEFR.) Prerequisite: Successful completion of the EFL Program and /or appropriate score on the ACS Athens Placement Test.

MS 1203

ESL 2

This is a course for students approaching a higher level of upper intermediate to advanced English proficiency. Students in this class will apply advanced grammar structures and academic vocabulary to increasingly demanding reading, writing, listening and speaking activities.

Thematically based units will fall under an umbrella of topics including: sports versus addictions, peer pressure versus personality traits, fate versus free will, history through art and literature. (This corresponds to the B2 level of CEFR.) Prerequisite: Successful completion of ESL 1 and /or appropriate score on the ACS Athens Placement Test.

Note: Students may be recommended to move up a level or exit the program following standardized assessments which will be administered 3 times a year: in September, in January with the Mid Term Exams, and in June with the Final Exams.

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DEPARTMENT: LANGUAGE ARTS Grade 6

Grade 7

Grade 8

MS 1000 Language Arts 6

MS 1010 Language Arts 7

MS 1020 Language Arts 8

MS 1001 Language Arts 6 - ESL

MS 1011 Language Arts 7 - ESL

MS 1021 Language Arts 8- ESL

MS 1000

Language Arts 6

Language Arts 6 is designed for native to near- native speakers who have passed the fifth grade here at ACS, or who have achieved a “native” level of proficiency on their entrance exams. The course is organized into thematic units that explore essential life questions through literature. In the sixth grade, these thematic units are centered on the following broad topics: Tests of Courage, Growth and Change, A Sense of Fairness, Wondrous Worlds, and Making Your Mark.

Students will be exposed to a variety of short stories, essays, plays, novels, and poems throughout the year, and will be expected to respond to these through the lens of a writer and critic. Students will gain experience in both creative and non-fiction writing, and will participate in the full experience of the Writing Process: brainstorming, drafting, revising, editing, and proofreading final drafts. Grammar will be addressed through the Writing Process. Vocabulary enhancement will focus on using vocabulary in context and on understanding root words, prefixes, and suffixes.

Independent reading throughout the school year is a major component of the course. Through their study of the selected novels students will become active readers who analyze texts and identify literary elements. Additionally, students will have access to supplemental and on-line resources for reinforcement and assessment purposes. Key writing assignments will be the literary essay, the personal narrative essay and the research essay. The class will also embark on a crosscurricular project with the Social Studies Department.

Texts for the course include: Tangerine, Warriors Don’t’ Cry, Boy in the Striped Pajamas, Walk Two Moons, Holes, The Watsons Go to Birmingham, The Devil’s Arithmetic, Golden Goblet and Tuck Everlasting.

MS 1001

Language Arts 6 – ESL

Language Arts 6 – ESL is designed for speakers of English as a second language whose English proficiency is at the intermediate level. Students entering this course must have passed the fifth grade here at ACS Athens, or have an intermediate to advanced score on the English language placement test. This class is not designed for students who have been exposed to English as a foreign language only or whose level of English proficiency requires more intensive “language only” study.

Students will read a variety of short stories, essays, plays, novels, and poems throughout the year, and will be expected to respond to these through the lens of a writer and critic. Students will gain experience in both creative and non-fiction writing, and will participate in the full experience of the Writing Process: brainstorming, drafting, revising, editing, and proofreading final drafts. Grammar will be addressed through the Writing Process. Vocabulary enhancement will focus on using vocabulary in context and on understanding root words, prefixes, and suffixes. Independent reading throughout the school year is a major component of the course. The independent reading material selected for Language Arts 6 ESL will more closely match an ESL level.

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Through their study of the selected novels, students will become active readers who analyze texts and identify literary elements. Additionally, students will have access to supplemental and on-line resources for reinforcement and assessment purposes. Key writing assignments will be the literary essay, the personal narrative essay and the research essay. The class will also embark on a crosscurricular project with the Social Studies Department.

Texts for the course include: Tangerine, Warriors Don’t Cry, Boy in the Striped Pajamas, Walk Two Moons, Holes, The Watsons Go to Birmingham, The Devil’s Arithmetic, Golden Goblet and Tuck Everlasting.

MS 1010

Language Arts 7

Language Arts 7 is designed for native to near- native speakers who have passed Language Arts 6 at ACS, or who have achieved a “native” level of proficiency on their entrance exams. The course is organized into thematic units that explore essential life questions through literature. In the seventh grade, these thematic units are centered on the following broad topics: Learning from Experience, Relationships, Flights of Imagination, and Personal Challenges. The class will also embark on a cross-curricular unit, working with the Social Studies Department, to study the Renaissance.

Students will be exposed to a variety of short stories, essays, plays, novels, and poems throughout the year, and will be expected to respond to these through the lens of a writer and critic. Students will gain experience in both creative and non-fiction writing, and will participate in the full process of writing: brainstorming, drafting, revising, editing, and proofreading final drafts. Grammar will be addressed through the writing process. Key writing assessments will focus on narrative storytelling, argumentative essays and informational writing. Vocabulary enhancement will focus on using vocabulary in context and on understanding root words, prefixes, and suffixes. Independent reading throughout the school year is a major component of the course. Additionally, students will have access to supplemental and on-line resources for reinforcement and assessment purposes.

Texts for this course include but are not limited to: The Giver, Out of the Dust, and Romeo and Juliet.

MS 1011

Language Arts 7 – ESL

Students entering this course must have passed Language Arts 6 – ESL or have an intermediate to advanced score on the English language placement test. This course is not designed for students who have been exposed to English as a foreign language only or whose level of English ability is so low that it requires more intensive “language only” study.

This class is combined with the Language Arts 7 class, and students in Language Arts 7 – ESL will cover all of the same concepts and skills as the native speakers in the Language Arts 7 class (See description above for more details.) They will also embark on a cross-curricular unit, working with the Social Studies Department to study the Renaissance.

However, this course will go at a slower pace and will focus more on vocabulary development.

