To that end, at EIS we use the National Standards as our reference with specific standards of learning chosen from the AERO and Common Core State Standards. We believe that in doing so, we are able to meet the values and mission of EIS and provide quality learning and success for our students in the 21st century.
At EIS we are dedicated to using exemplary educational practices to provide students with a strong academic foundation. Our goal in designing our curriculum is also to address the affective domain. We wish to provide opportunities for students in their studies to utilize problem solving, inquiry, discovery and self-direction as well as creative and critical thinking.
To ensure alignment and current pedagogy, we utilize a school wide curriculum review process where we review Standards and Benchmarks and match those with quality textbooks and learning resources.
The curriculum is organized by standards. Each standard is defined by:
- essential understandings
- essential knowledge
- essential skills
- essential processes
The Middle School believes it is essential for students to see connections and relationships alongside the acquisition of important basic skills. Goals include teaching students to critically think and make connections. The aim is for its students to become confident performers, presenters and public speakers and work co-operatively and collaboratively. Students are taught to acknowledge their peers' points of view and respond in an open minded manner.
All students are expected to carry a full program of studies. The courses in Middle School are English, Mathematics, Science, Social Studies, Foreign Language, Arabic, Computer, Physical Education, Religion, Arabic Social Studies, Art and Music.
Middle School Grading
The school year is divided into two semesters. Each semester is divided into two nine week terms made up of approximately 18 instruction weeks. At the close of each nine week term, students receive a report card indicating the grades earned in each class. Absences, if any, are recorded on their report card which reflects attendance.
- semester 1 = term 1 (9 weeks) and term 2 (9 weeks)
- semester 2 = term 3 (9 weeks) and term 4 (9 weeks)
Progress reports are handed out to students after the first four weeks of each term. If a student is to receive a grade of D+ or below in any class, he or she will receive a progress report and will be instructed to share this information with his or her parents. As progress reports are issued to students, they are required to sign them to verify receipt and have their parents sign them before returning them to school the next day. If a student is in danger of failing, teachers will hold a parent/teacher conference at least once in each term.
Semester grades for Middle School students are determined in the following manner:
- 45% : first term
- 45% : second term
- 10% : semester exam
Formal reporting periods are held four times per year and once per term. Parent/teacher conferences are held in November and April.
Letter grades, their percentage equivalents and grade point averages that reflect a student's progress are as follows:
||98 - 100
||93 - 97
||90 - 92
||88 - 89
||83 - 87
||80 - 82
||78 - 79
||73 - 77
||70 - 72
||68 - 69
||63 - 67
||60 - 62
The grade point average (GPA) is calculated at the end of each term to award High Honors and Honor Roll achievements to deserving students.
In order to calculate the GPA, quality points are added together for each subject and divided by the number of courses taken. High Honors and Honor Roll certificates are issued to students who "make the grade".
Middle School Academic Review and Probation
Academic review is implemented in the Middle School for students who receive three or more D grades or one failing grade (F) per term. At that time, the student's academic progress will be discussed with the Middle School Principal, Supervisor and teachers.
Together, an academic action plan will be created to find all possible means to increase the student's success at school. An academic action plan may include required tutoring, supervised study and the reorganization of athletic or social schedules and/or courses. In all cases, the parents will be notified so that they are aware of their child's situation.
If the student's academic progress continues to decline, the Principal may make a recommendation for Academic Probation. If the Middle School Principal decides to place a child on Academic Probation, the followings steps will be taken:
- a letter is prepared informing the parents that their child is being placed on Academic Probation with an explanation of the reasons why and the consequences
- the Principal will meet with the student being placed on Academic Probation to inform him or her of the reasons why and possible Consequences
- the status of the student is reviewed at the end of the term or semester
If, after being placed on Academic Probation no improvement is measured, the Principal may recommend Final Probation to the Director. After Final Probation the School may terminate enrollment.
Middle School Tutoring
Tutoring days are scheduled after school sessions held for students needing extra assistance.
Students who encounter learning difficulties in a specific class often ask to be tutored after school. Teachers may work with students at any time before, during or after school but cannot accept payment or gifts for the extra assistance given.
Any paid tutoring must have the pre-approval of the Director. No EISí teacher may tutor his or her own students for payment. Approved tutoring is to take place on the EIS school.
Any outside tutoring arrangements need to be organized through the Principal's office and approved by the Director. Payments for services rendered are to be made through the Accounting Office and 100% of the instructional fees are to be paid directly to the school. The Accounting Office will reimburse the teacher. Fees for tutoring are set by the Director.