ELEMENTARY SCHOOL HANDBOOK
2019-2020
AMERICAN COMMUNITY SCHOOL OF ABU DHABI
BOARD OF TRUSTEES
Leslie Bellas,
Chair, ACS Board of Trustees
Matt Ayoub, Vice Chair
Philippe El Bacha, Treasurer
Christine Belanger, Secretary
Salem Al Noaimi, Member
Omar Asfour, Member
Damon Hewlin, Member
Eric Hilgendorf, Member
Jodi Lefort, Member
Adib Mattar, Member
Muhannad Qubbaj, Member
Scott Bolz, U.S. Embassy Member
ADMINISTRATION
Monique Flickinger Superintendent
Waheeda Al Tamimi Executive Assistant
Jonathan Johnson Elementary School Principal
Ann Peterson Elementary School Assistant Principal
Lone Wennestad Elementary School Executive Assistant
Karl Poulin Middle School Principal
Amy Greene High School Principal
Jen Ricks Director of Curriculum & Professional Learning
Cheryl Hordenchuk Assist. Dir. of Curriculum & Professional Learning
Kenny Macaulay Athletic Director
Alex Macaulay Aquatics Director
Naveen Jamal After School Activities Coordinator
Matt Carroll Mini-Vipers Coordinator
Derek Swanson Director of Technology
Penny Lopez Director of Admissions
Zoltan Karazy Director of Finance
Marise Philip-Jayendran Director of Human Resources
Yvette Campbell Director of Institutional Advancement
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 2-3
SCHOOL CALENDAR/HOURS/SCHEDULES
American Community School of Abu Dhabi Phone Number: +971 2 681 5115
P.O. Box 42114 Website: www.acs.sch.ae
SCHOOL CALENDAR/HOURS/SCHEDULES
School days are Sunday through Thursday.
School Hours are Sundays 8:45-3:10 Mondays-Thursdays: 8:00-3:10
Students are allowed on campus from 7:30am Monday through Thursday, and from 8:00am on Sundays.
After school activities take place on many afternoons. See the section on ASRPs.
The updated ACS calendar is available in the Veracross ACS Parent Portal on the ACS website. Grade level sched-
ules are sent home by classroom teachers and are also posted in the Parent Portal on the ACS website.
LATE START SUNDAYS
ACS places a high value on providing students with the most effective opportunities for learning. We place a
strong emphasis on the professional learning of teachers, aimed at responsive, research-based instruction and
assessment methods in the classroom and in all areas of school.
In support of this goal, students will start their school day at 8:45 am on Sunday mornings, giving teachers
the time between 7:45 and 8:30 to work collaboratively on analyzing student work, discussing goals for sup-
porting future student learning, determining and advancing teacher learning goals, implementing researched
interventions, and reviewing the effectiveness of responsive techniques, as well as next steps for growth. The
school-wide growth mindset applies not only to students, but to teachers, administrators, and out into the parent
community.
ACS STRATEGIC GOAL
Together, we are a compassionate, student-centered community of learners that engages, prepares, and inspires.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 4-5 PRINCIPAL’S MESSAGE
“Bringing our Four Pillars and our Four Core Values to Life”
Welcome to ACS!
We have very talented students at ACS, and we nurture excellence from that talent by providing rich experiences
both inside and outside of the classroom. We are the creators of opportunities -- Our students are the ones who
make full use of those opportunities to shine.
In the Elementary division of ACS, students shine in all Four ACS Pillars of Academics, Athletics, Arts, and Service.
We create opportunities for students to grow academically. In the Elementary division, we have undertaken a
multi-year, vision-driven review of instruction in key areas of student learning, such as writing, phonemic aware-
ness, reading, science, social studies, the arts, and Arabic. This process is driven by a desire to foster a level of
thinking and a level of production in our students that is reflective of their true abilities, while recognizing the
need for students to always see themselves as writers, as readers, as scientists, engineers, and mathematicians.
We create opportunities for students in the area of athletics. In addition to our PE curriculum, driven by the
SHAPE standards for Physical Education, we also provide swimming lessons during and after the school day,
three sports seasons for students from Grade 1-5 throughout the year, and competitive soccer and basketball
teams for students in Grades 4 and 5. Student movement is encouraged through active play at recess time, and
celebrated on occasions such as our Elementary Field Day.
We create artistic opportunities for students. Guided by the National Core Arts Standards, students take class-
es in Music, Visual Arts, and Drama and Dance. At many times throughout the year they will find themselves
on stage, presenting in an assembly, singing in a concert, or participating in a talent show. Their visual work
surrounds us in the hallways of the Elementary building, and their dramatic exploration bridges into their devel-
opment as readers and writers.
We create opportunities for our students to develop through service learning, and to become global citizens
who actively contribute to their world. This year we will continue a division-wide (and school-wide) focus on
encouraging informed action as a natural outcome of deep inquiry about the world around us. A powerful and
productive link is also created between High School service initiatives and Elementary involvement, the older
students acting as mentors for our aspiring world-changers.
All of these opportunities are framed by our four ACS Core Values: Courage, Curiosity, Integrity, and Compassion.
Elementary parents will notice that these values appear in much of what we do in the school, and help us to
make decisions about the future. Parents who want to see lots of photos and videos of our Four Pillars and our
Four Core Values in action should follow us on Instagram (acsadelementary), Facebook (ACSAbuDhabiES), or
Twitter (@ACSAbuDhabiES).
Whether you wish to volunteer to become directly involved in one of the many opportunities for ACS parents,
attend a parent coffee, get involved in our series of parent education discussions, or simply learn more about
the people, beliefs, and programs that make ACS successful, it’s a pleasure to welcome you to the Elementary
School of ACS.
Jonathan Johnson
Elementary Principal
American Community School of Abu Dhabi
VISION
Together we are a compassionate, student-centered community of learners that engages, prepares, and inspires.
MISSION STATEMENT
The American Community School of Abu Dhabi provides a balanced learning program to foster excellence in
academics, the arts, and athletics. In partnership with parents, we empower all students to define and shape
their futures. Our dynamic and challenging educational program prepares a culturally diverse student body for
learning, service, and global citizenship.
CORE VALUES
Courage Curiosity Compassion Integrity
ACS Core Values were identified by ACS students, staff, and families, and are used to guide and celebrate many
of the approaches and activities on and off campus. Our Core Values highlight behavior expectations from the
ACS Mission and Beliefs. These values ensure we enjoy a safe, supportive, learning-focused community in the
Elementary School.
ACS PROFILE OF A LEARNER
ACS engages, prepares and inspires students to be:
Collaborative team members who…
• promote and sustain learning.
• communicate and listen actively and openly.
Responsible people who…
• balance their intellectual, physical, and emotional well-being.
• act with integrity and courage.
Self-directed learners who...
• are curious problem solvers and resourceful critical thinkers.
• persevere in the face of challenge.
Global citizens who…
• respect diversity.
• actively contribute to their world with empathy and compassion.
ACS CORE BELIEFS
We believe that:
• Curiosity and an enthusiasm for learning foster creativity, innovation, and deeper understanding.
• An ethical and compassionate community is built through participation, collaboration, and mutual respect.
• Reflection on learning experiences in and out of the classroom enables learners to define and shape their
futures.
• Intellectual, physical, social, and emotional balance contribute to one’s well-being.
• Leadership is developed through courage, resilience, and integrity.
GENERAL INFORMATION (IN ALPHABETICAL ORDER)
AFTER SCHOOL RECREATION PROGRAM (ASRP)
(From 3:15-4:15 PM)
Elementary teachers provide many opportunities for students to take part in a wide variety of recreational ac-
tivities after school. Through the organization of the ES Activities Coordinator, students in KG1 – Grade 5 will
be encouraged to participate in activities that suit their particular interests. The ASRP helps students develop
their skills in the areas of arts, academics and active lifestyles through fun, non-competitive activities. Details
about activities and the online sign up system will be available at the beginning of each quarter. Parents who
wish to sponsor an ASRP are encouraged to make their interest known to the ES Activities Coordinator. Parents
are expected to pick children up immediately after the activity ends. Failure to do so may mean your child is
ineligible for the ASRP.
