Academic Continuum

While we do not asking grades in the traditional manner, AHB students move through each of thee following Continuum levels. This allows our students, parents, and teachers to have collaborative discussions on each child’s progress towards their goals.

Elementary Years Program (Ages 5-11)

elementary years continuumIn the Elementary Years, students progress from Emerging learners through Fluency as they establish themselves as increasingly engaged and autonomous students.

Emerging (ages 5-6)

Learning to navigate the social structure of school, Emerging students take steps toward understanding and following rules that may be different from home and begin to read, write, identify, count and sort objects.

  • Math – Counts to 100, sorts, compares and groups objects, learns shapes, begins basic addition and subtraction
  • English – Memorizes and/or begins to read early-reader books and signs; writes and copies words and uses pictures and print to convey meaning
  • Humanities & Sciences – Explorations in topics such as the 5 senses, physical geography, weather & seasons, peoples and cultures of the world, animals and their habitats
  • Autonomy / Meta learning – Thrives with Place-Based Learning and hands-on learning
  • Social/Emotional – Children begin to think symbolically, but are still primarily egocentric and think concretely

Developing (ages 5-7)

Learning to meet the academic expectations of school, Emerging students are energetic and eager to try new skills within a protected and encouraging environment.

  • Math – Uses basic addition and subtraction facts (without regrouping), learns place value, names shapes, describes objects with attributes, begins learning time, sorts and compares
  • English – Writes name and familiar words and can write 1-2 sentences about a topic; begins to read own writing as well as books with simple patterns
  • Humanities & Sciences – Explorations in topics such as Kinesthetics, early America, world geography, geology and magnetism, plants and flowers
  • Autonomy / Meta learning – Children have close relationships with the adults and teachers in their lives and need significant encouragement and supervision; Developing students are eager to act independently but are not able to consistently make wise decisions
  • Social/Emotional – Children expand their symbolic thinking, but are still primarily egocentric and think concretely

Beginning (ages 6-8)

Beginning students take a step toward social and self awareness by sharing their work with peers and setting goals with help from adults.

  • Math – Applies addition & subtraction facts, expands place value, measures with standard units & tools, understands money, tells time to nearest 5 minutes, graphs data, partitions shapes to begin fractions
  • English – Can write several sentences about simple facts, observations and experiences; reads early-reader books, can follow simple directions, identifies basic reading genres, and begins to use basic punctuation to read fluently
  • Humanities & Sciences – Explorations in topics such as scientists, birds, bats, insects, the brain and the human body, the Americas and U.S. geography, habitats of oceans and deserts, early Asian civilizations
  • Autonomy / Meta learning – Beginning students start to choose work independently and to share learned materials in group settings
  • Social/Emotional – Thinking becomes more logical and organized but is still very concrete

Expanding (ages 7-9)

Learning to take on and perform jobs, Expanding students take a step toward seeing themselves as part of a larger team and become increasingly focused on friends.

  • Math – Begins multiplication & division, rounds, identifies, manipulates & measures fractions, knows time to the minute, draws scaled graphs, continues with real-world word problems
  • English – Fluently reads easy chapter books, and with guidance writes a variety of pieces (letters, lists, poetry, nonfiction, fiction)
  • Humanities & Sciences – Explorations in topics such as animals, heroes, scientists, inventors, life cycles, Texas history, astronomy, and ancient Greek cultures
  • Autonomy / Meta learning – Expanding students can distinguish right from wrong, act as a participating group member, and are able to accept moderate responsibilities
  • Social/Emotional – Students begin using inductive logic, or reasoning, from specific information to a general principle; develops a sense of humor and likes to belong to ‘clubs’ of their peers; typically develop a ‘best friend’

Bridging (ages 8-10)

Learning to articulate and support their opinions, Bridging students take a step toward independent thought by finding and using resources to dialog about ideas and concepts.