Students will gain experience in both creative and non-fiction writing, and will participate in the full process of writing: brainstorming, drafting, revising, editing, and proofreading final drafts. Key writing assessments will focus on narrative storytelling, argumentative essays and informational writing. The reading material selected for the course will more closely match an ESL level.

Independent reading throughout the school year is a major component of the course. Additionally, students will have access to supplemental and on-line resources for reinforcement and assessment purposes. Texts for this course include: The Giver, Out of the Dust, and Romeo and Juliet.

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MS 1020

Language Arts 8

Language Arts 8 is a theme-based course geared to prepare native-speaking English language students for the Grade 9 course Europe and the World, Literature and History. Students will explore and experiment with various genres and themes and utilize content and materials to address the essential questions for each unit. There will be an increased emphasis on the analysis of novels through lively class discussions, projects and reflective written responses to develop independent learning, critical thinking, reading, and writing. The thematic units include: New Beginnings, Loyalty, Friendship and Challenges, Endurance and Pride, and Social Justice. Students read novels, plays, short stories, poetry, and current events articles related to the studied themes.

Vocabulary building is accomplished through a variety of methods, and grammar instruction through supplementary textbooks and grammar lessons. During the second semester, students will collaborate with the Social Studies class on a research-based project which will focus on material covered in both classes. Students will gain experience in various forms of writing, including creative and non-fiction writing, and will implement each step of the Writing Process: brainstorming, drafting, revising and editing. The Key Writing Assessments will be the literary essay and the interdisciplinary research project, which will also cover journalistic writing. Additionally, students will have access to supplemental and on-line resources for reinforcement and assessment purposes. All eighth grade students need to have access to their own device in class.

Texts and authors for this course include, but are not limited to: The Outsiders, of Mice and Men, selected works by Edgar Allan Poe, stories relating to the Native Americans, readings related to slavery and the American Civil Rights Movement, and works by Hemingway and Shakespeare.

Students must have earned a passing grade in Language Arts 7 in order to enroll in this course.

MS 1021

Language Arts 8 – ESL

Language Arts 8 – ESL is a theme-based gateway course geared to prepare ESL students for the Grade 9 course Europe and the World: Literature and History. The students in Language Arts 8 – ESL will cover all of the same concepts and skills as the native speakers in Language Arts. (See description above for more details.) This course, however, will go at a slower pace and will focus more on vocabulary development. Students will explore and experiment with various genres and utilize content and materials to address essential questions and themes for each unit. There will be an increased emphasis on the analysis of novels through lively class discussions, projects and reflective written responses to develop independent learning, critical thinking, reading and writing.

The thematic units include: New Beginnings, Endurance and Price, Loyalty, Identity and Social Justice. Students read novels, plays, short stories, poetry, and current events articles related to the studied themes. During the second semester, students will collaborate with the Social Studies class on a research-based project focusing on material covered by both classes. Students will gain experience in various forms of writing, including creative and non-fiction writing, and will implement each step of the Writing Process: brainstorming, drafting, revising and editing. The Key Writing Assessments will be the literary essay and the interdisciplinary research project, which will also cover journalistic writing. Additionally, students will have access to supplemental and on-line resources for reinforcement and assessment purposes. Eighth grade students will need to have access to their own device in class. Texts and authors for this course include, but are not limited to: The Outsiders, Of Mice and Men, selected works by Edgar Allan Poe, stories relating to Native Americans, and readings related to slavery and the American Civil Rights Movement and works by Hemingway and Shakespeare. Students entering this course must have successfully completed ESL 2 OR Language Arts 7 ESL or have an intermediate to advanced score on the ESL placement test.

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DEPARTMENT: SOCIAL STUDIES Grade 6

Grade 7

Grade 8

MS 2001 Social Studies 6 – World Studies: Origins of Civilizations

MS 2011 Social Studies 7 – Medieval Times: History, Geography & World Belief Systems of the Eastern Hemisphere MS 2012 Social Studies 7 - ESL – Medieval Times: History, Geography & World Belief Systems of the Eastern Hemisphere

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

MS 2002 Social Studies 6 – ESL- World Studies: Origins of Civilizations

MS 2001

Social Studies 6 – World Studies: Origins of Civilizations

This course explores the history, geography, economics and cultures of the ancient world, focusing on the study of the origins of civilizations and the ancient foundations of Mesopotamia, Egypt, Rome and China. Students study important achievements of the past and their profound effects on the modern world by utilizing the themes of agricultural development, social structures, world contributions, expansion, and innovations. Geography skill development is integrated into each unit of study, as well as skills related to the use of primary source materials. Assessments include tests, simulation activities, research projects, and an on-site field study.

MS 2002

Social Studies 6 – ESL - World Studies: Origins of Civilizations

This course explores the history, geography, economics and cultures of the ancient world, focusing on the study of the origins of civilizations and the ancient foundations of Mesopotamia, Egypt, Rome and China. This course teaches history with a focus on the unique academic needs of English Language Learners. Students study important achievements of the past and their profound effects on the modern world by utilizing the themes of agricultural development, social structures, world contributions, expansion, and innovations. Geography skill development is integrated into each unit of study, as well as an introduction to the use of primary source materials. Social Studies ESL 6 will also emphasize building language skills, such as vocabulary development, writing mechanics and public speaking. Assessments include tests, simulation activities, research projects, and an on-site field study.

MS 2011

Social Studies 7 – Medieval Times: History, Geography & World Belief Systems of the Eastern Hemisphere

This course is designed as an interdisciplinary study of medieval times. Students use the disciplines of geography, culture, history, government and economics to study regions of Western Europe, the Middle East, Africa, and Asia during medieval times. Students will also complete a joint research project with their Language Arts 7 course about the Renaissance.

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In addition, students will compare and contrast the various world belief systems which originated in the Middle East and Eastern Hemisphere. Geography, current events and critical thinking opportunities enable students to evaluate historical and world issues. Primary sources, maps, video, and other graphic materials will be integrated regularly in this course.

