Overview

The elementary school, which includes kindergarten through the fifth grade, stresses the development of academic skills and thinking in a supportive atmosphere. The various disciplines are taught in a manner that focuses on their interrelationships, with teachers closely monitoring student progress and behavior. Various support services are available to elementary school youngsters. These include learning disabilities support for students who are mainstreamed into the regular classroom.

Students for whom English is a second language receive special instruction in basic language skills, with the goal of integration into the regular academic program as quickly as possible. Academically able students may participate in the enrichment program, which offers activities ranging from advanced instructional groups to whole class instruction. All elementary classrooms have the support of an instructional assistant, full-time in the early childhood grades and part-time in the upper elementary grades. A full-time counselor coordinates the special services and provides appropriate support for students, parents and staff.

Close communication with parents is very important to us at AIS. The faculty maintains frequent contact with parents through regular report cards, parent-teacher conferences, and additional meetings throughout the year. Elementary classroom teachers regularly send home class newsletters, designed to keep parents informed of class activities. Parents are encouraged to participate in the school through the PTA and the room parents program, and they often volunteer to assist in our classrooms. Two formal parent-teacher conferences are scheduled on the calendar, however, more frequent communication is common and enhances the partnership between home and school.

Life at AIS starts at the kindergarten. Our kindergarten program is designed to develop in each child the capacity to perform the everyday tasks necessary for self-sufficiency and responsibility, to develop coordination and an increased awareness of the environment, and to acquire appropriate language and math readiness skills. The child’s sense of order and his ability to function within a social structure are developed through activities in music, art, drama and physical education.

Reading, language arts and math instruction form the core of the academic program in grades one to five. In Reading, teachers combine the use of appropriate novels aimed at exposing children to good literature. We also offer the Junior Great Books Program at all grade levels through our trained faculty. Our Language Arts program emphasizes written and oral expression and integrates these skills into various disciplines.

Mathematics instruction focuses on thinking and problem solving, as well as development of computation skills. Manipulative materials are used to enhance conceptual development.

The Social Studies program in grades one through five emphasizes history and geography skill development. Beginning with a study of self, family, communities, and countries around the world in grade one, it moves through pre-history and ancient civilizations. Fifth graders study the Americas, following major themes such as colonization, native populations, and revolutions. Geography skills as related to grade level topics are introduced and developed, and the program focuses on thinking skills at all levels.

The elementary school Science program for grades K-5 offers life, earth, and physical science at all levels. A hands-on inquiry approach, accompanied by current science events, research opportunities, project work, and field trips, is supplemented with a strong health education program.

The instructional program in the elementary school extends beyond the so-called basic subjects. A full complement of subjects, including foreign language, the arts, and physical education are taught by specialists.

Foreign language instruction is begun in grade three with the study of Hebrew, with special instruction in all grades aimed to broaden student awareness of Israel, its customs, geography, and holidays. An awareness of Israel and its role in the Middle East is addressed through both the Hebrew and Social Studies programs.Computers are integrated into classroom instruction as much as possible.

All elementary classrooms are equipped with networked computers, which are complemented by a computer lab, that students use regularly as an integrated part of the core curriculum.

The Arts have an important place at AIS. Art and Music provide both an enriching means of self-expression and a connection with topics taught in the classroom curriculum. Art instruction, which aids in developing the creativity and imagination of students, also introduces them to a variety of media and techniques while learning about basic theories in design. Music study stresses orchestration, harmony and rhythm and provides students with an opportunity to experience choral singing, to learn and listen critically, and to analyze diverse kinds of music.

Physical Education is an integral part of a total education program which provides each youngster with the opportunity to achieve his or her own potential and to acquire physical education skills. It is designed to provide experiences that help to develop a life-long positive attitude towards physical activities, so important in a well-balanced individual.

The arts and movement come together in the elementary school holiday show and other presentations in which students perform for an enthusiastic audience.

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 manager” 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.

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’s progress, the counselor serves as the coordinator of resources designed to help the student and in many cases becomes one of the resources herself. As students prepare to move to the middle school the counselor advises the middle school on grade grouping and special program needs.

An important aspect of the guidance and counseling program is ensuring that the affective needs of all students are met. Towards that end the counselor teaches programs at each level designed to foster these affective needs and various skills necessary for academic, and social success. Regular class meetings at the elementary level are modeled and encouraged by the counselor.

