Overview

The middle school, grades six, seven, and eight, is an educational response to the diverse characteristics of youngsters as they move into adolescence.  As such it is responsive to a full range of developmental needs. Educators committed to young adolescents guide their students’ development as lifelong learners and healthy, caring, ethical, and reflective individuals. Middle school students are supported in a variety of ways. 

A teacher-based advisory program, coordinated by the middle school counselor, is one strong feature of this support which builds student-teacher relationships, as well as positive peer group relationships.  Instructional support for students with learning disabilities and English Language Learner (ELL) instruction for newcomers to the language are also available.

Communication with parents is an important goal in the middle school.  Report cards are issued four times during the school year, with mid-quarter reports mailed home each term. Two formal parent-teacher-student conferences are scheduled on the calendar. However, more frequent communication is common and enhances the partnership between home and school.

The middle school academic program provides students with a supportive transition as they move from elementary to high school.  One aspect of these transitional years is the change from one teacher to several teachers teaching the basic academic subjects.  Students have a class advisor who serves as a homeroom teacher and provides guidance for the academic and social development of each student.  The curriculum content and instructional processes are responsive to the needs, interests and abilities of students.

Humanities combines English and Social Studies in an integrated program taught by the same teacher in two consecutive periods. English instruction involves higher level analysis of literature. There is a strong emphasis on writing with a focus on analysis, organization and expression. The Social Studies program in grade six begins with the development of Western Civilization from the Middle Ages to the Reformation.  In grade seven, world cultural geography is taught. The eighth graders study U.S. history from the Civil War through World War II.

The Mathematics program is based on the recommendations of the American National Council of Teachers of Mathematics.  These standards address areas such as approaches to real life problem-solving, applications, and use of technology (calculators and computers), covering a wide scope of topics. Some students will be able to progress at a faster pace, with Algebra I being offered in the seventh and eighth grades.

The Science program offers a laboratory-based approach to biological, physical, and earth sciences.  The sixth grade course emphasis is on earth science and ecology.  The seventh grade emphasizes human biology and health and eighth grade focuses on physics and chemistry topics.  All courses stress the influence of science on daily life, current scientific development, and the need for intelligent decision making in a technological society.

In addition to the core curriculum, middle school students participate in Exploratories.  These quarter classes cover a wide variety of topics and emphasize active learning strategies and hands on experiences which are consistent with developmental characteristics of young adolescents.

Our Foreign Language program is oriented to helping students communicate effectively in both oral and written forms, while at the same time learning about the culture of the country where the language is spoken.  Students may choose to study Hebrew, Spanish, or French.The fine arts are an essential part of the middle school curriculum. 

Instruction in Music is designed to develop students’ abilities to perform, create, and understand concepts of music theory, and many students elect to participate in band and choir.  Each year the middle school puts on a musical production. 

The Visual Arts program integrates the study of art production, aesthetics, and art heritage as students explore the creative use of a variety of media.

By teaching skills and concepts related to fitness, motor skills, and movement, the Physical Education program enables students to develop life long positive attitudes toward physical activities and wellness.

Students are taught to use Computers as instructional tools for accessing information and enhancing learning, using an integrated approach with regular classroom assignments. Multimedia, internet, word-processing, web page building, and graphics are major components of the curriculum.  All students have access to networked computers in their classrooms, the library, and the computer lab.

In all aspects of the program, Middle School students with special needs are provided with needed support.  Two specific examples are the Special Education program helping students with learning disabilities and the English Language Learning program for newcomers to English.    

Guidance

Role of the Counselor   

From the day a new student and family arrive on campus, the counselor is intimately involved in the process of planning for, monitoring, and insuring the successful educational experience of each student. As the “ case manger” for each of his or her students, the counselor wears many hats in fulfilling this role. Initially upon arrival each new family meets with the counselor in order to receive pertinent information about the school, have the student assessed for placement, and initiate a positive relationship with the school community as a whole.

The second experience a new student has also revolves around the counselor. She implements an orientation program for new students.  Each new student is assigned a returning student as a buddy who takes responsibility for helping the new student for the first few days of school. In addition the counselor arranges for an orientation trip for new students before school begins. The orientation program for classes which are moving from one school to next within AIS involves counselor organized presentations to students and parents.

Throughout a student’s stay at AIS a major role of the counselor is to monitor each student’s academic progress. This includes reviewing all progress reports and grades as they become available, staffings with teachers as needed, and receiving teacher input when problems arise with a student’s progress or performance. Upon graduation the counselor coordinates the teacher recommendations and clarifies student special program needs for the high school.  

