Pine View School

Pine View School

Location

Osprey, FL

Information

School type public, gifted

Established 1968

School district Sarasota County Public Schools

Principal Dr. Stephen P. Covert[1]

Grades 2-12

Enrollment 2,051 (2016-17)[2]

Color(s)

Mascot Python

Website [1]

Pine View School for the Gifted is a public, college-preparatory, coeducational school located in Osprey, Florida. The
school is the only full-time program in Florida for intellectually gifted students in the elementary through high school
level.[3] The mission of Pine View School is to provide a qualitatively different learning environment that nurtures a
passion for intellectual curiosity; encourages risk taking, and independence; and is committed to a tradition of academic
excellence and social responsibility. There are currently around 2,211 students at Pine View.[4] Pine View serves students
in 2nd through 12th grades.
 History
In 1969, the school was founded as the state's first and only school for the intellectually gifted. The first director was John
D. Woolever, an educator who had written numerous scholarly articles on education throughout his career. [5] During the
school's early history, many feared it would be closed, particularly when the school moved to its current campus,
designed by Carl Abbott, FAIA, in 1994.[6] Periodically, this possibility has reemerged, the most notable occasion being in
2007 and 2008 when the Florida State Legislature considered abolishing the Exceptional Student Educational (ESE) label
"gifted." On this occasion, Pine View was included in a statewide comprehensive policy assessment completed by the
Florida Legislature's Office of Program Policy Analysis & Government Accountability (OPPAGA), which determined that
gifted programs were thriving and that the ESE label "gifted" had more advantages than disadvantages. [7]
There were 28 members in the first graduating class. Until the 1990s, Pine View's class sizes hovered around 130 per
graduating group. From 1990 until 2010, class sizes gradually rose but were generally kept under 200. However, the Class
of 2012 (with 158 graduates) is generally considered the school's last small class, as class sizes are steeply increasing above
200 with the Class of 2013 and younger grades. [8]
At the end of the 2012–2013 school year, Steve Largo, Pine View's principal of 25 years, [9] retired. Dr. Stephen Covert took
Largo's place as Pine View principal on July 1, 2013. [10]

Pine View's entrance sign

Academic Recognition
Nation Rankings
During the 2003–2004 school year, Pine View School was recognized with the Blue Ribbon School Award of Excellence by
the United States Department of Education,[11] the highest award an American school can receive. [12][13]
In 2014 Pine View was ranked the number one school in Florida and the sixth best school in the Country. In 2013, Pine
View was ranked by U.S. News & World Report as the sixth best public high school in the nation. The previous
year, Newsweek ranked Pine View the 15th best public high school in the nation.[14] Out of public and private schools, Pine
View was rated the 6th best high school in the nation in 2007, 11th in 2008, 14th in 2009, 30th in 2012, and 6th in 2013
by U.S. News.[15] Due to its average SAT score of 1335 for 2005, the school was listed among Newsweek magazine's
21 Public Elite American high schools.[16] It was the only Public Elite school in Florida. [17] Pine View's U.S. News & World
Report 2012 national ranking was called into question when it seemed the ranking was significantly deflated when U.S.
News calculated Pine View's 8th grade students as high school students who did not participate in Advanced Placement
courses (a significant factor in its methodology) and incorrectly factored Pine View's AP pass rate. [18][19]
State Rankings
In 2012, the Florida Department of Education ranked Pine View as the best Florida school that combined high school
students with other grade levels.[20] The ranking was produced by crunching state and national test data. In the same year,
Pine View was ranked by Newsweek as the 4th best high school in Florida. [21] U.S. News and World Report ranked Pine
View the best high school in Florida, based on its 2013 national ranking. [22] In 2009, Pine View was rated America's Best
High School for Florida by Business Week.[23]

Admission requirements
As a full-time gifted program, Pine View maintains selective entrance requirements. Students may be referred for
admission by administrators, teachers, staff members or parents. Prospective students are admitted based on the gifted
identification standards (described in the table below) that are required by the Florida Department of Education. Since
other Sarasota County district schools house gifted programs, an important part of admission is considering if Pine View's
program best meets the student's educational needs. At Pine View, students must enroll at the beginning of each school
year. Other district gifted programs enroll students during the school year.[24] To be eligible for admission, the following
requirements must be met.
 Eligibility Requirements for Pine View and Sarasota County Full-time Gifted Programs (subject to minor
changes)[25]

Requirement Description

1. Proof of residency in Sarasota

This can include recent bills or other official documentation
County

The evaluation Report must include both individual IQ and academic

achievement testing.(Some partial scores of 130 may be considered with
acceptable written justification from the examiner.) Accepted IQ Test include
the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV),
the Stanford-Binet V (SB5), or other acceptable IQ measures. Accepted Academic
2. Licensed psychologist's
Achievement Tests include the Woodcock-Johnson III or Wechsler Individual
evaluation reporting IQ and
Achievement Test-III. For the Woodcock-Johnson III Tests of Achievement
academic achievement test scores, if
(Form A or B; Normative update required effective January 2008), the evaluation
interested in Pine View or full-time
must report standard scores (age based) for reading comprehension composite
Gifted
broad math. The Wechsler Individual Achievement Test-III evaluation must
report standard scores (age based) for reading, fluency composite, and math
composite. All evaluations from psychologists in private practice are subject to
review and verification by Sarasota County School Board staff prior to gifted
eligibility determination.

Renzulli's Scales for Rating the Behavioral Characteristics of Superior Students

(revised 1997) can be completed by at least one of the student's current academic
3. Gifted characteristics rating scales teachers. Areas rated are learning, creativity, motivation and leadership. The
student must display a majority of characteristics to be considered for a gifted
program. These forms are provided at most district schools.

4. Most recent report card grades,

Grades are required for reading and math.
that spans one year

The gifted identification requirements for students living in Sarasota County and students moving to Sarasota County are
similar. However, the procedure to submit the information is slightly different. For students living in Sarasota County,
students may be referred by their parents or school staff for a gifted screening. Parents can request a gifted screening by
contacting the ESE Liaison at their child's district or charter school. Parents of a child enrolled in a private school should
contact the ESE Liaison at the child's district school. If the child scores 130 on the gifted screening, then the information in
the table below is collected. For students moving to Sarasota County, the students should contact the admissions office at
Pine View.
If a reevaluation of a student's academic achievement is conducted within 12 months of the previous achievement testing,
then both academic areas (reading and math) must be reevaluated to provide a current assessment of the student's
academic profile. To avoid a test/retest policy violation, an alternative academic achievement test must be administered.
The most current reading and math scores will be used in determining full-time gifted program eligibility.

