WASC Book.indb - The American School in Japan

Transcription

Our Core Values:
Students
ASIJ prioritizes the needs of the whole individual and promotes a balanced education
for each student. We focus on the acquisition of high-level academic skills and the
healthy social, physical and emotional development of our students.
TABLE OF CONTENTS
PREFACE
5
7
9
Preface
WASC Visiting Committee Members
Leadership Team
CHAPTER 1 SCHOOL/COMMUNITY PROFILE
13
ASIJ School/Community profile
CHAPTER 2 SELF-STUDY PROCESS
23
24
26
27
Student Learning Outcomes and Mission
Discovering our Vision
Mission, Vision, Values
Aligning Vision Process to Focus on Learning Self-Study Process
CHAPTER 3 PROGRESS ON ACTION TAKEN SINCE PREVIOUS WASC REPORT
31
Progress Report on Action Taken Since Previous WASC Report
CHAPTER 4 SELF STUDY FINDINGS
37
39
43
Introduction to Schoolwide Areas of Strength and Growth
Findings from the Visioning Process
Findings from Data Gathering Activities
43
47
59
61
86
91
103
NSSE Opinion Inventory Results Analysis
Summary Report:Chofu Data in a Day
Student Focus Group Report
Student Connectedness Report
Resource Management and Development Report
Summary Report: Early Learning Center Data in a Day
Critical Friends Groups’ Summary Report
CHAPTER 5 SCHOOLWIDE ACTION PLAN
119
119
135
Introduction
Action Plan
Implementation Timeline
APPENDICES
143
144
148
149
Alignment of Focus on Learning Self Study Process to ASIJ Visioning Process
WASC Schoolwide Criteria Aligned to ASIJ Visioning Process and Ongoing School Improvement
Becoming an Exemplary International Learning Community
Glossary
PREFACE
3
PREFACE
Completion of this Self-Study is a particularly noteworthy triumph for the American School in Japan. Given special dispensation to pursue a unique
interpretation of the WASC Focus on Learning protocol incorporating our school’s vision process, ASIJ has undergone a creative and stimulating
journey of discovery. Since one of the two central themes of our vision statement focuses on being an exemplary international learning community,
we believe that both the process and product of this Self-Study have informed and stimulated our community’s learning. After countless hours of
work, including the opportunity for input from virtually every member of our extended community, we are eager for the collegial feedback that the
visiting team will offer.
According to Margie Blanchard, “visions are dreams with deadlines.” The deadline for our new vision is 2013, the conclusion of our next cycle
for accreditation. The formation of this vision actually began in 2005, elongating our self study process and sharpening our view of the areas on
which we intend to focus for our next phase of school improvement. We believe that our Action Plan charts a hopeful yet realistic path to that vision,
and we invite the readers of the Self-Study to provide their perspectives and support.
Borrowing another page from our vision, we strive to be an even more collaborative community than we were at the time of our last self-study
in 2001. While ASIJ has long been populated with many stars, we seek to become more of a constellation. We believe that the more we share
our successes and failures with one another, the more we will be the type of reflective community that truly nurtures each student’s full potential. The
“students” are sometimes the adults in our community, as we strive to learn from, and with, one another.
Ours is a school on the move, one that seeks to honor our heritage and values to inform all of our daily actions while stretching towards our
new vision. We continue to strive to be an exemplary international community, recognizing that the pursuit of excellence is never-ending. Our aim,
in short, is to help make this good school even better, and we look forward to receiving the insights which will no doubt assist us in our journey
towards school improvement.
Sincerely,
Timothy S. Carr
Headmaster
PREFACE
5
WASC VISITING COMMITTEE MEMBERS
Dr. John Sugiyama, Superintendent-Retired
Danville, CA
Chair
Mr. Mark Boyer, Assistant Superintendent for Curriculum & Instruction
Singapore American School
Associate Chair
Mr. Tom Baker, Deputy Head for Learning
International School of Bangkok
Member
Mrs. Diane Bohm, Post 16 Consultant
English Schools Foundation, Hong Kong
Member
Ms. Joan Larsen, Head of School
Tohoku International School
Member
Ms Dana Melvin, Teacher
Taipei American School
Member
PREFACE
7
LEADERSHIP TEAM
Patty Butz, Self-Study Coordinator
Tim Carr, Headmaster
Kathy Pike, Parent
Early Learning Center
Marsha Rosenberg
Judy Beneventi, Director
Elementary School
Evelyn Buckler
Lori Newman
Barbara Rynerson, Assistant Principal
Dan Bender, Principal
Middle School
Glenn Hoskins
Kim Guodace
Meagan Pavey, Assistant Principal
Scott Adams, Principal
High School
Kim Gotterson
Julie Rogers
Nancy Kroonenberg, Assistant Principal
Rick Weinland, Principal
PREFACE
9
Our Core Values:
Excellence
At ASIJ we inspire our students to achieve their full potential and to passionately
pursue excellence in everything they do. We actively seek out learning experiences
that develop creativity and instill the desire to achieve personal success.
ASIJ SCHOOL/COMMUNITY PROFILE
Introduction
Founded in 1902, The American School in Japan (ASIJ) is a private, co-educational day school. It provides a high-quality, U.S.-style college
preparatory education for the children of the international community in Tokyo, particularly dependents of families on temporary professional
assignment. The Early Learning Center (ELC) program—for children ages three to five—is housed on the Roppongi Hills campus, while K–12
programs are located 14 kilometers west of Tokyo, on the 14-acre (5.5 hectare) main Chofu campus. With diverse curricular and co-curricular
programs, a highly qualified professional staff of over 140, and approximately 1580 students from 37 nations, ASIJ is one of the oldest and most
respected international institutions in Japan.
Student Body
As of September 15, 2006, student enrollment was 1,581, representing 37 countries. While most ASIJ students (78.75% or 1,245) have parents
of the same nationality, many students are bi-(or multi-) national (21.25% or 336). Of those students whose parents are from a single country,
approximately 50.66% (801) are from the U.S., 12.9% (204) from Japan, and 2.91% (46) from Canada. Almost five percent (4.81%, or 76) hail
from European countries, 3.42% (54) from other Asian countries, 2.02% (32) from Australia and New Zealand, 1.01% (16) from Middle Eastern
countries, .7% (11) from South America, and .32% (5) from Africa. Of the 336 bi-(or multi-) national students, 253 have parents from the U.S. and
Japan; 47 (2.97%) from Japan and another country; 28 (1.77%) from the U.S. and another country; and 8 (.51%) from countries other than the
U.S. and Japan.
Although the majority of ASIJ’s bi-cultural families include one parent who is Japanese and one who is not, this is far from a homogeneous
group. There are some families whose children have lived only in Japan, while others have moved to Japan from another country and find that ASIJ
represents their children’s first Japanese experience. In families where both parents are Japanese, the children who have lived in Japan their entire
lives have a different outlook than those who have lived overseas. Individual perceptions of bi- or multi-culturalism are affected by many factors,
including nationality, ethnicity, the language used at home, and the length of time spent living in countries other than Japan or the home country.
The school’s student population is highly mobile. In 2002-2003 the retention rate was 82% (1122 returning of 1368), in 2003-2004 84%
(1128 of 1344), in 2004-2005 83% (1138 of 1370), and in 2005-2006 79% (1222 of 1544). In other words, 16-21 % of students either moved
to other countries or returned to their home countries. On the other hand, there is a small group of students who remain at ASIJ for their complete
education, and there are nearly 40 second-generation ASIJ students among the school population.
Faculty
ASIJ’s faculty is highly qualified and dedicated to the student and parent community. There are 140 full-time and seven part-time faculty and
administrators, including 97 U.S. citizens, 17 Japanese citizens, and 33 persons of other nationalities. Teachers typically acquire at least five years
of experience before arrival at ASIJ and remain an average of seven years. They receive a stipend to encourage professional development, ranging
from attending conferences to pursuing post-graduate degrees. Over 50% of the faculty took advantage of this stipend and/or other professional
development opportunities in 2005-06. The faculty/student ratio is 1:9.
Administration
The school’s nine administrators also are highly qualified and experienced, with a collective total of 60 years of service at ASIJ. All possess advanced
degrees. They serve on the Administrative Team, which is responsible for overseeing and coordinating all major decisions affecting the school.
SCHOOL/COMMUNITY PROFILE
13
Curriculum
ASIJ’s Mission Statement—developing compassionate, inquisitive learners prepared for global responsibility—along with its Student Learning
Outcomes, Vision and Core Values provide students, faculty, administrators, and parents with a foundation for program planning, development,
and evaluation. ASIJ educates students to become effective communicators, literate individuals, critical thinkers and problem solvers, self-directed
productive learners, and constructive community members.
The curriculum is similar to that of U.S. college-preparatory schools, with the addition of Japanese language and area studies offered to all
students. Elementary school students study Japanese every other day in a six-day cycle, and experience Japanese culture by taking occasional day
trips, such as a visit to a soba noodle shop. Upper elementary students take part in more extended exchanges with their peers in Numazu and
other nearby towns.
Middle school students participate in two grade-level field trips each year. All sixth graders visit Kiyosato and participate in an exchange with
Fuchu Dai Ichi School. Seventh graders visit Hiroshima in February and Izu in May. Eighth graders have two trips: to Lake Sai in the first semester,
and to Nagano for skiing in the second semester.
For 19 years, high school students have become better acquainted with Japanese culture through the Japan Understanding and Motivational
Program (JUMP). Students choose from a list of over 20 cultural activities and travel possibilities. Fall 2006 trips included a two-day visit to
Kijimadaira to learn Taiko drumming, and a taste of the simple life on a farm near Nagano.
The typical ASIJ student in all divisions achieves above-average percentile scores on U.S.-normed standardized tests and generally achieves
above grade level in classroom work.
Student Support
ASIJ is committed to providing support for a variety of learners who may need assistance.
Learning support is widely available for students with mild to moderate learning disabilities, as well as those students who may need support
temporarily. At the Early Learning Center, the student support strategy is early intervention. The full-time learning support specialist provides
services as needed. In the 2006-07 school year she worked with students in the following areas: Phonological delay/articulation disorder - 18
students; Language delay/disorder - 8 students; Fluency - 1 student; ESL - 6 students; Phonemic awareness/reading/writing - 12 students plus 7
who are counted in other categories. In the elementary school, assistance in learning to read is provided to individual and small groups of students
according to an early intervention approach. This philosophy is one of prevention which seeks to “catch them before they fail.” As of September
2006 approximately 70 students, or 13% of the elementary school population, are receiving some kind of learning support. The majority of
these students receive support in reading and spelling; some students also receive math support. In kindergarten, 8 students are receiving group
instruction in phonemic awareness and pre-reading skills. In first grade, 21 students are receiving support; in second grade, 10 students; in third
grade, 12 students; in fourth grade, 13 students; and in fifth grade, 4 students. Speech and language support is provided by a Speech-Language
Specialist for students in grades K–3 who have identified difficulties in articulation or language processing. At any given point in the school year,
roughly, 25 students are receiving Speech or language services. Approximately 8 students receive both Learning Support and Speech-Language
services. The ESOL (English for Speakers of Other Languages) program is for non-native English speaking students in grades one through five. Small
classes are offered in this pull-out program, which is currently serving 21 elementary students.
In the middle school, 24 students (8 in sixth grade, 8 in seventh grade, and 8 in eighth grade) are receiving various types of support as of
September 2006, ranging from academic support, to tutorials, to assistance with LD and ADHD issues. Learning support is provided by a learning
specialist and two generalists who staff resource centers.
At the high school, students receive extra support, either from a trained learning specialist, subject-focused learning centers, or tutors. In
2006-07 students served include 24 in Skills for Success, 10 in Comprehensive Language Arts, 5 in Foundations of Algebra, 9 in Foundations of
Geometry, 4 in Foundations of Algebra II and 3 in Foundations of PreCalculus. Students receiving services may have been diagnosed with ADHD
or learning difficulties, or may simply require additional support.
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CHAPTER 1
Student Performance
ASIJ offers 14 college-level Advanced Placement courses to juniors and seniors. In a typical year, more than 160 students take over 400 exams,
achieving scores of 3 or better in 85% of exams.
ADVANCED PLACEMENT
YEAR
CANDIDATES
EXAMS
SUBJECT AREAS
SCORES OF 3+
2002
164
359
20
312 (87%)
2003
189
399
19
346 (87%)
2004
188
413
19
359 (87%)
2005
182
401
22
334 (83%)
2006
193
444
20
379 (85%)
ADVANCED PLACEMENT SCHOLARS
YEAR
AP SCHOLAR
SCHOLAR WITH HONORS
SCHOLAR WITH DISTINCTION
2002
13
10
19
2003
10
11
14
2004
13
18
26
2005
17 (18%)
15 (16%)
20 (22%)
2006
12 (12.5%)
14 (15%)
23 (24%)
SAT SCORES
YEAR
VERBAL
(EXCLUDING ESL)
VERBAL
(INCLUDING ESL)
VERBAL COMBINED
MATH
WRITING
2002
582
538
564
625
-
2003
621
508
577
622
-
2004
613
533
589
642
-
2005
616
504
577
630
-
2006
-
-
555
613
562
On average, 97% of ASIJ seniors enroll in college or university programs, with over 90% accepted to their first-choice institution.
