Culture Focus Group Report, 2011-2012 - Revision history

Messenburg at 21:12, 10 September 2012

2012-09-10T21:12:19Z

Messenburg at 23:48, 8 January 2012

2012-01-08T23:48:36Z

Messenburg at 23:41, 5 January 2012

2012-01-05T23:41:58Z

Messenburg: /* 3. CAJ uses a variety of ways to ensure that the parents and school community understand student achievement of the student objectives through the curricular/co-curricular program. */

2011-12-13T06:23:38Z

‎3. CAJ uses a variety of ways to ensure that the parents and school community understand student achievement of the student objectives through the curricular/co-curricular program.

Messenburg: /* 2. CAJ effectively uses professional services and speakers from our immediate community and beyond. */

2011-12-13T06:23:10Z

‎2. CAJ effectively uses professional services and speakers from our immediate community and beyond.

Messenburg: /* 1. CAJ has effective processes for the regular involvement of parents and the community, allowing them to actively partner in the teaching/learning process. */

2011-12-13T06:22:00Z

‎1. CAJ has effective processes for the regular involvement of parents and the community, allowing them to actively partner in the teaching/learning process.

Messenburg: /* 4. CAJ supports the schoolwide improvement plan in terms of time, finances, personnel and material resources. */

2011-12-13T06:20:43Z

‎4. CAJ supports the schoolwide improvement plan in terms of time, finances, personnel and material resources.

Messenburg: /* 3. CAJ’s school improvement, professional development, and teacher evaluation are aligned. */

2011-12-13T06:20:07Z

‎3. CAJ’s school improvement, professional development, and teacher evaluation are aligned.

Messenburg: /* 2. CAJ’s schoolwide improvement plan targets increased student learning through curriculum planning and development, professional development, and technology integration. */

2011-12-13T06:19:48Z

‎2. CAJ’s schoolwide improvement plan targets increased student learning through curriculum planning and development, professional development, and technology integration.

Messenburg: /* 1. CAJ’s improvement process is broad-based and collaborative, with stakeholders having a range of commitment levels. */

2011-12-13T06:19:16Z

‎1. CAJ’s improvement process is broad-based and collaborative, with stakeholders having a range of commitment levels.

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−	[[School_Improvement,_Report_2011-2012\|2011-2012 Report]] \| [[Student Objectives Review Process\|Student Objectives Review]] \| [http://caj.or.jp/~~whoweare~~/filingcabinet/School_Profile.pdf Profile] \| [[2011 Progress Report\|Progress Report]] \| [[School_Improvement,_Report_2011-2012#Focus_Group_Reports\|Focus Group Reports]] \| [[School_Improvement_Plan\|Plan]] \| [[School Improvement Process\|Process]]	+	[[School_Improvement,_Report_2011-2012\|2011-2012 Report]] \| [[Student Objectives Review Process\|Student Objectives Review]] \| [http://www.caj.or.jp/about/filingcabinet/School_Profile.pdf Profile] \| [[2011 Progress Report\|Progress Report]] \| [[School_Improvement,_Report_2011-2012#Focus_Group_Reports\|Focus Group Reports]] \| [[School_Improvement_Plan\|Plan]] \| [[School Improvement Process\|Process]]

