AISC

Teachers will use other strategies and structures as appropriate to communicate student learning and progress and will not be limited to the information described herein.

Student-Parent-Teacher Conferences

Student-Parent-Teacher Conferences are another part of reporting student academic progress. During each reporting period, Student-Parent-Teacher Conferences will be scheduled for all three parties to reflect on student growth in regards to the Learning Habits and academic standards.

Additional conferences during the year may be scheduled as needed and may be initiated by either parents or teachers. A conference may be arranged by calling the Middle School Office for an appointment with the teacher and/or the counselor or administrators. Parents who are unable to attend scheduled appointments to discuss their children’s work are urged to reschedule those appointments at a mutually convenient time.

Student Portfolios

All students will maintain a portfolio each year and will present their portfolio at scheduled conferences during the school year. Students participate in portfolio presentations to present their accumulated artifacts to their parents. These presentations are student-led and focus on students’ own evaluation of their learning.

Creating a portfolio and preparing for the portfolio presentations asks students to examine work and to think about the strengths and the challenges of that work. The portfolio becomes a collection of samples that contains concrete evidence of learning and growth in a variety of areas and skills. It demands reflection and self-evaluation and offers students an opportunity to report their progress in a way that engages them in meaningful conversation about their learning.

Preparation and successful implementation of portfolio presentations demand active participation from students, teachers, and parents. It creates a purposeful way for young adolescents to have a sustained and focused conversation with parents about their learning. By providing students an active and meaningful role in interpreting their own learning, we provide an authentic context for selfevaluation—a context that fosters accountability and the honest appraisal of both successes and challenges.

Academic Probation

A student who is only “beginning to meet the standards” or is not able to be assessed because of “insufficient evidence” in numerous classes after being enrolled for a full reporting period may be placed on academic probation by the Principal. Academic probation will result in the student and parent meeting with the Counselor or Principal to develop a learning plan that will outline specific requirements that the student must meet while on probation. The learning plan may be altered or amended by the School to best meet the needs of the student.

If a student is placed on probation, the specific terms will be described in a written letter to the parents and may require the student to attend monitoring meetings with the counselor, or mandatory lunch or after school study sessions, and possibly changes to a student’s course schedule to accommodate gaps in learning.

After the period of academic probation, if it appears that the student is unable or unwilling to improve to a level that indicates potential to meet course requirements, the student may be dismissed from AISC.

Recognition Assembly

Grade Level Recognition Assemblies are held at the end of the school year to recognize students for their achievements, contributions and growth throughout the school year.

Homework Assignments

Homework assignments are valuable tools for helping students make the most of their learning experience. Homework reinforces learning through practice and further application of skills, develops study habits, enriches learning through independent study and research, and provides additional time for