MS 2012

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

This course is designed as an interdisciplinary study of medieval times. Students use the disciplines of geography, culture, history, government and economics to study regions of Western Europe, the Middle East, Africa, and Asia during medieval times. Students will also complete a joint research project with their Language Arts ESL 7 course about the Renaissance.

In addition, students will compare and contrast the various world belief systems which originated in the Middle East and Eastern Hemisphere. Geography, current events and critical thinking opportunities enable students to evaluate historical and world issues. Primary sources, maps, video, and other graphic materials will be integrated regularly in this course.

Social Studies ESL 7 will also emphasize building language skills, such as vocabulary development, writing mechanics and public speaking. Assessments include tests, simulation activities, and research projects.

MS 2021

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

The eighth grade Social Studies course examines early U.S. history in a larger cultural context.

Additionally, students study early history and geography of South and Central America. The course follows both a thematic sequence, and familiarizes the student with persons, places and events from pre-Columbian times to the Revolutionary War. Major units of study include the Native Peoples of North America, Colonization, Revolution and Slavery.

Students will interpret and analyze data in various formats, and will be able to formulate generalizations that allow them to compare and contrast historical highlights across time and cultures. Geography skills and current event topics will be incorporated in each unit of study. A special writing assessment, the Personal History essay, is also an integral part of the 8th grade experience.

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DEPARTMENT: SCIENCE Grade 6

Grade 7

Grade 8

MS 4000 Science 6

MS 4010 Science 7

MS 4020 Science 8

MS 4001 Science 6 ESL

MS 4011 Science 7 ESL

MS 4000

Science 6

The goal of the sixth grade science course is to enable students to develop the necessary skills to carry out scientific investigations, communicate their findings through writing lab reports and completing research projects. Students also work cooperatively in groups to observe, hypothesize, identify variables, measure, collect and present data, draw conclusions and evaluate results.

Students will build their knowledge and understanding of Biology, Physics and Environmental Science topics. Units of study include biology topics such as the living world, cells and their processes, bacteria, protists, fungi, plants and animals; physics topics such as sound, light and waves; and, finally, environmental science topics such as ecosystems, biomes and resources. The units taught are at an introductory level, and the scientific method is used throughout.

MS 4001

Science 6 ESL

The goal of the sixth grade ESL science class is to enable students to make use of scientific vocabulary, comprehend science concepts and develop their science communication skills. 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.

Students will build their knowledge and understanding of Biology, Physics and Environmental Science topics. Units of study include biology topics such as the living world, cells and their processes, bacteria, protists, fungi, plants and animals; physics topics such as sound, light and waves; and, finally, environmental science topics such as ecosystems, biomes and resources. The units taught are at an introductory level and the scientific method is used throughout.

MS 4010

Science 7

In the seventh grade science course, students further develop their science and communication skills through cooperative laboratory activities, integrated projects and problem solving. Students will continue to build knowledge and understanding in a number of areas of study in Science including Chemistry and Astronomy. The units taught include chemistry topics such as the introduction to matter, elements and the Periodic Table, chemical reactions and solutions and Astronomy topics such as the Earth, Moon and Sun, the solar system, stars, galaxies and the universe.

MS 4011

Science 7 ESL

In the seventh grade ESL science class, students, develop their understanding of scientific vocabulary and concepts while developing their communication skills through presentations and lab report writing. Students will take part in cooperative laboratory activities, work on integrated 11

projects and develop their problem solving skills. Students will continue to build knowledge and understanding in a number of areas of study in Science including Chemistry and Astronomy. The units taught include chemistry topics such as the introduction to matter, elements and the Periodic Table, chemical reactions and solutions; and Astronomy topics such as the Earth, Moon and Sun, the solar system, stars, galaxies and the universe.

MS 4020

Science 8

The eighth grade science course further develops the skills necessary to 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 all areas of study in Science. This course continues on builds on areas of study including Biology and Physics. Biology topics include human biology, body systems, health, heredity and reproduction; and physics topics include motion and forces, studied through integrated units. By the end of the 8th grade and Middle School, students will have gained a solid foundation for high school Science study.

DEPARTMENT: MATHEMATICS Grade 6

Grade 7

Grade 8

MS 3010 Math 6

MS 3030 Pre Algebra 7

MS 3060 Algebra 1 (8)

MS 3035 Algebra 1 (7)

MS 3010

Math 6

The content of this course includes operations with decimals, fractions and integers, metric measurements, 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.

Texts: Prentice Hall Mathematics Course 2

MS 3030

Pre Algebra 7

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, solving and graphing linear equations and inequalities; ratios; proportions, percent; plane and solid geometry; square roots; the metric system; coordinate graphing and problem solving techniques using equations.

Text: Prentice Hall Mathematics, Pre Algebra

MS 3035

Algebra 1 (7)

This course is designed for students entering in grade 7 who meet the following criteria: Final Math Grade 95% and above MAP score 95% and above The content of this course includes operations with rational and irrational numbers, expressions and equations, properties of exponents polynomials factoring solving and graphing linear equation 12

sand inequalities including absolute value solving and graphing systems of equations factoring and graphing quadrick equations; simplifying and solving rational and radical algebraic expressions and equations; linear functions and problem solving strategies.

Text: Prentice Hall Mathematics, Algebra 1

MS 3060

Algebra 1 (8)

The content of this course includes operations with rational and irrational numbers; expressions and equations; properties of exponents; polynomials; factoring; solving and graphing linear equations and inequalities including absolute value; solving and graphing systems of equations; factoring and graphing quadrick equations; simplifying and solving rational and radical algebraic expressions and equations; linear functions and problem solving strategies.