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← Older revision		Revision as of 23:48, 8 January 2012
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		+	[[School_Improvement,_Report_2011-2012\|2011-2012 Report]] \| [[Student Objectives Review Process\|Student Objectives Review]] \| [http://caj.or.jp/whoweare/filingcabinet/School_Profile.pdf Profile] \| [[2011 Progress Report\|Progress Report]] \| [[School_Improvement,_Report_2011-2012#Focus_Group_Reports\|Focus Group Reports]] \| [[School_Improvement_Plan\|Plan]] \| [[School Improvement Process\|Process]]
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← Older revision		Revision as of 23:41, 5 January 2012
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	[[Category: School Improvement]]		[[Category: School Improvement]]
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@@ Line 192: / Line 192: @@
 ====3. CAJ uses a variety of ways to ensure that the parents and school community understand student achievement of the student objectives through the curricular/co-curricular program.====
-The CAJ website lists the student objectives in a variety of places ([http://www.caj.or.jp/whoweare/studentobjectives.php Student Objectives page], the [http://caj.or.jp/whoweare/filingcabinet/School_Profile.pdf CAJ School Profile] and in the [http://community.caj.or.jp/info/index.php/Category:Elementary_Handbook elementary], [http://community.caj.or.jp/info/index.php/Category:Middle_School_Handbook middle], and [http://community.caj.or.jp/info/index.php/Category:High_School_Handbook high school] handbooks.
+The CAJ website lists the student objectives in a variety of places (Student Objectives page, the CAJ School Profile and in the elementary, middle, and high school handbooks.
-The student objectives are also communicated narratively in the web resource [http://community.caj.or.jp/info/index.php/Understanding_a_Christian-Focused,_Western-Style_Education Understanding a Christian-Focused, Western-Style Education] which is also given in brochure form to interested and applying parents. This narrative description is seen as a way that CAJ communicates the student objectives to parents (conversation with headmaster, Sept. 23, 2011).
+The student objectives are also communicated narratively in the web resource Understanding a Christian-Focused, Western-Style Education which is also given in brochure form to interested and applying parents. This narrative description is seen as a way that CAJ communicates the student objectives to parents (conversation with headmaster, Sept. 23, 2011).
-At this time the method of communication to parents regarding student achievement of student objectives is through the different schools’ report cards.  It is understood that the assessment reflects the student’s achievement of student objectives (conversation with school improvement coordinator, Sept. 23, 2011).  At this point the [http://staff.caj.or.jp/sophie/images/c/cf/Sample_ES_report_card.pdf CAJ elementary report card] format allows for expression of student achievement in terms of student objectives.  The middle school and high school report cards do not show achievement in terms of the student objectives. [[Curriculum|Rubrics]] that are used for grading assessments in middle school and high school have direct links to the specific student objectives.
+At this time the method of communication to parents regarding student achievement of student objectives is through the different schools’ report cards. It is understood that the assessment reflects the student’s achievement of student objectives (conversation with school improvement coordinator, Sept. 23, 2011). At this point the CAJ elementary report card format allows for expression of student achievement in terms of student objectives. The middle school and high school report cards do not show achievement in terms of the student objectives. Rubrics that are used for grading assessments in middle school and high school have direct links to the specific student objectives.
-The majority of parents surveyed understand CAJ’s educational goals and agreed they have opportunities to know how their children are doing. A December 2010 online survey  ([http://staff.caj.or.jp/survey/2010/results.php see item 14]) most parents understood CAJ’s educational goals.
+The majority of parents surveyed understand CAJ’s educational goals and agreed they have opportunities to know how their children are doing. A December 2010 online survey (see item 14) most parents understood CAJ’s educational goals.
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 ====2. CAJ effectively uses professional services and speakers from our immediate community and beyond.====
-Procedures are set up for teachers to [[Guest Speakers|invite community members to speak]] in their classrooms and for chapel. Guidelines inform teachers on how to make arrangements and provide remuneration for these speakers. Parents come to classes to give presentations in their areas of expertise and to speak in chapel.
+Procedures are set up for teachers to invite community members to speak in their classrooms and for chapel. Guidelines inform teachers on how to make arrangements and provide remuneration for these speakers. Parents come to classes to give presentations in their areas of expertise and to speak in chapel.
-The Guidance Office and the PTA cooperate to bi-annually bring in a speaker who specializes in working with [[Third Culture Kids (TCKs)]]. Professional speakers meet with students to help them understand themselves as children who have grown up in a cross-cultural environment, which in turn affects their worldview and where they find their sense of belonging.  The Guidance Office and PTA cooperate to also offer a [http://community.caj.or.jp/pta/projects.php seminar for the CAJ community and parents to discuss TCK] issues using the same professional who speaks to the children.