For more information regarding After School Recreation Program, please contact:
Naveen Jamal ([email protected])
ALLERGEN-SMART
The American Community School of Abu Dhabi strives to be an allergen smart campus, and not an allergen free
school. An allergen smart campus seeks to create an environment in which children with severe allergies can
learn to make appropriate choices to keep themselves safe. Students who have chronic conditions such as aller-
gies, asthma, diabetes will require their parent to complete a health care plan (downloadable from our webpage)
with relevant supporting medical reports/prescriptions so that we can ensure their health needs are met and
considered throughout the school day.
We encourage parents to help us provide a safe environment for students by not sending food with peanuts or
cross-contamination warnings. Should your child’s class include a student with a serious peanut allergy, a letter
will be sent home for class guidelines on food brought into the school.
For more information, please access this link: Tree Nut and Peanut Allergies
Https://docs.Google.Com/document/d/1em728f9qiy933qholkwlhsbd2k7g94pf7kc2hhbumre/edit#
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 6-7
ARRIVAL/DISMISSAL
ARRIVAL
• All grades: Every Sunday, Gates 2 and 3 open at 8:00 am and close at 8:55 am. Monday to Thursday, they
open at 7:30 am and close at 8:10 am. After Gates 2 and 3 are closed, parents and students may enter and
exit the school through Gate 1.
• Students may only play on the appropriate playground before the school day: Students in KG1 and KG2
must be on the KG playground, and students in Grades 1-5 must be in the bigger ES playground. Cramer
Field is also available for students from Grades 1-5, weather permitting. Supervision is provided on both
playgrounds beginning at 7:30 am from Monday to Thursday, and 8:00 am on Sunday mornings.
• At 7:52 am (8:37 am on Sundays) the ES bell rings; children in KG1 and KG2 are escorted to their classrooms
by caregivers, teachers, or instructional assistants; children in Grades 1-3 line up and wait for a teacher/as-
sistant to lead them to their classrooms, while students in Grades 4 and 5 report directly to their classrooms.
All classes begin promptly at 8:00 am (8:45 am on Sundays) (see the section on Tardies below).
DISMISSAL
• All grades: the Gates 2 and 3 open at 2:45 pm and close at 3:30 pm. Hallways must remain quiet and clear
until dismissal time. Parents/caregivers must wait outside or in the atrium until the bell rings at
3:10 pm.
• KG1 - Grade 1: Students are released at 3:10 pm. Students are released only to persons known to the stu-
dent and school personnel.
• Grades 2-5: Students are released at 3:10 pm.
• Students are to be picked up or must leave campus promptly at 3:10 pm unless he/she has an after school
activity. Students who are in an after school activity must be picked up or leave campus promptly at 4:15
pm. Students who are not picked up by 3:15 pm must proceed directly to the Late Pick Up room, which can
be identified by speaking with the executive assistant in the ES Office.
• Students actively supervised by parents or a nanny may play on the ES playground after school.
• No students are allowed on Cramer Field or Jassim Field after school unless they are in a school activity.
• Parents who need to pick up their child before regular dismissal must check the child out in the ES Office
and give the gate guard an ES Office Gate Pass.
ASSEMBLIES
ES Assemblies are held about once a month and give the ES community a chance to celebrate achievements,
watch performances, share student work, etc. Each month there is a spotlight on a grade level, as well as other
student presentations and performances from across the ES.
ASSESSMENT AND REPORTING
Updated: February 2017
DEFINITION & PURPOSE
Assessment is a systematic process for gathering information in a variety of forms related to what students
know, understand, and are able to do. The primary purpose of assessment is to provide meaningful feedback for
improved student achievement. As an ongoing interaction between teachers and students, assessment serves to
deepen student understanding and enhance teaching.
FORMATIVE, SUMMATIVE, AND STANDARDIZED ASSESSMENT
The formative assessment process is:
• For the purpose of student and teacher learning,
• Ongoing and frequent,
• Varied in strategy and method, allowing for practice in multiple formats,
• Aligned to standards and learning outcomes,
• Directly aligned to summative assessments,
• Not graded using numbers or letters, but instead with specific feedback,
• Interactive with students,
• Valuable when used as data for collaborative analysis of student progress.
Summative assessments are:
• For the purpose of evaluating and judging student performance at a particular time,
• Important for providing student feedback,
• Administered regularly,
• Varied in strategy and method,
• Aligned to standards, (which are made clear through the use of rubrics, exemplars and models),
• Aligned and tightly connected to previous formative practice,
• Graded using descriptors and grading scale,
• Representative of depth and application as opposed to recall and basic comprehension,
• Common across grade levels and/or courses,
• Moderated by teachers for consistency,
• Valuable when used as data for collaborative analysis of student progress.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 8-9
Standardized assessments are:
• For the purpose of determining student progress over time and for program evaluation,
• Developed externally, at the K-12 level.
Elementary students in Grades 2-5 will complete the Northwest Evaluation Association’s (NWEA) Measures of
Academic Progress (MAP) test three times a year and students in Grades 3-5 will complete the yearly Educational
Resource Bureau’s (ERB) Writing Assessment Program (WrAP). Results of the Fall and Spring MAP tests, as well
as WrAP test results are provided to parents as soon as they are available. If you have any questions regarding
these tests please speak with your child’s teacher, the Principal or the Director of Learning.
PROFICIENCY LEVELS
Levels are reported on student work, along with feedback, in order to help students know to what degree their
performance meets grade level standards. Levels are used to report student progress and achievement on report
cards.
GRADING PERIODS, PROGRESS REPORTS AND REPORT CARDS
The school year is divided into two semesters, each approximately 19 weeks long. Report cards are provided
at the end of each semester for all students KG1 to Grade 5. Progress Reports are given in the middle of each
semester for students in KG2 to Grade 5.
ELEMENTARY REPORT CARD
The Elementary report card is standards-based. Grades are given in all subject areas according to performance in
relation to grade level standards, or cluster of standards, taught and assessed during the grading period. Student
performance may be deemed to satisfy one of the following levels demonstration:
4 = Extending Proficiency: Student demonstrates an exceptional and consistent understanding and/or the
ability to transfer skills and concepts within the standard to a variety of contexts.
3 = Demonstrating Proficiency: Student demonstrates a thorough and consistent understanding of the
standard.
2 = Developing Proficiency: Student demonstrates partial and inconsistent understanding of the skills within
the standard. Student may have some conceptual misunderstandings.
1 = Emerging Proficiency: Student attempts to demonstrate understanding of the standard. Student is able to
demonstrate skills in isolation of each other and is not yet making connections between the skills and concepts.
N/A = Not assessed this quarter
APPROACHES TO LEARNING
Approaches to Learning are skills essential to learning. They are skills that can be learned and taught, improved
with practice, and developed over time. They provide a solid foundation for learning independently and with
others. Students are given feedback assigned a level of successful demonstration in each of the following cat-
egories.
• Collaboration
• Responsibility
• Self-Directed Learning
• Citizenship
Approaches to Learning levels are reported on every progress report and report card. Each student will be
marked on a scale which will indicate the level and extent (consistency) to which each skill is evident (demon-
strated) independently or with support: Consistently, Sometimes, or Rarely.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 10-11
ATTENDANCE/ABSENCE/TARDINESS
ATTENDANCE
Attendance in Elementary school is important to ensure consistent and appropriate academic, social and behav-
ioral development. Students must be in school for 4 hours to count it as a school day. Teachers cannot effectively
evaluate students who arrive late, leave early, or have excessive absences. For reporting purposes, students must
be in school 80% of the days in a reporting period in order to receive grades/comments on a report card. This
generally translates to missing no more than 9 days per quarter, or 18 days per semester.
Teachers are not expected to prepare work for students who miss school unless there is a clear emergency that
necessitates the student be absent for an extended period. Some school experiences are not the kind of activity
that can be made up or substituted by outside make-up work. Homework will not be provided for students on
vacation. Students will not attend school events (parties, programs, etc.) if they missed school earlier that day.
Attendance and tardies are recorded on the report card.
ABSENCE
If students are absent from school, even for one day, parents must email or call the teacher and the ES Executive
Assistant ([email protected]) before 8:00 AM. The teacher will pass the information on to the nurse
if follow-up is required. At 8:30, the ES administrative assistant will begin calling parents of absent students if
we have not heard from parents. If appropriate, homework assignments can be collected from a classmate or by
talking with the teachers directly about work missed.
