Own Heliopolis Language School (American Division)

At our school we are dedicated to a student-centered program that promotes academic excellence through an enriched, inter-disciplinary curriculum. As a staff, we are here to support all students, to ensure they reach their fullest academic potential. At Own Heliopolis School one of our goals is to ensure that all students become critical thinkers, active problem-solvers, interested readers, thorough researchers and creative writers.

Starting from grade Four, our students use wireless laptops in their classrooms for word processing, math activities, Internet research, Power point presentations, and other technology applications. We monitor the performance of our students through a variety of assessments including formative and summative assessment, projects, rubrics, portfolios of student work, and classroom demonstrations.

We look forward to working with you, our parents and the members of the community to provide a high-quality education that you all deserve. We recognize that in order to be successful in school, our students need support from both the home and school. We know a strong partnership with you will make a great difference in your child’s education. Look forward to working with all of you and guiding you to all academic progress. On behalf of the staff of Own Heliopolis Language School American Division.

Our vision at Own Heliopolis Language School is to provide a safe, nurturing, and positive learning environment where all students will learn and achieve their maximum potential. We prepare our students to be lifelong learners, leaders of the future, and productive contributing members of our world by developing their analytical, critical and creative thinking.

The mission of our school is to provide all students with a high quality education by instilling 21st century skills and inspiring lifelong learning where each individual can grow intellectually, socially, and emotionally. At Own Heliopolis Language School, we not only foster each student’s self-esteem through positive relationships with students and staff but also strive to have our parents, teachers, and community members actively involved in our students’ learning.

Throughout our American Division, there is growing recognition that high-quality Expanded Learning programs have the potential to help children and youth succeed and develop to their full potential. While Own Heliopolis has made noteworthy progress, especially towards increasing technology access and participation for those most in need of services, important challenges remain, particularly in relation to supporting quality programming, building strong data-based decision-making and communications strategies, and the integration of Expanded Learning Strategies with K-12 programming and reform initiatives.

The term Expanded Learning is utilized in this document to refer to before and after-school programs, summer learning, and extended-day, -week or -year programs, with a focus on developing the academic, social, emotional and physical needs and interests of students through hands-on, engaging learning experiences. Expanded Learning programs should be results-driven, flexible to student and community needs, include community partners, and complement but not replicate traditional classroom instructions. Our Beliefs:

• Students learning needs are the primary focus of all decisions impacting the school educational program.
• Each student is a valued individual with unique intellectual, physical, social, and emotional needs.
• All students are capable of learning, and need to apply their learning skills in meaningful contexts.
• A student's self-esteem is enhanced by positive relationships and mutual respect among students, staff members and administrative staff.
• Embracing diversity makes students stronger and enriches life.
• The pursuit of knowledge, understanding, and honesty is a fundamental human need.
• No institution has a more profound life-long effect on the individual than family that shares the responsibility for advancing the school's mission.
• Special case students (e.g. Special educational needs, limited English proficiency, talented, and gifted, etc.) require special courses, instructional materials and resources.
• Clear goals and high expectations for students' achievements should guide the development of the curriculum and the design of instructional strategies and learning activities.
• Curriculum, instruction and assessment should be aligned to meet the needs of all students.