Curriculum
Pine View's curriculum emphasizes rigor, differentiated instruction, and, in high school, students' academic self-
determination. A periodically updated description of the curriculum is available at the Course Code Directory Link Page.
In elementary and middle school, students take classes that are accelerated and go more in-depth than topically similar
courses at other schools. Students begin to rotate teachers and classrooms beginning in 4th grade. Starting in 6th grade,
students are placed in different levels in math based on a standardized test administered at the end of 5th grade. Students
can begin to choose some of their course load beginning in 7th grade and continuing throughout high school.
At the beginning of high school, students create their own individual four-year academic plans, which they refine and
revise as the years progress. This differentiated instruction results in a variety of math, English, science, social science,
and foreign language levels being offered to students in the same grade.[26] The substantial elective selection allows
students access to breadth and depth of their interests. By the 11th grade, students exercise significant autonomy over
their schedules. Students largely build their own curriculum, subject to the approval of their teachers and administrators.
Most high school courses are offered as honors (except where Florida statute prohibits the designations, such as in foreign
language classes) and/or Advanced Placement (AP) courses.[27] Students can start taking AP classes, the centerpiece of the
Pine View curriculum, beginning in 9th grade. Unlike most AP programs, Pine View requires all of its students who are
taking AP courses to take their courses' respective AP exams.
To graduate from Pine View, students must abide by the following programming requirements: [28]

• Earn a minimum of 26 credits as approved in Sarasota County School's Student Progression Plan for Pine View. (This
includes credits earned in middle school.) Credits needed for graduation for transfer students after Grade 9 are
determined at the time of registration.
• Be enrolled in at least 6 classes each semester per year.
• Complete through Level III of a foreign language.
• Refrain from repeating courses that have been successfully completed (C or higher).
• Maintain, through grades 9-12, a minimum 2.0 cumulative unweighted GPA for all core classes during any 4
consecutive quarters throughout the year. At the end of each academic year, grade point averages are reviewed to
ensure students are eligible for continued placement at Pine View.
• Refrain from taking courses offered at Pine View elsewhere, unless there is a genuine scheduling conflict. Waivers
may be granted only in extenuating circumstances after consultation with parents, teachers, and counselors. The
principal has final approval in determining such waivers.

Pine View Graduation Requirements (Class of 2011 and Beyond)[29]

Subject Credits

English 4

Math 4

Science 3 (4 highly recommended)

Social Studies 3

Performing/Fine Arts 1

H.O.P.E. 1
 Electives 6

World Language 3 (in a row)

Total Required 26

Publications
Pine View School has three news publications: The Torch (grades 7–12) and The Match (grades 2–6), both of which are
physical newspapers, and PVTorch.com, an online publication that runs both stories unique to it as well as stories that
appear in the print editions of the newspapers. Pine View also has two yearbooks: The View, the high school yearbook,
and The mView, the middle school yearbook. The yearbooks have been ranked in the top 5 in Florida competitions and
ranked highly in national competitions.

Competitive Teams
Academic Olympics: Pine View's Academic Olympic Team competes on the county and contributes to the All-County
team for the state tournament. The team holds tryouts during the year for prospective members and trains and competes
weekly during the season. The team won the county championship every year until 1990. [30] More recently, the team won
the 2007,[31] 2008,[32] 2010, 2011, 2012, 2013, 2014, 2015, 2016, and 2018 county championships.[33]
Speech and Debate Team: Team membership is open to all high school students who meet the membership requirements
put forth in the Team Bylaws. Members are recognized as varsity competitors by the National Forensics League (NFL).
The team has been recognized on the state, national, and international levels. In the 2011–2012 school year, the team
placed in the Top 32 in the world in the International Public Policy Forum World Championship, sponsored by the Bickel
and Brewer Law Firm and New York University. [34] In 2012, the National Catholic Forensic League awarded a Daniel S.
Masterson, Jr. Award of Excellence in Forensics to the Pine View Speech and Debate Team for ranking in the top 5 teams
in the nation. From 2000 until 2012, the team produced seven Academic-All Americans, the top NFL award.[35]
Model United Nations Team: Pine View's Model United Nations team is one of its oldest and most acclaimed student
organizations, and is currently within the top 50 programs of its kind within the country. [36] They have competed
at Georgetown University, University of Florida, Boston University, as well as at the conferences of numerous other top-
ranked programs. Currently, they hold one of the largest rates of club participation in the high school student body.
Sports: Pine View has middle school sports teams for basketball, track and field, and volleyball. In the 2008–2009 school
year, the tennis team went undefeated and won the Sarasota County Championship, and in 2009–2010 both the men's and
women's basketball teams went undefeated and won the county final.[citation needed] In the 2009–2010 school year, the Pine
View women's tennis team went undefeated in the regular season, but lost the county Championship to Sarasota Middle
School.[citation needed]
HOSA Team: Pine View features one of the most successful HOSA teams in the state of Florida, with 6 International
Finalists in 3 years. Pine View's competitive team competes on the regional, state, and international circuit annually. The
team is the third largest competitive club on campus and the fourth largest club overall.
Other Competitive Teams: In addition to the teams listed above, numerous Pine View student clubs and organizations
participate in competitive events ranging from national robotics competitions, to off-road motor biking, to circus
performing.
Lakeville Elementary School

Lakeville Elementary School

Address

47-27 Jayson Ave.

Great Neck

NY

11020

USA

Information

Type Elementary school

Established 1928

School district Great Neck Union Free School District[1]

Principal Emily Zucal[2]

Assistant Principal Neepa Redito[3]

Faculty 75.9 (on FTE basis) (as of 2007-08)[4]

Enrollment 856 (as of 2007-08)[5]

Student to teacher ratio 11.3 (as of 2007-08)[4]

Color(s) Blue and White

 Information 516-441-4300

Website [6]

Lakeville Elementary School (commonly Lakeville School) is an American elementary school that was named a
2009 Blue Ribbon School of Excellence, the US Department of Education's highest award. [7] It is located in The Village of
Lake Success (within the Town of Great Neck),[8] serving students in grades 1 through 5 as well as
kindergarten.[9] Kindergarten and Pre-Kindergarten classes are taught at Parkville School, which is located in the nearby
town of New Hyde Park.[10]
Lakeville School is one of four Elementary Schools in the Great Neck School District, which includes Saddle Rock
Elementary School, John F. Kennedy Elementary School and E.M. Baker Elementary School.[11] Lakeville School offers its
students English Language Arts, Mathematics, Social Studies, Special Area Programs, Intervention Programs, and
Enrichment Courses.

