Recognizing that the middle school-aged student is in a unique period of developmental growth, we provide a well-rounded program of student mastery of academic fundamentals, enhanced with technology and a wide variety of electives which offer enjoyable enrichment of the students' personal interests.
Biblical teaching and a Christ-centered value system are at the heart of our program, with guidelines and boundaries designed to develop character and leadership. We understand the importance of encouragement, motivation, and fun in a student's life. Physical education and a strong sports program keep students physically fit and teach teamwork and the importance of good sportsmanship.
- Middle School Bell Schedule
- 7 Steps to Succeeding in Middle School
- MS Bulletin
- Common Sense Media Notice to Parents
- Homework Policy
- Grading Policy
- MVCS Expected Schoolwide Learning Results (ESLRs)
HELP YOUR CHILD FEEL CONFIDENT AND PERFORM WELL IN MIDDLE SCHOOL
–BY MARIAN WILDE
Hormones and changing bodies, locker combinations and big campuses, bullies and crushes: Is it any wonder that some middle school students let their grades slip? But even the most flustered kids can succeed when they receive a little extra help at home and school.
A worried parent wrote to GreatSchools: “My son received good grades all through elementary school. When he went into seventh grade, the first year of middle school for him, there was a huge downward shift. I spoke with the principal, teachers and counselor. They said that they have seen a lot of seventh-graders slip at this age. Why should seventh grade make such a difference?”
BYE-BYE, COZY ELEMENTARY SCHOOL
The transition away from the coziness of elementary school can be hard for some kids. “Children
have usually been at their elementary school for a number of years and it starts to feel like home,” says Kathy Glass, a former middle school teacher and an author whose focus is curriculum and instruction. “Typically, two or more elementary schools feed into a middle school and this can be a social distraction for a new middle-school student, where old friendships might come undone and new ones develop.”
MIDDLE SCHOOL MEANS “TIME TO GET ORGANIZED”
Middle school requires students to be more independent and better organized.“Students move from one classroom to another as opposed to being in a single, self-contained class with one teacher. Maybe a student is not comfortable with the variety of teachers and their varied expectations. This could be challenging for a child,” says Glass.
A parent can listen, sympathize and guide a child through the social and physical maze of adolescence, but it’s also important to clearly communicate expectations that he will focus on his work and succeed in school.
Even the most focused child needs parental support when the homework load increases, becomes more difficult and requires analytical skills he may not have developed yet. What can a parent do to help? Here are some suggestions:
SEVEN STEPS TO GETTING YOUR CHILD ON TRACK
1. Offer hands-on guidance.
If necessary, go to bat for your child with teachers, counselors and other staff at the school. Give generous guid- ance, including monitoring her homework, while remembering that it’s her homework, not yours. You can help by asking questions that lead her to her own solutions. For example:
- What information do you need to do this assignment?
- Where are you going to look for it?
- Where do you think you should begin?
- What do you need to do next?
- Can you describe how you’re going to solve this problem?
- What did you try that didn’t work?
2. Help him get organized.
Organization is the key to middle-school success. Help your child develop a system to keep track of important papers. If he tends to forget to turn in homework or can’t quite keep track of how he’s doing in a class, it might help to get him a binder with a folder in the front for completed work ready to be turned in and a folder in the back for papers returned by the teacher.
Make sure your child has - and uses - a planner to keep track of assignments. Some schools provide these to stu- dents, and if not, you might want to work with your PTA or parent organization to provide planners at your school. Help your child get in the habit of writing down each daily assignment in each subject and checking it off when it’s complete.
Communicate with your child’s teachers. If your child is struggling with organizational skills, talk to the school counselor or teachers about what might be causing the problems and brainstorm approaches to solve them.
3. Teach time-management skills.
Time management becomes vitally important in middle school. Educators often start teaching time-management skills to students in fifth grade, but your child will most likely need reinforcement to make the process a habit.
First, make sure your child refers to her day planner/calendar on a regular basis. Teach her to divide up her work over the number of days allotted for the assignment. This will create smaller, manageable subtasks out of the larg- er, more daunting tasks. Large projects can create anxiety for students who are new to the process, and you will be helping your child by walking her through it the first few times and by enforcing the schedule you have devised together. A big research project will seem less overwhelming and will be less likely to be left until the last minute if it’s done in chunks, each with its own deadline.
