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14:19, 19 February 2015 Naterudd (talk | contribs) blocked Messenburg (talk | contribs) with an expiration time of indefinite (account creation disabled, autoblock disabled) (Left CAJ)

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15:27, 13 December 2011 (diff | hist) . . (-119)‎ . . Staff Focus Group Report, 2011-2012 ‎ (→‎6. The Leadership Team and staff are further developing shared understanding of the connections between the mission, board ends, job descriptions, and school improvement process and plans.)
15:26, 13 December 2011 (diff | hist) . . (-108)‎ . . Staff Focus Group Report, 2011-2012 ‎ (→‎5. The Leadership Team works collaboratively to carry out CAJ's mission.)
15:26, 13 December 2011 (diff | hist) . . (-427)‎ . . Staff Focus Group Report, 2011-2012 ‎ (/* 4. The Leadership Team regularly reviews how it involves staff in shared responsibility, action, and accountability for equipping students to impact the world for Christ; and aims to make its review increasingly comprehensive, consistent, and syst)
15:26, 13 December 2011 (diff | hist) . . (-563)‎ . . Staff Focus Group Report, 2011-2012 ‎ (/* 3. To effectively involve staff in shared responsibility, action, and accountability for equipping students to impact the world for Christ (2011 Staff Survey, 61), the Leadership Team focuses staff energy, empowers staff, and provides regular opp)
15:25, 13 December 2011 (diff | hist) . . (-1,019)‎ . . Staff Focus Group Report, 2011-2012 ‎ (→‎2. CAJ has effective processes for internal communication, planning, and resolving differences (2011 Staff Survey, 59).)
15:25, 13 December 2011 (diff | hist) . . (-979)‎ . . Staff Focus Group Report, 2011-2012 ‎ (→‎1. CAJ has documentation that defines Leadership Team and staff responsibilities, processes, and policies.)
15:24, 13 December 2011 (diff | hist) . . (+31,174)‎ . . N Staff Focus Group Report, 2011-2012 ‎ (Created page with '{{TOC limit|3}} ==Staff: Qualified Christian staff working to achieve board ends== That’s the type of staff CAJ strives to have—qualified Christian staff working to achieve …')
15:23, 13 December 2011 (diff | hist) . . (-579)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎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.)
15:23, 13 December 2011 (diff | hist) . . (-349)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎2. CAJ effectively uses professional services and speakers from our immediate community and beyond.)
15:22, 13 December 2011 (diff | hist) . . (-1,033)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎1. CAJ has effective processes for the regular involvement of parents and the community, allowing them to actively partner in the teaching/learning process.)
15:20, 13 December 2011 (diff | hist) . . (-289)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎4. CAJ supports the schoolwide improvement plan in terms of time, finances, personnel and material resources.)
15:20, 13 December 2011 (diff | hist) . . (-271)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎3. CAJ’s school improvement, professional development, and teacher evaluation are aligned.)
15:19, 13 December 2011 (diff | hist) . . (-253)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎2. CAJ’s schoolwide improvement plan targets increased student learning through curriculum planning and development, professional development, and technology integration.)
15:19, 13 December 2011 (diff | hist) . . (-284)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎1. CAJ’s improvement process is broad-based and collaborative, with stakeholders having a range of commitment levels.)
15:18, 13 December 2011 (diff | hist) . . (-25)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎5. CAJ has policies, procedures, and resources to ensure a safe, healthy, nurturing environment that is conducive to learning, as required by board policy.)
15:18, 13 December 2011 (diff | hist) . . (-855)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎5. CAJ has policies, procedures, and resources to ensure a safe, healthy, nurturing environment that is conducive to learning, as required by board policy.)
15:17, 13 December 2011 (diff | hist) . . (-297)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎4. There is a high level of support for staff to try innovative approaches.)
15:17, 13 December 2011 (diff | hist) . . (-367)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎3. Mutual respect and communication is evident between CAJ staff, students and parents.)
15:16, 13 December 2011 (diff | hist) . . (-499)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎2. CAJ fosters student self-esteem through high expectations for each student and mutual respect.)
15:15, 13 December 2011 (diff | hist) . . (-427)‎ . . Culture Focus Group Report, 2011-2012 ‎ (→‎1. CAJ demonstrates care, concern and high expectations for students in an environment that honors individual and cultural differences and is conducive to learning.)
15:14, 13 December 2011 (diff | hist) . . (-337)‎ . . Culture Focus Group Report, 2011-2012 ‎
15:14, 13 December 2011 (diff | hist) . . (+26)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎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.)
15:13, 13 December 2011 (diff | hist) . . (+39,551)‎ . . N Culture Focus Group Report, 2011-2012 ‎ (Created page with ''''2011-2012 Report | Student Objectives Review Process | Profile | Progress Report | [[…')
15:10, 13 December 2011 (diff | hist) . . (-192)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎Instruction)
15:09, 13 December 2011 (diff | hist) . . (-342)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎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.)