TARDINESS
Classes start at 8:00 AM with the UAE national anthem. Teachers mark attendance immediately and report it
to the ES office. Students who arrive late must report to the ES office to pick up a tardy slip for their teacher.
Excessive tardiness (more than four times per quarter) requires the teacher to submit a report to the ES Principal
for further action. (see Parent Support)
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 12-13 BACK TO SCHOOL NIGHT
This annual event is held early in the year. The purpose is to give parents the opportunity to learn about the
Elementary school, the annual goals and the grade level programs. Parent participation in Back to School Night
is expected.
BEHAVIOR PLAN
FOUNDATION:
In the Elementary School, we encourage our students to model ACS Core values: Our behavior program tries to
incorporate these values, and the words and meanings are continually emphasized so that students associate
their behavior with the positive values we endorse.
Courage:
Possessing confidence and resolve to take risks and make right decisions in the face of pressure, and adverse or
unfamiliar circumstances.
Curiosity:
Eager to learn, explore and question things to gain a deeper understanding.
Compassion:
Appreciating the value of a person or an object through your words, actions and attitude - treating people ap-
propriately with common courtesy.
Integrity:
Being truthful, fair and trustworthy in your words and actions; doing as you say and saying as you do.
“I AM ACS”
At ACS, we believe that children benefit from positive examples and from positive recognition. To that end,
students in the Elementary division who are observed demonstrating a Core Value may be presented with an “I
am ACS” card indicating the Core Value and the way in which it was practiced. This card may be taken home
and shared with parents. The information on the card is also recorded in an electronic database which is used to
select students for public recognition. Selected students are announced at the monthly assembly and presented
with an “I am ACS” t-shirt which on the back contains the phrase “I show...” followed by the Core Value which
was demonstrated. Through this program, students are consistently provided with examples and standards of
positivity framed around our ACS Core Values.
ELEMENTARY BEHAVIOR PLAN
ACS has a Behavior Plan for Elementary students that emphasizes making good choices on a regular basis. The
plan includes examples of inappropriate behaviors and consequences, and also identifies who will administer
those consequences.
We are aware that our plan needs flexibility due to mitigating circumstances, and we will strive to balance the
mitigating circumstances with the needs of the community. We are sensitive to the needs of our students who:
• are young and still developing an understanding of appropriate behaviors and how to behave in social
situations
• are new to the school and still learning ACS expectations or who are experiencing transition issues
• have been unduly provoked
• are under extreme stress for valid reasons (death in the family, impending divorce, etc.)
IMPLEMENTATION:
Grade Level Teams:
• Grade level teams will maintain consistent behavior expectations for students in their classrooms, on the
playground, in the cafeteria, on field trips, and during assemblies/performances and school events.
• Each grade level will have a developmentally-appropriate system for informing students of behavior ex-
pectations, a classroom management system, and a communication system for parents. The classroom
management system is communicated to parents early in the year.
• Classroom agreements rely heavily on the ACS Core Values.
• Consequences for bad choices may include: warnings; behavior modification strategies (charts, stickers,
etc.); conferences with students; behavior reflection writing forms; time outs; loss of privileges (seating
preference, ASRP/MiniVipers, activities, etc.); parent conferences; etc.
• Teachers will inform parents if there are concerns about a student’s inappropriate behavior choices.
• Teachers and assistants will use the “ES Office Visit” form to document concerning behavior and to send
students to the ES office (see below).
Specialist Classes (including Arabic, Music, Art, PE, and Library):
• Specialist teachers will periodically review their discipline plan to ensure all specialist teachers understand
and are consistent in their discipline procedures.
• This discipline plan will be communicated to parents and students early in the year.
• Specialist teachers are responsible for administering consequences and informing homeroom teachers of
problems.
• Homeroom teachers may need to follow up in the classroom (separating students who had a problem in
a specials’ class, giving an upset student time out to regain composure, etc.).
• Specialist teachers will also use the “ES Office Visit” form to send students to the ES office (see below).
Behavioral Response
Level 1 Behaviors
Examples of:
• Disrupting class (talking, not paying attention)
• Not working, off task
• Interrupting teaching and learning
• Playing with nuisance items (electronic games, iPods, mobile phones, etc.)
• Running in school building
• Swearing
• Defying adult (minor)
• Disrespecting class time (wandering, lack of punctuality, difficulties with transitions between classes etc.)
• Not respecting cafeteria rules
• Disrespecting adults and/or students
• Engaging in minor physical contact (pushing, grabbing, pinching, etc.)
• Not demonstrating ACS Core Values or ACS Approaches to Learning
Handled by: Supervising staff, Teacher, and/or Grade Level Team
Consequences may include one or more of the following:
• Conversation with the ES Principal or ES Assistant Principal
• Time out in the ES Office
• Communication with parents (if necessary)
• Follow-up may include one or more of the following:
• Counseling
• Peer mediation
• Communication with parents (if applicable)
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 14-15 Level 2 Behaviors
Repeated Incidents of Level 1 Behaviors are considered a Level 2 Behavior
Other examples of Level 2 Behaviors may include:
• Disrespecting or damaging school/other students’ property
• Stealing
• Cheating
• Defying an adult (major)
• Demonstrating physical aggression (minor)
• Disregarding student requests to stop an inappropriate behavior
• Inciting others to break rules
Referred to: Principal/Assistant Principal
Consequences include one or more of the following:
• Time out in the ES Office
• Conflict mediation
• Loss of privileges (ASRP, field trip, school or classroom activity, preferred seating, Mini-Viper sport, etc.)
• After-school reflection conference (includes parents for last 15 minutes)
• Communication with parents (required)
• Behavior Contract
Follow-up may include one or more of the following:
• Counseling
• Conflict mediation
Level 3 Behaviors
Repeated Incidents of Level 2 Behaviors are considered a Level 3 Behavior
Other examples of Level 3 Behaviors may include:
• Defying adults in a potentially dangerous situation
• Fighting (physical aggression towards other students or staff)
• Violating the ACS Harassment Policy, including sexual harassment
• Damaging school or personal property (major)
• Bullying/cyberbullying (ongoing pattern, imbalance of power, intent to intimidate/harm)
• Using profanity towards staff
• Verbal threats of violence
• Possession of a weapon
Referred to: ES Principal and may involve the ACS Superintendent
Consequences may include one or more of the following:
• Time out in ES Office
• Meet with parents (required)
• Loss of privileges
• After school reflection conference (includes parents for last 15 minutes)
• Student being sent home for remainder of the day
• Suspension (in school for one or more days)
• Suspension (out of school for one or more days)
• Behavior Contract with additional conditions, possibly including denial of re-enrollment
The Principal and Assistant Principal work with the Counselors to determine when support may be required from
the Counselors for providing students with behavior management strategies.
BIRTHDAYS
Parents who wish to celebrate students’ birthdays at school are welcome to bring a treat that can easily be
shared by the class. To reduce interruptions to classroom instruction, birthdays that fall within one month are
celebrated on the first Thursday of that month. Please speak to the teacher in advance in order to be advised
of any food allergies in the classroom, and to determine an appropriate time of day for the treat. As an aller-
gen-aware campus, there are restrictions on certain foods, e.g., donuts, Nature Valley granola bars, nutella, etc. If
party invitations for the entire class are brought to school, they are to be given to the students at the end of the
day. Unless party invitations are to be given to each classmate, students
and parents are asked not to hand them out at school.
BOOKS & SUPPLIES
The school provides materials for instruction. Books used in class are loaned to students during the school year.
Students are responsible for the good care of each book on loan and must pay for damaged or lost books. No
report card will be released if money is owed for a lost or damaged book. Parents supply book bags, water con-
tainers, snacks, sun hats and PE uniforms.
CHEWING GUM
Chewing gum is not allowed on campus.
COMMUNICATION
Home/school communication is very important. Teachers and the ES office will send emails via family Veracross
accounts. Individual student folders going home will include letters, forms, or notes that need parents’ attention.
Parents are encouraged to log onto Veracross frequently to stay informed of news and events. Parents may use
email to communicate with teachers and/or the ES office. If needed, a response will be provided within 48 hours
of receipt of the email unless it is a weekend or holiday. It is the responsibility of parents to frequently check their
ACS Veracross Parent Portal.