+The Guidance Office and the PTA cooperate to bi-annually bring in a speaker who specializes in working with Third Culture Kids (TCKs). Professional speakers meet with students to help them understand themselves as children who have grown up in a cross-cultural environment, which in turn affects their worldview and where they find their sense of belonging. The Guidance Office and PTA cooperate to also offer a seminar for the CAJ community and parents to discuss TCK issues using the same professional who speaks to the children.
-One more aspect of the three-day TCK seminar event is a special session off campus for juniors and seniors for a [[Pre-Departure Seminar|pre-departure seminar]]. The focus is to assist students in making a successful transition from one culture to another. A professional speaker teaches the students how to leave well and prepare to leave by “[http://www.geneva.edu/object/crossroads_ct_raft_page building a RAFT].”
+One more aspect of the three-day TCK seminar event is a special session off campus for juniors and seniors for a pre-departure seminar. The focus is to assist students in making a successful transition from one culture to another. A professional speaker teaches the students how to leave well and prepare to leave by “building a RAFT.”
 During the TCK seminar event, any students who anticipate moving away from CAJ within the next year can meet with the seminar speaker to discuss transition issues. (Interview with Academic Guidance Counselor 9/23/2011)
-To inform students about Christian post-secondary education opportunities, CAJ hosts a [[College Fair, Christian|Christian College Fair]] sponsored by NACAPP bi-annually. This one-day event provides opportunities for students to meet and talk with representatives from numerous Christian colleges and universities. Representatives are provided a space and a table for displays and literature. The college representatives give general seminars on financial aid and other topics of concern for college-bound students. High school students interested in speaking to a college  representative are also given opportunities as the occasion arises. (Daily bulletin announcements when a rep will be on campus).
+To inform students about Christian post-secondary education opportunities, CAJ hosts a Christian College Fair sponsored by NACAPP bi-annually. This one-day event provides opportunities for students to meet and talk with representatives from numerous Christian colleges and universities. Representatives are provided a space and a table for displays and literature. The college representatives give general seminars on financial aid and other topics of concern for college-bound students. High school students interested in speaking to a college representative are also given opportunities as the occasion arises. (Daily bulletin announcements when a rep will be on campus).
 In addition to the Christian college fair that we host, 30 students were taken to the yearly Kanto Plains College Fair in 2010. (Only 14 students attended in 2011 due to a tennis match schedule conflict.) In the 2011-2012 school year the fair was held at St. Mary’s School on September 16, and 70 schools from 7 countries were represented at the fair (email from academic guidance counselor 9/23/11; Daily Bulletins on 9/12-14/2011; CAJ Community Bulletin).
 CAJ uses community medical resources. The school nurse uses the local emergency medical services to help students when the needs arise. She has access to lists of community medical resources for families that want this information (interview with School Nurse 9/23/2011).
-CAJ has a [[Support Team]] to assist students with special needs. Referrals are given to families for educational psychometric testing. We referred 9 students last school year, or 2% of the student population.  Some financial assistance to pay for the testing is given to qualifying families who apply for it (interview with Support Team Coordinator 9/23/2011).
+CAJ has a Support Team to assist students with special needs. Referrals are given to families for educational psychometric testing. We referred 9 students last school year, or 2% of the student population. Some financial assistance to pay for the testing is given to qualifying families who apply for it (interview with Support Team Coordinator 9/23/2011).
-The [[Guidance Office]] and [[Support Team]] provide a list of counselors that families can contact when student needs are more extensive than we can handle with our counselors. Many students have benefited from services offered at [[Tokyo English Life Line (TELL)|Tokyo English Life Line]].
+The Guidance Office and Support Team provide a list of counselors that families can contact when student needs are more extensive than we can handle with our counselors. Many students have benefited from services offered at Tokyo English Life Line.
-The [http://students.caj.or.jp/guidance/mission.php Academic Guidance Office] provides [http://www.naviance.com/ Naviance], an internet-based program containing a variety of resources for students related to college and career. CAJ high school students are trained in [https://connection.naviance.com/cajapan how to access] this program as part of the guidance curriculum.
+The Academic Guidance Office provides Naviance, an internet-based program containing a variety of resources for students related to college and career. CAJ high school students are trained in how to access this program as part of the guidance curriculum.
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 ===Parent/Community Involvement===
 ====1. CAJ has effective processes for the regular involvement of parents and the community, allowing them to actively partner in the teaching/learning process.====
-According to the school improvement survey completed by parents in 2010, CAJ responds well to parental concerns ([http://staff.caj.or.jp/survey/2010/results.php 2010 Parent Survey, 7]). At [[Back to School Day|Back-to-School Day]] parents are given an opportunity to meet staff and other parents as well as get an overview of the curriculum. On that day elementary and middle school parents are encouraged to volunteer to be involved in class activities. [http://staff.caj.or.jp/sophie/images/0/0d/Back_to_School_Day_Statistics.pdf Attendance at Back-to-School Day] continues to rise. [[New Family Orientation]] is held the day before classes begin in August to give new families an opportunity to tour the school, meet teachers and hear important information.
