Al Akhawayn School of Ifrane Student & Family Handbook/Program

Al Akhawayn School of Ifrane Student & Family Handbook/Program Guides 2020-2021

ASI Mission Statement

ASI prepares and graduates students who are equipped with critical thinking skills, holistic knowledge, and socio-emotional skills necessary to thrive in multicultural environments and access the best universities and post-secondary study in Morocco and the world.

ASI Vision Statement

By the end of 2022 ASI aspires to be a world class Early Years to Secondary education institution in Morocco driven by excellence in teaching, learning, and extracurricular experiences that empowers our students with the needed skills and intellect to be 21st century global citizens.

Core Values

Growth Mindset, Lifelong Learning, Recognition and Respect of Difference, Internationalism, Moroccan Identity, Self-Confidence, Environmentalism, Equity

ASI Definition of Learning

Learning is a process of refining knowledge, skills, dispositions, and attitudes through experiential and entrepreneurial interactions with content, real-life scenarios, and unscripted contexts; welcoming mistakes is integral to the process of learning and taking informed risks while considering a wide range of perspectives is essential to learning. The learning process supports the critical thinking skills through reflective practices necessary to go beyond understanding content and into the process of making meaningful connections between content and the broader values of a community. Learners develop inquiry-based engagement, empathy, creativity, executive function, and motivation. Such skills empower learners to incorporate new knowledge and perspectives into positive interactions with their environment and community. Learners apply critical thinking to modify opinions and understandings to ultimately better themselves. Discovery, self-expression, and autonomous inquiry are the vehicles through which these skills are fostered. Learning happens anywhere and everywhere.

Al Akhawayn School of Ifrane P.O. Box 104, Hassan II Avenue 53000 Ifrane, Morocco Telephone (212) 535-86-21-98 Fax (212) 535-56-74-08 Web: www.aui.ma/asi

Al Akhawayn School of Ifrane Personnel 2020-2021

Director

Dr. Cassandra Hazel

Administration (Principals) High School Principal - Ms. Isabel Eddouks Middle School Principal - Mr. Omar Boutaleb Elementary Principal - Ms. Heather Palmer Early Years Principal - Ms. Angela Delpuppo

Staff

Administrative Assistant - Ms. Hanane Bousellama Counselor – Mr. Justin Hazel Language Coordinator - Ms. Kawtar Jalili Technology Coordinator - Mr. Abdelali Salim Communications/Enrollment Assistant - TBD Clerk - Mr. Mostafa Charqi

Faculty

Early Years School Middle School Teacher Assistants

Carolane Tessier Allison Strem Samira Zlali Imad Houmaid Bassma Douiri Elementary School Kawtar Jalili Samira Darraf Atika El Hadri Rachida Dkhissi Madalyn Tenace Diane Pesman Mouna Arrab Sarah Ibrahimi Sarah Bouriaba Siham Amchich Fatima Brown Latonya Jones High School Othamne Garaouy Electives Sarah Bouriaba Anne Shillingsburg Loubna Agoudir Dr. Soumia Ennaciri Mohamed Aakouk Fatima Zedirh Fassi Fehri Anas Lahrichi Katherine Lynn Lehnert Mustapha Tennich Amina Aragosa Lina Carla Cabrera Kolawole Marville Hiam El Hilali Dr. Lhoussaine Tenghiri Madelyn Tenace Hannae Trennou

2 Welcome from the Director

Dear ASI Parents, Caregivers, and Students,

Welcome to Al Akhawayn School of Ifrane (ASI), a K-12 school deeply committed to the mission of preparing and graduating students who are equipped with critical thinking skills, holistic knowledge, and socio-emotional skills necessary to thrive in multicultural environments and access the best universities and post-secondary study in Morocco and the world.

As we continue to grow and welcome new families and staff, we are mindful to take thoughtful actions in all our decisions. Our focus on student learning in a safe, secure environment ensures that each of our students is encouraged to successfully achieve their academic goals while becoming lifelong learners in the process. Our commitment to excellence drives our goal to attain New England Association of Schools and Colleges Accreditation (NEASC), as we consistently evaluate our methods and educational choices. An emphasis on using student data to analyze educational offerings and plan meaningful instruction remain primary goals for our amazing faculty and team of administrators.

As Director of ASI, I believe strongly in guiding students to the development of strength of character and to experience learning in ways that are motivational and which provide impetus for action, creativity, and service. Students are very much the center of our educational program and this provides the path to collaborative curricular engagement.

We want our students to not only achieve their individual best in school, but also in their future lives. We help achieve student success by using the most up-to-date learning goals for our students and then having our teachers employ the latest research-based best practices in their instruction in the classroom. Most importantly, student success is enhanced through a collaborative approach to learning between administration and their teachers, teachers and their students, and in a partnership between parents and the school.

On behalf of the entire ASI community, it is my pleasure to extend a warm welcome and encourage you to visit us to learn more about our academic program and our approach to student learning.

It is essential that our students and parents read and discuss this handbook in detail. This handbook is available for download on AUI/ASI website. Updates may happen throughout the school year. In the case of updates to a handbook, parents and students will be notified by email.

Dr. Cassandra Hazel Psy.D

3 Contents Important Contacts ...... 6 Supporting Your Students' Education ...... 6 School Plan Consent Form...... 8 Admission Procedure ...... 9 Health and Safety Guidelines...... 11 Visitors ...... 12 Arrival ...... 12 Dismissal ...... 13 Wearing of Face Coverings on Campus ...... 14 Classroom Design and Physical Distancing ...... 15 Recess ...... 21 Lunch ...... 21 School Supplies ...... 22 Virtual Instruction ...... 23 Student Transportation ...... 23 Communications ...... 24 Curriculum (Standards) ...... 25 Homework...... 25 Assessments ...... 25 Grading ...... 26 Code of Conduct ...... 26 Technology Acceptable Use Policy ...... 27 Welcome to ASI’s Early Years’ Program! ...... 28 Program Overview ...... 28 Welcome to ASI’s Elementary School! ...... 33 Academic Program...... 33 Virtual Learning Program ...... 35 Microsoft Teams ...... 35 Hybrid Model ...... 35 100% Virtual ...... 36 Synchronous Virtual Learning ...... 36 Asynchronous Learning ...... 36 Grading ...... 36 Measures of Academic Progress (MAP) ...... 37 4 Homework ...... 37 School Supplies ...... 37 School Day ...... 37 Arrival ...... 37 Snack & Lunch ...... 38 Dismissal...... 38 Student Behavior ...... 38 Overview ...... 38 Schoolwide Expectations ...... 38 Elementary Behavior Matrix ...... 38 Admin Managed Behaviors ...... 38 Counselor Services...... 39 Master Schedule ...... 39 Welcome to ASI Middle School ! ...... 41 Code of Conduct ...... 41 Academics Requirements...... 43 Grading ...... 43 Academic Probation ...... 44 Attendance ...... 44 Credit Recovery ...... 45 Departmental Course Descriptions ...... 45 Welcome to ASI High School! ...... 52 Academic Requirements - Graduation Requirements...... 53 Credit Requirements ...... 53 Credits Required for Promotion ...... 53 Grading ...... 54 Grade Weighting and Assessments ...... 54 Academic Probation ...... 55 Compliance with Rules ...... 55 Advanced Placement (AP) ...... 57 Dual Enrollment ...... 58 Attendance and Tardies ...... 59 Credit Recovery ...... 59 Departmental Course Descriptions ...... 60

5 Important Contacts

Dr. Cassandra Hazel Hanane Bousellama Director Data and Information Manager 053-586-2199, 060069-0052, 053-586-2349 [email protected] [email protected]

Ms. Isabel Eddouks Justin Hazel HS Principal Counselor 053-586-3686 053-053-586-2166 [email protected] [email protected]

Mr. Omar Boutaleb Main Reception Phone MS Principal 053-586-2349 053-586-2783 [email protected] Security Gate Annex Campus 053-586-3748 Ms. Heather Palmer ES Principal Security Gate AUI Campus 053-586-2349 053-586-2165 [email protected] Billing Supervisor Ms. Angela Delpuppo 053-586-2129 Early Years Principal [email protected] 053-586-4920 [email protected] Health Center 053-586-2057 Operations Manager 053-586-2353 School Admissions [email protected] 053-586-2349

6 Supporting Your Students' Education

Your role as a parent, your love, encouragement and belief in your child's ability to learn can make a world of difference in your students' success. Supporting your student will assure that they get the most out of their educational experience. To assist us, we will need your support with the following expectations:

❖ Enforce school rules-Help your student understands and follow school rules and support the school if consequences are invoked for a violation of the rules. ❖ Support regular attendance and punctuality-Make sure that your student is in school (virtual/in person) on time during their scheduled days, unless attendance is prevented by an illness, injury or emergency. ❖ Communicate-Open communication between parents and school professionals is key to a students' success. Contact your student’s teacher if a problem arises to discuss your concerns, to schedule a conference or just to check in on how your student is doing. ❖ Keep informed-Read this handbook, letters and other correspondence from the school and respond to them if requested. The Al Akhawayn School of Ifrane’s website at http://www.aui.ma/en/asi.html is another excellent resource for updated information.

Parental Commitment to Learning Process

A positive and constructive working relationship between the School and the Parents is essential to the fulfilment of the School’s educational purpose. It is important for this relationship to work that at least one parent is encouraged to attend parent-teacher and student led conferences, and to follow their child's progress on Rediker. It is also expected of Parents to be active members of the Parents Association (APE), which requires attendance to General Assemblies (one parent may attend and bring a proxy to vote for the other Parent).

Compliance with Rules and Regulations

The Student, and where applicable, the Parents, shall abide by the rules and regulations as set forth in the Handbook, which may be amended by the School periodically, and such other rules as may be promulgated by the School from time to time. The Parents will ensure the Handbook has been read and reviewed with the Student. The Parents further acknowledge that any violation of the School’s policies, rules, and regulations may lead to dismissal of the Student, without the refund or reduction of any of the financial obligations owing to the School. The Parents expressly understand and agree, on their own behalf and on behalf of the Student that the decision of the Director of School, with support of the University Administration, in regard to any disciplinary matter shall be final, absolute, and determinative in all cases. By signing this agreement, parents agree to enter a partnership with ASI to educate their child, to respect all rules and regulations of the school, and to act in the best interest of the community.

7 Al Akhawayn School of Ifrane 2020-2021 School Plan Consent Form

ASI will adopt a hybrid model of instruction to begin the 2020 –2021 school year. Students will have an opportunity to attend in person and virtual instruction OR to attend 100% virtual instruction.

Please complete this consent form by August 31st, 2020 in order to indicate the learning preference for your student in the 2020 – 2021. ------I would like for my student to attend in person instruction:

Student Name: ______Grade: ______

I would like for my student to attend 100% virtual instruction:

Student Name: ______Grade: ______------Virtual Learning Consent

I grant permission for my child to participate in live virtual learning. I understand that live virtual learning is not prerecorded.

Guardian Signature:______Date:______

8 Admission Procedure

Admission to ASI cannot be determined until all required documentation has been received and all school procedures have been conducted. When the school has been contacted, information and requirements will be supplied to the family, including a fee and tuition schedule.

Step 1: Upon initial enquiries, the necessary information and application forms will be supplied to parents. Should parents decide to proceed, the following are required:

● Completed application forms; ● A photocopy of the child’s identity card, passport or birth certificate; ● A completed health record; ● A current photo; ● Records of the last two years of previous school attendance; ● Academic records from previous schools when applicable.

Once the forms are returned providing the necessary information to the school, the parents will be contacted to let them know if the admission process can proceed.

Admission Policy into the Early Years and Lower Elementary

All students who are newly admitted to the Early Years and Elementary program must meet the age requirement by September 1st of the given academic year.

For students to be admitted to the Early Years program Two Years Old class, the age requirement is for the student to be two years old by September 1st. The same age requirement applies for the three-year- old and four-year-old class.

For students to be admitted to the Kindergarten class, the student must be five years old by September 1st of the given academic year. The same age requirement for students in the 1st and 2nd grade class.

Students who transfer into the Elementary program (3rd - 5th) will have their grade level placement evaluated by age, school records, and MAP testing.

Health Documents

Every student enrolling in ASI must fill out the Health Form as part of the registration process. This form along with immunization records and other medical records are meant to provide the school with a medical profile of each student. No student will be admitted to the school unless his/her medical forms have been completed and are on file in the school.

Step 2: A non-refundable application fee of 2,500 DH per child is payable (by check or cash) to the school at this point in the procedure. Arrangements for an entrance/placement exam will be made for children age 6 and above. ASI uses the Measures of Academic Progress (MAP) test as a placement tool. Students are sometimes admitted with conditions to meet certain benchmarks. Students are not admitted in the 12th grade and to earn an ASI HS diploma students shall have spent at least two academic years at the school.

Step 3: After the entrance exam has been taken and processed, parents will be informed as to whether their child’s application has been successful and at which grade level they will be assigned.

9 School Payment of Tuition Fees (http://aui.ma/images/ASI-Tuition-Fees.pdf) Once a student is admitted to the Al Akhawayn School of Ifrane, all fees and tuition payment arrangements should be made as outlined in the financial document that will be provided. Questions about tuition and fees, and payment should be directed to the Business Administration office of Al Akhawayn University. To make tuition and fee payment for your student(s) please contact Hanane B ([email protected]).

Withdrawal from School

In case of withdrawal from ASI, only the tuition can be reimbursed, on a monthly basis. It should be noted that a month started is a month due for payment (the academic year is calculated on the basis of ten months, September through June). All fees are non-refundable. If a student is withdrawn from school, the following procedure must be followed:

● Parents are to notify the ASI office, in writing, two weeks in advance of the date of withdrawal. ● Report cards will have grades entered through the full marking periods in attendance. ‘In progress’ grades will be entered for students withdrawing after the 6th week of a marking period. ● If there is insufficient information to assign a grade, N/A will be entered with an explanation in the ‘remarks’ section of the report card. ● All student textbooks, library books and other school materials issued to the student must be returned before any reports or certificates of attendance are issued.

10 Health and Safety Guidelines

All teachers, faculty, and students will wear masks when on school property. All students and staff will have their temperature taken when on campus. Hand sanitizer bottles will be in place in each classroom. Teachers will administer hand sanitizer to students when they enter and leave the classroom.

Please keep your student at home and notify the school if your child is exhibiting any symptoms of sickness. Anyone considered ill in school will be sent home immediately. When a student becomes ill, the student's parent or guardian will be called to come pick up their child from school.

Rather than wait in the main office, there will be a supervised, isolated area for the student to wait until the parent or guardian arrives for pick up. Any student sent home due to illness should be excluded from school until symptom-free.

Please understand this pandemic is constantly evolving. As guidance changes, we will do our very best to share it with you.

11 Visitors

Visitors will only be allowed on campus with an appointment. All visitors to our campus will be required to wear a face mask while on campus. Please report directly to the office when entering our campus to sign in. All visitors must keep 2m of physical distance from others. Visitors are encouraged to make an appointment when possible to avoid large gatherings in the school office.

Arrival

Early Years

o Early Years students will enter through the side gate at 8:10 o Assistants will be at the gate to score the student to the building. Parents and guardians are not able to walk their children to the building. ▪ Instruction will begin at 8:20

Elementary

o Elementary students will enter through the main gate at 8:10. o Students will enter the building and directly go to their classrooms. Parents and guardians are not able to enter the building. o Homeroom teachers will wait outside their classrooms in order to meet students. All teachers will be present in the hallway in order to help guide transitions and direct students. ▪ Period 1 will begin at 8:20.

Middle School

o MS students will enter through the main gate at 8:10. o Students will enter the building from the MS door and directly go to their classrooms. o Students’ temperature is measured at the ASI Maingate entrance. o Parents and guardians are not able to enter the building. o All MS teachers will wait in the hall in order to meet students. o All teachers will be present in the hallway in order to help guide transitions and direct students. ▪ Period 1 will begin at 8:20.

