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Table of  Contents    

Mission and  Vision-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­        3   Calendar-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­  4/5   Teacher  Schedule-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­        6   Life  Skills  Groupings-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­        7   Daily    Block  Schedule-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­        8   Teacher  Lunch  Supervision-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­        9   Teacher  Break  Supervision-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      10   Supervision  Responsibilities-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      11   Supervision  Maps-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­    12   Middle  School  Faculty  Leadership-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­    13   Staff  Expectations-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­    14   Key  Elements  of  Supervision  and  Evaluation-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­    15   Faculty  Group  Agreements  for  Meetings-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­    16   Standards  Based  Grading-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­    17-­19   Standards  Based  Reporting-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      19-­23   Approaches  to  Learning-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      24-­28   Future  Fluencies-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      29-­32   Assessment  Policy-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      33-­34   Homework  Policy-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­      35-­36                                            

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DAA 2017-­‐18  School  Calendar                                    KHDA-­‐Approved    .                                      Date:  May  15,  2017   Wednesday,  August  16,  2017  

Leadership Team  reports;  division  offices  open  

Friday-­‐Saturday, August  18-­‐19,  2017  

New teachers  arrive  in  Dubai  

Monday, August  21,  2017  

Orientation week  for  new  teachers  begins  –  first  day  

Sunday, August  27,  2017  

All returning  faculty,  staff,  &  nurses  –  first  day  

August 31,  2017-­‐September  3,  2017  

Arafat Day  and  Eid  Al  Adha  

Tuesday, September  5,  2017  

First day  of  School  for  G11-­‐12  

Wednesday, September  6,  2017  

Full Days  of  Optional  Orientation  for  G9-­‐10   Optional  Student  Orientation  Meeting:   Grades  3/6  -­‐  8:30  -­‐  10:30   Grades  4/7/8  -­‐  11:00  -­‐  12:30   Grade  5  -­‐  1:00  -­‐  2:30  

Thursday, September  7,  2017  

Full Day  of  Optional  Orientation  for  Grades  3-­‐8   Optional  Student  Orientation  Meeting:  Grades  1-­‐2  -­‐  8:30  -­‐  10:30  

Sunday, September  10,  2017    

First day  of  school  for  Grades  1-­‐12   Student  Orientation  for  KG1  -­‐  9:00  -­‐  11:00   Student  Orientation  for  KG2  -­‐  8:30  -­‐  10:30  

Monday, September  11,  2017  

First day  of  school  for  KG1  and  KG2  

Thursday, September  21,  2017  

* Islamic  New  Year  (school  closure  only  if  announced  by  KHDA)  

Tuesday, October  10,  2017  

Professional Learning  Day  –  faculty  in  attendance;  no  school  for  students  

Thursday, October  19,  2017  

** Diwali,  GEMS-­‐announced  half-­‐day  holiday;  school  dismissal  at  12:00  pm  

Wednesday-­‐Thursday, October  25-­‐26,   2017  

Parent-­‐Teacher Conferences:  PS  and  ES  only  

Tuesday, November  7,  2017  

Professional Learning  Day  –  faculty  in  attendance;  no  school  for  students  

Wednesday-­‐Thursday,   November  15-­‐16,  2017  

Parent-­‐Teachers Conferences   November  15:  MS  only   November  16:  MS  and  HS  

Thursday, November  23,  2017  

Thanksgiving (no  school)  

Thursday, November  30,  2017  

* Martyrs  Day  (related  school  closure  only  if  announced  by  KHDA)  

Friday, December  1,  2017  

* Prophet  Mohammed’s  Birthday  (related  school  closure  only  if  announced  by   KHDA)  

Saturday, December  2,  2017  

* UAE  National  Day  (related  school  closure  only  if  announced  by  KHDA)  

Tuesday, December  5,  2017  

PS and  ES:  End  of  Trimester  1  

Wednesday,  December  6,  2017  

PS and  ES:  Start  of  Trimester  2  

4


Thursday -­‐  December  14,  2017  

Beginning of  Winter  Holiday;  school  dismissal  at  12:00pm  

Sunday, January  7,  2018  

Classes resume  after  Winter  Holiday    

Thursday, January  25,  2018  

MS and  HS:  End  of  First  Semester  

Sunday, January  28,  2018  

MS and  HS:  Start  of  Second  Semester  

Tuesday, February  13,  2018  

Professional Learning  Day  –  faculty  in  attendance;  no  school  for  students  

Thursday, March  15,  2018  

PS and  ES:  End  of  Trimester  2  

Sunday, March  18,  2018  

PS and  ES:  Start  of  Trimester  3  

Sunday-­‐Monday, March  18-­‐19,  2018  

Parent-­‐Teacher Conferences:  PS  and  ES  only  

Thursday, March  22,  2018  

Beginning of  Spring  Holiday;    school  dismissal  at  12:00  pm  

Sunday, April  8,  2018  

Classes resume  after  Spring  Holiday    

Friday, April  13,  2018  

* Isra’a  Miraj  (related  school  closure  only  if  announced  by  KHDA)  

Wednesday-­‐Thursday, April  18-­‐19,  2018  

Parent-­‐Teachers Conferences   April  18:  MS  only     April  19:  MS  and  HS    

Tuesday, April  24,  2018  

Professional Learning  Day  –  faculty  in  attendance;  no  school  for  students  

Wednesday, May  16,  2018  

* Anticipated  beginning  of  Ramadan  –  school  hours  shortened  

Thursday, May  31,  2018  

Grade 12  Graduation  

Friday, June  15,  2018  

Eid Al  Fitr  (related  school  closure  only  if  announced  by  KHDA)  

Thursday, June  28,  2018    

Last day  of  school  for  students  and  teachers;  school  dismissal  at  12:00  pm    *subject  to  change  due  to  Lunar  sighting/government  declaration  

     

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Day 1 Time Teacher

Michelle Ward (HOD) Travis Brennan Donna Reeves April Simpson Erin Boswell Amanda Milkeraitis (HOD)

Jibola Ajayi Kathleen Hunter Brandon Williams Arnittra Henson Lianne Lapalme (HOD) Elizabeth Keddy Elizabeth Beukenkamp Angela Walker Julie Soares Daniel Tice (GLC - 6) Ryan Hunter (GLC - 7) Maggie Moffat (HOD) Jim O'Sullivan Olivia Thayer Jermaine Lattimore Matt Stephens Scott McDougall Jillian Clegg (HOD) Faye Robertson Candice Botha McClure Melanie Lapointe (HOD) Michael Berino Aitziber Delgado Ben Orwin Ron Murphy

Eman Nabil Mohamed Alhaq Louai Hassan (HOD) Dima Hilal Dana Raslan Khalid Elashmawy Khawlah Alkebsi Marwa Yassin

7:45-9:05 Life Skills 6MW Cheetahs 8TB Tigers 6DRE Lions 7AS Bobcats 8EBO Tigers 8AM Bobcats 7AA Cougars 6KH Cheetahs 6BW Tigers 7AH Lions 6LL Tigers 8EK Jaguars 7EB Cheetahs 8AW Cougars 6JS Jaguars 6DT Cougars 7RH Jaguar 8MM Lions 6JO Bobcats 8OT Cheetahs 7JL Bobcats 8MS Panther 8SM Cheetahs 7JS Jaguars 6FR Cougars

No LS 6ML Panthers 7MB Lions 7AD Tigers 8BO Jaguars 8RM Lions 8EN Cougars 7LH Panthers 7LH Panthers 6DH Lions 6DR Panthers

Subj

Room

Eng 6

Eng 7

Life Skills

10:45-12:05

Period 6

Period 7

D

E

F

G

Dept Mtng

Eng 6

1:25-2:45 12:05 12:45

12:50-1:20

Period 8

Life Skills

H

Life Skills

Cross Curricular

Life Skills

Eng 7

Life Skills

Eng 6

Eng 7

Eng 8

Life Skills

Eng 7

Eng 7

Life Skills

Dept Mtng

Eng

S26

Eng 8

Eng 7

Eng 8

Life Skills

Dept Mtng

Eng 7

Life Skills

Eng 7

Eng

S24

Eng 8

Eng 6

Eng 6

Math

S48

Math 8E

Math 7

Math

S49

Math 6

Math

S45

Math

S52

Math

S50

Sci

S37

Sci

S46

Sci

S41

Sci

S42

Sci

S35

SS

S30

Soc Std 6

Soc Std 7

SS

S36

Soc Std 8

Soc Std 7

Soc Std 8

Life Skills

SS

S29

Soc Std 6

Soc Std 8

Life Skills

SS

S34

Soc Std 6

Soc Std 6

Soc Std 7

Life Skills

Soc Std 8

Soc Std 7

SS PE PE PE PE PE

Life Skills

Math 8A

Math 8A

Dept Mtng

Science 7

Life Skills

Science 7

Dept Mtng

Science 8

Life Skills

Science 8

Dept Mtng

Science 7

Life Skills

Science 6

Life Skills

Science 6

Life Skills

Science 6

Science 8

Life Skills

Soc Std 6

Soc Std 7

Arabic B

S57

Arabic B

S55

Arabic 2 - 6 Native 6 (L)