As a member of the Student Services Team the counselor monitors students receiving Resource Center support in weekly meetings. When problems do arise with student progress, the counselor serves as the coordinator of resources designed to help the student and in many cases becomes one of the resources herself.  

An important aspect of the guidance and counseling program is ensuring that the affective needs of all students are met. Towards that end an advisory program in the middle is taught by the teachers and monitored  by the counselor. In addition a Family Life course is taught by the middle school counselor, which is designed to meet the unique needs of that age group.  

When problems arise in a student’s life the counselor becomes the student advocate. Based on the relationship between counselor and student, the student’s perception of this role is an important element in defining and remedying the problem. Often counselors will facilitate important communication between the people who have an impact on the student’s life and success.  

The counselor serves as a resource to the entire school’s population. Considering the needs of the “ whole child” is a major emphasis when counselors offer guidance to school personnel. Teachers look to the counselor for strategies that will help them better understand the needs of their students. Administrators rely on counselor input when considering how policies and decisions will impact various members of the AIS community. Parents often seek a counselor’s guidance when searching for alternative strategies for helping their children. Referral to resources outside of the school community can be an important part of this guidance.

As members of the Crisis Response Team counselor input is critical when examining how serious negative events may effect members of the AIS community, and in formulating the school’s action plans in response to these events. 

Services

Groups – Social skills and others: The counselors meet with groups of students who display similar needs. These may be developmental, social -emotional issues, or common interest groups.  

Individual counseling sessions – Students whose academic progress or adjustment is being inhibited by non-academic issues may meet regularly with a counselor in order to resolve these issues. The counselor is available to meet with students individually to address a variety of issues.  

Counselor as Case Manager - The counselor as the “case manager” for all his or her students plays a critical role in facilitating interventions between student and student, student and teacher, and student and parent that will benefit a student’s education.   

Consultation with teachers – On a regular basis, counselors will consult with teachers in order to provide information, problem solve, or negotiate issues that will enhance the learning opportunities of students. 

Counselor as member of the Student Services Team – Weekly meetings of the Special Education Department, counselor, and the administration provide for the monitoring, placement, and program decisions for students with learning problems.

Special Program Development - Counselors play a key role in planning and implementing special programs. Such programs serve various purposes, such as fostering an appreciation of the cultural diversity  of AIS and tolerance on Martin Luther King Day.  

Orientation Program- The counselor coordinates and implements orientation programs for new students that include some of the following activities: orientation trip, buddy program, and new student groups.  

Responsibility for student programs- The counselor groups students in exploratories and foreign language according to interest and level.  

Resource

ELL

The Middle School ELL program is designed to provide English language instruction to students of other languages.  Students are placed in classes according to grade or level of proficiency.

The goal of the program is to assist each child in developing the language skills necessary to be able to achieve academically in an English language instruction setting.  The ELL classes focus on reading, listening, oral and written communication skills as well as learning strategies.

Some students are also placed in a special ELL humanities bridge class until they reach a level of proficiency which will enable them to attend their grade level humanities.  This course develops language proficiency through geography and history. 

Students receive support in ELL classes which meet every other day.  In addition, inclusion and special help is available upon need for English language learners.

Program of Studies

High standards of academic excellence, coupled with a school setting which recognizes the importance of personal “connectedness,” characterizes the WBAIS middle school serving the sixth through eighth grade.  The middle school is an educational response to the needs and characteristics of youngsters during early adolescence and deals with the full range of intellectual and developmental needs.  Its structure is designed to serve as a bridge between the elementary school years and high school.

The core classes are Humanities, integrating Language Arts and Social Studies, as well as Math and Science.  Students are offered Hebrew, French, or Spanish as their choice of foreign language.  In addition, students in middle school take Art, Music, and Physical Education.  Computer Technology Education is integrated into core subjects.  Opportunities to explore other areas are offered within the framework of the Exploratory program, and interdisciplinary work is encouraged wherever appropriate.  Support for students with special needs such as English as a Second Language and Resource Center is also provided.

Humanities

The Humanities’ curriculum in the middle school uses an interdisciplinary approach towards learning social studies and language arts.  The program develops an understanding of concepts and development of skills which draws upon such disciplines as history, geography, literature and the English language. Emphasis develops from concrete to more abstract thinking skills. Higher-level analysis of concepts is required, and research and inquiry skills are stressed.

In all three grades, language arts remain a constant priority. Organization, structure, and expression in writing become more complex.  Various genres of literature are read throughout the year. Instruction in vocabulary, grammar, usage, and mechanics is integrated into the novel study and writing lessons.  Students focus on several types of essays which strengthens the writing process. An emphasis on study skills, along with listening and speaking skills, completes the language arts’ curriculum. 