Encourage her to estimate how long each assignment will take. She can then plan a realistic schedule, building in study breaks after subjects that are most challenging. Helping your child keep track of time spent studying - rather than staring at a blank page - will help her think about how she’s using her time. If she’s spending too much time on a subject that might be a signal she needs extra help or tutoring.
4. Develop note-taking skills.
Teachers will frequently start teaching the basics of note taking in elementary school but some students will need further guidance from parents or tutors. Taking good notes requires students to evaluate, organize and summarize information. It’s a key survival skill your child will need through high school and beyond. Taking notes in class: Writing at the speed of speech can be daunting even for an adult. These tips may help your student as he develops his own system:
- Start a new page for each new class each day. Date it. Leave space between topics or ideas so you can scan the page more easily later.
- Take down key words and concepts, not sentences. Develop your own system of abbreviations or symbols (such as w/ for with or math symbols such as > or =) to take down key points. Here are some abbreviations to get you started from the English-Zone Web site.
- Listen for word clues from the teacher. Teachers often signal what’s important to note, using phrases such as “The three incidents that led to the War of 1812 were...” Here are some examples of word clues.
- Review notes after class to make sure they’re accurate and complete. Doing this just before starting home work in a particular subject can help a student focus on the topic at hand.
Taking notes from reading: As a student moves through middle school, he’ll need to develop the ability to take good notes - from class lectures, reading assignments and research materials. That’s where parents can help, says author and California high school teacher Jim Burke.
“Sometimes you have to sit down and say, here’s this whole chapter. How do you decide what’s important? What are you going to use these notes for? To take a test? To write a paper?” said Burke, whose The Reader’s Handbook explains reading strategies and tools for high school students. “Students who don’t take notes well, don’t use them,” he says. “They lose faith in the process.”
Many experts advise students to pre-read a textbook chapter to get an idea about what it is about, rather than simply wading in. Students can grasp the main themes by first reading the introduction text, subheads, graphics, photo captions, summary paragraphs and study questions at the end.
Getting an overview will help your child focus on what’s important as she starts to take notes, rather than getting mired in the details.
Burke prefers to use the term “note-making” - making meaning from information - to the more passive “note-taking.” Note-making, he says, is “manipulating information to make it sticky.” Some students can make information “stick” by making outlines. For other more visual learners, colors might work better. Burke gives the example of one student who went back over her science notes using red highlighter to indicate blood and blue for oxygen. Finally, if your child is struggling, she may be having trouble reading. Ask her to explain a chapter she’s read. If you can see that her comprehension is a problem, make an appointment to talk to the teacher or her counselor so you can get her the help she may need.
5. Help hone your student’s budding study skills.
Studying for tests is a skill. For struggling students, it’s a mystery. “Unsuccessful test takers don’t know where the questions come from,” says Burke. “The kids who don’t succeed tend to think the others are lucky.” Some tips to remember in helping your child:
- Your student can practice active learning when studying - highlighting his notes, using Post-its to mark key textbook passages, making study cards, and mapping and diagramming concepts.
- Some students focus better in the morning, others at night. Help your child find the times that his efforts will be most effective.
- Sometimes we just have to memorize. You may have used a mnemonic like Roy G. Biv to remember the colors of the rainbow (red, orange, yellow, green, blue, indigo, violet). Inventing your own silly mnemonic together works just as well and can lighten up a study session.
6. Meet with the teacher or teachers.
Is there one teacher in particular that your child finds difficult? If so, work on ways to smooth over the problem areas. Maybe it’s understanding how the teacher gives homework or what his expectations are. Usually, an email exchange, a phone call or a visit after school will clear up misunderstandings between teacher, student and parent. A middle-school teacher can have as many as 90 to 150 students to interact with each day, and students need proactive parents to help them understand each teacher’s methods.
7. If all else fails, it might be time to hire a tutor.
For articles and tips on hiring a tutor, visit our Tutoring and Homework Help section. Laura Hendrick, a literacy coach in Santa Rosa, California, advises:“Kids may try to push you away in middle school but they still need you. Be firm; establish accountability measures. I haven’t seen a case where a student didn’t need parental support in middle school both academically and emotionally.”
GreatSchools staff writers Lisa Rosenthal and Linda Strean contributed to this article.
READING TIPS FOR MIDDLE-SCHOOLERS
The keys to becoming a successful reader in middle school include learning organization skills and sophisticated reading strategies. Laura Hendrick, a literacy coach in Santa Rosa, California, has these suggestions for students:
- Create an organization system at home. Keep binders neat and have a file for completed papers.
