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- 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.)
- 14:53, 13 December 2011 (diff | hist) . . (-430) . . Program Focus Group Report, 2011-2012 (→10. CAJ provides a Bible-based program (2011 CAJ Strengths, Parents: CAJ’s student objectives 1-11, CAJ’s classes 8-11, 16-21; 2011 CAJ Strengths, MS Students: CAJ classes 1, 8, 10, 13-17, 21, 23).)
- 14:52, 13 December 2011 (diff | hist) . . (+1) . . Program Focus Group Report, 2011-2012 (/* 9. Although CAJ has no formal method for conducting student follow-up, there is some data available to provide insight into the effectiveness of the instruction to prepare students for pursuing further education, entering the work force, or meetin)
- 14:52, 13 December 2011 (diff | hist) . . (-64) . . Program Focus Group Report, 2011-2012 (/* 9. Although CAJ has no formal method for conducting student follow-up, there is some data available to provide insight into the effectiveness of the instruction to prepare students for pursuing further education, entering the work force, or meetin)
- 14:52, 13 December 2011 (diff | hist) . . (-154) . . Program Focus Group Report, 2011-2012 (→8. CAJ has clear policies regarding course completion, certification, credits, grades, homework, etc., that guide student progression through the program (2011 Program A Report, strength 1).)
- 14:51, 13 December 2011 (diff | hist) . . (-236) . . Program Focus Group Report, 2011-2012 (/* 7. CAJ works to give all students access to a challenging, relevant, and coherent curriculum through ESL support, classroom accommodations, differentiated instruction, and a relatively wide curricular offering; CAJ currently does not have a gifted)
- 14:51, 13 December 2011 (diff | hist) . . (-270) . . Program Focus Group Report, 2011-2012 (→6. There are a variety of ways in which CAJ Leadership Team and teachers use collaborative strategies to examine curriculum design and student work in order to refine lessons, units, and/or courses.)
- 14:50, 13 December 2011 (diff | hist) . . (-244) . . Program Focus Group Report, 2011-2012 (→5. CAJ has an ongoing curriculum review and evaluation process that has a significant impact on providing a challenging, coherent, and relevant curriculum for all students.)
- 14:49, 13 December 2011 (diff | hist) . . (-326) . . Program Focus Group Report, 2011-2012 (→4. CAJ students demonstrate acceptable student achievement of the student objectives and curricular standards.)
- 14:48, 13 December 2011 (diff | hist) . . (-391) . . Program Focus Group Report, 2011-2012 (→3. CAJ implements a standards-based curriculum that also addresses the student objectives.)
- 14:48, 13 December 2011 (diff | hist) . . (+1) . . Program Focus Group Report, 2011-2012 (→1. CAJ staff are using current educational research and thinking to maintain and modify our quality curriculum.)
- 14:48, 13 December 2011 (diff | hist) . . (+1) . . Program Focus Group Report, 2011-2012 (→2. CAJ has defined curricular standards and learning targets for most subject areas and/or courses that reflect a comprehensive and sequential documented curriculum.)
- 14:47, 13 December 2011 (diff | hist) . . (-271) . . Program Focus Group Report, 2011-2012 (→2. CAJ has defined curricular standards and learning targets for most subject areas and/or courses that reflect a comprehensive and sequential documented curriculum.)
- 14:47, 13 December 2011 (diff | hist) . . (-343) . . Program Focus Group Report, 2011-2012 (→1. CAJ staff are using current educational research and thinking to maintain and modify our quality curriculum.)
- 14:45, 13 December 2011 (diff | hist) . . (+100,364) . . N Program Focus Group Report, 2011-2012 (Created page with '{{TOC limit|3}} ==Program: An exemplary, sustainable, Bible-based educational program== That’s what CAJ strives to provide—an exemplary, sustainable, Bible-based educational…')
- 14:42, 13 December 2011 (diff | hist) . . (+22,405) . . N Student Objectives Focus Group Report, 2011-2012 (Created page with '{{TOC limit|3}} ==Students: Students achieving the student objectives== That’s what we want our student achieving—the student objectives. Why? Because our student objectives …')
- 14:18, 13 December 2011 (diff | hist) . . (+80) . . N School Improvement Plan, 2011-2012 (Created page with '<sophie article="School Improvement Plan, 2011-2012"/> Category: SOPHIE Link')
- 14:11, 13 December 2011 (diff | hist) . . (+80) . . N School Improvement Plan, 2012-2013 (Created page with '<sophie article="School Improvement Plan, 2012-2013"/> Category: SOPHIE Link')
- 13:53, 13 December 2011 (diff | hist) . . (-65) . . Welcome
- 13:51, 13 December 2011 (diff | hist) . . (+65) . . Welcome
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