Text: Prentice Hall Mathematics, Algebra 1

DEPARTMENT: PHYSICAL EDUCATION Grade 6

Grade 7

Grade 8

MS 6000 Physical Education 6

MS 6020 Physical Education 7

MS 6030 Physical Education 8

Physical Education instruction is required for all 6th, 7th and 8th grade students. Through regular fitness activities, individual and team games, direct instruction, group discussions and 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; Development of the student’s interest in maintaining the best possible physical, mental, social and emotional well-being (in conjunction with the Counseling department); Development of basic physical skills through various motor activities; Development of initiative, alertness, self-control, sportsmanship values and cooperation in group activities and individual games; Development of knowledge of basic rules and skills required to play a range of individual and team games, sports, and activities at a satisfying level of achievement; Exploration of dance/movement as a means of creative and cultural expression.

Grade 8

MS 6090

MS 6090 i2Flex Health 8

i2Flex Health 8

This course is an introductory health class offered to 8th grade students through the i2Flex model. Students will study various topics in health using the Moodle platform and a series of 8-10 face-to-face meetings. Topics to be covered include Emotional and Mental Health, Personal Health and Diseases, Nutrition and Physical Activity and more. This is a year-long course and students will be awarded a Pass or Fail.

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EXPLORATORY WHEEL REQUIREMENTS Grade 6

Grade 7

Grade 8

MS 7112- Drama 6

MS 7130 - Music 7

MS 7024- Art Design 8

MS 7400 - Foundations of Technology & Research 6

MS 7410 - Foundations of Technology & Research 7

MS 7411 - Foundations of Technology & Research 8

MS 7112

Drama 6 - Sixth Grade Exploratory

In this semester course, sixth grade students will develop skills in communication, evaluation, inquiry, team work and interpretation. They will enrich their imagination and creativity through a practical exploration of drama, from its origins in ancient civilizations to modern day practices.

Participation in practical tasks and exercises will improve their co-ordination, confidence, concentration and self-expression. Students will keep a journal of their experiences from class where they will reflect upon the creative process and evaluate their progress. Small scale performance – exhibitions will assess student learning.

MS 7400

Foundations of Technology & Research 6 – Sixth Grade Exploratory

This semester course is required of all sixth graders. Students are introduced to principles of digital citizenship and ethical use of Web 2.0 and emerging technology/ media tools for creativity, collaboration and productivity. This includes developing competencies in analyzing and evaluating a wide variety of media forms. These skill sets are incorporated with enhancing comfort in word processing and desktop publishing applications, as well as strengthening skills in keyboarding and computer operations. Students will also be given the opportunity to place their use of technology and media in an historical context, appreciating both the development of past and existing technologies as well as considering future trends. Students will also be introduced to computational thinking, learning core programming concepts. The instructor (in collaboration with the librarian) will also introduce students to effective research skills, including proper presentation, MLA formatting, and use of library resources. Students’ research is integrated into exploration of a health topic, including caring for self, family, and community; personal wellness; use and misuse of materials (including media literacy); as well as physical growth and development. . To maximize academic time i2 Flex activities, incorporating the Internet , Edmondo or Moodle will be a major component of the course.

Digital communication and document sharing using Moodle, Edmodo or ACS Google Apps will be utilized for group collaboration.

MS 7130

Music 7

The Music 7 course serves as a three part music experience for all students. It will be mainly a performance class that will introduce students to singing and rhythm development through a series of exercises and techniques designed to train both their voices and their understanding of most musical aspects in music performance. Singing and rhythmic exercises will be at the core of every class meeting and it is expected that students actively participate to this process and understanding their music class functioning as one musical body. Music reading and notation skills will also be 14

developed during the course, preparing the students for possible involvement with music ensembles of a higher level.

In addition to performance, students will also become familiar with a historical overview of music development through the ages, the context within which it functioned, and the purpose for which it was written through the different periods of its development. The Medieval, Renaissance, Baroque, Classical, Romantic and Modern periods, as well as key figures from these eras will all be introduced and briefly analyzed through extensive listening activities. It is expected that students will acquire basic knowledge of types of music, mediums of performance (be it an orchestra or a chamber ensemble) as well as certain characteristics that define a musical work and classify it within a musical era.

Last but not least, students will be introduced to music technology, and they will participate in lab presentations of music and audio software and will complete a project guaranteeing them handson experience with some of the tools of today’s world regarding sound manipulation and digital performance.

MS 7410s

Foundations of Technology & Research 7- Seventh Grade Exploratory

This semester course is required of all seventh graders. Students further develop their understanding of principles of digital citizenship and ethical use of Web 2.0 and emerging technology/ media tools for creativity, collaboration and productivity. This includes developing competencies in analyzing and evaluating a wide variety of media forms. These skill sets are incorporated with further enhancing comfort in word processing and desktop publishing applications, as well as strengthening skills in keyboarding and computer operations. Students will also be given the opportunity to place their use of technology and media in an historical context, appreciating both the development of past and existing technologies as well as considering future trends. Students further develop their understanding of computational thinking, further developing core programming concepts. The instructor (in collaboration with the librarian) will also help students to expand their research skill set, including proper presentation, MLA formatting, and use of library resources. Students’ research is integrated into exploration of a health topic, including caring for self, family, and community; personal wellness; use and misuse of materials (including media literacy); as well as physical growth and developmentTo maximize academic time i2Flex activities, incorporating the Internet, Edmondo or Moodle will be a major component of the course.

Digital communication and document sharing using Moodle, Edmodo or ACS Google Apps will be utilized for group collaboration.

MS 7024s

Art Design 8– Eighth Grade Exploratory

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

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MS 7411s Foundations of Technology & Research 8 -Eighth Grade Exploratory This semester course is required of all eighth graders. In addition to developing their understanding of digital citizenship and ethical use of technology, students further develop presentation skills with a variety of digital tools. Students also develop skills in data analysis.