Sixth graders begin their year by studying global geography. During the first semester, they are also introduced to archaeology and have the opportunity to participate in a real excavation. Students then examine life in the Roman Empire as well as its influence on the ancient Middle East.  Next, sixth graders study medieval Europe along with a comparison of medieval Japan. Students complete the social studies curriculum with an introduction to the Renaissance. As a culminating event, students participate in the Medieval Fair where they demonstrate an understanding of the medieval period.  Most novels studied follow the social studies units and compliment the historical periods. Each unit is enhanced with a connecting field trip and/or a hands-on simulation.

Seventh grade students will focus on three geographical regions of the world: China, Africa, and India. Emphasis is placed on geography, historical background, and key events which have shaped these three significant areas. Students will enjoy educational simulations that enhance understanding and appreciation for diverse cultures. Many of the stories studied for seventh grade represent these three main world regions. Students will have opportunity to thoroughly understand both African and Asian cultures through research and application.

In the eighth grade, students begin a study of U.S. history with the Civil War and conclude with World War I.  Importance is placed on both geographical and political influences as well as on chronological events. Leaders who have influenced history are also a focus. By studying current events, students have further opportunity to draw conclusions and make connections between the past and the present. Novels studies are varied and many reflect the role of man in society.

Mathematics

The mathematics program is based on the recommendations of the National Council of Teachers of Mathematics.  These standards address areas such as work on real life problem-solving approaches, applications, use of technology (calculators and computers), covering a wide scope of topics.

Advanced students will be able to progress at a faster pace, with Algebra 1 being offered in mixed grade classes.

Science

The science program offers a laboratory-based approach.  The sixth grade course emphasis is on earth science, and astronomy.  The seventh grade course of study emphasizes biology, including human biology and health, while the eighth grade emphasis is on the physical sciences, chemistry and physics.  Emphasis at all levels is placed on student experimentation. The courses stress the effects of science on daily life, current scientific development and the need for intelligent decision-making in a technological society, as well as integrating math and sciences

 Health

The health program in grades 6-8 provides knowledge and skills that promote healthy habits and reinforce the basic values of wellness.  Concepts studied are integrated through the science curriculum as well as taught in mini courses and through the advisory program.  Subject areas addressed include: nutrition, family life, human growth and development, drug and substance abuse prevention and disease prevention.

Foreign Languages

In grades six, seven, and eight, students may elect Hebrew, French or Spanish.  Sixth and seventh graders new to AIS are required to take one year of Hebrew instruction.

Physical Education

Physical education is an integral part of a total educational program that seeks to provide each individual with the opportunity to achieve his or her own potential and to promote lifelong physical activity with the view of being physically active for life.  The physical education program is designed to provide experiences that help develop a life-long positive attitude toward physical activities important in a well-balanced individual.

Major goals of the program are appreciation and enjoyment within this subject, health-related fitness, skill-related fitness, as well as social, emotional and intellectual growth.

In keeping with today’s trends, a PE uniform is essential for each youngster to be able to participate in movement safely and comfortably.  The uniform consists of a red or blue T-shirt, and elastic-waisted gym shorts. It is provided as part of tuition.  Students will also need athletic shoes and socks, as well as training suits for the cold winter months.

Art

Students will take a course that deals with the basic elements of image-making, line, shape, form, color, composition and surface texture, exploring the expressive and communicative possibilities of these elements. They will explore techniques in both 2-D and 3-D media as well as being exposed to varied aspects of their art and cultural heritage.

Music

Middle school students add to the basic program of singing and movement, more advanced concepts of music history and theory, composition and improvisation.  An instrumental music and choir program is available.

Information Technology

The computer program is an integrated part of the curriculum which aims to develop in our students the skills needed to use technology as a tool for learning.  Multimedia, Internet, word processing, keyboarding, LOGO, problem solving, web pages, using databases, spreadsheets, simulations, and graphics are major components of our program. Each student is expected to have a signed computer usage agreement on file which delineates their responsibilities in regards to school computer usage.  Middle school students keep electronic portfolios on their personal web pages.

Exploratory Courses

In addition to art, music, foreign languages, physical education and computer instruction, middle school students participate in an exploratory program for much of the year.  These exploratories cover a wide variety of topics and engage students in an activity-based program that is developmentally appropriate. Some required classes such as health and family life education are included in these course offerings.

Activities

A dynamic co-curricular program enables students to develop a sense of personal connection to the school.  Some examples of the co-curricular program are an active student council, interest clubs in areas such as community service and ecology, and a team sports program. Assemblies build a sense of community in the middle school and provide recognition for students in the areas of academic and non-academic achievement.  Many other special activities are offered as well, including social events, an overnight trip, and an Israeli experience day.