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 the counselor 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 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 a member 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

Orientation – Formal and informal practices are in place to assist the child’s and parent’s absorption into AIS.

Groups – Social skills and others: The counselor meets with groups of students who have 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 the 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, the counselor 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.

Classroom mini-lessons conducted by counselors – The counselor will at times go into classrooms to present and lead discussions on certain topics such as: human development, problem solving, and respect ( in the elementary school) and  test taking strategies and  writing college essays in the high school.

Resource

ELL

The English to Speakers of Other Languages Program in the elementary school is a pullout program for English language learners in grades one through five.  The students are placed in ability and grade level groupings (beginners, intermediate and high intermediate) and meet for one or two 40-minute sessions five times a week.At registration, the English language learner is given an English placement test administered by an ESOL professional. The student’s level of English proficiency is determined by the test and through a personal interview.

Students at the beginning level of English language development learn the basic language skills needed for social interaction with friends and within the classroom. (Basic Interpersonal Communication Skills)  These functions are introduced through theme-based units, i.e. school, colors, numbers, shapes, the home and family, the calendar and seasons, feelings, professions, food, etc.  Instructional methods are multisensory and varied to appeal to all learning styles.  Reading and writing skills are introduced after the student has acquired a basic knowledge of oral language. Intermediate to high intermediate level lessons are concerned with vocabulary enhancement, grammar and writing skills, reading fluency and comprehension, and critical thinking.  Skills are taught through author and novel studies, literary analysis, writing techniques, projects and grammar.  ESOL teachers coordinate themes with grade level subjects whenever possible.  Emphasis is placed on building and improving the students’ academic language, the language necessary for understanding texts and academic discussions. (Cognitive Academic Language Proficiency Skills)

Assessments are on going and authentic.  Assessments include standardized tests, reflective journals, portfolios, end of unit and novel quizzes, comprehension questions, culminating projects, peer and teacher evaluations, teacher observations and performances in front of audiences.

Programs of Study

The program of studies in the elementary school is designed to equip every child with the basic learning skills he/she will need in order to be a responsible and contributing member of the school community.  Mathematics, reading, language arts, social studies and science are the foundations of the school's academic program.  In addition, formal and informal opportunities are provided for children to express themselves creatively through art, music and physical education, with attention given to appropriate integration of the various subject areas. Students in grades K-5 also receive computer instruction through their regular classes.  Hebrew is taught is Grades 3, 4 & 5, while French and Spanish are offered in Grades 4 and 5 with Advanced Hebrew for Hebrew speakers.Every effort is made to identify and meet individual needs and interests of students. Because all children differ in their learning styles, teachers utilize a variety of teaching strategies and methods.  Grades Kindergarten through Five are essentially self-contained classes with one teacher responsible for each group of students.  Special services offered in grades K-5 include support for students with learning disabilities, and counseling services, while formal instruction for students of English for Speakers of Other Languages (ESOL) begins in grade one.A program of activities at all levels is provided to enrich the student's school experiences.  In addition to the after-school activities program, all classes go on field trips and other activities include holiday celebrations, sports events, regular assemblies, concerts and other individual class and school wide events.The elementary staff pursues close and frequent communication with parents through regular report cards, parent-teacher conferences, class newsletters and informal communication.   Parents are encouraged to contact the school staff whenever any question arises.

Kindergarten

The kindergarten program is based on an integrated curriculum approach, exposing the child to language, math, science, literature and other topics and themes.  Concepts and skills are introduced which are appropriate to each child’s stage of development and which reinforce social, emotional, physical and intellectual growth. 

Grades One through Five

At the primary level children learn to read by developing strategies to enable them to effectively use both sight and sound approaches.  A variety of materials is used, including teacher-made materials and novels aimed at exposing children to good literature.  Upper elementary classes use a literature-based approach to the teaching of reading.  Junior Great Books are introduced at all levels. Various language activities encourage students to become effective language users through oral and written expression.  The writing process is one of the strategies used to help students improve both the quantity and quality of their writing.  Work on spelling, grammar and usage and handwriting are integrated into the writing program.