COMMUNICATING STUDENT PERFORMANCE AND PROGRESS
ES Report Cards contain information on the individual growth of a student and his/her behaviors that support
learning. Elementary students receive Report Cards at the end of the 2nd and 4th Quarters. Students receive a
Progress Report at the end of the 1st and 3rd Quarters (See Assessment and Grading above for more informa-
tion). Progress Reports and the First Semester Report Card are sent home electronically via the parent portal in
Veracross. Year-end Report Cards are printed and sent home with students on the final day of school (as well as
being available online).
PARENT CONFERENCES
Before the conclusion of the First and Third Quarter of the year, parents are requested to attend conferences with
homeroom, specialist, and Arabic teachers to review the current level of student performance, progress, and Ap-
proaches to Learning. Conferences may include students in older grades, and act in collaboration with Progress
Reports to ensure a clear understanding between school and home of specific student strengths, needs, and
goals moving forward. It is crucial that ACS parents attend conferences to support continuous communication
and partnership in the student learning process.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 16-17 COMMUNITY SERVICE
We believe that good citizens participate in community service and act as positive contributors to society. In
the ES, each child is given numerous opportunities to participate in community service projects sponsored by
individuals, groups and grade levels. We believe that service is best done by ES students when they can have a
direct impact on the problem. Direct action that impacts the student is the meaningful way to build an interest in
community service. Soliciting money for a cause will not be part of the ES community service program; however,
ACS believes this is an appropriate activity for secondary students.
COUNSELOR
([email protected] and [email protected])
The ES Counselor develops programs, which follow guidelines from the American School Counseling Association
in providing both prevention and intervention services to all students. The counselor works with students, par-
ents, faculty and administration to create and maintain a climate where every student feels safe and supported
in their socialemotional as well as academic development.
Our Values
In the ES we support the school Mission Statement, Core Values and Profile of Graduates. In the ES, we also want
to follow the mantra of “Do the Right Thing” with all the children in the school. Each classroom teacher works
to promote these important values. The counselor also incorporates these core ideas in the classroom counseling
lessons and in individual and group meetings with students.
Counseling classes
Elementary counselors schedule regular classes with each grade level they supervise to support the social and
emotional challenges our students may be facing at their particular grade level. Some of the topics covered are
communication skills, understanding feelings, problem solving and conflict resolution, peer relationships, coping
strategies and prosocial skills, empathy, understanding of self and others, multicultural and diversity awareness,
transitions and assertiveness strategies. The classes are presented as a whole class discussion, role p lay interac-
tions, reading and discussion, through puppetry or games.
Responsive Counseling Services
The counselor provides individual and group short-term counseling as needed and will have “lunch bunch”
groups to work on social skills and promoting friendships. The counselor also consults with parents, faculty and
administration as problems arise.
Transitions
Each year, ACS has new students and teachers. The counselor meets with students both when they are new and
when they are leaving to help cope with the loss associated with a move. Moving to Middle School is another
milestone on which we work with our Grade 5 students to anticipate changes they may face and allay fears as
they move forward. The counselor will offer parent education classes through “Active Parenting and “Love and
Logic” workshops. Informational pieces will be shared via divisional newsletters and New Parent Orientation.
Student Support Team (SST)
The ES counselor serves as a member of the LST, focused on the needs of students who need academic and
behavioral intervention. Members of the LST work together to try and meet the needs of all of our students.
Peer Helper Program
This is an opportunity for students to learn some conflict resolution and peer mentoring skills to help fellow
students when they need extra support. Sometimes students like to talk to their peers rather than an adult.
Health
Grade 5 students participate in a discussion labeled, “My Changing Body” to help explain some of the physical
and emotional changes that children begin to experience as they enter pre-adolescence.
FIELD TRIPS
KG1-Grade 5 students enjoy field trips related to their curriculum. Students are expected to participate in all
school trips because they are curriculum-based and are supported by classroom instruction/activities. If students
are not able to go on a field trip, they will not come to school for the time the class is gone from ACS.
Students on field trips must demonstrate the same integrity, compassion, courage, and curiosity that is expected
of them while at school. While the focus of all field trips is on the learning experience, student safety is the most
fundamental goal of any school-sponsored trip.
GIFTS
ACS Board policy states that “students and their parents are discouraged from presenting elaborate or unduly
expensive gifts to employees”. In the ES, parents will not solicit funds from students and/or parents to purchase
teacher gifts. Parents may solicit items for a class gift such as a scrapbook with photos, mementos, or notes from
students.
GUESTS AND VISITORS
Visitors and guests who wish to visit during the regular school day may be permitted in class, if not disrup-
tive to the school program. Examples of guests include visiting teachers, professional observations (doctors or
therapists), speakers for classrooms, government officials, journalists, photographers, etc. These visits must be
arranged with and approved by the Principal at least 2 days in advance. Visits typically last 1/2 day to one day.
Non-ACS students are not to visit classrooms.
HARASSMENT AND INTIMIDATION
No harassment of another student, whether verbal, written or physical is tolerated at ACS. Any student found
harassing another student may have the harassment policy invoked (Board Policy 1.2.3 Harassment Free En-
vironment). No bullying is tolerated and all incidents are investigated (see ACS Core Values). Cyberbullying by
ACS students on campus or off campus is in violation of ACS values and will be treated as any other form of
harassment or bullying.
HEALTH AND WELLNESS CENTER
The health office is open from 7:30 to 4:30 on Sunday to Thursday and is staffed by 2 HAAD licensed School
Nurses. They support the health and well-being needs of the school population through delivery of the HAAD
(Health Authority Abu Dhabi) School Health Program. This includes responding to minor injuries on the campus,
prevention of ill health through monitoring communicable diseases, undertaking the School Health Screening for
grades 1-12 (see school policies), childhood immunizations programs (G1+G11), health promotion campaigns,
working to HAAD standards of practice to ensure the safety and well-being of all our students.
The American Community School of Abu Dhabi strives to be an allergen aware campus, and not an allergen free
school. An allergen aware campus seeks to create an environment in which children with severe allergies can
learn to make appropriate choices to keep themselves safe. Students who have chronic conditions such as aller-
gies, asthma, diabetes will require their parent to complete a health care plan with relevant supporting medical
reports/prescriptions so that we can ensure their health needs are met and considered throughout the school
day. (downloadable from our webpage)
If a student requires a course of medication through the school day parents are required to complete the relevant
consent form (downloadable form from our webpage)
If a student becomes unwell during the school day they are to attend the Health & Wellness Center where the
nurses will document and assess if they need to go home.
Students who have a fever or diarrhea/vomiting need to be free of symptoms at least 24 hours without medica-
tion prior to returning to school per Health Authority directive even if they feel well enough to attend school. This
reduces the risk of infectious diseases/ill health to our students and staff.
For any inquiries to either school nurse, please email [email protected] or telephone 025084412. For any ad-
ditional health information and guidance check out the Health & Wellness page under community links on the
ACS website.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 18-19 HOME LEARNING
During the 2017-2018 school year, a task force of Elementary teachers and parents reviewed research and thinking
around effective practices for supporting home learning. From the year-long process, the task force created a sys-
tem for Elementary students, teachers, and parents which supports Home Learning along the following essential
guidelines:
• Takes into account student well-being in all 4 ACS Pillars: Academics, Athletics, Service and the Arts
• Empowers students to make choices in their learning and learn in a variety of ways
• Includes inquiry, exploration, and joy in learning
• Promotes independence, responsibility, and the desire to keep learning and growing
• Acknowledges the importance of developing a variety of talents and interests outside the school
• Fosters intrinsic motivation and self-directed learning that students enjoy
At the beginning of each year, Elementary teachers share information and resources around Home Learning with
parents and with students. All information can be found on the ACS webpage to facilitate ease of access.
ISLAMIC STUDIES
The Islamic Studies program in the ES is mandatory for all Muslim students from grade 1-5, for both native and
non native Arabic speakers, according to the guidelines set forth by the Ministry of Education in which the basic
precepts of Islam and Islamic morals are introduced. Students study verses of the Holy Qur’an and Hadith, Fun-
damentals of Islam, the life of the Prophet Mohammed (PBUH), as well as stories of other prophets. The ES office
will contact parents to inform them of the classes, which are offered once per week during Arabic class time.