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TOP 38 COLLEGES AND UNIVERSITIES ATTENDED BY ASIJ STUDENTS SINCE 1990
(LISTED BY NUMBER OF MATRICULATED STUDENTS)
International Christian University (Japan)
Sophia University (Japan)
Boston University
Temple University (Japan)
Cornell University
Brigham Young University
New York University
Stanford University
Northwestern University
Tufts University
University of Virginia
University of California Santa Barbara
University of Washington
Pennsylvania State University
Macalaster College
George Washington University
Brown University
American University
University of Michigan
Carnegie Mellon University
Virginia Tech
University of Hawaii at Manoa
College of William and Mary
Yale University
University of California, Santa Cruz
University of British Columbia (Canada)
Hawaii Pacific University
Northeastern University
University of California, Irvine
Bowdoin College
Johns Hopkins University
University of Colorado at Boulder
McGill University (Canada)
Villanova University
Washington University in St. Louis
Middlebury College
Princeton University
University of Southern California
Carleton College
Indiana University Bloomington
Middle school students take the ERB tests every other year. Eighth grade results for the most recent test administrations are shown below.
GRADE 8 ERB TEST
RESULTS
2001
2003
2005
Verbal Reasoning
82
88
90
Vocabulary
73
88
90
Reading
Comprehension
91
85
83
Writing Mechanics
85
88
90
N/A
89
93
Quantitative
Reasoning
93
90
95
Mathematics
97
85
94
(BY PERCENTILE RANK COMPARED
TO US NATIONAL NORMS)
Writing Concepts
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CHAPTER 1
Elementary school students take the ERB tests in the third and fifth grades. Recent scores for 5th graders are shown below.
GRADE 5 ERB TEST
RESULTS
2002
2003
2004
2005
2006
Verbal Reasoning
88
89
89
86
86
Vocabulary
87
86
84
83
85
Reading
Comprehension
88
85
87
82
87
Writing Mechanics
87
90
88
87
88
Quantitative
Reasoning
91
95
92
94
93
Mathematics
95
94
94
93
93
93
92
92
92
(BY PERCENTILE RANK COMPARED
TO US NATIONAL NORMS)
Writing Concepts
and Skills
Co-Curricular Activities
In addition to its core curriculum, ASIJ fulfills its mission with a rich and varied co-curricular program. At the High School, students can participate
in various drama activities including one-act plays, musicals, and Kyogen (a form of Japanese theater), Art Club, Chochin (yearbook), debate,
Daruma (literary magazine), Hanabi (student newspaper), Media Productions Network, Model United Nations, Amnesty International, CommunityOriented Student Action (COSA), Animal Advocates, Philippine Relief Organization, Student Action for the Earth (SAFE), speech team, Student
Council, Tech Crew, Gay/Straight Student Alliance, National Honor Society, interscholastic athletics, and peer counseling.
Middle school students can participate in Homework Club, Art Club, Brain Bowl, chess, board games, drama, martial arts, Peer Helpers,
service opportunities, interscholastic and intramural sports teams, Student Leadership Team, Omoide (yearbook), Habataki (newspaper), and
Technology and Games Club.
Elementary school students can participate in such activities as ballet, Chess Club, handbells, Hula Dance, gymnastics, Nihon Buuyo (Japanese
dance), swim team, after-school art club, after-school recreation programs, soccer, tennis, sumo, Tae Kwon Do, Scouts, taiko drumming, and Student
Council.
Facilities
ASIJ’s facilities are the largest and most complete of the international schools in Japan and include a 25-meter indoor pool, three gymnasiums, a weight
room, two playing fields, and four tennis courts. The Middle School field was recently expanded to provide a second full-sized area for team sports. This
allows the school to offer its students extensive athletic and academic opportunities. The Early Learning Center, the Chofu campus kindergarten and the
Elementary School each have their own playground. The Chofu campus is bordered on two sides by the spacious Nogawa Park, one of the largest park
and recreation areas in Tokyo. Classes from all grade levels enjoy the park through supervised excursions and outdoor sessions.
17
The library network includes the Frederick Harris Main Library in the High School and branch libraries in each division. The Main Library
houses over 26,000 books, 200 periodicals, several thousand video, audiocassette and CD-ROM titles, and subscribes to several online databases
that offer access to 500 periodicals and newspapers, the Internet and an extensive Japan collection. In addition, each divisional library has a
wide range of age-appropriate book titles that can be searched electronically, and programs designed to encourage students to become lifelong
learners.
Nineteen computer and technology resource centers are located across the Chofu campus to provide word processing, programming and
problem-solving skill development for all ASIJ students. With over 900 computers with high-speed internet connections, including wireless laptops,
ASIJ has a student to computer ratio that provides over four times the amount of individual computer time offered by most U.S. public schools.
Online multimedia workstations are located throughout the school, and most students have personal email accounts. Smartboards are also utilized
for specific classroom activities, and students in Middle and High School create multimedia projects in ASIJ’s digital video lab.
The newly rebuilt Ricketson Theater, which opened in September 2006, is an extensive and flexible facility that supports our performing arts
program. In addition to the main auditorium, which has 420 retractable seats and a maximum capacity of 550, the complex also features a set
workshop, extensive backstage facilities, practice rooms, music ensemble and choir rooms and an additional black box theater space. The school
also offers facilities for studio arts, print and digital photography, digital video, crafts, vocal music, instrumental music, music composition and
home arts.
In 2003, a new three-story cafeteria/classroom/office complex was completed. The new building houses the fourth and fifth grades and two
Middle School classrooms. The business, housing, summer day camp and development offices also relocated to this complex and an office for the
Chofu PTA was created for parent volunteers.
Parents at ASIJ
Parents are offered many opportunities to become involved in the school. Each division is supported by a Parent Advisory Council (PAC), with
monthly meetings open to all parents. The councils provide a key communication link between parents and administrative staff, as well as an
important forum for sharing information and working towards the improvement of student learning. A PAC group of Japanese-speaking parents
provides additional support and activities for this sector of our community.
Parents further support the educational program by volunteering in classrooms, attending field trips, coordinating community service projects,
leading scout groups, participating in Sports Day, and contributing to the annual fund. The Chofu PTA plays a major role in fundraising activities
through community events such as Holiday Happening, the Foreign Buyer’s Club donation program, and consumer-generated fundraising with
corporations. It also sponsors several events to foster a sense of community at ASIJ, including welcome coffees, the neighbor-to-neighbor program,
Japanese parent meetings, a Spirit Day during Homecoming, and appreciation lunches for teachers and staff as well as bus monitors and drivers.
All monies raised by the Chofu PTA are returned to the school through PTA-sponsored activities and a grants process that funds requests from faculty.
In this manner the PTA has supported Challenge Day in the Middle and High Schools, visiting author programs in the libraries and, through the
grants process, purchased a new telescope for the school.
The ELC pursues a similar program of community events and fundraising, culminating in an auction each spring. Proceeds from these activities
support field trips and cultural activities at the ELC such as a sweet potato dig, author visits and petting zoo.
Through the Booster Club, parents support the extensive athletic program by defraying costs, offering maps to events, and planning sports
banquets. Friends of the Fine Arts (FOFA) is an organization of parents working together to support the fine arts by publicizing events, assisting
with behind-the-scenes preparations, providing refreshments to create a welcoming atmosphere, and by raising funds for future projects. FOFA and
the Chofu PTA also hold a dinner show to highlight student performances and raise funds.
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CHAPTER 1
Governance and School Leadership
ASIJ is governed by a 15-member Board of Directors, including the Chofu and Early Learning Center PTA presidents. Other members are drawn
from the Board of Trustees of the American School in Japan Foundation, the school’s sponsors. Trustees include representatives of businesses and
corporations, the U.S. government, church organizations, alumni, and staff. Faculty members serve on its Personnel Committee. Occasionally, the
school holds town meetings.
The school is authorized by the Japanese government to operate as a nonprofit, tax-exempt organization. Seventy-four percent of students
receive tuition payment through corporate sponsorship while their parents are on assignment in Japan; 26% are self-paying, with families funding
their own tuition.
History
ASIJ was officially founded by a group of expatriate parents in 1902 as The Tokyo School for Foreign Children. Originally located in a single room
in the Kanda YMCA, it moved in the following year to Tsukiji. In 1920, the school changed its name to The American School in Japan and in 1923
the great Kanto earthquake rendered the school building, then in Shibaura, unsafe. The Imperial Household Agency provided temporary quarters
for the school for three years, until a new campus could be established in Meguro.
In 1942, the school suspended operations. During WWII, the building was used as a Japanese girls’ school. After 1946, U.S. occupation forces
used the campus as a dependents’ school. The Army relinquished the facility in 1952, and it reopened as The American School in Japan.
The school moved to its present Chofu campus in 1963. In 1977, the school celebrated its 75th anniversary with a visit by the Crown Prince and
Princess. A Middle School division, housed in the High School, was created in 1983. The next year, a fine arts facility was added to the secondary
school. The Middle School subsequently moved into its own building in 1985. In 1998, the Chofu campus underwent a large renovation program,
adding a new building in the Elementary School, and including a complete seismic retrofit and renovation to the High School.
In January 2004, our Nursery-Kindergarten moved from Naka-Meguro into a new specially designed facility in Roppongi Hills. With additional
capacity, the new facility also changed its name to the ASIJ Early Learning Center. The following year the second phase of expansion made possible
by our Second Century Campaign occurred with the rebuilding of the Chofu cafeteria to provide an expanded dining area and two additional
stories housing classrooms and offices. The reconstruction and expansion of our Ricketson Theater in 2005-06 completed the redevelopment of
facilities funded by the Campaign.
The ASIJ Community
The ASIJ community includes corporate expatriates temporarily living in Tokyo, bi-cultural families, Japanese families who have returned from living
abroad, embassy personnel, families in the military and missionary families. While some families live in the Chofu area, most reside in downtown
Tokyo.
Buses
Since the Chofu campus is 14 kilometers from downtown Tokyo, ASIJ maintains 24 school-owned buses, with over 1100 riders and 200 stops. Late
buses depart campus at 5:00 p.m. and again at 6:00 p.m. to simplify transportation for students with after-school activities. ASIJ also makes buses
available for athletic events and other activities on evenings and weekends. High school students are trained as monitors to supervise children on
the bus and handle emergencies. The average commute is 50 minutes.
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Home/School Communication
ASIJ strives to maintain close links with its community through a variety of print and electronic media. Each division posts timely information and updates
to its own section of the Mustangs Online (MOL) website; school announcements and important messages are also emailed to all parents. Before school
begins, each family receives copies of the school calendar and ASIJ’s Back-to School publication, which contains divisional and all school information
pertinent to the start of the year. Students also receive their divisional Student Handbook. A community magazine, The Ambassador, which contains an
extensive alumni news section and the School’s Annual Review, is published every fall. The magazine is distributed to all ASIJ families, alumni and staff.
Alumni also receive Class Letters from their Class Agents and a monthly Alumni e-News sent by email. The school’s two websites, <www.asij.ac.jp> and
<www.mustangsonline.org>, provide extensive, regularly updated information on all facets of the school community. In November 2006, the School
launched NetCommunity, an online community for alumni, and ASIJ plans expand this service to also cover faculty and parents in the near future.
Each division conducts a back-to-school session, during which parents meet as a group with their children’s teachers early in the school year. Parentteacher conferences are held twice a year at the Elementary and Middle Schools. The elementary spring conference is a student-led conference.
Health Services
The Chofu campus maintains a Health Center staffed with one full-time and two part-time registered nurses. They perform regular hearing and
vision screenings for elementary school students, and vision and scoliosis tests for Middle School students. The Center takes care of students from
kindergarten through grade 12 and has approximately 11,000 student visits per year.
Disaster Prevention
ASIJ has fully developed plans to provide for the school community in case of an earthquake or other natural disaster. The Chofu campus maintains
supplies for 1700 people for five days, as well as provisions for students riding the buses. The Early Learning Center campus also maintains
provisions for students and faculty for five days. There is a satellite-phone communication plan and a public evacuation site within walking
distance, should the need arise. Each division conducts periodic drills, and bus monitors are trained to handle such emergencies. These plans are
communicated to parents in the School Directory as well as in various orientation meetings and other events. In addition, each division has plans
to deliver instruction in a “virtual school” setting should it not be possible for students to attend school.
Alumni
The school has 19,600 alumni around the world who attended for varying lengths of time during ASIJ’s 105-year history, and 8,350 of these
alumni are currently active. When asked about the long-term impact of ASIJ on their lives, alumni rated the caring faculty and staff as the most
positive aspect of their ASIJ experience. Many remembered being challenged and motivated by their teachers in ways they did not experience
at other schools. The opportunities for involvement with the host culture – through school trips as well as co-curricular activities – were also highly
rated. Many reported enjoying the wide selection of courses available, as these helped expose them to new topics, learn how to manage their time
effectively, and take responsibility for their learning.
Over the generations, ASIJ’s alumni have made important contributions in fields as diverse as diplomacy and dance and have fostered
friendships around the globe. Notable alumni include former U.S. Ambassador to Japan Edwin Reischauer ‘27, Academy Award-Winning Actress
Joan Fontaine ‘35, Newbery Medal-Winning Author Lois Lowry ‘54, Texas Senator John Cornyn ‘69, and Japanese Pop Star Hikaru Utada ‘00.
“ASIJ provided an excellent academic education while creating an inclusive, family-like environment that valued diversity and understanding
among students and staff. I gained a new perspective and appreciation of both cultures as a direct result of living in Japan and studying at ASIJ
as a Japanese-American. The ASIJ experience has given me the credibility in my profession and has prepared me to work with and understand
Japanese students and teachers in both the US and Japan.” – Leslie Okada Birkland ‘66
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CHAPTER 1
Our Core Values:
Environment
At ASIJ we recognize and accept our obligation to act responsibly to protect
the environment and conserve our resources.
