Académique Documents
Professionnel Documents
Culture Documents
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Information Technology
Content/Skills
Robotics
Instructional Materials
Resources
Fine & Performing Arts
Visual Art
Drama
Music
Dance
Student Advisory Program
Classroom Without Walls
Support Services
Counseling
English-as-a-Second-Language
Learning Support
Middle School Library
Content/Skills
Instructional Practices
Print Resources
Electronic Resources
Clubs and Activities
After-School Activities
Athletics and Activities
Middle School Activities Program
Sports Activities
Non-Sporting Activities
Service Learning
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Core Values
Integrity, Service, Merit
Mission
To build a vibrant and enterprising learning community in which all strive to:
t
t
t
t
t
t
t
ISM School-Wide
Student Goals
In order to fulfill the schools mission and to provide a framework for the organization of instructional program, we
want all members of the school community to be:
1. Effective Communicators: who can interact through a range of modes of communication and for a variety of
2.
3.
4.
5.
purposes.
Knowledgeable and Skilled Learners: who continually acquire useful knowledge and skills while developing
understanding(s) across a broad and balanced range of contexts.
Self-directed and Balanced Individuals: who strive to achieve their personal best and understand the
importance of intellectual, physical and emotional balance.
Inquiring and Reflective Problem Solvers: who can think critically and creatively to make informed decisions
and then take appropriate action.
Responsible, Caring and Ethical Contributors: who can empathize and be tolerant of differences and are
committed to make a positive impact on their communities and environment.
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An Overview:
The Middle School
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The Middle School comprises four grade levels, Grade 5 through Grade 8. The age range is from ten to
fourteen.
In general, all Middle School students are required to take English, Social Studies, Mathematics, Science,
Modern Language, Physical Education, Wellness and individual Elective options. At Grades 5 and 6 all
students take one semester of Art and one semester of Drama, along with music elective choices. In Grades
7 and 8 students can take a year-long elective and one semester or three semester choices.
REQUIRED COURSES
GRADE 5
Year-long
Band
Chorus
Strings
Semester-long
Chorus
General Music
Adventure-Based Games
IT iLearn
Mathematics
Science
Social Studies
Modern Language
Physical Education Wellness
ELECTIVE COURSES
GRADE 6
GRADE 7 and GRADE 8
Semester-long
Year-long
Year-long
ArtMud
Band
Band
ArtSculpt
Chorus
Chorus
ArtStudio
Strings
Strings
ArtiSan
Be The Change
Semester-long
Blueprint for Success
Chorus
Chorus
General Music
Dance Remix
Team Sports
Dance Revolution
IT iDesign
DigiArt
Drama Storm the Stage
Drama Improv
Drama Musical Theater
Drama Technical Theater
Fun, Fast and Fit
Journalism
Innovation Tech
Music Madness
Robotics
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The four core areas of the Middle School curriculum English, Mathematics, Science and Social
Studies collaborate to align the programs and ensure ongoing opportunities for student transfer of
understandings and skills between the different content areas from Grades 5 to 8.
Each set of content Standards and Indicators has been aligned vertically between the divisions of
the school and guides the instruction at each grade level in the core area courses. Additionally, the
collaboration between each content area ensures that students move towards achieving the ISM
school-wide student goals of becoming inquiring and reflective problem solvers, knowledgeable and
skilled learners, effective communicators, self-directed and balanced individuals and responsible,
caring and ethical contributors.
At the heart of each course are rich concepts that anchor student learning and guide the assessment
of Standards and Indicators. These concepts are the focus of each unit of study within the core areas.
They also reinforce the interconnectedness of content and skills by encouraging students to transfer
what they are learning in one class to what they are learning in another. The following are the concepts
at each grade level:
GRADE 5
GRADE 6
GRADE 7
GRADE 8
Organization
Structures
Identity
Systems
Patterns
Relationships
Innovation
Transformation
Adaptation
Interaction
Power
Change
Discovery
Truth
Interconnectedness
In addition to the concepts, there is a set of school-wide Transdisciplinary Skills which are a set of
broad, essential skills that transcend subject areas. These include communication, connection and
collaboration, critical thinking and problem-solving, research, personal management and reflection.
These skills are incorporated into the learning experiences in each course and are a part of the
assessment process.
A final component of our Dispositions is the set of lifelong behaviors we want to cultivate in students.