Students further develop their understanding of computational thinking, continuing development of core programming concepts. The instructor (in collaboration with the librarian) will also help students to further refine their research skill set. Students’ research is integrated into exploration of a health topic, including caring for self, family, and community; personal wellness; use and misuse of materials (including media literacy); as well as physical growth and development. To maximize academic time i2Flex activities, incorporating the Internet , Edmondo or Moodle will be a major component of the course. Digital communication and document sharing using Moodle, Edmodo or ACS Google Apps will be utilized for group collaboration.

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

GREEK MS 5000 Greek 1

MS 5000

MS 5005 Greek 2

MS 5020 Greek 3

Greek 1

This course is for beginners who have very little or no knowledge of Greek. It provides a very basic acquaintance with the language, enough to allow students to communicate on an everyday basis.

Although reading and writing are not stressed, the students do become familiar with the Greek alphabet and are taught to read in order to be able to recognize road signs, street names and any other written Greek they might come into contact with on a daily basis. Very basic grammatical structures are taught through simple dialogues and phrases. Students are encouraged to create their own dialogue and to use Greek outside the classroom.

In writing, learn how to gather and use information for different purposes. In speaking and listening, students will use different strategies for different communication purposes. In reading, students will use the reading process to interpret a variety of texts.

MS 5005

Greek 2

This course is a continuation of Greek 1. The students, having mastered Beginning Greek, begin the year with a review of verbs in the present, past, and future tenses and go on to a more 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.

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In writing, students will use the strategies of the writing process, learn the different aspects of writing styles and learn how to gather and use information for research purposes. In speaking and listening, students will use a variety of different strategies for different communication purposes. In reading, students will use the reading process to interpret a variety of texts.

Prerequisite: Successful completion of Greek 1 or Teacher recommendation based on placement test.

MS 5020

Greek 3

This course is the third level of Greek offered in the Middle School. Students are accepted upon successful completion of Greek 2 (Intermediate). The skills of reading, writing, listening and speaking are expanded on a more advanced level. More complicated grammatical structures are introduced. Greek culture is introduced into lessons at every opportunity.

Emphasis is placed on speaking, reading comprehension and the writing process.

In writing, students will use the strategies of the writing process, learn the different aspects of writing styles and learn how to gather and use information for research purposes. In speaking and listening, students will use different strategies for different communication purposes. In reading, students will use the reading process to interpret various texts.

After completing the course successfully, eighth graders will be placed in Greek 4 in the Academy.

Prerequisite: Successful completion of Greek 2 or teacher recommendation based on placement test.

GREEK/ MS LANGUAGE ARTS Grade 6

Grade 7

Grade 8

MS 5040 Greek LA 6

MS 5045 Greek LA 7

MS 5050 Greek LA 8

Greek as a Native Language A course in the Middle School is offered at three levels: Greek Language Arts A Courses are offered as: 1. Greek Language Arts Grade 6 2. Greek Language Arts Grade 7 3. Greek Language Arts Grade 8 The general objective of the Greek Language Arts classes is to promote the learning and understanding of the Greek Language, heritage and culture (including Greek geography, history, and Greek life). In addition, the above courses provide students with the opportunity to learn, understand, and appreciate Greek Literature at a more in-depth level. All Greek Language Arts courses (6-8) are taught in Greek and are designed for native speakers of the language.

MS 5040

Greek Language Arts 6

The Greek 6 Language Arts program is for native speakers of the language who are fluent readers and relatively proficient writers. Emphasis is placed on writing on various topics, reviewing basic grammar, and studying selected topics of Modern Greek history and culture (from 1453 to present).

Students study a selection of literature related to modern Greek life, culture, and history: the Greek Revolution of 1821, WW I and II, traveling, family issues, lifestyles and war and peace.

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Students will experiment with a variety of writing activities such as descriptions, personal narratives, short stories, essays, and research projects, incorporating all stages of the writing process. Various methods of assessment are used, including tests and quizzes, daily assignments, essays, research projects on history-literature, and oral presentations. During the second semester, students will also have the opportunity to read the book Ο μεγάλος περίπατος του Πέτρου by Άλκη Ζέη.

Prerequisite: Successful completion of Grade 5 Greek Language (or 5th grade in the Greek School), teacher recommendation and / or placement test.

MS 5045

Greek Language Arts 7

This course is a continuation of Greek Language Arts Α 6. The Greek Language Arts 7 program is for native speakers of the language who are fluent readers and relatively proficient writers. Apart from continuing their study of Greek grammar and syntax, students study selected topics in Ancient Greek History, as well as a selection of literature related to ancient Greece, but also to contemporary issues such as communication, school life, nature and the environment, health and nutrition.

A major work of literature studied in this course is Alexander the Great, by N. Kazantzakis (Μέγας Αλέξανδρος του Νίκου Καζαντζάκη). Students are expected to practice various types of writing: formal and informal letters, journal entries, persuasive essays, commentaries, and personal responses to the various readings. Students work through all stages of the writing process in completing writing assignments. Various methods of assessment are used, including tests and quizzes, daily assignments, essays, research projects on history-literature, and oral presentations.

Prerequisite: Successful completion of Greek Language Arts 6 (or 6th grade in the Greek School), teacher recommendation and / or placement test.

MS 5050

Greek Language Arts 8

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

A major work of literature studied in this course is Ton kairo tou Voulgaroktonou by Penelope Delta ( Τον Καιρό του Βουλγαροκτόνου της Πηνελόπης Δέλτα).

Students are expected to practice in various types of writing. Reviews, essays, commentaries, personal responses, poems, and short stories are some of the writing tasks that students will be expected to complete, always using the writing process. Various methods of assessment are used, including: tests and quizzes, daily assignments, essays, research projects on history-literature, and oral presentations.

Prerequisite: Successful completion of Greek Language Arts 7 (or A΄ Gymnasiou of the Greek School), teacher recommendation and / or placement test.

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MANDARIN CHINESE Grade 6

Grade 7

Grade 8

MS 5500 Chinese 1

MS 5501 Chinese 2

MS 5503 Chinese 3

MS 5500 Chinese 1

MS 5501 Chinese 2

MS 5500

Chinese 1

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

MS 5501

Chinese 2

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

MS 5503

Chinese 3

This is the third year of Chinese language studies for students that have completed Chinese 2.