Academics
English Language Arts
Language arts are language skills, such as reading, writing, listening, speaking for information, understanding, literary
response, critical analysis, and social interaction---are central to the total elementary curriculum. [12]
In the primary grades (first through second), the focus is on developing literacy skills integrated with the study of social
studies, science, mathematics, and technology.[12]
Language arts are also stressed in the intermediate grades (third through fifth).[12] Reading becomes more refined and
writing is integrated into all curriculum areas through the use of expository essays, research reports, literature responses,
journals, and logs.[12]
Mathematics
Interdisciplinary applications in mathematics include the use of children's literature, written communication to express
mathematical thinking and problem solving, and appropriate computer software. [12] Children learn how to interpret
graphs and charts, collect and analyze data, and draw conclusions.[12]
Social Studies
The social studies curriculum includes geography, history, map studies, economics, civics, citizenship, and
government.[12] It begins in the primary grades with themes that concentrate on the family, school, and community, and
expands in the intermediate grades to include Long Island, New York State, the United States, and selected world
communities, all of which are explored culturally, politically, geographically, and historically.[12]
Special Area Programs
Specialists work with children and classroom teachers to enhance and enrich the elementary program in science, reading,
gifted, computer, art, music, physical education, technology, and library/media. [12]
Science Consultants work directly with students in a laboratory setting to provide scheduled "hands-on" science
experiences, focusing on the development of inquiry and problem-solving skills.[12] The classroom teachers reinforce and
expand knowledge of this content area in their ongoing programs. [12]
Reading Resource Teachers work with students, classroom teachers, and administrators to help ensure each child's
progress in reading.[12]
Teachers of the Gifted work with third-, fourth-, and fifth-grade children whose needs cannot be entirely met in the
regular classroom.[12] Special projects and advanced studies, as well as independent research, are developed to meet these
children's needs and interests.[12] In addition, teachers of the gifted serve as consultants and provide additional resources
to the classroom teachers in grades K-5.[12]
Computer Teachers implement a sequential curriculum in computer skills and technology applications for students in
grades K-5.[12] Staff developers provide classroom teachers with training to support the integration of technology with
classroom instruction.[12] Lakeville School is equipped with a Computer Instructional Center and either an additional lab
or a wireless laptop cart for whole-class computer activities.[12] In addition, to enhance and support instruction in all
subject areas, grades 1-5 classrooms are equipped with four computers and laptop; kindergarten classrooms have three
computers.[12]
Art, Music, Physical Education, and Technology Specialists support the elementary program and expand the children's
horizons for lifelong learning.[12] They work with all classes, beginning in kindergarten. [12] A spiraling curriculum in each
of these areas addresses skills, creative expression, and aesthetic appreciation.[12]
Library/Media Specialists teach elementary children to become effective users of information. [12] They encourage the
cultivation of literature apprection, and support and enrich the educational program.[12] Children are taught research
skills and learn to access information from a variety of print and technology sources, such as reference CDs and
multimedia encyclopedias.[12] The library/media specialists meet with classroom teachers to plan mutually supportive
activities and projects.[12]
Intervention Programs
A team of teachers provides intervention services for children with special needs, working with them individually and in
small groups.[12] There is close articulation between the teachers who provide academic intervention and the classroom
teachers.[12]
Speech Teachers work with small groups of identified children to develop their oral communication skills. [12]
Math Lab Teachers provide additional support for children having difficulty with computation or problem-solving, to
help ensure their success in the classroom.[12]
Reading Teachers meet with small groups of children in grades 1-5, to reinforce the development of their reading and
writing skills.[12] This supplements the reading program provided in the classroom. [12]
Reading Recovery Teachers meet with individual, at-risk first-graders, five times a week, for approximately 20 weeks, to
provide intensive early intervention.[12] Children are taught strategies for decoding and comprehension, as well as
techniques for becoming independent readers.[12]
ESL (English as a Second Language) Teachers work with children of limited English proficiency to develop their language
skills.[12] These teachers also serve as consultants to the classroom teachers. [12]
Enrichment Courses
Classroom and special-area teachers offer enrichment courses before and after school for children who elect additional
studies and challenges.[12] Areas covered include advanced computer programming, drama, foreign language, language
development, literature, and math and science investigation.[12]
Homework Center
Homework Center provide an after-school program for children in the intermediate grades.[12] Certified teachers, teacher
assistants, and volunteers assist students with homework or special projects assigned by their classroom teachers. [12]
Tutoring
Small-group tutoring is also provided before and after school for students in the intermediate grades who are at risk with
regard to the New York State Assessments in English language arts, mathematics, science, and social studies. [12]
Paraprofessionals
Teaching Assistants (instructional paraprofessionals) help in the library, computer, and instructional programs.[12]
Non-instructional Paraprofessionals provide supervision and ensure the welfare and safety of children before school and
during their lunch and recess periods.[12]

Special education
Lakeville School is a comprehensive elementary school. Therefore, it is required to meet the needs of students who are at
risk of failing academically. These programs listed below are designed for them. Some students who are at-risk may be
asked to leave Lakeville School to attend a special education school, special class operated by another school district or
other in-district special education program.[13] Parents are urged to look at these programs to determine if these are in the
best interest of their child. If Lakeville School fails in providing the best interest for the child, parents are urged to use
their "due process procedures" to challenge the school for not providing a "Free Appropriate Public Education" that is
guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA).[14]
• Resource Room[13]
• Special class[13]
• Aide
• BRIDGE class --- Building Relationships in Daily General Education. Some of these students are "on the spectrum,"
the autism spectrum.[15] For these students there is a special education teacher a part of the day and then these
students are integrated into the general classes for half a day. [15] This program is served at E.M. Baker Elementary
School.[15]
• ACE class, Academic Career Education, where students are taught academics through functional skills. [15] This
program is served at John F. Kennedy Elementary School.[15]
• Intensive needs class, with children on the autism spectrum, currently for first grade through third grade. [15] This
class includes one-on-one teaching assistants and there is a heavy emphasis on speech.[15] This program is served
at Saddle Rock Elementary School.[15]
The Lakeville Elementary School has 103 classified students, with consultant teacher, collaborative support, resource
room and special classes.[15] The Parkville Kindergarten Program (actually Lakeville's kindergarten population) has 18
classified children, and offers collaborative support and special classes. [15]

Demographics
The student body in the 2007-2008 school year consisted of:[16]

• 19 Black or African American students or 2% of the student body

• 51 Hispanic or Latino students or 6% of the student body
• 296 Asian or Native Hawaiian/Other Pacific Islander students or 35% of the student body
• 490 White students or 57% of the student body

Tributes

• In 2006, Lakeville alumnus, Seth Swirsky (1966–72) made a short film entitled, "Elementary School Revisited," about
Lakeville.[17]

Yearly Activities

• Lakeville holds a 'Cultural Heritage Celebration', also referred to as Cultural Heritage Day, where students from
different backgrounds bring in cultural food and dress to help expose students to different cultures. [18]
Syosset Central School District
The Syosset Central School District serves the inhabitants of Syosset, a suburb in Nassau County, New York. It also
serves the suburbs of Woodbury, and parts of Plainview, Jericho, Laurel Hollow, Muttontown, Oyster Bay
Cove, Hicksville and East Norwich.
The Syosset Central School District operates ten schools.