STUDENT SUPPORT SERVICES
The aim of student support at ACS is to assist students who are behind in their academic progress or having
difficulty meeting behavioral, social, or emotional expectations at ACS. The Elementary Student Support pro-
gram is managed by the division Principal in collaboration with the K-5 Student Support Team Coordinator, and
is designed to ensure positive academic or social support for all Elementary students, based on need. Before a
student receives formal support, parents will be notified in writing and informed of the purpose of the services.
ACS offers student support in academics for students identified through the Student Support Team process.
These students receive support either in their regular classroom or as part of a pull-out program. Student Support
teachers work in collaboration with classroom teachers to help students meet grade level expectations. Student
progress will be monitored by the Student Support Team (SST) and homeroom teacher to ensure that they make
appropriate gains. Due to the limitations of our program, it may be necessary for parents to access additional
academic support for their child outside of school especially in cases where the student is performing significant-
ly below grade level expectations (1 on report card). The school reserves the right to set limits on the number of
special services students that will be admitted at each grade level. (See ACS Policies)
For more information regarding K-12 Student Support Services, please contact Katie Sagasag (katiesagasag@
acs.sch.ae)
LEAVING SCHOOL GROUNDS
Elementary school students are not allowed to leave the school grounds during school hours unless a parent
signs the student out at the Elementary school office and presents an ES Office Exit Pass to the gate guard.
LIBRARY
ACS has two libraries. The Elementary school library is located on the second floor of the main Elementary
building. The secondary school library is located on the second floor of the main secondary complex, next to the
auditorium.
The Elementary school library is open every day classes are in session, from 7:30 AM-4:30 PM. Elementary
school students in KG1 through fourth grade can check out up to three books at a time for a one-week period.
Fifth grade students have a two-week borrowing period. Materials can be renewed for extended use. Reference
materials do not circulate and remain in the library. Parents can check out up to five books for up to one week.
Parents may also check out DVDs on Thursday after school. They must be returned the following Sunday morning.
Students and parents are financially responsible for lost or damaged books and materials. The cost reflects not
only the purchasing cost, but also the shipping and processing charges. Students with overdue or lost materials
will not receive their report card until this obligation has been met. Parents must also return their overdue ma-
terials in order for their children to receive their report cards.
The Elementary school librarian and teachers arrange class visits to the library for book checkout, library lessons
and research projects. The librarian also supports lessons in the classroom.
The secondary library is open on school days from 7:30AM to 5:00 PM. Elementary school students are welcome
to use this facility after school but must be accompanied by an adult.
For more information regarding the Elementary library, please contact Julie Dotterer ([email protected])
LOST AND FOUND
Items left by students around the ES building/grounds are brought to the atrium and placed on the lost and
found table. The exception is valuable items such as wallets, jewelry, or money. These are given to the ES admin-
istrative assistant.
We also value responsibility at ACS, so we expect students to develop the ability to care for their belongings in
a responsible manner. Please help your child identify his/her items by labeling everything with a first and last
name.
LUNCH AND SNACK
Much research has been done on the impact of nutrition on children and their learning. It is clear that there are
foods that nourish the brain, and foods that contribute to lack of focus, tiredness, and/or hyperactivity. Establish-
ing good attitudes about eating and ensuring a nutritionally adequate diet is a tough job for a parent. By consis-
tently sending them to school with healthy food, you are helping them establish optimum lifelong eating habits.
Lunch
Lunch
Students in KG1 have snack and lunch in their classrooms. Parents should pack a healthy snack and lunch for
KG1. (see below)
Students in KG2-Grade 5 eat lunch in the ACS cafeteria. Students may choose to bring a lunch from home or use
a purchased voucher to obtain lunch at school. The vouchers can be purchased from the ES Office, and come in
books of 20. Please check with the ES Office for updated pricing.
Either group may purchase water, milk, and/or juice in the cafeteria. Parents are welcome to join us, but please
do not bring treats or a special lunch for your child. Share your child’s regular cafeteria experience with him/her.
The hot lunch menu is published monthly on the Parent page of the school website: http://acs.sch.ae. Click on
the menu button “cafeteria menu”.
Students who forget their lunch or lunch money will be allowed to purchase lunch.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 20-21 Suggestions for Healthy Lunches:
• Sandwiches on whole grain bread: falafel, egg and cheese, turkey, deli meat, quesadillas, hummus, cheese
• Pasta: whole grain spaghetti with sauce, macaroni and cheese
• Soup in a thermos
• Whole-grain rice with vegetables
• Chicken “fingers”, chicken legs, sliced chicken breast
• Potatoes, sliced vegetables, legumes and pulses (beans, peas, lentils)
• Meatballs with sauce
• Drinks: water, 100% juice, milk
Snacks
Snacks are often eaten at a set time each day between classes or during an activity. Please pack items that make
it easy for your child to enjoy his/her snack:
• Simple: nothing messy, no drippy sauces, nothing that needs to be cut up
• Small: the size of your child’s fist
• Quick: must be eaten in a few minutes
Suggestions for healthy snacks:
• Fruit: fresh (apples, grapes, bananas, pears, sliced mango or orange) and dried (raisins, dates, all citrus fruits)
• Veggies: carrots, cucumber, green/red pepper or celery sticks/slices, cauliflower or broccoli florets, sugar
snap peas, dark green leafy vegetables
• Dry cereal such as Cheerios (sugar free)
• Pretzels
• Whole grain crackers
• Snack mix: combine pretzels, whole grain cereal, banana chips, plain popcorn, etc., in a plastic container
• Boiled eggs (one egg gives a child almost 1/3 of their daily protein need. Boil a dozen and leave them in the
refrigerator; they last for a week!)
• Plain popcorn
• Dairy products: cheese (string, sliced, or cubed), plain yogurt or lebneh (add fruit, wheat germ, or sugar-free
cereals), milk
• Meat: tuna, salmon, sliced turkey or chicken
• Bread/baked items: whole wheat sandwiches;muffins and breads made with whole grains and banana,
zucchini, blueberry, etc.; raisin bread toasted with cinnamon; whole grain rolls
Caution
Please ensure that your child, and, if applicable, the nanny, knows that these items are not part of a healthy
snack/lunch:
• Soda
• Candy bars
• Unhealthy cookies (Oreos, Chips Ahoy, Rice Krispy bars, etc.)
• Anything with frosting or powdered sugar
• Salty products (chips, salted popcorn, etc.)
• Sugary products, including sugar-laden granola bars
• Chocolate
• Donuts
• Cake
• Brownies
These items will be sent back home.
Recycling / Garbage-Free Snacks and Lunches
ACS is an environmentally responsible campus, so we encourage you to reduce the packaging sent to school by:
• Sending recyclable containers or containers that can be taken home, washed, and reused.
• Avoiding multiple small juice boxes by pouring no-sugar-added juice into small plastic juice containers that can
be brought home at night and washed for future use.
• Avoiding plastic wrap in favor of plastic sandwich containers.
• Packing inexpensive cutlery that goes home for washing.
• Giving your child an attractive/fun cloth napkin rather than a disposable napkin.
• Supporting your child’s enthusiasm for and interest in efforts to “reduce, recycle, and reuse”. Help them make
daily choices to be responsible.
MINI-VIPERS
Seasonal sports activities include Mini-Viper soccer, softball and basketball. These programs are organized by the
Mini-Vipers Coordinator and are run by parent coaches and HS student volunteers. All families of participating
students, as well as coaches involved in the program, must sign a declaration of conduct before participating in
each Mini-Vipers season.
For more information regarding the Mini-Viper program, please contact coordinator Matt Carroll at: matthew-
[email protected]
MOVIES
Audio-visual materials can be a very effective tool for curriculum-related instruction. However, due to the impor-
tance of carefully protecting instructional time, and to the fact that not all content is appropriate for Elementa-
ry-aged students and our host culture, the following guidelines are followed in the Elementary division:
• Movie clips over 10 minutes in duration should be previously communicated to the ES Principal and to parents,
indicating the connection with subject area content and intended use for furthering learning goals.
