Professional 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 Media Center
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
Guidelines for School Closure
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Mission
ISM School-Wide
Student Goals
At International School Manila, we expect students to work to the best of their ability to be:
1. Effective Communicators: Who can interact through a range of modes of
communication and for a variety of purposes.
2. Knowledgeable and Skilled Learners: Who continually acquire useful knowledge and
skills while developing understanding(s) across a broad and balanced range of contexts.
3. Self-directed and Balanced Individuals: Who strive to achieve their personal best
and understand the importance of intellectual, physical and emotional balance.
4. Inquiring and Reflective Problem Solvers: Who can think critically and creatively to
make informed decisions and then take appropriate action.
5. Responsible, Caring and Ethical Contributors: Who can empathize and be tolerant
of difference 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
English Language Arts
Math
Science
Social Studies
Modern Language
Physical Education
Wellness
ELECTIVE COURSES
GRADE 5
GRADE 6
Year-long
Year-long
Year-long
Semester-long
Band
Band
Band
ArtMud
Strings
Strings
Chorus
ArtSculpt
Strings
ArtStudio
Drama
ArtiSan
Semester-long
Semester-long
Chorus
Chorus
Be The Change
General Music
General Music
Adventure-Based Games
Team Sports
Chorus
IT iLearn
IT iDesign
Dance Remix
Dance Revolution
DigiArt
Drama
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
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10
Purposes of Assessment
The primary purpose of assessment is to improve student learning by:
giving students 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;
enabling teachers 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;
providing parents 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;
providing curriculum leaders with the data necessary for effective curriculum evaluation and revision;
providing other 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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11
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Content/Skills
The English Language Arts program is skills-based each unit, students are encouraged to explore different
and revisits the fundamental components of reading, texts through the metacognitive reading strategies
writing, speaking and listening at each grade level in the and share their ideas with peers in small and whole
Middle School. The curriculum varies the complexity of group discussions. They utilize their own learning
texts and genres to build the sophistication of students styles as they explore and analyze texts from different
thinking each year and prepares them for the learning perspectives. Independent writing and reading are
ahead.
Overarching essential questions encourage students to writing. Self-reflection is a critical component of each
think about communication as a part of their everyday course because it allows students to set and revisit
lives. These questions help focus each students personal growth goals as an ongoing aspect of their
attention on why English Language Arts is studied as communication development.
a part of the core curriculum. Students revisit these
questions throughout each unit of study. At the end of
each unit, these questions are used to guide reflection The aims and objectives of the English Honors program
on a students understanding of the unit of study.
Why read? How do I grow as a reader?
at ISM are:
To broaden and deepen student appreciation
Instructional Practices
Students are viewed as individual learners who need
developmentally
appropriate
and
differentiated
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To foster a greater sense of the artistry and artfulness of language and writing
To extend each students English skills beyond the regular English curriculum
To foster a deeper understanding of how communication skills enrich and enhance the learning
experience across the curriculum
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 to 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 is explored as well as the
methods for producing each type of publication. 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.
www.ismanila.org
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
The Grade 6 Mathematics course focuses on ratios and proportional rich curricular content.
relationships, the number system, and expressions and equations.
Specifically, students will use rational reasoning to solve problems,
divide fractions by fractions, extend previous understanding of numbers
to the system of rational numbers, solve one-variable equations and
inequalities, and analyze quantitative relationships between dependent
and independent variables.
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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:
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
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
To develop inquisitive and active problem solvers who regularly use higher-level thinking skills
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.
In Grade 6, students
investigations while
design investigations
investigations while
investigations while
simple machines,
and light.
history.
system.
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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 face
masks 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-toe 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:
How does the study of the world help us to understand our place in it?
How does the study of the past help us to understand the present and prepare for
the future?
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
Physical Education
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PHYSICAL EDUCATION
Content/Skills
Adventure-Based Games
Team Sports
one semester.