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

CHINESE LANGUAGE ARTS Grade 8 MS 5505 Chinese Language Arts

MS 5505

Chinese Language Arts 8

The Chinese Language Arts 8 course is offered to native or near-native speakers of the Chinese language. It is a literature and language course that promotes an appreciation of the richness of the Chinese language. This is a semester course and prepares students to continue in the Chinese 9 Language and Literature Program. Students are introduced to a variety of texts, including the novel, poetry, articles, idioms and history. A major work of literature studied in this class is Jia, by the author Ba Jin. Through the study of these texts students will enrich their vocabularies and their understanding of grammatical structure, as well as develop skills in literary analysis. The major assignments in the course are based on literary analysis, essay writing and oral presentations.

General Prerequisite: Teacher recommendation and / or placement test.

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SPANISH Grade 6

Grade 7

Grade 8

MS 5401 Spanish 1

MS 5401 Spanish 1

MS 5401 Spanish 1

MS 5402 Spanish 2

MS 5402 Spanish 2

MS 5403 Spanish 3

MS 5403 Spanish 3

MS 5401

Spanish 1

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

Basic skills, dialogues and drills are emphasized.

MS 5402

Spanish 2

This course is a continuation of Spanish 1 for the Middle School student. Students will begin mastery of the preterite-(past) tense and therefore be expected to demonstrate a more sophisticated mastery of the communicative skills in listening, reading, writing and speaking as practiced in everyday situations. In addition, students will complete projects and write reports on the culture and history of the Spanish- speaking people. Prerequisite: Successful completion of MS Spanish 1 or permission of instructor.

MS 5403

Spanish 3

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

ARABIC MS 5300 Arabic 1

MS 5310 Arabic 2

MS 5320 Arabic 3

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

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MS 5300

Arabic 1

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

MS 5310

Arabic 2

This course is designed for native speakers of Arabic. In this course students will build on their basic

skills in reading comprehension, grammar, spelling, and writing. Students will develop their language skills through a variety of activities, including language games, story writing based on prompts, and translations. Assessments will include reading comprehension questions, spelling and grammar exercises, and writing assignments. Prerequisite: Successful completion of Arabic 1 or teacher recommendation/placement test.

MS 5320

Arabic 3

This course is designed for native speakers of Arabic. Students in this course will be expected to read fluently. Emphasis will be placed on understanding main ideas and sub-ideas of a given text.

Students will also be expected to express themselves fluently in writing through stories, summaries, and translations. Assessments will include reading comprehension questions, spelling and grammar exercises, and writing assignments.

Prerequisite: Successful completion of Arabic 2 or teacher recommendation/placement test.

GERMAN Grade 6

Grade 7

Grade 8

MS 5200 German 1

MS 5200 German 1 MS 5204 German 2

MS 5204 German 2 MS 5205 German 3

MS 5200

German 1

In this course students are encouraged to get to know the life and the culture of the Germanspeaking countries. Within an interactive class atmosphere and a creative learning environment the students will have many possibilities to experience the German language most authentically.

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

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MS 5204

German 2

Students of this class will be guided to enlarge their communicative horizon and to intensify their language abilities. Also they will be encouraged to extend their cultural awareness. Upon completing this class students will be able to understand and to handle more complex texts about various social topics. E-learning concepts and methods of the ACS i2Flex educational program are integrated into the learning process.

This class is an intermediate I class. It is open to seventh and eighth grade students.

Prerequisite: Successful completion of the ACS Athens course MS German 1, or one to two years of experience in learning German.

MS 5205

German 3

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

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

DEPARTMENT: VISUAL AND PERFORMING ARTS –ELECTIVES Grade 6

Grade 7

Grade 8

Electives: MUSIC MS 7123y Beginning Instrumental Music MS 7124y Intermediate Instrumental Music

Electives: MUSIC MS 7123y Beginning Instrumental Music MS 7124y Intermediate Instrumental Music

Electives: MUSIC MS 7123y Beginning Instrumental Music MS 7124y Intermediate Instrumental Music

VISUAL ARTS MS 7011y Art Studio

VISUAL ARTS MS 7011y Art Studio

VISUAL ARTS MS 7011y Art Studio

The availability of the electives is subject to student enrollment.

MS 7123y

Beginning Instrumental Music

This year-long elective course offers students the opportunity to begin study on an instrument in the woodwind, brass or percussion sections of the traditional wind band. In addition to the core performance curriculum, students study music theory, music history, sight‐reading and ear‐training.

Students enrolled in this course are required to participate in all concert performances as part of their performance assessment.

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MS 7124y

Intermediate Instrumental Music

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

MS 7011y

Art Studio

This year-long elective course offers students in grades 6, 7 and 8 the opportunity to explore diverse media and techniques in art. They will learn to appreciate art by studying the major artists and techniques of important 20th century art movements. They will build up their skills by sequencing activities in still life drawing, in portraiture, in figure drawing and in landscape painting.

Through drawing, painting, sculpture and printmaking the students will experiment various media, such as pencil, charcoal, tempera paints , watercolor, ink, oil pastels, linoleum, wire, clay and plaster of Paris. the students will develop observational skills, learn the language of art, get their imagination and creativity stimulated and final realize their own artistic potentials.

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OPTIMAL LEARNING PROGRAM The Optimal Learning Program offers students with learning differences an opportunity to fully participate, contribute and excel in the classroom. Students who receive Optimal Learning services are provided the necessary accommodations in order to be empowered so they can reach their fullest academic potential.