High School

o Students’ temperature is measured at the AUI Maingate entrance and entering building 8b. o Students are expected to be ready for learning in class at 8:30AM. o Students arriving late to class (any period during the day) will be marked tardy and will face consequences after the third repeated tardy. Parents will be informed.

12 Dismissal

Upon dismissal, students must go directly to their designated pick up spot (parent pick up or bus pick up) wearing their face covering and maintaining physical distance from others. We do ask that parents picking up their student be prompted to avoid the need for students to linger on campus unnecessarily.

Early Years

o Students will be scored to the side gate by the assistants to be dismissed at 3:30. o Parents and guardians are not permitted to collect their children in the building. o Students should be collected promptly at 3:30.

Elementary

o Students will line up outside in the outdoor hallway between the admin building and elementary building with their period 8 teacher. ▪ Teachers will individually dismiss students who take the shuttle. ▪ Teachers will individually dismiss students that are walkers. ▪ Teachers will individually dismiss students who are car – riders. ▪ Upper elementary students are able to collect their lower elementary siblings. ▪ Parents and family members are not permitted to enter the school building at the end of the day for dismissal. ▪ All students will exit via the main gate.

Middle School

o Students will be dismissed from the MS door; they will be directed the main gate to exit. ▪ Teachers will individually dismiss students who take the shuttle. ▪ Teachers will individually dismiss students that are walkers. ▪ Teachers will individually dismiss students who are car – riders. o Parents and family members are not permitted to enter the school building at the end of the day for dismissal. o All students will exit via the main gate.

High School

o HS students will either get picked up or leave AUI campus via AUI van. o Parents of HS Students that stay on AUI campus after 3:50PM are responsible for their children’s actions.

13 Cleaning and Disinfecting Practices

Our routine cleaning will focus on cleaning and disinfecting frequently touched surfaces. Classes will be cleaned, and frequently touched surfaces will be disinfected routinely during and/or after each school day.

Wearing of Face Coverings on Campus

For the safety of all students and staff, face coverings (masks) will be mandatory for students while on campus. During non-instructional times (recess/lunch), students will be required to wear a face covering unless they are exercising or eating. A face covering will be required whenever feet of physical distancing is not possible.

• Students must wear a clean face mask each day. We ask that students have two additional masks with them daily. • Provide your child with a clean plastic bag to store their used mask, if they are reusable.

How to Wear a Mask

14 Classroom Design and Physical Distancing

Classrooms have been set up to ensure physical distance between students. Admin building and seating areas have also been set up to ensure a 1-meter physical distance. Increased ventilation will be maintained through open doors and windows. Students should also maintain one-meter distance anytime they are on campus including, but not limited to, arrival, dismissal, walkways and recess. We will minimize those times when instructional activities make it difficult to maintain physical distancing.

● Adequate supplies will be provided to minimize sharing of high touch materials to the extent possible or limit use of supplies and equipment by one group of children at a time and clean and disinfect between use. ● Students will be encouraged to wash their hands for 20 seconds with soap and water or sanitize hands frequently throughout the school day.

Early Years

o All shared toys will be removed, and students will be spaced according to Covid-19 precautionary measures. o Classes have marks on the floor to guide students and adults to practice physical distance. o Students will not interact with other grades. They will stay mostly in the Early Years building.

Elementary

o All desks and students will be spaced according to Covid-19 precautionary measures. Class instruction will take place primarily in the homeroom class setting. o When possible for instruction, language and elective teachers will travel to the classroom in order to reduce student movement.

Middle School

o All desks and students will be spaced according to Covid-19 precautionary measures.

High School

o All desks and students will be spaced according to Covid-19 precautionary measures. o Specific rooms are assigned according to HS schedule and number of students.

15 Early Years

• Each student will have their own unshared learning tools, which will be sanitized daily. Rooms have been designed with social distancing parameters. • A marked pathway will assist students in social distancing. All students will wash and sanitize their hands throughout the day.

16 Early Years

• All classrooms have been modified with social distancing parameters. Learning tools will be sanitized after use. Classrooms have windows for continuous ventilation.

17 Elementary School

• All classrooms have been modified with distancing parameters.

18 Middle School

• All classrooms have been cleaned and modified for distancing. Areas are marked to ensure students adhere to the distancing measures.

High School

• All classrooms have been cleaned and modified for distancing.

20 Recess

Recess times are staggered throughout the day and will be restricted to limited grade levels. Students will report to the field area for recess. Play equipment will not be available in order to avoid the spread of germs. Students will be required to wear face masks during recess times

Lunch

Early Years

o Students must bring a lunch and a healthy snack with them to school in the morning. o Lunch boxes will be stored in the children’s boxes. o Students will eat in the classroom. o Nap will be in a class designated for the children to sleep. o Handwashing is scheduled to be frequently and whenever needed.

Elementary

o Students must bring a cold lunch with them to school in the morning. There will be no opportunity for students to use a microwave to heat their lunch. o Students will store lunch boxes on shelves outside of the homeroom classrooms. o Students will eat lunch in the lunchroom and tables will be assigned for grade levels in the lunchroom. Tables and chairs have been spaced to accommodate COVID measures.

Middle School

o Students must bring a cold lunch with them to school in the morning. o Students will store lunch boxes in their own lockers. o Students will eat lunch in the lunchroom. o There will be no opportunity for students to use a microwave to heat their lunch. o Tables are spaced in the lunchroom. There is a maximum of two students at each table.

High School

o Students must bring a cold lunch with them to school in the morning. o Students will store lunch boxes in their own lockers. o 9th grade students will eat lunch in building 8b. 10th- 12th grade students have the option to eat on AUI campus.

21 School Supplies

Early Years

o Students will have all supplies kept in their boxes; supplies should be labeled with student’s name: o White card stock paper color construction paper, 2 glue sticks, pencil, crayons, watercolor set o Two extra masks per day o Water Bottle o Students can bring a toy that can be sanitized e.g a rubber doll, a plastic car, and it will stay at ASI. o Bed sheets, pillows and pillowcases will be brought from home. o 2 Changes of clothes o 2 boxes of Kleenex, 2 packets of baby wipes, 2 rolls of paper towels o 1 Family Photo to be displayed o 4 Pictures of students, passport sizes.

Elementary

o Students will keep a supply case at their desk (not to take home). o Supplies: A4 notebooks (7), box of pencils, erasers, scissors, colored pencils, colored markers, pencil sharpener, glue sticks (4), tissues, whiteboard and markers (2). Additional supplies will be requested as needed throughout the school year. o All books, notebooks, and school supplies stay at the student desk. o Students must bring their own water bottles as water fountains will not be operational. o The use of community supplies is extremely minimal, and any community supplies will be sanitized after use.

Middle School

o Students will keep a supply case at their lockers (not to take home). o Students must have a laptop or any other device to follow the teacher’s instruction. o Supplies: A4 notebooks, pencils, erasers, scissors, colored pencils, pencil sharpener, glue sticks, tissues, whiteboard and markers, and necessary art supplies. o All books, notebooks, and school supplies stay at the student lockers. o Students must bring their own water bottles as water fountains will not be operational. o Community supplies is nonexistent/extremely minimal. Any community supplies will be sanitized after use.

High School

o Every High School student needs their own personal laptop for classwork. Students are not allowed to share technical devices between each other. o Laptops need to be maintained properly by the student, including charged battery and cable. o Teachers will share specifics about school supplies for their respective course (e.g. Notebooks, pens, pencils, art supplies).

Virtual Instruction

The fully online option means that the student is never on campus. An electronic device and internet service are required for a student participating in virtual learning. The student will be required to complete all assignments and assessments via MS Teams per the directions of his/her teachers. The due date to choose the virtual learning option will be August 31, 2020.

Online Course Operations

• Each class will be established on Microsoft Teams. • Students will be added to the classes with the ‘asi.aui.ma’ email accounts.

Attendance

• Attendance will be collected for all classes throughout virtual learning.

Live Video Conferences

• Teachers will host live meetings with their students. • Live class will take place within the regularly schedule class time. • Meetings will take place within the Microsoft Team for the class and will be recorded for students to view later.

Assignments

• Assignments will be created and posted within Microsoft Teams will established deadlines. • The expectation is for all assignments to be completed on time by students. • Students are held to the expectation that all assignments are submitted through Microsoft Teams. • Teachers are expected to follow up and communicate with students of concern who do not complete assignments. • Assignments and grades are to be updated on a weekly basis, per regular school expectations.

Support

• Students can be directed to: [email protected] with concerns.

Student Transportation

Car Drop Off at the Annex Campus

Students arriving at the annex school by car must follow security procedures for drop off. Cars must drive straight into the school to the side of the Early Years turn-around, and students should be unloaded there; this is not a parking space, so cars should spend no more than a minute unloading, then exit. Cars approaching the turnaround zone should patiently wait by lining up and waiting their turn for student unloading. Students should not get out of the car prior to the unloading zone.

Car Drop Off at the AUI Campus 23

Students arriving at the AUI campus by car must follow security procedures for drop off. Cars license plate numbers must be registered with security gate at the start of the school year to enter the campus. Cars must drive behind building 8B and students should unload there. Once students have exited, the car should proceed to the AUI swimming pool area and use the turn around to exit. Cars approaching the turnaround zone, should patiently wait by lining up and waiting their turn for student unloading.

Disregard and Consequences for Lack of Adherence to Drop off Policy

Parents who do not follow the car drop off procedures, and/or show disregard to security agents will be subject to a warning meeting with the Director, and if necessary defiant parents will lose their car access to the annex, and/or the University.

Students Walking or Cycling to School

For the safety of students arriving on foot, vehicles of faculty and staff only are allowed to approach the parking spaces at the front of the annex school. Parents cannot approach and park in this zone. Students may ride bikes to school; however, they must be neatly parked in the designated bike parking area. Students violating the bike parking rules will not be allowed to ride them to school. All students must use the designated crosswalks. Students walking to AUI must walk up the main entrance onto campus and avoid roads cars drive on.

Provided Transportation to and from AUI

Transportation is provided via AUI van between ASI Residences and AUI Campus. There is one basic rule that supersedes all others in importance and simplicity – Remain in your seat during driving and do nothing which might distract the driver. All movement on a moving bus is forbidden. Seat belts must be worn at all times.

● Do not do anything that might distract the driver. The actions which might distract the driver include the following: ● No loud noises. No throwing any item inside the bus. ● No fighting or otherwise inappropriate behavior. ● Music may not be played on the bus, either via the van’s radio / cassette, or via your own device UNLESS it is with personal earphones which will not bother others; ● Eating and drinking are not permitted on the bus; ● Students are responsible to pick up any trash in the bus ● Students will be charged for any damage they do to the bus ● Windows stay closed at all times (unless there is a breakdown in the AC).

If a student breaks these rules, then they will remain from using our bussing services for a defined period.

Communications

ASI’s faculty and staff will continue to use the same channels it employs for normal day-to-day communications with parents, students and faculty/staff. Please be sure to update your contact information with our front office to ensure you receive timely school information.

24 ● Email: Families and students will be able to communicate with faculty and staff via email. Faculty will also be able to communicate with one another and school administrators in this manner. ● School Website: The school will communicate general news and events to all stakeholders via http://www.aui.ma/en/asi.html. ● Blogs ○ Early Years Program: https://asiearlyyearsoffice.wordpress.com ○ Elementary School: https://asielementaryschool.wordpress.com ○ Middle School: https://asimiddleschooloffice.wordpress.com ○ High School: https://asihighschooloffice.wordpress.com

Curriculum (Standards)

Standards for students should be considered in all content areas as they define essential 21st Century Skills. These are general goals, standards, and indicators aligned K-12 and serve as a foundation in your planning. We use standards from several sources, to ensure each discipline best serves the needs of all our students.

The Common Core State Standards (CCSS) is a nationwide educational initiative that represents the standards of most US States. The CCSS currently serves mathematics, English/language arts, and literacy in the humanities, sciences and technical subjects.

The AERO (American Education Reaches Out) Standards are educational standards supported by the US State Department and developed for American Overseas schools. Our Social Sciences department has adopted the AERO standards.

In Science, we use the Next Generation Science Standards (NGSS). Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard—or performance expectation—and each dimension works with the other two to help students build a cohesive understanding of science over time.

Homework

At ASI, we want to ensure students are learning and engaged in instruction. Homework will be designed to support instruction. All work assigned will serve a purpose, and this purpose is to further the learning of the given unit of study. All work assigned will be relevant in and out of class.

Assessments

Continuous(formatives) assessments, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.

Unit Summative Assessment (Performance Tasks) 25

Each unit should have an embedded summative assessment in the planning document. It is essential that each summative assessment is identified as it captures the demonstrated knowledge and skills that the unit covers. Further, summative assessment informs the principle of backwards planning: It informs what the unit will need to cover in formative and continuous assessment to culminate in the summative assessment. Ideally, summative assessment for each unit will include a performance task, which follows the GRASPS format (identifying the Goals, Roles, Audience, Situation, Performance, and Scale) and providing a life- like task for students to show their mastery of the concepts covered in the unit.

Grading

Recording Student Achievement Data (Summative and Continuous Assessments) and non- achievement data (Effort/Participation) is essential for students and parents to keep informed through continuous feedback. Grades must be recorded in ASI’s current Learning Management System. It is expected that teachers update grades every week. In addition, Summative grades are expected for every unit as defined by the unit plans. All departments (Math, Science, ELA/Social Studies, Languages and Elective Studies) and grade specific levels (Elementary and MS/HS) have developed a grading policy. Grading policy for each unit is structured the following way:

Assessment and Grade Weighting

Summative Assessments count 35% of the overall course grade  Unit assessments, tests, performance tasks, projects, research papers Formative Assessments count 55% of the overall course grade  Quizzes, homework, classwork, first drafts, entry/exit tickets, labs, quick writing, essays, etc. Participation counts 10% of the overall course grade  Homework, classwork, etc.

Code of Conduct

At Al Akhawayn School of Ifrane, reasonable standards of acceptable behavior will be enforced. The intent of our school rules is to ensure common decency and courtesy and to protect the rights of each student in the pursuit of an education free from disruption or inconvenience. Students are reminded that they must adhere to the Code of Conduct, not only for their own benefit, but for the benefit of others as well. Students are responsible for their own actions and are held accountable for all rules and responsibilities within the Student Handbook. The primary responsibility for a student’s behavior rests with the individual student, and the primary responsibility for ensuring that students are responsible and accountable rests with the school faculty. Students not adhering to ASI rules/policies will be subject to disciplinary action.

Compliance with Rules

Students shall comply with all rules and regulations adopted by Al Akhawayn School of Ifrane, including the rules and regulations set forth herein. Failure to do so shall be cause for disciplinary action as hereinafter described within each school’s Program Guides.

Language

26 English is the language of instruction, and the school will make every effort to develop the students’ interpersonal and academic proficiency in English while encouraging development of their first- language skills as well. Students and employees should use English at all times in school except classes in another language.

The school believes that, through immersion in core and specialist classes, English-as-a-Second Language instruction, and attention to individual needs, a limited-English-proficient student who demonstrates academic success in their first language can attain adequate English proficiency to participate in and succeed at ASI. Furthermore, the school is committed to the belief that first-language development is essential to a student’s overall academic success. For this reason, Arabic and French classes are offered for first-language speakers of those languages as well as for other students at all age levels. For first-language speakers of other languages, the school encourages parents to continue to develop and pursue literacy skills of their children at home. In pursuit of the school’s commitment to cultural diversity and awareness of Morocco, ASI shall offer cultural components in our programs in Arabic and French. Recognizing the benefits of the full participation in the life of the school, parents are also encouraged to develop their own English language skills while nurturing their child(ren)’s first language(s).

We have a responsibility and a dream: to give our children the best education possible. Following this philosophy, we can both meet our responsibility and fulfill our dream. All stakeholders must collaborate and cooperate to make it a reality.

● The school will maintain the highest possible level of English proficiency at all grade levels. English will be spoken by all students, teachers, administrators, and support staff at all times while engaged in official school business. ● French and Arabic classes will be offered immediately in the nursery and continue all the way to high school. ● The aims of the second and foreign language programs will be linguistic, cultural, and academic.