ASIJ’S MISSION:
Developing Compassionate, Inquisitive Learners Prepared for Global Responsibility.
ASIJ’s Student Learning Outcomes
ASIJ educates students to become:
Effective Communicators who
·
·
express ideas, emotions, and personal experiences clearly and creatively through the written and spoken word and through the arts.
listen critically with understanding and empathy.
Literate Individuals who
·
·
·
·
integrate learning and apply it to authentic situations.
read fluently with comprehension for a variety of purposes.
develop a strong foundation in all academic disciplines.
access, analyze, evaluate and present information using diverse resources.
Critical Thinkers and Problem Solvers who
·
·
apply creativity and persistence, and develop awareness of their own thinking, in defining problems and developing strategies to solve
them.
demonstrate flexibility in thinking.
Self-Directed, Productive Learners who
·
·
·
·
seek personal excellence in intellectual, artistic, practical and physical endeavors.
independently pursue learning.
set, achieve and reflect on personal and collective goals.
make healthy choices.
Constructive Community Members who
·
·
·
·
·
·
·
have a clear sense of self and exhibit honesty and integrity.
work collaboratively and effectively with others.
show respect for the rights and tolerance of the values of others.
develop an awareness and understanding of the host culture and other cultures.
understand environmental issues and work to preserve the environment.
contribute their time, energies and talents to improve the quality of life in our families, schools, communities, nation and world.
prepare themselves for citizenship in a democratic society.
SELF STUDY PROCESS
23
DISCOVERING OUR VISION
“Great schools are good schools that want to be better.”
Sarah Lawrence-Lightfoot
After twelve years under the capable leadership of Peter Cooper, ASIJ hired a new headmaster. During the interviewing process, the headmaster
search committee made it clear that the school was looking for someone who would help the school to chart a fresh vision for the beginning of
the second century of ASIJ’s development. The school clearly had accomplished much in its first hundred years, and it enjoyed a strong reputation
among international schools. In 2002, headmaster candidates asked questions about the school’s core values and desired future that could not be
clearly answered. In taking up his duties in August 2003, new headmaster, Tim Carr, stated his intention to lead an inclusive community project
which would help to chart ASIJ’s trajectory and destination, a “vision,” for its continuous improvement for the next 5-10 years.
Preparations were made for this vision process during the 2003-04 school year. With the guidance of the headmaster, in May 2004, the Board
approved a Vision Committee to steer the grassroots data collection process. Eight members were selected, including representatives from each of
the school’s four divisions and from the faculty, administration, Board of Directors, Board of Trustees, and alumni community.
The Vision Committee was to synthesize information and ideas from various stakeholder groups to draft a vision statement. They were to analyze
and synthesize, not to create. The committee took time to check its own understanding and inferences with the input of various stakeholder groups,
including students, through a series of meetings throughout the process. Therefore, the vision formation process was organic and evolved through
a progression of iterations during the course of the 2004-05 school year. Every member of the greater ASIJ community, including all alumni, were
encouraged to contribute to the vision articulation process.
The process model that the Vision Committee proposed, and the Board ultimately approved, was a result of collaboration with one of our
Trustees, Paul Duerloo, who works for Booz, Allen, Hamilton as an organizational consultant. Paul served as a pro-bono consultant to the committee,
and as a parent and Trustee, he had a significant stake in the outcome. His role was primarily to provide the model and then to give coaching about
its proper use. The idea in selecting such an inclusive and democratic model was to solicit the very best thinking from our diverse community, while
providing a means for making decisions at each interval along the way. Scores of community members contributed to the process, and therefore
felt as if their voice was valued and heard. The Vision Committee’s job even before analysis and synthesis was to first articulate questions, then to
listen carefully to the responses.
Please find a copy of our process model on the following page.
The Board established the parameters of the vision, as was their responsibility, and stakeholders helped identify our strengths and weaknesses
and participated in visioning workshops. Everyone had the opportunity to participate in two visioning workshops, an all-community gathering, and
subsequent feedback workshops. Also, there was a web site where anyone could provide input or raise questions. The committee’s progress was
regularly summarized there as well (see http://www.asij.ac.jp/mol/vision/index.htm).
The immediate difficulty that the committee faced was the lack of an obvious reason for its work. Since ASIJ is an accomplished and mature
institution without an obvious “crisis” to address, the community legitimately asked for the reasons for the devotion of substantial time and resources
to the formulation of a vision. People, for example, asked whether we were having an “identity crisis” because we were suddenly asking such
fundamental questions about what we were as a school and where we wished to go from here. Without a “burning platform” as an initial part of
the communication strategy in September 2004, the Vision Committee quickly defined a rationale, which included three main points:
1. Good schools need to strive to be better. We are a good school that needs to clarify who we are and where we are going.
2. We will identify and build on ASIJ’s core values to develop a vivid picture of our desired state in 2013.
3. This “vision” will help identify what will be different in the future, provide guidance on how to attain that desired state, and help energize
the ASIJ community to achieve it.
24
CHAPTER 2
The 2013 date reflected a period of approximately eight years, which would be tied to our school improvement and accreditation cycle, through
WASC. The six-year visit in 2007 would mark the end of the current action plan and the beginning of the new one, which would then extend to
2013. Since the vision process itself reflected many of the community-based self-study behaviors, ASIJ sought approval to extend and amend our
Self-Study to encompass the vision process. Such approval was granted by WASC Associate Executive Director, Marilyn George, who further stated
that such a process, which essentially merged the vision work with the FOL protocol, was appropriate for a school of ASIJ’s developmental level.
The ASIJ Board of Directors endorsed the entire vision and Self-Study process and provided needed support along the way. Specifically, the
Board’s job is to provide long-term strategic leadership for ASIJ. The school provides the needed perspectives in order for the Board to make wellinformed decisions about our future. This vision process has helped the Board to do their work. Also, with a clear sense of where we’re going, ASIJ
faculty and staff can make well-informed decisions about matters that we face today.
Hundreds of people in our community have contributed to the formation of our new vision. Alumni from five decade groups, current and past
faculty and parents, staff, students, and a variety of community members (including the soba shop owner down the street, a local barber, and the
manager of the park adjacent to the school) all helped us to dream about what ASIJ could and should be in the future. All of those thoughts and
dreams were honed down to a few succinct directions which will help stretch and guide our school towards our desired future state. The process
has been long, challenging, ambitious, and invigorating. Hopefully, the product will indeed spur us to be the school that we can and should be.
Visioning Process Model
BROAD STAKEHOLDER INVOLVEMENT
Share the
process with the
stakeholders
Develop
an external
perspective
Seek
information
from representative
stakeholders
Develop an
internal
perspective
Test the
“preliminary vision”
with stakeholders
PRE-WORK
Synthesize the
information:
“preliminary view
of the future”
Set the agenda:
initial assumptions
on the critical
questions
Test the
“Critical Questions”
with stakeholders
during Town Hall
Communicate
the Vision
DEVELOPMENT
Workshop 1:
“What are
the critical
questions”
Workshop 2:
“What are
the critical
questions”
Workshop 3:
“What are
the critical
questions”
“What are the
choices”
“What are the
choices”
“What are the
choices”
Schoolwide
Action
Planning
’06-’07
SELF STUDY PROCESS
25
MISSION, VISION, VALUES
Mission:
Developing Compassionate, Inquisitive Learners Prepared for Global Responsibility.
Vision:
To be an exemplary international learning community that nurtures each student’s full potential.
To achieve our Vision, we will...
●
Embed Student Learning Outcomes in all curricular and co-curricular activities.
●
Take full advantage of the cultural and linguistic learning experiences in Japan.
●
Embrace change through the effective use of collaborative practices, research and technology.
●
Lead by living our Mission, Vision and Core Values.
Core Values:
Students:
ASIJ prioritizes the needs of the whole individual and promotes a balanced education for each student. We focus on the acquisition of high-level
academic skills and the healthy social, physical and emotional development of our students.
Excellence:
At ASIJ we inspire our students to achieve their full potential and to passionately pursue excellence in everything they do. We actively seek out
learning experiences that develop creativity and instill the desire to achieve personal success.
Environment:
At ASIJ we recognize and accept our obligation to act responsibly to protect the environment and conserve our resources.
Honesty & Integrity:
At ASIJ we promote honesty and integrity in our interactions with one another.
Heritage:
We celebrate over 100 years in Japan and take advantage of the potential learning opportunities beyond the classroom in one of the world’s most
dynamic, cultural, social and economic centers.
Service:
We develop good citizens who contribute to the betterment of our school, our community and society.
Community:
Our varied backgrounds enrich our community, and an environment of respect and tolerance allows us to comfortably express our views.
26
CHAPTER 2
ALIGNING THE ASIJ VISIONING PROCESS TO FOL SELF-STUDY PROTOCOL
The visioning process of the 2004-05 school year, on-going school improvement processes, and our continuing self study in school years
2005-06 and 06-07 have met all of the parameters and criteria of the Focus on Learning self-study protocol. Please refer to the appendix for tables
and diagrams which illustrate the alignment of the two processes.
The visioning process began our Self-Study and included all stakeholders; areas of growth emerged and became our Vision Directions. The
Vision Directions provided a focus for continuing self-study and allowed us to gather data in more innovative ways. Our goals were to:
●
pursue the Vision Direction “Embed SLOs in all curricular and co-curricular programs,” by assessing progress toward our identified Student
Learning Outcomes—How are we doing and how can we do it better?
●
grow our professional learning community
●
develop a schoolwide action plan that will address areas of growth and guide our work to the year 2013
We structured to accomplish our tasks in the following way:
Leadership Team
( Admin + Focus On Learning Council)
●
Facilitate the entire Self-Study process
●
Oversee the data gathering processes
●
Oversee writing of Self-Study report
●
●
●
Create a schoolwide action plan to pursue vision and to address growth areas
identified by CFGs and other data gathering processes
Follow up and monitor progress
Convene for a finite period to gather and synthesize data
✓ Data in a Day
✓ Student Focus Groups
✓ NSSE survey analysis groups
Ad Hoc Committees
(stakeholder volunteers)
Analyze the degree to which WASC criteria is being met:
●
WASC Criteria Committees
(existing committees/groups)
Support for Student Personal and Academic Growth
K-12 Counselors, Activities/Athletics Director, Resource Teacher
●
Resource Management and Development
Director of Business Affairs (Finance and Planning BOD committees)
CFGs (All professional staff)
Teaching Teams
●
Assess student progress toward SLOs
●
Document learning
●
Recommend areas for further growth
●
Develop common assessments; include explicit SLO assessment
SELF STUDY PROCESS
27
SEPTEMBER 2005 ORIENTATION
●
●
At September 2 Board Retreat Self-Study Coordinator presents PowerPoint “School Improvement at ASIJ: Aligning Vision and Self-Study.”
PowerPoint includes role of the Board in the self-study process.
At September faculty meetings in all four divisions, Self-Study Coordinator orients faculty to Self-Study via PowerPoint “School Improvement
at ASIJ: Aligning Vision and Self-Study.” PowerPoint includes the roles and expectations for all professional staff in the self-study process.
OCTOBER 2005 – OCTOBER 2006
●
Critical Friends Groups examine student work and teacher practice focused on progress toward SLOs.
●
Ad Hoc Groups collect evidence of achievement of SLOs using data gathering and analysis protocols.
●
WASC Criteria Groups gather and analyze evidence for Criteria C and D.
●
NSSE Opinion Inventory administered to parents, students and teachers in Jan.–Feb. 06; results are analyzed by representatives of all
groups.
AUGUST – DECEMBER 2006
●
●
Self-Study Coordinator presents “Self-Study Update” at August opening all-school faculty meeting; PowerPoint includes roles and
expectations for all professional staff.
Leadership Team develops action plan.
NOVEMBER 2006 – JANUARY 2007
●
Self-Study report drafted and finalized by Leadership Team.
●
Self-Study Coordinator presents self-study and action planning update at Board of Directors December meeting.
●
Communication and feedback loop with faculty and Board.
●
Late January: Board of Directors approves action plan; Self-study report sent to printer.
MARCH 2007
●
28
CHAPTER 2
WASC Visiting Committee on site March 18-22.
Our Core Values:
Honesty & Integrity
At ASIJ we promote honesty and integrity in our interactions with one another.
PROGRESS REPORT ON ACTION TAKEN SINCE PREVIOUS WASC REPORT
Report Organization:
Major Recommendations from 2001
Visiting Committee 2004 Mid-Term Report
Progress since Mid-Term Report
Major Recommendation from 2001
1. Further articulation, development, review, implementation, and alignment of the K-12 curriculum that links specific
instruction and assessment to the Student Learning Outcomes
VISITING COMMITTEE 2004 MID-TERM REPORT
The school has made excellent gains in this area. Highlights include (but are not limited to):
·
·
·
·
·
The creation of the Focus on Learning Council, composed of teachers and administrators from all divisions. This body is charged with overseeing
the implementation and accomplishment of the Curriculum and Assessment strands of the schoolwide action plan.
Divisional workgroups have been established to serve as a sounding board for staff in each division, thus further enhancing communication.
All faculty are making efforts to engage the integration of the school’s SLOs into all curricular areas.
The school’s Curriculum Coordinator has conducted numerous workshops for staff members to address changes in curriculum and assessment.
All administrators and teachers participate in “Critical Friends Groups” to further address the needs of the students of ASIJ.
