School Improvement Plan, 2012-2013 - Revision history

Messenburg: /* Curriculum */

2012-06-04T10:01:32Z

‎Curriculum

Messenburg: /* Resource Master Plan */

2012-06-04T05:51:20Z

‎Resource Master Plan

Messenburg: /* Resource Master Plan */

2012-06-04T05:50:52Z

‎Resource Master Plan

Messenburg: /* Resource Master Plan */

2012-06-04T05:50:33Z

‎Resource Master Plan

Messenburg: /* Legal Status Change */

2012-06-04T05:50:03Z

‎Legal Status Change

Messenburg: /* Legal Status Change */

2012-06-04T05:49:52Z

‎Legal Status Change

Messenburg: /* English Language Proficiency */

2012-06-04T05:49:29Z

‎English Language Proficiency

Messenburg: /* English Language Proficiency */

2012-06-04T05:49:18Z

‎English Language Proficiency

Messenburg: /* English Language Proficiency */

2012-06-04T05:48:51Z

‎English Language Proficiency

Messenburg: /* English Language Proficiency */

2012-06-04T05:48:27Z

‎English Language Proficiency

@@ Line 92: / Line 92: @@
 *'''Monitored''' by the principals, Learning Team, Program A Focus Group, Program B Focus Group, and the Advisory Council
-*'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors ([[Ends B 1|Board Policy 1.2]] and [[Programs and Services B 2.4|2.4]])div style="float:right;margin-left:5px;">[[#top|back to top]]</div><br>
+*'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors ([[Ends B 1|Board Policy 1.2]] and [[Programs and Services B 2.4|2.4]])
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@@ Line 217: / Line 217: @@
 *#Level of stakeholder involvement
 *#Level of clear direction plan provides regarding future facilities and equipment (see [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC 4—p. 29])
-*#Getting plan ''approval'' by the Leadership Team and ''buy-in by'' the Board of Directors (see [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC 4—p. 29])
+*#Getting plan approval by the Leadership Team and buy-in by the Board of Directors (see [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC 4—p. 29])
 *'''Key Action Steps:'''

@@ Line 205: / Line 205: @@
 ===Resource Master Plan===
-*'''Action Plan:''' Collaboratively develop a [[Resource Master Plan]] that provides clear direction for future facilities and equipment that support the educational program for students and account for student safety.
+*'''Action Plan:''' Collaboratively develop a Resource Master Plan that provides clear direction for future facilities and equipment that support the educational program for students and account for student safety.
 *'''Based on Growth Areas:''' [[Finance_Focus_Group_Report,_2011-2012#Growth_Areas|Finance 3]], [[Facilities_Focus_Group_Report,_2011-2012#Growth_Areas|Facilities 1]], [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC 4—p. 29]
@@ Line 229: / Line 229: @@
 *'''Responsible Parties:''' Business manager*, headmaster, Facilities PLC
-*'''Resources:''' [[Meetings|Meeting time]], outside expertise via research and the inclusion of some or all of the following: non-CAJ educators and administrators, consultants, contractors, our current architect, and other qualified experts
+*'''Resources:''' Meeting time, outside expertise via research and the inclusion of some or all of the following: non-CAJ educators and administrators, consultants, contractors, our current architect, and other qualified experts
 *'''Monitored''' by business manager, headmaster, Facilities Focus Group, the Advisory Council