They are rooted in common values that will help a student learn how to contribute positively to the
school community and society at large. These include being responsible, ethical, caring, creative,
balanced and self-directed.
Both within departments and across grade levels, teachers collaborate with one another to support
instruction for students within these frameworks. The opportunities for Middle School students to
transfer their learning experiences make for a richer, more rigorous academic program and solidify
the long-term development and reinforcement of their understandings.
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Purposes of Assessment
The primary purpose of assessment is to improve student learning by:
t HJWJOHstudents the opportunity to demonstrate their learning, experience success and increase self-reliance
by understanding their own progress, setting realistic goals and planning the next stages of their learning;
t FOBCMJOHteachers to determine degrees of prior knowledge before starting new learning, ascertain degrees
of understanding at various stages of the learning process, identify and support learning differences and
learning styles, and monitor and modify teaching strategies and content;
t QSPWJEJOHparents with the opportunity to be partners in the learning process and give them information to
assist their child in planning for the future, both in the immediate and long term;
t QSPWJEJOHcurriculum leaders with the data necessary for effective curriculum evaluation and revision;
t QSPWJEJOH PUIFS learning institutions with the data necessary for admissions and grade/year placement
decisions and giving accurate information on what the child knows and is able to do, including strengths
and areas needing support.
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Content/Skills
The English Language Arts program is skills-based each students inclination and passion for reading and
and revisits the fundamental components of reading, writing. Self-reflection is a critical component of each
writing, speaking, and listening at each grade level in the course because it allows students to set and revisit
Middle School. The curriculum varies the complexity of personal growth goals as an ongoing aspect of their
texts and genres to build the sophistication of students communication development.
thinking each year and prepares them for the learning
ahead.
Instructional Practices
Students are viewed as individual learners who need
developmentally
appropriate
and
differentiated
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The English Honors program is offered in Grades 7 and 8 and caters to students who are able to incorporate more
sophisticated points of view, contexts, and levels of critical analyses into their use of communication skills. In
planning and implementing the curriculum, alternative texts, supplementary resources and additional assessment
tasks are identified that give students a wider range of opportunities to showcase their thinking and learning
within each unit of study. Honors students are expected to be self-directed, reflective and creative thinkers who
excel in this context.
A process has been established for the selection of students in the Honors program, which is communicated to all
parents and students at the beginning of each school year.
Journalism
In the Introduction to Journalism elective course, students learn about and experience what it means to be a
journalist. They practice gathering information, conducting interviews, and expressing their opinions in print,
electronic and video media. The composition of text in each of these types of media as well as the methods for
producing each type of publication is explored. The goal of the course is to give interested students an authentic
experience in communicating with an audience and purpose in mind while creating an awareness of a journalists
professional duties and responsibilities.
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14 MATHEMATICS
Mathematics
he Middle School Mathematics Department believes that all students have the
capacity to learn mathematics at a high level. We endeavor to move students along
the learning continuum while challenging and supporting them as they develop the
dispositions, skills, knowledge and understanding to effectively use and apply mathematics
inside and outside of the classroom.
Content/Skills
The ISM Mathematics curriculum is designed to provide students with the
opportunity to focus deeply on the major work of each grade. This focus
helps students gain strong foundations, including a solid understanding
of concepts, a high degree of procedural skill and fluency, and the ability to
in solving them.
apply the mathematics they know to solve problems inside and outside of
that students can build new understanding onto foundations built in previous
years.
repeated reasoning.
education. These elements support a students ability to learn and apply more
demanding mathematics concepts and procedures while calling on students
Instructional Practices
School
Mathematics
program
are
Courses
conceptual
understanding,
equal intensity.
procedural
Instructional decisions
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MATHEMATICS 15
The Grade 7 Mathematics course focuses on ratios and proportional relationships, the number system, and
expressions and equations. Specifically, students will use proportional relationships to solve real-world and
mathematical problems, use operations with fractions to add, subtract, multiply, and divide rational numbers,
and solve real-life and mathematical problems using numerical and algebraic expressions and equations.
The Grade 8 Mathematics course focuses on expressions and equations, functions, and geometry. Specifically,
students will work with radicals and integer exponents, understand proportional relationships, lines, and linear
equations, solve linear equations and pairs of simultaneous linear equations, understand geometrical congruence
and similarity, apply the Pythagorean Theorem, and solve real-world mathematic problems involving volume of
cylinders, cones and spheres.