• All content that does not come directly from a school-approved provider, such as BrainPop or TumbleBooks,
should be cleared with the ES Technology Integrator. The ES Principal may also be consulted if there is any
suspicion that content may not be appropriate for students.
• An Appropriate Use Policy for Technology can be found in the ACS Faculty Handbook for further clarification.
NUISANCE ITEMS
Nuisance items are things such as toys, iPods/mp3 players, Pokeman/collector cards, toy weapons, personal
recorders, water pistols, skateboards, roller blades, sling shots, silly bands, bakugons, iPads, “Game Boy”, etc.
These things are not to be brought to school unless asked for by a teacher for a specific program or activity. The
school is not responsible for lost/stolen nuisance items.
Bicycles, roller blades, roller shoes, and skateboards are not allowed on campus at anytime. Bikes must be locked
up inside the main gate.
POLICIES
The school policies of the ACS Board of Directors are available for parents to read. The ES office has a copy par-
ents may borrow. The policies are also posted on the ACS web site: http://www.acs.sch.ae.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 22-23 PARENT OPPORTUNITIES
Homeroom Parents
Each class has a Homeroom Parent who is confirmed at the beginning of the school year. Responsibilities include
organizing parties requested by the school, building a booth for the Fall Festival and creating classroom contri-
butions to PTA events.
ES Homeroom Parent Liaison
To help facilitate parent volunteers such as homeroom parents and others who support large school events,
an ES Homeroom Parent Liaison works together with the ES Principal and Assistant Principal and coordinates
directly with PTA leadership.
Parent Coffees
Periodically throughout the year, ES parents will have the opportunity to come to school for a Parent Coffee.
Examples of topics could be curriculum, report cards, technology, etc. These are both social and informational
events held in the morning for about an hour.
Parent-Teacher or Parent-Teacher-Student Conferences
Conferences will be scheduled for all Elementary students after the first and third quarters. All parents are ex-
pected to attend parent teacher conferences as scheduled.
Parent-Teacher Association (PTA)
The Parent Teacher Association (PTA) is a strong support for the social, physical, and fund-raising needs of the
school. Parents are strongly encouraged to attend meetings and sign up for events.
Parent volunteers are also vital for maintaining a strong After School Recreation Program and Mini-Vipers
leagues.
PARENT SUPPORT FOR LEARNING
(Please refer to an extended description of the Parent Partnership at the end of this handbook)
In order to ensure students enjoy every opportunity to succeed at ACS, parents must cooperate in several ways:
• Send students to school well rested
• Feed students a healthy breakfast
• Send money to buy a healthy lunch or send a healthy lunch from home
• Attend Parent Conferences and Back to School Night
• Accept grade, classroom, or learning support decisions
• Complete family responsibilities as listed in home/student contract (if applicable)
• Attend Student Support Team (SST) meetings when requested
• Implement appropriate interventions at home when requested
• Complete checklists if requested
• Agree to internal or external testing when requested
• Supply the school with outside testing results when requested
Without strong support from home, the school may not be able to provide an appropriate learning environment
for a student. (See Academic/Social Probation, Student Support Team and ACS Policies).
PLAYGROUND USAGE AND RESPONSIBILITIES
Recess for students in Elementary is intended as a mental and physical break from work being done in the class-
room. Students may not be kept in the classroom to work instead of participating fully in recess. The Elementary
playground is a wonderful place for children to move and socialize, taking important breaks throughout the
day. However, in order to keep the playground as safe as possible, certain rules and supervision standards must
always be maintained:
1. Students may only enter the playground in the morning as of 7:30 am (8:00 am on Sundays) when they are
permitted by a supervising teacher.
2. Students may use the playground after school only if they are actively supervised by an adult. One adult
may supervise up to 3 children, but it is key that they are supervised proactively, avoiding dangerous or
inappropriate decisions.
3. Jassim and Cramer Field are available in the morning before class, but are not supervised after school and
are therefore off-limits for students.
WHEN USING THE PLAYGROUND STUDENTS WILL:
• Keep safety in mind at all times
• Go down –not up--the slide
• Use the equipment properly
• Only use flying fox and spinning wheel if they can reach by self with feet on bases
• Ask permission to use bathrooms and drink water in PE facility (not in KG2/1st Grade hallway)
• Return equipment to the proper place
• Use respectful language
• Allow only three kids on “flying fox” platform at a time
• Take turns playing on the equipment: no double “trips” on flying fox, no multiple students hanging from the
rotating wheel, and no more than one student going down the slide(s) at a time
• Wear hats (no hoodies/knit caps) in the sun or they will stay in the shade
STUDENTS WILL NOT:
• Play tackle games
• Have rough physical contact with other students (for example playing tag by grabbing shirts or body parts)
• Push or pull each other while playing
• Run on the upper levels of playground equipment
• Jump off the playground equipment
• Stand up on or hang over the sides of the slide
• Slam the “flying fox” to the other side (with or without a person on it)
• Students are not to play in or on stairwells, bleachers, the long jump sand pit, PE equipment or any other
place not on designated field.
• Students will return to class following the procedures and routes established by the grade level. Students
cutting through other areas, not with the class, or not following directions will be reported to their teacher.
PROMOTION AND RETENTION
In collaboration with parents, the school will determine the appropriate grade level placement for students. The
following guidelines are used to assist in making a decision for promotion or retention:
• Promotion to the next grade: Students have been able to make continuous progress and can continue with
the standard ACS curriculum appropriate for his/her grade, or have demonstrated appropriate progress with
learning support and should remain with their age level peers..
• Retention: Retention is considered as the last resort for a student after other academic and behavioral sup-
ports have been put into place and have not been successful.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 24-25 SECURITY
Safety and security are top priorities at ACS. Students, parents, and staff are expected to comply with ACS se-
curity procedures in a courteous manner. Adult ACS community members must have their campus access cards
with them whenever they are on campus. Visitors and ACS community members who do not have their campus
access card will register at the gate, leave a form of personal identification and receive a visitors’ card. Access
cards are available through the Main Office. For entrance to the campus, the ES gates are only open for arrival
(7:30-8:20) and dismissal (2:45-3:30). When the ES gate is open, the main gate (guard house) is closed and vice
versa.
SMOKING/DRUG USE
ACS is a smoke and alcohol-free campus for students and adults. Smoking and drug use (i.e. stimulants, in-
halants, depressants, etc.) are illegal for minors in the UAE. (See ACS policies 7.3.2 and 7.3.3. for details and
consequences.)
SPECIALIST CLASSES: KG1-GRADE 5
Art, Music, Drama/Dance, and Physical Education (PE) are referred to as “specialist classes”. Students in Grades
1-5 have one specialist class each day on a weekly rotation, with two weekly PE classes. Students in KG1 and
KG2 have Art, Music/Movement, Locomotor (PE), and Counseling classes during regularly scheduled periods
following a weekly rotation, with two weekly PE classes. Each classroom’s schedule is posted on the Veracross
calendar and a physical copy is sent home with each student so families are aware of which day children have
their specialist classes.
Physical Education
ACS offers a progressive and sequential physical education program at all grade levels. KG1-Grade 5 students
are required to take part in scheduled activities. Students in KG2-Grade 5 must wear gym shoes and the required
PE uniform which may be purchased through the main office. The PE uniform is optional for students in KG1.
For reasons of illness or injury, students may be excused from a PE class activity. The following will be honored:
• A recommendation from the school nurse following a parent request. Parent notes will be passed on to the
nurse. She will evaluate, make a recommendation and notify the parents.
• An excuse written by a competent physician which includes the reason for excuse and beginning and ending
dates.
Unless other arrangements have been made, students excused from PE class are to report to their instructor at
the beginning of class.
An integral part of the Grade 1-5 physical education program is aquatics. Students will have swimming lessons
during each academic year. These lessons are designed to provide all students with basic swimming and water
safety skills. It is expected that all students will participate in these lessons as part of their physical education
program. Parents receive notification when swimming begins for their children. Please note the following:
• Girls must wear one-piece bathing suits and swimming caps.
• All students will bring a towel and bathing suit on swimming days.
• It is strongly advised not to bring valuables – jewelry, money, etc. – to PE. The school is not responsible for
items lost, stolen, or misplaced.