Technology Acceptable Use Policy

● Only use computers for school related business (no gaming or chatting); ● Deliberate access of inappropriate sites is not allowed such as games, pornography, and social networking sites; ● The school reserves the right to monitor students’ communication and accounts; ● Interfering or accessing other people's account or restricted areas of the AUI/ASI network and computers is prohibited; ● Software installation on ASI computers by students is forbidden; ● Students should only save files into their accounts or on removable media; ● AUI/ASI lab equipment should be treated with the utmost respect.

Any violations of the ASI Acceptable Use Policy will result in loss of in-school IT use privileges and school disciplinary action and/or appropriate legal action may follow.

Students using ASI-assigned computers, further, must sign user agreements. ASI offers classes in information technology and computer science beginning in the 3rd grade, and students will all be assigned ifraneschool.org Gmail addresses in the course of their upper elementary or middle school years. The curriculum in math, ELA, beginning languages and other areas are supported by technology tools such as Achieve 3000 and IXL. Students in high school typically use Google classroom or Engrade for assignments and class communication. For this reason parents are 27 strongly encouraged to provide access to a computer and internet at home as well as to monitor students’ internet use and place common sense limits on their child’s screen use. Students using any shared computers at ASI are required to sign out of those accounts when they leave the computer, and will have appropriate redirections or consequences assigned if they do not.

Computers and Devices in the Classroom

Computers, smartphones, and tablets are an important part of a 21st century education. It should be recognized, however, that these devices can also be distractions in the classroom and be detrimental to a student’s learning. At ASI, students must follow the following guidelines: ● It is the teacher who decides if a device should be used in class or not. ● Devices may only be used for work relevant to the lesson the student is in. ● Teachers may confiscate devices that are not being used properly in class. These will be locked up in the Director’s or principal’s office and either returned directly to the student or the parent depending on the situation. ● Devices used for inappropriate material and cyber-bullying will be confiscated. Students can be required to provide passwords to the administrations and will face severe consequences. ● Students are responsible to make sure their device is charged before they come to school.

Welcome to ASI’s Early Years’ Program!

This purpose of this section is to provide Early Years’ parents with an overview of the program for each respective age/grade level.

Early Years Statement of Learning

ASI is eager to educate and inspire young learners in their early development in an enabling and loving environment. Our goal is to instill a “love for learning” through meaningful experiences using a project-based learning approach. ASI emphasizes all areas of learning and development (socio-emotional, physical, language, cognitive, literacy, mathematics, science, and technology, social studies and arts) with a curriculum that engages the interests and the needs of each child. Children are actively involved in their learning through play developing a sense of high self-esteem and positive relationships.

Program Overview

The Early Years program consists of 2-year-old to 4-year-old classes and has a 5-day-per- week learning experience. We are committed to learning, to the safety and the health of our community. Regardless of if we are in virtual learning or face-to face, this commitment will be our priority.

Teachers provide early learners with hands-on exploration and discovery to build lifelong learning and critical thinking and foster confidence. This is accomplished through learning experiences that are interconnected (social, emotional, math, arts, language, literacy, music, physical activities, social studies, and science), relevant to the child context and life, stimulating the social, emotional, intellectual and physical abilities of all children.

Our program is in English, we have also French and Arabic initiation. Some children will have Arabic and French as an extension of their home language.

28 Family Partnerships are an important part of what we aim to construct together: students- families-teachers. Families are the most important people for the young learners, and our program at the Early Years welcome you to share anything that it is important for your child and your family.

Assessment: Development is a Journey, Not a Race

We track child development as an individualized process. Children is looked in her/his uniqueness. In a setting with many young learners with the same age, and in a society that sees getting ahead and being first as prime goals, it is hard not to see development as a race to achieve milestones. However, learning and development are not a race and earlier is not better, nor is earlier generally an indicator of future development. Children benefit from the individual, measured pacing of the journey, not from achieving developmental milestones at the earliest opportunity. We look at each child as a different person and we trace their individual learning.

Early Years: Two-Year-Old Learning Overview

Guided by the Creative curriculum, our 2s are gradually separating from their parents and comforted by our caring teachers and teacher assistants in a nurturing and stimulating environment. The curriculum engages in age-appropriate activities, including circle time, music, block building, pretend play, art, free play, story time, French and Arabic, with a focus on the primary areas of development: socio-emotional, cognitive, physical and communication.

Early Years: Three-Year-Old Learning Overview

Guided by the Creative Curriculum, our 3s explore subjects of interests that are integrated in projects, where young learners wonder and are actively engage in their learning, as they expand their language and literacy through rhyming songs, storytelling, circle time and challenging activities that reinforce letter recognition, phonemic awareness, expressive and receptive language, and concept of print. French and Arabic are part of their week program reinforcing also the language and literacy. Math is learned through engaging activities, as geometry with geoboards, puzzles, patterns and block building, counting and number recognition and connecting both. Science and social studies are experienced through activities that reinforce creative problem-solving skills as well as a broader understanding of the World around us. Young learners can participate in a range of activities that promote their gross motor skills indoors and outdoors. Music and Art engage the learners in their love for musicality, and textures experiences. Finally, the socio-emotional and cognitive skills are always present and reinforced throughout the day.

Early Years: Four-Year-Old Learning Overview

Building off of the groundwork laid by the creative curriculum, young learners will be cultivated by supporting their cognitive and social-emotional development; Core areas of Math, literacy, and the arts are taught, and in addition, learners speech and language and fine/gross motor skills are emphasized.

Students ability to learn and solve problems will be emphasized by: (a) using numbers and concepts/operations; (b) exploring and describing spatial relationships and shapes; and (c) comparing and measuring. Literacy is developed by demonstrating phonological awareness, phonics skills, and word recognition; Students will demonstrate knowledge of the alphabet and print and its uses; comprehension and responsiveness to books and text; and will demonstrate emergent writing skills.

29 Social and Emotional support is encouraged by helping to develop the child’s ability to interact with others and to appropriately control his/her emotions. Speech and Language Development is supported by creating and developing opportunities child’s ability to understand and use language.

Fine motor development will assist the child’s ability to use small muscles (hands and fingers) and their gross Motor development. The child’s ability to use large muscles.

In School Learning

Arrival

Students may NOT arrive prior to 8:10 a.m. on the campus. Students must arrive at school wearing a face mask and keep physical distance from others. Student temperature will be taken upon school arrival. • Early Years students will enter through the side gate at 8:10 • Assistants will be at the gate to score the student to the building. Parents and guardians are not able to walk their children to the building. • Instruction will begin at 8:20

Dismissal

Upon dismissal, early years’ students must be taken directly to their designated pick up spot (parent pick up) wearing their face covering and maintaining physical distance from others. We do ask that parents picking up their student be prompted to avoid the need for students to linger on campus unnecessarily. • Students will be scored to the side gate by the assistants to be dismissed at 3:30. • Parents and guardians are not permitted to collect their children in the building. • Students should be collected promptly at 3:30.

Wearing a face mask on Campus

Classroom Design and Physical Distancing

• Adequate supplies will be provided to minimize sharing of high touch materials to the extent possible or limit use of supplies and equipment by one group of children at a time and clean and disinfect between use. 30 • Students will be encouraged to wash their hands for 20 seconds with soap and water or sanitize hands frequently throughout the school day. • All shared toys will be removed, and students will be spaced according to Covid-19 precautionary measures. • Classes have marks on the floor to guide students and adults to practice physical distance. • Students will not interact with other grades. They will stay mostly in the Early Years building.

Lunch and Nap

All students are required to bring a cold lunch to school upon school arrival. There will be no opportunity for lunch drop off or for students to use a microwave. Lunch tables have been arranged to ensure safe physical distance between students. Students will be required to disinfect their hands prior to entering the cafeteria. Face masks will be safely removed by students/assistants when eating and masks will be required again when finished eating. • Students must bring a lunch and a healthy snack with them to school in the morning. • Lunch boxes will be stored in the children’s boxes. • Students will eat in the classroom. • Nap will be in a class designated for the children to sleep. • Handwashing is scheduled to be frequently and whenever needed.

School Supplies

• Students will have all supplies kept in their boxes; supplies should be labeled with student’s name: • White card stock paper color construction paper, 2 glue sticks, pencil, crayons, watercolor set • Two extra masks per day • Water Bottle • Students can bring a toy that can be sanitized e.g a rubber doll, a plastic car, and it will stay at ASI. • Bed sheets, pillows and pillowcases will be brought from home. • 2 Changes of clothes • 2 boxes of Kleenex, 2 packets of baby wipes, 2 rolls of paper towels • 1 Family Photo to be displayed • 4 Pictures of students, passport sizes.

Master Schedule

Early Years Schedule 2 and 3-Year-Old 2 and 3-Year-Old 4-Year-Old 4-Year-Old Time/Day Week A: M-W-F/ Week A: T-Th / Week A: M-W-F/ Week A: T-Th / Week B: T- Th Week B: M-W-F Week B: T- Th Week B: M-W-F 8:10-8:20 Arrival Arrival Arrival Arrival 8:20- 8:40 Centers Centers Centers Centers 8:40 -8:45 Bathroom break Bathroom break Bathroom break Bathroom break 8:45 9:05 Circle time Circle time Circle time Circle time 9:05- 9:45 Art (Ms. Katie) Art (Ms. Katie) Art (Ms. Lina) Art (Ms.Lina) 9:45- 10:10 Snack Snack Snack Snack 10:10- 10:35 Choice time Choice time Choice time Choice time 10:40-11:05 Story time Story time Story time Story time 11:05- 11:30 Small group Small group Small group Small group 11:30 - 11: 50 Park Park Park Park 11:50-12:00 Handwash Handwash Handwash Handwash 31 12:00- 1:00 Lunch Lunch Lunch Lunch 1:00 - 2:00 Nap Nap Nap Nap 2:05- 2:45 French (Ms. Arabic (Ms. Mouna) French (Ms. Arabic (Ms.Mouna) Carolane) Carolane) 2:50- 3:30 Music (Mrs. Park Music (Mrs. Park Eddouks) Eddouks) 3:30 Dismissal Dismissal Dismissal/ Dismissal

Virtual Learning Guide

Virtual instruction is scheduled (please see the schedule below) to provide children with a routine of learning and a balanced offline time. Primary classroom teacher instructional time is supplemented by instruction by Art, Music and Language Teachers. Afternoons are unscheduled, allowing for time to work on projects, home activities, free play, connect with a teacher for one-on-one help or conversation, or explore enrichment activities.

Students can practice skills, revisit and consolidate previous learning, and reflect. Continuity of learning is ensured by connecting instruction to prior classes and the classes to follow. All virtual instruction will be hosted on a Microsoft Teams Platform. Every student has a Microsoft Teams account, @asi.aui.ma. Teachers can send communications and resources to students, including videos, and links to safely connect through Teams for online instruction and discussions. Students will have one class for all subjects they will be attending through Teams platform.

Early Years Virtual Learning Plan Grade Instruction Art and Music Languages Social/Connecti Individual time with French and on Call Support/ Open homeroom Arabic Office teacher 2 and 3-Year- 20 minutes on 10 minutes per 10 minutes per 10 minutes each 10 minutes Old virtual day and week each for week for French day (afternoon) meeting one-on- 15 minutes as Music and Art and Arabic one (afternoon) story time (morning) (morning) to the discretion (morning) of the parent or the teachers Focus Math and Explore the Reinforced Optional time to Teacher is Language Visual Art; skills learned in connect with available for Instruction Musical English in classmate. individual help Concepts and French and Conversation expression and Arabic language led by teacher explore dance and/or student and movements both academic concepts on social 4-Year-Old 20 minutes on 10 minutes per 10 minutes per 10 minutes each 10 minutes virtual day and week each for week for French day (afternoon) meeting one-on- 15 minutes as Music and Art and Arabic one (afternoon) story time (morning) (morning) to the discretion (morning) of the parent or the teachers Focus Math and Explore the Reinforced Optional time to Teacher is Language Visual Art; skills learned in connect with available for Instruction Musical English in classmate. individual help Concepts and French and Conversation expression and Arabic language led by teacher explore dance and/or student 32 and movements both academic concepts on social

Early Year Virtual Schedule 2 and 3-Year-Old Monday Wednesday Friday 9:00- 9:20 Circle Time Circle Time Circle Time 9:25- 9:35 Asynchronous Art* Music 09:40-10:00 Arabic Story Time French

4-Year-Old Monday Wednesday Friday 9:00-9:20 Circle Time Circle Time Circle Time 9:25-9:35 Dance and Movement Art Music 9:40-10:00 French Story Time Arabic

Welcome to ASI’s Elementary School!

This purpose of this section is to provide Elementary School’ parents with an overview of the program for each respective age/grade level.

Academic Program

Mathematics - Singapore Math

Singapore Math Primary Mathematics is the curriculum resource for the elementary math program. Singapore Math utilizes the Common Core Standards. The curriculum approach embodies the teaching philosophy of concrete – pictorial – abstract in order to strengthen foundational math skills and build understanding to an abstract level. Additional resources within the Singapore Math Primary Mathematics programs allows for differentiation within instruction in order to best meet the needs of students.

Khan Academy

Khan Academy is a supplementary online Math resource which is utilized to differentiate student assignments, provide added resources, and offer homework support. Khan Academy classrooms allows for teachers to assign materials and gather student data. Khan Academy further provides the opportunity to integrate MAP data and offer recommendations for student learning.

English Language Arts - Reading Wonders

Based on the Common Core standards, Reading Wonders by McGraw Hill is the primary curriculum resource for the elementary language arts program. Students read excerpts from authentic literature in the Literature Anthology, explore reading skills, strategies, vocabulary, genres, and writing in the Reading/Writing Workshop, and read in literature groups with differentiated leveled readers. Students also complete grammar, spelling, and phonics throughout each week. All of the core materials are available in multiple levels, enabling teachers to meet every child’s needs. The program’s variety of choices allows teachers to adapt them to their own, unique teaching style while being sure that standards are being met.

Achieve 3000

Achieve 3000 is an online reading program that provides targeted instruction to students with two unique programs. The first program, Smarty Ants, is a phonics based program for students in lower elementary and English Language Learners. Students engage in aplay based curriculum to learn letter sounds, blends, and eventually build words and create stories. The focus of Smarty Ants is to teach foundational reading skills to students. The second program, KidBiz, provides students with a research based methodology to engage with non – fiction and fiction texts across subject areas, develop critical thinking skills, respond to higher order thinking questions, and deepen their knowledge of text. All of KidBiz is automatically and custom tailored to the student’s Lexile reading level in order to effectively meet the needs of each student.

Science - Inspire Science

Inspire Science by McGraw Hill utilizes the Next Generation Science Standard to guide a rigorous and inquiry based curriculum. Inspire Science is built around the 5E instructional program which creates a lesson framework of: Engage, Explore, Explain, Extend and Evaluate for students and teachers. Throughout the program, students are the drivers are inquiry and content exploration through readings, investigations, and collaborative project based learning experiences.

Social Studies

The Elementary School utilizes the AERO standards (American Education Reaching Overseas) to teach Social Studies. The program is designed around eight key themes: time, continuity, and change; connections and conflict; geography; culture, society and identity; government; production, distribution, and consumption; science, technology, and society. Social Studies is taught within the Moroccan context where Morocco is at the center.

French

The primary focus of the Elementary language program is to develop student’s oral communication skills. Students build upon previously learned vocabulary in order to create a strong foundation and progress in their French oral skills. Reading and writing are also two interrelated activities that are key components of the French program. Students will learn how to read and write in the French language. With a focus on oral communication skills, written grammar rules are introduced after foundational communication skills are established. Students develop into multilingual individuals through the French language program.

Arabic

34 The primary focus of the Elementary language program is to develop student’s oral communication skills. Standard Arabic is taught throughout the Arabic language program at ASI. Students build upon previously learned vocabulary in order to create a strong foundation and progress in their Arabic oral skills. Reading and writing are also key components of the Arabic program. Students will learn how to read and write in the Arabic language. With a focus on oral communication skills, written grammar rules are introduced after foundational communication skills are established. Students develop into multilingual individuals through the Arabic language program.