+According to the school improvement survey completed by parents in 2010, CAJ responds well to parental concerns (2010 Parent Survey, 7). At Back-to-School Day parents are given an opportunity to meet staff and other parents as well as get an overview of the curriculum. On that day elementary and middle school parents are encouraged to volunteer to be involved in class activities. Attendance at Back-to-School Day continues to rise. New Family Orientation is held the day before classes begin in August to give new families an opportunity to tour the school, meet teachers and hear important information.
-Parents are active partners in the teaching/learning process through [[Parent-teacher conferences|parent/teacher conferences]] and [[Student-led conferences|student-led conferences]] in every division. When they have any questions, they are encouraged to make an appointment with the teacher.
+Parents are active partners in the teaching/learning process through parent/teacher conferences and student-led conferences in every division. When they have any questions, they are encouraged to make an appointment with the teacher.
 Parents have opportunities to be involved in school-day activities including substitute teaching, field trips, planning elementary classroom parties, helping in the dining hall, monitoring the Wednesday morning study hall, giving presentations in classrooms and chapel and assisting with middle school activities such as the Egg Drop Contest and Science Fair.
-Parents are regularly involved with activities at CAJ. The [[Parent, Teacher Association (PTA)|Parent Teacher Association (PTA)]] supports the ministry of Christian Academy in Japan. Parents work together to put on a large-scale [http://community.caj.or.jp/pta/thriftshop.php Thrift Shop] which raises money for projects that support student learning. Parents meet regularly in [[Parents in Prayer]] groups to pray for the students and the school. PTA communicates with parents using an online newsletter called [[Knight Sounds]]. Parents [http://community.caj.or.jp/pta/volunteers.php volunteer] to make Christmas goodies to share with merchants near the campus and also listen to students who have memorized passages from the Bible over the summer.
+Parents are regularly involved with activities at CAJ. The Parent Teacher Association (PTA) supports the ministry of Christian Academy in Japan. Parents work together to put on a large-scale Thrift Shop which raises money for projects that support student learning. Parents meet regularly in Parents in Prayer groups to pray for the students and the school. PTA communicates with parents using an online newsletter called Knight Sounds. Parents volunteer to make Christmas goodies to share with merchants near the campus and also listen to students who have memorized passages from the Bible over the summer.
 Parents are invited to attend many school events including concerts, drama, athletic events, parent/teacher conferences, and student-led conferences.
-Parents are invited to be involved in ad hoc committees such as the [[Dress_Code,_History_%26_Proposal|Dress Code Committee]].
+Parents are invited to be involved in ad hoc committees such as the Dress Code Committee.
-Parents have opportunities to [http://www.caj.or.jp/donations/ give financially] to the endowment fund, college scholarships, tuition assistance, various scholarships, and designated gifts, as well as gifts-in-kind.
+Parents have opportunities to give financially to the endowment fund, college scholarships, tuition assistance, various scholarships, and designated gifts, as well as gifts-in-kind.
-Regularly scheduled communication between parents, students and teachers unifies and enables a team effort (parents and teachers) that fosters student learning. All families receive a weekly email called the [[Bulletin, Community|Community Bulletin]]. Parents receive a glossy printed newsletter called the [[Chronicle, CAJ|Chronicle]] which gives an overview of what is happening on campus. Parents can click on the [http://community.caj.or.jp/ CAJ Community Website] at any time to read about what is coming up and other important information.
+Regularly scheduled communication between parents, students and teachers unifies and enables a team effort (parents and teachers) that fosters student learning. All families receive a weekly email called the Community Bulletin. Parents receive a glossy printed newsletter called the Chronicle which gives an overview of what is happening on campus. Parents can click on the CAJ Community Website at any time to read about what is coming up and other important information.
 *Elementary: Parents of elementary students receive weekly newsletters from classroom teachers giving information about upcoming studies, test dates, and project due dates. Recently, some teachers have been creating classroom blogs as another means of communication. The elementary principal sends out periodic communication and regularly conducts Parent Cafes to empower parents to work effectively with their children. Parents are asked to sign homework notebooks in grades 2-5 to ensure they are current on their children’s homework. Parents receive portfolios 3 times a year and report cards 2 times a year.
-*Elementary: Parents of elementary students  receive [http://www.caj.or.jp/whoweare/schools.php weekly newsletters] from classroom teachers giving information about upcoming studies, test dates, and project due dates. Recently, some teachers have been creating [http://manfred.caj.or.jp/users/jhino/ classroom blogs] as another means of communication. The elementary principal sends out periodic communication and regularly conducts Parent Cafes to empower parents to work effectively with their children. Parents are asked to sign homework notebooks in grades 2-5 to ensure they are current on their children’s homework. Parents receive portfolios 3 times a year and report cards 2 times a year.