Mathematics Honors
In Grades 7 and 8, we offer courses for students who qualify for a more rigorous program than standard-level
mathematics.
The accelerated curriculum of the Mathematics Honors program challenges advanced learners
who demonstrate superior aptitude in reasoning and problem solving to use higher-order thinking skills.
The aims and objectives of the Math Honors program are:
t To broaden and deepen student appreciation of mathematics by engaging and extending students with more
demanding material, problem-solving and enrichment beyond the challenges provided in the standard math
curriculum.
t To provide students with the opportunity to see and apply mathematical skills and concepts in everyday life,
thereby making evident the fundamental importance of mathematics in the world around them.
t To develop inquisitive and active problem solvers who regularly use higher level thinking skills.
t To expand student understanding and appreciation of the nature of mathematical thinking.
Honors students are expected to apply concepts and make connections to new situations, demonstrate superior reasoning
and problem-solving abilities, be independent and desire challenges beyond the scope of a standard mathematics classroom.
The Grade 7 Mathematics Honors course focuses on algebraic reasoning, inductive reasoning, introduction to functions,
polynomials, rational expressions and equations, geometry, and statistics and probability. Specifically, students will extend
basic algebraic reasoning skills, develop their inductive reasoning skills and explore famous mathematical patterns, investigate
the concepts of relations and functions, perform operations with polynomials, perform operations with rational expressions
and solve equations containing rational expressions, investigate congruence and similarity of polygons, investigate and apply
the Pythagorean Theorem, develop their statistical problem solving skills and expand their understanding of measures of
central tendency.
The Grade 8 Mathematics Honors course focuses on algebraic reasoning, geometry, introduction to functions, systems
of equations, quadratic functions, and statistics and probability. Specifically, students will solve equations and inequalities
with fractional terms, explore the Pythagorean Theorem and its applications, investigate the properties and relationships in
geometry, examine the concepts of relations and functions, solve systems of equations with two variables and graph systems
of inequalities, factor quadratic functions and solve quadratic equations and calculate simple and compound probability.
Middle School Program Guide
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16 SCIENCE
Science
he Science program at ISM fosters in students a sense of wonder and curiosity
about themselves and the changing world around them. Using the scientific
process, students are encouraged to think critically, solve problems, evaluate
evidence and make supported conclusions. Students develop knowledge, skills
and understanding through active inquiry and meaningful investigation to make
connections with scientific concepts and principles.
Content/Skills
Throughout Middle School Science, students develop their understanding of concepts in
scientific inquiry, life science, physical science, earth science, space science and technology.
These units of study are carefully aligned to Science Standards and Indicators from Kindergarten
to Grade 12 in an integrated, sequential and developmentally-appropriate manner. The essential
skills of Science include designing and conducting investigations accurately and safely, making
observations and inferences, predicting, measuring, organizing and displaying quantitative
data, using detailed evidence in supporting conclusions, and evaluating the investigation
along with the ISM school-wide Transdisciplinary Skills.
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SCIENCE
Instructional Practices
Instructional practices in the Science classroom are differentiated and aligned with the essential
learning outcomes for each unit. Students of all abilities gain a coherent understanding of the
living, physical and material components of the world around them while engaged in the
scientific process. Through fun and meaningful exploration in hands-on, minds-on, inquirybased methodology, students are immersed in a variety of situations and experiences. During
a typical day in any Middle School Science classroom, one may observe teacher and studentled discussions, laboratory and fieldwork investigations, individual and small-group instruction,
various projects being carried out, a diverse assortment of assessments being taken and the
integration of a wide range of technology.
Safety
Student safety is paramount when participating in scientific activities. The Middle School
Science Department will direct students to wear goggles, aprons, rubber gloves and/or
facemasks when necessary. Guidelines for appropriate behavior while in the Science laboratory
will be implemented and adhered to. Furthermore, students are expected to enter the Science
laboratory with closed-toed shoes (such as PE shoes or sneakers); flip-flops and sandals present
a safety hazard and are not acceptable footwear.
