General Contact

Email: info@aisr.org
Phone: +966 (0)11 459 7500

Admissions Office

Email: admissions@aisr.org
Phone: +966 (0)11 459 7500 ext. 305/306

Human Resources Office

Email: join_us@aisr.org
Phone: +966 (0)11 459 7500 ext. 308

Mailing Address:

American International School - Riyadh, P.O. Box 990, Riyadh, 11421 KSA
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Learning Support

Elementary School
Middle School
High School

Elementary School

Counseling

What do the counselors do?

  • Work with parents, teachers, and students
  • Support academic, social, and emotional needs of AIS-R students Pre-K through Grade 5.
  • Testing, entrance exams for new ES students
  • Support a smooth transition at all levels
  • Resource to teachers implementing our Second Step: Social Skills Curriculum.
  • Individual counseling
  • Small group counseling
  • Teacher and parent consultation
  • Child Study Team facilitator
  • Support parents through parent presentations, workshops, and providing resources and referrals.

English Language Learners

What is the English Language Learners program?

The English Language Learners (ELL) program in the elementary school provides assistance to students in becoming proficient in English. In order to succeed socially and academically at AIS-R, students need to acquire a proficient level of English so they can learn and interact in the classroom and on the playground.

What does ELL support look like?

In grades 1 and 2, ELL students are pulled out of their homeroom classes during their reading and writing block (generally first thing in the morning) to work in a small group with the Elementary ELL Specialist. In this setting, students focus on the same skills taught by the homeroom teacher in phonics, reading and writing, but at a slower pace with more specialized attention. Students in this small group have a comfortable and safe environment to take risks with their English and practice their oral speaking skills as well.

In grades 3,4, and 5, ELL students usually receive support while remaining in their homeroom classes, but occasionally the students may be pulled out for instructional purposes. The ELL specialist and homeroom teacher work together to plan and implement learning for each student based on their needs in English. Students participate in the regular reading and writing lessons with a focus on the student's English acquisition. The ELL and homeroom teachers use strategies which focus on grammar, vocabulary, sentence structure, and specific reading skills to support and improve students' English.

How will I know how my child is progressing in their English acquisition?

Regular parent contact is important to us, and we make an effort to keep parents informed through email, notes home, and regular reports. The quarterly ES report card has a section for the ELL specialist to report progress in reading, writing, and speaking. In addition, the ELL specialist will send home a twice yearly ELL Progress Report which focuses on language. When you come for parent-teacher conferences, the ELL specialist, along with the homeroom teacher, will be present to share information about your child's progress.

As a parent, what can I do to support my child's learning English?

At school, encourage your child to join a variety of after school programs to develop social and academic English and to stay for extra help when necessary. At home, having your child read books in English each night is invaluable practice. Students need a chance to practice what they're learning in school independently. On a weekly basis, your child will be provided with additional leveled books to read at home. We also encourage you to continue to develop your child's native language at home. Research has found that students who are fluent in their native language have an easier time acquiring English.

How long will my child need ELL support?

Students vary in the length of time and amount of language support needed. Many factors influence a student's ability to learn English including prior education, native language fluency and literacy, age, aptitude, motivation and a supportive environment. As student is considered for release from the ELL program when both the ELL teacher and homeroom teacher agree that the student is capable of functioning autonomously and successfully in the regular instructional classroom, as well as meeting the grade level requirements without support.

If you would like to find out even more about our elementary school, please visit our ES Blog at http://blogs.ais-r.edu.sa/jcanar/

Middle School

Goals

The primary goal of the guidance program is to provide both individual and group counseling to students in grades six through eight. Counseling sessions are typically aimed at assisting students in developing social skills and/or academic plans to meet individual and family educational goals. The counselor also works closely with the classroom teachers to assist students who struggle academically or are at risk. A final goal is to facilitate communication between staff and parents to improve student achievement.

