Program Focus Group Report, 2011-2012 - Revision history

Messenburg at 21:09, 10 September 2012

2012-09-10T21:09:27Z

Messenburg at 05:53, 9 January 2012

2012-01-09T05:53:47Z

Messenburg at 05:52, 9 January 2012

2012-01-09T05:52:50Z

Messenburg at 23:48, 8 January 2012

2012-01-08T23:48:21Z

Messenburg at 23:43, 5 January 2012

2012-01-05T23:43:35Z

Messenburg at 02:19, 16 December 2011

2011-12-16T02:19:37Z

Messenburg at 06:56, 13 December 2011

2011-12-13T06:56:02Z

Messenburg: /* 2. CAJ has procedures to ensure that staff, students, parents, and other school community members understand student progress toward the student objectives and the curricular standards. */

2011-12-13T06:14:27Z

‎2. CAJ has procedures to ensure that staff, students, parents, and other school community members understand student progress toward the student objectives and the curricular standards.

Messenburg: /* Instruction */

2011-12-13T06:10:47Z

‎Instruction

Messenburg: /* 2. CAJ has procedures to ensure that staff, students, parents, and other school community members understand student progress toward the student objectives and the curricular standards. */

2011-12-13T06:09:08Z

‎2. CAJ has procedures to ensure that staff, students, parents, and other school community members understand student progress toward the student objectives and the curricular standards.

← Older revision		Revision as of 21:09, 10 September 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]]	+	[[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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-====3. CAJ’s Leadership Team and teachers collaboratively examine the curriculum and student performance in order to improve learning and teaching ([http://community.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 12]).====
+====3. CAJ’s Leadership Team and teachers collaboratively examine the curriculum and student performance in order to improve learning and teaching (2011 Staff Survey, 12).====
 Collaboration happens in a variety of settings and at two levels. At the divisional level, principals and teacher collaboratively plan for culminating events, for activities like School Without Walls (SWOW), and for some units (middle school ESL and core teachers collaboratively plan units in Bible, English, and social studies). They also assess student performance and well being in meetings (monthly high school grade-level and daily middle school core-team meetings) and through google docs (for ESL students and students with learning differences). Principals and teachers also learn together about a range of topics (for example, co-teaching, differentiation, and formative assessment) in order to deepen shared understanding of teaching and learning.

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-====8. CAJ has clear policies regarding course completion, certification, credits, grades, homework, etc., that guide student progression through the program ([http://staff.caj.or.jp/filingcabinet/FocusGroups/programa11report.pdf 2011 Program A Report, strength 1]).====
+====8. CAJ has clear policies regarding course completion, certification, credits, grades, homework, etc., that guide student progression through the program.====
 Clear policies maintain a high degree of rigor and coherence. By board policy, “the headmaster shall not fail to ensure that the programs and services provided by Christian Academy in Japan meet or exceed student objectives and accreditation standards and are consistent with the philosophy of Christian Academy in Japan” (Programs and Services B 2.4). Graduation requirements, credit information, homework policy, and grading scale (elementary, middle, and high school) are clearly laid out on SOPHIE, as well as policies about what to do when problems occur: late work, adding/dropping courses, repeating courses, and academic probation and suspension. A policy for moving from division to division provides additional guidance.
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-====3. CAJ’s Leadership Team and teachers collaboratively examine the curriculum and student performance in order to improve learning and teaching ([http://staff.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 12]).====
+====3. CAJ’s Leadership Team and teachers collaboratively examine the curriculum and student performance in order to improve learning and teaching ([http://community.caj.or.jp/survey/2011/results.php 2011 Staff Survey, 12]).====
 Collaboration happens in a variety of settings and at two levels. At the divisional level, principals and teacher collaboratively plan for culminating events, for activities like School Without Walls (SWOW), and for some units (middle school ESL and core teachers collaboratively plan units in Bible, English, and social studies). They also assess student performance and well being in meetings (monthly high school grade-level and daily middle school core-team meetings) and through google docs (for ESL students and students with learning differences). Principals and teachers also learn together about a range of topics (for example, co-teaching, differentiation, and formative assessment) in order to deepen shared understanding of teaching and learning.

← 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 23:43, 5 January 2012
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	[[Category: School Improvement]]		[[Category: School Improvement]]
−	~~[[Category: SOPHIE Link]]~~

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 ==Program: An exemplary, sustainable, Bible-based educational program==
 That’s what CAJ strives to provide—an exemplary, sustainable, Bible-based educational program. Why? Because that’s the kind of program we need to equip students to impact the world for Christ.