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18
SOCIAL STUDIES
Social Studies
he Middle School Social Studies program integrates studies in the social
sciences - history, cultural studies, geography, current events, sociology
and anthropology. The course is based on the intended learnings of ISM
that include subject-specific Standards and Indicators and Transdisciplinary Skills. In
Social Studies classes, students are encouraged to go beyond the surface of problems,
to ask questions, to reflect, to make connections, to develop and test theories, to
experiment with new ideas, to analyze problems, to debate hot topics, and to create
meaningful and useful products. Social Studies students are given opportunities to
become engaged in their own education, to take responsibility for learning and to
develop concerns that transfer beyond the confines of the classroom.
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SOCIAL STUDIES 19
Content/Skills
The Social Studies curriculum emanates from school-wide Standards that include such key ideas as patterns of
continuity and change, the causes and effects of interactions among societies, the influence of physical and human
geography on people and places over time, and the influence and structure of social, economic and governmental
systems. Units of study are developed around rich concepts that are common to the core subject areas in the
Middle School. Each unit in Middle School Social Studies is developed around unit understandings and essential
questions. Students work to uncover the answers to the essential questions over the course of a unit in order to
achieve deep understanding of concepts.
In Grade 5, students study topics such as the organizational structures of ancient civilizations,
mapping geographical patterns, the age of exploration, and perspectives on the causes and
outcomes of change in our world.
In Grade 6, students study topics such as government and social structures in society,
relationships between people and the environment, the impact of the past on the present,
the movement of people and population demographics and early humans and the Neolithic
Revolution.
In Grade 7, students study topics such as features of culture, innovations in societies, the
social, political and economic interactions of people, the concept of truth and the reasons for
differences in perspectives.
In Grade 8, students study topics such as the justification and use of power through government
systems, political and social revolutions and human rights and global issues.
Overarching essential questions encourage students to think about Social Studies as a part of
their everyday lives. These guiding questions help students to understand why social studies is
a part of the core curriculum and directly connected to their lives. Students come back to these
questions repeatedly throughout each unit of study. Overarching essential questions include:
t How does the study of the world help us to understand our place in it?
t How does the study of the past help us to understand the present and prepare for
the future?
t How is Social Studies about me?
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SOCIAL STUDIES
Instructional Practices
Instructional practices in the Social Studies classroom vary in accordance with learning objectives. They range
from traditional whole-class presentations to small-group activities and individualized instruction. Cooperative
learning activities complement teacher-led discussions, writing workshops, individual research projects, smallgroup instruction, hands-on activities and simulations. The use of technology is regularly integrated into the Social
Studies program.
Be The Change
Be The Change is a semester-long elective course for students in Grades 7 and 8. The goal of
the Be The Change course is to cultivate a sense of empathy and compassion in students for all
members of the local and global community and the planet we share. Students develop selfawareness through an opportunity to discover, discuss and reflect on a variety of problems.
Students examine their actions and responses to uncover their passions and find ways to affect
change through active global citizenry.
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MODERN LANGUAGES
Modern Languages
he Middle School Modern Languages program seeks
to provide an environment where students feel
confident to take risks while exploring the complex
process of acquiring a new language. The Modern Languages
courses are carefully sequenced from Middle School to High
School. Functional themes and situations are mastered first,
followed by more academic themes in the High School.
The program focuses on the interpersonal, interpretive and
presentation modes of communication. Throughout the
program, the language-study process is used as a vehicle to
discover connections between the target languages culture
and the students own culture and language. Assessment is
carried out through a variety of listening, speaking, reading
and writing tasks. Communication and conversation drive our
instructional approach.
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MODERN LANGUAGES
Content/Skills
The Introductory Courses Level A aim to develop
Resources
The ISM Modern Languages Department is equipped with a variety of materials used to
engage students in the target language and culture. The materials include iPads, subscriptions
to websites, audio-visual equipment, books, movies, music, games and mini-whiteboards.
Lesson resources are created by our Modern Languages teachers in order to provide the most
appropriate, relevant and engaging learning experiences for our students. These resources are
shared with students via Google Drive and teachers blogs.
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PHYSICAL EDUCATION
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Physical Education
hysical Education is an important part of the total educational program. The ISM Middle School
Physical Education program provides each student with the opportunity to participate in a
comprehensive curriculum of activity.
The program has two primary focal points. The first is to equip students with levels of motor skills that enable
safe, satisfying participation in lifelong activities. They will acquire the language and knowledge they need to
participate successfully. The second focal point is to equip students with the knowledge and skills essential to
monitoring and managing their own health-related levels of fitness.