Responsibilities of the Counselor

The middle school guidance counselor will:

  • attend meetings with each grade level core team to discuss individual student needs.
  • assist in organizing the administration of testing programs (MAP: Measurement of Academic Progress).
  • assist in determining the utilization and reporting of group testing results to parents and professional staff.
  • maintain an adequate and efficient system of student records.
  • consult with the administration on the admission and placement of new students.
  • provide counseling and/or professional service for students, parents and faculty members.
  • work closely with the LAND teacher.
  • facilitate sensitive parent meetings, assisting and supporting teachers and parents.
  • schedule all middle school students in appropriate classes using Skyward.
  • assist teachers and parents with strategies to provide the optimum learning potential of the child.
  • assist principal in placement and retention decisions.
  • perform tasks and assume such other counseling responsibilities as may be assigned by the principal.

Advisory

The Advisory program at AIS-R is comprised of small groups of students who meet every day with a teacher who serves as their advocate. The goal is to create an environment that encourages students to share, question, and discuss topics that are of interest to them. Advisory class is a time for housekeeping tasks, reminders of daily events, team-building activities and counselor-lead, character-based education. The counselor is in charge of planning the team-building activities and delivering the character-based curriculum.

Team Meetings and Parent Conferences

The counselor will attend team meetings at each grade level to discuss individual student needs. The meetings will be scheduled during the teachers’ common planning time. The individual teams will determine which day is best to meet with the counselor. Meetings can also be scheduled with the school nurse when appropriate.

Before the meeting, teachers will provide the counselor with a list of students for whom they have concerns so that he/she can gather pertinent information to share during the meeting. The focus of the meetings should be on developing effective strategies which help these students succeed in the classroom.

Referral Process for Individual Counseling Services

Students may be referred by parents or teachers, or they may self-refer to the counselor for counseling on an individual basis. If the problem or issue requiring counseling is easily resolved in a short time, then the counselor will schedule time to work with the student. If the problem is more serious or complex and is likely to require long-term counseling, the counselor may provide the family with names and contact information for professional help outside of school.

At Risk and Academic Probation Status

A student is considered “At Risk” if the student has received at least two “D’s or one “F” in a core subject during the previous marking period in 8th grade. “At risk” in 6th and 7th grade would apply if more than one teacher indicates an “area of concern” on any of the reporting standards or learner attributes.The counselor is required to meet periodically with these students and their parents to develop, implement and monitor an action plan for improving the student’s performance.

The principal may place any student on academic probation based on poor academic performance or concerns about classroom behavior.

The counselor is required to take the following steps for any student determined to be at risk.

1. Schedule a parent and teacher conference if none have been held in the previous four weeks.

2. Develop an action plan or review the previously developed plan.

3. Establish lines of communication between the school and the parents for monitoring progress.

4. Meet periodically with the student to review the action plan.

If the counselor determines that these steps are not working, he/she may initiate the SST process.

English Language Learners

The ELL program at AIS-R focuses on providing English learners with practice and application of key content and language concepts, promotes students’ interactions with each other and with the teacher, and provides opportunities for students to use English while reading, writing, listening, and speaking in new contexts. The ELL classroom environment respects your child’s preference for learning individually, in small groups, and large groups while at the same time, pushing for immersion in all aspects of English language learning.

What is the English Language Learners program?

The English Language Learners (ELL) program in the middle school prepares and supports students in becoming proficient in English, so they can learn and interact in and outside the classroom and succeed socially and academically at AIS-R. The ELL program encourages students' own individuality and appreciation of other cultures, while giving them the skills they need to fully benefit from the learning opportunities available in the larger school community.

What does ELL support look like?

In the middle school, ELL students receive support from the ELL specialist in a small classroom setting for forty minutes on a daily basis.

How will I know how my child is progressing in their English acquisition?

Regular parent contact is important to us, and we make an effort to keep parents informed through email, notes home, and regular reports. The MS report card has a section for the ELL specialist to report on the participation of your child in the classroom. In addition, the ELL specialist will report home twice yearly an ELL Progress Report which focuses on language. When you come for parent-teacher conferences, the ELL specialist, along with the content teachers, will be present to share information about your child's progress.