S58

Art 7

Drama 7 Choir 7 Choir 7 Innovate 7 Innovate 7 Drama 7

Science 6

Soc Std 6

Soc Std 8 Soc Std 6 Soc Std 7 Soc Std 8

Soc Std 8

PE/Health 7

PE/Health 6

Life Skills

PE/Health 7

Life Skills PE/Health 7

Spanish 6

Life Skills

Spanish 7

Spanish 6

Life Skills

Life Skills

Science 7

Life Skills

Cross Curricular

Science 7

Life Skills

Science 7

PE/Health 7

Life Skills

Science 7

Science 8

Life Skills

Science 6

Science 8

Life Skills

Science 6

Dept Mtng

Life Skills

Dept Mtng

Life Skills

Dept Mtng

Life Skills

Cross Curricular

Dept Mtng

Life Skills

Soc Std 6

Dept Mtng

Life Skills

Soc Std 7

PE/Health 6

Life Skills

PE/Health 8

Life Skills

PE/Health 8

PE/Health 8

Life Skills

PE/Health 8

PE/Health 6

PE/Health 7

PE/Health 6

Life Skills

PE/Health 8

PE/Health 6

Life Skills

PE/Health 8

Life Skills

French 8

French 6

French 8

French 6

French 7

French 6

Life Skills

Spanish 7

Spanish 6

Life Skills

Spanish 6 Innovate 7

Spanish 8

Life Skills Spanish 6 S52

Life Skills

Arabic 1 - 7/8

Dept Mtng

Arabic 3 - 7/8

Life Skills

Innovate 7

(S35)

Arabic 2 - 6

Arabic 2 - 7/8

Life Skills

Arabic 4E - 8

Arabic 4E - 7

Dept Mtng

Arabic 2 - 7/8

Life Skills

Arabic 4E - 6

Arabic 3 - 7/8

Life Skills

Arabic 4 - 8

Arabic 3 - 7/8

Dept Mtng

Arabic 4 - 8

Life Skills

Arabic 3 - 7/8

Life Skills

Arabic 2E - 6

Arabic 2 - 7/8

Dept Mtng

Arabic 3 - 7/8

Life Skills

Arabic 1 - 7/8

Life Skills

Arabic 1 - 6

Arabic 2 - 7/8

Dept Mtng

Arabic 1 - 7/8

Life Skills

Native 8

Native 8

Dept Mtng

Native 7

Life Skills

Native 6 (H)

Life Skills

ISL 8A (S31) ISL 8B

Native 7

Arabic 2 - 6 S55 Life Skills

Studio 8 Studio 8 Art 8 Art 8 Theatre 8 Theatre 8 Choir 8 Choir 8 Innovate 8 Innovate 8 Theatre 8 Theatre 8

Art 6 Art 6

Life Skills Life Skills

Drama 6 Choir 6 Choir 6 Innovate 6 Drama 6 Innovate 6

Life Skills

ISL 7A

ISL 6A ISL 7B

ISL 6B

Art 7

Art 8 Art 6 Art 7

Life Skills

Innovate 7 Innovate 7

Art 6

Drama 6 Drama 7

Innovate 6 Innovate 6

Drama 7 Drama 8 Concert Band

Drama 6 Band 6

Innovate 7 (S51)

Innovate 7 Innovate 7(S51)

Life Skills Life Skills

Innovate 8 (S52)

Life Skills

Innovate 8

S43

Life Skills

Life Skills

S43

S62 S28

Art EA

T40

New lab tech

Science - EA

Padmaja Mahesh

Science - EA

S36

Mira Nasr

Counselor

Office

Chika Anozie

Counselor

Office

ELL 8

ELL 6

Life Skills

ELL 7

English 6-DR

SEN/LS

Ruby Ambrocio

Innovate 8 Dig Desg 8 Innovate 8 (S52) Innovate 8

Innovate 7 Innovate 7

SEN/LS

S62

Innovate 8 Art 8 Drama 8

Life Skills Life Skills

Innovate 7

Life Skills

Math EA

Arabic 2 - 6

Life Skills

Life Skills

Innovation Coach

Arabic 1 - 6

Life Skills

Art 7

Innovate 6(S51) Innovate 6

Life Skills Life Skills

Arabic 2 - 7/8 ISL 8B (S33) S50 ISL 8B ISL 7A ISL 6A ISL 7B ISL 6B

S21

Innovation Coach

Dig Desg 8

Life Skills

S19

John Pagnotti

(S35)

Arabic 1 - 7/8

ELL/LS

Max Mosquida

Spanish 8 Innovate 8

Spanish 7 S49

Life Skills

SEN/LS

Dorianne Pagnotti

Soc Std 7

PE/Health 6

Life Skills French 7

Math 7

Science 6 Science 6

Life Skills

Arabic 2 - 6 S51

Art 7

Science 7

Soc Std 8

Life Skills

ISL 7B

T10

S38

French 6

ISL 7B

Blackbox

Innovation

French 8

Arabic 1 - 6

S51/S55/S33 S50/S31

S51/S52 LS - S48

PE/Health 6

Spanish 7 S47

S59

Innovation / Drama

PE/Health 8

Math 6

Life Skills

Life Skills

Spanish 8

S63

7CM Cheetahs

PE/Health 6

PE/Health 7

Arabic B

Cecil Mack

Science 8

PE/Health 8 PE/Health 8

Arabic B

S40

Dept Mtng

PE/Health 7

S61

Innovation

Math 7

Dept Mtng

Arabic

7GI Tigers

Math 6

Life Skills

Dept Mtng

French/Spa S49/S52/S35 S47 LS-S56 nish

Gabriela Iusan

Math 7

Life Skills

Math 7

Spanish 7

6SH Bobcats

Life Skills

Math 8E

S54

Sara Hall

Math 7 Math 8A

Math 7

S56

Drama / Theatre Choir / Band

Math 7

Math 6

Spanish

8NT Tigers

Life Skills

Life Skills

Spanish

Naima Thompson

Math 8E

Dept Mtng

French 7

T88

Math 8E

Math 6

S51

Art

Math 8E

Math 6

S53

7JP Cougars

Life Skills

Math 6

French

JoAnn Porterfield

Dept Mtng

Math 8A

French

T89

Life Skills

Life Skills

Pool

S31

Eng 8

Life Skills

Swimming

Art

Dept Mtng

Dept Mtng

PE/Health 7

Eng 8 Eng 6

Eng 8

Dept Mtng

Science 8

S27

Dept Mtng

Math 6

Science 8

Gym LS - S37 Gym LS - S44 Gym LS - S56 Gym LS - S21 Gym LS - S35

Eng 8

Life Skills

S36

Full Year 40 min courses

9:20-10:40 9:05 9:15

Eng 6

ISL ED

Zachary Hill

Eng 6

Period 5

S28

8ME Panters

Elisa Stephens-Heil

C

7:45-9:05

Period 4

S23

Arabic A

7TC Panthers 6DH Lions 8EN Cougars 6DR Panters

B

1:25-2:45

Eng

Melinda Eversteyn (HOD/GLC-8)

Sam Mercer

A

12:05 12:50-1:20 12:45 Life Skills

Eng

ISL ED/Arabic

Teresa Cantu (Innovation Lead)

Period 3

S25

No LS

No LS

10:45-12:05

Period 2

9:05 9:15

Eng

6MY Jaguars 6MY Jaguars

Paul Hopkins

Day 2

9:20-10:40

Period 1

Semester courses

6

English 7 - AS

Life Skills

Innovation Lead


Life Skills:    

Grade 6  

Grade 7  

Grade 8  

Daniel Tice  (GLC  -­‐  6)  

Ryan Hunter  (GLC  -­‐  7)  

Melinda Eversteyn  (GLC-­‐8)  