PROGRESS SINCE MID-TERM REPORT
·
·
·
In the fifth year of implementation of Procedures for Curriculum review, seven K-12 (now N-12) curriculum or program reviews successfully
completed tasks outlined for the STUDY, DECIDE and IMPLEMENT years of the six-year cycle. French, Spanish, Japanese and English/Language
Arts have completed the work of the STUDY and DECIDE years. Mathematics, Visual Arts and Music are currently in the STUDY year. The
STUDY year mandates explicit integration of Student Learning Outcomes into the philosophy and program outcomes of every discipline. In the
DECIDE year all teachers of the discipline determine grade level outcomes aligned to program outcomes, ensuring integration of SLOs. In the
IMPLEMENT year, the written curriculum is implemented.
During the 2004-05 school year, the Focus on Learning Council developed a Curriculum, Instruction and Assessment Framework whose
goal is to bring together the expertise and experience of our entire faculty to create a consistent and schoolwide system of curriculum, instruction
and assessment.
During the 2005-06 school year, the Focus on Learning Council developed a four-year phase-in plan for the implementation of Atlas, a webbased curriculum management system. The system was piloted by 30 teachers across all divisions. In 2006-07, the Curriculum Coordinator
is scaffolding unit planning skills in all divisions with professional development activities around curriculum mapping (advice of pilot group
that understanding of curriculum mapping template is more of an issue than the technology). Professional development is focused on working
PROGRESS ON ACTION TAKEN SINCE PREVIOUS WASC REPORT
31
together to ensure common agreement regarding the elements of our unit planning template and collaborative development of units of study
focusing on Essential Questions and Enduring Understandings and aligned to learning outcomes.
2. Administration and faculty collaboratively plan ongoing professional development that meets prioritized curricular
and co-curricular school needs and is linked to the Student Learning Outcomes
·
·
·
·
A number of professional development days have been conducted by and for staff to address the overall needs of the staff.
The Curriculum Coordinator, in concert with the staff, planned activities for professional development days in 2003-04 aligned to the school’s
action plans.
The Curriculum Coordinator has worked with the staff to conduct workshops on differentiated instruction, in line with the school’s action plans.
Study groups have been organized by staff to address this need.
FOL has become the planning/synthesizing and prioritizing group which oversees schoolwide professional development.
·
·
All faculty have participated in Critical Friends Groups, an essential ingredient of our Professional Learning Community, since 2003. CFGs are a
job-embedded mode of professional development in which teachers are empowered to take ownership of their own professional growth as they
plan for their CFG’s inquiry. As part of our self-study, CFGs focused their investigations on student achievement of Student Learning Outcomes
(ESLRs). They examined teacher practice, student work and students at work with the aim of answering two essential questions: How do we
know our students are making progress toward SLOs? What can we do to enhance that achievement?
The Focus on Learning Council, in consultation with divisional leadership groups and administration, maps out a yearly professional development
plan. The past three years have targeted protocols for CFGs, examining student work (particularly for achievement of Student Learning
Outcomes), assessment for learning, curriculum mapping, and the collaborative practices of a professional learning community.
3. Faculty and administrative decisions concerning curriculum, professional development, and instruction occur within
collaborative groups and organizational structures that encourage teacher and administrative leadership. Their
decisions should be effectively communicated to all constituents.
32
CHAPTER 3
·
·
·
·
·
·
The Focus on Learning Council has been created as a result of the recommendation put forth by the action plan implementation team.
The Community Council has been created as a result of the recommendation put forth by the action plan implementation team.
Divisional workshops were formed as a link between the FOL process and the faculties.
The K-12 Curriculum Review Committees responsibilities offer opportunities to increase teacher leadership in the areas of curriculum and
instruction.
The Curriculum Coordinator consulted with Critical Friends Groups facilitators to select protocols suitable for their purposes.
The Community Council Coordinator has met with the High School Faculty Leadership Council to improve meeting skills and enhance leadership
capacity.
·
·
·
The establishment of Focus on Learning Council in 2001-02 has gone a long way toward fostering teacher leadership in the areas of curriculum
and professional development. The council has evolved into a powerful leadership group which communicates regularly with divisions for
feedback and advice.
Divisional leadership groups have taken on more of the responsibility for planning effective use of professional development days. The
expectations for teacher leaders are changing as we grow our professional learning community. For example, the newly formed Elementary
Faculty Leadership Council have taken on the role of leading their teams in articulation of grade level curriculum and common assessments.
The Community Council completed its work and was disbanded in 2004.
4. Additional scheduled time for faculty and administration to address issues of school improvement as outlined in the
ASIJ Focus on Learning Self-Study 2000-01 Schoolwide Action Plan.
·
·
·
·
The creation of the Focus on Learning and Community Councils which oversee the implementation of this action plan.
FOL makes a proposal that is accepted to institute eight hours throughout the school year to work on school improvement initiatives.
The Calendar Committee has proposed a school calendar that allows five-and-a-half days a year devoted to professional development.
The high school faculty has devoted meeting time to the integration of technology across the curriculum.
PROGRESS ON ACTION TAKEN SINCE PREVIOUS WASC REPORT
33
·
·
·
High School faculty meeting time has been devoted to the implementation of the high school goals, including differentiation, integration of
technology and respect and tolerance.
The Elementary Staff meeting time has been increasingly devoted to professional growth activities in areas such as respect and tolerance.
Teaching teams in all divisions have taken advantage of half-day release time to work on curriculum development.
·
The five-and-a-half Professional Development Days built in to the calendar since 2004-05 have afforded time for both professional growth
activities and work on school improvement initiatives. N-12 Curriculum Review Committees are granted three release days to complete their
STUDY year tasks. In addition, grade levels and teaching teams have been allowed half or full days of release time to articulate grade level
outcomes, develop unit plans in Atlas and work on common assessments.
Application for Substantive Change from 2004 Visiting Committee Report
“Currently the accreditation from the Western Association of Schools and Colleges is for grades 1 to 12. The Nursery-Kindergarten program
was accredited under NAEYC*. NAEYC has indicated to ASIJ that they will cease accrediting this program in 2005, thus the application for
Substantive Change. Therefore, while this is not a new program, it is the desire of ASIJ that the Nursery-Kindergarten program, now known as the
Early Learning Center (ELC), to have their accreditation altered to include the ELC as part of the review process... The Visiting Team feels that the
school’s application for Substantive Change due to the inclusion of the Early Learning Center is excellent and should be included in their overall
accreditation.”
*National Association for the Education of Young Children
34
CHAPTER 3
Our Core Values:
Heritage
We celebrate over 100 years in Japan and take advantage of the potential
learning opportunities beyond the classroom in one of the world’s most dynamic,
cultural, social and economic centers.
INTRODUCTION TO SCHOOLWIDE AREAS OF STRENGTH AND GROWTH
Schoolwide areas of strength and growth are abstracted principally from the Vision Committee’s report of May 2005 “Implications and Rationale” (see
following document). Further schoolwide areas of strength and growth came to light from continuing study and data gathering processes (e.g., Data in
a Day, Critical Friends Groups, NSSE Survey Analysis). Sources other than the work of the Vision Committee are indicated in parentheses.
In Schoolwide Areas of Strength and Growth, we move from analyzing the details to stepping back and looking at our evidence from a
distance. Based on all the data we have studied and the patterns we have observed, the following interpretations have emerged.
Schoolwide Areas of Strength
Vision: To be an exemplary international learning community that nurtures each student’s full potential.
●
ASIJ presently has the capacity and will to achieve its vision.
1. Embed Student Learning Outcomes in all curricular and co-curricular activities.
●
Stakeholders strongly endorsed the Student Learning Outcomes as the foundation for our educational program.
●
The school community perceives of ASIJ as an exemplary school and values its academic rigor.
●
Observation reveals both implicit and explicit evidence of Student Learning Outcomes at work in all divisions of the school (DIAD)
2. Take full advantage of the cultural and linguistic learning experiences in Japan.
●
While drawing continued strength from its American-based curriculum and instructional practices, the ASIJ community seeks to foster crosscultural attitudes and skills to allow members to understand, respect, and work constructively with people and groups of diverse backgrounds.
3. Embrace change through the effective use of collaborative practices, research, and technology.
●
ASIJ has effectively employed school improvement processes.
●
Stakeholders perceive student access to resources and technology enhance learning. (NSSE)
4. Lead by living our Mission, Vision, and Core Values.
●
We choose to distinguish ourselves by tireless pursuit of our own aspirations in the form of our Mission, Vision and Core Values.
●
ASIJ is considered a leader in the international school community.
●
ASIJ is an environment characterized by a high degree of satisfaction. (NSSE)
●
Resource development and management enable ASIJ to take on a role of leadership. (RMD)
Schoolwide Areas for Growth
●
We are only beginning to define what it means to be a learning community that enriches its American based instructional program with
a global perspective.
NSSE: NSSE Opinion Inventory Results Analysis
CFG: Critical Friends Group Summary Report
DIAD: Data in a Day Summary Reports
SFG: Student Focus Group Report
RMD: Resource Management and Development Report
SC: Student Connectedness Report
SELF STUDY FINDINGS
37
●
●
We have not currently identified what “exemplary” means in our planning and daily practice.
Stakeholders believe we should improve our ability to meet the needs of students and examine how we can nurture each student’s full
potential.
1. Embed Student Learning Outcomes in all curricular and co-curricular activities.
●
●
●
●
Currently ASIJ does not systematically reference the SLOs in classroom instruction, learning assessment, or self-reflection on the part of
students. (Also CFG and DIAD)
Integrate the SLOS more deliberately into existing curricular and co-curricular programs. (CFG, DIAD, SC)
Concern schoolwide over student social interactions, revealed in the NSSE Opinion Inventory, may point to the need to concentrate
explicitly on the Constructive Community Members SLO. (NSSE)
Continue to link our perceptions of quality to substantive progress toward all learning outcomes that we have established for our
students.
2. Take full advantage of the cultural and linguistic learning experiences in Japan.
●
●
●
●
●
Japanese language* and cultural programs need to be strengthened at all levels. (Also NSSE and SFG)
Enhanced cross-cultural attitudes and skills would allow members of the school community to understand, respect, and work constructively
with people and groups of diverse backgrounds
Stakeholder feedback frequently indicates the insularity of the school relative to its cultural context and the view that our location in Japan
can be better optimized for learning and living.
The rising prominence of Asia in the political and economic spheres warrants on-going review of the school’s curriculum offerings,
including modern language.
A more active, visible role in our neighborhood and city would provide enhanced experiences.
3. Embrace change through the effective use of collaborative practices, research, and technology.
●
Faculty value and need time and structure for collaboration. (CFG, NSSE)
●
Groups and individuals in leadership roles will need to guide further effective use of collaborative practices and structures.
●
Individuals will need to further develop their information and technology literacy skills.
●
●
ASIJ needs to build capability to address both promising and threatening developments in society and education by identifying and
responding to trends.
Stakeholders feel we may need to be responsive to changes in education and society in ways that we have not in the past.
4. Lead by living our Mission, Vision, and Core Values.
●
Maintaining our leadership among international schools in an increasingly competitive environment is imperative.
*Since the Vision process, Japanese Language has undergone a major review and restructuring. Implementation is ongoing.
38
CHAPTER 4
NSSE: NSSE Opinion Inventory Results Analysis
CFG: Critical Friends Group Summary Report
DIAD: Data in a Day Summary Reports
SFG: Student Focus Group Report
RMD: Resource Management and Development Report
SC: Student Connectedness Report
FINDINGS FROM VISIONING PROCESS
ASIJ Vision Statement: Implications and Rationale
Vision Committee
May 30, 2005
As a truly exemplary international learning community, ASIJ will…
●
●
●
Embrace change through the effective use of collaborative practices, research, and technology.
●
Lead by living our Mission, Vision, and Core Values.
VISION STATEMENT
To be an exemplary international learning community that nurtures each student’s full potential.
IMPLICATIONS
ASIJ’s on-going school improvement efforts and the WASC accreditation process will serve to advance the vision. Groups and individuals
will need to explore and identify what it means to be a learning community that enriches its American-based instructional program with
a global perspective. As educators, we will also need to explore what “exemplary” means in our planning and daily practice.
Similarly, the school will need to identify the unmet needs of students and examine how we can nurture each student’s full
potential. All stakeholders, particularly students, will play an active role in this process and help us to understand when we are
nurturing their full potential.
RATIONALE
By pursuing the vision and its four directions, the school will best realize the aspirations of staff, faculty, administrators, and
community members.
Stakeholder groups reported that ASIJ does not, in various ways, operate as an exemplary international learning community.
Stakeholders have challenged ASIJ to nurture each student’s full potential. As a school committed to becoming an international
learning community, we should embrace this challenge.
ASIJ presently has the capacity and will to achieve its vision.
SELF STUDY FINDINGS
39
VISION DIRECTION
To achieve our Vision, we will…
●
IMPLICATIONS
The administrative team and faculty will need to explore what it will mean to make ASIJ’s Student Learning Outcomes integral to
our daily instructional and assessment practices.
Faculty will heighten the visibility of the SLOs and assist students in identifying the connection of SLOs to their curricular and
co-curricular experiences.
Faculty will further develop systems for measuring, reporting, and communicating student learning based on course and program
outcomes linked to the SLOs.
