The Advisory Program is designed to focus on the social, emotional, physical, intellectual, and psychological development of students in the middle grades. Each student is assigned an Advisor and together with a group of other students they meet regularly following their growth in all areas and with the Advisor offering additional support as a teacher and advocate.
- A 40-minute period is set aside on Monday and Thursday of each week for our Advisory Program.
- The Advisory teacher will facilitate communication with students about personal, academic and social matters, address class and school related issues as well as conduct regular academic reviews.
- This program addresses such topics as: peer relations, bullying, study and organizational skills, goal setting, drug and alcohol awareness, as well as other areas of challenge and change for adolescents. Topics are developmentally appropriate for each grade level and tailored to the needs and concerns of the students.
- Each student will be assigned to an Advisory group of about ten students from his or her own grade.
- Parents are encouraged to make contact with their child’s Advisory teacher in cases of prolonged absences, missed work, personal or social concerns, or academic difficulty.
- Occasionally, the Advisory period will be used for assemblies or grade level meetings.
- Students are expected to attend Advisory like any other class. Attendance will be taken.
The goal of the Counseling Department is to help students achieve academic and life success. Individual and group Counseling is available for academic, personal, and social concerns. Referrals for academic tutoring, outside specialists and counseling, as well as testing services are made through the counselor.
The counselor is also responsible for organizing and processing our new student intakes and working with those students who are in transition to and from the Middle School. This is done within the framework of our Safe Harbour (ASH's Relocation & Transitions Support Program) and Student Ambassadors Programs. Read the Counselor's brochure
for more information.
|English as an Additional Language (EAL)|
The purpose of the EAL program is to enable students whose first language is not English to acquire confidence and independence in understanding, speaking, listening to, reading, and writing English. When a student with limited English ability is enrolled at our school, the EAL teacher and counselor work closely together to develop an instructional program based on the student’s individual needs.
Depending on ability, students take one or more sections of EAL throughout the day in place of regular academic classes. Once English language skills are sufficiently developed and EAL students are able to participate actively and productively in a regular academic program, then they are mainstreamed and gradually exited from EAL classes. All EAL students take a variety of academic and non-academic classes which include EAL, math, social studies, science, physical education, Art Center Rotation courses, and music. Students in the EAL program are sometimes recommended for program modifications, such as individualized grading plans, to meet their specific needs in their academic classes or as part of the transition process.
The Learning Support department provides support for qualifying students:
- Who exhibit academic difficulties due to a variety of concerns (i.e. academic, organizational, time management, attention, development, etc.)
- With identified learning or other disabilities
- With a school history of Learning Support services and/or psycho-educational evaluations and Individualized Education Plans (IEPs)
The Student Support Team recommends Learning Support for those students in Grades 5 - 8 who qualify through a formal referral process and recommendation. Newly admitted students who received Learning Support at a previous school or who have a psycho-educational evaluation and/or IEP may also receive Learning Support.
Students may attend a Learning Support Class (LSC) where the focus of instruction is aimed at teaching remedial skills within the context of the classroom curriculum. Learning Support teachers also teach organizational and study skills that help students manage the grade level curriculum. Learning Support teachers may also support students within the classroom.
The LSC is part of a student's regular schedule and meets one block per eight-block rotation. The LSC is a non-graded class and students who successfully participate in the program receive a PASS grade on their report card.
|Speech and Language Therapy|
In collaboration with the classroom teachers and other specialist teachers, the Speech & Language Pathologist (SLP) works individually with students or with small groups to support students with language development and communication difficulties. This support may take place in the classroom or in the speech room.
To qualify, a communication disorder must be evidenced that:
- adversely impacts educational performance
- interferes with intelligible communication, and/or
- affects social/emotional development or adjustment in the school setting.
The American School of the Hague's emphasis is on "gifted behavior" rather than "gifted students". The implementation of talent development at ASH is through the Schoolwide Enrichment Model (SEM). SEM is designed to increase the number of students receiving enrichment because it is a collaborative effort between the classroom teacher and the enrichment teacher. Students move in and out of enrichment options as the need or interest arises.
|Special Education Program |
From August 2013, American Scool of The Hague will provide a Special Education Program for students with intellectual or developmental disabilities. Students will have the opportunity to learn in an environment that is tailored to meet their academic, developmental, social, and adaptive needs.