Grade 5 and 6
Motor Skill Development in the courses:
Invasion Skills
Movement Skills
Aquatic Skills
Net Skills
and/or 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):
Basketball, Soccer, Touch Rugby, Hockey
Climbing, Gymnastics, Fitness, Track & Field
Swimming, Survival, Water Polo
Volleyball, Pickleball, Table Tennis, Badminton
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 nineline 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.
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28 WELLNESS
Instructional Practices
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INFORMATION TECHNOLOGY 29
Information
Technology
he Middle School Information Technology
curriculum presents a variety of options,
including integrated projects in all subjects
as well as optional exploratory technology classes.
This ensures growth beyond basic computer
literacy and incorporates technology as a tool
in all academic as well as social pursuits. The
curriculum has been prompted by the changes
in the real world of technology and continues to
be modified throughout the Middle School years
depending on technological advancement.
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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 work primarily in teams to design, build and
program robots. The main hardware for the robots is 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 as well
as those for email and Internet access (including webmail/email), word-processing, multimedia
presentations and lesson supplements.
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31
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
Our program develops and stimulates creative thought, collaboration and teamwork,
improvisational skills and physical awareness. Middle School Drama 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.
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Students revise and further develop their improvisational Grades 7 and 8 Middle School Drama students
skills with the goal of creating original characters and continue to build upon the skills explored in Grades 5
situations to be used in collaborative, group-devised, and 6, including improvisation, collaboration, use of
original performance.
voice and body, and group performance. This more indepth exploration of foundational principles focuses
Puppetry
Students
conventions
and
associated with various international puppetry styles and storyline development. Interactive group activities
and put their research and practical work into practice also lead toward purpose-driven play- building, which
by building puppets, which are used in a devised explores the different roles of responsibilities involved
original performance.
collaborative
techniques
and
investigate
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Play-Building
projects.
Mask/Puppetry
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36
Music
Middle School students are exposed to music in a
variety of year-long and semester-long courses offered
in General Music, Choir, Band and Strings.
General Music
Students can explore a broad range of musical topics in
General Music. Students look at the elements of music
and experiment with different instrument groups on
how these can be employed. Students also use loopbased software to create electronic compositions.
Grade 7 and 8 students enrolled in Music Madness
further extend their music experiences through units
such as guitar, keyboard, world music, musical theater,
movie soundtracks, computer-based composition and
the history of rock and roll.
choose to play violin, viola, cello or bass while the focus in band
is on playing instruments in the woodwind, brass and percussion
Choir
Dance
Dance offers students the chance to explore their movement
potential and develop spatial awareness.
Throughout the
semester, different dance forms such as modern, jazz and hip hop
and the foundations of choreography will be explored. Above all,
this course is designed to give students the confidence to move
forward into ISMs already thriving Dance program at the High
School level and to inspire them to experiment with different
avenues of movement expression. For this reason, the course
is suitable for both experienced and beginning dancers. As part
of this program, the students are given the opportunity to share,
celebrate and showcase their talent through participation in
school activities and 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 socialemotional 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 risktaking. 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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40
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
Instructional Practices
Research skills are introduced and reinforced using a
Electronic Resources
All patrons have online access to the MSMC catalog and the
individuals.
Print Resources
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44
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
structure
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Student Ambassadors
Sports Activities
Student-led assemblies
Student-led events
Dance
Student Council
Non-Sporting Activities
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46 SERVICE LEARNING
Service Learning
n the Middle School, students have various opportunities to engage in
authentic service learning projects that connect their passions, talents, and
concerns. Through the MS Service Learning Program students:
and visiting the Tzu Chi recycling center. These trips are
with
indigenous
communities,
and
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close.
2.3
remain open until the end of the school day, but practices
CONTINGENCIES
REGARDING
CLOSING
DURING
TYPHOONS
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re
nditions does of
avel is hazardous in
best judgment.
nistrators will do
rmal duties and
higher level or an
ons below:
as soon as possible.
Text Messaging
sence of a declare
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d await information
t there are classes.
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Photos are courtesy of Eugene Perez and Office of Admissions and Advancement.