@@ Line 205: / Line 205: @@
 ===Resource Master Plan===
-*'''Action Plan:''' Collaboratively develop a Resource Master Plan that provides clear direction for future facilities and equipment that support the educational program for students and account for student safety.
+*'''Action Plan:''' Collaboratively develop a [[Resource Master Plan]] that provides clear direction for future facilities and equipment that support the educational program for students and account for student safety.
-*'''Based on Growth Areas:''' [[Finance_Focus_Group_Report,_2011-2012#Growth_Areas|Finance 3]], [[Facilities_Focus_Group_Report,_2011-2012#Growth_Areas|Facilities 1]]
+*'''Based on Growth Areas:''' [[Finance_Focus_Group_Report,_2011-2012#Growth_Areas|Finance 3]], [[Facilities_Focus_Group_Report,_2011-2012#Growth_Areas|Facilities 1]], [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC 4—p. 29]
 *'''Student Objectives Addressed:''' All (indirectly)
@@ Line 214: / Line 216: @@
 *#Level of compliance with planning parameters
 *#Level of stakeholder involvement
-*#Getting the plan approved by the Leadership Team and Board of Directors
+*#Level of clear direction plan provides regarding future facilities and equipment (see [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC 4—p. 29])
 *'''Key Action Steps:'''
 *#By June 2012, complete background information, including the history of the facilities and maintenance/purchasing cycles.
 *#By December 2012, get feedback from all stakeholders (staff, administration, board, parents, students) on recommendations, both during the formulation phase and finalization phase.
-*#By December 2012, access outside expertise via research and the inclusion of some or all of the following: non-CAJ educators and administrators, consultants, contractors, our current architect, and other qualified experts.
+*#By June 2013, access outside expertise via research and the inclusion of some or all of the following: non-CAJ educators and administrators, consultants, contractors, our current architect, and other qualified experts (see [[Finance_Focus_Group_Report,_2011-2012#2._CAJ_does_not_have_a_completed_Resource_Master_Plan.2C_but_has_the_intention_to_use_research_and_information_to_form_it.|Finance Resource Planning 2]], [[Facilities_Focus_Group_Report,_2011-2012#2._Although_the_Resource_Master_Plan_has_not_been_developed_yet.2C_CAJ.E2.80.99s_intention_is_for_the_Leadership_Team_and_staff_to_make_extensive_use_of_research_and_information_to_form_the_facilities_section_of_the_Resource_Master_Plan_when_it_is_developed.|Facilities Resource Planning 2]]).
-*#By May 2013, document a cycle for replacing, remodeling, or adding facilities.
+*#By December 2013, document a cycle for replacing, remodeling, or adding facilities and equipment that support the educational program for students and account for student safety (see [[Finance_Focus_Group_Report,_2011-2012#1._CAJ_does_not_have_a_completed_Resource_Master_Plan.2C_but_has_many_of_the_components_of_a_long-range_plan_in_place.|Finance Resource Planning 1]], [[Finance_Focus_Group_Report,_2011-2012#2._CAJ_does_not_have_a_completed_Resource_Master_Plan.2C_but_has_the_intention_to_use_research_and_information_to_form_it.|Finance Resource Planning 2]], [[Facilities_Focus_Group_Report,_2011-2012#1._While_CAJ_does_not_currently_have_a_master_resource_plan_that_addresses_facilities.2C_a_Resource_Master_Plan_is_in_the_process_of_being_developed_to_ensure_responsible_planning_for_the_future._CAJ_will_begin_developing_this_plan_in_the_spring_of_2012.|Facilities Resource Planning 1]], [[Facilities_Focus_Group_Report,_2011-2012#2._Although_the_Resource_Master_Plan_has_not_been_developed_yet.2C_CAJ.E2.80.99s_intention_is_for_the_Leadership_Team_and_staff_to_make_extensive_use_of_research_and_information_to_form_the_facilities_section_of_the_Resource_Master_Plan_when_it_is_developed.|Facilities Resource Planning 2]], [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC D2—page 26, WASC 4—p. 29]).
-*#By June 2013, get Leadership Team and Board of Directors approval of the plan, after a review of the plan by the Facilities PLC and the Facilities Focus group.
+*#By June 2014, get Leadership Team approval and Board of Directors buy-in of the plan, after a review of the plan by the Facilities PLC, the Facilities Focus Group, the Learning Team, and the Program A Focus Group (see [http://staff.caj.or.jp/filingcabinet/WASC/WASCVCFinalReport2012.pdf WASC D2—page 26, WASC 4—p. 29]).
-*'''Responsible Parties:''' *Business manager, headmaster, Facilities PLC
+*'''Responsible Parties:''' Business manager*, headmaster, Facilities PLC
-*'''Resources:''' Meeting time, outside expertise via research and the inclusion of some or all of the following: non-CAJ educators and administrators, consultants, contractors, our current architect, and other qualified experts
+*'''Resources:''' [[Meetings|Meeting time]], outside expertise via research and the inclusion of some or all of the following: non-CAJ educators and administrators, consultants, contractors, our current architect, and other qualified experts
 *'''Monitored''' by business manager, headmaster, Facilities Focus Group, the Advisory Council

