Al-Mizhar American Academy

 

     Caring      

 Innovative          Inquirer           Reflective 

      Spirited 

Empowered

 

Principled          Knowledgeable       Communicator          Open-Minded     

  Inclusive  

   Balanced   

 

 

Elementary School

 

Student Progress, Monitoring and Grading

 

 

Throughout the year, student social‐emotional and academic development will be monitored. Upon the identification of

serious concerns, the student support team and parents will discuss the options for support, improvement and forward

planning. A final recommendation for what is in the student’s best interest will be identified and put forward no later

than the end of the third quarter.

 

 

In Early Years and elementary school, grading is skills based. The curriculum lays out specific standards‐based skills at

each grade level that students should be able to master by the end of the year. Marking is authentic, on‐going and focuses

on the work that the children produce each day. Assessment takes many forms: lesson‐by‐lesson informal assessments,

class work, homework, fieldwork, projects, individual and group work, research, presentations (oral, written, computer,

visual,  performance,  etc.)  quizzes  and  tests  of  skills,  knowledge  and  understanding.  As  educators,  we  believe  that

continual assessment of your child's accomplishments offers a more holistic report of his/her academic success.

 

 

Elementary Grading Scale

 

 

Exceeds Expectations

 

EE

 

The student has settled well into the class routines and performs most of the

learning experiences at a high level of proficiency. The student has established

excellent work habits.

 

Meets Expectations

 

ME

 

The student has settled into the class routines and is working within the

expected level of proficiency. The student has established good work habits.

 

Approaches Expectations

 

AP

 

The student has settled into the class routines and is beginning to demonstrate

progress toward meeting the expected level of proficiency. The student is

establishing satisfactory work habits.

 

Below Expectations

 

BE

 

The student is finding it hard to settle into routines and is not yet able to

perform most of the expectations. The student has difficulty establishing work

habits.

 

 

The  academic  year  is  divided  into  four  approximately  10‐week  quarters  /  2  semesters.  Your  child’s  progress  will  be

reported in a progress report at the end of the quarter and a report card at the end of each semester.

 

 

 

 

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     Caring      

 Innovative          Inquirer           Reflective 

      Spirited 

Empowered

 

Principled          Knowledgeable       Communicator          Open-Minded     

  Inclusive  

   Balanced   

 

 

 

 

Secondary Policy and Academic Handbook

 

 

 

Students will take charge of their education.

 

 

■

Students will do their best work to pass ALL classes to the best of their ability. Teachers are available for additional

support, but at times, additional support may be required from outside of school.

 

■

Students will ask for help when needed. Any student who feels the need for support should approach their subject

teacher. It is the student’s responsibility to keep track of their grades.

 

■

Students will seek out and make‐up missed work. The student must be proactive in approaching the teacher, and work

to determine the missed assignments and dates for makeup. This must be done on the first day of return following an

absence.

 

 

Scheduling:

 

 

All students will receive a school schedule according to the best fit for the student’s graduation requirements, and the

flexibility of the schedule. Schedule changes will only be considered if the new schedule would allow for the student to

complete a greater number of credits towards her graduation requirements, or to allow for higher level coursework. Any

other scheduling change would only result from a misplacement of student, for example Arabic B for Arabic A. Scheduling

changes are not considered based upon friendships or personal preferences. No scheduling changes are allowed for a

change of teacher.

 

 

Please note that constraints within the schedule itself, including class sizes, could prohibit a change in schedule. Schedule

changes by request are by appointment only, and would occur only after the first two weeks of school have been

completed. Priority for open courses are always given to the highest grade level students first.

 

Students should meet with the Guidance Counselor to discuss future college options. Students must be aware of the

admissions requirements of their prospective university, and indicate required courses on their course selections sheets.

It is the responsibility of the student to identify which courses are required for specific university admissions.

 

 

Advanced Placement Courses

 

Advance Placement (AP) Course are offered Primarily to grade 11 and 12 students. These courses are very rigorous and

require  a  high level  of  academic  discipline.  As  these  courses  are  very  rigorous,  students  may  need  to  spend  additional

time on their studies which may include additional hours of study, lunchtime or after‐school class additional class time,

and  additional  independent  work  during  holidays  and  weekends.  Students  must  meet  certain  requirements  to  be

considered for placement in AP courses which includes successfully completing a placement test per course.

 

Many  universities  look  favorably  on  students  who  have  taken  on  these  challenges,  and  some  may  offer  college  credit,

often depending on their scores on the exams in May.

 

 

Policy on Late Assignments and Missed Tests

 

 

Missed Tests

 

 

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