PE students are evaluated in the following ways:
• Skill development
• Class participation
• Behavior
STANDARDIZED TESTING
An annual battery of standardized tests, as well as other internal and external assessments in the areas of
reading, writing, and math are given to Elementary school students in Grades KG2-5 to help teachers identify,
address, and communicate their learning needs. The tests are just one indication of academic achievement and
not a composite of the student’s on-going educational progress and performance.
For more information regarding standardized testing at ACS, please contact Cheryl Hordenchuk (cherylhorden-
[email protected]).
SWIM PROGRAM
Our ES swim program offers students the opportunity to learn to swim or to improve their own swim skills.
Learn to Swim Program
This year round program is for non-swimmers, beginners and improvers in the Elementary School from KG1 and
older. The emphasis is on safety and having fun while learning the fundamentals of arm and leg movements,
breathing, floating on the front and back and also underwater exploration.
Grade Level Swim Program
The Age Group Swim Team is for students in Grades 1 to High School, focusing on the development and perfec-
tion of the four competitive strokes. Emphasis is placed on stroke and skill development for freestyle, backstroke,
breaststroke and butterfly. Starts and turns are also introduced/developed.
For more information regarding the K-12 Swim Program, please contact:
Alexandra Macaulay ([email protected])
TECHNOLOGY
Technology is integrated into the ES curriculum to enhance learning. Students in KG1-Grade 5 have access to
class sets of iPads and laptops on mobile carts. ACS students, faculty, and parents are expected to adhere to the
expectations found in the Responsible Use Policy for technology. (see form at the end of the handbook)
For more information regarding the use of technology in the Elementary division, please contact Jared Rodgers
([email protected])
TELEPHONES
Students’ mobile phones are shut off from 8:00-3:10. Students may ask to use the school office’s phone when an
emergency exists. Establishing play dates and requesting forgotten items (books, swimsuit, etc.) are not consid-
ered an emergency. Phone calls can be avoided by planning ahead for the school day and taking responsibility
for materials and activities.
Students and teachers are not called to the telephone during the school day. Emergency messages will be taken
by the ES administrative assistant and delivered when they do not interrupt student learning time.
UNIFORMS AND DRESS CODE
ACS students are proud of their school and are aware of their role as guests of the United Arab Emirates. They
come to school appropriately dressed according to guidelines in the ACS dress code:
• An ACS-approved uniform top (t-shirt, polo, sweater, pull-over, cardigan)
• Beige or black pants (must be in good condition), or shorts/dresses which reach at least to the knee.
• Appropriate athletic footwear on PE day -- shoes in good condition on other days.
• Shoes or sandals with a secure heel strap are allowed.
• Flip flops, Heelies/Street Gliders, and rubber thongs are not allowed.
• Hats are required for outside play in the sun.
• Sunblock is recommended for outside play in the sun.
• Students and visitors to ACS must wear shoes on campus at all times as a safety precaution.
Parents are ultimately responsible for the clothes ES students wear to school and must help their children learn
to make wise choices each morning.
Students who violate the dress code:
• Receive a verbal reminder from the teacher for the first offense.
• Receive a note home from the teacher for the second offense.
• Receive a note home from the Principal for the third offense.
• Have a conference with parents and the ES Principal to establish a home/school contract (see Parent Sup-
port) for the fourth offense and are sent home for the remainder of the day.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 26-27 VALUABLES
No school is completely safe against theft; therefore, we discourage students from bringing valuables to school.
Students have non-locking “cubbies” or desks provided for their personal belongings and texts. The school is
not responsible for lost or stolen items. (see Lost and Found)
WATER
The water from the school water fountains is drinkable, since it is on the campus water purification system. We
encourage students to stay well hydrated by drinking lots of fluids. Students should bring a reusable water bottle
that can be refilled periodically during the day.
WITHDRAWAL
Parents wishing to withdraw students from the school need to put this request in writing and address it to the
ACS registrar.
Every Elementary student withdrawing from ACS must receive clearance from the library, the cafeteria, the ac-
countant, the registrar, and his/her teacher. This clearance must be obtained before school records and transcripts
can be released.
PARTNERSHIP WITH PARENTS
From the ACS Board of Directors
Purpose
At the American Community School, we believe that both teachers and parents have a critical role in the edu-
cation of our students. Our mission statement says that we will work “in partnership with parents” in pursuit of
our educational mission. The purpose of this document is to define the roles and expectations for the partnership
with particular emphasis on the roles and expectations of teachers and parents. This document is not a policy
document to define requirements. It is intended to be a guide to help parents and teachers better understand
how they can work together to deliver the best possible educational experience for our students.
Dealing With Problems
Board policy established a framework for dealing with matters such as poor academic performance or disci-
plinary problems, and both teachers and parents are expected to work within the policy framework. All ACS
policies are readily available to parents and teachers and can be obtained from the superintendent.
If a teacher notices a serious or recurring problem with a student, whether an academic matter or behavioral, the
teacher is expected to communicate promptly with the parents of that student so that the teacher and parents
can work together to resolve the problem.
If a parent is concerned about his/her child’s performance or anything that happens in the classroom, the parent
is expected to contact the teacher to arrange a meeting and discuss the problem. Most problems can be resolved
between the teacher and the parent if both parties treat each other with respect, focus on resolving the problem
rather than assigning blame, and work as true partners to do what is best for the student.
If an issue cannot be resolved between the teacher and parent, either party may take the matter to the Principal
for resolution and then, successively, to the superintendent and to the Board if necessary. Parents and teachers
are expected to respect the authority of administrators and to appeal matters to the Board only if it involves a
policy matter. Parents and teachers should not expect the Board to overturn decisions of administrators when
administrators make decisions within their authority that are consistent with Board policy.
Problems or issues involving students may evoke strong emotional reactions from parents. We expect parents
and teachers to deal with matters calmly and rationally, focusing on the facts.
After gathering the relevant facts, each party should ask himself/herself, “What can I do to help solve this
problem or resolve this issue?” With each party seeking to make a positive contribution to resolution of the
problem, most issues will be resolved satisfactorily and the partnership between teachers and parents will be
strengthened in the process.
Roles
In the education partnership at ACS, teachers and parents each have a critical role. Roles may vary somewhat
depending on the age of the student and the time and resources that the teacher and parent are able to provide.
If circumstances warrant, a teacher and parent(s) may agree to revise their roles to suit a particular situation.
The following role definitions are provided as a general guide.
The School’s Commitment:
• To do everything possible to fulfill the mission of the school and live the school’s values.
• To commit to providing a safe and secure place of learning for all our students, staff and community mem-
bers.
• We are cognizant of child development as we provide instruction and learning experiences for our students.
We look to foster growth in the whole child. We make every effort to provide support for all students, in-
cluding remediation and extension when necessary. We do not place students beyond their age-appropriate
grade level. Our focus is on development and growth.
• In the spirit of true partnership, all staff members of the school - most notably the teachers who work di-
rectly with your child - share responsibility with you for your child’s success.
The Parent’s Commitment:
• To support our standards-based American system including curriculum, assessment and reporting.
• To practice and model positive and productive, face-to-face and digital communication by han-
dling concerns appropriately, directly, and honestly, only with those involved.
• To volunteer for school events suited to my schedule and interest. My involvement is critical to
our success as a community school.
• To talk to my child often about school life, demonstrating my interest in helping the school equip
my child with the ability to inquire, interact, and accept constructive criticism.
• To help my child learn from mistakes and to benefit from suggestions for improvement.
• To ensure that my child has ample scheduled time and quiet surroundings for home learning and
homework.
• To ensure my child has proper rest, nutrition and a balanced activities schedule.
• To attend orientations, back-to-school nights, parent conferences, and be an active participant in
school functions.
• To read all school communication and to provide feedback and participate in surveys, Q & A, town
halls, etc.
• To keep our family’s school records up to date including health information, contact information
and official documents.
• To communicate when something is unclear.
• To help my child accept and comply with the student dress code, and as parents, to dress appro-
priately on campus, taking into consideration the modest local culture.
• To follow the recommendations made by school leadership regarding the assessment of my child
or strategies required to support my child’s success.