- Practice reading. Read every day and particularly during the summer - the more practice the better. It doesn’t matter what genre you read, just make sure you are reading.
- Read questions at the end of each textbook chapter before reading the chapter; use headings and sub headings as cues.
In their book, Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms, authors Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko and Lori Hurwitz advise the following for students who get confused when reading a text:
- Ignore the unclear part and read on to see if it gets clearer.
- Reread the unclear part.
- Reread the sentence(s) before the unclear part.
- Try to connect the unclear part to something you already know.
ADVICE FOR PARENTS OF MIDDLE-SCHOOLERS
High school teacher Lance Balla suggests the following:
- Understand what kind of learner your child is. Does he need silence to concentrate? Then make sure the TV is not on when he is studying. Provide an appropriate learning environment at home.
- Stay engaged with your child and her teachers. Be proactive. Don’t wait until the first report card. Make sure you know what is expected of your child and that he is meeting the teacher’s expectations. If you wait for the report card, it may be too late. If your school has an online grading system that you can
- Create a college-going culture at home. Emphasize that you expect your child will go to college.
- Model good reading habits. If your child sees you reading, then he will be more likely to become a reader, too.
Suzanne Owen, English teacher, literacy coach and mother of four in Antioch, California, suggests these tips:
- Subscribe to a newspaper and encourage your children to read it. Newspapers provide more detail and background than the Web or sound bites on TV. Newspapers also help make connections between what appear to be disparate bits of information.
- Talk to your kids about what they are learning; not about grades, but actual content.
COMMON SENSE MEDIA:
At Monte Vista Christian Middle School your child will be taking part in classroom lessons from the Common Sense Media Digital Literacy and Citizenship curriculum. The goal of this curriculum is to encourage young people to har- ness the power of the Internet and digital technology for learning, and to become safe, responsible and savvy digital citizens. In the curriculum, students will learn that they can take steps to monitor their online privacy, protect their physical and emotional well-being, and think critically about the information they share online. Through hands-on activities and classroom discussion, your child will understand what information is appropriate to share online, with whom, and in what contexts.
WHAT WE TEACH:
In these lessons, your child will:
- Learn how to identify, avoid, and deal with unwanted contact online
- Apply strategies to create strong passwords that protect and secure their information
- Evaluate privacy policies to determine how companies collect information about visitors to their websites
- Understand how to protect themselves against online identity theft.
WHAT FAMILIES CAN DO:
Common Sense Media takes a holistic school-community approach to digital literacy and citizenship and provides parent educational resources to help you support your child’s learning. As we complete these lessons in class, we will be sending home parent tip sheets, links to online videos, and an occasional homework activity for you to do with your child. We encourage you to read and view the parent materials, have fun with the homework activities, and use this as an opportunity to share and learn about online safety and security together. If you have access to the Internet at home or at work, you can visit the Common Sense Media website at www.commonsensemedia.org and take a look at the parent resources on kids and media. Here are some tips you can use to teach your children about safety and security:
- Remind your kids to never give strangers private information. Kids should never give out their name, address, school, phone number, email, pictures, or anything that could identify who they are.
- Help your kids master the fine art of password creation. It can actually be fun to develop really good pass words. (See more details on how to do this in the Security Parent Tip Sheet.) Strong passwords are a key defense against unauthorized access to your information, as well as helping prevent identify theft.
We are excited about this curriculum and look forward to sharing more with you about our activities in the classroom in the weeks ahead. Please feel free to contact us if you have any questions.
Homework contributes toward building responsibility, self-discipline and lifelong learning habits. It is the intention of the Monte Vista Christian Middle School staff to assign relevant, challenging and meaningful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply information they have learned, complete unfinished class assignments, and develop independence.
Homework assignments include:
- Practice exercises to follow classroom instruction
- Preview assignments to prepare for subsequent lessons
- Extension assignments to transfer new skills or concepts to new situations
- Creative activities to integrate many skills toward the production of a response or product
Actual time required to complete assignments will vary with each student’s study habits, academic skills, and se- lected course load. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers. Students are encouraged to pursue non-assigned, independent, leisure reading.
III. LATE WORK POLICIES
Students are expected to turn work in on time. Students who turn in late assignments will have one additional school week after the due date to turn in their homework or assignment for partial credit. After this time period has passed no credit will be given for late homework or assignments.
Students who miss homework because of an absence will receive the opportunity to make up missed work. Stu- dents are given one calendar day for each day they are absent from school. It’s the students’ responsibility to get work missed due to illness or absence.