← Older revision		Revision as of 06:14, 13 December 2011
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	[[Category: School Improvement]]		[[Category: School Improvement]]
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 #{{MoreInfo|#3._CAJ.E2.80.99s_Leadership_Team_and_teachers_collaboratively_examine_the_curriculum_and_student_performance_in_order_to_improve_learning_and_teaching_.282011_Staff_Survey.2C_12.29.}}CAJ’s Leadership Team and teachers collaboratively examine the curriculum and student performance in order to improve learning and teaching.
 #{{MoreInfo|#4._To_increase_student_achievement_of_the_learning_targets.2C_teachers_use_a_variety_of_instructional_strategies_and_effectively_engage_students_at_a_high_level_of_learning.2C_including_critical_thinking.2C_problem_solving.2C_and_application.}}To increase student achievement of the learning targets, teachers use a variety of instructional strategies and effectively engage students at a high level of learning, including critical thinking, problem solving, and application.
-#{{MoreInfo|#5._CAJ_currently_integrates_a_basic_level_of_technology_so_that_all_students_develop_a_foundational_level_of_technological_skills._The_school_is_seeking_to_grow_technology_integration_by_implementing_updated_K-12_technology_standards_and_learning_targets.2C_by_providing_training.2C_and_by_increasing_access_to_technology.}}CAJ currently integrates a basic level of technology so that all students develop a foundational level of technological skills. The school is seeking to grow technology integration by implementing updated K-12 technology standards and learning targets, by providing training, and by increasing access to technology.
+#{{MoreInfo|#5._CAJ_currently_integrates_a_basic_level_of_technology_so_that_all_students_develop_a_foundational_level_of_technological_skills.}}CAJ currently integrates a basic level of technology so that all students develop a foundational level of technological skills. The school is seeking to grow technology integration by implementing updated K-12 technology standards and learning targets, by providing training, and by increasing access to technology.
 #{{MoreInfo|#6._Students_have_a_general_understanding_of_what_teachers_expect_them_to_know_and_be_able_to_do.2C_and_an_awareness_of_the_significance_of_the_student_objectives._Evidence_does_not_support_a_clear_articulation_of_class_goals_.28daily.2C_unit.2C_overarching.29_relating_to_standards_and_to_student_objectives.}}Students have a general understanding of what teachers expect them to know and be able to do, and an awareness of the significance of the student objectives. Evidence does not support a clear articulation of class goals (daily, unit, overarching) relating to standards and to student objectives.
 #{{MoreInfo|#7._CAJ_students_use_resources_for_learning_beyond_the_limits_of_the_textbook.2C_including_technology.2C_library.2Fmedia_resources.2C_and_community_resources_.282011_Staff_Survey.2C_30.29.}}CAJ students use resources for learning beyond the limits of the textbook, including technology, library/media resources, and community resources.

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 ====2. CAJ has procedures to ensure that staff, students, parents, and other school community members understand student progress toward the student objectives and the curricular standards.====
-Principals and teaching staff use several communication modalities to report student progress and achievement to parents. According to the [http://staff.caj.or.jp/survey/2010/results.php 2010 Parent Survey (24, 27, 53)] and the [http://staff.caj.or.jp/survey/2011/results.php? 2011 Staff Survey (38, 39)], both parents (98%) and staff  (91%) agree that progress is reported adequately through [[Online_Grades_(EGP)|online grades]], [[Conferences,_Student-Parent-Teacher_%26_Student-Led|conferences]], and [[Report Cards|report cards]].
+Principals and teaching staff use several communication modalities to report student progress and achievement to parents. According to the 2010 Parent Survey (24, 27, 53) and the 2011 Staff Survey (38, 39), both parents (98%) and staff (91%) agree that progress is reported adequately through online grades, conferences, and report cards.
-Secondary teachers use [[Online_Grades_(EGP)|grades online]] to provide students and parents with current information pertaining to student progress. Elementary school teachers send out weekly electronic newsletters.  Divisional principals and classroom teachers contact parents of students who are achieving below content standards throughout the year.
+Secondary teachers use grades online to provide students and parents with current information pertaining to student progress. Elementary school teachers send out weekly electronic newsletters. Divisional principals and classroom teachers contact parents of students who are achieving below content standards throughout the year.
-High school and middle school teachers update grades online on a regular basis. K-12 [[Report Cards|report cards]] are issued twice a year at the end of each semester. Each line on the elementary report card is linked to a specific student objective, giving parents and students concrete evidence of progress toward student objectives. At this time, only the elementary school report cards are linked to the student objectives. Middle school and high school student progress on student objectives and curricular standards can be seen on the rubrics used for specific assessments.
+High school and middle school teachers update grades online on a regular basis. K-12 report cards are issued twice a year at the end of each semester. Each line on the elementary report card is linked to a specific student objective, giving parents and students concrete evidence of progress toward student objectives. At this time, only the elementary school report cards are linked to the student objectives. Middle school and high school student progress on student objectives and curricular standards can be seen on the rubrics used for specific assessments.
-CAJ schedules formal [[Conferences,_Student-Parent-Teacher_%26_Student-Led|conferences]] twice during the school year to communicate with students and parents the student’s progress toward student objectives and curricular standards. Student-Parent-Teacher conferences are held in the fall, and Student-led conferences take place in February for middle school and high school and for 4th and 5th grades in November. At these conferences, student progress and growth areas are identified and communicated to parents.
+CAJ schedules formal conferences twice during the school year to communicate with students and parents the student’s progress toward student objectives and curricular standards. Student-Parent-Teacher conferences are held in the fall, and Student-led conferences take place in February for middle school and high school and for 4th and 5th grades in November. At these conferences, student progress and growth areas are identified and communicated to parents.
-Standardized assessments given at CAJ include Iowa Tests of Basic Skills (grades 2-9), PSAT (grades 10-11), Advanced Placement tests in various subjects, and SAT. Results of CAJ student achievement on these tests are available on the [[Profile, School|CAJ Profile]].
+Information on student achievement (graduation, awards, college admissions, curricular, and extracurricular activities) is communicated to the wider school community through various publications: Knight Sounds, Chronicle, Community Bulletins, Daily Bulletins, Alumni News, Matsu, divisional newsletters, and elementary grade-level newsletters. Staff uses Google Docs to communicate student progress for English as a Second Language (ESL) monthly and for Support Team as needed. Increased communication among staff members leads to better collaboration and communication to parents about student progress.
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 [[Category: School Improvement]]