The mathematics program for grades 1 - 5 is designed to meet the special needs of students at AIS Israel.  Through the use of manipulative and other materials and technology, as well as varied teaching strategies, students are taught to think mathematically.  A wide variety of topics based on the National Council of Teachers of Mathematics standards are covered with special emphasis on problem solving and applications, mental math, and computation.   

The social studies program in grades 1 - 5 emphasizes history and geography skill development.  Beginning with a study of self, family, community and countries around the world in grade one, it moves in grade two to a comparison and contrast of several regions of the world. Grade three students look at how man has used his resources to create shelters and tools to survive in his environment, while fourth graders study ancient civilizations, especially those of this region.  Fifth graders study the Americas, following major themes such as colonization, native populations, immigration and revolution.  An awareness of Israel and its role in the Middle East is addressed at all grade levels, with appropriate topics taught in conjunction with the overall social studies and/or science program. 

Science instruction in grades K-5 offers the Lawrence Hall of Science, FOSS program's approach to life, earth and physical science at all levels.   The hands-on, minds-on inquiry approach accompanied by current science events, research skills, project work and field trips is enhanced by the integration of math and science in the program.  “The Voyage of the Mimi” is another integrated program that is used in grades four and five.The health program provides knowledge and skills that promote healthy habits and reinforce the basic value of wellness.   Concepts studied through age appropriate activities include: nutrition, human growth and development, disease prevention, personal and mental health, family life, safety and accident prevention, and community and environment.

Special Subjects

Specialists in the various areas teach the following subjects:

The study of Hebrew is begun in grade 3 and can be continued in grades 4 and 5.  In grades 4 and 5 students will be introduced to the study of French and Spanish in an exploratory course.  Hebrew speakers at these grade levels will continue their Hebrew studies.  New students in grades 4 and 5 will study Hebrew for one year.  Israeli culture is taught in grades K-5, introducing students to their host country, its holidays and other aspects of community life here.

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 acquire physical education skills.   The physical education program is designed to provide experiences that help develop a life-long attitude toward physical activities important in a well-balanced individual. Major goals of the program are:  appreciation and enjoyment, health-related fitness, skill-related fitness, as well as social, emotional and intellectual growth, with much emphasis on teamwork, sportsmanship and cooperation. A gym uniform is required for each child to be able to participate in movement freely and comfortably.  Two sets of the uniform, T-shirt, and elastic-wasted gym shorts will be provided as part of tuition.  In colder weather or elastic-waisted sweat pants, may be worn.   It is important to stress that the nature of physical education requires correct footwear in order to maintain a level of personal and health-related safety for physical activity.  Correct athletic shoes and socks are essential.

The art program is a vital link in developing the creativity and imagination of our students.   At the elementary level students are encouraged to experiment freely with a variety of media, especially "the found object".   They are trained to observe the visual environment, to communicate through visual forms, and to develop outlets for the release of emotion.

In the music program children are taught the basic musical concepts and skills providing them with an enriching means of self-expression.  Through singing, movement and integrated listening activities which include music history and appreciation, students receive a diverse and well rounded music experience at all grade levels, as well as opportunities to perform.   Instrumental music instruction is offered in grade five.

Word processing, keyboarding, multimedia, Internet,  problem solving, using data bases and simulations, and graphics are major components of the informational technologies program, which is an integral part of the K-5 curriculum. Students will work both in the lab and in the classroom on integrated projects as well as acquiring and reinforcing basic skills.

Activities

Co-curricular activities are a regular part of student life in the elementary school. Students celebrate holidays, both American and Israeli, learning about host country culture as well as that of the U.S. and the many other nationalities represented at our school. Elementary school classes participate in our field trip program, biweekly assemblies, and a rich after-school activities program. These “extras” provide opportunities for young students at AIS to reach out beyond their classrooms. Development of student responsibility is a primary goal at AIS, and the elementary school student council serves as one example.

The academic program in the elementary school is enriched by a wide variety of activities.  Each class takes at least two field trips during the school year which complement regular class activities.  Among some of the other activities are assemblies, holiday shows and performances, a Halloween Carnival, a Purim Carnival and a Young Authors’ Festival.  An elementary school student council takes a leadership role in designing other service and spirit events, as well.  Sports, including a spring Little League, are offered as part of the school’s After School Activity Program, which provides a wide selection of choices for students in grades one and up.