As a parent, what can I do to support my child's learning English?

At school, encourage your child to join a variety of after school programs to develop social and academic English and to stay for extra help when necessary. At home, having your child read books in English each night is invaluable practice. Students need a chance to practice what they're learning in school independently. On a weekly basis, your child will be provided with additional leveled books to read at home. We also encourage you to continue to develop your child's native language at home. Research has found that students who are fluent in their native language have an easier time acquiring English.

How long will my child need ELL support?

Students vary in the length of time and amount of language support needed. Many factors influence a student's ability to learn English including prior education, native language fluency and literacy, age, aptitude, motivation, and a supportive environment. A student is considered for release from the ELL program when both the ELL teacher and homeroom teacher agree that the student is capable of functioning autonomously and successfully in the regular instructional classroom, as well as meeting the grade level requirements without support.

Literacy and Numeracy Discovery

The Literacy and Numeracy Development class (LAND) is a class designed to assist students who need additional support in their core classes. LAND offers extended learning opportunities that reinforce the information and skills taught in the student’s core academic classes with a focus on increasing achievement in mathematics, reading, and writing. In conjunction with academic skills, we also focus on increasing organizational skills, social skills, and problem-solving skills that can significantly impact achievement. LAND is a positive place for students to practice, take risks with their learning, increase their academic achievement, and feel success by doing so.

Process for Student Study Team

1. Identify SST students

Students who are not experiencing academic success despite normal teacher/counselor intervention will be recommended for an SST.

The concerned teacher will fill out the SST Google Form and share it with all of the child’s teachers to collect everyone’s input. The SST form includes interventions tried by the teachers as well as all communication with the child’s parents. The Google Doc is then shared with the counselor.

2. Team Meetings

After reading the document, the counselor will schedule a meeting with the parents and the concerned teachers.

3. SST Meeting

Counselor will meet with all concerned teachers to create an improvement plan for the student with a timeline for completion.

4. Parent Conference

Discuss student’s progress and share concerns with parents. Explain interventions that have already been tried, and share the implementation of the plan previously discussed with teachers. A timeline is established and a re-assessment date agreed upon by all parties as well as an approximate date to meet again with the parents.

If necessary, the Counselor will direct parents to the Admissions Office to request a Tutor. Note that the counselors and teachers are not allowed to tutor their own students without the permission of the Middle School principal. In addition, and if necessary, the counselor will share a list of outside professionals such as Psychologists, Speech Therapists, or Therapists.

Scheduling

The principal will be responsible for developing the master schedule. Counselors will assist the principal by collecting course requests, making class lists, and checking prerequisites, as well as, offering input regarding course offerings and class conflicts. After the master schedule has been finalized the counselors will distribute schedules and resolve individual student conflicts.

Student requested schedule changes are only made during the first two weeks of the school year. Electives are offered for the entire year and there are very few options once the school year begins. Counselors should make every effort to give teachers at least twenty-four hours notice before the schedule change takes place.

Testing

Twice a year, all middle school students will take the MAP test (Measurement of Academic Progress) in the areas of math, reading, and language usage. Test results will be shared with parents via Skyward and will be used to help teachers direct teaching and differentiate instruction.

MS Counselor's Blog

Please visit the MS Counselor's Blog for more information.

High School

Academic advising is a key component of the educational program at AIS-R. High School Counselors work closely with students at all grade levels to help them select the most appropriate courses and programs.Counselors assist students with the acquisition of knowledge and skills required to pursue their future educational and career goals. Counselors support the academic, social, and personal dimensions of a student’s life at AIS-R. The Guidance curriculum is also chiefly designed to help our students relate effectively to others, develop appropriate educational plans and explore career objectives. Counselors work with individual and small groups through a comprehensive guidance curriculum in every grade level. We support students with a variety activities designed to develop skills and resources for life-long learning.


The American International School-Riyadh
P.O. Box 990 Riyadh 11421 Kingdom of Saudi Arabia
+966 (0)11 459 7500
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