← Older revision		Revision as of 05:50, 4 June 2012
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	*'''Monitored''' by business manager, Student Objectives Focus Group, Board of Directors, and the Advisory Council		*'''Monitored''' by business manager, Student Objectives Focus Group, Board of Directors, and the Advisory Council
−
−	*'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors
−	~~<div style="float:right;margin-left:5px;">[[#top\|back to top]]</div><br>~~
−	~~----~~
−	~~<br>~~

	*'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors		*'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors

@@ Line 176: / Line 176: @@
 *'''Based on Growth Areas:''' [[Student_Objectives_Focus_Group_Report,_2011-2012#Growth_Areas|Student Objectives 1]]
 *'''Student Objectives Addressed:''' All (indirectly)
@@ Line 191: / Line 193: @@
 *#By March 2013, receive approval as gakko houjin.
-*'''Responsible Parties:''' *Business manager, administrative assistant, headmaster, assistant business manager, accounting staff, human resources coordinator, Board of Directors
+*'''Responsible Parties:''' Business manager*, administrative assistant, headmaster, assistant business manager, accounting staff, human resources coordinator, Board of Directors
 *'''Resources:''' Legal consultants, Japanese accounting firm, fundraising consultant
 *'''Monitored''' by business manager, Student Objectives Focus Group, Board of Directors, and the Advisory Council
 *'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors

@@ Line 168: / Line 168: @@
 *'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors ([[Ends B 1|Board Policy 1.1 and 1.3]])
 <div style="float:right;margin-left:5px;">[[#top|back to top]]</div><br>
 ----

@@ Line 163: / Line 163: @@
 *'''Responsible Parties:''' Principals*, Learning Team, academic department PLCs
-*'''Resources:''' [[Profile, School|Student performance data]], [http://caj.rubiconatlas.org/c/pi/v.php/Atlas/Authentication/View/Login Rubicon Atlas], trainers in English language acquisition and effective instructional strategies, [[Wednesday Schedule|academic department meetings]]
+*'''Resources:''' Student performance data, [http://caj.rubiconatlas.org/c/pi/v.php/Atlas/Authentication/View/Login Rubicon Atlas], trainers in English language acquisition and effective instructional strategies, academic department meetings
 *'''Monitored''' by the principals, Learning Team, Program A Focus Group, Program B Focus Group, and the Advisory Council

@@ Line 156: / Line 156: @@
 *#By October 2012, the Leadership Team will facilitate shared faculty understanding of the connection between the ESL admission policy regarding English language proficiency and the decisions that are made (see [http://staff.caj.or.jp/filingcabinet/FocusGroups/programa11report.pdf 2011 Program A Report—To Do 3]).
 *#By June 2013, assess our ESL program including the impact of providing ESL support in middle school English and elementary language arts, and explore providing ESL support in content courses other than middle school English and elementary language arts.
-*#By December 2014, explore student performance data related to English language proficiency (see [[Profile,_School|Profile]]).
+*#By December 2014, explore student performance data related to English language proficiency (see Profile).
 *#By June 2015, train all teachers in English language acquisition and appropriate teachers in effective instructional strategies for language proficiency, including differentiation and ESL strategies.
 *#By December 2015, discuss and explore options for nurturing linguistic diversity and ensuring English language proficiency through an American-style program.