Electives

AMPE (KG – 2nd)

Kindergarten, 1st grade, and 2nd grade students participate in an AMPE elective class. The elective class includes Art, Music, and Physical Education. Throughout the Art program, students (….). Within Music class (…..). Within Physical Education students will have the opportunity to exercise in order to maintain and promote health and fitness, improve their motor skills, and work as a team for selected sports.

Physical Education (3rd – 5th)

Physical Education class will provide students with foundational fitness concepts. Students will learn to demonstrate the correct techniques which involve: throwing, catching, striking, kicking, trapping, and dribbling. Students will learn how to analyze their performance in order to learn and improve. Teamwork is a valuable aspect of the Physical Education program; units of instruction include. This course is designed to meet on a rotating basis in accordance with IT and Visual Arts throughout the entire academic year.

Information Technology (3rd – 5th)

Information Technology incorporates both typing skills, programming, and coding. The focus throughout the typing program is on accuracy and correct technique. Programming and coding provides students with opportunities to explore algorithms, loops, conditionals and events. Students will have the opportunity to interact with programs and design throughout IT class. This course is designed to meet on a rotating basis in accordance with IT and Visual Arts throughout the entire academic year.

Visual Arts (3rd – 5th)

Students will continue to develop their own artistic style and talents throughout the upper elementary visual arts program. Students will engage with advanced techniques, perspectives, arts and culture. Students will apply these skills to multi – step projects to engage in authentic artistic experiences. This course is designed to meet on a rotating basis in accordance with IT and Visual Arts throughout the entire academic year.

Virtual Learning Program Microsoft Teams

All virtual learning instruction will be hosted on the Microsoft Teams platform for which students have accounts through their @asi.aui.ma email accounts. Each class will have a dedicated Teams Classroom where students will access weekly plans, daily agenda posts, meet in live sessions, and submit assignments.

Hybrid Model

35 Students enrolled in the hybrid model will have a set number of days for in school instruction and days of virtual learning instruction. On the days of virtual learning instruction, there will be a combination of both synchronous and asynchronous instruction. Please review the Virtual Learning Schedule which outlines the days and times of live synchronous sessions.

100% Virtual

Students enrolled in the 100% virtual program will have a combination of asynchronous and synchronous sessions. On days when in person school takes place, students enrolled in the 100% virtual program will have asynchronous lessons and assignments from their teachers. Teachers will be available throughout the day to respond to questions through the chat feature on Microsoft Teams or schedule individual calls with students.

Synchronous Virtual Learning

Synchronous virtual learning is when all students and teachers meet together at the same time through the Teams Meeting feature. The Teams Meeting feature allows students to participate in a video/audio format, respond in a chat box, and for the teacher to share the screen and provide live virtual direct instruction to students.

In order to balance student schedules between synchronous virtual learning and their required assignments, all live synchronous meetings will be limited to 20 minutes. Teachers will be available for the remainder of the class period and throughout the day to answer questions from students and provide additional support. Please view the Live Virtual Learning schedule shared to see the days and times of live class meetings.

Asynchronous Learning

Asynchronous learning is when students engage with materials previously posted and prepared by teachers. This may include a combination of screencast prerecorded lessons, prerecorded lessons, assignments, activities, and online resources. On days when lessons are asynchronous, students are expected to actively interact with the provided materials, complete assignments, and send questions to the teacher who can provide additional support as needed.

Grading

Assignments are divided into three categories which are weighted accordingly:

Summative Assessment 35% Formative Assessment 55% Participation 10%

A combination of assignments, both summative and formative, as well as participation assignments are collected throughout the trimester to determine a final grade. Each assignment, as well as end of trimester grades, are assessed on a four point scale shown below.

4 Exceeds Standard 3 Meets Standard 2.5 Approaches Standard 2 Progresses Towards Standard 1 Does Not Show Progress

36 ASI teachers utilize Rediker, an online learning management system, to consistently update grades on a weekly basis. Families have access to a Rediker account in order to monitor student progress.

Measures of Academic Progress (MAP)

Students will be take the MAP (Measures of Academic Progress) standardized test twice each year, in the Fall and Spring. Lower Elementary (KG – 2nd) will be assessed on Reading and Math subjects whereas Upper Elementary (3rd – 5th) will be assessed on Reading, Math, Language Arts, and Science. The MAP test provides important outside data in order to monitor student growth and progress over time and is used as one measure to guide classroom instruction.

Homework

School Supplies

Elementary students will need to supply the following materials to be prepared for class:

Classroom Supplies: • 7 A4 Notebooks • Box of pencils • 4 Large Glue Sticks • Erasers • Scissors • Colored Pencils • Pencil Sharpener • Tissues • Small whiteboard and 2 markers • Masks Classroom supplies should be kept in a small pencil case that will stay at the school.

Art Supplies: • Crayons • Colored Markers • White Paper • Colored Paper

Art supplies should stay at home for the beginning of the school year for purposes of virtual learning. This is subject to change as the school year progresses.

School Day Arrival

Students may arrive at school beginning at 8:10 and the first period class begins promptly at 8:20. All elementary students will enter through the main gate of the school and proceed directly to their classrooms; teachers will be available and present to help direct students. At this time, parents and guardians will not be able to enter the school grounds. 37

To align with COVID measures, students will have their temperature taken upon arrival and engage in hand sanitation.

Snack & Lunch

Students will have an opportunity to eat a snack during their morning break. All students will be required to bring snack and cold lunch with them in the morning. Students will not have access to a microwave and should have a cold lunch prepared. Students will have a safe socially distant place to eat lunch and access to hand sanitation before and after eating.

Dismissal

Students in Kindergarten and 1st grade may be picked up by a parent/guardian or an older sibling. Students in 2nd – 5th grade may have permission to leave school independently at the end of the day. Students will be dismissed from the main gate of the school in a staggered fashion based on their dismissal category (shuttle, walk, car, bike, etc). Parents and family members are not currently permitted to enter school grounds for dismissal.

Student Behavior Overview

In order to promote a safe and secure learning environment, the focus will be placed on positive behavior support in order to teach students appropriate behavior and discourage inappropriate behaviors. Clear behavior expectations will be set by the Elementary school and Elementary teachers and communicated to students and families and taught explicitly. Student misbehaviors will be corrected and addressed by Elementary teachers; student misbehavior may be referred to the Elementary Principal for additional measures and consequences.

Schoolwide Expectations

As a community, we have identified three schoolwide expectations which will drive our school culture. All students at ASI Elementary are: Safe, Respectful, and Responsible. These driving values embody our school culture and expectations of students. Student behaviors across the school will be rooted in our expectations that students are Safe, Responsible, and Respectful

Elementary Behavior Matrix

Students will be held to Elementary school wide behavior expectations in all school settings. Behaviors and procedures are rooted in the expectations: Safe, Responsible, Respectful. Teachers will further establish behaviors and procedures within their individual classrooms in alignment with school wide expectations. Schoolwide behaviors are outlined in the ASI Elementary B

Admin Managed Behaviors

Minor student misbehaviors will be handled within the classroom management system and each individual teacher. Serious misbehaviors, as outlined below, will be directed to Elementary administration to handle. Corrective consequences may include:

Counselor Services

The ASI counselor is able to provide socio emotional support to individual students and the school at large. The counselor assists with student behavior concerns in line with the Elementary Behavior expectations and program. The objective is to provide students with a safe space as they continue to grow and learn.

Master Schedule

The master schedule is subject to change throughout the school year in response to school needs.

40 Welcome to ASI Middle School !

The purpose of this section is to provide students and their parents with a road map to understand their middle school experience. A primary objective for the Middle School Program is to develop well-rounded students and provide them with the academic grounding needed for high school. Middle School will prepare students who are equipped to navigate a dynamic and demanding world and make positive contributions to it.

Code of Conduct

Compliance with Rules

DET = Detention, OSS = Out-of-School Suspension Action Definition Consequence Student receives an incomplete (F0%) for the assignment, quiz or test. An alternated version is allowed only for first infraction and will be graded minus 30%. Parent will be notified. Academic Copying, plagiarism, assistance from dishonesty will jeopardize student’s Academic Dishonesty another on tests, quizzes, papers, etc. standing in school organizations and is All forms of academic Any talking during test, any books or recorded throughout MS and HS period. dishonesty and plagiarism. notes not completely put away, any Repeated infractions may carry more use of cell phones, etc. severe consequences including suspension. Repeated offenses will result in an automatic F (0%) on the assessment, and possibly a failed trimester of the course the infraction took place. Use – to consume/ingest in school. Alcohol & Drugs Possession – having on your person, Use clothing, locker or other personal Suspension with recommendation for Possession effects. expulsion. Distribution Distribution – to divide or apportion to one or many.

41 Arguing or not following the first Academic Detention. Continued after Arguing request of a teacher, staff member, or first request may be Suspension. school employee. Bullying may be physical, verbal, or Detention or suspension depending on Bullying relational, including online. severity of incident. Disrespectful/Obstinate Showing a lack of respect or courtesy. Behavior Stubbornly refusing to change one’s Detention or Out of School Suspension chosen course of action despite depending on severity of incident. attempts to persuade one to do so. Fighting Detention or Out of School Suspension Play (“fooling around”) To contend through physical contact or depending on severity of incident. Real altercation. Falsely or fraudulently making or Indefinite suspension until a meeting altering school-related documents or with parents, student, and other relevant instruments of any kind, for example, a school personnel. A second violation Forgery progress report to parents, hall pass, warrants recommendation for immediate etc. expulsion. The act of deliberate or willful Indefinite suspension until a parent- conduct, verbal or physical, student meeting is held to resolve the

detrimental or disruptive to normal situation. Increasingly severe Gross Misconduct functions of school programs or consequences for additional infractions. academic process. (i.e. expulsion)

Any behavior that detracts from the Suspension depending on severity of calm nature of the school (i.e. yelling, incident. Increasingly severe Inciting Behavior chanting, clapping, pushing, jumping consequences for additional infractions on others, or instigating others into a such as indefinite suspension. conflict, etc.). Failure to respond or carry out a reasonable request by a staff member, Academic Detention. Increasingly severe

including failure to abide by consequences depending on infraction or Insubordination reasonable school rules and/or for additional infractions. (i.e. expulsion) academic rules, etc.

Action Definition Consequence Use of obscene or vulgar language by students, in verbal or written form, or Academic Detention and increasingly Profanity/Obscenity in gesture or in pictures or caricatures severe consequences for additional in or on school property. infractions.

Assault - A violent physical or verbal Physical Assault or threat Indefinite suspension and/or attack or the threat to do harm to of assault on a staff recommendation to the Director for another with or without doing any member or administrator. immediate expulsion. harm. Indefinite suspension and/or Physical Assault on Assault - A violent physical or verbal recommendation to the Director for another student. attack with harm. immediate expulsion.

Touching, hugging, or kissing or in Detention, Out of School Suspension Public Display of any way displaying affection for one depending on severity of incident. Affection. (PDA) another. Any communication or conduct of a Suspension depending on the nature of sexual nature where the conduct the harassment. Increasingly severe interferes with educational Sexual Harassment consequences for additional infractions. performance, intimidates others, or

42 creates a hostile or offensive environment on the basis of sex.

Posting pictures and comments online Suspension depending on severity of that are offensive to any ASI students, incident. Increasingly severe Inappropriate Use of teachers or staff. This includes private consequences for additional infractions Social Media posts that come to the school’s such as indefinite suspension. attention. Smoking is to be in possession of, or Smoking- Mandatory two-day out of use of, tobacco products at or around school suspension. Increasingly severe school or at any school-related consequences for additional violations. activities. This includes vapes and Smoking/ Suspicion of Suspicion of Smoking- Documented and vape refills. Suspicion of smoking is Smoking parents will be notified. A second being in an area that smells heavily of incident of suspicion will be treated as smoke, or you smell heavily of smoke smoking. on school grounds or at a school

activity. To take or assist someone in taking or Complete restitution at full replacement attempting to take the property of Theft value along with other disciplinary action another without permission with intent which will include suspension. to keep or make use of. This action also constitutes academic dishonesty and will jeopardize a student's To take or assist someone in taking or standing in school organizations. attempting to take a quiz, exam, or test Theft of an Exam, Test, Indefinite suspension until a parent- from any school personnel without Quiz student meeting is held to resolve the permission with intent to keep or make situation. Increasingly severe use of. consequences for additional infractions. (i.e. expulsion)

The act of unauthorized absence from Detention according to number of missed Truancy school or class for any period of time. classes.

The act of damaging, destroying or Out of school suspension. Increasingly defacing school property. This severe consequences for additional Vandalism includes, but is not limited to, writing infractions that may include on walls, breaking doors or lockers, recommendation for expulsion. and writing on desks. Use – Threatening to utilize or utilizing a weapon or a look-a-like Weapons or Look-a-Like weapon. Recommendation to Director for Weapons, Knives or any Possession – having on your person, immediate expulsion. Other Dangerous Objects. clothing, locker or other personal effects.

ACADEMIC REQUIREMENTS

Grading

Grades are an important indicator of a student’s mastery of learning objectives and general academic achievement. Our assessment and grading system is designed to evaluate student learning and provide feedback to students and parents about the quality of that learning.

Students earn letter grades for all courses. Grades are are calculated from a combination of class work, homework, projects, quizzes and tests, and class participation. Each teacher determines his or her policy for late work and how each area is weighted to determine a final grade. Letter grades correspond to the following percentages: A 93-100% C 73-76% A- 90-92% C- 70-72% B+ 87-89% D+ 67-69% B 83-86% D 63-66% B- 80-82% D- 60-62% C+ 77-79% F 0-59%

ASI teachers use Edunation, an online grading portal that students and parents can login to view their class grades. Teachers are expected to update grades every two weeks to communicate student progress. At the end of each Trimester, grades are final and archived into ASI’s records system, Jenzabar. Grades of F at any grade level may result in having to repeat the class. Other credit recovery options may be available.

A student will not be allowed to advance to the next sequential course if he or she has received a failing grade in a prerequisite course. This includes dropping after the first week or being removed from a class by the school administration.

Grade Point Average (GPA) is reported at the end of trimester and end of year. It is determined by averaging all earned grades over that period, and is cumulative over the high school career. Grade points are assigned to each grade according to the following scale:

A 4 C 2 A- 3.7 C- 1.7 B+ 3.3 D+ 1.3 B 3 D 1 B- 2.7 D- .7 C+ 2.3 F 0

Academic Probation

To maintain adequate academic progress, students must maintain a “C” average, or a score of 73, in all courses, or an overall grade point average (GPA) of 2.0 each quarter. Failure to maintain a GPA of 2.0 will result in the student being placed on Academic Probation. In an effort to improve the student’s grades, an intervention plan and contract will be developed in conjunction with the student, parents, teachers and a representative from the school administration. The contract will state specific strategies and actions required for the student to make adequate progress. The student’s failure to meet the requirements of the academic probation contract and/or achieve a 2.0 GPA by the end of the school year may result in the student’s dismissal from the school.

Attendance

Credit Recovery

Middle School students who earn a grade of F or less than 60% in a course may be asked to make up that course and “recover” that credit.

Credit recovery options will be considered on a case by case basis and could include taking online courses through PLATO, or creating a coursework portfolio that demonstrates mastery of standards the student was deficient in, or any other approach the school administration approves of. Certain classes require a student with a failing grade to repeat the class or remain in the level they have taken in the previous year. This is considered typical as children’s skills develop at differ rates, while for some subjects the most effective approach is to have similar skill levels in groups together. For this reason, a failing grade in a language class, pre-algebra, or algebra will result in repeating the course in the following year. Students may be retested at the start of the new year if they feel that intensive review during the summer has eliminated the need to repeat.

Departmental Course Descriptions

English

Grade Level: 6 English Prerequisites: None

The curriculum for English 6 includes foundational skills for reading as well as broad reading of literature and informational texts. Each week, students’ complete vocabulary, spelling, grammar, reading skills, and reading comprehension linked to the unit theme. Authentic literature is read and studied each week as well and short, complex text in order to reinforce vocabulary and skills. Materials are differentiated so that students are reading at their own levels. In writing, students will work all year on the six traits of writing (organization, ideas/content, voice, sentence fluency, word choice, and conventions). They will apply these skills to three three major writing projects through sixth grade: narrative, informative (research), and persuasive.