15:08, 13 December 2011 (diff | hist) . . (-110)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎1. CAJ student progress on the student objectives and curricular standards is determined and monitored by a number of procedures.)
15:08, 13 December 2011 (diff | hist) . . (-22)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎10. The Technology Department supports student objective achievement by meeting student needs.)
15:07, 13 December 2011 (diff | hist) . . (-50)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎9. The primary role of the library is to support student achievement of the student objectives.)
15:07, 13 December 2011 (diff | hist) . . (-79)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎8. Overall, students think that CAJ provides adequate services.)
15:06, 13 December 2011 (diff | hist) . . (-319)‎ . . Program Focus Group Report, 2011-2012 ‎ (/* 7. CAJ does not have an integrated, schoolwide process for evaluating the level of student involvement in curricular/co-curricular activities and student use of support services; however, monitoring of this involvement does take place on a number)
15:06, 13 December 2011 (diff | hist) . . (-459)‎ . . Program Focus Group Report, 2011-2012 ‎ (/* 6. CAJ offers a range of student support services, including ESL support (elementary, middle school, high school divisions), guidance services (career and personal counseling), Health Center services, library, technology, and a variety of academic)
15:05, 13 December 2011 (diff | hist) . . (-215)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎5. The Leadership Team and staff strongly connect co-curricular activities to the student objectives.)
15:04, 13 December 2011 (diff | hist) . . (-556)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎4. The Leadership Team and staff effectively ensure that the support services and related activities have a direct relationship to student involvement in learning within and outside the classroom.)
15:04, 13 December 2011 (diff | hist) . . (-357)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎3. The Leadership Team and staff effectively use several approaches to personalize learning.)
15:03, 13 December 2011 (diff | hist) . . (-137)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎2. The level of coordination of CAJ’s system of support services (including the processes for intervention and referral) allows for moderate-to-maximum effectiveness.)
15:03, 13 December 2011 (diff | hist) . . (-384)‎ . . Program Focus Group Report, 2011-2012 ‎ (/* 1. CAJ’s Leadership Team and staff provide a wide range of personalized student support correlated to student achievement of the curricular standards and the student objectives for all students, including those admitted with special needs and th)
15:02, 13 December 2011 (diff | hist) . . (-418)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎7. CAJ students use resources for learning beyond the limits of the textbook, including technology, library/media resources, and community resources (2011 Staff Survey, 30).)
15:01, 13 December 2011 (diff | hist) . . (+4)‎ . . Program Focus Group Report, 2011-2012 ‎
14:59, 13 December 2011 (diff | hist) . . (-462)‎ . . Program Focus Group Report, 2011-2012 ‎ (/* 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)
14:59, 13 December 2011 (diff | hist) . . (-232)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎4. 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.)
14:58, 13 December 2011 (diff | hist) . . (-87)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎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).)
14:57, 13 December 2011 (diff | hist) . . (-292)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎2. Teacher planning, including the use of formative assessment results, focuses on engaging all students at a high level consistent with CAJ’s standards and student objectives.)
14:57, 13 December 2011 (diff | hist) . . (-1,311)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎1. Teachers use a variety of strategies to remain current in research-based professional knowledge and apply their knowledge to improve teaching and learning.)
14:56, 13 December 2011 (diff | hist) . . (-49)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎6. 17% of teachers either somewhat disagree, disagree, or strongly disagree that they give students enough opportunities to choose how they will be assessed (2011 Staff Survey, 19).)
14:55, 13 December 2011 (diff | hist) . . (-254)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎5. CAJ teachers regularly monitor student progress over time, and the use of feedback from students ranges from emerging to proficient.)
14:55, 13 December 2011 (diff | hist) . . (-222)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎4. Student work and other assessments demonstrate student proficiency in the knowledge and skills necessary to achieve the standards.)
14:55, 13 December 2011 (diff | hist) . . (-380)‎ . . Program Focus Group Report, 2011-2012 ‎ (/* 3. Assessment data is regularly collected (Board Policy 2.4.7), is regularly used by individual teachers, is sometimes used by groups of teachers to modify instruction, and is beginning to be used to make decisions about professional development a)
14:54, 13 December 2011 (diff | hist) . . (-487)‎ . . Program Focus Group Report, 2011-2012 ‎ (/* 2. CAJ’s curriculum framework calls for the alignment of the student objectives, standards/learning targets, assessments, and instructional approaches, and CAJ’s alignment has not been updated since CAJ started developing and adopting new stan)
14:53, 13 December 2011 (diff | hist) . . (-438)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎1. CAJ teachers regularly use a variety of appropriate assessment strategies to measure student progress toward acquiring understanding of a specific body of knowledge or skills.)
14:53, 13 December 2011 (diff | hist) . . (-105)‎ . . Program Focus Group Report, 2011-2012 ‎ (→‎11. CAJ works to capitalize on the benefits of being an international school.)

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