@@ Line 140: / Line 140: @@
 ===English Language Proficiency===
-*'''Action Plan:''' To address our demographic shift, increase students' English language proficiency (reading, writing, and vocabulary).
+*'''Action Plan:''' To address our [[Demographic Shift|demographic shift]], increase students' English language proficiency (reading, writing, and vocabulary).
 *'''Based on Growth Areas:''' [[Profile Analysis, 2011-2012|Profile Analysis 2011-2012:]] [[Profile_Analysis,_2011-2012#CAJ_continues_to_experience_a_demographic_shift:|demographic shift]], [[Profile_Analysis,_2011-2012#CAJ_students_continue_to_achieve_the_student_objectives:|student objectives 4]], [[Profile_Analysis,_2011-2012#Key_questions_raised_by_the_analysis_of_the_profile_data_include:|key question 1]]; [[Program_Focus_Group_Report,_2011-2012#Growth_Areas|Program 6 and 7]]
 *'''Student Objectives Addressed:''' Effective Communicators
 *'''Assessment:'''
-*#Student performance data over time (reading, writing, vocabulary)
+*#Student performance data over time (reading, writing, vocabulary) (see [[Profile Analysis, 2011-2012]], [[Student_Objectives_Focus_Group_Report,_2011-2012#10._Standards_of_achievement_in_English_language_are_a_possible_source_of_concern.|Student Objectives 10]])
 *#Number of academic departments that have integrated reading and writing into their standards
 *#Percentage of classes in which student regularly experience effective instructional strategies regarding reading, writing, and vocabulary, including differentiation and ESL strategies
 *'''Key Action Steps:'''
 *#By June 2012, integrate reading and writing into secondary standards for Bible, math, and science, and other subject areas as appropriate.
-*#By June 2013, assess the impact of providing ESL support in middle school English and elementary language arts, and explore providing ESL support in content course other than middle school English and elementary language arts.
+*#By October 2012, the Leadership Team will facilitate shared faculty understanding of the connection between the ESL admission policy regarding English language proficiency and the decisions that are made (see [http://staff.caj.or.jp/filingcabinet/FocusGroups/programa11report.pdf 2011 Program A Report—To Do 3]).
-*#By December 2014, explore student performance data related to English language proficiency.
+*#By June 2013, assess our ESL program including the impact of providing ESL support in middle school English and elementary language arts, and explore providing ESL support in content courses other than middle school English and elementary language arts.
-*#By June 2015, train all teachers in English language acquisition and appropriate teachers in effective instructional strategies regarding reading, writing, and vocabulary, including differentiation and ESL strategies.
+*#By December 2014, explore student performance data related to English language proficiency (see [[Profile,_School|Profile]]).
-*#By December 2015, discuss how we can strike a better balance between nurturing linguistic diversity and ensuring English language proficiency through an American-style program.
+*#By June 2015, train all teachers in English language acquisition and appropriate teachers in effective instructional strategies for language proficiency, including differentiation and ESL strategies.
 *#By June 2016, appropriate academic department PLCs will complete action research on increasing students' English proficiency.
-*'''Responsible Parties:''' *Principals, Learning Team, academic department PLCs
+*'''Responsible Parties:''' Principals*, Learning Team, academic department PLCs
-*'''Resources:'''  Student performance data, Rubicon Atlas, trainers in English language acquisition and effective instructional strategies, academic department meetings
+*'''Resources:''' [[Profile, School|Student performance data]], [http://caj.rubiconatlas.org/c/pi/v.php/Atlas/Authentication/View/Login Rubicon Atlas], trainers in English language acquisition and effective instructional strategies, [[Wednesday Schedule|academic department meetings]]
 *'''Monitored''' by the principals, Learning Team, Program A Focus Group, Program B Focus Group, and the Advisory Council
 *'''Progress Report(s):''' Annual report to all stakeholders and headmaster monitoring report to the Board of Directors ([[Ends B 1|Board Policy 1.1 and 1.3]])
 <div style="float:right;margin-left:5px;">[[#top|back to top]]</div><br>
 ----