IV. ABSENCES DUE TO PRE-PLANNED ACTIVITIES
An Advanced Absence form must be completed by students planning to be absent for more than three days. This form is available in the ARC and must be submitted for the Dean’s signature two weeks before a planned absence. All assigned work is to be submitted to the teacher upon return. Students will have one additional school week after the due date to turn in their homework or assignment for partial credit. After this time period has passed no credit will be given for the late homework or assignments.
V. MAJOR PROJECTS
Major Projects include research reports, book reports, major essays, and other assignments teachers designate as major projects. Work on these projects may require more time so please plan accordingly.
Responsibilities of Teachers:
- Assign relevant, challenging and meaningful homework that reinforces classroom learning
- Give clear instructions and make sure students understand the purpose
- Give timely feedback on homework and assignments.
- Keep Focus updated for parent review
Responsibilities of Parents:
- Set a regular, uninterrupted study time each day
- Establish a specific area for homework to be done and minimize distractions.
- Monitor student’s organization and daily list of assignments in their iPad.
- Help student work to find the answer, not just get it done
- Be supportive when the student gets frustrated with difficult assignments
- Parents will check assignment calendar in Focus for more detailed information on homework and assignments not available in the homework e-mail .
- Contact teacher to stay well informed about the student’s learning process
Responsibilities of Students:
- Enter assignments on their iPad calendar and notes
- Be sure all assignments are clear; don’t be afraid to ask questions if necessary
- Every student may expect to dedicate one and a half hours per night for studying.
- Students involved in school sports teams are responsible for completing work on time that is assigned when they miss class for a game.
- Students are expected to check with your teacher ahead of time if you will be missing class so that you can complete your assignment when due.
- Find a specific area to complete your homework and minimize distractions.
- Work on homework independently whenever possible, so that it reflects student ability.
- Produce quality work.
- Make sure assignments are done according to the given instructions and completed on time.
- Manage your time so that you are not waiting to the last minute to complete an assignment.
- Use available class time for beginning homework.
Dear Monte Vista Christian Middle School Parent and Student,
It is our desire that students have a challenging, rigorous and engaging educational experience while attending Monte Vista Christian Middle School Additionally, we want to communicate as clearly and often as possible about our expectations for student success. In this endeavor, we have developed a grading policy for the Middle School which is explained under the following subtitles.
We hope that you find this information beneficial and worthwhile. Please understand it is the right and responsibility of the teacher to assess student work. For academic success and to develop responsibility, please communicate to your child the importance of completing all assigned work by the time that the work is due. If you have any questions, please contact your child's teacher by email or phone at (831) 722-8178.
A standard percentage scale is used school-wide to determine grades. This ensures a standard of excellence toward which each student may strive. The following scale is used:
Honors classes taken at the high school level will receive one extra GPA point if a C grade or higher is earned.
Example: A = 5.0; B = 4.0; C = 3.0. There is no weighted grade for a D or lower.
Students must maintain a 2.0 GPA in all core classes (Language Arts, Math, Science, Social Studies, and Bible) for each quarter grading period. Students falling below 2.0 will be placed on Academic Probation for the next nine week grading period. Effective with the fourth quarter of the previous year, if a student remains on Academic Probation for two consecutive quarters or three of the four school quarters, he or she may be asked to withdraw or may not be invited back to MVC for the next school year.
ATHLETIC TEAM AND EXTRA-CURRICULAR ACTIVITIES PARTICIPATION
Students on an athletic team or involved in another extra-curricular activity must have a 2.0 GPA to participate in the sport or activity. Students who are on a team and their GPA falls below a 2.0, or have an F grade in a class, will not be allowed to participate until their grades improve.
REPORTING OF STUDENT PROGRESS
Each evening parents will receive an email from Focus with their child’s grades. There may be assignments, assessments and projects still to be entered into the gradebook. Students are encouraged to email the teacher if they have a concern. All grades are updated and reported every four and a half weeks, as well as every nine weeks (quarter grades). A semester grade is issued after eighteen weeks and is an average of two quarters. The semester grade is what is reported on the student’s transcript.
ASSIGNMENTS AND ASSESSMENTS
Grades are composed of assignments and assessments. Assignments make up 40% of the grade and include homework, class work and small quizzes. Assessments make up 60% of the grade and include tests, quizzes and larger projects.
Grades will reflect academic achievement, and the factors to determine these grades are assignments and assessments. Behavior, attendance, and effort are nonacademic factors and will be communicated through other means, such as through an email and/or a phone call to parents.
