( 1-4 Grade)
Elementary School Philosophy (Grades1-5)
ASK Elementary focuses on guiding our students to “Learn to learn.” Key to this are the foundational skills in reading, math, science, and social studies. We recognize the importance of arts, physical education and health. 21st Century Technology is integrated throughout all subjects. ASK is explicit and intentional to grow our students’ ability to think creatively, innovatively, and it recognizes that the social-emotional growth of our students is as equally important as academic achievement. Each school day is filled with opportunities for students to find their own voice to express their ideas, collaborate on class projects, and discover new artistic talents.
ASK students develop a sense of community. The ASK Elementary Leader in Me program helps students understand themselves and gain perspective and empathy for their peers. Our students grow character virtues that develop a sense of responsibility and leadership that will serve them for a lifetime and guide them to give back to society to make the world a better place.
The 7 Habits of Happy Kids are:
Habit 1- Be Proactive (You’re in charge)
Habit 2- Begin With the End in Mind (Have a Plan, Live by Design)
Habit 3-Put First Things First (Work First, Then Play)
Habit 4- Think Win-Win (Everyone Can Win)
Habit 5 Seek first to Understand, Then to be Understood (Listen Before You Talk)
Habit 6 Synergize (Together is Better)
Habit 7- Sharpen the Saw (Balance in Life feels best)
The curriculum at ASK is based on U.S Common Core State Standards that define what students should know and be able to do for each subject area. These standards provide clear and coherent learning targets and progression. Standards are divided into benchmarks, which describe the increasingly complex content and skills that students address as they move from one grade level to another. Standards and benchmarks help us focus on the process, as well as the product, and break learning into manageable steps that guide teachers and can be shared with students.
Here you may find the ES & MS Curriculum Handbook
The behavioral philosophy at ASK is to support students in their learning of responsibility and self-discipline as an educational process rather than as a punitive outcome. We support a model of positive discipline: setting clear expectations for behavior, providing explicit teaching of expectations, and delivering meaningful and timely feedback for appropriate and inappropriate behavior.
Here you may find the Elementary School Student Handbook
The Advisory Program is a program developed by the school’s Advisory Team which helps students with their social/emotional growth, leadership skills and overall social dilemmas. The Advisory Program offers emotional support for students. Students meet regularly with the assigned Homeroom teacher during a scheduled period. Different activities are planned in order to provide consistent support and guidance from the teacher.
Here you may find the Advisory Program Handbook
At the American School of Kosova (ASK), we are committed to building a community of diverse learners, which benefits us all as an inclusive community and as global citizens. We invite and welcome students with a range of needs on a case-by-case basis given our present ability to provide the necessary services and support. We believe that everyone should be included, challenged, and successful. We understand the complexity of providing support for students with a range of learning or cognitive disabilities and make plans with parents and caregivers, starting at the point of admissions, to ensure that the needs of all children are met.
Working to support students who are gifted is also central to our mission, as is providing the right level of challenge for every student. If a student is identified with learning ability and/or gifted & talented, an Individual Learning Plan (ILP) will be developed and implemented. Also to meet the needs of all our students, we collaborate to offer a range of learning support interventions. When a student requires more intensive mediation of their learning, we initiate the Student Study Team (SST) Process and implement short term interventions as the next step. If further support is needed, a diagnostic process will be initiated to confirm or rule out a learning disability. Further steps will be taken based on what is learned from the diagnostic process.
Here you will find the detailed Student Service Handbook.
Reporting the Achievement of Learning
Our standard-based reporting scales indicate the degree to which a student meets expectations, as well as consistency and independence. The growth-focused report shows what the student has achieved as well as next steps in the learning progression.
Report Cards are issued four times a year: November, February, April and June. This is a picture of how the student is demonstrating understanding of the skills and knowledge outlined in the curriculum expectations.
E – Exceeding Expectations: The student is meeting grade level expectations with distinction. Performance is characterized by self-motivation and the ability to apply skills with consistent accuracy and independence, and a high level of quality.
ME – Meeting Expectations: The student is consistently meeting grade level expectations, with little or no support. Performance is characterized by thorough understanding of concepts and skills.
AE – Approaching Expectations: The student is progressing toward grade level expectations. Performance is characterized by the ability to apply skills with increasing success. Performance varies regarding accuracy, quality, and level of support needed.
BE – Beginning Expectations: At this time, the student is not meeting grade level expectations. Performance is inconsistent with guidance and support.
NAY – Not assessed yet
M – The standards for the area indicated have been modified.