Our Middle School Special Education Program is classified as a self-contained classroom, with a large emphasis on inclusion in the Middle School. Leading this class is a certified special education teacher, whose expertise in educating students with intellectual disabilities will ensure that your child is provided with the opportunity to reach his or her potential at American School of The Hague. The teacher will develop and guide student programs, modify the curriculum to make it accessible to your child, and ensure that students have the support needed for gaining greater independence and functional academic skills. In a small classroom environment students will receive both individualized support as well as the maximum opportunities to be integrated into mainstream classes. Teacher assistants will support students with their individualized plans in addition to working with them in their mainstream classes.
American School of The Hague is committed to the development of an inclusive school environment. Our priority is to develop a quality program that meets the learning goals of children with significant special needs. This includes having a highly qualified and experienced teacher designing functional academic programs for students while also ensuring that students in the program are provided with the opportunities to become integral members of our Middle School community.
Students will have a home classroom taught by a special education teacher. A specialized curriculum will focus on functional academics that teach real world skills taught in conjunction with a modified regular curriculum. The curriculum will be able to accommodate students at a variety of skill levels within a single classroom. Throughout the day and depending on the students’ interests and strengths, they will have opportunities to attend mainstream classes with a teaching assistant (or without if a high level of independence is present). Students would be able to attend lunch, breaks, special events, and after school activities with same-age peers. Students will have individualized learning plans that outline comprehensive learning goals for the year. Plans will be developed in partnership with parents and each student’s team of experts.
Entering the Middle School Special Education Program
The Middle School Special Education Program is designed to meet the needs of the following students (subject to the full application and Admissions process):
- Students that are of Middle School/Junior High age
- Students that require a modified and individualized program
- Students that require intensive, long-term special education support in multiple areas
- Students with a current psycho-educational evaluation indicating an intellectual or developmental disability
- Students that have previously been educated in a self-contained special education-type program and/or have been assigned a 1:1 teaching assistant for program modifications
|Student Ambassadors and Safe Harbour (ASH's Relocation & Transitions Support Program)|
When students first arrive at ASH they are confronted with a bewildering array of new and often unfamiliar rules, procedures, and services. What often works best is having someone to help in the transition process. When a new student arrives in the Middle School, or even before they arrive, they are matched with a Student Ambassador who helps the new student get to the right class, meet new friends, and learn the rules.
Student Ambassadors attend a training program which helps them better understand the needs of new students. Our Counselor can also provide information for students and families in transition. The Middle School is keenly aware of the tremendous stress families are under and the processes they go through when in transition.
|The American School of the Hague's emphasis is on "gifted behavior" rather than "gifted students". The implementation of talent development at ASH is through the Schoolwide Enrichment Model (SEM). |
|Students enrolled at ASH have the opportunity to receive academic support through tutoring services.|
|Resources for Lessons and Tutors|
|Private Language Lessons
|Some parents in the ASH community organize after-school language lessons to meet specific cultural, linguistic, historical, and geographic needs. Generally, native Danish, Finnish, French, Greek, Italian, Norwegian, Portuguese, and Swedish lessons are offered one afternoon a week. Contact the Facilities Coordinator in the Facilities and Transportation Office for more information.
We might recommend tutoring for students who face academic and organizational challenges. Our Counselor maintains a list of tutors who specialize in many academic areas. The American School of The Hague only helps with finding the tutor; parents make arrangements with the tutor and pay for private sessions. Teachers work closely with tutors to provide feedback and clarification about assignments.
|Community Resources|ADHD Parent Support Group, Wassenaar: If your child has ADHD, or if you suspect that they may have ADHD, please come and join us for discussion, sharing of resources, and healthy support. The group meets at Wilhelminaplein 8, 2243HE. Email Shuna at email@example.com for more information about meeting times.
Dyslexia Parent Support Group: Do you have a child who is, or may be, dyslexic? Come and join our friendly, international group. We will be discussing and sharing ideas on how to help a dyslexic child with their reading, spelling and homework, as well as all the other issues which affect their lives. For meeting details, please contact Debra at: firstname.lastname@example.org or Gabriele at Gabriele.HammAdler@inter-ikea.com.