Both parents and school personnel are concerned with communication between the school and parents. The
school will communicate with parents through the use of Veracross, emails, student progress reports, scheduled
conferences, quarterly report cards, and at the ACS PTA/Association meetings.
The Board of Trustees recognizes the need for proper communication among students, parents, teachers, admin-
istration, and the Board. To assist in achieving this objective, the following general procedures are recommended
for all concerned parties.
1. When the problem concerns your son or daughter and their work in school the best person to see is the
classroom teacher. An appointment to see an Elementary teacher may be made by calling the Elementary
school office.
2. Problems which cannot be resolved through a conference with the teacher, or are questions of a more gen-
eral nature concerning the operations of the school, may be discussed with the Principal. The Elementary
school office should be called to make an appointment with the Principal.
3. Problems which have not been resolved after conferences with the Principal may be taken to the superin-
tendent who will discuss any questions related to the general operation of the school or school policies. An
appointment may be made by calling the superintendent’s administrative assistant.
4. The superintendent is the executive officer of the Board of Trustees and is responsible for the organization,
operation, and administration of the total school program. Therefore, she is the normal channel of com-
munication between the Board and the public. Questions about school policy should be directed to the
superintendent. Normally, communications directed to the Board will be referred to the superintendent
for reply or action. Individual Board members refrain from directly involving themselves in administrative
matters involving students, teachers, and administrators, but they may act collectively when such matters
are formally brought before them.
ACS • ELEMENTARY HANDBOOK • 2018-2019 • PAGES 28-29 5. Requests for changes in school policy and appeals regarding decisions made by the superintendent may be
addressed to the Board. All communications to the Board should be in writing and should be addressed to
the Chairman, Board of Trustees, ACS, P O Box 42114, Abu Dhabi. Decisions about school policy shall be
made only by the Board acting as a whole in a regular or special meeting.
6. All parents are members of the ACS PTA/Association. Their rights are expressed by electing the Board of
Trustees at the Association meeting held in the spring. In addition, regular meetings of the Board are open
to parents or other interested persons. Meetings are usually held at 6:30 p.m. on the third Tuesday of each
month in the Multipurpose Room unless published otherwise. Any parent may request a subject be placed
on the agenda of the Board meeting by submitting the request in writing to the superintendent’s office at
least one week prior to the meeting. The Board will attempt to honor such requests if the schedule permits.
ACS TECHNOLOGY RESPONSIBLE USE AGREEMENT: ELEMENTARY SCHOOL
ACS aims to promote meaningful uses of integrated technology, which inspires students to develop critical
thinking skills and support continuous inquiry. ACS students will use state of the art technology in a creative and
collaborative environment, and model respectful, responsible, and ethical uses of technology in both social and
personal contexts.
Students are expected to adhere to the following rules and guidelines and each student and his/her parent or
guardian must sign the Responsible Use Agreement for their school in order to use any technological resources
at ACS.
Being a Responsible User
The use of technology at ACS is focused on educational purposes. Since various technologies can also be used
for personal and recreational purposes, it is important that students are aware of the expectations for the use of
technology at school. In some cases, students’ behavior is guided by clearly articulated expectations, but in other
cases, they must make wise decisions about their own behavior, dictated by a sense of good citizenship and as
a responsible member of the ACS community. These expectations apply to any technological device used at ACS.
Being Prepared to Learn
Being a good ACS digital citizen means students come to school prepared to learn. Students are expected to
use technologies for classroom-related sites and applications during class time. Technology use during non-class
time is allowed if it does not disrupt peers, classes, and technology systems of the school.
Keeping Health & Balance in Mind
The ACS technology program is meant to be a positive, enriching resource to enhance learning and creativity.
However, it is recognized that computers, mobile devices and other technologies can sometimes have a disrup-
tive effect on a person’s behavior and well-being. Proper usage of technology should never cause pain, fatigue or
other physical or mental ailments. Additionally, while technology can be an engaging way to spend time, it can
take up time that could be better used for studying, working with friends or seeking direct help from teachers.
Students should find a comfort zone that strikes a healthy balance between online and offline activity.
Ethical and Respectful Use
Responsible citizenship means practicing good ethical behavior, whether online or offline. Students are encour-
aged to model good online citizenship by making sure their actions and choices do not disrupt the learning
environment for themselves or others, just like in the classroom.
This requires that students not view or install inappropriate content, not try to bypass the network, not attempt
to hack, modify or damage other student accounts or official school files, systems or accounts, and not engage in
any disruptive or illegal activities, including possessing or sharing pirated software or applications.
Students are expected to observe all intellectual property rights and copyright laws. Students should not share
or use others’ email accounts or passwords, and not engage in conversation or activities (such as sending pic-
tures) that may inflame, agitate, risk, offend or threaten the privacy or security of others. Students are prohibited
from using peer-to-peer file-sharing software which could jeopardize Internet access for all members of the ACS
community. Likewise, hacking & malicious software is also specifically banned from being installed on any device
used at ACS. Trespassing into another person’s computer, accounts or files is prohibited.
Using print resources should also be done in a responsible manner. To conserve paper and ink, students will use
“print preview” and print documents only once to reduce unnecessary printing.
Protecting Identity & Personal Information
With the ubiquity of information networks, safeguarding your personal information has become extremely im-
portant. Once information goes on the Internet, it is likely that it will remain there for a very long time. Personal
information includes names, phone numbers, photos, student ID numbers, addresses, usernames and passwords.
As such, it is important that students treat their own and others’ personal information with great care. Students
should never share user accounts or passwords, especially those that are close to their identity (e.g., email, ACS
accounts, social networks). All personal information, such as home addresses, phone numbers and full names,
should always be kept private.
Sharing Work Online
Students will be sharing their work in a variety of online spaces and are expected to act safely by keeping person-
al information private. When they share their work online, they are expected to treat those spaces as classroom
spaces. Language or images that are inappropriate for class are not appropriate online. When a student’s work
is shared, only their first name and grade will be included.
Community Awareness
All students are members of the greater ACS community and have a social obligation to protect community
resources, such as bandwidth. Participating in activities that use up excessive bandwidth, such as peer-to-peer
file sharing (Vuze, Pirate Bay, etc.), is strictly prohibited at school. Computer use should not be disruptive to other
students who are working nearby; students are requested to use headphones when listening to audio. Students
should also be aware that individual teachers will have different protocols for classroom use and it is the stu-
dent’s responsibility to be aware of these and adhere to them.
Care and Maintenance of Equipment
Students are responsible for the proper care and maintenance of laptop computers and other technological
equipment that they use. Students should take careful steps to protect laptops from damage or theft. When not
in use, the laptop must never be left unattended in open areas, even for a few minutes.
Monitored Use, Misconduct, and Free Will
In cases where there are concerns that electronic communications systems and/or technology are being used
inappropriately, teachers and/or the technology department may restrict and/or monitor student use. Similarly,
student use of the school network is monitored on a regular basis. ACS reserves the right to inspect computers
and electronic media and to carry out appropriate disciplinary action in cases of student misconduct. ACS does
not take responsibility for personal media or information transmitted to a third party by a student of their own
free will, nor does it take responsibility for any repercussions that may occur from said action (e.g. posting photos
on a social networking website).
ACS reserves the right to make adjustments to these guidelines and expectations throughout the
school year if necessary and will be proactive in communicating any changes.
Consequences for failure to adhere to the RUP may result in restricted or complete loss of access to technology
and the school’s networks and may include suspension, expulsion, and/or notification to the appropriate legal
authorities. The school may also remove any software from a student’s computer that is causing problems with
the ACS network, their education or the education of other students.
Responsible Use Agreement adopted as of academic year 2013-2014
Adapted from: Yokohama International School -- http://www.yis.ac.jp/
Reflecting Middle Eastern culture and the UAE,
our host and home, the shape of the ACS logo has 8 points.
These points represent:
The four Pillars of ACS:
Academics, Arts, Athletics and Service
The four Core Values of ACS:
Courage, Curiosity, Compassion and Integrity
All eight points radiate outward, symbolizing how we share our values
with our community and the world. All points also connect to the center,
which symbolizes the heart of our supportive and strong community.
The ES Handbook is intended for use by ES parents and students. The ACS Faculty Handbook
provides greater detail for faculty and staff on agreed upon procedures and policies.
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
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