Schools
High schools

• Syosset High School

70 South Woods Road
Syosset, NY 11791
Middle schools

• Harry B. Thompson Middle School

98 Ann Drive
Syosset, NY 11791
• South Woods Middle School
99 Pell Lane
Syosset, NY 11791
Elementary schools

• AP Willits Elementary School

99 Nana Place
Syosset, NY 11791
• Berry Hill Elementary School
181 Cold Spring Road
Syosset, NY 11791
• J. Irving Baylis Elementary School
580 Woodbury Road
Plainview, NY 11803
• Robbins Lane Elementary School
157 Robbins Lane
Syosset, NY 11791
• South Grove Elementary School
60 Colony Lane
Syosset, NY 11791
• Village Elementary School
90 Convent Road
Syosset, NY 11791
• Walt Whitman Elementary School
482 Woodbury Road
Woodbury, NY 11797

Academic Performance
The Syosset Central School District is consistently ranked among the top performing school districts in the United States.
As of the 2018-19 school year, Syosset CSD was ranked 4th in New York by Niche[1]. In this school district, 82% of
students are considered proficient in Reading and Writing, and 89% are considered proficient in Mathematics.[2]

Board of Education
For the 2019-2020 school year, the Board of Education includes[3]:
• Tracy Frankel, President
• Rob Gershon, Vice President
• Carol C. Cheng, Trustee
• Christopher Di Filippo, Trustee
• Andrew Feldman, Trustee
• Anna Levitan, Trustee
• Susan Parker, Trustee
• Thomas A. Rotolo, Trustee
• Chris Ulrich, Trustee

Early Regents Exams

In most schools throughout NY state, the NYS Regents Exam for Algebra 1 is administered in 9th grade. However, this
test is administered in 8th grade for students in Syosset and some other districts in NY State. This practice gives pupils
more time to study for the SAT's and for College.

Awards and recognition

• 1992-1993: Syosset High School recognized as a U.S. Department of Education Blue Ribbon School of Excellence.[4]
• 1996-1997: Harry B. Thompson Middle School recognized as a Blue Ribbon School of Excellence.[5]
• 1999-2000: South Woods Middle School recognized as a Blue Ribbon School of Excellence.[6]
• 2002: School district named winner of the Kennedy Center Alliance for Arts Education Network and National School
Boards Association Award for excellence in arts education.[7]
• 2004: Syosset High School named a Grammy Signature[8] for its music programs in orchestra, band and chorus.
• 2006: Village Elementary School recognized as No Child Left Behind - Blue Ribbon School by the U.S. Department of
Education.[9]
• 2008: New York State History Day Contest winners: Third place, Junior Group Performance; First place, Senior
Historical Paper[10]
• 2009: Two semifinalists in the Intel Science Talent Search[11]
• 2019: Syosset CSD was ranked 4th in New York[12]

General Information
6386 students were enrolled in Syosset schools for the 2014-2015 school year.[13] The district specializes in the arts with
well recognized programs in art, voice, cooking, dance, theatre, band, orchestra, and photography. Syosset schools
participate in county and state programs for voice and art..
The Syosset Central School District has an intensive mandatory foreign language program with kindergarten Russian, 1st
grade Chinese, grade 2-4 Italian, Spanish, or French, and grade 5 Latin. In middle school (grades 6-8) students choose
from Spanish, Italian, French or Chinese. In high school (grades 9-12) students stick with their first language (Italian,
French, or Spanish) and can take an additional language, including Japanese, Chinese, Russian, or American Sign
Language.
First Lady Hillary Clinton visited Village Elementary School in 1999.
Lusher Charter School
Lusher Charter School

Address

Lower School: 7315 Willow St., New Orleans, LA 70118, United States
Middle and high school: 5624 Freret St., New Orleans, LA 70115 United States

Information

Type Public Charter School

Motto Celebrating cultural diversity through high academics and the arts.

Established Elementary: 1917, Middle: , High school: 2006

School New Orleans Public Schools

district

Grades K–12

Campus Urban
type

Color(s) Navy blue and vegas gold

Athletics LHSAA

Team name Lions

Website http://www.lusherschool.org/
Lusher Charter School lower school campus

The secondary school of Lusher Charter is located in the former Alcee Fortier High School building

Lusher Charter School is a K-12 charter school in uptown New Orleans, Louisiana,[1] in the university area. Lusher is
chartered by Advocates for Arts Based Education (AABE), which acts as the board for the entire school. Lusher School has
three uptown campuses; the K-5 program is housed at the Willow Street campus, the middle and high schools are both
located at the Fortier campus on Freret Street, and a temporary campus was housed at the Jewish Community Center on
St. Charles Avenue.
Danielle Dreilinger of The Times Picayune described the school as "exceptionally popular" and "one of the best public
elementary schools in Louisiana".[2]

History
Lusher was founded in 1917 and for its first few decades only taught grades K-6 at its Willow Street campus. Then, in
1990, Lusher moved its sixth grade class into the unused Carrollton Courthouse building at 719 South Carrollton Avenue;
the school then expanded to include seventh and eighth grades while keeping the Willow Street campus for its K-5
program.[citation needed] The middle school was referred to as "Lusher Extension". [3]
In 2003 however, the school community began discussing the possibility of opening a high school and later began
discussing applying to become a charter school. In early August 2005, the school applied to the Orleans Parish School
Board to become a charter school. In the aftermath of Hurricane Katrina, the school’s charter application was granted and
the school added grades 9 through 12. Lusher Charter High School opened its doors for the first time on January 17, 2006
with 48 students and only 9th and 10th grades and six high school only teachers (one for each subject: math, science,
social studies, English, French and Spanish). The high school was housed at the Carrollton Courthouse with the middle
school for its first semester. Due to space limitations at the Carrollton campus, both the middle school and high school
had to find a new home. In August 2006, both schools moved to their new campus, the defunct Alcee Fortier High School,
on Freret Street.
Filming for Cirque du Freak: The Vampire's Assistant took place at Lusher's Fortier campus during spring 2008.
In May[when?], Lusher's first senior class of thirty-five students was offered over two million dollars in college scholarships
and included three national merit winners and a semifinalist for a Presidential Scholarship in the Arts. The class of 2011
earned over $11.9 million in scholarship and merit awards.
In summer of 2009, the Brees Family Field [clarification needed] was completed with the assistance of Drew and Brittany Brees and
the Brees Dream Foundation.
According to the Louisiana Department of Education's academic ratings, Lusher, K-12, was a 4 star high school from 2007-
2009 and became a 5 star school (highest possible rating) in 2010. In fall, 2010, Lusher was rated an A+ school by the
Louisiana Department of Education and is the highest performing K-12 school in the state of Louisiana.[citation needed]
As of December 2015 the school did not disclose the name of its admissions test. That month the Louisiana Attorney
General ruled that the school must disclose the test's name. In Louisiana schools are not permitted to use IQ tests for
admissions purposes.[4]

General Information
Administration

• CEO - Kathy Riedlinger

• Executive Director of Planning and Administration - Sheila Nelson
• Elementary School Principal - Jan Rice
• Middle School Principal - Charlene Hebert
• High School Principal - Steven Corbett