Texts: Wonders, by McGraw Hill Literature Anthology, Reading/Writing Workshop, Leveled Readers, Practice Workbooks Possible group novels: Roll of Thunder, Hear My Cry, The Giver, Messenger, Little Blog on the Prairie, Elijah of Buxton

Grade Level: 7 English Prerequisites: English 6

In 7th grade ELA, students apply and extend previous understandings related to several content areas: • Reading comprehension and analysis • Speaking and Listening • Formal writing - conventions of written English • Formal writing - application of skills across genres • Appreciation of literary genres Selection of Possible Literary texts: Novels The Hunger Games trilogy by Suzanne Collins, Flowers for Algernon and poetry and stories by Langston Hughes, Rudyard Kipling, and Robert Ballard

Texts: Literature, Holt-McDougall, Grade Seven, Common Core Edition, World of Language, Silver Burdett Ginn, Write Source, Houghton Mifflin Harcourt

Grade Level: 8 English Prerequisites: English 7

Course Description: Students will build upon and extend concepts from 7th grade, expanding their appreciation of literary genres and their use of writing mechanics at a more sophisticated level. Emphasis will be placed upon building vocabulary, masterful use of the Six-Step Writing Process, and preparation for high school via research and research paper protocols, analysis of media, and approaches to test preparation.

Selection of Possible Novels and Plays: Novels His Dark Materials trilogy by Phillip Pullman, The Call of the Wild and a selection of texts including poetry and stories by H.W. Longfellow, Edgar Allen Poe, O.Henry, and Julia Alvarez

Texts: Literature, (8th grade edition), Holt McDougall. Write Source, grade 8 level, Houghton Mifflin Harcourt World of Language, grade 8 level, Silver Burdett Ginn English Vocabulary in Use and English Grammar in Use, Cambridge Press (EFL/ESL students) Wordskills, McDougall Littell (advanced students)

Mathematics

Grade Level: 6 Math Prerequisites: None

The Singapore series of elementary mathematics is designed to integrate adult supervision with the independent practice by the students. The goal is to build a foundation of thinking into the students that will position them for more advanced math. First introducing students to key concepts with concrete examples and pictures do this. Then, the student is led progressively and logically to understand the abstract concept.

This series solidly builds the foundational concepts that will best prepare students for higher math. There is an emphasis on homework and practice, and an effective mix of word problems, drills and mental calculation.

This course covers Algebraic Expressions, Solid Figures, Ratios, Percentage, Speed, Fractions (Division, Word Problems, and Order of Operations, Circles (Radius and Diameter, Circumference, and Area), Graphs, Volume, Triangles and 4-Sided Figures, and More Challenging Word Problems.

Grade Level: 7/8 - Pre-Algebra Prerequisites: None

During the pre-algebra course, the concept of critical thinking is being applied, which is used throughout the Secondary School. Instructional time focuses on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

Grade Level: 8 - Algebra I: Prerequisites: Pre-Algebra, Final grade 75% Credit value: 1.5 credits

46 This introductory course in Algebra is designed to help students develop algebraic terminology and techniques. Algebraic concepts will build into using the Integer Exponents, Roots, One-Variable & Multivariable Linear Equations, Ratios & Percents, Proportion, Graphing Lines and Statistics & Probabilities.

Text: Art of Problem Solving: Introduction to Algebra

Science

Grade Level: 6 Integrated Science Course I Prerequisites: None

Sixth grade science is the first year of a three-year integrated science curriculum, designed to present topics in the life, physical, earth, and space sciences and to build on previous knowledge and the skills of scientific inquiry throughout the three years in middle school. In sixth grade students study the inquiry process; matter, including its states, properties and basic molecular theory; geology, movement of the Earth’s crust, motion, forces and ecology. Moreover, the course emphasizes the use of problem-solving and content application to examine current issues in science. Hands-on labs will be a major focus.

Grade Level: 7 Integrated Science Course II Prerequisites: None

Integrated science at the seventh-grade level provides a basic and general overview of all the sciences. Physical, Earth, Space and Life Science content are integrated in a curriculum with two primary goals: (1) students will value and use science as a process of obtaining knowledge based on observable evidence, and (2) students’ curiosity will be sustained as they develop the abilities associated with scientific inquiry. The course emphasizes “structure” as an organizing principle to understand matter. The concept of density is used to help understand the sorting and distribution of matter on Earth. Students in Integrated Science course 2 should begin to relate the structure of matter to the properties of materials. Students work toward an understanding that all substances are made of smaller parts and are themselves parts of larger wholes, which may have properties that are very different from its parts. This framework is also applied to genetics and classification of plants, animals, rocks, stars, and other things as a way to give a unique description to all things. Hands-on labs will be a major focus of the course. . Text: Glencoe Integrated Science © 2012 (Course II), McGraw Hill + e-book The textbook is supplemented by presentations, videos, worksheets, lab equipment, and hands-on models

Grade Level: 8 Integrated science course III Prerequisites: Integrated Science Course II

Integrated science at the eighth-grade level provides a more in-depth overview of all the sciences than the seventh grade curriculum. This class will be covering 4 basic topics that all revolve around a central theme of change. The four topics we will cover include: The focus of Physical Science is change. When chemicals react, they are changed into new substances. Physical Science is also the science of motion or change in position. We will build tools and machines that will help us illustrate how the 3 laws of motion are all around us and affect everything we do. The focus of Life Sciences is ecology and heredity. We will be investigating the basic ecosystems on the planet and researching how we affect them. We will also focus on some interesting species and demonstrate how the many plants, animals, protists and fungi interact in our world and evolve. The focus of Earth Science is to look at the changing surface of the planet. Earthquakes, volcanoes, the rock cycle and minerals are among the many items we will research.

47 The eighth grade Physical Science (PS) and Earth and Space Science (ESS) course explores a variety of fields such as motion, energy, sound and light, astronomy and space science. At this level, the students will start tackling the big concepts in physics such as gravity and waves. The ESS lessons come as consolidation and complement to topics seen in the previous year. 8th grade ESS also includes a formal introduction of geologic time.

Grade Level: 7 Social Studies - Pre-History Through the Fall of the Roman Empire Prerequisites: None

This course will begin with, build upon and complete the Nine Core Concepts of Geography and History begun in sixth grade, equipping students with the practical tools to study relationships between space and time in their environment, and the overarching themes and patterns to be found there. Core Concepts covered in seventh grade include Economics and Geography; Population and Movement; Culture and Geography; Government and Citizenship, and Tools of History. We will also review the Five Themes of Geography. Integrated chronological and thematic/regional approaches will be used. Students will then continuously apply these tools and understandings throughout the year as they study selected regions and their histories.

Textbook: Ancient Civilizations Through the Renaissance, Holt-McDougall My World Geography - Eastern Hemisphere, Pearson World Cultures, Silver Burdett Ginn

Texts are supplemented by assorted topical visual, manual and audio-visual aids (posters, timelines, drawing/assembly projects, videos and websites)

Grade Level: 8 Social Studies - The Rise of Islam to the Age of Exploration Prerequisites: Pre-History Through the Fall of the Roman Empire

In this course, students will build upon and continue from their study of the Eastern Hemisphere in seventh grade, picking up with the period following the collapse of the Roman Empire. We will continue to use both a regional/thematic and a chronological approach, intertwining geography and history, and to continually examine overarching patterns found across time and space. Particular attention is paid to the interconnectedness of cultures and the world’s shared legacies. Morocco’s historical role during this time period will be continually investigated.

Textbook: Ancient Civilizations Through the Renaissance, Holt-McDougall My World Geography - Eastern Hemisphere, Pearson World Cultures, Silver Burdett Ginn

Texts are supplemented by assorted topical visual, manual and audio-visual aids (posters, timelines, drawing/assembly projects, videos and websites)

French

The ASI French program’s goal is to develop students to a proficient level of French. Given the context of Morocco’s history and everyday use of French as a mode of communication it is essential students, especially Moroccans and those who wish to live and work in Morocco, develop into proficient speakers and readers of the French Language. Our program is designed to tailor to the needs of students and

48 parents’ expectations as those can greatly differ (i.e. Some students/parents only want 2 years of French Language while others want 4 years). A key component that is offered through all levels of French courses is the external validation of student proficiency. ASI uses the DELF and DALF diploma program awarded by the French Ministry of Education to prove the French-language skills of non-French candidates.

Grade Level: 6-8 Beginner French/French I Prerequisites: None Credit value: 1.5 credits

French I is aligned with the DELF A1 level and is differentiated within the classroom to accommodate those students who have little to no experience with the language and are in French as a Foreign Language. French 1 develops and evaluates a student’s ability to communicate, both orally and verbally, with actual Francophones. French 1 students will be able to undertake DELF A1, while beginner students work toward DELF Prim, which is the first level in the DELF / DALF series of certificates awarded by the French Ministry of Education for proficiency in French as a Foreign Language. The tests are adapted to the teenage lifestyle and correspond to the interests of teens. The DELF examinations are recognized around the world, and your child will receive a diploma valid for the rest of his or her life!

Texts: Workbooks will be used from the DELF A1/A2 French Ministry of Education for proficiency in French as a Foreign Language.

Grade Level: 6-8: French II Prerequisites: French 1, or Test-in exemption. Credit value: 1.5 credits

French II will continue to develop and evaluate a student’s ability to communicate, both orally and verbally, with actual Francophones. Students will have the option of taking the DELF A2 diploma issued by the French Ministry of National Education in recognition of French-language studies. The tests are adapted to the teenage lifestyle and correspond to the interests of teens. The DELF examinations are recognized around the world, and your child will receive a diploma valid for the rest of his or her life!

Texts: Workbooks will be used from the DELF A2 French Ministry of Education for proficiency in French as a Foreign Language.

Grade Level: open French III Prerequisites: French II or Test-in exemption Credit value: 1.5 credits

French III will continue to develop and evaluate a student’s ability to communicate, both orally and verbally, with actual Francophones. Students will have the option of taking the DELF B1 diploma issued by the French Ministry of National Education in recognition of French-language studies. The tests are adapted to the teenage lifestyle and correspond to the interests of teens. The DELF examinations are recognized around the world, and your child will receive a diploma valid for the rest of his or her life! Middle school French is differentiated within the classroom such that advanced students are given further challenge through extended reading, presentations, creative and analytical writing activities.

Texts: Workbooks will be used from the DELF B2 French Ministry of Education for proficiency in French as a Foreign Language. Arabic

49 The ASI Arabic program’s goal is to develop students to a proficient level of Arabic. Given the context of Morocco’s history and everyday use of Arabic as a mode of communication it is essential students, especially Moroccans and those who wish to live and work in Morocco, develop into proficient speakers and readers of the Arabic Language. Our program is designed to instill in students a love of the language, to help them understand and appreciate the historical and cultural heritage of Morocco and the Arab world, and to develop in students a proper level of pride in and respect for their heritage.

Grade Level: 6-8 Beg Arabic/Arabic I Prerequisites: None Credit value: 1.5 credits

Arabic 1 is an introductory class for students who have exposure to the study of Arabic but are not yet proficient in written or spoken Arabic. The course is aligned with the A1 common European framework for languages level and is differentiated within the classroom to accommodate those students who have little to no experience with the language and are in Arabic as a Foreign Language. Language learners will benefit from the focus on basic language skills of speaking, listening, comprehension, reading and writing with emphasis on effective linguistic functioning in real situations. Students will take an external assessment at the end of the course to certify their language level.

Grade Level: 6-8 Arabic II Prerequisites: Arabic 1 or Test-in exemption Credit value: 1.5 credits

Arabic II is a lower intermediate class for students who have exposure to the study of Arabic and are working towards being proficient in written or spoken Arabic. It is aligned with the A2 common European framework for languages level and is assessed by an external measure at the end of the course.

Grade Level: 6-8 Arabic III Prerequisites: Arabic II or Test-in exemption Credit value: 1.5 credits

Arabic III is an intermediate class for students who have several years of exposure to the study and immersion of Arabic and are proficient in written or spoken Arabic. It is aligned with the B1 common European framework for languages level and is assessed by an external measure at the end of the course. Middle school Arabic is differentiated within the classroom such that advanced students are given further challenge through extended reading, presentations, creative and analytical writing activities.

Creative, Visual, & Performing Arts & Health and Fitness

The Visual Performing Arts and Health and Fitness department are composed of the Art, Music, Health, and Physical Education (PE) disciplines.

Grade Level: 6-8 Art Prerequisites: None Credit value: .5 credits

This course is designed as a one trimester course required for each of the three grades of middle school, with similar objectives but advancing skills for each year. Art introduces students to the visual arts. Through lecture, demonstration and hands-on activities, students develop an appreciation for art and an understanding of the elements and principles of design, artistic styles, specific art techniques, and major historical movements in art.

Grade Level: Open PE Prerequisites: None Credit value: .5 credit

50 This course is designed as a one trimester course required for each of the three grades of middle school, with similar objectives but advancing skills for each year. In PE, the content standards emphasize meeting challenges and making decisions. The focus of this course is the application of movement skills, knowledge and strategies in individual and teams physical activities; the assessment and maintenance of physical fitness to improve health and performance, and the requisite knowledge of physical fitness concepts, principles and strategies; and the application of psychological and sociological concepts, including self- responsibility, positive social interaction, and group dynamics, in the learning and performance of physical activity. Units of activity include: Track and Field; (Long Jump, Triple Jump Endurance, Shot put Sprinting and Relays) cooperative activities; throwing and catching skills: (team handball / Ultimate Frisbee) volleying skills and lead-up games ( small-sided volleyball /Basketball /Floor Hockey/Lacross / Soccer games); racket skills (Badminton);Softball, dribbling skills (hand dribble and foot dribble) , balance activities (Gymnastic and Pyramids).

Information Technology

Simply being able to use technology is no longer enough. Today’s students need to be able to use technology to analyze, learn and explore. Digital age skills are vital for preparing students to work, live and contribute to the social and civic fabric of their communities. Drawing on the International Society for Technology in Education standards (http://www.iste.org/standards), we aim to begin to share with students fundamentals of IT.

Grade Level: 6,7,8 Information Communication Technology

Information communication technology is a one trimester course to be taken in each year of the middle school. The objectives are the same for each year, but at deepening levels within the self-paced framework of the course programs.

• Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity. • Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. • Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.

The Computing Ideas course is a computer science course introducing the basics of programming, the basics of designing a web page, and how information and images are represented with computers. Students will learn to code using blocks to drag and drop, but they can switch between blocks and text as desired. Students will create a portfolio on the web of projects they build throughout the course. With a unique focus on creativity, problem solving and project based learning, Computing Ideas gives students the opportunity to explore several important topics of computing using their own ideas and creativity and develop an interest in computer science that will foster further endeavors in the field.

51 Welcome to ASI High School!

This purpose of this section is to provide students and their parents with a road map to plan their high school experience. Please feel free to annotate the catalog and prepare questions to ask ASI Administration. As we continue to build our school and relationship with the College Board, we are hopeful to expand our Advanced Placement Course Offerings.

The main objective of the High School program is to develop well-rounded graduates who are equipped to navigate a dynamic and demanding world and make positive contributions to it. We offer a rigorous education that exposes students to a foundation of academic skills that graduates University-ready lifelong learners. Our core academic program follows the Common Core State Standards and the Aero Common Core Standards and offers students choices and that includes Advanced Placement (AP), courses and the opportunity to participate in Dual Enrollment (DE), courses at the prestigious Al Akhawayn University. Courses in English, French, and Arabic support our mission of developing proficient multilingual graduates. We are committed to offering an American educational experience and in that spirit we offer electives in the visual and performing arts, information communication technology, social sciences, and physical education. Our educational program prepares students for their post high school experience. In this vein, Math, Science, and Social Studies requires students to take minimum 3 classes of each (up to 11th grade), but we expect students to select electives their 12th grade year that are rigorous, in line with their post HS study ambitions, and continue in these subjects as appropriate. All students are expected to be enrolled in classes for their full school day unless they are enrolled in the Dual Enrollment program at AUI.