  • Math – Measures in both metric and customary, categorizes geometric objects by attributes, identifies patterns, manipulates fractions, completes multi-step problems with multiple types of operations and numeric values
  • English – Writes about opinions and feelings via poetry, fiction and nonfiction; reads medium level chapter books aloud with expression, expands knowledge of genres
  • Humanities & Sciences – Explorations in topics such as light, sound, optics, biographies, U.S. Colonial history, the U.S. Constitution, U.S. symbols and figures, early American inventors, flight, force and motion, early world cultures
  • Autonomy / Meta learning – Bridging students begin looking outside the family for new ideas and activities; and are able to demonstrate the difference between fact and opinion; able to set goals with guidance
  • Social/Emotional – Friends and peers become increasingly important, relative to the family

Fluent (ages 9-11)

Learning to mature socially, while some are also maturing physically, Fluent students can identify peer group leaders and are gaining independence from their family.

  • Math – Graphs equations and expressions, works with decimals, fractions in all operations, converts between types of measurement, memorizes geometric formulas
  • English – Able to incorporate feedback into their writing, Fluent students develop plots and characters with more advanced language and punctuation; they read a wide variety of genres with strong fluency skills, increasing their vocabulary and ability to ‘read between the lines’ of text for meaning
  • Humanities & Sciences – Exploration in topics such as ecology and plant science, the American revolution and early U.S. presidents, earth science and meteorology, astronomy and the mythology of ancient world cultures
  • Autonomy / Meta learning – Choice, in terms of when to complete a task, not if a task can be completed, allows for Fluent Students and beyond to stretch their independence; becomes increasingly concerned about rules and fairness
  • Social/Emotional – Students begin to value their friends and their friends’ opinions very highly, differences among peers become important to them

Middle Years Program (Ages 10-14)

middle years continuum
In the Middle Years, students progress from Proficient learners through Independence as they establish themselves as increasingly engaged citizens and critical thinkers.

Proficient (ages 10-12)

Proficient students continue to take steps toward self and group identification while being able to take increased responsibility and action for their own goals – academic and otherwise.

  • Math – Recognizes and uses statistical data, integers, ratios and exponents; graphs in all four quadrants; solves for sets of data
  • English – Proficient readers gather and integrate information from a variety of sources, identify and discuss literary devices, themes, author’s purpose and style; Proficient writers use persuasion to write about feelings, ideas and opinions, begins to write, revise, polish, and publish organized fiction and nonfiction with complex punctuation, vocabulary and voice.
  • Humanities & Sciences – Explorations in topics such as Chemistry, Islam and the Holy Wars, electricity, projects in Science Fair, the U.S. Civil War and U.S. geography
  • Autonomy / Meta learning – Proficient students can independently set challenging academic goals, seek and incorporate feedback and understand their learning on a continua
  • Social/Emotional – Being able to begin to understand other points of view and having increased attention spans allows Proficient students to face more challenges at school and become more independent from their families

Connecting (ages 11-13)

Learning to define and declare their independence and uniqueness, Connecting students take steps both forward and backward in terms of responsibility and growth as they navigate the adolescent waters.

  • Math – Extends and utilizes algebraic principles and techniques with geometric formulas to apply mathematical principles and concepts to applications
  • Language Arts – MYP program students write extensive, reflective and compelling fiction, poetry, and fully referenced non-fiction.
  • Humanities / Technology & Sciences – Explorations in topics such as cell biology, human body systems, Native Americans and the Westward Expansion, World Geography, China and feudal Japan
  • Autonomy / Meta learning – Using the 3 strands of MYP choices, Connecting students begin to explore and experiment with their areas of interest
  • Social/Emotional – Dramatic physical changes begin and with that abstract thought emerges; students begins to think abstractly (morally, philosophically, ethically, socially, theoretically) and reason about problems.  Social focus is on friends (which can fluctuate), school, and relationships.

Independent (ages 12-14)

As teenagers, social relationships and issues take paramount importance and their ability to understand and impact the world around them expands exponentially.

  • Math – Extends and utilizes algebraic principles and techniques with geometric formulas to apply mathematical principles and concepts to applications
  • Language Arts – MYP program students write extensive, reflective and compelling fiction, poetry, and fully referenced non-fiction.
  • Humanities /Technology & Sciences – Explorations in topics such as Languages Other than English (LOTE), programming, lifecycles and systems, modern European history, astronomy and ancient civilizations
  • Autonomy / Meta learning – Using the MYP strands as guides Independent students independently set academic and community service goals that align with both MYP and personal objectives
  • Social/Emotional – Independent students are gaining in maturity, emotional awareness, and  learning the importance of establishing and respecting social boundaries