Students participate in physical activities that allow them to develop an understanding of the physical
abilities of themselves and others. Students become aware of the social benefits of physical activity through
participation. The program promotes the spirit of cooperation, leadership, fair play and friendly competition.
Students receive instruction in skill development, the application of rules and strategies in the following
different movement forms: health-related fitness activities, aerobic exercise, team sports, individual and dual
sports, gymnastics, outdoor pursuits, aquatics, dance, and recreational games. Ongoing assessment includes
both written and performance-based skill evaluations.
Our mission is to empower all students to sustain regular, lifelong physical activity as a foundation for a
healthy, productive and fulfilling life.
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PHYSICAL EDUCATION
In addition to the core Physical Education program, students in Middle School at ISM also have the opportunity
to choose from a variety of PE based electives:
Content/Skills
Adventure-Based Games
that challenge, have a risk and are FUN and SAFE. They
Team Sports
one semester.
Grade 5 and 6
t Invasion Skills
t Movement Skills
t Aquatic Skills
t Net Skills
and exercise.
PHYSICAL EDUCATION
The Grade 7 and 8 Physical Education program will provide the opportunity for students to incorporate the motor
skills developed in Grades 5 and 6 into cooperative and competitive situations and games. The focus will change
to increased participation in enjoyable and physically demanding lessons. Students will develop skills and team
tactics, together with their social interaction, leadership, personal management and communication skills.
Grade 7 and 8
Activities will include the following (and potentially others):
t Basketball, Soccer, Touch Rugby, Hockey
t Climbing, Gymnastics, Fitness, Track & Field
t Swimming, Survival, Water Polo
t Volleyball, Pickleball, Table Tennis, Badminton
t Softball, Cricket
Resources
ISM houses some of the best sports facilities in the Philippines. Throughout the Physical Education program,
students have access to two floodlit synthetic turf sports fields, a six-lane running track, three indoor gyms, three
swimming pools, eight covered tennis courts, a nine-line climbing facility, a fitness suite, two air-conditioned fitness
rooms, a fully equipped Olympic gymnastics area and a covered utility area.
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26 WELLNESS
Wellness
SM expects each of its students to work towards becoming knowledgeable,
respectful and responsible citizens. In keeping with these aims, the Middle
School Wellness program seeks to inform students about issues related to
their personal health and to assist them in developing the skills necessary to make
good decisions about their health and safety.
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WELLNESS
Content/Skills
The Middle School Wellness program presents health information that is developmentally appropriate
for the students at each grade level. Course topics have been carefully selected to address the particular
needs of our students at various stages of their pre-adolescence and adolescence and to assist them in
making good decisions about their own health and safety during these years.
In Grade 5, students are taught the importance
friends online.
routines.
of these systems.
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28 WELLNESS
Instructional Practices
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INFORMATION TECHNOLOGY 29
Information
Technology
T
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30 INFORMATION TECHNOLOGY
Content/Skills
The Middle School Information Technology
social networks.
by technology specialists.
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INFORMATION TECHNOLOGY
Robotics
This is a problems-based course in which students will work primarily in teams to design, build
and program robots. The main hardware for the robots will be EV3 Mindstorms, which uses
both LEGO materials and computer programming software. Creativity, teamwork, and critical
thinking will be used to solve problems through the design, investigation, building, testing,
redesigning and reflecting on the process stages.
Instructional Materials
A truly strong point in instructional practices in the Middle School Information Technology
classes is the integration of computer skills across all subject areas. Middle School technology
integrators employ a variety of teaching strategies including auditory, visual and kinesthetic
approaches. Within these modalities, teachers undertake discussions of the subject matter,
demonstration lessons to augment and supplement discussions, and the performance of
hands-on activities to reinforce the first two levels. Cooperative learning activities and studentled presentations further typify the teaching-learning interaction.
Resources
Students have access to computer laboratories as well as laptop carts. The labs are connected to
the ISM networks file servers. A standard roaming electronic desktop is maintained throughout
the school, which features Windows and Mac-based software applications plus those for email
and Internet access (including webmail/email), word-processing, multimedia presentations
and lesson supplements.