In addition to academic course expectations, all students extend their learning during their senior year by completing a research-based senior project. Coursework includes instruction directed at conducting research, analyzing statistics, academic writing and source documentation. The senior project combines academic research with a real-world outcome. Such outcomes may be philanthropic, entrepreneurial, environmental, or self-improvement focused.

Students are encouraged to be active members of the ASI community by participating in activities and clubs. Several student leadership programs, including Model United Nations (MUN), Speech and Debate, and others are available. We also offer a full-year athletic program with interscholastic competition between other American schools in Morocco and the Mediterranean region. Students are also expected to be contributing members of their larger community by completing a minimum of 12 hours of community service each academic year.

Graduates from ASI attend colleges and universities worldwide. ASI is in process of becoming accredited by the New England Association of Colleges and Schools, and is authorized by the Moroccan Ministry of Education to offer an American high school diploma and is recognized as an equivalent to, Certificat de Baccalaureat Marocain, Sciences Experimentales to students who successfully meet their requirements. The ministry is reviewing a plan to offer a second equivalence in Humanities and our documents will be updated in accordance with their review. Nevertheless, as the Ministry of Education operates as a separate entity from ASI, ASI merely recommends the classes most likely to earn the Experimental Science diploma, but has no authority to guarantee it. The ASI diploma is accepted as a criterion for admission to any two-year college or four-year university in the U.S., Canada, Morocco, and in many other universities worldwide.

52 Academic Requirements - Graduation Requirements

An ASI high school diploma affirms that the recipient has successfully completed a broad-based program of at least 41.5 credits in the high school program. Yearlong courses earn one and half (1.5) credits; Trimester courses earn one-half (0.5) credit. Our awarding of a half a credit (0.5) per course each trimester is based on the US Federal definition of a credit hour. Additionally, all graduates must complete and document a minimum of 12 community service hours outside of the regular classroom setting, and successfully complete a Senior research project. In order to receive a ASI high school diploma, students who enroll after being enrolled at another high school, must be enrolled in ASI by the beginning of 11th grade.

Credit Requirements

For the Class of 2017 and beyond Minimum requirements English 6 credits; At least two literature courses Math 4.5 credits, must include Algebra II, Geometry and Pre-Calculus Science 4.5 credits, must include Biology and Chemistry Social Studies 6 credits Language 6 credits including French and Arabic; 3 credits if French 2 or 3 and Arabic 2 or 3 PE 1.5 credit, must include Health Arts 2 credits Senior Project 1.5 credits Information Communication Technology 1.5 credit, must include Introduction to Computer Science Electives or additional subject classes 8 credits Total Credits to Graduate 41.5 Community Service Requirement Annual completion of minimum 12 hours to equal 48 hours by graduation.

• Flexible exceptions to language and elective requirements can be made for students transferring to ASI after grade 9, with their parents’ approval, if taking those classes conflicts with advanced academic classes. Students beginning in the foreign language level are not required to take more than two years of each foreign language. • Students who transfer high school language credits from other schools are still expected to reach the level of French 3 and Arabic 3 at ASI, or complete 3 credits of each language at ASI. • Algebra 1 requirement can be met in grade 8, but no credits are assigned for middle school classes. Students who didn’t earn Algebra 1 credits in middle school need to recover the credit via Edmentum Online Courses (EdOptions Academy) on their personal expense.

Credits Required for Promotion

Class Entry requirement Freshman Successful completion of middle school program Sophomore Min. 10 credits, completion of 12 Community Service hours Junior Min. 20 credits, completion of 24 Community Service hours Senior Min. 30 credits, completion of 36 Community Service hours

53 • Other considerations, such as credit requirement (e.g. 4 credits of English) may also affect a student’s eligibility to advance.

Grading

Students earn letter grades for all courses (with the exception of the Model United Nations and Senior Research Project, which are listed as credit/no credit). Grades are calculated from a combination of class work, homework, projects, quizzes and tests, and class participation. Each teacher determines his or her policy for late work and how each area is weighted to determine a final grade. Letter grades correspond to the following percentages:

A 93-100% C 73-76% A- 90-92% C- 70-72% B+ 87-89% D+ 67-69% B 83-86% D 63-66% B- 80-82% D- 60-62% C+ 77-79% F 0-59%

ASI teachers use an online Learning Management System as grading portal that students and parents can login to view their class grades. Teachers are expected to update grades every week to communicate student progress. To receive the half credit (0.5) for a high school class at the end of each trimester, a student must earn a final minimum grade of D- (60%) in that class. Grades of F will result in no credit earned for that class. Grades of F at any grade level may result in having to repeat the class. Other credit recovery options may be available.

A student will not be allowed to advance to the next sequential course if he or she has received a failing grade in a prerequisite course. This includes dropping after the first three days or being removed from a class by the school administration.

A 4 C 2 A- 3.7 C- 1.7 B+ 3.3 D+ 1.3 B 3 D 1 B- 2.7 D- 0.7 C+ 2.3 F 0

Advanced Placement and Dual Enrollment courses earn an additional grade point. For example, an earned “A” in an AP/DE class earns 5 grade points rather than 4. Courses taken through systems other than Dual Enrollment or ASI courses may receive credit toward graduation but do not receive a grade on our transcript or affect the GPA, if final exams are not taken under ASI’s supervision.

Grade Weighting and Assessments Summative Assessments count 35% of the overall course grade  Unit assessments, tests, performance tasks, projects, research papers 54 Formative Assessments count 55% of the overall course grade  Quizzes, homework, classwork, first drafts, entry/exit tickets, labs, quick writing, essays, etc. Participation counts 10% of the overall course grade  Homework, classwork, etc. Academic Probation

Code of Conduct

Compliance with Rules

55 Use – to consume/ingest in school. Alcohol & Drugs Possession – having on your person, Use clothing, locker or other personal Suspension with recommendation for Possession effects. expulsion. Distribution Distribution – to divide or apportion to one or many. Arguing or not following the first Academic Detention. Continued after Arguing request of a teacher, staff member, or first request may be Suspension. school employee. Bullying may be physical, verbal, or Detention or suspension depending on Bullying relational, including online. severity of incident. Disrespectful/Obstinate Showing a lack of respect or courtesy. Behavior Stubbornly refusing to change one’s Detention or Out of School Suspension chosen course of action despite depending on severity of incident. attempts to persuade one to do so. Fighting Detention or Out of School Suspension Play (“fooling around”) To contend through physical contact or depending on severity of incident. Real altercation. Falsely or fraudulently making or Indefinite suspension until a meeting altering school-related documents or with parents, student, and other relevant instruments of any kind, for example, a school personnel. A second violation Forgery progress report to parents, hall pass, warrants recommendation for immediate etc. expulsion. The act of deliberate or willful Indefinite suspension until a parent- conduct, verbal or physical, student meeting is held to resolve the

detrimental or disruptive to normal situation. Increasingly severe Gross Misconduct functions of school programs or consequences for additional infractions. academic process. (i.e. expulsion)

including failure to abide by consequences depending on infraction or Insubordination reasonable school rules and/or for additional infractions. (i.e. expulsion) academic rules, etc.

Detention, Out of School Suspension Public Display of depending on severity of incident. Affection. (PDA)

56 Touching, hugging, or kissing or in any way displaying affection for one another. Any communication or conduct of a sexual nature where the conduct Suspension depending on the nature of interferes with educational the harassment. Increasingly severe performance, intimidates others, or Sexual Harassment consequences for additional infractions. creates a hostile or offensive environment on the basis of sex. Posting pictures and comments online Suspension depending on severity of that are offensive to any ASI students, incident. Increasingly severe Inappropriate Use of teachers or staff. This includes private consequences for additional infractions Social Media posts that come to the school’s such as indefinite suspension. attention. Smoking is to be in possession of, or Smoking- Mandatory two-day out of use of, tobacco products at or around school suspension. Increasingly severe school or at any school-related consequences for additional violations. activities. This includes vapes and Smoking/ Suspicion of Suspicion of Smoking- Documented and vape refills. Suspicion of smoking is Smoking parents will be notified. A second being in an area that smells heavily of incident of suspicion will be treated as smoke, or you smell heavily of smoke smoking. on school grounds or at a school

The act of unauthorized absence from Detention according to number of missed Truancy school or class for any period of time. classes.

Advanced Placement (AP)

57 Students seeking a more rigorous academic experience and who meet prerequisite criteria may choose to take Advanced Placement (AP) courses. AP courses are challenging, college-level courses that earn high school credit and that culminate in an end-of-course exam that may earn college credit as well. Also, students with AP classes on their transcripts often have an admissions advantage over other students. In some cases, the AP level of the course is required due to schedule considerations. It is ASI’s belief that exposure to this level of academic rigor has benefits for all students. Students may choose to take one or multiple AP courses during high school. The 2020-2021 school year, we offer AP Biology, AP Computer Science, AP English Literature and Composition, AP Physics 1, AP Calculus AB, AP 2D Art and Design, AP French Language and Culture. Other AP courses AP Chemistry, AP Statistics, AP World History are offered some years based on student demand and teacher availability.

• The costs for AP Exams are covered by the student and their family. AP Exam ordering deadline is October 2nd, 2020.

Dual Enrollment

Dual enrollment (DE) involves students being enrolled in two separate, academically related institutions. Here, it refers to high school students taking University courses while still in high school. This practice has grown in the American educational system and has become an integral part of high school offerings for gifted and talented students. Given we have the unique opportunity due to our relationship with Al Akhawayn University, ASI students who meet the admission criteria are eligible to begin taking courses at AUI starting in starting in their 11th grade year, depending on course availability.

Who is eligible for the Dual Enrollment program at AUI?

Students must be in the 11th or 12th grade. They must maintain a minimum of 3.3 cumulative GPA to be eligible to apply to the program.

Application Process

ASI students who are eligible to apply to the program must submit the following application materials:

1. An application essay that, in no more than 750 words, addresses their understanding of time management, organization, and any other habits associated with being a successful student. Further, the candidates should discuss their understanding of the research and writing process (RWP), and reference 1-2 examples of their successful application of the RWP in their experience (1-2 work samples to be included in portfolio).

2. A portfolio that contains the following evidence: a. High School transcripts; b. A Course Syllabus, including 1-2 work samples; c. A letter of Recommendation that discusses the student’s ability and why they would be appropriate for the program.

What Courses will be offered to Dual Enrollment Students?

All dual enrollment students must begin the program by taking 2 Foundation of Academic Skills courses (taught in English language). Once students have successfully passed these courses they will be able to enroll in the following courses:

58 • Introduction to Psychology • Principles of Sociology • Introduction to Geography • History of the Arab World • Introduction to Human Resource Development • Business Environment and Ethics for HRD • History and Culture of the Amazigh • History of Islamic Technology • Popular Culture in Africa

In some cases, ASI is unable to provide all of the higher-level math or physics courses preferred by students’ chosen universities. In these cases, ASI students may enroll directly in those classes in AUI’s School of Science and Engineering (SSE) without first taking FAS courses.

Do courses taken at AUI fulfill the high school graduation requirements?

Yes, students enrolled in AUI core subject domains (Math, Science, English, or Social Studies) would be awarded a “transfer credit” from AUI to ASI so as long as they fall in these fields. For AUI courses not in the core subject domains, they would be considered elective courses and would be awarded a “transfer credit” as an elective.

Will ASI students be subject to the same tuition and associated fees of AUI students?

Yes, ASI students will be subject to the same tuition and associated fees when studying at AUI. Likewise, ASI students of AUI/ASI faculty/staff will have the same AUI Personal Tuition Discount/Waiver. Students who face financial hardship are advised to contact the Director of the school for alternative funding options.

What are the maximum AUI courses an ASI student can be enrolled in per semester, and what happens if they are not showing academic success?

ASI students are allowed to be enrolled in 2 classes at AUI per semester. If a student is not having academic success, he/she will be asked to withdraw by the AUI drop date. In addition, every semester, ASI students have to apply to the dual enrollment program and to be allowed to continue, they will have to show academic progress by maintaining a C or better GPA (2.0).

Attendance and Tardies

Regular, consistent attendance at school is essential for student success. While some work can be made up, instruction missed while not in class cannot be recreated. Absent students are responsible for arranging for additional instruction and/or make-up work at the teacher’s convenience. High School students who accumulate more than 10 absences (excused or unexcused) in a trimester for daily classes or 5 for block schedule classes or 20 (10 for block classes) in a year may not receive course credit. School- related absences (Field Trips and Sport Competitions) are not counted toward this requirement. Tardiness disrupts the lesson. Students are expected to be ready for the class on time for each period. Frequent tardies will be reported by the principal to the parents and are subject to consequences (detention, suspension). Students are counted tardy, if they are not ready for the allotted class on time.

Credit Recovery

To meet ASI graduation requirements, students who earn a grade of F or less than 60% in a course must make up that course and “recover” that credit. 59 In some cases, students may need to repeat an entire course to recover credit. However, this may not be effective for several reasons:

 It requires a student to receive the same instruction in the same way, but unrealistically expects better results  It requires the student to repeat the entire course, ignoring areas that may have been successfully learned the first time  Students may be required to take two courses in the same academic area simultaneously

Credit recovery options will be considered on a case by case basis and could include taking online courses through EdOption Academy (Edmentum), or creating a coursework portfolio that demonstrates mastery of standards the student was deficient in, or any other approach the school administration approves of. In order to maintain incentive for students meeting expectations in the school year time frame and not reward decisions to put off work, credit recovery is recorded as an added class with Pass or Fail and transfer credit.

Signing up for Electives in the 2020-2021 School Year

It is ASI’s goal to offer a wide range of well-rounded extracurricular courses that offers the arts/ and Advanced Placement Science and Math courses to allow students to tailor their Math, Science, and Social Studies courses their senior year based on their post HS study plans. We strongly recommend that 12th grade students take a 4th year in Math, Science, and Social Studies, but appreciate students may want to “double up” in one area. For example, next year a senior student could take two AP Science classes and pick 1 elective in either Math or Social Studies. Please review the elective options carefully, read the course description and prerequisites, and do not hesitate to ask if you have questions! Further, while we offer a range of electives, we will only offer electives that have a enough student interest and makes sense in terms of teacher timetabling. Here are the Electives available to students, based by grade level:

Open to ALL Students Open to 10th-12th Grade Open to 11th-12th Grade Open to 12th Grade Students Students Students  Speech and  Intro to  AP English  Dual Enrollment Debate Computer Literature and (Must meet entry  Visual Arts: Science Composition requirements) Photography  AP Computer  AP Language  Visual Arts: Science and Composition 2D art  Astronomy  AP Physics 1  Visual Arts:  PE and Health (Algebra based) 3D art  Advanced PE  AP Biology  AP 2D Art and Fitness  AP Chemistry Design  Advanced PE  AP Calculus  Music Swimming  AP French  Advanced PE Language and Badminton Culture

Departmental Course Descriptions

English

The English Program at ASI is designed to develop five major integrated lines of language and literature study: Reading, writing, public speaking, effective discussion, and vocabulary acquisition to reinforce all

60 language elements, so that students will be empowered to succeed across academic disciplines. Common Core State Standards are the foundation of our curriculum. The English department seeks to develop comprehension of language in a wide variety of contexts and provide outlets for experimentation with and creative organization of ideas. The English department seeks to sharpen students’ critical thinking skills by training them to make connections between ideas, to ask good questions, and to infer shades of meaning. The school recognizes the importance of providing students with a strong background in the English language, so that they are well-equipped to enter an English-speaking academic context. Additionally, the school recognizes the merits of capturing students’ imaginations, awakening them to the delights of written and spoken English.

English 9: Introduction to Literature

Grade Level: Prerequisites: Credit value: 9 8th Grade English 1.5 credits

In 9th Grade English, Introduction to Literature, students are introduced to the basic elements of story, non-fiction narrative, poetry, and drama, which they study through reading and writing about short works in their literature books as well as at least 3 full-length novels and and a five-act play.