RATIONALE
ASIJ’s stakeholders strongly endorsed the Student Learning Outcomes as the foundation for our educational program. However,
research indicated that currently ASIJ does not systematically reference the SLOs in classroom instruction, learning assessment,
or self-reflection on the part of students
Additionally, ASIJ’s WASC accreditation process will require us to demonstrate our progress toward our identified student
learning outcomes.
The school community thinks of ASIJ as an exemplary school and values its academic rigor. This vision direction asks the
school to continue to link our perceptions of quality to substantive progress toward the student learning outcomes that we have
established for ourselves.
VISION DIRECTION
●
IMPLICATIONS
ASIJ’s programs for students, families, and faculty will be further enriched by the identification and integration of appropriate
learning opportunities from the school’s surroundings.
An immediate priority will be the strengthening of ASIJ’s Japanese language and cultural programs at all levels. The school will
also need to consider language and cross-cultural learning opportunities that would take advantage of our location in Japan
and Asia.
While drawing continued strength from its American-based curriculum and instructional practices, the ASIJ community will also
foster cross-cultural attitudes and skills to allow members to understand, respect, and work constructively with people and groups
of diverse backgrounds.
40
CHAPTER 4
RATIONALE
Tokyo is one of the world’s most vibrant business and cultural centers. Stakeholder feedback frequently indicates the insularity
of the school relative to its cultural context and the view that our location in Japan can be better optimized for learning and
living.
The rising prominence of Asia in the political and economic spheres warrants on-going review of the school’s curriculum
offerings, including modern language.
By assuming a more active, visible role in our neighborhood and city, our students and other community members will be
enriched. As well, many stakeholder groups voiced aspirations for ASIJ students to leave the school with deepened cross-cultural
sensitivity and skills as future citizens and community leaders.
VISION DIRECTION
●
Embrace change through the effective use of collaborative practices, research, and technology.
IMPLICATIONS
Our learning community needs to build its capability to address both promising and threatening developments in society and
education by identifying and responding to trends. This requires further commitment to research, prioritization, and reflection.
Changes in curriculum and educational practices should be deliberate and based on rich data and well-reasoned discussion
and decision-making. The participation of all faculty and administration will be necessary to successfully manage change.
Groups and individuals in leadership roles will need to guide further effective use of collaborative practices and structures.
Individuals will need to further develop their information and technology literacy skills.
RATIONALE
The committee’s research indicated that the world our students face is characterized by frequent and rapid change. The pace
of change in today’s world requires organizations and individuals, including international schools, to be responsive and to
continually reconsider its practices, policies, and programs.
While ASIJ has effectively employed school improvement processes, we need to improve our responsiveness to changes in
education and society in ways that we have not in the past.
This direction of our vision ensures that ASIJ develops its capacity for on-going adaptation and flexibility to guide the school into
an unpredictable future.
SELF STUDY FINDINGS
41
VISION DIRECTION
●
Lead by living our Mission, Vision, and Core Values.
IMPLICATIONS
We choose to distinguish ourselves by tireless pursuit of our own aspirations in the form of our Mission, Vision and Core
Values.
ASIJ’s capacity for leadership and recognition as a prominent international school will be strengthened and validated by
successful realization of our aspirations.
As we focus on implementation of our Mission, Vision, and Core Values, inspired and skillful leadership from groups and
individuals will be a requirement and outgrowth of our efforts.
RATIONALE
ASIJ stakeholders challenge the school to enhance its excellence by confident pursuit of its strongly supported Mission, Vision,
and Core Values.
Our stakeholder groups indicated that ASIJ is considered a leader in the international school community. These groups also
identified areas for improvement. Maintaining our leadership among international schools in an increasingly competitive
environment is imperative.
As we continue to serve students to the best of our abilities, we will enhance our reputation, and assure continuing demand for
our services.
42
CHAPTER 4
FINDINGS FROM DATA GATHERING ACTIVITIES
NSSE Opinion Inventory Results Analysis
THE SURVEYS:
In January and February of 2006, we administered the National Study of School Evaluation Opinion Inventory to students in grades 6-12, parents
and teachers. The Opinion Inventories present a snapshot of information—a point in time in a context that is always changing. As you know,
such surveys are common and cost effective. However, some risks are inherent in any data collection methodology. For example, a poor response
rate to a survey can lead to misinterpretation. Our student response rate of 95% was excellent. The teacher response rate of 73% is considered
good, and we can have some confidence that the responses represent the general population of ASIJ teachers. The parent response rate of 37%
is statistically low, so the results are not generalizable; however, the demographic data indicates the parent respondents are representative of the
general population of ASIJ parents. Another commonly acknowledged risk in analyzing survey data concerns the extent to which “perceptions”
reflect reality. However, in combination with other information, the Opinion Inventories provide meaningful data to help generate conclusions. Such
a survey is one tool in the search to better understand our school. The disaggregated survey results can be found on the WASC page on the intranet
or in hard copy form in binders in the Curriculum Office.
ANALYZING THE RESULTS:
Once the completed Opinion Inventory surveys were compiled and the data displayed in graphs and tables, groups of students, parents, teachers
and administrators examined results, analyzing the data with a view to identifying areas for growth to inform our action planning process. Our
aim in this project was to involve stakeholders as active participants in analyzing school improvement data. Through the process, stakeholders
became a data analysis workforce and used their knowledge about the school to help interpret the results and to formulate recommendations for
improvement. The individual group summary reports can be found on the WASC page on the intranet.
ANALYSIS GROUPS:
Between April and October of 2006 the following groups analyzed the data from their constituencies: Parents (PTA representatives), Administrative
Team, Middle School Student Leadership Team, High School Student Council, Middle School Team Leaders, High School faculty, Elementary Faculty
Leadership Council, ELC faculty. All groups used some form of the process outlined below.
THE PROCESS:
1.
Compare Top 5 (highest mean) and Bottom 5 (lowest mean) graphs of responses from your assigned group with all respondents’ Top 5 and
Bottom 5; note differences.
2.
How do the open-ended responses for your group support Top 5 and Bottom 5?
3.
Discuss why respondents from your group may have responded the way they did.
4.
On the statistical table, note which items have the highest standard deviation (In a Likert scale, a SD of 1.13 or above is significant.)
5.
What might account for the spread in opinion?
SELF STUDY FINDINGS
43
6.
From your analysis and discussion, what possible areas of growth emerge?
This report will be submitted to the Self-Study Leadership Team on November 10, 2006 to inform the action planning process. The Findings show
the results of the various groups’ analyses of the disaggregated Opinion Inventory data. The Suggested Areas for Growth category makes
suggestions for action or further exploration.
ANALYSIS GROUP
ALL GROUPS
FINDINGS
SUGGESTED AREAS FOR GROWTH
The environment of ASIJ is characterized by
a very high degree of satisfaction. On a Likert
scale with 5 representing “strongly agree,” 4
representing “agree,” 3 representing “neutral,”
2 representing “disagree,” and 1 representing
“strongly disagree,” rarely do the mean rankings
fall below 3.0.
On aggregate, students were in strongest
agreement to:
• Students have access to a variety of resources
to help them succeed in learning
• Cheating is strongly discouraged at our
school
Parents were in strongest agreement to:
• Our school uses technology to provide parents
with information
• Parents feel welcome at our school
Teachers were in strongest agreement to:
• Students have access to a variety of resources
to help them succeed in learning
• Students who are struggling receive additional
support
ADMINISTRATIVE
TEAM, MIDDLE
SCHOOL TEAM
LEADERS,
ELEMENTARY
FACULTY
LEADERSHIP
COUNCIL
44
CHAPTER 4
Bullying is an area of concern for students,
parents and teachers throughout the school. The
statement “There are no problems with bullies at
our school’ consistently appears in the Bottom
5 mean rankings across all of the populations
surveyed.
• Educate elementary parents and students about
the difference between bullying and normal social
behavior
• Continue actively to address the issue of bullying
• Continue to define and refine behavior expectations
in the middle school
• Emphasize respect/compassion/tolerance
ANALYSIS GROUP
FINDINGS
HIGH SCHOOL
FACULTY, HIGH
SCHOOL STUDENT
COUNCIL
“Stealing is not a significant problem at our
school” ranked by far the lowest school specific
item across the populations of high school
students, parents and teachers—approximately
2.5 mean ranking on the Likert scale.
• Initiate values oriented activities
PARENTS,
ADMINISTRATIVE
TEAM, HIGH
SCHOOL FACULTY,
ELC FACULTY
“Our school is doing a good job teaching foreign
languages” scores in the Bottom 5 with ELC,
• Continue to work to improve foreign language
(particularly Japanese) curriculum and instruction
middle and high school parents. Open-ended
comments suggest some dissatisfaction with the
Japanese program (pacing, placement, rigor),
and some dissatisfaction with the offerings (desire
on the part of some to see Chinese added to the
curriculum)
• Consider a “student court” to deal with offenses
such as stealing
• Continue to educate parents on process of language
learning so expectations are more realistic
A high standard deviation on the item “Our
school is doing a good job teaching foreign
languages” reflects the diversity of expectations
for (Japanese) language instruction among our
parent population.
ADMINISTRATIVE
TEAM; ELEMENTARY
FLC
HIGH SCHOOL
FACULTY; HS
STUDENT COUNCIL
Noted that “our school does a good job teaching
health education” ranked in Bottom 5 by ES
teachers. However the mean Likert Scale ranking
by ES teachers was 3.49, still quite high.
• Explore the level of emphasis given to each ES
curricular area and investigate whether some
rebalancing is advised, e.g. to provide a more
prominent health curriculum at the ES.
Among HS students, teachers and parents,
substance abuse remains a concern.
MIDDLE SCHOOL
STUDENT LEADERSHIP
TEAM, HIGH SCHOOL
STUDENT COUNCIL,
PARENTS, MIDDLE
SCHOOL TEAM
LEADERS, HIGH
SCHOOL FACULTY
MS and HS students and MS parents ranked,
“The amount of homework I am given helps me
succeed with my studies” in the Bottom 5. High
school teachers ranked the school specific item
“Homework expectations for students are well
coordinated between departments/subject areas”
a 2.45 on the Likert scale.
• Address the issue of stress, sleep deprivation,
quality of life for students
PARENTS
“Parent opinions are considered when important
school decisions are made” ranked in the Bottom
5 for middle and high school parents, although
the mean was still approximately 3.5 on the Likert
scale.
• Seek ways to involve parents/communication
to parents regarding decision making and
incorporate parent input into decision making
• Monitor the amount and type of homework in the
middle school
• Increase communication among high school
teachers about homework
SELF STUDY FINDINGS
45
ANALYSIS GROUP
FINDINGS
MIDDLE SCHOOL
TEAM LEADERS,
MIDDLE SCHOOL
STUDENT LEADERSHIP
TEAM
“Students’ opinions are considered when
important school decisions are made” was the
lowest ranked item by MS students on the NSSE
Student Opinion Inventory.
• Review opportunities for student voice in decision
making at the middle school
MIDDLE SCHOOL
TEAM LEADERS,
ADMINISTRATIVE
TEAM, HIGH
SCHOOL FACULTY,
PARENTS
“Our school is doing a good job teaching
career/vocational courses” was ranked very
low by teachers and parents across the school.
Analysis groups believe responders are reflecting
the reality, not making a judgment, as ASIJ is a
college-preparatory school.
• Investigate the need/options for career and
vocational education (practical skills) appropriate
for Middle School
ADMINISTRATIVE
TEAM; ELEMENTARY
FLC
Curriculum issues were of concern to teachers at
• Better management and articulation of the
curriculum review cycle
all divisions. Ranked by teachers in the Bottom 5:
• HS
“Teachers
collaboratively
develop
instructional activities to help students learn
across different subject areas”
• ES, MS “The curriculum at our school is based
on clearly defined learning standards”
46
CHAPTER 4
• Develop a High School philosophy; may help us
determine if this is a problem or not
• Maintain a strong focus on evolving a high quality
fully-articulated ES curriculum as improvement
initiatives are prioritized.
PARENTS,
ADMINISTRATIVE
TEAM; ELEMENTARY
FLC
Analysis groups note “Our school offers learning
opportunities that support the full range of
student abilities” ranks in the Bottom 5 among ES
parents. However, the mean Likert scale ranking
by ES parents is 3.71.
ELC FACULTY
ELC faculty questioned the significance of the
results given the number of people responding: 33
parents and 12 teachers. With so few responses,
one response can make a significant difference.
ELC FACULTY
A number of the suggestions by the parents
were unrealistic or indicated that they didn’t
understand what is appropriate in an early
childhood setting.
• Increase parent education especially in the area of
developmentally appropriate practices
ELC FACULTY;
ADMINISTRATIVE
TEAM
ELC teachers ranked both “Class sizes are
appropriate” and “Our school is doing a good
job teaching Physical Education” in the Bottom
5
• Strengthen the physical education component at
the ELC
ELEMENTARY FLC
Elementary
• Clarify and understand the perceptions expressed
by some ES faculty regarding the culture of
accountability.
teachers
ranked
“A
culture
of
accountability is evident in our school” in the
Bottom 5
• Understand the perceptions of those parents who
consider the ES less effective in offering learning
opportunities that support the range of student
abilities.
• Reduce class sizes at the ELC
Summary Report: Chofu Data in a Day
HOW VISIBLE ARE SLOS IN OUR CURRICULAR AND CO-CURRICULAR ACTIVITIES?
Data in a Day is a 24+ hour observation protocol focused on student learning, which involves members of the learning community as researchers
in data gathering for self study. On October 19 and 20, 2006, five teams (faculty, staff, parents and students) of six researchers each conducted
brief (8-10 minute), focused observations of curricular and co-curricular activities. Each team focused on one SLO. The observation data, along
with CFG reports, interviews and opinion inventories, will inform our schoolwide action planning.