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Visual Art
Grades 5 and 6 - Foundations of Art
In this compulsory semester course, assignments
emphasize building basic skills and an appreciation
of the elements of art and principles of design. The
course is designed to encourage the development of
creative thinking, a respect for quality and originality,
self-confidence, visual and tactile perception, and the
ability to work independently
The
program
concentrates
on
practical
studio
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Drama
Middle School Drama develops and stimulates creative thought, collaboration and teamwork,
improvisational skills and physical awareness. Our program is inclusive, enriching and geared
towards developing self-esteem, lateral thinking and problem-solving skills, all of which can be
transferred to other disciplines of the ISM Middle School curriculum.
Storytelling
This unit is designed to give students exposure to the importance of storytelling. The students will
examine what are the elements of drama and how they are used to create scripts and characters.
They will learn how to work collaboratively to produce original plays. The students will work to
perform their final scripts to an invited audience.
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Physical comedy
Improvisation
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vision for the stage with lighting, sound, and set design.
vision;
techniques.
of ensemble performance.
based on a theme.
rehearsal
and
performance
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Music
General Music
Students can explore a broad range of musical topics in
Dance
Choir
dance recitals
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Student Advisory
Program
he Student Advisory program focuses on addressing the social and emotional needs
of Middle School students while building a sense of small-group community and
strengthening student-adult relationships. Students are placed in small groups with
a teacher-advisor. Groups generally meet twice a week to share perspectives on relevant issues,
play collaborative games, and build organizational skills. It is a time of friendship, support and
social-emotional learning. The school-wide Dispositions provide a framework for Advisory, along
with three Advisory objectives developed by faculty: self-awareness, a sense of belonging, and
time for inspiring, memorable fun. Each grade level also addresses developmentally appropriate
issues such as relationship skills, stress-reduction skills, goal-setting, decision-making and
healthy risk-taking. Time is also allotted for study skills and organization. Advisory supports
the Counseling Department and social-emotional learning that occurs throughout the Middle
School program-Wellness classes, other academic courses, and co-curricular activities-- by giving
students the opportunity to share and apply their learning to issues they are facing in the context
of a safe environment. Teacher-advisors serve as mentors and a first line of academic support for
their advisory students.
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Classroom
Without Walls
T
Students in the Middle School attend two experiential programs during the school year. These
programs offer experiences at a level appropriate to the respective grades. Some common
elements run throughout the Classroom Without Walls program for all grade levels. The
September activities focus on team-building, while the February trip focuses on fieldwork,
outdoor challenges, health and social education, community and service.
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SUPPORT SERVICES 39
Support Services
Counseling
The Middle School Counseling program is designed to help students develop holistically as
they move through the different levels of Middle School. This is accomplished by providing
consultation and support through individual and group counseling, grade-level initiatives,
crisis intervention and facilitation of communication among students, parents, teachers and
administrators. There are three Counselors in the Middle School. While working as a team, they
divide the responsibilities for individual students alphabetically by surname.
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ENGLISH-AS-A-SECOND-LANGUAGE
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LEARNING SUPPORT
Learning Support
T
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LEARNING SUPPORT
Level 1 (LS1)
mainstream classes.
Level 2 (LS2)
Level 3 (LS3)
The LS3 student may require significant
modifications and/or accommodations to the
content of the curriculum as well as direct
instruction in social skills. Social skills training
is taught by an LS teacher or a speech and
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Content/Skills
Students develop and apply research skills to discover
space.
Instructional Practices
Electronic Resources
Print Resources
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ISM offers a variety of afternoon activities for interested The ATAC Office (located by the Middle School Gym)
Middle School students. Students may enroll in either
the AFAC Office for after-school programs and via the compete against other schools in local seasonal sports
Middle School Activities Coordinator for intramural leagues. If a student is successful in gaining a place on
activities at the beginning of each semester or season.
All activities available to Middle School students such sports program follows the High School seasonal sports
as sports, clubs, Fine Arts offerings and workshops
structure:
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Student Ambassadors
Sports Activities
t
t
t
Student-led assemblies
t
Student-led events
t
Dance
Student Council
Non-Sporting Activities
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46 SERVICE LEARNING
Service Learning
I
t
t
t
and visiting the Tzu Chi recycling center. These trips are
with
indigenous
communities,
and
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Photos are courtesy of the Admissions and Advancement Office, Claire Stevens, Cory Willey, Eugene Perez,
Francis Aylward, Ishan Pradhan and Marsha Hillman.