Faye Robertson  

Jillian Clegg  

Matt Stephens  

Brandon Williams  

Aitziber Delgado  

Travis Brennan  

Lianne Lapalme  

Gabriela Iusan  

Naima Thompson  

Donna Reeves  

Michael Berino  

Maggie Moffat  

Dima Hilal  &  Sam  Mercer  

Arnittra Henson  

Ron Murphy  

Michelle Ward  

Elizabeth Beukenkamp  

Scott McDougall  

Kathleen Hunter  

Cecil Mack  

Olivia Thayer  

Sara Hall  

Jermaine Lattimore  

Erin Boswell  

Jim O'Sullivan  

April Simpson  

Amanda Milkeraitis  

Melanie Lapointe  

Louai Hassan  &  Mohamed  Alhaq  

Elizabeth Keddy  

Dana Raslan  &  New  SEN  

Teresa Cantu  

Ben Orwin  

Marwa Yassin  &  Khawlah  

Jibola Ajayi  

Angela Walker  

Julie Soares  

JoAnn Porterfield  

Eman Nabil  &  Zack  Hill  

 

Tigers: Lions:   Brandon   Donna       Lianne   Dima  &  Sam   Gabi     Aitziber  

Michael   Arnittra  

Travis   Naima  

Ron   Maggie  

Cougars: Cheetahs:   Panthers:   Jaguars:   Daniel   Kathleen   Dana  &  Elisa   Julie           Faye   Michelle   Melanie   Marwa  &   Khawlah   Jibola   Elizabeth  B   Louai  &   Jill       Mohamed     JoAnn   Cecil     Ryan  H   Teresa   Eman  &   Scott   Melinda   Ben   Zack           Olivia   Matt   Liz  K   Angela   7  

Bobcats: Sara     Jimmy   April     Jermaine   Erin     Amanda  


DAA Middle  School  Schedule   Day  1  –  Yellow                    Day  2  -­‐  Orange   Time      7:40    –        9:00      9:00    –        9:10      9:10    –        9:15      9:15    –    10:35    10:35  –    10:45    10:45  –    12:05    12:05  –    12:45    12:45  –    12:50    12:50    –      1:20        1:20    –      1:25        1:25    –      2:45  

Period Period  1                     Break   Passing   Period  2                     Passing   Period  3                     Lunch       Passing   Life  Skills   Passing   Period  4                    

Day 1  

Day 2  

Day 3  

Day 4  

Day 5  

Day 6  

Day 7  

Day 8  

A     B     C           D  

E     F     G           H  

D     A     B           C  

H     E     F           G  

C     D     A           B  

G     H     E           F  

B     C     D           A  

F     G     H           E  

DAA  Middle  School  Schedule  -­‐  Tuesdays   Day  1  –  Yellow                    Day  2  –  Orange  

Time    7:40    –        9:00      9:00    –        9:10      9:10    –        9:15      9:15    –    10:25   10:25  –    10:35   10:35  –  11:45   11:45  –  12:20   12:20  –  12:25   12:25    –  1:45  

Time    7:40    –        8:50      8:50    –        9:00      9:00    –        9:15      9:15    –    10:15   10:15    –    10:25   10:25    –    11:35   11:35    –    12:15   12:15    –    12:20   12:20    –        1:30      1:35    -­‐          2:45  

Period Period  1                     Break   Passing   Period  2                     Passing   Period  3                     Lunch       Passing   Period  4  

Day 1  

Day 2  

Day 3  

Day 4  

Day 5  

Day 6  

Day 7  

Day 8  

A     B     C       D  

E     F     G       H  

D     A     B       C  

H     E     F       G  

C     D     A       B  

G     H     E       F  

B     C     D       A  

F     G     H       E  

DAA  MS  Assembly  Schedule   Day  1  –  Yellow                    Day  2  -­‐  Orange   Day   Day   Day   Day   Day   Day   Day   Day   Period   1   2   3   4   5   6   7   8   Period  1                     Snack   Passing   Period  2                     Passing   Period  3   Lunch   Passing   Period  4                     Assembly  

A     B     C       D  

E     F     G       H  

D     A     B       C  

H     E     F       G  

C     D     A       B    

8

G     H     E       F  

B     C     D       A  

F     G     H       E  


Dubai American  Academy     Middle  School  Lunch  Supervision  Schedule  2017/18     Regular  Timings  12:05-­‐12:45pm     Tuesday  Timings  11:45-­‐12:2pm    

 

Group 1   2   3   4   5  

Dates

Dates

Dates

Dates

Sept 10  -­‐  14   Sept  17  -­‐  21   Sept  10  -­‐  14   Sept  24  -­‐  28   Sept  10  -­‐  14   Oct  1  -­‐  5  

Dates

Oct 22  -­‐ Nov  26  -­‐ Jan  21  -­‐  26    29    25   Oct  29  -­‐ Dec  3  -­‐  7   Jan  28  -­‐ Nov  2   Feb  1   Nov  5  -­‐  9   Dec  10  -­‐ Feb  4  -­‐  8    13   Sept  10  -­‐  14   Oct  8  -­‐  12   Nov  12  -­‐ Jan  7  -­‐  11   Feb  11  -­‐  14    15   Sept  10  -­‐  14   Oct  15  -­‐  19   Nov  19  -­‐ Jan  14  -­‐ Feb  18  -­‐  22    18    22      

Dates

Dates

Dates

Feb 25  -­‐ Apr  22  -­‐ May  27  -­‐ Mar  1    26    31   Mar  11  -­‐ Apr  29  –   Jun  3  -­‐  7    15   May  3   Mar  18  -­‐ May  6  -­‐  10   Jun  10  -­‐  14    21    Apr  8  -­‐  12   May  13  -­‐ Jun  17  -­‐  21    17   Apr  15  -­‐ May  20  -­‐ Jun  24  -­‐  27    17    24  

Location Group  1   Group  2   Group  3   Group  4   Group  5   Commons  1   Donna   Melanie  LaPointe   Sarah  Hall   Angela  Walker   April  Simpson   Reeves   (SS/Eng  Hall)   Commons  2   Cecil  Mack   Elizabeth  Beukenkam Amanda  Milkeraiti Lianne   Kathleen   (Innovate/Sci   p   s   Lapalme   Hunter     Hall)   Commons   Eman  Nabil   Mohamed  Elhaq   Louai  Hassan   Dima  Hilal   Dana  Raslan   3/4  (Math/Arabi c  Hall)   Cafeteria  

Erin Boswell  

Gabi Iusan  

Travis Brennan  

Cafeteria

Michelle Ward  

Marwa Yassin  

Arnittra Henson  

Terrace Turf   Turf  (under   café)   Float  

Jermaine Lattimore   Liz  Keddy  

Sam Mercer/  Zach   Jibola  Ajay Michael  Berin Khawlah  Alkebsi   JoAnn  Porterfield   Hill/  Elisa   i   o   Stephens   Ryan  Hunter   Faye  Robertson   Scott  McDougall   Ben  Orwin   Daniel  Tice   Melinda  Everstey Matthew  Stephens   Aitziber  Delgado   Jill  Clegg   Ron  Murphy   n   Brandon  Williams   Naima  Thompson   Jim  O'Sullivan      

 

Julie Soares   Olivia   Thayer  

9


Dubai American  Academy    

Middle School  Break  Supervision  Schedule  2017/18     Group   1   2   3   4   5  

Dates

Regular/Tuesday Timings  9:00-­‐9:15am         Dates   Dates   Dates   Dates   Dates  

Dates

Sept 10  -­‐ Sept  17  -­‐ Oct  22  -­‐ Nov  26  -­‐ Jan  21  -­‐  25   Feb  25  -­‐ Apr  22  -­‐ May  27  -­‐  14    21    26    29   Mar  1    26    31   Sept  10  -­‐ Sept  24  -­‐ Oct  29  -­‐ Dec  3  -­‐  7   Jan  28  -­‐Feb   Mar  11  -­‐ Apr  29  –   Jun  3  -­‐  7    14    28   Nov  2   1    15   May  3   Sept  10  -­‐ Oct  1  -­‐  5   Nov  5  -­‐  9   Dec  10  -­‐ Feb  4  -­‐  8   Mar  18  -­‐ May  6  -­‐  10   Jun  10  -­‐  14    14    13    21   Sept  10  -­‐ Oct  8  -­‐  12   Nov  12  -­‐ Jan  7  -­‐  11   Feb  11  -­‐  Apr  8  -­‐  12   May  13  -­‐ Jun  17  -­‐  21    14    14    15    17   Sept  10  -­‐ Oct  15  -­‐ Nov  19  -­‐ Jan  14  -­‐  18   Feb  18  -­‐ Apr  15  -­‐ May  20  -­‐ Jun  24  -­‐  27    14    19    22    22    17    24      

Location Group  1   Morning  Gate  (7:1 Jill  Clegg   5-­‐7:35)   Commons  1     Commons  1     Commons  2   Commons  2   Science   Commons  3     Commons  3   Commons  4    

