Academic Freedom & Controversial Issues

At AIS-R, “Academic freedom” is defined as the belief that teachers and students are free to pursue the search for global knowledge and understanding, in its many forms, and share their methods and findings in a manner that is reflective of the AIS-R Eagle Honor Code as well as the professional expectations.

In the classroom, academic freedom also means that teachers encourage discussion of controversial issues and develop in students a quest for knowledge, understanding and diverse points of view. Teachers present issues in a fair and unbiased manner to allow students to arrive at balanced views. The exercise of academic freedom will not violate the cultural norms, laws, or regulations of the Kingdom of Saudi Arabia, nor will it extend beyond the agreed upon curriculum and standards of AIS-R.

The discussion of controversial issues should not be avoided just because there may be differences of opinion on the part of parents, students, and professional staff on these issues. However, any subject discussed shall be a part of the adopted curriculum, and the discussion shall be led and/or directed by a member of the professional staff who has the necessary technical and conceptual expertise.

Prior to the initiation of a discussion about a subject that might be sensitive or controversial, a teacher will seek the guidance of the principal.

Being respectful and tolerant of the culture, practices, and norms of this country is expected of all employees, family members and students. Since the students and staff of the school are guests in the Kingdom of Saudi Arabia, controversial issues which might be offensive to the Government of the Kingdom of Saudi Arabia will be avoided. Further, as a global community, the culture, practices and norms of all cultures will be respected to ensure that all teachers and students create an environment of tolerance where the pursuit of knowledge, by an individual or group, is in no way impaired by the academic freedoms of others.

Addressing Academic Concerns 

• Parents may email homeroom teachers at any time to address questions, issues or academic concerns.  If you have not received a response from the teacher within 24 hours, please contact the Middle School Office.

• Parents should arrange a teacher/parent conference whenever there is a need for additional information or if a problem arises.

• Parents are encouraged to discuss resolutions of concerns with teachers before contacting counselors or the administration.  If there is continuing concern, a meeting may be scheduled to resolve any issues.

  • Please refer to AIS-R' communication flowchart HERE 

After School Learning 

Teachers may offer “After School Learning” (ASL) for students requiring extra support.  ASL is conducted after school from 3:30pm to 4:20pm and are at the discretion of the teacher and Middle School Administration. ASL may be required if a student did not submit an assignment on time or requires additional support in a subject area. If a student is requested to stay for ASL, the parent will be notified accordingly. Parents must arrange transportation for their children on these days. If the student can not attend ASL, other times throughout the school day may be allocated and/or the student may lose privileges for ASAs and other extracurricular activities at the discretion of the teacher and the Administration.

Assessments  

AIS-R Middle School uses a variety of assessments to inform instruction, evaluate student achievement, and ensure student growth and progress. These assessment practices include: Diagnostic Assessments, Self-Assessments, Formative Assessments, Summative Assessments, Common Assessments, and External Assessments. Summative Assessments measure performance and summarize the development of learners at a particular time. A child's performance is communicated through student tracking tools, rubrics and assessment results. Student learning results are reflected on each semester report card. Parents may contact teachers via email or scheduled appointment to discuss a child's progress and growth. 

Home Learning Guidelines

Home ”work” in the MS is discouraged.  

Home Learning targets a child’s independent level, is differentiated, and specific to the student to ensure success. At no time should all children be completing the same home learning assignment, at the same time, in the same way (unless evidenced by a pre-assessment or formative assessment). 

AIS-R teachers differentiate home learning to ensure it’s an appropriate level of difficulty for individual students.

When home learning is assigned:

• The student(s) is given feedback on their performance

• Does not exceed 60-100 minutes in Gr.6-8

• Home learning allows students opportunities to master skills, knowledge or dispositions and will inform the teacher of where to go next with the student's learning journey. For example, students may finish what they didn't finish in class, such as reading, research, writing, etc., but new learning / information should not be introduced and/or assigned to complete at home without guided instruction from the teacher in class.

Learning Commons 

The Learning Commons (LC) is open for students to check out materials during break times or with teacher permission during classes. A student is expected to present their student card to sign out books. If the card is lost, borrowing privileges will be suspended until the student initiates the replacement process.    

• Students may check out up to five (5) items at a time from the Learning Commons

• Books checked out for up to two weeks, but must be renewed if needed for a longer period (if books are on a reserve list they cannot be renewed)

• Circulating magazines (not current issue) for one week

• Reference materials may be checked out on an overnight basis and must be returned before school the next morning

• Reserved books with teacher permission

MAP Testing

The Measure of Academic Progress (MAP) test is given twice annually and results are accessed via Skyward after the completion of the K-12 testing window under the “Portfolio” tab. Grade 6-8 students take the MAP Test in September and May. 

A comprehensive interpretation of results is shared with parents after completion of the spring tests. Please direct all questions regarding MAP testing to MSOffice@aisr.org. Not all learning is demonstrated on the MAP and there are areas that we value at AIS-R that can not be assessed in MAP assessments.

Additional information, such as parent toolkit resources, can be found at www.nwea.org. 

Parent Partnership Exchange and Parent, Student, Teacher Conferences

Scheduled and calendared conversations between parents and teachers are very helpful in creating an understanding with regard to well-being goals and objectives, solving problems, developing plans for helping students at school and home, and informing parents of student progress. Teachers meet and/or call parents/guardians early in the year for a Parent Partnership Exchange. During this conversation, parents share their child's interests, motivations, schooling history, etc. Additionally, Powerschool details are confirmed to ensure information is communicated accurately. Throughout the year, there are two, calendared parent-teacher conference days. MS conferences are scheduled by teacher invitation, parent request, for new students, and/or students who may be struggling to meet the expectations of the grade level (emotionally, socially, behaviorally, and/or academically); invitations are sent prior to conferences with instructions on how to schedule an appointment. All conferences with a teacher require a scheduled appointment. 

For non-calendared conference days, a parent-teacher meeting may be scheduled at the request of the parents, teachers, counselors or administrators at anytime. To calendar a meeting with your child's teacher, please contact the teacher directly. Please refer to AIS-R' communication flowchart HERE. All parent meetings must occur during (and on) a school day.  

Progress Reports

Following the completion of each academic unit, teachers will provide a learning summary that identifies progress in regards to the Unit Learning Targets in Powerschool. Following Quarter 1 and 3, a student self assessment of progress will be completed and shared with parents.

Report Cards

Report Cards at AIS-R provide information on progress in regards to Conceptual Understanding and Transdisciplinary Transfer Goals. 

Retention/Promotion Policy & Guidelines

• The curriculum and instructional programs at AIS-R have been designed to ensure that students complete one grade level each academic year.  

• Criteria for promotion/retention decisions shall include age, achievement, social adjustment, maturation, parent support, the availability of alternative programs, and teacher recommendations. Parents are consulted in cases where retention or promotion is being considered.

• All requests for retention/promotion must be made no later than 4 weeks prior to the end of the school year and a final decision will be no later than the last day of school (of the prior academic year for which the request is made). AIS-R grade placement is dependent upon an "age-appropriate" policy.

• The school principal makes the final decision regarding promotion and retention.

• Children retained or who skip a grade (promotion) are automatically moved to “Conditional Placement” status.