Admissions
As of 2014 Kindergarten admissions is based on three levels: the first priority goes to siblings of students already
admitted, the second priority goes to residents of the Lusher attendance zone, and the third goes equally to students
testing into the school and to children of staff of Tulane University.[5]
In 2013 there were 152 spaces for admission and 1,336 applicants for these spaces.[6] In 2015 the kindergarten had 104
spaces, and it had 300 to 350 applicants. When the following were subtracted from the 104 spaces: the 25-35 zoned
students, siblings of already admitted students, the 15 students with parents/guardians working for Tulane, and those
who scored well on a kindergarten scorecard; only 15 spaces remained for "ordinary" applicants. In 2016 Dreilinger stated
that due to the admissions requirements, "the average child, with no special status, has had very little chance of getting
in."[2]
As of 2016 Lusher was one of several New Orleans public schools that did not participate in OneApp, the common
application system for New Orleans public schools. Dreilinger stated that Lusher's application procedure was "so
complicated that parents have made spreadsheets to keep track of the steps".[7] In 2015 the OPSB voted to require all
charter schools to participate in OneApp.[8]
Attendance boundary
In the post-Hurricane Katrina period, Lusher Charter retained its pre-Katrina attendance boundaries for elementary
school students; no such boundary existed for its secondary school. This boundary included parts of Uptown New
Orleans,[9] including sections of East Carrollton,[5] and all on-campus residences of Tulane University and Loyola
University.[10] In 2016 the kindergarten, which had 104 places, had 25 to 35 students who were zoned to Lusher.[2]
The Greater New Orleans Collaborative of Charter Schools director, Ken Ducote, stated that this boundary may have been
established after public schools in New Orleans were desegregated. The attendance boundary was preserved because
parents and employees voted to make Lusher a charter school just prior to the hurricane's arrival. All of the other New
Orleans schools lost their attendance boundaries after Katrina hit New Orleans. In the post-Katrina period the attendance
area, previously economically mixed, became wealthier. [9] In 2010, the board of Lusher Charter voted to extend the
attendance boundary so that only Kindergarteners received automatic admissions based on their residences. [11] In 2011,
the CEO of Lusher, Kathy Riedlinger, criticized families who moved into Lusher's attendance zone specifically to gain
admission for their children, arguing that the attendance zone was only meant to be used by longtime families already
living in the area. At that time OPSB officials had discussed the possibility that the attendance zone could be
discontinued.[12]
In 2014 members of the Advancement Project filed a federal civil rights complaint that criticized several aspects of New
Orleans school admissions, including Lusher Charter's attendance boundary; [13] the group argued that the boundary was
intended to inhibit the enrollment of African-Americans. The head of the Louisiana Department of Education, John White,
criticized the complaint, referring to it as a "joke". [14] That year Lusher officials stated that the attendance boundary would
remain.[15]
On September 10, 2015 the Orleans Parish School Board voted to end Lusher's attendance boundary effective fall 2017. [8]

Clubs
Lusher High School has many different clubs and other student organizations spanning a broad array of interests. As of
September 2008 the high school has eighteen officially registered clubs.
List of Clubs
The current list of recognized and established clubs (as of August 2017) is listed below:

• Quiz Bowl Team

• Lusher TV
• Tabletop Gaming
• Film Club
• KEY Club
• World Language and Culture Club
• French Club
• Urban Farming Club
• Lusher Post-Diluvian (student newspaper)
• Lusher Podcast Project[dead link]
• Psychology Club
• Culinary Club
• Fellowship of Christian Athletes (F.C.A.)
• National Honor Society
• 7275 Robotics
• 7571 Robotics
• Spanish Honor Society
• Students for Environmental Action
• Chess Club
• Hispanic Club
• Debate Team
• Tech Club
• Race Alliance
• Duck Hunting Club
• References
• Dance Team
• Cheer Team
• Gender and Sexuality Alliance

Athletics
Lusher Charter athletics competes in the LHSAA.[16]
Alcee Fortier High School

The former Alcée Fortier High School, now the secondary campus of Lusher Charter School

Alcée Fortier High School was a high school in Uptown New Orleans, Louisiana that served grades 8-12. It was located
five blocks away from McMain Secondary School.[1]

History
The school opened in 1931 and was named for the renowned professor of Romance Languages at Tulane, Alcee
Fortier.[2] Originally Fortier was an all-boys school.[1]
In 1992 Michael Lach and Michael Loverude of the Christian Science Monitor stated "Based on test scores, dropout rates,
and socioeconomic status of the students, the schools we taught in were two of the worst high schools in the country
- Booker T. Washington and Alcee Fortier high schools. Given these circumstances, both schools do a fine job, but
students leave deserving so much more."[3] In 2006 John Schmid of the Milwaukee Journal Sentinel said that Fortier was
considered to be one of the "worst" schools in Louisiana. [4] Around 2003 it made an "academically unacceptable" list. [5] The
school closed in 2008.[6]
Lusher Charter School's secondary campus opened in the former Fortier building. [4]

Curriculum
The school offered German after its 1931 opening. About 150 students per academic period studied German. German was
discontinued in the New Orleans school system in 1938 as World War II broke out.
Orleans Parish School Board

Orleans Parish School Board

Location

2401 Westbend Parkway

New Orleans, LA 70114
United States

29.928789°N 90.020757°WCoordinates: 29.928789°N 90.020757°W

Coordinates

District information

Type Public

Motto Our job is building for the future

Grades PK - 12

Established 1841

President John A. Brown, Sr.

Vice-president Leslie Ellison

Superintendent Henderson Lewis

Asst. Superintendent(s) Mary K. Garton

Schools 20[1]

NCES District ID 2201170[2]

Students and staff

Students approximately 15,500 (excludes RSD- & BESE-chartered public schools)

Other information

Website www.opsb.us www.nops.k12.la.us

New Orleans Public Schools (NOPS) is the public school system that serves all of New Orleans, Louisiana, United States.
Schools within the system are governed by a multitude of entities, including the Orleans Parish School Board (OPSB),
which directly administers 6 schools and has granted charters to another 18, and the Recovery School District of
Louisiana (RSD), which no longer directly administers any schools within Orleans Parish. Instead, all schools operating
under the RSD umbrella within Orleans Parish are, as of the fall of 2014, publicly funded and privately operated charter
schools.[1][3][4] Though the Orleans Parish School Board has retained ownership of all the assets of the New Orleans Public
Schools system, including all school buildings, approximately 93% of students attending publically-funded schools in
Orleans Parish now attend charter schools – the highest percentage in the nation.[3][5] The headquarters of the OPSB is in
the West Bank neighborhood of Algiers, while the RSD's New Orleans office is on Poydras Street in the CBD.[6]

History
Reorganization of school system following Hurricane Katrina[edit]
NOPS was wholly controlled by the OPSB before Hurricane Katrina and was the New Orleans area's largest school
district before Katrina devastated the city on August 29, 2005, damaging or destroying more than 100 of the district's 128
school buildings. NOPS served approximately 65,000 students pre-Katrina. For decades prior to Hurricane Katrina's
landfall, the OPSB-administered system was widely recognized as the lowest performing school district in Louisiana.
According to researchers Carl L. Bankston and Stephen J. Caldas, only 12 of the 103 public schools then in operation
within the city limits of New Orleans showed reasonably good performance at the beginning of the 21st century. [citation
needed]