Our purpose was to collect data about our success embedding SLOs. Because the observers only see a small portion of what happens at the
school, findings provide a first cut of data about the visibility of SLOs in curricular and co-curricular programs.
In the afternoon of October 19, the Curriculum Coordinator facilitated a training session for all researchers. The main purpose of this session
was to gain a common understanding of the observable indicators for the SLO to which the team was assigned. The overarching Essential
Questions are: What does ______ look like? Will it look different at different divisions? SLO Observation Teams came to agreement about the
meaning of explicit and implicit evidence and worked through a protocol which prepared them for observation. Their preparation centered around
the following questions:
●
What does ______ look like?
●
What will we see students doing?
●
What will we see teachers/coaches doing?
●
What will we learn from work on walls in classrooms and hallways?
The research teams were scheduled for observations of after school activities on the afternoon of October 19 and for classroom, club, recess
and hallway observations on the morning of October 20. In the afternoon of that day, the researchers analyzed the data searching for trends and
patterns. Each team wrote a summary report; reports were synthesized by the Curriculum Coordinator. The result is a school-wide picture made
up of many small snapshots.
In their debrief of the Data in a Day process, the researchers noted the following strengths:
●
●
●
●
The membership of the teams (students, parents, teachers, staff, administrators); the opportunity to collaborate with all members of the school
community and to share perspectives
The opportunity to see all aspects of the school in action; to get out of our own little universes
The power of the experience for researchers/participants—appreciation for SLO implementation; to see the whole of this great school and
wonderful educational opportunities that our children have every day
The preparation time to process what the SLO means and articulate various strands, to clarify the way the data is categorized and the
process for collection
●
The intentional process of observation increases sensitivity and wakes up our ability to see the school through a clear, focused lens
●
The carefully developed process was necessary and effective
The researchers made these suggestions for improvement to the process:
●
More preparation for data collection and reporting to ensure consistency in criteria and across research teams
●
Review, and possibly revise, the SLOs
SELF STUDY FINDINGS
47
48
CHAPTER 4
●
Conduct pilot observations, reconvene, review and refine operational practice; work through a sample observation together
●
Be more aware of the bias that we bring
●
Broaden the observations to include teacher-teacher interaction
●
Provide more information for teachers about the process
LITERATE INDIVIDUALS
40 OBSERVATIONS
(27 implicit and 65 explicit examples of SLO in action)
Observations
What did we see students doing?
●
Working independently -- seemed to know what they were doing on their own
●
Discussions
●
Lectures
●
Games
●
Actively engaged
●
Good examples: verbal discussion and debate centered on religion, politics, world affairs in HS; ES own
personal things were discussed; ES IT lesson -- third grade science project integrated with Publisher; HS
art – how do you read your own painting (an example of Visual Literacy)
What did we see teachers/coaches doing?
Variety in teaching styles
●
●
Working with individuals
●
Working with partners
●
Working with whole class
●
Lectures
●
Teachers taking notes and students leading the discussion
●
Teaching skills, supervisory, enthusiasm and passionate
●
Knowledgeable about subject being taught
●
Teachers demonstrated athletic activities
●
Good examples: how to demonstrate the relationship of the moon and the earth (spatial); target
language (ESOL, Spanish, Japanese) used exclusively by teacher and students
What did we hear?
●
Students sharing their ideas and experiences with a progression from little kids through the HS
(backed up by historical evidence) – the same skill leading to a more sophisticated level
●
●
Defending ideas; backing up their thoughts (knowledge embedded in literacy from what students
have read and experienced)
Students admitting not understanding; not shy when they have a problem; no hesitancy; students
can take risks
●
Students expressing their opinions about value of AMO’s
●
Lower grades – explicit directions from teachers and librarian
Did not want to leave as it was so fascinating
SELF STUDY FINDINGS
49
Observations
(continued)
What did we learn from work on walls in classrooms and hallways?
More examples of student work in ES, less in MS and yet less in HS
●
●
Conclusions Drawn from
Trends/Patterns
●
In HS, very little student work in hallways or classrooms.
●
Surprised by the high number of explicit examples of the SLO
●
Need to question our definition of literacy
●
Checked “not evident” for visual, physical, math, etc. literacy.
●
Increase in sophistication of sharing thoughts and information.
●
Verbal skills are emphasized – in English in all subjects as well as in other languages.
●
Teacher more manager or facilitator than just frontal teaching
●
From your observation, what
areas of growth are emerging
as we attempt to meet our
vision of embedding SLOs
in all curricular and cocurricular programs?
50
CHAPTER 4
Literate Individuals needs to be extended beyond reading literacy and apply literacy to other
areas.
●
●
are the strengths we display
MS posters in classrooms and materials were consistent with what was currently being taught. As
topic changes, the posters change. Tied to curriculum. Also true in one HS class.
Progression throughout the school – more front-end work in lower ES; how much responsibility can
be turned over to students?
Progression of amount (a lot) on whiteboard in ES through to very little in HS; developmental needs
are met.
●
Students are treated as knowledgeable, intelligent human beings.
●
The SLO is embedded at an appropriate developmental level throughout the school.
●
A number of diverse resources are used.
●
Authentic/real life situations were higher than we expected.
●
Reading was for a variety of purposes.
●
Where the SLO fit, we saw explicit examples
●
We saw many forms of literacy that are not the traditional form of literacy.
●
●
Curriculum Coordinator’s descriptors fit for many forms of literacy – but the stem did not fit in certain
subject areas or for most of the co-curricular areas.
Expand the definition/notion of literacy!
EFFECTIVE COMMUNICATORS
40 OBSERVATIONS
Observations
HS English class, with literature circles using rubric to self assess their contributions and listening skills.
●
●
●
MS Language Arts – students involved in animated discussion in pairs , brainstorming ideas to write a
book, requiring creative generation of ideas, giving each other feedback, critically reflecting, listening
carefully, and negotiating with one another.
MS Math class – students were given a graph, and asked to write a creative story to describe the motion
inherent in the graph
Teachers designed activities to specifically elicit the expression of ideas clearly through the written and
spoken word.
●
●
Teachers modeling active listening, and clear spoken language.
What did we hear?
●
Lots of animated, verbal communication.
●
●
●
Many students asking clarifying questions and willing to engage in discussion.
In class discussions, students were critically commenting, in a positive and supportive way, on what
others were saying.
Students working in pairs were working together in a helpful, supportive way.
One classroom had specific example of linking each of the SLOs to art.
●
●
●
●
Trends/Patterns
●
●
●
●
There was a high quantity of visual aids that connected directly to the Effective Communicator SLO
in ES and MS.
As the grade level increased, posters and other visual aids were less evident.
MS Challenge Day follow-up poster (compliment wall) provided opportunity for students to express
emotions to their peers.
Students given great opportunity to share and listen to each other.
Developmental trend – there is much more visual support of the Effective Communicator SLO in the lower
grade levels than in the upper grade levels.
The effective communicator SLO was more evident in typically communication-rich areas (e.g. English, Social
Studies, Arts), than in the more quantitative areas (e.g. Math, Science). In the few cases where we saw
explicit examples of the SLO being addressed in quantitative subjects, it was particularly powerful.
Explicit is not necessarily higher order than implicit – As students progress through grade levels, you would
expect to see a move from explicit instruction in being an effective communicator towards a more mature,
implicit embodiment of effective communication skills. These students then work explicitly on more mature
elements of effective communication.
SELF STUDY FINDINGS
51
●
●
●
●
●
●
●
●
●
●
●
●
52
CHAPTER 4
In ES and MS, lots of powerful visual aids were evident that connect directly to the effective
communicator SLO (e.g. listening skills posters, traits of effective writing).
Students had lots of opportunities to display their communication skills, both written and verbal,
across the school.
Teachers’ capacity to create an environment where students feel safe contributing was exceptional
and evident throughout the school.
There were multiple examples of the use of humor to help elicit effective communication.
Teachers were skilled at creating developmentally appropriate learning activities to promote effective
communication.
Many brilliant examples of student initiated and leadership in communicating ideas (e.g. discussion,
debate, thespians)
Explore the idea of having teachers have their own teaching space, as the lack of individual space
may be an impediment to embedding the effective communicator SLO
Continue striving for greater consistency in use of target language to communicate in foreign
language classes.
Expand the opportunity for greater use of visual support of effective communicator SLO, including
greater visual representation of the ASIJ Mission, Vision, Core Values, and Student Learning
Outcomes.
Give more explicit attention to measuring and recognizing active, critical, and empathetic listening
skills in our teaching activities.
Give more attention to ensuring a common experience for students at a particular grade level or in
a particular course, with respect to effective communication.
Give teachers more tools to teach to a range of student strengths.
CRITICAL THINKERS AND PROBLEM SOLVERS
38 OBSERVATIONS
Observations
Asking questions.
●
●
Answering written and oral questions.
●
Offering suggestions to other students.
●
Analyzing reading and writing.
●
Generating varied and creative products based on specific content and assessment criteria.
●
Continuing to complete long-term products.
●
Describing their reasoning.
●
Making decisions.
●
Working independently and in groups to solve problems.
●
Practicing skills.
●
Rehearsing actions.
●
Applying learning to new situations.
●
Relating learning to their own lives.
●
Testing their assumptions and ideas.
●
Defining a problem and developing solutions.
●
Reflecting on their thinking.
●
Providing written and verbal prompts to encourage critical thinking.
●
Modeling the process of solving a problem step-by-step.
●
Checking for understanding.
●
Offering encouragement.
●
Pacing the class to keep students engaged, focused.
●
Providing written scaffolds for assignments.
●
Grouping and regrouping students.
●
Asking students to set goals and develop strategies.
●
Conferencing with students.
●
Asking students to reflect on their thinking.
●
Giving students opportunities to persist in developing their learning products.
●
Providing genuine application problems.
●
Encouraging creative solution to problems.
●
Asking open-ended questions, including follow-up questions.
SELF STUDY FINDINGS
53
Trends/Patterns
Our SLO generates tension for teachers to develop activities that are both well-defined and open-ended
enough for students to successfully practice critical thinking and problem solving.
Our faculty seems to provide ample guides and models for student work via rubrics, models, written
expectations, and standards.
54
CHAPTER 4
Our SLO was evident in all divisions and subjects, and not just confined to a specific area.
Our SLO was evident in various modes of discourse, including writing, reading, speaking, etc.
There was a consistent expectation of high level critical thinking across the school.
We create safe classroom environments for problem solving.
We need a greater awareness of the appropriate amount of our SLO at each grade level and the extent
to which we are meeting that level.
CONSTRUCTIVE COMMUNITY MEMBERS
38 OBSERVATIONS
Observations
(continued)
Students were frequently assigned to work in pairs or in small collaborative groups.
●
●
Teachers worked collaboratively with students by asking questions to foster student engagement.
●
Students frequently listened to others.
●
●
●
Students frequently assisted one another (comforting a crying peer, suggesting ways to approach a task,
giving feedback when asked for, etc.)
Students readily took turns and shared with one another.
Students celebrated one another’s successes (cheering when kids scored, applauding when a student did
well on a performance task, etc.)
●
Teachers frequently reminded students of the need to be good listeners.
●
Teachers worked collaboratively with students by asking questions to foster student engagement and by
floating around the room to offer assistance and check in on student progress.
What did we hear?
●
Encouragement
●
Acceptance
●
Celebrations
●
Questions
●
Honesty
●
There were anchor charts highlighting guidelines for working together successfully.
Trends/Patterns
●
There were posters highlighting the need for respect.
●
SLOs were translated into kid friendly language.
●
SLOs were posted in the classrooms.
●
There are many opportunities for students and teachers to work together collaboratively.
●
●
●
●
There was little evidence of teachers and students focusing on integrity, but honesty was observed
in students and praised by teachers.
Other than the use of recycling bins, there was no observable evidence that environmental issues
are an area of focus for students or teachers.
At the Middle School and High School there was evidence of students and teachers contributing to the
quality of life in the school, community and world. This mainly took the form of service groups.
There was some evidence of students being prepared or preparing themselves for citizenship in a
democratic society.
SELF STUDY FINDINGS
55
Trends/Patterns
(continued)
●
●
We saw evidence of opportunities to explore other cultures through school-sponsored trips.
●
We saw evidence of students treating classroom materials with respect.
●
●
We observed student interest in learning Japanese language within their Japanese classes. There
was some evidence of a link to Japanese culture in social studies classes. Evidence of upcoming
JUMP trips was on display in the high school. However, there was not a great deal of evidence that
Japanese culture is strongly embedded into our course of studies.
●
We did not observe classroom conversations that focused on issues of tolerance so it is difficult to
accurately comment on this aspect of the SLO.
We did see classroom references to the need to act with respect and tolerance (ES’s Respect and
Tolerance pledge).
Collaboration is an area of strength for us. It is an area of focus for the teachers. It is a highly valued
skill.
●
Students are good listeners and teachers emphasize the importance of this skill.
●
Students display many caring behaviors. They take turns, share and care for one another.
●
Students willingly contribute their time and energy to service groups, athletic teams, performing arts
and other activities that enrich the life of the school.
Increase the curricular and co-curricular emphasis on the following aspects of this SLO:
Understand environmental issues and work to preserve the environment.
●
Details: We saw no evidence of this aspect of the SLO within our curricular and co-curricular program.
Prepare themselves for citizenship in a democratic society.