Entering this program can happen in two ways. The first is through the school admission office. The admission officers share with the OLP any special education or psycho educational reports in the student’s file. They are reviewed and then a proposal is offered to the parents regarding specific services the student needs to receive for optimal support. A second way is when a student is referred by a classroom teacher, OLP specialist, counselor or parent. The Child Study Team (CST), which consists of the school principal, the K-12 school psychologist, the counselor(s), the Optimal Learning specialist and/or the Chair of the Optimal Learning Program, work together to determine which program will most effectively meet the student’s needs and provide opportunities for him/her to perform optimally. The student may at this stage be referred for psycho-educational testing directly or may, initially, be informally assessed by an Optimal Learning Program specialist, in order to determine reading, writing and math levels (mostly for the Elementary School). These subtest results may indicate a potential need for the students to enroll in the Optimal Learning Program only after a full battery of psycho-educational assessments has been completed.

The full battery of psycho-educational assessments, which is administered by the ACS Athens diagnostic center or by consulting psychologists who collaborate with ACS Athens, must be completed to determine the type of support the student requires depending on the learning difference at hand.

Based on findings and a subsequent report, standards are set according to the individual needs of the referred student. In accordance to the psychologist’s recommendations and the OLP specialist’s insight, an Individual Learning Plan (ILP) is drafted by the OLP specialist for the student.

The ILP is a formal, comprehensive document that outlines each student’s profile and indicates the student’s learning difference, preferred learning style, strengths as well as areas of difficulties. It also states the accommodations that students are eligible to receive and lists the goals that the Optimal Learning Program specialist, student and parent have set for the student within each academic year.

Effective strategies are then developed by the Optimal Learning Program specialist and are subsequently shared with all teachers working with the particular student so as to be implemented within the classroom. The Optimal Learning Program specialist provides ongoing support and guidance to the classroom teachers in order to assist them in properly supporting student abilities.

A detailed laminated table which includes all the accommodations for each student is shared with the teachers of all grade levels in order to further support their responsibility of providing students with all their accommodations. Finally an Accommodations Manual has been developed and shared with all teachers in order for educators to be aware of what each accommodation entails (the manual includes examples).

Collaboration is established among the entire team and valuable strategies are adopted in order to enable students to maintain success within the classroom. The Optimal Learning Program specialists also enter the classroom and work with particular teachers and students who need additional support in differentiation techniques in order to enhance the support of the students who receive OLP services but also for all the other students. The Optimal Learning Program 24

specialist communicates and meets regularly with members of the faculty which help to regulate the progress of the student.

The Optimal Learning Program provides three levels of support: (1) OLP Classroom, (2) OLP Consultation, and (3) OLP Support Plan for Instruction, Assessment and Accessibility (SPIAA).

Whether a student is enrolled in Optimal Learning Program Classroom, Optimal Learning consultation or Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is determined by the Chair of the Optimal Learning Program if the student enters the program through admissions and the Child Study Team (upon the recommendation of the OLP specialist and Chair of OLP) if the student is already enrolled in the school and is referred for OLP services.

OPTIMAL LEARNING PROGRAM- CLASSROOM The Optimal Learning Program Classroom is a support service for students who require the attainment of academic skills so as to better perform in the educational setting. Small group classroom instruction and cooperative learning activities are incorporated within the student’s curriculum in order to complement various learning abilities.

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2.

3.

4.

5.

This class takes place during a specific block of time and meets regularly (3 times a week).

During OLP class, students work on areas of identified weakness by utilizing their strengths and learning strategies, which are modeled, practiced and eventually generalized throughout all mainstream classroom settings.

Students receive an ILP (as described in detail above) and are provided accommodations that cater to their learning needs.

The OLP specialist is in close collaboration with teachers in order to ensure that the progress in OLP class is transferred in the regular classroom. This process involves identifying limitations and difficulties that the student may experience in being successful in the regular classroom.

Formal communication with parents takes place at the end of the school year, where the ILP is reviewed, progress is discussed and new goals for the following school year are set. The parents of the newly enrolled students meet with the OLP team in the beginning of the school year. The OLP specialists also participate in the parent-teacher conferences that take place across all schools. In addition, communication between the professionals of the Optimal Learning Program is continuous and ongoing throughout the year via phone calls or emails as often as necessary.

OPTIMAL LEARNING PROGRAM -CONSULTATION The Optimal Learning Program Consultation is a support service for students who need support as well as testing accommodations to help them succeed in the regular class; however, these students have achieved higher levels of independence and do not require OLP class time.

1.

The Optimal Learning Program specialist meets with the student on a pull-out basis during a scheduled convenient time for both. This consultation lasts between 15 and 20 minutes and takes place once a week. The Optimal Learning Specialist is responsible in contacting the student in the beginning of the school year and arranging the regular weekly meeting. After three times that the specialist may call on the student to come to the session, the responsibility is the student’s to remember the appointment and show up.

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2.

Optimal Learning Program consultation students get an ILP as described above and are entitled to accommodations, which are specific to each student’s needs. Accommodations are stated within the ILP as guidelines for teachers to follow so that individual student needs are met.

3.

The Optimal Learning Program specialist communicates regularly with members of the faculty which help support the consultation student’s progress.

4.

Formal communication with parents takes place at the end of the school year, where the ILP is reviewed, progress is discussed and new goals for the following school year are set. The parents of the newly enrolled students meet with the OLP team in the beginning of the school year. The OLP specialists also participate in the parent-teacher conferences that take place across all schools. In addition, communication between the professionals of the Optimal Learning Program is continuous and ongoing throughout the year via phone calls or emails as often as necessary.

OPTIMAL LEARNING PROGRAM SUPPORT PLAN FOR INSTRUCTION, ASSESSMENT AND ACCESSIBILITY (SPIAA) The Optimal Learning Program Support Plan for Instruction, Assessment and Accessibility (SPIAA) is a support service for students who need accommodations to help them succeed in the classroom.

This service does not involve classroom instruction, person-to-person consultation or monitoring. It is a minimal support service for students in the OLP who have progressed as independent learners.