In Katrina's immediate aftermath, an overwhelmed Orleans Parish School Board asserted that the school system would
remain closed indefinitely. The Louisiana Legislature took advantage of this abdication of local leadership and acted
swiftly. As a result of legislation passed by the state in November 2005, 102 of the city's worst-performing public schools
were transferred to the Recovery School District (RSD), which is operated by the Louisiana Department of Education and
was headed for a key period (2008-2011) by noted education leader Paul Vallas. The Recovery School District had been
created in 2003 to allow the state to take over failing schools, those that fell into a certain "worst-performing" metric. Five
public schools in New Orleans had been transferred to RSD control prior to Katrina.[7]
The NOPS system was trying to decentralize power away from the pre-Katrina school board central bureaucracy to
individual school principals and charter school boards, and allow for school choice, allowing them to enroll their children
in almost any school in the district. Charter school accountability is realized by the granting of renewable operating
contracts of varying lengths permitting the closure of those not succeeding.[8] In October 2009, the release of annual school
performance scores demonstrated continued growth in the academic performance of New Orleans' public schools. By
aggregating the scores of all public schools in New Orleans (OPSB-chartered, RSD-chartered, RSD-administered, etc.) to
permit a comparison with pre-Katrina outcomes, a district performance score of 70.6 was derived. This score represented
a 6% increase over the equivalent 2008 metric, and a 24% improvement when measured against the equivalent pre-
Katrina (2004) metric, when a district score of 56.9 was posted.[9] Notably, the score of 70.6 approached the score (78.4)
posted in 2009 by the adjacent, suburban Jefferson Parish public school system, though that system's performance score
was itself below the state average of 91.[10]
The current[when?] RSD superintendent is Patrick Dobard, while the diminished, OPSB portion of NOPS has been led since
2015 by Henderson Lewis.
The conversion of the majority of New Orleans' public schools to charter schools following Hurricane Katrina has been
cited by author Naomi Klein in her book The Shock Doctrine as an application of economics shock therapy, and of the tactic
of taking advantage of public disorientation following a disaster to effect radical change in public policy. [11]
Reunification
According to Senate Bill 432, passed by the Louisiana State Legislature on May 10, 2016 and signed into law by Governor
of Louisiana John Bel Edwards on May 12, 2016, all public schools in New Orleans will return to supervision by OPSB by
July 1, 2018.[12]

Surveys of public opinion

A 2009 survey conducted by Tulane University's Cowen Institute for Public Education Initiatives, which is listed as a "Key
Partner" of New Schools for New Orleans, a charter school advocacy group, indicated that the state's takeover of the
majority of NOPS and the subsequent spread of charters was viewed with strong approval, by both parents of students
and by citizens in general. Specifically, a poll of 347 randomly selected Orleans Parish voters and 300 randomly selected
parents of children in the NOPS system indicated that 85% of parents surveyed reported they were able to enroll their
children at the school they preferred, and 84% said the enrollment process was easy - findings that surprised the
researchers. Furthermore, 82% of parents with children enrolled at charter schools gave their children's schools an "A" or
"B", though only 48% of parents of children enrolled in non-chartered public schools assigned A's or B's to the schools
their children attended. According to the survey, clear majorities of parents and of voters overall did not want the Orleans
Parish School Board to regain full administrative control of the NOPS system. [13]

Curriculum
In the mid-1800s the German American community of New Orleans attempted to have the German language supplant
French as a subject in school.[14] The German Society made efforts to have German introduced into the school system.[15] In
1910 the German language was added to the NOPS curriculum, making it a regular subject in high schools and, at the
elementary school, an afternoon elective. At the time, 10% of high school students selected German. [14] In 1918, because
of World War I propaganda, German was discontinued. German was re-introduced in 1931. The Deutsches Haus, the
successor to the German society, made efforts to reintroduce German. German was discontinued in 1938 as World War
II began.[15]

Push for desegregation

In the late 1950s, Dorothy Mae Taylor, the president of two chapters of the Parent Teacher Association who in 1971
became the first African-American woman to serve in the Louisiana House of Representatives, organized a march to the
school board to demand equal resources for black children in public schools. The board eventually acquiesced, and the
parish increased funding to historically black schools to a level comparable to their white counterparts. Then came the
national push for desegregation, particularly through the federal courts and later in the U.S. Congress with the Civil
Rights Act of 1964. Racial barriers were dropped, and a new generation of African American leaders won most of the
public offices in Orleans Parish.[16]

Schools
Fifty-three public schools opened in New Orleans for the 2006-2007 school year. This number included schools directly
administered by the OPSB or the RSD, or schools chartered by the OPSB or the RSD. By November 2006, the system was
approaching half of its pre-Katrina enrollment, with 36% of the students enrolled in independent charter schools, 18% in
the Algiers Charter School Association charter network, 35% in schools directly administered by the RSD, and 11% in the
few remaining schools directly administered by the OPSB. Within fourteen months of Katrina, the majority of students in
the NOPS system were, therefore, attending charter schools, a condition that has persisted to the present and is cited with
approval by national advocates of charter schools.
For the 2013-2014 school year, the Orleans Parish School Board directly administered 4 schools and oversaw the 16 it
chartered. The RSD directly administered 15 schools and supervised the 60 it chartered. [1][4] Additionally, two schools
were chartered directly by the Louisiana Board of Elementary and Secondary Education (BESE).[17]
For the 2014-2015 school year, all public schools operating under the RSD umbrella within Orleans Parish are
independent charter schools.[3]
International School Manila
International School Manila

Location

International School Manila

Show map of Metro Manila Show map of Philippines Show all

University Parkway, Bonifacio Global City, Taguig City, Metro Manila

Philippines

Coordinates: 14.5546°N 121.058°E

Coordinates

Information

Type Private International School

 Motto Veritas et democratia
Truth and Democracy

Established 1920

Superintendent David Toze

CEEB code 705720

Faculty 226

Grades Preschool to Grade 12

Enrollment 2,360

Campus University Parkway

Campus size 17 acres (0.069 km2)

Color(s) Green (Primary)

Gold (Secondary)

Athletics Interscholastic Association of Southeast Asian Schools (IASAS)

conference

Mascot Bearcat

Nickname ISM

Yearbook Alaala, Salinlahi, Kawayan

Website www.ismanila.org

International School Manila (abbreviation: ISM) is a private, non-profit, non-sectarian day school for boys and girls from
Preschool to Grade 12, located in Bonifacio Global City, Taguig, Metro Manila, Philippines. It is governed by a ten-
member Board of Trustees elected from and by the parents of enrolled students and by Sustaining Members of the
Corporation.
Founded in 1920 by a group of American and British parents living in Manila, The American School changed its name to
International School Manila in 1970 at the recommendation of the US Embassy to reflect the growing student diversity on
campus.
International School Manila is one of six members of the Interscholastic Association of Southeast Asian Schools (IASAS).