+*Middle School: Parents of middle school students periodically receive a newsletter called Middle School Minders from the middle school principal. Middle school students have homework planners that need to be signed daily by parents in grades six and seven. Teachers may write notes to parents in these planners. Major due dates of assignments and grades are online for parents to view. The online grades have detailed information regarding each assessment. Middle school students receive report cards two times per year. The middle school principal also holds meetings for parents called Middle School Hallways. Parents of eighth graders come to see their child’s middle school culminating displays at E Cubed (Eighth Grade Encapsulating Extravaganza.)
 *High School: Parents of high school students are able to check their students’ grades online at anytime. They receive report cards two times per year, and high school newsletters. The high school principal periodically holds meetings for parents called Parent Conversations.
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 ====4. CAJ supports the [[School Improvement Plan|schoolwide improvement plan]] in terms of time, finances, personnel and material resources.====
-The Board mandates ([[Programs and Services B 2.4|Board Policy 2.4.3]]) that the school improvement process should be sustainable and ongoing. CAJ has created a [[School Improvement Process|school improvement process]] that is ongoing and sustainable. The school improvement process was developed in the 2008-2009 school year. Focus groups have been meeting since 2009-2010 school year and the Advisory council has been meeting from 2010, although there was some disruption because of the natural disasters that took place in March 2011. Along with a long-range timeframe, staff members have been given time to work on the gathering and reviewing of data and writing of reports at [[Focus Groups|focus group]] meetings. The headmaster has allocated several of his “headmaster meetings” from the fall of 2011 for the purpose of working on the reports (see iCal). Focus group leaders have been allowed to take time away from other duties to work on the reports (Substitutes have been provided when asked for.)
+The Board mandates (Board Policy 2.4.3) that the school improvement process should be sustainable and ongoing. CAJ has created a school improvement process that is ongoing and sustainable. The school improvement process was developed in the 2008-2009 school year. Focus groups have been meeting since 2009-2010 school year and the Advisory council has been meeting from 2010, although there was some disruption because of the natural disasters that took place in March 2011. Along with a long-range timeframe, staff members have been given time to work on the gathering and reviewing of data and writing of reports at focus group meetings. The headmaster has allocated several of his “headmaster meetings” from the fall of 2011 for the purpose of working on the reports (see iCal). Focus group leaders have been allowed to take time away from other duties to work on the reports (Substitutes have been provided when asked for.)
-The CAJ budget provides significant funds for staff [[Professional Development Plan|professional development]]. Most staff agree that they receive the resources necessary for professional growth ([http://staff.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 71]).
+The CAJ budget provides significant funds for staff professional development. Most staff agree that they receive the resources necessary for professional growth (2011 Staff Survey, 71).
-Heavy emphasis has been placed on the use of capital budgets to increase the use of technology in the classroom. We took the first step toward a 1-to-1 laptop program by giving each senior their own laptop. If successful, that program will be extended to all 4 years of high schoolers receiving  their own laptops. All teachers have been provided with their own laptops to make it easier for them to use technology at home or in the classroom. All focus groups became collaborative when we began using google docs this year. This is made possible because we provided individual laptops to all teachers. We have been investigating the availability of electronic textbooks. We plan to be ready to make that shift when electronic textbooks go mainstream.
+Heavy emphasis has been placed on the use of capital budgets to increase the use of technology in the classroom. We took the first step toward a 1-to-1 laptop program by giving each senior their own laptop. If successful, that program will be extended to all 4 years of high schoolers receiving their own laptops. All teachers have been provided with their own laptops to make it easier for them to use technology at home or in the classroom. All focus groups became collaborative when we began using google docs this year. This is made possible because we provided individual laptops to all teachers. We have been investigating the availability of electronic textbooks. We plan to be ready to make that shift when electronic textbooks go mainstream.
-Staff from various departments and divisions are part of each [[Focus Groups|focus group]], with the leaders of the focus groups also coming from different departments and divisions. One staff member, Michael Essenburg, is the school improvement coordinator.
+Staff from various departments and divisions are part of each focus group, with the leaders of the focus groups also coming from different departments and divisions. One staff member, Michael Essenburg, is the school improvement coordinator.
-Information about the [[School Improvement Process|improvement process]] and [[School Improvement Plan|improvement plan]] is available to all staff members through [http://staff.caj.or.jp/sophie/index.php/Index SOPHIE].
+Information about the improvement process and improvement plan is available to all staff members through SOPHIE.
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 ====3. CAJ’s school improvement, professional development, and teacher evaluation are aligned.====