Selection of Possible Novels: The Pearl, The Lord of the Flies, To Kill a Mockingbird, Rebecca, The Odyssey, Romeo and Juliet, A Midsummer Night’s Dream, The Call of the Wild. Texts: Holt-McDougall Literature Grade 9, Houghton Mifflin Harcourt Write Source Grade 9, Houghton Mifflin Harcourt:

English 10: World Literature

Grade Level: Prerequisites: Credit value: 10 English 9 1.5 credits

In the tenth-grade students extend the foundations for understanding and evaluating literature that they acquired in grade 9 with a focus on world literature. The course is organized around elements of literature and features in-depth practice of reading, writing, listening and speaking with scaffolding of vocabulary, public speaking, academic discussion, narrative, and essay writing. Students will also develop their critical evaluation of information by researching relevant cultural and historical information, evaluating sources and understanding the influence of propaganda and logical fallacies.

Selection of Possible Novels and Plays: Hope and Other Dangerous Pursuits, Things Fall Apart, No Longer at Ease, In the Time of Butterflies, The Kiterunner, A Thousand Splendid Suns, Romeo and Juliet, Julius Caesar, The Good Earth, The God of Small Things, The Joyluck Club, Women of the Silk.

Texts: Holt McDougal Literature Grade 10, Houghton Mifflin Harcourt Write Source Grade 10, Houghton Mifflin Harcourt

English 11/12: American Literature

Grade Level: Prerequisites: Credit value: 11-12 English 9 1.5 credits

This upper-level Language Arts course is organized around the history of language and literature in America. In addition to this historical/literary period framework, we work on five major integrated lines of language and literature study: Reading, writing, public speaking, effective discussion, and vocabulary to reinforce all language elements. The goal of this course is to broaden the student’s knowledge of The 61 United States’ most important literature, to further the student’s literacy at the level of making connections between historical texts and modern living, and to prepare the student for the language tasks of university including taking effective notes, participating in academic discussion, accessing complex ideas in written texts, expressing ideas through essay writing, and utilizing reliable research tools in appropriate formats.

Selection of Possible Novels and Plays: The Crucible, Benito Cereno, The Adventures of Huckleberry Finn, The Call of the Wild, The Pearl, The House of Mirth, The Awakening, The Grapes of Wrath, I Know Why the Caged Bird Sings, The Great Gatsby, The Catcher in the Rye, Death of a Salesman.

Texts: Grade 11 American Literature; Houghton Mifflin Harcourt Write Source Grade 11, Houghton Mifflin Harcourt

English 11-12: British Literature (Offered 2021-2022 school year)

Grade Level: Prerequisites: Credit value: 11-12 English 11 1.5 credits

This upper-level Language Arts course is organized around the history of language and literature in Britain. In addition to this historical/literary period framework, we work on five major integrated lines of language and literature study: Reading, writing, public speaking, effective discussion, and vocabulary to reinforce all language elements. The goal of this course is to broaden the student’s knowledge of Britain’s most important literature, further the student’s literacy at the level of making connections between historical texts and modern living, and to prepare the student for the language tasks of university including taking effective notes, participating in academic discussion, accessing complex ideas in written texts, expressing ideas through essay writing, and utilizing reliable research tools in appropriate formats.

Selection of Possible Major Works: Beowulf, The Canterbury Tales, Utopia, Brave New World, Great Expectations, Gulliver’s Travels, Macbeth, Frankenstein, Pride and Prejudice, 1984, The Importance of Being Earnest, Jane Eyre.

Texts: Grade 12 British Literature; Houghton Mifflin Harcourt Write Source Grade 12, Houghton Mifflin Harcourt

Senior Research Project

Grade Level: Prerequisites: Credit value: 12 English 11 1.5 credits

The senior project is a year-long project that combines a theoretical framework in the topic of the student’s choice with a real-world outcome for the research, such as an event, a publication, a business website, an organization, an overseas trip, etc.. The student must produce a 20-page paper divided into a research background section and a personal experience section, which requires a description of the journey through the project as well as a self-analysis. Students must present their project to the community in a public forum. The goal of the project is to provide an experience of choosing personal goals and remaining committed to them through a relatively long-term, multi-step process in which they will hone their research and writing skills, communicate in a variety of contexts, and organize projects for which they must be self-reliant.

AP English Language and Composition (British focus 2021/22)

Grade Level: Prerequisites: Credit value: 62 11-12 English 9, 10, 1.5 credits

AP English Language and Composition explores literary elements such as a work’s structure, style and themes, as well as the use of figurative language, imagery, symbolism and tone. Develop your writing skills as you express your ideas and analysis in expository, analytical, and argumentative essays.

Selection of Texts: Oedipus Rex, Mythology, Hamlet, Othello, Rosencrantz and Guildenstern Are Dead, Pride and Prejudice, Walden, Wuthering Heights, Far from the Madding Crowd, Great Expectations, Jane Eyre, The Portrait of Dorian Gray, The House of Mirth, The Grapes of Wrath, I Know Why the Caged Bird Sings, The God of Small Things, The Good Earth, A Room with a View, Howard’s End, A Passage to India, 1984, Animal Farm, Brave New World, The Bluest Eye, various poetry and short stories.

AP English Literature and Composition (American focus 2020/21)

Grade Level: Prerequisites: Credit value: 11-12 English 9, 10, 1.5 credits

AP English Literature and Composition is an introductory college-level literary analysis course. Students cultivate their understanding of literature through reading and analyzing texts as they explore concepts like character, setting, structure, perspective, figurative language, and literary analysis in the context of literary works.

Selection of Texts: The Crucible, Benito Cereno, The Adventures of Huckleberry Finn, The Awakening, The House of Mirth, The Grapes of Wrath, I Know Why the Caged Bird Sings, The God of Small Things, The Good Earth, The Great Gatsby, The Old Man and Sea, Of Mice and Men, The Bluest Eye, various poetry and short stories. The AP syllabus also requires inclusion of at least one work of British literature.

Mathematics

Mathematics is the study of quantities, orders, spaces, numbers and figures. Also called the "Queen of Science" and “The Language of Nature,” mathematics is divided into three main categories: analysis, geometry and algebra. Through its many branches and specializations, mathematics offers countless hidden uses and applications in everyday life, including Music, Cryptography, Meteorology, Sociology, Psychology, Physics, Biotechnology, Sports, and many more.

College Track - Advanced Track

Algebra II

Grade Level: Prerequisites: Credit value: 9,10 Algebra I 1.5 credits

Algebra II builds a foundation of mathematics for those students going on to Precalculus and Calculus. This course is an extension of Algebra I. Topics that were first offered in Algebra I will be built upon and applied to problems that require higher order thinking skills. This course covers Inequalities, Quadratics, Complex Numbers, Factorizations, Functions, and an introduction to Statistics & Probabilities.

Text: Art of Problem Solving: Introduction to Algebra

Geometry

Grade Level: Prerequisites: Credit value: 63 10, 11 Algebra II 1.5 credits

Geometry is a very important part of high school mathematics because students need to relate concepts from Algebra I and Algebra II to geometric phenomena. This course requires students to focus on logical proof and critical thinking when solving problems or evaluating arguments. The Geometry course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to both abstract mathematical concepts as well as real-world problem situations. Topics include Angles, Parallel lines, Triangle Similarity & Congruence, Area Problems, Polygons, Circles, Circles & Angles, 3-Dimensional Geometry, Transformations, Analytic Geometry and Basic Trigonometry.

Text: Art of Problem Solving: Introduction to Geometry

Pre-Calculus

Grade Level: Prerequisites: Credit value: 11, 12 Algebra II and Geometry 1.5 credits

This Course is included in the section Pre-Calculus, which form the bases of continuing with Calculus. Critical thinking is enhanced as to better the understanding of mathematical concepts taught. Dealing with the concepts of Precalculus involves sound knowledge of Algebra 2 which is why many concepts from this section appears and is dealt with first. Throughout the course, Common Core standards are taught and reinforced as the student learns how to apply the concepts in real life situations. Topics include fundamental concepts of Algebra, functions and graphs, polynomials and rational functions, exponential and logarithmic functions, trigonometric functions, analytic trigonometry, topics in trigonometry, systems of equations and inequalities, vectors and matrices, conic sections and analytic geometry, and sequences and series.

Text: Art of Problem Solving: Intermediate Algebra & Pre-Calculus.

AP Calculus AB

Grade Level: Prerequisites: Credit value: 12 Geometry, Algebra II, Precalculus, (Average of three classes must 1.5 credits be at least 80%) AP Calculus AB is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions. AP Calculus AB is the study of limits, derivatives, definite and indefinite integrals, and the Fundamental Theorem of Calculus

Text: 1. Calculus: A complete course,9th edition by Robert A.Adams. Published 19 June 2017. 2. Essential Calculus Skills Practice Workbook with full solutions by Chris McMullen. Published in 2018.

AP Statistics (Currently Not Available)

Grade Level: Prerequisites: Credit value: 12 Algebra II, Geometry 1.5 credits

AP Statistics develops analytical and critical thinking skills as you learn to describe data patterns and departures from patterns, plan and conduct studies, use probability and simulation to explore random phenomena, estimate population parameters, test hypotheses, and make statistical inferences. 64 This course covers Introduction to Data Exploration and Inference, Distributions, Measures of Center and Spread, The Normal Distribution, Surveys and Experiments, Randomization, Sampling distributions of Sample Mean and Sample Proportion, Probability, Conditional Probability, Independent Events, Inference for Proportions, Inference for Means, Relationships between two quantitative variables.

Text: Key Curriculum Press: Statistics in Action: Understanding a World of Data.

Science

The Science program at ASI is promoted to make sense of the natural world, to describe its complexity, to explain its systems and events, and to find the patterns that allow for predictions and understandings. Throughout our High School science curriculum students explore the three major branches of scientific study: earth, life and physical science. Throughout this journey students become able to think scientifically and to use the scientific knowledge achieved through research, reading and discussion to make decisions about real-world problems and to understand the role of science in human affairs. To make this possible our High School science curriculum emphasizes understanding and promotes useful and interdisciplinary learning, with a particular emphasis for integrating mathematics and technology. Since in the 21st new occupations increasingly involve science and technology, our school has the responsibility of preparing students for a complex, scientific and technological world.

Conceptual Biology

Grade Level: Prerequisites: Credit value: 9 8th Integrated Science 1.5 credits

In biology students gain a better understanding of the world around them since they study a variety of organisms, both microscopic and macroscopic. Through the study of similarities and differences of organisms, students learn the importance of classification and the diversity of living organisms. The understanding of diversity helps students understand biological evolution and life’s natural processes (e.g., cycles, growth, and reproduction). Structure, function, body organization, growth and development, health and disease are important aspects to the study of life during this course.

Textbook: TBD

Conceptual Chemistry

Grade Level: Prerequisites: Credit value: 10 8th Integrated Science 1.5 credit Chemistry aims to provide learning experiences through which students will acquire knowledge and understanding about fundamental concepts related to matter and its interactions. It focuses on investigating the physical and chemical properties of substances, chemical reactions and processes, and the interaction of energy and matter, and attempts to explain and predict events at the atomic and molecular level.

Textbook: TBD

Conceptual Physics 2020-2021

Grade Level: Prerequisites: Credit value: 11, 12 N/A 1.5 credits 65

Conceptual Physics is a course designed to address major topics of the essential physics high school science content expectations in order to provide a solid conceptual base in physics in support of subsequent courses. It will be offered in the freshman year of the physics first course sequence. This course will allocate the time necessary for students to develop conceptual mastery of physics concepts using a well structured, student centered instruction. The course opens with a critical unit called ‘Forces and Energy.’ This unit familiarizes students with nature of scientific inquiry in physics, the reasoning required around measurement and data and the collaborative abilities necessary for the curriculum. The units that follow address the standard topics in physics (e.g. motion, sound and light, electricity and magnetism) as they are applied to interesting contexts (e.g., roller coasters, sports on the moon, study of the universe). The instructional approach of the course is one of constructivist inquiry where students’ master key concepts and skills through the pursuit of focus questions using explorative activities, experimentation, concept writing and substantive classroom discussion

Textbook: Conceptual Physics : Paul G.Hewitt. 12th Edition. Published in 2014.+ Related Problem solving Workbook provided online

Astronomy

Grade Level: Prerequisites: Credit value: 9 to 12 N/A 1.5 credits

This entry-level course introduces students to the science to astronomy. The course covers the basic tenants of the field, such as planets, dark matter, and stars. Students will also learn about the Big Bang. There is much more to astronomy than observing the planets through a telescope. This science is the study of anything related to the universe, which can include several complex mathematical and scientific theories and concepts. Below are a few concepts that astronomy students commonly encounter: • Astrophysics • Scientific writing • Cosmology • History of astronomy • The Milky Way • Stellar astronomy

Textbook: Explorations: An introduction to astronomy. 9th Edition. By Thomas T.Arny, Stephen E.Schneider.

Microbiology

Grade Level: Prerequisites: Credit value: 11, 12 Chemistry, Biology 1.5 credits

This course will introduce students to the extremely diverse and exciting world of bacteria, viruses, fungi, and protozoan parasites. The course begins with describing the basics of microorganisms: structure and function, metabolic pathways, physiology, and genetics. These topics are used as a base to discuss more complex microbial systems we study in environmental microbiology, medical microbiology, and applied biotechnology. We will explore the interactions between microbes and humans, including the influence of microbiota on the health of humans, plants, animals and the environment. We will also discuss historical and current innovations for the future battle against infectious diseases worldwide, understanding the environmental importance of microbes and to exploit them for food production, biotechnological and industrial applications.

66 Textbook: Foundations in Microbiology, 10th ed., Kathleen Park Talaro and Barry Chess, 2019

AP Physics I

Grade Level: Prerequisites: Credit value: 11, 12 Geometry, Algebra II 1.5 credits Co-requisite: Precalculus AP Physics 1 is a full-year course that is the equivalent of a first- semester introductory college course in algebra-based physics. The course covers kinematics; dynamics; circular motion and gravitation; energy; momentum; simple harmonic motion; torque and rotational motion; electric charge and electric force; DC circuits; and mechanical waves and sound. At this level, the students are introduced to algebra based mathematical treatment as the main approach to physical problems. By the end of the school year, the students should be able not only to explain a wide range of natural phenomena from a conceptual point of view but also have a mathematical understanding of the governing formulae. For students interested in taking advanced placement tests, the level of course corresponds to College Board AP Physics 1.

Textbook: College physics: with an integrated approach to forces and kinematics (4th Ed.). Alan Giambattista, Betty McCarthy Richardson, Robert C. Richardson. Publisher: McGraw Hill Company; 4th edition (2013)

AP Biology

Grade Level: Prerequisites: Credit value: 11-12 Chemistry, Biology 1.5 credit

The AP Biology course shifts from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings, and the content that supports them. This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts and will help them develop the reasoning skills necessary to engage in the science practices used throughout their study of AP Biology. This course is aligned to the College Board AP Biology Curriculum Framework and is based on four Big Ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about living organisms and biological systems. Students who take an AP Biology course designed using this curriculum framework as its foundation will also develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains.

Textbook: Biology, AP edition Pearson, Neil A. Campbell and Jane B. Reece, 9th edition (2011)

AP Chemistry

Grade Level: Prerequisites: Credit value: 11-12 85% - Chemistry, Physical 1.5 credit Science, Algebra I, competitive entry

AP chemistry is a standards-based study of fundamental chemical concepts, such as atomic theory and its relation to chemical behavior, chemical bonding, the mole and stoichiometry, molecular kinetics, energy relationships, solution dynamics, acids-bases, equilibrium, and nuclear interactions. Emphasis is placed on the utilization of mathematical, analytical, data acquisition, and communication skills as well as interdisciplinary approaches to discovery. This course serves to equip all learners to with an 67 understanding on the impact of chemistry in everyday life, and with the knowledge and skills to make their own reasoned decisions on many issues within a modern society increasingly dependent on chemistry, science and technology. AP Chemistry is designed to enable students to pursue college-level studies while still in high school, with the opportunity to demonstrate to college that students have sought out the most rigorous coursework available for them. The AP Chemistry course is based on the curriculum established by the College Board

Textbook: Brown, Le May, Chemistry: The Central Science, 12th AP* Edition (2012) Social Studies

The social studies classes from 9th- 11th grade have been carefully designed to meet the needs of a predominantly Moroccan student-body in the context of a Moroccan school that uses a North-American pedagogy and employs English as its language of instruction. As the world is becoming increasingly globalized, this can have positive and negative effects on students. Therefore, the curriculum in this field of study accommodates the needs of the 21st century academically and skills-wise by using a student- centered pedagogy and a project-based learning. Students learn about the world’s diversity in order to respect other cultures, religions, mentalities, economies, and differences. At the same time, they will also be able to understand their Moroccan identity and develop a North African perspective.

