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Principal’s Message
Our school is composed of students in Grades 6 through 8. We recognize that middle level students experience great changes intellectually, socially, emotionally, and physically during the years between elementary and high school. Our experienced and caring teachers are dedicated professionals who work for the benefit of our students.
We offer many programs and services to meet the unique needs of young adoscelent learners. Since middle school is a time of growth and exploration, students actively participate in a wide range of exploratory and enrichment courses to discover their interest. Students meet with homeroom teachers on a daily basis for extra support. Additionally, a constant goal of our school is to provide a safe and positive environment for every student.
We recognize that parents, students, teachers and administration are all valued members of our school community and our academic team. Together we work towards the individual success and growth of each student.
We hope that each student will have an enjoyable, rewarding and positive experience at the American Academy for girls.
Brenda MacKay
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Philosophy
During the Middle School years the child has unique intellectual, social, emotional, and physical needs. The school program is developed to meet these needs with parents, students, and teachers working as partners. Academic experiences will be concrete, engaging, and demanding. In addition, students will be afforded the opportunities to participate in after school activities and to explore areas of interest through the wheel courses. By providing a supportive learning environment, the girls will be encouraged to develop their self-esteem and, feel comfortable with themselves and the changing world around them.
Assessment Policy
The Middle School utilizes the traditional methods of assessment such as tests, quizzes, class work, and classroom participation. Yet, we realize that the traditional methods alone can not accurately assess academic growth for each student. Teachers also include the following as part of their assessment tools labs, research projects, oral presentations, writing portfolios, journals and IOWA testing.
Parents and students are informed by the Core teams at the beginning of the school year of the importance of assessment and its weighting in each subject area via an information packet. As well, teachers direct and encourage the students to use their assignment books daily in order to be aware of, and to prepare for, upcoming assessments.
Procedure:
Student progress is reported in a number of different ways:
- Pupil Progress: At a weekly meeting the grade level Core teachers meet with the principal and counselor to discuss the academic concerns or successes of students;
- Child Study: The principal, counselor, resource teacher, ESL teacher, the school nurse, and school psychologist meet to discuss student referrals from the Pupil Progress meetings:
- Meetings with Students and Parents: To discuss academic concerns or successes;
- Telephone Calls and Letters to Parents;
- Progress Reports (each mid quarter) and Report Cards (at the end of each quarter);
- Parent/Student/Teacher Conference (end of the first quarter): At this time the students have the opportunity to discuss their progress with their advisors and their parents;
- Record Keeping: Information is passed from grade to grade via permanent record folders, counselor folders, principal's folders and team logs.
Policy:
- Students are placed on academic probation when: a) they receive 2 or more grades of 59% or less; or b) their overall average is 64% or lower.
- If a student is deemed to be on academic probation: a) a letter is sent to the parent; and, b) the parent is invited to a meeting with the counselor and the principal.
- Once on academic probation the student will: a) be issued an assignment notebook which must be signed by teachers and the parent daily; and, b) be responsible for showing her parent a weekly progress report.
- In some cases, the student on academic probation will work closely with her advisor on study and organizational skills.
- It may be decided that the student would benefit from a tutor or other support services.
- Strategies and plans for improvement will vary according to student needs.
- Should a student remain on academic probation for 3 consecutive terms she may be asked to find a more suitable educational setting
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