-The [[School Improvement Plan|school improvement plan]], which guides CAJ’s work ([http://staff.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 52]), addresses curriculum development and technology integration. To support the achievement of the improvement plan, CAJ provides [[Professional_Development_Plan#CAJ.E2.80.99s_Professional_Development_Goals|professional development]] ([http://staff.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 71]) and [http://staff.caj.or.jp/sophie/images/6/62/Evaluationrubric.pdf evaluates teachers] in terms of contributing to school improvement (for example, curriculum and technology).
+The school improvement plan, which guides CAJ’s work (2011 Staff Survey, 52), addresses curriculum development and technology integration. To support the achievement of the improvement plan, CAJ provides professional development (2011 Staff Survey, 71) and evaluates teachers in terms of contributing to school improvement (for example, curriculum and technology).
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 ====2. CAJ’s schoolwide improvement plan targets increased student learning through curriculum planning and development, professional development, and technology integration.====
-The [[Curriculum Planning and Evaluation System]], including a review and evaluation cycle, is written by, and guides the work of, the [[Learning Team]] and is approved by the [[Leadership Team]]. K-12 teachers use [http://caj.rubiconatlas.org/c/pi/v.php/Atlas/Authentication/View/Login?lrr=2& Rubicon Atlas] mapping software and the Understanding by Design framework to create and revise unit maps that include fields for benchmarks, enduring understandings, essential questions, content, skills, assessments, and resources. Staff anecdotal data indicates that curriculum mapping has increased student achievement of the student objectives. The Learning Team and staff continue to work on grade-level learning targets for all subjects K-12 and to increase their understanding and use of the “Understanding by Design” framework.
+The Curriculum Planning and Evaluation System, including a review and evaluation cycle, is written by, and guides the work of, the Learning Team and is approved by the Leadership Team. K-12 teachers use Rubicon Atlas mapping software and the Understanding by Design framework to create and revise unit maps that include fields for benchmarks, enduring understandings, essential questions, content, skills, assessments, and resources. Staff anecdotal data indicates that curriculum mapping has increased student achievement of the student objectives. The Learning Team and staff continue to work on grade-level learning targets for all subjects K-12 and to increase their understanding and use of the “Understanding by Design” framework.
-Most CAJ staff agree that CAJ's [[Professional Development Plan]], as a facet of the school improvement plan, has resulted in increased student learning ([http://staff.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 68]). CAJ's [[Professional Development Plan]] is a collaborative effort between the Leadership Team and Learning Team. The administration and department chairs work together to set yearly and long-range goals that are periodically re-evaluated. Staff are also encouraged to set personal SMART goals that support the school wide professional development plan. A variety of opportunities are provided on campus as well as funding for off campus training.
+Most CAJ staff agree that CAJ's Professional Development Plan, as a facet of the school improvement plan, has resulted in increased student learning (2011 Staff Survey, 68). CAJ's Professional Development Plan is a collaborative effort between the Leadership Team and Learning Team. The administration and department chairs work together to set yearly and long-range goals that are periodically re-evaluated. Staff are also encouraged to set personal SMART goals that support the school wide professional development plan. A variety of opportunities are provided on campus as well as funding for off campus training.
-CAJ has a plan to increase [[Technology_Plan|technology integration]] in the classroom. The Technology Department is working on writing K-12 learning targets. During the 2011-2012 school year, the elementary division is focusing on technology integration, and a technology facilitator is providing in-class and out of the classroom support. Each grade level is expected to integrate technology into 3 units this year. The technology facilitator has set up a [http://makingiteducational2.edublogs.org/wp-login.php?privacy=2&redirect_to=%2F blog] for the teachers to share their unit ideas. Several classrooms have also set up blogs for the students, teachers and parents to collaborate. Seniors now have a 1-to-1 program in place, and there are 3 mobile laptop carts, 30 netbooks, 5 iPads, 2 computer labs and several computers available in the library. There are 20 classrooms with digital data projectors. All teaching staff have a laptop provided by the school. There are projectors, laptops and flip cameras available for check out in the library.
+CAJ has a plan to increase technology integration in the classroom. The Technology Department is working on writing K-12 learning targets. During the 2011-2012 school year, the elementary division is focusing on technology integration, and a technology facilitator is providing in-class and out of the classroom support. Each grade level is expected to integrate technology into 3 units this year. The technology facilitator has set up a blog for the teachers to share their unit ideas. Several classrooms have also set up blogs for the students, teachers and parents to collaborate. Seniors now have a 1-to-1 program in place, and there are 3 mobile laptop carts, 30 netbooks, 5 iPads, 2 computer labs and several computers available in the library. There are 20 classrooms with digital data projectors. All teaching staff have a laptop provided by the school. There are projectors, laptops and flip cameras available for check out in the library.
 CAJ is developing its ability to use data regarding student achievement of the student objectives to generate improvement plans.