●
Details: We see this as an area that needs to be developed within our instructional program as we did not
see evidence of this aspect of the SLO in our observations.
Contribute their time, energies and talents to improve the quality of life in our families, schools,
communities, nation and world.
●
Details: Outside of the high school we did not see opportunities for students to contribute to the quality of
life outside of the school.
Have a clear sense of self and exhibit honesty and integrity.
●
Details:
Show respect for the rights and tolerance of the value of others.
●
Details: Because we saw very little evidence of the explicit teaching of respect and tolerance, we
need to more effectively explore ways to embed this in our curriculum.
Develop an awareness and understanding of the host culture and other cultures.
●
56
CHAPTER 4
Details: We don’t see many opportunities for students to learn about Japanese culture outside of the
classroom.
SELF-DIRECTED, PRODUCTIVE LEARNERS
39 OBSERVATIONS
Observations
●
Students persistently seeking personal excellence, working independently, revising goals, solving problems,
and involved in activities.
●
●
Working collaboratively and independently, using multiple resources, evaluating their own choices, asking
questions and responding, and behaving responsibly.
Working independently and actively helping others, energetically solving problems, engaged in the entire
class, involved in independent inquiry and critiquing themselves and their peers.
Saw teachers and coaches providing feedback, modeling, making criteria for success clear, providing a
resource rich environment to facilitate independently learning, and setting clear goals.
●
●
●
●
●
Teachers were actively involved in the learning process.
Providing resource rich environments, providing a relaxed and safe atmosphere for inquiry, checking
frequently for understanding, consulting with individual students, making learning goals explicit,
and providing prescriptive feedback.
Teachers clearly outlining learning strategies providing choice and opportunity for creativity.
Teachers doing sign language.
Students doing jumping jacks in MS math, students designing, creating, and racing cars in 4th
grade, MS art students creating masks for a play, ES students critique each other’s writings on
historical figures, enthusiastic and productive Sok Sabay, student-run club activity focused on fundraising goals, and HS film classes designing scripts and shooting scenes.
What did we hear?
Teachers and students asking, responding, clarifying, supporting, and encouraging.
●
●
Teachers encouraging students to become actively involved.
●
Some great music.
●
Lots of spelling tests.
●
Students asking questions, teachers giving feedback and encouragement, and students talking to each
other about the task.
●
Students independently reflecting their work, expressing excitement, interest, and enthusiasm.
●
Asking clarifying questions and displaying their curiosity.
SELF STUDY FINDINGS
57
Observations
(continued)
We saw lots of goal-setting strategies posted on walls
●
●
Resource material to support independent learning and encourage motivation and healthy choices.
●
Posters encouraging appropriate behaviors in ES classrooms.
●
Trends/Patterns
●
The SLOs are much more integrated and visible than expected.
●
Students seem very self-directed at all levels.
●
SLOs are being met explicitly and frequently.
●
Trends indicate that students are enthusiastic and responsive.
●
Students are happily involved in school learning and activities.
●
There is an amazing degree of respect, cohesion, and positive spirit.
●
The level of motivation and engagement is extraordinary.
●
The apparent role of caring and advocacy is notable.
●
●
CHAPTER 4
Students are given lots of choices with the use of their time and tend to make very healthy ones—
joining clubs, engaging in service work.
The SLOs are visible and integrated into much of what we do.
Students are noticeably engaged, on task and responsive/enthusiastic about their learning and
appear to be self-directed, productive, and motivated.
●
Students and teachers are actively engaged in the learning process.
●
Lots of hand-holding in the ES.
●
Students are given choices with many opportunities to work cooperatively and collaboratively.
●
Saw resource rich, stimulating classrooms, seemingly set up to encourage independent learning.
●
●
●
●
58
It is sometimes more difficult to detect the relative level of engagement and enthusiasm with HS
students, as younger students tend to be more physically/transparently expressive.
●
●
Work that was colorful, eye-catching, motivational, attractively displayed, and with inspirational ideas
showing student achievements
More focus in MS/HS on individual and collective goal-setting, based on what was or was not
posted on the walls.
The physical environment in the HS and MS classrooms was more sterile than the ES.
Weren’t as many healthy choices posters in the corridors of the MS, HS. Nothing very graphic or
concrete to note.
It was unclear the degree to which students were living healthy choices (though this is a difficult one
to observe).
Student Focus Group Report
Following Data in a Day, the Curriculum Coordinator conducted two focus groups of seniors. Fifteen students participated. Students were chosen
to ensure a diverse representation—particularly in length of time at ASIJ. Participants ran the gamut of 12-year veterans to brand new seniors.
The sampling in the focus groups was small, but the information gathered is interesting when compared to other data sources. We would not be
comfortable generalizing the perceptions of this group of 15 seniors to the whole population of seniors at ASIJ.
These focus group discussions put students’ voices at the center, making students active contributors to the Self-Study process. The purpose of the
focus groups was to check student perceptions against the information gathered from Data in a Day. Students were initially invited to participate
by the high school assistant principal and follow up communication came from the Curriculum Office.
At each focus group session, the curriculum coordinator explained the purpose of the focus group and the focus group “ground rules.” The students
each had a copy of the Student Learning Outcomes and the Ground Rules. The Curriculum Office assistant recorded the discussion on a laptop
computer. The curriculum coordinator posed the same three questions to each group, but asked clarifying and probing questions as appropriate.
●
How aware are you of Student Learning Outcomes?
●
Which of the SLOs do you think you have best achieved? Which have you really “nailed?”
●
Which have you not achieved? How could we have done a better job to help you?
The following report is a synthesis and paraphrase of the discussion. It is representative rather than a transcription.
QUESTIONS
HOW AWARE ARE YOU OF
STUDENT LEARNING OUTCOMES?
RESPONSES
●
●
●
●
●
WHICH OF THE SLOS DO YOU THINK
YOU HAVE BEST ACHIEVED?
●
●
●
New students were completely unaware of the SLOs
Students who have attended ASIJ since middle school remember the emphasis
on SLOs in their social studies classes.
Most indicate they are aware, have seen the posters, but the SLOs do not take a
prominent place in the classroom
General agreement that these outcomes should derive naturally from the
education received at ASIJ. This opinion expressed by many students in various
ways.
General agreement was expressed in one of the groups that the SLOs are worthy
outcomes to be achieved.
Several mentioned the Effective Communicator outcome “express ideas,
emotions, and personal experiences clearly and creatively” as a strength. They
believe teachers supported that achievement well.
There was general agreement that ASIJ provides a wealth of resources to enable
them to “access, analyze, evaluate and present information using diverse
resources.”
Many believed they had developed “a clear sense of self and exhibit honesty
and integrity,” although they believed that was more due to the modeling of their
parents than anything else.
SELF STUDY FINDINGS
59
WHICH OF THE SLOS DO YOU THINK
YOU HAVE BEST ACHIEVED?
(CONTINUED)
●
●
●
WHICH OF THE SLOS HAVE YOU NOT
ACHIEVED? HOW COULD WE HAVE
DONEA BETTER JOB TO HELP YOU?
●
●
●
●
●
●
60
CHAPTER 4
One new student shared her perception that ASIJ as a community was more
open minded and tolerant than other schools she had attended
While several students in one of the groups agreed they were able to “set,
achieve and reflect on personal and collective goals,” they believed that they
were not motivated by a pursuit of excellence, but by a pursuit of grades.
A wide variety of other SLOs were identified as individual strengths by the
participants.
An opinion expressed by several students that the SLOs are too vague and need
to be better articulated in order to be meaningful to students.
Seek personal excellence and independently pursue learning are not motivated
intrinsically, rather motivated by grades or to please teachers.
ASIJ doesn’t contribute locally to the quality of life. There was discomfort
expressed by several in one of the groups with the equation of fundraising and
donations with winning a contest. A belief was expressed that many students at
ASIJ have little understanding of service.
One of the groups spoke at length about “Develop an awareness and
understanding of the host culture and other cultures.” They expressed regret
over the missed opportunity to engage with Japanese culture. A new student
expressed surprise at not finding more Japanese cultural activities
“Integrate learning and apply it to authentic situations”—most academic classes
are textbook-based and not authentic. Chemistry and upper-level math were
cited as exceptions. In senior year learning becomes more like adult learning.
According to one of the groups, for the most part, ‘Understand environmental
issues and work to preserve the environment” is not on the radar of ASIJ students.
They expressed embarrassment that students can’t/won’t clean up trash.
Support for Student Personal and Academic Growth
“Student Connectedness”
WASC CRITERIA COMMITTEE
As we crafted our Self-Study plan, we took care to document alignment of our Visioning Process and continued Self-Study activities to the WASC
Focus on Learning protocol. Our intention was to ensure we met the five parameters for Self-Study and attended to all of the WASC Criteria. One
area that we felt needed more focused attention was “Student Connectedness.”
In April of 2006, the Curriculum Coordinator convened the Student Connectedness WASC Criteria Committee. Members of the committee were
the seven K-12 counselors, the activities/athletic director, the SAIL (Student Activities Intervention Liaison) coordinator, and the high school learning
support teacher (who later acted as the group’s facilitator).
The committee’s guiding question was “To what extent are students connected to a system of support services, activities and opportunities
at the school and within the community that meet the challenges of the curricular and co-curricular program in order to achieve the
expected schoolwide learning results (SLOs)?”
The committee met five times from April to October of 2006 during which they analyzed the following areas with respect to their guiding
question:
·
·
·
·
·
·
·
·
·
·
School/Community profile
NSSE Student Opinion Inventory survey results
Level of coordination of school support services
Processes for intervention or referral
Relationship of support services and activities to classroom instruction
Strategies to develop self esteem and connections to the learning environment
The degree to which co-curricular activities are linked to SLOs
The level of involvement of students in service projects
Student use of support services
Participation in co-curricular activities
The committee then wrote a summary in which they synthesized findings and supporting evidence to identify areas for growth. The report can be
found on the following pages.
SELF STUDY FINDINGS
61
2006 STUDENT CONNECTEDNESS REPORT – K-12 COUNSELING
FINDINGS
Six full-time counselors and one part-time counselor serve
students at ASIJ. In the ES, one full-time counselor serves
grades K to 3 and another serves grades 4 and 5. One
counselor serves MS students in grades 7 and 8 and a parttime counselor works with grade 6 students. Three counselors
serve the grade 9-12 HS students.
CHAPTER 4
School Profiles
Counselors at all three divisions are regularly kept informed
about student academic progress and personal issues and
play active roles on their respective division’s Student Support
Team.
SST notes and minutes
Counselors at all three divisions serve as a liaison between
teachers, parents and outside professionals and resources
such as psychologists and tutors.
List of referral services (psychologists,
therapists, tutors, etc.)
ASIJ counselors have had a significant amount of experience
working with a culturally diverse group of students in
international school settings.
Counselor resumes
ASIJ counselors are sensitive to and provide support to students
on issues common to living overseas, such as international
moves and cross-cultural re-entry to home countries.
HS: Transitions worksheets, Moving
On worksheets
MS: Welcome/Goodbye Activities
ES: Welcome Bulletin Boards
Meetings between counselors of all three divisions are held
monthly to coordinate K-12 counseling and guidance efforts.
There is also a one-day retreat held before school starts.
Minutes from meetings
The K-12 Counseling program is being impacted by the
administrative and paperwork expectations in each division.
62
EVIDENCE
GROWTH AREAS
As the school grows, periodically
review the current structure of
counseling staffing, especially in
the MS.
An ongoing area of concern is
the limited number of outside
professionals available to provide
on-going therapy for our students
2006 STUDENT CONNECTEDNESS REPORT - ELEMENTARY SCHOOL
FINDINGS
EVIDENCE
Two full-time counselors serve students at
elementary school.
School year 2002-03, additional 50% was
added to existing 1½ counselors, making
two full-time counselors
K-5 students have guidance lessons of 3040 minutes every other 6-day cycle.
Every new ES family has appointments with
the counselors prior to starting school.
Increasing number of new ES students/
families
ES students who are leaving ASIJ are given
pre-departure support to help with their
transition.
GROWTH AREAS
Guidance schedule
Back-to-School presentation Powerpoint
New Family Registration meeting schedule
Enrollment Data
Review staffing/programming as enrollment
increases
Review programs and policies to aid in
new student transition
Appointment book
Moving Survival Kit
4th and 5th Grade Student Opinion
Inventory Results
In our school, students have access to a
variety of resources to help them succeed.
According to the NSSE Opinion Inventory
86.3%, agree or strongly agree
Family members feel welcome at school
For the most part, students are satisfied
with school
Students have opportunities to participate
in the activities that interest them.
SELF STUDY FINDINGS
63
FINDINGS
EVIDENCE
Teachers hold high expectations for student
learning
Students look forward to going to school
each day.
40% neutral,
Teachers are willing to give students
individual help outside of class time.
Students help plan our school activities
Students feel safe and secure on the school
bus
The amount of homework given to students
help them succeed in their studies.
An ES multi-disciplinary team meets
regularly with the administration to process
referrals and discuss issues related to
the learning needs of students. The team
includes three learning specialists, a
Speech and Language specialist, and
ESOL specialist, two counselors, and two
administrators.
SST meetings on Tuesday mornings
Over the past 2 years, Occupational
Therapist services have been provided
to students in need during school by an
outside consultant.
A significant percentage of the student
population receives assistance in ES support
programs, including learning support,
Speech and Language, and ESOL.
64
CHAPTER 4
GROWTH AREAS
Explore the possibility of in-school
Occupational Therapist specialist.