Commons 4        

Dates

Group 2  

Group 3  

Jermaine Lattimore  

Matt Stephens  

Group 4  

Group 5  

Faye Robertson   Scott  McDougall  

Elisa Ryan  Hunter   Naima     Stephens-­‐Heil   Thompson   Donna   Teresa  Cantu   Michelle  Ward   Sarah  Hall   Travis  Brennon   Reeves   Olivia   April   Erin  Boswell   Melinda  Everstey Sam  Mercer   Thayer   Simpson     n   Julie   Daniel  Tice   Maggie  Moffat   JoAnn   Jim  O'Sullivan   Soares   Porterfield   Lianne   Liz  Keddy   Elizabeth  Beukenkam Marwa  Yassin   Angela  Walker   Lapalme   p   Jibola  Ajay Kathleen   Brandon  Williams   Cecil  Mack   Amanda  Milkeraiti i   Hunter   s   Zach  Hill   Michael  Berin Khawlah  Alkebsi   Gabi  Iusan   Arnittra  Henson   o   Ben   Dana  Raslan     Eman  Nabil   Mohamed  Elhaq   Aitziber  Delgado   Orwin  

Dima  Hilal   Ron  Murphy  

Melanie LaPointe  

10

Louai Hassan  


11


12


Middle School  Faculty  Leadership     The  middle  school  aims  to  utilize  a  distributed  leadership  model  to  foster  professional  learning   communities,  professional  learning  and  school  improvement.       There   are   several   ways   to   be   a   leader   in   the   Middle   School.   One   opportunity   is   serving   as   a   Grade   Level   Chair   (GLC).   The   main   role   of   this   position   is   to   lead   the   grade   level   Life   Skills   teachers  and  guide  that  program.  You  will  meet  with  your  team  every  second  or  third  week  to   organize  the  curriculum  for  Life  Skills.  You  are  required  to  keep  the  Edmodo  Life  Skills  page  for   the  students  and  update  the  team  of  teachers  with  weekly  reminders  as  to  what  was  decided  by   the  team  to  implement.       Another   opportunity   is   the   Middle   School   Leadership   Team.   This   team   is   made   up   of   the   Principal,  Assistant  Principal  and  the  Head  of  Departments  (HOD).  The  members  of  this  team   serve   as   representative   voices   for   their   departments   and   seek   to   lead   changes   in   curriculum   and  structure  that  enhance  student  learning.       The  Student  Council  Advisors  work  with  elected  students  to  organize  activities  as  determined   by  the  students.  They  also  set  up  the  schedule  and  process  for  elections  with  the  students.  The   STUCO  run  events  such  as  dances,  spirit  week  and  fundraising  to  support  the  life  outside  of  the   classroom  for  students.       The   Innovation   Lead   works   with   the   Middle   School   Leadership   Team   to   assist   in   infusing   innovation  as  well  as  cross  curricular  events  throughout  the  middle  school.       The  middle  school  staff  elect  two  middle  school  teachers  to  be  a  part  of  the  Faculty  Advisory   Committee  (FAC).  This  committee  meets  with  the  Head  of  School  and  Deputy  Head  of  School   to   be   voice   for   our   faculty   on   issues   pertaining   to   professional   development,   HR   items,   and   school  improvement  initiatives.     Leading  a  Professional  Learning  Community  group  is  another  option  for  leadership  within  the   school.  Here  faculty  across  all  divisions  use  the  Design  Thinking  model  to  tackle  items  identified   by  staff  as  needing  improvement  within  the  school.     Leading   Professional   Development   options   and   Wired   Wednesday   workshops   provides   teachers  with  the  opportunity  for  their  own  growth  while  ‘teaching  teachers’!  

13


Staff Expectations     Calling  in  Sick Please   send   an   SMS   message   to   the   office   manager,   Theresa,   at   (050   544   6342)   between   6:00am  and  6:45am  if  calling  in  the  morning  or  if  calling  in  the  evening  before,  ensure  it  is  no   later   than   9:00p.m.   You   will   also   need   to   call   Luke   (052   674   0715)   or   Joan   (050   928   3484)   between  6:15  and  7:00am  to  let  us  know  you  will  be  out.  Please  note  that  an  email  should  not   replace   an   SMS   message   when   alerting   the   school   of   your   absence.   Following   your   absence,  you  must  pick  up  a  leave  form  and  submit  it  to  the  office  manager  in  order  to  receive   your  sick  pay.   Planned  Absences If   you   know   that   you   will   be   absent,   such   as   for   professional   development   or   athletic/activity   trips,  please  see  the  office  manager  as  soon  as  dates  are  confirmed  to  fill  in  the  leave  form.   Printing  Procedures Your  ID  card  can  be  used  to  access  any  printer  in  the  school.  Please  be  mindful  of  your  use  of   these  copiers.  If  you  are  doing  small  jobs,  these  printers  will  work  fine.  If  you  are  doing  larger   jobs,  please  take  them  to  the  teacher  photocopy  center.     Communication,  Communication,  Communication     MIDDLE   SCHOOL   BULLETIN:   The   MS   Office   keeps   a   school-­wide   bulletin   page   on   Kinteract.   All   teachers   and   students   are   expected   to   be   members.   If   you   would   like   something   posted   on   this   page   for   all   MS   community   members   to   read,   please   post   it   and  then  send  an  email  to  administration  to  ask  for  permission.       Email:   Email   is   an   integral   communication   tool   at   DAA.   Teachers,   administrators,   parents   and   students   use   email   to   communicate   with   one   another.   Teachers   are   expected  to  check  their  email  several  times  daily  and  respond  accordingly.       Professionalism  at  DAA   We   believe   in   creating   the   most   professional   environment   possible   at   DAA.   This   includes   treating   each   of   you   as   individuals   and   with   the   utmost   respect.   We   believe   that   providing   teachers   with   autonomy   in   managing   themselves,   we   will   see   a   commitment   to   innovation,   putting   our   students   first,   and   a   high   degree   of   engagement   in   creating   a   fantastic   learning   experience  and  culture.       With   regards   to   dress,   DAA   employees   are   expected   to   model   appropriate   attire.   Men   must   wear  ties  and  women  should  ensure  their  outfits  are  not  revealing.  Skirts  or  dresses  should  be   knee  length  and  shoes  should  be  appropriate  for  school.      

14


Key Elements  of  the  Supervision  and  Evaluation  Process     YEAR  ONE:   ●   Reflect  on  the  Scales  and  Evidences  Outlines  in  the  Package   ○   Review  and  reflect  on  the  11  elements  in  the  package  prior  to  the  meeting  with   your  administrator.  You  will  be  emailed  a  copy  of  all  elements  as  well.   ○   Set  up  a  brief  meeting  with  your  administrator  to  discuss  your  reflections.       ●   Mini-­Observations     ○   Approximately  6  unannounced  10-­15  minute  observations  will  take  place   ○   Brief  follow-­up  conversation  after  each  visit   ○   Brief  write-­up  after  each  visit   ○   Mini-­Observations  and  synopsis  comprise  summative  evaluation     ■   Summative  includes  a  pass/fail  rating  in  all  4  Domains  using  summative   rubric     ●   Power  Walkthroughs   ○   All  new  teachers  will  participate  in  80  minutes  of  walkthroughs  with  an   administrator  in  an  academic  year   ■   The  Superintendent,  Deputy  Superintendent  and  Curriculum  Coordinator   will  be  coordinating  and  leading  these  walkthroughs  with  new  teachers     ●   Professional  Growth  Menu  :   ○   Year  2  -­  After  the  2  Mini-­Observations,  teachers  will  fill  in  the  Professional  Growth   Menu.       ALL  OTHER  YEARS:   ●   Professional  Goal  Setting   ○   Two  Department  Goals   ■   Goals  should  be  in  line  with  the  SIP  and  division  initiatives   ○   Goals  reference:   ■   Inclusive  Learning  Environments  (meets  the  needs  of  all  learners)   ■   Integration  of  Technology  (based  on  resources)   ■   Student  Progress  (evidence  based  using  a  variety  of  data)     ●   Professional  Growth  Menu   ○   Wide  array  of  teacher  options  from  participating  in  Power  Walkthroughs,  running   PD  sessions,  adding  to  their  Professional  Portfolio,  etc.       ●   Power  Walkthroughs   ○   All  teachers  will  have  administrators  as  well  as  colleagues  visit  their  classroom   doing  Walkthroughs.     ○   Teachers  should  reflect  on  the  Walkthrough  template,  which  should  be  emailed  to   them  after  the  visit.      