GUIDELINES FOR GRADING
- Grading will not be done on a curve. Grades are based on the student’s demonstration of knowledge and skill scored against a set of established criteria.
- Grading is based on content, and while we do encourage neatness our measurement is based on the understanding of the assignment or assessment.
- Grading will be based on individual achievement, and although we encourage cooperative learning strategies as an excellent teaching technique, our focus is on the demonstrated proficiency of the individual student.
- Extra credit assignments are not included in our grading. The students are expected to demonstrate mastery in the original assignments and assessments. Challenge points may be offered to students by teachers to encourage them to go above and beyond the requirements of a designated assignment.
MAKE-UP WORK AND LATE WORK
Our grading policy allows for make-up work for excused absences. Students with excused absences will have the same number of days to complete missed assignments and assessments as the number of days they were absent. For example, a student with two days of excused absences will have two days to complete all make-up work. It is the student’s responsibility to determine what work or assessments were missed and to make arrangements with the teacher to make up the work. A student absent on the day of an assessment must be prepared to take the assessment upon his/her return. Students are expected to turn work in on time. Students will have one additional school week after the due date to turn in late homework or assignments for partial credit. After this time period has passed, no credit will be given for late homework or assignments. Exceptions to this policy are at the teacher’s discretion. During the last five days of the quarter late work will not be accepted so that teachers may finalize their grades.
ABSENCES DUE TO PRE-PLANNED ACTIVITIES
An Advanced Absence Form must be completed by students who are planning to be absent for more than three days. This form is available in the ARC and must be signed by the Principal and teachers, and turned back in at the ARC, two weeks before a planned absence. All assigned work is to be submitted to the teacher upon return based on the make-up work policy stated above. Students will have one additional school week after the determined due date to turn in their homework or assignment for partial credit. After this time period has passed no credit will be given for the late homework or assignments. Exceptions to this policy are at the teacher’s discretion.
ACADEMIC ACHIEVEMENT AWARDS
Student Speakers: These students are selected based on their academic achievement and approval of the teachers and Principal.
Christian Character Awards: These students have been selected by a vote of their peers and approval of the teachers.
Honor Roll: These students have achieved a 3.5 grade point average and
above for all their classes for the first semester and 3rd quarter of the current year.
Scholar Athlete: These students have participated in two or more sports and are at the top of their 8th grade class for academic achievement.
Principal’s Award: These students have received a grade of A each semester and the third quarter of the current year in every class they have taken at Monte Vista Christian School.
Academic Excellence Award: This award is being given to those students who have received a semester grade of A in every class they have had at MVC Middle School since the sixth grade.
Academic Students of the Year: These students have received the highest average percent grade at their grade level.
California Junior Scholarship Federation (CJSF): These students have achieved a total of 10 points in Math, Science, Language Arts, Social Studies, and Bible, and have completed the community service requirement. See below for more details.
President’s Physical Fitness Award: The Physical Fitness Test includes five activities that measure muscular strength/endurance, cardio-respiratory endurance, speed, agility, and flexibility. Students receive this award based on their score measured against a national standard.
President’s Academic Excellence Award: This award is given to those students who have achieved a grade point average of 3.7 and scored at the 85 percentile in Reading or Mathematics on a standardized achievement test.
ASSOCIATED STUDENT BODY OFFICERS
Elections for Student Council are held in September. Students must have a grade point average of 3.0 to run for office. There are six officers: President (must be in 8th grade), Vice-President (May be a 7th or 8th grade student), Secretary (May be a 6th, 7th or 8th grade student), 8th grade representative, 7th grade representative and 6th grade representative. The elected Student Council members meet once a month with the Representatives from each Bible class. The Student Council acts as an advisory committee to the Principal on all student concerns and activities.
CALIFORNIA JUNIOR SCHOLARSHIP FEDERATION (CJSF)
This is a state honor society for 7th and 8th grade students who have achieved 10 academic points from all of their core classes. PE and Elective class grades are not included in the point total. Each A is 3 points and each B is 1 point. C’s and D’s do not count. If a student receives an F they are ineligible for membership. Each semester students must submit their grades to the Principal and complete an application to become a member of CJSF. Students are also expected to participate in community service.
We developed our Expected Schoolwide Learning Results (ESLRs) with input from administrators, teachers, students, and parents, as a part of our WASC/ACSI/ACTS accreditation process.