History
In 1920, a group of American and British expatriates established the American School, Inc., which opened its doors on
June 21, 1920, located at 606 Taft Avenue, a loaned church building, with eight teachers and fifty students from Grades 1
to 12. The American School (AS) moved locations twice in this decade: in 1922 to Padre Faura Street and in 1920 to MH
Del Pilar St. Both were Spanish-style colonial homes.
In 1930, the American Indian became the AS symbol. Just after the Christmas holidays of 1936, the school moved again;
this time to campus on Donada Street.
On January 2, 1942, Japanese troops arrived in Manila. All citizens of the Allied countries were interned at the University
of Sto. Tomas. Heads of various schools organized classes within the internment camp and these ran until 1945. A total of
thirty-four students completed their High School requirements and graduated during WWII. In September 1946, exactly
one year after the Japanese surrendered in Manila, the American School re-opened at Donada Street.
In 1970, the American School changed its name to International School Manila at the recommendation of the US Embassy
to reflect the growing student diversity on campus. In the same year, IS Manila also became the first international school
to receive Accreditation by Western Association of Schools and Colleges (WASC). In 1976, the International Baccalaureate
Program was introduced to the High School curriculum.
In 1982, ISM joined the Interscholastic Association of Southeast Asia Schools (IASAS).
1994 marked the last year of the Indian symbol. The Bearcat was announced as the official mascot beginning SY 1995-
1996. In 1999, the current globe logo was introduced as the official emblem, replacing the Indian insignia.
After forty years at the Bel-Air campus, in 2002, International School Manila moved to a purpose-built, state-of-the-art
campus on a 7-hectare site in Bonifacio Global City. With a growing international community of over 2,266 students, ISM
Celebrated 95 years in 2015.

Campus and facilities

International School Manila

The ISM campus sits on 7 hectares located at the new Global City development at Fort Bonifacio, Metro Manila.
Facilities include:

• 400m all-weather track and 3 playing fields

• Sports Hall, 8 tennis courts and 3 fully air-conditioned gymnasiums
• 3 Libraries with over 80,000 books
• 920-seat Fine & Performing Arts Theater
• 350-seat Little Theater for multi-purpose activities
• Amelita M. Ramos Hall: performance space with retractable seating and modular stage
• Design Technology and Robotics Suite
• Music wing with state-of-the-art sound modules
• Fully equipped Film Lab

Organization and leadership

ISM is organized into three divisions:
The Elementary School comprises seven-year levels: Preschool (covering two years), Kindergarten, and Grades 1 to 4.
The age range of our students is from three to ten years.
The Middle School comprises four grade levels, Grade 5 through Grade 8. The age range is from ten to fourteen.
The High School comprises Grades 9, 10, 11 and 12.
The Leadership Team consists of:

• Superintendent
• High School Principal
• Middle School Principal
• Elementary School Principal
• Student and Faculty Learning Coordinator
• Assistant Superintendent
• High School Assistant Principal
• Middle School Assistant Principal
• Elementary School Assistant Principal
The school is governed by a ten-member Board of Trustees elected from and by the parents of enrolled students and by
Sustaining Members of the Corporation. The Superintendent serves as the head of the school.

Student body
There are a total of 2,360 enrolled students at ISM with over 80 countries represented.
Elementary School = 820
Middle School = 720
High School = 820
The Elementary School, Middle School and High School have their own Administration and Faculty, yet the students and
their educational goals remain the common thread that binds them as a community.

Faculty
The 226 faculty members working at ISM come from over twenty different countries:

• USA 42%
• UK 22%
• Canada 10%
• Australia 6%
• Philippines 5%
• New Zealand 2%
• France 2%
• South Africa 2%
• Ireland 1%
• China 1%
• Italy 1%
• Japan 1%
• Spain 1%
• Others 4%

Academics
ISM is an independent international school with a structure, style and traditions that emanate from the United States and
with a curriculum and methodology that reflects the best in worldwide educational research and practice.
Curriculum
The Elementary School uses an integrated inquiry approach as its curricular framework. Through this program of inquiry,
students develop the skills, understandings and dispositions to be life-long learners.
The Middle School program supports the following characteristics: being developmentally responsive, challenging,
empowering, equitable and internationally-minded. Students are required to take the following courses: English, Maths,
Modern Language, Physical Education, Science, Social Studies and Wellness.
ISM offers a High School program designed to prepare students for college and university admission. Students who
successfully complete the requirements for graduation earn the ISM High School Diploma, a recognized qualification for
most colleges and universities around the world.
The School offers the prestigious International Baccalaureate (IB) Diploma, an academically rigorous and challenging
program that is recognized in most countries of the world as a university entrance qualification. Students have the option
to work towards a full IB Diploma or they may enrol in select courses for IB Certificates.
College Admissions
ISM aims to prepare students for higher education institutions around the world with the majority of graduates attending
universities in the US, Canada, UK, Japan, Australia, Korea and the Philippines.
Students matriculate in prestigious colleges year after year including University of Amsterdam, Brown, Boston College,
Berkeley, University of British Columbia, Cambridge, University of Chicago, Cornell, Columbia, Dartmouth, Duke,
Georgetown, Harvard, Imperial College London, UPenn, Oxford, Princeton, Stanford, Temple University Japan, Yale.

Extracurricular activities
Athletics and Activities
ISM believes that a well-rounded education includes activities beyond the classroom. The School offers a wide range of
activities including athletics, social functions, cultural clubs, service organizations, publications, a television news service
and many others.
ISM competes both locally and internationally in Soccer, Volleyball, Cross-Country, Tennis, Basketball, Swimming,
Rugby, Touch, Track and Field, Softball, Badminton, Table Tennis, Gymnastics, Golf, Wall Climbing, Judo and Tae Kwon
Do.
Students from ISM also have the opportunity to travel and compete with other premier international schools in academic
and artistic competitions through the Interscholastic Association of Southeast Asian Schools (IASAS) organization.
There are over 30 clubs, councils, societies and media publications at ISM. Each organization plays its part in improving
the experience students enjoy at a world-class educational institution.
Fine and Performing arts
ISM has an excellent reputation for its Fine and Performing Arts program and offers many opportunities for performers
to share their work with both local and international audiences. Every year an array of drama performances, music
concerts, dance recitals, art exhibitions and public speaking events in varied forms are showcased for the ISM community
to enjoy.
After-School Activities
ISM provides opportunities for students to engage in safe and fun recreational activities that extend their educational
experience at ISM. This program is offered to students who want to keep active, develop skills and take part in a rotating
selection of sports and activities. Fun, low-level intramural games are a part of this program with students being able to
play in mini tournaments and mixed-ability teams. The program also includes organized activities in assembly times,
lunch breaks and other dedicated times.
Bamboo Telegraph
Bamboo Telegraph (BT) is ISM's official high school student publication which was launched in 1936. Since its beginnings
eighty years back, BT has undergone numerous changes, yet has still maintained the high calibre of student journalism in
ISM. Their founding mission is to be a publication run solely by students, for the students. Every member of the staff has
his/her equal share of expression and also collectively stands as the valuable mouthpiece through which the community
can share ideas.
Sailfish Swimming
The Sailfish Swim Club is made up of ISM students from Grades 1 to Grade 12, with a current roster of 155 members. The
Club trains throughout the whole school year in ISM's 25-meter 8-lane pool, equipped with a state-of-the-art timing
system, an electronic scoreboard and touchpads. Sailfish Swim Club hosts and attends swim meets in Manila, as well as
international schools within Southeast Asia.
Service Learning
ISM has a deep commitment to involve the community in sustaining and safeguarding the environment, as well as
advancing the value of learning, growth and self-awareness as lifelong endeavours. It is therefore essential that all
students have both the opportunity and guidance for engaging in meaningful service-learning experiences.
Aguinaldo International School Manila