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The Optimal Learning Program specialist meets with the student once in the beginning of the academic year to review his/her support plan. The student is then responsible for contacting the Optimal Learning Program specialist if and when assistance is needed. It is the responsibility of the student to contact the Optimal Learning Program specialist.

2.

Optimal Learning Program SPIAA students are entitled to accommodations, which are specific to each student’s needs. Accommodations are specific guidelines for teachers to follow so that individual student needs are met. These guidelines are presented in the student’s Support Plan for Instruction and Accessibility (SPIAA). Classroom teachers are responsible for implementing/providing these accommodations. For example, if a student’s accommodation requires a quiet space and/or additional time for test-taking, the accommodation will be provided by the Optimal Learning Program either in the regular classroom after communication with the teacher or in the OLP unit.

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The Optimal Learning Program specialist communicates with members of the faculty which helps to regulate the progress of a SPIAA student.

DIFFERENTIATED INSTRUCTION AT ACS ATHENS OLP realizes the importance of addressing each student's needs in the classroom, so as to optimize his/her learning experience; this is accomplished with Differentiated Instruction.

“Even though students may learn in many ways, the essential skills and content they learn can remain steady. That is, students can take different roads to the same destination” (Tomlinson).

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Differentiation is connected to the key attributes of learning.

How Do People Learn?

• • • • • • • •

People learn what is personally meaningful to them.

People learn when they accept goals that are challenging but achievable for them.

Learning is developmental.

Individuals learn differently.

People construct new knowledge by building on their current knowledge.

Much learning occurs through social interaction.

People need feedback to learn.

A positive emotional climate strengthens learning.

Differentiation involves the following key principles: • Ongoing, Formative Assessment: • Recognition of Diverse Learners • Group Work • Problem Solving • Choice • At least four classroom elements can be differentiated based on student readiness, interest, or learning profile: • • • • •

Content – what the student needs to learn or how the student will get access to the information; Process – activities in which the student engages in order to make sense of or master the content; Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; Affect- how student emotions and feelings impact their learning and; Learning Environment – the way the classroom works and feels.

Differentiation can best be remembered through the association with the student’s constantly developing BRAIN: Building Safe Environments • Do students feel safe to risk and experiment with ideas?

• Do students feel included in the class and supported by others?

• Are tasks challenging enough without undo or “dis” stress?

• Is there an emotional “hook” for the learners?

• •

Are there novel, unique, and engaging activities to capture and sustain attention?

Are “unique brains” honored and provided for? (learning styles & multiple intelligences)

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Recognizing and Honoring Diversity • • • •

Does the learning experience appeal to the learners’ varied and multiple intelligences and learning styles?

May the students work collaboratively and independently?

May they “show what they know” in a variety of ways?

Does the cultural background of the learners influence instruction?

Assessment Are pre-assessments given to determine readiness?

• Is there enough time to explore, understand, and transfer the learning?

• Long-term memory (grow dendrites)? Is there time to accomplish mastery?

• Do they have opportunities for ongoing, “just in time” feedback?

• Do they have time to revisit ideas and concepts to connect or extend them?

• Is metacognitive time built into the learning process?

• Do students use logs and journals for reflection and goal setting?

Instructional Strategies • • • • • • •

Are the expectations clearly stated and understood by the learner?

Will the learning be relevant and useful to the learner?

Does the learning build on past experience or create a new experience?

Does the learning relate to their real world?

Are strategies developmentally appropriate and hands-on?

Are the strategies varied to engage and sustain attention?

Are there opportunities for projects, creativity, problems, and challenges?

Numerous Curriculum Approaches • • • • •

Do students work alone, in pairs, and in small groups?

Do students work in learning centers based on interest, need, or choice?

Are some activities adjusted to provide appropriate levels of challenge?

Is pretesting used to allow for compacting/enrichment?

Are problems, inquires, and contracts considered?

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OPTIMAL LEARNING MENTOR PROGRAM The Mentor Program has been developed to challenge students who have exceptional abilities in a variety of areas. The expansion of the Optimal Learning Program to incorporate the high end of the learning spectrum will enable students to achieve their utmost potential. This program identifies students with exceptional strengths and creates a learning environment in which students can fully develop these talents and interests.

The mentors guide and coach students into generating original and quality work. Students develop ideas or projects that are creative and innovative based on their interests, encouraging and cultivating the students’ curiosity. The mentor is responsible for designing a “curriculum” that challenges the students and promotes learning.

ACCEPTANCE CRITERIA TO THE MENTOR PROGRAM Application form to be submitted by the end of October The application form to the mentor program consists of three short questions and a letter. The questions are very specific and the letter gives students the opportunity to express their uniqueness and the reasons that they believe makes them good candidates for the program.

• Above average intellectual functioning (IQ of 130 and above) One of the requirements to being accepted to the mentor program involves taking an Intelligence test. The aim of the Intelligent Quotient (IQ) test is to measure the intelligence of a child, which is one indication of a child’s potential. It tests and analyses the performance of the student on a series of analytical, mathematical, and spatial activities, and the success with those activities will be represented as an IQ score.

Or… • Score in the 95th percentile or above on a standardized test Standardized tests evaluate how students perform in relation to other students and are one of the tools that can be used to determine entrance for the mentor program. These tests help in the identification process of students that are performing above and beyond their grade level. * The Emotional Intelligence Quotient (EQ) will also be considered in determining the best fit for the student.

• Three Letters of Recommendations from ACS Athens faculty A letter of recommendation can provide detailed information about a student. These letters should outline many of the characteristics we will be looking for in applicants to the mentor program.

Some of these characteristics may include: communication skills, leadership, intellectual ability, critical thinking skills, ability to get along with peers, adaptability and motivation.

• Interview with the Division Chairs The final stage of the application process for the mentor program is to interview with one or more of the division chairs of ACS Athens (most often this is the Chair of Optimal Leanring). The interview provides the outmost opportunity for the applicant to express why they should be a part of the program and allows for determining the best fit.

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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 ď ś acs@acs.gr

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