A. ESLR Purposes
- ESLRs define the most essential things that our students should know and be able to do by the time they graduate from MVCS.
- ESLRs represent not only what students should know, but also how they will approach their learning, and how they will relate that knowledge to the world around them.
- ESLRs are embedded in each course that students take, and provide a focus and continuity for the students' learning experience.
- ESLRs express Monte Vista Christian School's core values as outcomes that all students will accomplish by the time they graduate.
- ESLRs provide the understanding, caring, and critical appreciation of ideas needed to succeed as a Christian in a global society.
B. ESLR Criteria
- ESLRs include all students.
- ESLRs equip all students with the knowledge, competencies, and orientations needed for success in a thinking, meaning-centered curriculum.
- ESLRs enable teachers to implement programs and conditions that maximize learning success for all students in a thinking, meaning-centered curriculum.
- ESLRs provide schools with a means to restructure pedagogy in ways that facilitate student success in a thinking, meaning-centered curriculum.
- ESLRs are aligned with the school purpose and philosophy.
1. Spiritual ESLR
Graduates of Monte Vista Christian School are able to articulate a comprehensive understanding of reality based on the teaching of the Bible. At the time of graduation, Monte Vista Christian students:
a. are able to study and responsibly apply Scripture.
b. have a core knowledge of the biblical narrative, the gospel, and God’s character.
c. can explain if/how they have personally responded to the gospel of Christ.
d. can develop solutions to real-world problems and filter any subject/event/philosophy through a biblical worldview.
e. have positively impacted the world through Christian love and service.
f. Exhibit knowledge and understanding of other religions and belief systems.
2. Intellectual ESLR
Graduates of Monte Vista Christian School exhibit mastery of a four-year college preparatory curriculum and have developed intellectual skills that go beyond academic excellence and requirements for college entrance by integrating Biblical principles and a Biblical worldview. At the time of graduation, Monte Vista students:
a. Demonstrate the ability to access and synthesize information from diverse sources, test hypotheses, solve problems, and form conclusions based on relevant, reliable data and information based on principles from the Word of God.
b. Identify and assess problems and find solutions using complex reasoning processes such as comparison, classification, induction, deduction, analysis, synthesis, investigation, inquiry, and invention in real life situations.
c. Demonstrate effective written, oral, technological, and collaborative communication skills and possess the foundational knowledge necessary for successfully pursuing an academic discipline in advanced education.
d. Express themselves creatively through art, drama, foreign language, music, or sports.
e. Demonstrate personal responsibility in the learning process.
f. Consistently test at or above grade level in all core academic subjects as measured through tests of nationally recognized merit.
3. Self-Management ESLR
Graduates of Monte Vista Christian School exhibit a healthy lifestyle and wise decision-making. At the time of graduation, Monte Vista students:
a. Set and apply appropriate goals for hygiene, nutrition, and physical, and mental health.
b. Accept and can explain consequences for life choices.
c. Identify and use personal strengths.
d. Demonstrate reliability, time management, organization, and self-discipline.
e. Develop personal goals for academics, career, family, and community life.
4. Character ESLR
Graduates of Monte Vista Christian School exhibit confidence and integrity in their interpersonal interactions and leadership. At the time of graduation, Monte Vista students:
a. Demonstrate an ability to influence others in a way that promotes justice and Biblical values.
b. Listen actively with empathy and understanding, and respond appropriately to the social and academic context.
c. Make decisions that are principled and ethical.
d. Demonstrate understanding, respect, and cultural sensitivity in a diverse environment.
e. Utilize technology in an ethical manner.
f. Demonstrate responsibility in environmental issues.
g. Contribute purposefully, constructively, and creatively to the group or team.
5. Technological ESLR
In line with the school’s Mission Statement, in particular, “dedicated to being a premier college preparatory Christian school”, in particular, providing “innovative educational programs that prepare our students for success in life”, graduates of Monte Vista are technologically fluent in current, mainstream computing technologies. A graduate of Monte Vista Christian School:
a. Is technologically fluent in current, mainstream computing technologies.
b. Demonstrate comfort using and adapting to new technologies and operating computing hardware and software.
c. Demonstrate responsible digital citizenship, in particular with respect to safety, ownership rights, collaboration, publication, privacy, security and digital footprints.
d. Demonstrate competence in transmitting digital data without the use of paper.
e. Demonstrate competence in producing digital products, such as but not limited to notes, essays, projects, and presentations.
f. Demonstrate on-line research competence to find answers and solve problems in real time scenarios.