Aguinaldo International School Manila

Location

1113-1117 San Marcelino St., Paco, Manila, Philippines

14.582325°N 120.986553°ECoordinates: 14.582325°N 120.986553°E

Coordinates

Information

Type Private, international school

Established 1999

Superintendent Tim Boulton

Faculty 34

Grades K to 12

Number of 320
students

Campus Emilio Aguinaldo College, Paco, Manila

Colour(s) Red (primary) and taupe (secondary)

Mascot Philippine trogon

Website www.ais.edu.ph

Aguinaldo International School Manila (abbreviation: AIS Manila) is a private school in Paco, Manila, Philippines. It is
non-denominational and co-educational, and serves both local and expat families. It is headed by a Canadian
superintendent, Mr. Tim Boulton. The school consists of an Early Learning Center, elementary school, and high school. It
aspires to become a premier international school in Manila and has taken steps to modernize its facilities & technology
and internationalize its curriculum & teaching methods. Past students have been accepted to University of the
Philippines, De La Salle University, and University of Santo Tomas. If AIS Manila extends to grade twelve, as it intends
to, its graduates will be eligible to apply to top colleges overseas.

History
Aguinaldo International School Manila was first established in June 1999 as Emilio Aguinaldo College Science High
School (EAC-SHS); a school for gifted students. The school started with just 11 enrollees and has grown steadily to its
current population of about 215 students. Dr. Mercedes T. Hernandez acted as the first principal of the high school
followed by Mrs. Hilaria G. Sus in the second year and Miss Lilian G Alfonso in the third year. EAC-SHS was granted
official recognition by the Department of Education on September 20, 2004. From November 2004 to June 2008 Principal
Eloisa E Olivera led the school. Engineer Lileth Cuaresma took over as the head teacher in June 2008 and joined with a
newly appointed superintendent from New Zealand, Mr. Keith Jones who subsequently renamed the school Aguinaldo
International School and began a process of modernizing the facilities and internationalizing the curriculum and teaching.
As a result, the school has added some 10 nationalities over the past three years. Mr. Tim Boulton is the school's current
superintendent: he was appointed in July 2011 after 8 years at International School Manila where he served as a teacher of
high school science.

Organization
The school is affiliated with Emilio Aguinaldo College and it is governed by a 7-member Board of Directors.

Admissions and financial aid

The admissions process includes the submission of records from previous schools, recommendation letters, and test
results, as well as an interview with a guidance counselor. AIS also awards merit-based and need-based scholarships each
year. Applications for the highly competitive scholarships must be made by mid-March for the school year beginning in
July.

Academics
Instruction at AIS Manila is in English and the maximum class size is 15 students. All classes are equipped with
computers and overhead projectors, and in 2012 the school started using tablets and e-classrooms in the high school.
There is fast WiFi throughout the school as well as Smart Boards. The foreign languages program includes courses in
Filipino and Mandarin Chinese, and the school provides an English as a Second Language (ESL) program. Unlike most
other schools in the Philippines, which hold classes from June to March, AIS's school-year runs from early July to early
May.
Preschool
AIS Manila operates a preschool for three-, four- and five-year-old children. The school's Early Learning Center (ELC) is
an integrated approach to learning based on the principles of a child's physical, social, personal, and mental development.
As such the children experience both play-based and classroom-based learning.
Elementary school
The elementary school at AIS Manila is a six-year program for children between the ages of six to eleven.
High school
AIS Manila's high school curriculum integrates the American college-preparatory model with the curriculum
requirements of the Philippines Department of Education. This blended approach is intended to give graduating students
the option of matriculating at American colleges or local universities. The International Baccalaureate (IB) Diploma is not
yet offered but plans are underway to introduce it for school year 2014-2015.

Faculty
AIS hires both host-country and expatriate faculty. The teachers currently come from Canada, New Zealand, Australia
and the Philippines. In the 2012-2013 school year there are 20 full-time teachers, 5 part-time teachers, and 1 guidance
counselor.

Facilities
AIS Manila occupies the first five floors of Building #1 at Emilio Aguinaldo College in Paco, Manila. The building can
accommodate about 400 students, which means AIS can grow for one more year - based on the current growth rate -
before reaching maximum capacity. Construction of a new school building is part of the school's strategic plan. The
current facilities include: two air-conditioned gymnasia, a large indoor swimming pool, a fully equipped fitness training
room, an indoor soccer court, two canteens, a music room, computer labs, an art room, three science laboratories, a
playground, a library containing a total of 44,500 books, a 300-seat capacity auditorium, and a 500-seat Fine Arts Theatre.
All rooms, including the classrooms, are air-conditioned.

Safety and security

AIS Manila is located approximately 400m from the Paco Fire Department, 400m from the Manila Police Department and
200m from Medical Center Manila, which is a private and well-equipped hospital. There is an agreement between AIS
Manila and Medical Center Manila to ensure that students receive immediate and excellent medical treatment in the event
of an emergency. AIS Manila has comprehensive emergency policies for fire, earthquake and other potentialities. The
school has one main entrance, two additional emergency exits and two emergency stairwells (at the North and South ends
of the school). Multiple security personnel are provided by Emilio Aguinaldo College's security department and at least
one security guard is posted at the school's main entrance at all times.

Tuition and fees

Tuition is paid in Philippine pesos. For new students in the 2014-15 school year, the regular school fees are P78,800 in the
preschool, P98,800 in the elementary school, and P128,800 in the high school. The school offers "Early Bird Discounts" of
P20,000 for preschool and elementary and P30,000 for high school. Additional fees apply to students who require SPED or
ESL specialists.

Initiatives
AIS Manila has partnered with Stairway Foundation and Active Aid Partnerships to create an outreach program called
"Kids In Action" (KIA). KIA aims to help nearby children who live without proper shelter, safety and/or access to school.
At present there are 14 ‘KIA Kids’ in the weekend program and three KIA scholars attending AIS on full scholarship.
These children have potential and each deserves the opportunity to discover his or her natural talents. They receive meals
and medical care, and they participate in art, drama, sports, cooking and field trips. Those that show solid character and
academic ability transfer into mainstream classes. In this way, KIA provides highly talented street children with a
pathway from street-life to professional-life. KIA believes that all kids have what it takes to become nurses, doctors,
teachers, athletes, if only they are given a chance.
KIA aims to help the children become:

1. healthier through fitness, nutrition and medical and dental care

2. safer through child rights advocacy and access to social workers
3. happier through healthy friendships, wholesome activities and participation in outreach projects
4. smarter through tutorials in English, math and technology
5. more skilled in interpersonal relationships, decision making, communication, problem-solving, creative thinking,
leadership, responsibility, self-awareness, empathy and coping with stress & emotion.
KIA benefits everyone at AIS: it provides AIS students with unique learning experiences to develop responsibility,
leadership, compassion and global-mindedness: attributes that top universities & colleges regard highly. More
importantly, they begin to see the world through new eyes as they form genuine friendships with the KIA Kids. And they
learn to embrace life's challenges as precious opportunities for personal growth and infinite learning.