15


Faculty Group  Agreements  for  Meetings    

● Respect  your  peers  by  contributing  appropriately,  while  honoring  other’s  voices.       ●   Be  open  to  change.       ●   Use  consensus  decision-­making  as  appropriate.       ●   Exercise  professional  judgment  when  using  technology  during  meetings.       ●   Absent  faculty  members  are  responsible  for  reading  the  agenda  and  catching  up   on  missed  information.       ●   Respect  each  other’s  time  with  punctuality.  

16


Standards Based  Grading  @  DAA     At  DAA,  we  have  carefully  selected  standards  and  benchmarks  that  form  the  backbone   of   our   curriculum.   We   use   the   Common   Core   standards   in   English   and   Math,   NGSS   standards  in  Science,  the  C3  framework  in  Social  Studies,  the  UAE  National  curriculum   in   Arabic,   Islamic   Studies,   and   Social   Studies   and   all   other   courses   follow   the   Connecticut   State   Standards.   All   standards   have   been   allocated   to   fit   into   ‘Power   Standards’  or  ‘Reporting  Standards’  in  each  subject.  We  assess  the  standards  at  least   once  (some  in  a  summative  way,  others  in  a  formative  or  observational  way)  and  ensure   the   ‘power   standards’   are   assessed   in   a   summative   way,   multiple   times   in   a   year   and   are  represented  on  the  report  card.    A  score  of  1  to  7  will  be  given  for  each  reporting   standard  at  the  end  of  each  semester.      

 

STANDARDS BASED  ASSESSMENT     Designing  assessment  is  an  integral  part  of  the  overall  design  process.  Assessment  is   an  ongoing  process  used  to  measure  progress  and  attainment.     Purpose  of  Assessment  for  Teachers,  Students,  Parents  and  Administrators   The  main  purpose  of  any  assessment  is  to  allow  students,  teachers  and  administrators   to   reflect   on   student   learning   in   order   to   set   or   maintain   a   direction   that   will   promote   student  progress.       Teachers  are  expected  to  use  assessment  results  to:   ●   Provide  regular  and  frequent  feedback  to  students  to  improve  their  learning.     ●   Determine   student’s   prior   knowledge   and   skill   level,   strengths   and   weaknesses   and  differentiate  instruction  to  match  student  needs.     ●   Determine  which  students  require  additional  support  or  extension.     ●   Provide  specific  evidence  to  inform  record  keeping  and  reporting.     17  


Students are  expected  to  use  assessment  results  to:     ●   Receive  feedback  about  their  level  of  skill  and  knowledge  and  help  set  goals.     ●   Inform  themselves  about  next  steps  in  their  learning.     ●   Develop  the  critical  faculties  to  recognize  quality  work.     ●   Develop  positive  and  realistic  appreciation  of  their  abilities  and  progress.       Parents  are  expected  to  use  assessment  results  to:     ●   Understand  their  child’s  strengths,  areas  for  growth  and  short-­term  goals.     ●   Recognize  the  performance  of  their  child  compared  to  grade  level  expectations.     ●   Understand  evidence  of  their  child’s  learning  across  disciplines.     Administrators  are  expected  to  use  assessment  results  to:     ●   Collect  data  over  time  to  examine  trends  within  subjects  and  across  grades.     ●   Evaluate  current  programs,  consider  the  introduction  of  new  programs   ●   Plan   for   future   professional   development   to   build   increased   knowledge   of   effective  practices  and  strengthen  teaching  repertoire.         The  Four  Elements  of  Standards-­Based  Assessment     ➢   Students  are  aware  of  the  criteria  for  success  and  should  therefore  know  what  to   do  in  order  to  be  successful.     ➢   Students   are   provided   with   details   about   how   they   are   assessed   against   the   criteria,  and  should  therefore  know  how  well  they  are  performing.       ➢   Students   are   provided   with   feedback   about   how   to   improve   in   regards   to   the   criteria  and  should  therefore  know  what  they  need  to  work  on  to  improve.       ➢   Students  are  provided  with  opportunities  to  show  improvement  in  regards  to  the   criteria  and  should  therefore  get  the  chance  to  show  improvement  throughout  the   assessment  period.          

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Standards Based  Assessment  Checklist:     The  Assessment:     ❏   Describes  to  students  what  success  looks  like  (exemplars,  descriptors)     ❏   Provides  ‘best’  evidence  of  the  learning  target  described  by  the  Standards.  (ie.  students   don’t  write  a  paragraph  in  order  to  provide  evidence  they  can  deliver  a  speech)     ❏   The  standards,  in  student  friendly  language,  have  been  identified  on  the  assessment.       ❏   Results  are  indicated  in  proficiences  (AE,  ME,  EE).  The  assessment  does  not  reference   letter  grades,  percentages  or  numbers.       ❏   When  completed,  the  assessment  will  provide  students  with  useful  feedback  about  their   current  proficiency  and  illustrates  specific  areas  for  improvement.       The  assessment  may  also:     ❏   Be  used  as  a  peer,  self,  formative  and/or  summative  assessment.     ❏   Include  one  or  more  of  the  ATLs  as  appropriate.     ❏   Involve  student  in  the  assessment  process  (such  as  creating  the  rubric)       STANDARDS  BASED  REPORTING     Our   goal   for   every   student   is   to   ‘meet’   or   ‘exceed’   the   standard   by   the   end   of   the   reporting   period.   We   expect   that   over   the   course   of   the   year,   students   will   have   the   opportunity   to   demonstrate  skills,  knowledge  and  understanding  for  all  of  the  standards.  Results  on  the  report   card   represent   the   teacher’s   professional   judgment,   based   on   assessment   evidence   gathered   during   the   reporting   period.   This   judgment   is   based   on   multiple   assessments   and   should   be   determined  by  finding  the  most  recent,  most  sustained  results.       It   is   our   goal   that   by   the   end   of   the   grade   level,   all   students   have   met   the   standards   for   that   grade.   We   also   expect   that   our   report   cards   will   give   parents   an   understanding   of   their   child’s   ability  to  meet  these  standards.  The  comment  on  the  report  card  digs  into  the  benchmarks  and   gives  further  examples  of  proficiency.     Each  subject  will  have  between  3-­7  reporting  standards  for  the  course.  Please  see  these   reporting  standards  below  and  the  description  for  what  they  mean.              

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English: Reporting  Standard  

Description

Reading

Read literature  and  informational  text  to  understand  key  ideas,  details,  craft   and  structure.  

Writing

Produce and  distribute  a  variety  of  text  types  for  varying  purposes,  including   the  use  of  research  to  build  and  present  knowledge.  

Speaking &  Listening  

Listen in  order  to  comprehend  and  collaborate;;  speak  to  present  knowledge   and  ideas  

Language Usage  

Demonstrate knowledge  and  skills  of  English  language  usage.  

  Math:   Reporting  Standard  

Description

Knowledge and   Understanding  

When solving  a  problem,  students  use  the  appropriate  mathematical  skills  to   demonstrate  their  understanding  of  the  concept.  

Problem Solving  

Make connections  between  mathematical  concepts  and  use  processes  and   skills  to  solve  a  broad  range  of  problems.  

Communication

Present and  justify  mathematical  ideas  in  diverse  formats.  

Science:   Reporting  Standard   Scientific  Knowledge  

Description Use  scientific  ideas,  concepts,  and  understanding  to  explain  natural   phenomena.  

Data and  Evidence  

Analyze, interpret,  and  evaluate  data  and  evidence.  

Inquiry and  Design  

Ask questions,  define  problems,  conduct  investigations,  and  design  solutions.  

Reasoning and   Argumentation  

Construct scientific  explanations  and  present  arguments  using  evidence.  

Communication

Communicate information  using  scientific  language.  Develop  and  use  models  to   explain  phenomena.  

  Social  Studies:   Reporting  Standard  

Description

Applying Disciplinary   Concepts  &  Tools  

Apply concepts  of  social  studies  in  History,  Economics,  Civics  &  Geography  in   order  to  make  sense  of  the  world  and  become  well-­rounded  citizens  with  tools  to   participate  in  the  future.  

Evaluating Sources  &   Observe,  reflect  and  question  sources,  as  well  as  identify  limitations,  while   Using  Evidence   pointing  out  the  credibility  and  connections  between  them.   Communicating   Communicate  and  critique  arguments,  as  well  as  take  informed  action  that  is   Conclusions  &  Taking   appropriate  to  the  audience,  task,  and  ability  level.   Informed  Action   Developing  Questions  &   Select  a  range  of  sources  to  construct  compelling  and  supporting  questions  for   Planning  Inquiries   an  original  or  a  predetermined  inquiry.  