During the first two years of high school, students learn essay writing in this discipline and develop critical thinking, analytical, debate, argumentation, and interpretation skills. The upper grades get to improve on those skills to bring them to a more advanced level to fit the needs for their post-secondary studies and career. The 9th and 10th grade classes emphasize on learning about other cultures and every part of the world in World History I and II. In the 11th grade, they study Moroccan History where they get to explore the Moroccan Identity and the role of Morocco in world history and the modern world. Finally, the 12th grade students are introduced to a year-long college-level course on Comparative Government & Politics, where apart from focusing on the essential theories of the field, they also learn news analysis, and how to think politically to be able to face this constantly changing world with great confidence.

History of the Early Modern Age (1450-1900) or World History I

Grade Level: Prerequisites: Credit value: 9 None 1.5 credit

This course is designed to begin to build students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in world history. Students get to analyze major historical themes and events using multiple perspectives to understand the world’s diversity. They will learn to assess historical materials – their relevance to a given interpretive problem, their reliability, and their importance – and to weigh the evidence and interpretations presented in historical scholarship. This course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. While this course does not restrict itself to events such as battles and governmental structures, it will also, at times, touch upon the daily lives of common people and other related aspects. The social studies program in high school is mainly aimed to form well-rounded students by developing their critical thinking skills in this discipline.

Text: World History: Patterns of Interaction (McDougall Littell)

Twentieth Century or World History II

Grade Level: Prerequisites: Credit value: 10 World History I 1.5 credit

This course surveys major events, issues, political and cultural trends that have shaped history in different parts of the world from mid-19th century to present-day. The course focuses on topics that are of significant importance in Africa, Middle East - Asia, Europe and America. There is a strong focus on wars, governmental structures/systems, and diplomacy. By the end of the year, students will be able to understand and analyze sequences in history and how history repeats itself. This course does not restrict itself only to political events, it also focuses, at times, on arts, culture, music, and inventions that were relevant during each decade of the past century. There is great emphasis on writing papers and introducing students to research papers.

Text: World History: The Modern Era and Oxford IB Programme.

Moroccan History

Grade Level: Prerequisites: Credit value: 11 World History I & II 1.5 credit each

This course surveys Morocco’s History that spans over 3500 years from Phoenicians to modern times. Students will build upon their knowledge from the previous years to further develop their analytical and thinking skills in social sciences. The purpose of this course is to introduce students to a wide-range of topics from Morocco’s past and gain an in-depth understanding of the Moroccan identity. It starts with the pre-Islamic Era, from Phoenicians, Romans and Vandals, until the Muslim Conquest by the Umayyad dynasty in the seventh century. It goes on to analyze the Muslim dynasties by tracing the changes that occurred over time all the way to French Colonialism followed by independence, the modern era, until the rejoining of the African Union in 2017. Through a variety of activities, readings, and lectures, students will develop critical thinking skills, debate and argumentation skills, historical analysis, interpretation, and multi-perspectivity. This course is offered in grade 11 to offer the large Moroccan student-body at ASI the opportunity to gain a better understanding of their identities in this increasingly globalized world, and even for the foreign students who get to discover, in a different way, the country where they live.

Text: ASI’s workbook provided by the teacher and A History of the Maghrib in the Islamic Period by Jamil Abun Nasr.

Comparative Government & Politics (College-level Course)

Grade Level: Prerequisites: Credit value: 12 World History I & II and Moroccan History 1.5 credit

This is a yearlong college-level introductory course that covers selected topics drawn from various areas of comparative governments. Students will learn about various governments, their forms and aspects, in theory and practice, and understand domestic and international features of political life. The purpose of this course is to develop analytical skills in political science including the ability to think critically, to construct sound arguments, and to interpret data. Students will increase knowledge in this discipline by covering its major theoretical frameworks and applications, its major subfields of study, and its interrelationships with other fields in social sciences. They will also learn about the political system of Morocco and other political systems around the world, to understand their institutions and processes, and the global context in which they operate. Finally, in this course students will improve writing skills through research papers, essays, and projects in this field.

Text: Foundations of Comparative Politics (Newton and Van Deth) and Introduction to Comparative Politics (Mark Kenneth)

69 French - Français

The ASI French program’s goal is to develop students’ to a proficient level of French. Given the context of Morocco’s history and everyday use of French as a mode of communication it is essential students, especially Moroccans and those who wish to live and work in Morocco, develop into proficient speakers and readers of the French Language. Our program is designed to tailor to the needs of students and parents expectations as those can greatly differ (i.e. Some students/parents only want 2 years of French Language while others want 4 years). A key component that is offered through all levels of French courses is the external validation of student proficiency. ASI uses the DELF and DALF diploma program awarded by the French Ministry of Education to prove the French-language skills of non-French candidates. In addition, AP French Language and Culture may taken as an elective during Level 3 French.

French I

Grade Level: Prerequisites: Credit value: Open Beginner French, or Test-in exemption DELF A1/A2. 1.5 credits

French 1 will continue to develop and evaluate a student’s ability to communicate, both orally and verbally, with actual Francophones. Students will have the option of taking the DELF A2 diploma issued by the French Ministry of National Education in recognition of French-language studies. The tests are adapted to the teenage lifestyle and correspond to the interests of teens. The DELF examinations are recognized around the world, and your child will receive a diploma valid for the rest of his or her life!

Texts: Workbooks will be used from the DELF B1 French Ministry of Education for proficiency in French as a Foreign Language.

French II

Grade Level: Prerequisites: Credit value: Open French I or Test-in exemption DELF B1 1.5 credits

French II will continue to develop and evaluate a student’s ability to communicate, both orally and verbally, with actual Francophones. Students will have the option of taking the DELF B1 diploma issued by the French Ministry of National Education in recognition of French-language studies. The tests are adapted to the teenage lifestyle and correspond to the interests of teens. The DELF examinations are recognized around the world, and your child will receive a diploma valid for the rest of his or her life!

French III

Grade Level: Prerequisites: French II Test-in exemption DELF B2 Credit value: Open 1.5 credits

During French III, four skills are evaluated: listening, speaking, reading and writing. Students can undertake the DALF B2 (Diplôme Approfondi de Langue Française), which are official qualifications awarded by the French Ministry of Education to certify the competency of candidates from outside France in the French language. DALF is composed of 2 independent diplomas that correspond to the levels of the Common European Framework of Reference for Languages for proficiency in French as a Foreign Language.

Texts: Workbooks will be used from the DELF B2 French Ministry of Education for proficiency in French as a Foreign Language. 70

French III: AP French Language and Culture (2020-2021)

Grade Level: Prerequisites: Credit value: Open French II/III or Test-in exemption, DALF B2 1.5 credits

In addition, students can study the AP course, which is designed to improve the student’s competencies in French in the following domains: writing, speaking, listening and reading comprehension in order to be prepared for the Advanced Placement exam. Students are expected to write the AP French Language exam. Students develop their French language skills and learn about the cultures in French-speaking parts of the world. They will practice communicating in French and study real-life materials such as newspaper articles, films, music, and books. At ASI AP French students are encouraged to take the DALF C1 in addition to the AP exam.

Texts: Workbooks will be used from the DALF C1/C2 French Ministry of Education

Arabic

The ASI Arabic program’s goal is to develop students’ to a proficient level of Arabic. Given the context of Morocco’s history and everyday use of Arabic as a mode of communication it is essential students, especially Moroccans and those who wish to live and work in Morocco, develop into proficient speakers and readers of the Arabic Language. Our program is designed to instill in students a love of the language, to help them understand and appreciate the historical and cultural heritage of Morocco and the Arab world, and to develop in students a proper level of pride in and respect for their heritage.

Arabic FL

Grade Level: Prerequisites: Credit value: 9-12 Beginner Arabic 1.5 credits

Arabic for Foreign Language learners is an introductory class for students who are just beginning in their study of Arabic. Students learn to read and write and begin on the basics of communication. Students may take this class for one or more years before being ready to join Arabic I.

Arabic I

Grade Level: Prerequisites: Credit value: 9-12 Arabic FL or Test-in exemption 1.5 credits

Arabic I is an introductory class for students who have exposure to the study of Arabic but are not yet proficient in written or spoken Arabic.

Arabic II

Grade Level: Prerequisites: Credit value: 9-12 Arabic 1 or Test-in exemption 1.5 credits

Arabic 2 is an intermediate class for students who have exposure to the study of Arabic and are working towards being proficient in written or spoken Arabic.

Arabic 3: Culture and Literature (2020-2021)

71 Grade Level: Prerequisites: Credit value: 9-12 Test-in exemption 1.5 credits

Arabic Culture and Literature is an advanced course designed for students with near adult level proficiency in Arabic. The fundamental objective is to make Arabic culture and literature accessible to a wider body of students and to provide them with training in the study of literature from an Arabic lens. Students develop an advanced understanding of Arabic literature and gain detailed knowledge of its past and present.

Creative, Visual, & Performing Arts & Health and Fitness

The Visual Performing Arts and Health and Fitness department are composed of the Art, Music, Health, and Physical Education (PE) disciplines. Per ASI graduation requirements students must take 1 Trimester of PE, Health education, Music, and Art. After these requirements are satisfied they will be able to take other electives in these disciplines assuming their schedule and credit requirements permit.

Speech and Debate

Grade Level: Prerequisites: Credit value: Open Sincere interest 1.5 credits

This course provides students the opportunity to learn the fundamental skills of speech and debate. The course works to get students prepared to take speech classes in university, and to compete in speech and debate tournaments during the school year. Students need to be able to research information and analyze it into coherent speeches and debates. Students will improve their communication skills, research abilities, and writing skills in this course. Students should be prepared to compete in at least one tournament while being enrolled in this course.

Visual Art

Grade Level: Open Prerequisites: None Credit value: .5 credit

Visual Arts is divided into three trimesters: photography, two-dimensional art, and three- dimensional art, earning .5 credits each. The course introduces students to the visual arts. Through lecture, demonstration and hands-on activities, students develop an appreciation for art and an understanding of the elements and principles of design, artistic styles, specific art techniques, and major historical movements in art. The Photography trimester Introduces the aesthetic and technical theories and techniques of digital photography. Topics include camera and lens operation, memory cards, file formats, exposure, white balance, composition, lighting, creativity, image editing software and output. Course requires a digital camera.

AP 2D Art and Design

Grade Level: Prerequisites: Credit value: 10-12 Visual Arts 1.5 credits

This is a full-year course developed to accommodate students who have demonstrated a strong interest and commitment to excel in artmaking. These students will complete an AP 2-D Art and Design portfolio. Research, regularly (at least biweekly) oral and written critiques will be integral parts of this course. All students will submit a portfolio at the end of the course that has followed the AP Art and Design Portfolio Submission requirements. With direct teacher instruction, the emphasis will be placed on the development

72 of the AP Portfolio. The students will complete both sections (Sustained Investigation and Selected Work Quality Section) of the portfolio.

Music

Grade Level: Prerequisites: Credit value: Open None .5 credit

The Music course tackles three main areas:

1. The “Active Listening Playground” (ALP) Method, is a holistic approach to experience music as a composer, conductor/performer, producer (www.composingcommnity.com). It is used to develop transformational leadership skills necessary to compose a community, as well as good practice for embracing, and thriving in confusion, and putting personal judgements to the side when necessary. The ALP method meets the overarching goal of the Opportunity-to-Learn standards by the American National Association for Music Education (NAfME), to give all students despite their status of academic knowledge in music, meaningful experiences in all components of the Artistic Processes (Creating, Performing and Responding/Connecting). 2. The Voice Training and Choir Practice focuses on the process and its different steps to reach the collective goal of a performance on stage. Students work on the development of their voice as well as to improve their listening skills. Choir Practice improves social skills and students practice to reduce performance anxiety and ameliorate in public speaking. 3. Basic music theory, note names, scales and chords using either piano, flute, voice or technical tools like the computer to understand and create with sounds. Playing a musical instrument is a rich and complex experience that involves integrating information from the senses of vision, hearing, and touch, as well as fine movements, and learning to do so can induce long-lasting changes in the brain. Students can bring their own music and will analyze and learn how to play it.

PE and Health

Grade Level: Prerequisites: Credit value: Open None 1 credit

In PE, the content standards emphasize meeting challenges and making decisions. The focus of this course is the application of movement skills, strategies, and knowledge to individual and teams physical activities; the assessment and maintenance of physical fitness to improve health and performance, and the requisite knowledge of physical fitness concepts, principles and strategies; and the application of psychological and sociological concepts, including self-responsibility, positive social interaction, and group dynamics, in the learning and performance of physical activity. Units of activity include: Track and Field; cooperative activities; court sports; field sports; and lastly strength, conditioning, and flexibility. In health class, students will explore Nutrition and Fitness, Mental Health, Relationships, Muscles and Bones, Body Systems, Diseases, and Drugs. Students will learn how to be physically, mentally, and emotionally healthy throughout their lives.

Advanced PE

Grade Level: Prerequisites: Credit value: 10-12 PE I .5 credit

Advanced PE is a course designed to give students an opportunity to participate in regular physical activity. It is divided into trimester courses in fitness, swimming, basketball, flag football, personal/group 73 training, and badminton, each earning .5 credits. Students will demonstrate competency in the motor skills, movement patterns needed to perform a variety of sports, physical fitness activities and designing and implementing a clear strategies in all activities covered. They will also maintain a health-enhancing level of physical fitness and exhibit responsible personal and social behavior that promotes the enjoyment of physical fitness.

Information Technology

Simply being able to use technology is no longer enough. Today’s students need to be able to use technology to analyze, learn and explore. Digital age skills are vital for preparing students to work, live and contribute to the social and civic fabric of their communities. Drawing on the International Society for Technology in Education standards (http://www.iste.org/standards), a variety of courses are offered depending on student interest.

Introduction to Computer Science in JavaScript

Grade Level: Prerequisites: Credit value: Open None 1.5 credit

In this introductory course, students will become familiar with the basic principles of a personal computer. Introduction to computer science curriculum teaches the foundations of computer science and basic programming, with an emphasis on helping students develop logical thinking and problem solving skills. Once students complete the Introduction to Computer Science course, they will have learned material equivalent to a semester college introductory course in Computer Science and be able to program in JavaScript.

AP Computer Science (2020-2021)

Grade Level: Prerequisites: Credit value: 10-12 Introduction to Computer Applications, and Introduction to 1.5 credits Programming/Computer Science

AP Computer Science A introduces students to computer science with fundamental topics that include problem solving, design strategies and methodologies, organization of data (data structures), approaches to processing data (algorithms), analysis of potential solutions, and the ethical and social implications of computing. The course emphasizes both object oriented and imperative problem solving and design using Java language. These techniques represent proven approaches for developing solutions that can scale up from small, simple problems to large, complex problems. Students are expected to write the AP Computer Science A exam in May.

The AP Java course is a year-long course designed to help students master the basics of Java and equip them to successfully pass the AP Computer Science A Exam at the end of the school year. All learning materials and resources students need for a successful year-long AP Java course . The curriculum has been pre-approved by College Board's AP Course Audit as meeting or exceeding the curricular expectations colleges and universities have for this subject.

• In special cases students who have excelled in computer science in middle school may take the AP course as a replacement to introduction to computer science on the recommendation of the teacher