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 ===Improvement Process===
-====1. CAJ’s [[School Improvement Process|improvement process]] is [[Community Forum|broad-based and collaborative]], with stakeholders having a range of commitment levels.====
+====1. CAJ’s improvement process is broad-based and collaborative, with stakeholders having a range of commitment levels.====
-CAJ’s improvement process, developed in 2008-2009, involves stakeholders (students, parents and staff) in [[Community Forum|collaborating]] on school improvement through prayer, talking together, giving input through annual surveys (student, [http://staff.caj.or.jp/survey/2010/results.php parent], [http://staff.caj.or.jp/survey/2011/results.php staff]) and by giving [http://staff.caj.or.jp/requests/cookieform.php suggestions], developing [[Focus Groups|reports]], and reading reports. According to the school improvement process, stakeholders are in professional learning communities (PLCs), for example, academic departments, student council, Parent Cafes, and the PTA Executive Committee. PLCs collect and use school improvement data, and pass that data on to the focus groups, currently composed of staff members. Focus groups develop and submit reports to the Advisory Council which makes collaborative decisions about school improvement.
+CAJ’s improvement process, developed in 2008-2009, involves stakeholders (students, parents and staff) in collaborating on school improvement through prayer, talking together, giving input through annual surveys (student, parent, staff) and by giving suggestions, developing reports, and reading reports. According to the school improvement process, stakeholders are in professional learning communities (PLCs), for example, academic departments, student council, Parent Cafes, and the PTA Executive Committee. PLCs collect and use school improvement data, and pass that data on to the focus groups, currently composed of staff members. Focus groups develop and submit reports to the Advisory Council which makes collaborative decisions about school improvement.
-All stakeholders demonstrate their commitment levels through their participation in the school improvement process. Staff are currently more involved than students and parents. Overall, staff believe that they are involved in school improvement at a higher level than parents ([http://staff.caj.or.jp/survey/2010/results.php 2011 Staff Survey, 50 and 51]).
+All stakeholders demonstrate their commitment levels through their participation in the school improvement process. Staff are currently more involved than students and parents. Overall, staff believe that they are involved in school improvement at a higher level than parents (2011 Staff Survey, 50 and 51).
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