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PE/Health: Reporting  Standard   Skills  and  Movement  

Description Demonstrate  and  apply  a  range  of  skills,  techniques,  movements,  and   manipulative  skills  to  participate  in  developmentally  appropriate  fitness   activities.  

Demonstrate an  understanding  of  what  the  body  does,  movement  concepts,   Concepts  and  Strategies   how  the  body  performs  the  movement  and  relationships  that  occur  in   increasingly  more  complex  movement  and  game  forms.   Fitness  

Engagement in  and  understanding  the  benefits  of  physical  activity  and  its   components.  

Decision Making  Skills  

Identifies, demonstrates  and  consistently  applies  rules,  etiquette  and  safety.   Use  a  decision-­making  process  to  enhance  health.  

Health

Demonstrates an  understanding  of  health  enhancing  behaviors  that  reduce   health  risks.    

  Foreign  Languages  (French  and  Spanish):     Reporting  Standard  

Description

Listening

Understands and  interprets  a  variety  of  basic  oral  topics  in  various  formats.  

Speaking

Responds and  presents  basic  information,  feelings,  and  opinions  using  the   vocabulary  and  grammar  learned.  

Reading

Recognizes words  and  uses  contextual  clues  in  order  to  get  the  general  idea  of   a  variety  of  texts.  

Writing

Composes a  variety  of  texts  to  convey  information,  concepts,  and  ideas  using   the  vocabulary  and  grammar  learned.  

Culture

Demonstrates knowledge  and  understanding  of  cultural  traditions  and   celebrations  in  the  communities  where  the  target  language  is  spoken.  

  Arabic  (Native):   Reporting  Standard  

Description

Reading

Read literature  and  informational  text  to  understand  key  ideas,  details,  craft  and   structure.  

Writing

Produce and  distribute  a  variety  of  text  types  for  varying  purposes,  including  the   use  of  research  to  build  and  present  knowledge.  

Speaking &  Listening  

Listen in  order  to  comprehend  and  collaborate;;  speak  to  present  knowledge  and   ideas.  

Language Usage  

Demonstrate knowledge  and  skills  of  Arabic  language  usage.  

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Arabic (Non-­Native):   Reporting  Standard  

Description

Speaking

Speak to  express  feelings  and  emotions,  and  exchange  opinion  and   information.  

Reading

Read literature  and  informational  text  to  understand  key  ideas,  details  and   structure.  

Listening

Understands and  interprets  a  variety  of  basic  oral  topics  in  various  formats.  

Writing

Write to  share  knowledge  and  deliver  a  message  expressing  opinion  on   different  topics.  

Language usage  

Organize thoughts,  ideas  and  information  in  spoken  and  written  form  to   communicate  with  others  in  Arabic.  

  Islamic  Education:   Reporting  Standard  

Description

Aqeeda

Develop and  maintain  unshakable  faith  in  Allah  and  the  pillars  of  Iman.  

Seerah

Develop an  understanding  of  the  prophets'  stories,  and  appreciate  their  values   to  Islamic  history  and  tradition.  

Holy Quran   Hadeeth   Muslim  Identity   Fiqh   Human  and  the  Universe  

Appreciate the  greatness  and  the  uniqueness  of  Al  Qur'an;;  memorize  and   understand  the  meaning  of  selected  verses.   Memorize  and  understand  the  meaning  of  Hadeeth  and  apply  it  in  life.   Define  a  Muslim's  mindset  and  identity.  Examine  the  importance  of  leading  a   better  and  righteous  life.   Develop  an  understanding  of  Islamic  law,  values  and  practices.   Understand  and  apply  responsibilities  towards  oneself,  others  and  the   universe.  

Art:   Reporting  Standard   Creating  

Description Generate  and  conceptualize  ideas  and  work.  Organize  and  develop  artistic   ideas  and  work.  Refine  and  complete  artistic  work.  

Presenting

Select, analyse,  and  interpret  artistic  work  for  presentation.  Develop  and  refine   artistic  techniques  and  work  for  presentation.  Convey  meaning  through  the   presentation  of  artistic  work.  

Responding

Perceive and  analyse  artistic  work.  Interpret  intent  and  meaning  in  artistic   work.  Apply  criteria  to  evaluate  artistic  work.  

Connecting

Synthesize and  relate  knowledge  and  personal  experiences  to  make  art.   Relate  artistic  ideas  and  works  with  societal,  cultural,  and  historical  context  to   deepen  understanding.    

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Drama and  Theatre  Production:   Reporting  Standard  

Description

Creative Expression  

Generate artistic  ideas,  build  individual  and  group  skills,  develop  theatrical   skills,  and  develop  script  writing  and  analysis.  

Performance and   Presentation  

Select, interpret,  and  rehearse;;  applying  prior  learning  to  convey  intended   meaning  to  others.  

Aesthetic Value  

Critically assess  one's  own  and  peer  performances  and  examine  theatre  as  a   synthesis  of  all  the  arts.  

Connections and   Communication  

Communicate knowledge  and  understanding  by  establishing  connections  with   the  audience.  Understand  societal,  cultural  and  historical  contexts  and  know   about  career  options  in  the  dramatic  arts.  

Band/Choir:   Reporting  Standard   Creating  

Description Create  original  works  and  improvise  adhering  to  specific  guidelines.  Evaluate   and  refine  the  musical  choices,  and  present.  

Performing

Select, analyse,  and  interpret  musical  work  for  presentation.  Develop  and  refine   musical  techniques  and  convey  meaning  through  the  presentation  of  musical   work.  

Responding

Perceive, analyze  and  evaluate  musical  work.  Interpret  intent  and  meaning  in   musical  work.  

Connect

Synthesize and  relate  knowledge  and  personal  experiences  to  create  and   interpret  music.  Relate  musical  ideas  and  works  with  societal,  cultural,  and   historical  context  to  deepen  understanding.    

Digital  Design/Innovate:   Reporting  Standard   Inquiring  and  Analyzing  

Description Apply  digital  tools  to  gather,  evaluate  and  use  information.  

Developing ideas  

Use an  extensive  range  of  ideas  and  drawings  which  display  creativity,  forward   thinking/understanding  and  reflect  the  needs  of  the  specifications.  

Creating the  Solutions  

Develop and  employ  strategies  for  understanding  and  solving  problems  in  ways   that  leverage  the  power  of  technological  methods  to  develop  and  test  solutions.  

Evaluate

Identify the  main  areas  for  improvement  with  regards  to  the  final  product.  Show   evidence  that  the  design  process  is  supportive,  reflective  and  complete.  

ELL:   Reporting  Standard   Reading   Writing  

Description Read  literary  and  informational  text(s)  for  understanding.   Write  to  share  information,  ideas,  and  analyses  for  social  and  academic   purposes.  

Speaking

Speak to  the  appropriate  purpose,  task,  and  audience.  

Listening

Listen and  understand  in  social  and  academic  settings.  

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APPROACHES TO  LEARNING  AT  DAA     Approaches  to  Learning  (ATLs)  are  trans-­disciplinary  skills  and  habits  that  support  and   enhance   student   learning,   both   now   and   in   the   child’s   future   learning   experiences.To   prepare  for  the  demands  of  the  21st  century,  students  need  to  be  able  to  compete  in  a   world  that  does  not  only  value  academic  success  but  also  adaptability.  The  assessment   of   students’   ATLs   looks   towards   a   transferable,   practical   skill-­set   that   enables   them   to   face  the  challenges  ahead,  in  any  given  situation.     The  ATL  rubrics  are  used  for  student  self-­assessment  and  teacher  assessment  of  these   skills.  The  aim  is  to  provide  a  common  language  that  students  and  teachers  can  use  to   reflect   on   and   articulate   the   learning   process.   Beyond   merely   responding   to   the   emerging  demands  of  the  21st  century,  DAA  is  committed  to  leading  the  way  in  which   student   achievement   is   both   recognised   and   stimulated.   In   order   to   develop   skills   that   facilitate   effective   and   meaningful   learning,   students   need   models,   clear   expectations   and   multiple   opportunities   to   practice.   Teachers   should   provide   students   with   regular,   specific  feedback  on  the  development  of  ATLs.       DAA  believes  that  effective  learners  develop:   Self  Management  Skills   Time  Management   ●   Students  are  able  to  manage  themselves  and  their  time,   including  family  responsibilities,  schoolwork,  and   extracurricular  activities.   ●   Uses  class  time  wisely  whether  working  independently  or   collaboratively     Organization   ●   Organizes  material  and  supplies   ●   Is  well  prepared  for  class   ●   Completes  assigned  work  in  an  organized  manner     Behavior   ●   Pays  attention  in  class  and  is  an  active  participant   ●   Follows  the  code  of  behavior     Collaboration  and   Social  Skills  

Takes Responsibility  for  Oneself   ●   Students  contribute  and  take  ownership  of  their  work  as   part  of  a  collaborative  group.   ●   Respects  self  and  school  learning  community.   ●   Demonstrates  honesty.   ●   Acts  in  an  ethical  manner   ●   Student  provides  leadership     Helps  the  Team   ●   At  a  team  level,  students  resolve  conflict  and  effectively   create  and  commit  to  shared  group  goals.     24  


Respects Others   ●   Are  engaged,  shows  understanding  and  respect  when   working  in  groups   ●   Students  utilize  each  other’s  strengths  and  try  new   approaches  and  ideas.   Critical  Thinking  Skills  

● Student  inquires,  reasons,  and  evaluates  information   effectively.     ●   Student  observes  and  analyzes  how  parts  of  a  whole   interact  to  produce  overall  outcomes  in  complex  systems.     ●   Student  thinks  about  problems  from  multiple  perspectives   and  understand  they  can  be  solved  using  different   strategies.     ●   Student  analyzes  their  own  and  others’  thought  processes;;   thinking  about  how  one  thinks  and  how  one  learns.     ●   Student  takes  initiative  in  making  reasoned,  ethical   decisions.  

Communication Skills  

● Student  expresses  him/herself  confidently  and  creatively  in   many  linguistic  and  non-­linguistic  ways.     ●   Student  is  an  active  listener  and  responds  appropriately  to   the  perspective  of  others.     ●   Student  asks  for  assistance  when  needed.    

   

ATLs will  be  reported  to  parents  using  a  frequency  scale.  The  report  card   frequency  indicators  for  ATLs  are:                                  Approaches  to  Learning:  Frequency  Scale   Consistently  (C)  

Sometimes (S)  

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Rarely (R)  


SELF MANAGEMENT  SKILLS  RUBRIC   Individual Performance

Meeting Standard

Approaching Standard

Time Management

➔ Student is able to manage themselves and their time effectively. ➔   Student is able to complete assignments in a timely manner. ➔   Student is able to participate in extra events as they manage the balance of workload with their time. ➔   Student consistently uses class time wisely whether working independently or collaboratively. ➔   Student is on time for class.

➔ Student usually is able to manage themselves and their time effectively. ➔   Student is able to complete assignments in a timely manner but not consistently. ➔   Student is sometimes able to participate in extra events as they manage the balance of workload ➔   Student usually uses class time wisely whether working independently or collaboratively. ➔   Student has been late but is usually on time for class.

➔ Student is unable to manage themselves and their time effectively. ➔   Student does not complete most assignments in a timely manner. ➔   Student usually does not complete work or tasks in the time given. ➔   Student is often off task whether working independently or collaboratively. ➔   Student is often late for class.

Organization

➔ Student organizes material and supplies. ➔   Student is always well prepared to learn. ➔   Student submits work in an organized way.

➔ Student is usually organized with materials and supplies. ➔   Student is usually prepared to learn. ➔   Student usually submits work in an organized way.

➔ Student often comes to class without the proper materials or supplies. ➔   Student does not always come to class prepared to learn. ➔   Student often has difficulty submitting work in an organized way.

Behavior

➔ Student is able to stay ➔   Student usually pays focused and remains attention and is an on task. active participant but ➔   Student is an active can be distracted at participant. times. ➔   Follows the code of ➔   Student usually follows behavior. the code of behavior. ➔   Student is respectful to ➔   Student is usually the teacher and other respectful to the teacher students. and other students.

➔ Student is often off task and distractive of themselves and/or others. ➔   The student has difficulties following the code of conduct. ➔   Student can be disrespectful of the teacher and/or other students.

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Below Standard


COLLABORATION RUBRIC

Individual Performance

Meeting Standard

Approaching Standard

Below Standard

Take responsibility for oneself

➔ Is prepared and ready to work; is well informed on the project topic and cites evidence to probe and reflect on ideas with the team. ➔   Consistently uses technology tools as agreed upon by the team to communicate and manage project tasks. ➔   Does tasks without having to be reminded. ➔   Completes tasks on time. ➔   Uses feedback from others to improve work.

➔ Is usually prepared, informed and ready to work with the tam. ➔   Uses technology tools as agreed upon by the team to communicate and manage project tasks, but not consistently. ➔   Does some project tasks, but needs to be reminded. ➔   Completes most tasks on time. ➔   Sometimes uses feedback from others to improve work.

➔ Is not prepared, informed and ready to work with the team. ➔   Does not use technology tools as agreed upon by the team to communicate and manage project tasks. ➔   Does not do project tasks ➔   Does not complete task on time. ➔   Doesn’t not use feedback from others to improved work.

Helps the team

➔ Helps the team solve problems and manages conflicts. ➔   Makes discussions effective by clearly expressing ideas, asking probing questions, making sure everyone is heard, responds thoughtfully to new information and perspectives. ➔   Gives useful feedback (specific, feasible, supportive) to others so they can improve their work. ➔   Offers to help others do their work if needed.

➔ Cooperates with the team but may not actively help it solve problems. ➔   Sometimes expresses ideas clearly, asks probing questions, and elaborates in response to questions in discussions. ➔   Gives feedback to others, but it may not always be useful. ➔   Sometimes offers to help others if they need it.

➔ Does not help the team solve problems; may cause problems. ➔   Does not ask probing questions, express ideas, or elaborate in response to questions in discussions. ➔   Does not give useful feedback to others. ➔   Does not offer to help others if they need it.

Respects others

➔ Is polite and kind to teammates. ➔   Acknowledges and respects other perspectives; disagrees diplomatically.

➔ Is usually polite and kind to teammates. ➔   Usually acknowledges and respects other perspectives and disagrees diplomatically.

➔ Is impolite or unkind to teammates (may interrupt, ignore ideas, hurt feelings) ➔   Does not acknowledge or respect others perspectives.

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CRITICAL THINKING SKILLS RUBRIC Individual Performance Critical Thinking

Meeting Standard

Approaching Standard

➔ Student is able to adopt ➔   Student is able to adopt a a positive approach to positive approach to unfamiliar problems. familiar problems and at ➔   Student is able to times, unfamiliar approach problems in problems. different ways using ➔   Student is able to multiple strategies.. approach problems using ➔   Student is able to reflect strategies with support in a meaningful manner from the teacher or and can identify their peers. own specific strengths ➔   Student is able to reflect and weaknesses. in a meaningful way.

Below Standard ➔ Student is unable to or struggles to approach familiar and/or unfamiliar problems. ➔   Student struggles to approach problems without direct support from the teacher. ➔   Student is unable to reflect in a meaningful way.

COMMUNICATION SKILLS RUBRIC Individual Performance

Meeting Standard

Communicati ➔ Student is able to on Skills interact productively and positively in a group setting. ➔   Student is able to communicate clearly with teachers and students, including nonverbal means, and can adjust communication styles to suit different audiences and situations. ➔   Student is an active listener and responds appropriately to the perspective of others. ➔   Student is able to seek out and ask for assistance when needed.

Approaching Standard ➔ Student is usually able to interact productively and positively in a group setting with some redirection. ➔   Student is able to communicate with teachers and students, including non-verbal means. ➔   Student is an active listener. ➔   Student at times seeks out and asks for assistance when needed.

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Below Standard ➔ Student needs redirection often in order to interact productively and positively in a group. ➔   Student demonstrates some difficulties when communicating with teachers and/or students. ➔   Student is needs redirection in order to listen. ➔   Student does not seek assistance when needed.


Dubai American  Academy  Future  Fluencies    

 

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DUBAI AMERICAN  ACADEMY  ASSESSMENT  POLICY     Dubai  American  Academy  (DAA)  offers  both  an  enriched  American  Curriculum  and  the   International  Baccalaureate  Diploma.     Philosophy:   The   main   objectives   of   assessment   at   DAA   are   to   guide   instruction   as   well   as   communicate  student  attainment  and  progress.       The   purpose   of   this   policy   is   to   create   fairness,   consistency,   and   have   a   clarity   of   expectations  for  all  stakeholders.       We  believe  assessment  should  be:   ●   An   indicator   of   student’s   knowledge   and   skills   at   a   point   in   time   as   well   as   showing  progress  in  relation  to  the  standard(s).   ●   Valid:   The   assessment   is   based   on   identified   learning   objectives   and   student’s   ability  to  meet  them.     ●   Transparent:  The  assessment  criteria  are  openly  communicated  in  advance.   ●   Diverse   and   inclusive:   Offering   opportunities   for   all   learners   to   demonstrate   understanding.   ●   Used  to  inform  teaching  and  learning.       DAA’s  Essential  Agreements  for  Assessment   Academic  Honesty  

Students  must  cite  their  sources  if  quoting  or  using  others’  ideas.   Copying  or  other  forms  of  plagiarism  are  not  acceptable.      

Accommodation

Accommodations  are  provided  for  students  with  Special  Education   Needs  (SEN)  according  to  their  Individual  Learning  Plan.    

Approaches to   Learning  (ATL)  

Effort,  participation,  and  behavior  will  not  be  included  in  student’s   academic  progress.  Instead,  these  will  be  reflected  in  a  student’s   approaches  to  learning  report.    

Extra Credit  

No  extra  credit  will  be  given  or  accepted.    

Feedback

Specific  feedback  regarding  standards  and  ATLs  will  be  given  to   individual  students  identifying  strengths  and  areas  of  improvement.  

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Formative assessments  are  designed  to  provide  direction  for  teaching   and  learning.  Formative  assessments  occur  concurrently  with   instruction  and  may  be  formal  or  informal.  Formative  assessments  may   Formative  Assessment   be  recorded  but  are  not  included  in  a  student’s  grade.   Students  may  be  given  the  opportunity  to  redo  formative  assessments   to  demonstrate  improved  skills  during  the  unit  of  study,  given  they   follow  specific  guidelines.     Group  Work  

Students  will  receive  individual  marks  for  assignments  done  in  groups;;   there  will  be  no  collective  marks.    

Missing/Late Assignments  

Missing  assignments  will  be  indicated  with  an  ‘I’  as  incomplete  until   there  is  sufficient  evidence.   Assignments  turned  in  late  will  be  assessed  on  the  standard  taught.   There  is  no  penalty  for  late  work,  yet  it  will  be  reflected  in  the  ATLs.    

Modification

Modifications  will  only  be  made  under  the  direction  of  the  special   education  team  and  administration.    

Performance Criteria  

Explicitly  defined  performance  criteria  are  always  communicated  before   an  assessment  and  provide  clear  expectations  for  achievement.    

Progress Report   Organization  

The  progress  report  will  include  summative  and  formative  assessments.   Only  summative  assessments  will  be  used  to  determine  a  student’s   performance  level.    

Summative Assessment  

Summative  assessments  “summarize  what  students  have  learned  at   the  conclusion  of  an  instructional  segment.”Summative  assessments   are  recorded  and  used  to  determine  a  student’s  performance  level  on  a   standard(s).    

Summative Assessment  Make-­up  

Summative  assessments  should  be  done  in  a  timely  manner  and   arranged  between  the  teacher  and  the  student.  Students  will  have  the   opportunity  to  earn  full  credit.    

 

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DAA’s Homework  Philosophy  &  Guidelines   Philosophy:   When   homework   is   an   engaging   and   relevant   learning   activity   that   is   purposefully   designed   and   connected   to   learning   expectations,   it   can   positively   influence   student   learning.   High   quality   homework   assignments   can   (a)   improve   speed   and   accuracy   with   important   skills   and   processes,   (b)   activate  prior  knowledge,  and/or  (c)  introduce,  extend,  or  elaborate  on  new  learning.  Such  assignments   provide   students   with   deliberate   practice,   which   can   be   tailored   to   the   needs   of   individual   students.   Effective   homework   assignments   cultivate   positive,   open   school-­‐home   partnerships   between   teachers   and   parents,   while   providing   students   with   opportunities   to   create   authentic   products   and   rehearse   important  academic  skills.  Finally,  time  spent  on  homework  should  be  appropriately  balanced  with  the   importance  of  personal  and  family  wellness.     Responsibilities  &  Expectations       Teachers  are  responsible  for:   ●   designing  homework  assignments  that  clearly  articulate  their  purpose  and  expected  outcome;   ●   sharing  expectations  for  homework  with  students  and  parents  early  in  the  school  year;   ●   timely  regular  communication  that  shares  practices  that  will  help  families  support  their  children;   ●   providing  meaningful  feedback;   ●   depending   on   the   subject   and   the   developmental   needs,   assigning   homework   that   is   appropriate  to  the  student’s  age,  learning  style,  skills  and  individual  needs;   ●   teaching   the   skills   necessary   for   the   student   to   complete   the   homework   independently   and   successfully;  and   ●   choosing  activities  that  promote  a  discussion  between  students  and  parents,  when  appropriate.       Students  are  responsible  for:   ●   ensuring  they  clearly  understand  homework,  including  assignments,  criteria,  and  timelines;   ●   asking   for   clarification   and/or   help   when   homework   assignments   or   the   expectations   are   unclear;  and   ●   regularly  completing  assigned  homework  in  a  timely  manner  to  the  best  of  their  abilities.       The  family  is  responsible  for:   ●   providing  an  environment,  including  uninterrupted  time  and  a  workplace,  for  homework  to  be   done;   ●   providing  encouragement  and  appropriate  support  without  doing  the  homework  for  their  child;   ●   providing   a   healthy   balance   between   homework,   co-­‐curricular   activities   and   family   commitments;   ●   using   discretion   to   determine   appropriate   amount   of   time   spent   on   homework   (based   on   grade   level  guidelines);   ●   contacting  the  classroom  teacher  if   their  child  is  not  consistently  able  to  do  the  homework  by   him/herself  or  in  a  reasonable  amount  of  time;  and   ●   encouraging  their  child  to  develop  a  positive  work  ethic  and  a  sense  of  responsibility.     35  


List of  Sources:   Alleman,   J.,   R.   Ley,   B.   Knighton,   B.   Botwinski,   and   S.   Middlestead   (2010).   Homework   Done   Right.   Educational  Leadership,  68  (1).   Dean,  C.B.,  E.  Ross  Hubbell,  H.  Pilter,  and  BJ  Stone  (2012).  “Assigning  Homework  and  Providing  Practice.”   Classroom   Instruction   that   Works   (2nd   Edition).   Alexandria,   VA:   Association   for   Supervision   &   Curriculum   Development.   Toronto  District  School  Board  (2008).  Homework  Policy.  Retrieved  from  TDSB  website.   Marzano,   R.J.   (2007).   The   Art   and   Science   of   Teaching.   Alexandria,   VA:   Association   for   Supervision   &   Curriculum  Development.   Marzano,  R.J.  &  D.  Pickering  (2007).  The  Case  For  and  Against  Homework.  Educational  Leadership,  64(6),   74-­‐79.   Vatterot,  C.  (2010).  Five  Hallmarks  of  Good  Homework.  Educational  Leadership.  68  (1)  10-­‐15.   Middle  School  Guidelines   Overview:   In   the   DAA   Middle   School,   homework   is   designed   to   be   an   extension   of   the   learning   that   takes   place   in   the   classroom.   Effective   homework   assignments   cultivate   positive,   open   school-­‐home   partnerships   between   teachers   and   parents   while   providing   students   with   opportunities   to   create   authentic   products   and   rehearse   important   academic   skills.   The   MS   faculty   strongly   believe   that   time   spent   on   homework   should   be   appropriately   balanced   with   the   importance   of   personal   and   family   wellness.  The  following  are  guidelines  for  tasks  assigned  to  students  in  the  MS:   ●   Teachers  are  responsible  for  ensuring  that  homework  is  meaningful  and  the  purpose  is  clearly   articulated.   ●   Meaningful   feedback,   either   in   verbal   or   written   form,   will   be   provided   by   teachers   for   all   homework  assignments.   ●   Students   are   responsible   for   asking   for   clarification   or   assistance   if   assigned   tasks   are   unclear   to   them.   ●   Students  are  expected  to  complete  all  assigned  homework  tasks  in  order  to  ensure  success  on   assessments  given  during  a  lesson.     ●   Daily  tasks  assigned  to  students  to  be  completed  at  home  are  considered  a  form  of  practice  and   application  of  skills  and  as  such  will  not  be  factored  into  a  student’s  formal  grade.         ●   Homework  tasks  will  be  monitored  regarding  completion  etc  and  communicated  via  Engrade  in   an  effort  to  ensure  the  link  between  completing  practice  work  and  success  on  assessments.   ●   Additional   academic   support   is   available   through   our   lunchtime   Writing,   Math   and   Student   Organization  Centers.                

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Profile for Joan Wiens

Middle School Teacher Handbook 2017 18  

A handbook for teachers at Dubai American Academy Middle School.

Middle School Teacher Handbook 2017 18  

A handbook for teachers at Dubai American Academy Middle School.

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