SST Student Profile Data by grade level
(Sept 26, 2006)
FINDINGS
EVIDENCE
GROWTH AREAS
ES Learning Support, Speech and
Language, and ESOL staff are in 100%
agreement that fees charged to parents for
Speech and Language and ESOL services
are unnecessary. .
Fees have continued, and there has been
no action.
Review fee-based services. Make decision
on continuation or discontinuation of fees
and take action.
ES SST has team collaboration goals
Group Norm, goals, team meetings
Process for intervention or referral
ES SST referral process was updated in
2005.
SST document in Black Board
ES SST keeps updated record of students
receiving support services.
Use of BlackBoard for record keeping
Early intervention is emphasized beginning
in kindergarten to keep learning differences
from becoming debilitating. Program
philosophy based on Torgeson’s article,
“Catch Them Before They Fail.”
Specialists and teachers screen all K
students.
Learning Support teacher screens whole
grade levels and the bottom 20% is
referred to Early Intervention Program in
Kindergarten and first grade.
All students in grades 2-5 are screened
in the areas of reading comprehension
and word study by the Learning Support
teaching team in collaboration with
classroom teachers. This information is
used for program planning, instruction,
and monitoring on an ongoing basis.
Screening and database for each year.
Instruction in the Learning Support and
Speech Language is researched-based and
characterized by direct instruction,
diagnostic teaching, error analysis, guided
practice and use of multi-sensory materials.
Emphasis is on teaching for transfer and
learning is generalized to the classroom.
Instruction supports classroom curriculum by
developing foundational skills of academic
disciplines, including phonemic awareness,
reading fluency, reading decoding and
comprehension, math skills plus spoken
and written language development.
ES Learning Support curriculum and
Learning Support Services Curriculum
Review documents
Need to review updated processes with ES
faculty
SELF STUDY FINDINGS
65
FINDINGS
EVIDENCE
GROWTH AREAS
A variety of authentic assessment/recording
techniques are used in the ESOL and Speech
and Language programs to develop oral
language fluency and language processing
skills. Students participate in skits, magic
shows and songs.
Comprehensive ongoing parent
communication takes place for parents of
students in the Learning Support program.
Classroom placements are made with the
needs of the individual students in mind.
Specialists meet with parents of students
in Learning Support and Speech and
Language programs to explain services
and to provide parent education.
Annual meeting is held with parents of
children receiving learning support in
kindergarten to provide information about
early intervention.
Parents receive Speech and Language
newsletter.
Learning Support teachers participate in
parent-teacher conferences.
Teachers, specialists, counselors and
administrators participate in classroom
placements.
SST members meet regularly with classroom
teachers to coordinate services and
curriculum.
There is a significant level of involvement in
student leadership, and service projects.
2005-06, all-school assemblies called
Gatherings have centered around teaching
ES students aspects of the Student Learning
Outcomes, taking the SLOs and making the
language more student friendly
The process and purpose of the psych-ed
evaluations are clearly communicated to
parents of students recommended for testing.
66
CHAPTER 4
Student Council, Rice Project, Toiletry
Collection. Peer Helpers, Relationship with
TILC, Buddy Classes
2005-06
Gatherings
focused
Constructive Community Members
on
2006-07 Gatherings focus on Self-Directed,
Productive Learners
ES Learning Support collaboratively
developed brochure for parents.
Strengthen involvement of students from
TILC
Review purpose of Peer Helper program
Review/Discuss/Develop
method
of
assessing effectiveness of Gatherings in
teaching about the SLOs
FINDINGS
EVIDENCE
GROWTH AREAS
The Learning Support teachers provide a
word study curriculum and assessment
package used by all second and third
grade teachers.
The Learning Support teacher supports
instruction in the classroom in collaboration
with classroom teacher for individual
students with more intense level of needs.
Learning Support teacher lesson plans
ELC Intervention and Learning Support
No fees are charged for any of the services
Outside referrals for various evaluations and
services (psych/ed testing, Occupational
Therapy, Physical Therapy, medical, etc)
are made regularly
Learning support consists of early
intervention in the following areas
1. Phonological
delay/articulation
disorder - 18 students
2. Language delay/disorder - 8 students
3. Fluency - 1 students
4. ESOL - 6 students plus 1 of the artic
students
5. Phonemic awareness/reading/writing
12 students plus 7 who are counted in
other categories
SELF STUDY FINDINGS
67
2006 STUDENT CONNECTEDNESS REPORT - MIDDLE SCHOOL
68
CHAPTER 4
FINDINGS
EVIDENCE
GROWTH AREAS
Counselors assist in placing students in
effective groups for extended campus trips,
advisories and classes, etc.
Team, block team meeting minutes, student
concern meeting minutes, extended campus
lists.
More information regarding individual
students can be obtained from non-block
teachers in making these placements.
Diverse levels of academic support, both
formal and informal, are widely available
to middle school students throughout the
school day and after school.
Resource centers, homework club, learning
support class, assistance in finding tutors,
communication with parents and teachers
are all coordinated by counselors.
Counselors meet on a regular basis with
grade level block teams and the Student
Support Team to coordinate student support
services.
Minutes from all meetings are posted on
Blackboard.
Intervention and referral are handled on an
individual basis and coordinated through
student concerns meetings with block
teachers and Student Support services.
Student concerns minutes are posted on
Blackboard and all teachers have access
to this information.
Counselors visit classes on a regular
basis to teach guidance lessons (6th
grade), and lessons on bullying, observe
student behavior, and provide information
regarding student support services.
Classroom visits, counselor notes, lesson
plans and agenda.
Counselors are involved in bringing
Challenge Day to the Middle School,
which is a program designed to promote
inclusion and connections to others in the
learning environment.
Three full days of Challenge Day workshops
were scheduled for October, 2006.
Ongoing follow-up activities are being
designed and implemented through the
Middle School Advisory Program
.
Counselors are members of the Advisory
Coordinating Team.
Notes from meetings. Archive of Advisory
activities, periodic survey results
7th and 8th grade Counselor is attending
the National Middle School Association
conference to learn about exemplary
advisory programs
.
Continue to refine the intervention and
referral process within the new block
schedule structure.
FINDINGS
EVIDENCE
Counselors have increased attention paid
to departing students.
Counselors meet individually with all
departing students. Also, Peer Helpers
raise money for their Sayonara project,
giving each departing student a signed
pillowcase with MS logo. They also host
the Sayonara Ice Cream Social.
At parent meetings and on MOL, parents
are encouraged to let us know well in
advance when the decision is being made
to leave. In this way, counselors can provide
more timely support.
Counselors
provide
training
in
communication skills to all Peer Helpers.
Training plans, anecdotal comments by
Peer Helper’s and previous Peer Helper’s
about all the ways they have utilized these
listening skills with friends and family.
Plans are being made for follow-up training
during second semester. Peer Helper’s
will also develop a plan to continue the
Challenge Day challenge in the MS.
Middle School Helpers provide a
cross divisional opportunity for student
connectedness between MS and ES.
List of MS Helper assignment sheet. Report
card comments.
About half of Middle School students
surveyed feel it’s easy to meet with
counselors to get help.
NSSE Opinion Inventory survey results
MS Counselors seek to work proactively
in support of students by their active
participation in the MS’s comprehensive
Student Support program, participation
in developing an anti-bullying curriculum,
as well as the coordination, and
implementation of our recent Challenge
Day program and ongoing training and
supervision of the Peer Helper program.
All minutes from the different levels of the
Student Support meetings (Student concerns
at Block meetings,
Grade Level Teams, Student Support Team,
pre- and post-Challenge Day Surveys.
We will implement post-Challenge Day
activities, much of it through the Peer Helpers
as well as with the Advisory program.
Weekly Challenges in the bulletin, small
and individual group counseling sessions.
Teachers use a variety of teaching strategies
and learning activities to help all students
in their classes learn, including students in
the Learning Support program.
NSSE Student survey results #5 and the
Middle School Learning Support survey
Oct 2006
GROWTH AREAS
We will seek to ensure that students who try
to see counselors do.
SELF STUDY FINDINGS
69
70
CHAPTER 4
FINDINGS
EVIDENCE
Resource Center staff are available to give
students the assistance they need for their
learning.
NSSE
Opinion
Inventory
results;
approximately 50% of the Middle School
students are enrolled in a resource center/
study period; RC supervisors meet with
Learning Support teacher, content area
teachers, counselors, and administrators
regularly. RC supervisors and Homework
Club (after school) are available for dropin visits by students who need additional
help.
Specific study skills and strategies are
embedded in the MS curriculum and are
also taught in both the Resource Center
and Learning Support classes.
Curriculum description documents; report
card comments
There is a strong relationship between
Learning Support activities to classroom
instruction. The study and learning strategies
in support classes are taught in the context
of the students’ course content.
Course descriptions; class assignments,
course web-pages and Blackboard
websites
Learning Support classes teach students
about their specific learning styles,
learning differences, and how to become
self advocates given their learning profiles.
Additionally, students learn how the
brain works and how this relates to their
learning..
Course syllabus, and All Kinds of Minds
curriculum by Dr. Mel Levine
The MS Learning Support teacher maintains
ongoing contact with teachers to monitor
work completion and areas of student
challenge.
Student Concerns minutes
Students feel satisfied with the support
they receive in the MS Learning Support
program.
Learning Support Survey results
The MS SST referral process was updated
in 2006
SST minutes
The MS SST keeps an updated record of
students receiving support services
SST records on Blackboard
GROWTH AREAS
2006 STUDENT CONNECTEDNESS REPORT - HIGH SCHOOL COUNSELING
FINDINGS
EVIDENCE
Counselors have ready access to students
due to the central location of their offices.
Counselors meet with students several times
during 9th and 10th grade in group sessions
and at least once for required individual
conferences. Individual conferences are
required of all juniors during the spring
and all seniors in the fall.
Counselors offer the help students need in
program planning/course selection.
A counselor is available to help students
select classes and provide guidance in
planning for the future.
GROWTH AREAS
• School map
• HS counseling calendar
• NSSE: Students A/SA 80.2%/
D/SD 5.1% (4.09)
• 2000: Students A/SA 57%
D 13% (3.58)
Continue to develop more assured contact
time with students through group meetings
held during extended activity periods and
instructional time “borrowed” from classes.
Survey indicates positive growth
• NSSE
Students: Strongly Agree 34%,
Agree 46%
Parents: Strongly Agree 28%
Agree 46%
• NSSE
Students: Strongly Agree 21%, Agree 45
Parents: Strongly Agree 8%, Agree 22%,
School counselors give students the help
they need in selecting and applying to
colleges and universities
• 2000 Students, A/SA 52% / D 11%
(3.59)
• 2000 Parents A/SA 65% / D 7%
(4.02)
Survey indicates growth
Counselors may request surveys at end of
grade 11 and grade 12.
• 2000 Teachers A/SA 66% / D 7%
(3.89)
It is easy to get in touch with or set up an
appointment to meet with the counselors
• NSSE
Parents: Strongly Agree 27%, Agree 43%
A/SA = Agree/Strongly Agree
D/SD = Disagree/Strongly Disagree
SELF STUDY FINDINGS
71
FINDINGS
EVIDENCE
HS counselors meet with students in 8th, 9th
and 10th grade to specifically discuss fouryear curricular and co-curricular planning
in high school. Senior course selection and
“portfolio” planning is a key topic during
required individual conferences with juniors
in the spring.
• Four-year course planning worksheet
– notes for meetings with 8th, 9th and
10th graders -- Junior conference notes
Career exploration activities are introduced
to 10th graders.
Counselors teach ninth graders about
learning styles and related study methods.
Counselors are readily available, particularly
at the start of the year, to help students select
classes and formulate a four-year plan.
Most students, parents and teachers seem
to feel that there is a limited amount of
career selection assistance by counselors
in the HS. At the same time, survey results
raise questions about whether or not this is
an expectation of the school community.
GROWTH AREAS
• Lesson plans
• The PLAN Test
• Holland Interest Inventory
• Lesson plans, materials
• High school locker day
• 9th grade Orientation Meeting
• New Student Orientation/meetings
• The NSSE survey item,“Our school does
a good job with career/vocational
education,” was among the lowest
ranked items by parents, teachers and
students.
Most students are comfortable talking with
their counselor about academic issues.
• NSSE: Students: A/SA 71.3%
Counselors are available for talking about
students’ personal problems.
• NSSE: Students: A/SA 47%
• 2000 Students: A/SA 55%
• 2000 Students: A/SA 45%
Determine if there is a need for more career
education at ASIJ.
Survey indicates positive growth.
Survey Indicates status quo, and counselors
continue to work to develop relationships
with students and to provide ample
opportunities for talking and sharing.
Survey indicates positive growth.
The majority of HS students feel comfortable
talking with their counselor about personal
or social issues.
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CHAPTER 4
• NSSE: Students, A/SA 43% / 27.8%
• 2000 Students: A/SA 24% / 30%
Continue to work toward non-threatening
relationship with students so they feel
comfortable seeking help on personal
matters. Tap into the power of peers
helping peers through the Peer Counseling
program and other means.
FINDINGS
EVIDENCE
GROWTH AREAS
There is an active peer counseling program
(Peer Connection) which enables students
to help with new students, learn helping
skills, and participate in self-exploration
activities.
• PC Handouts, calendar, events
When needed, it is easy for parents to
make an appointment with a counselor.
• NSSE: Parents Strongly Agree 27%,
43%
Counselors coordinate two serviceoriented classes, Elementary Teaching and
Community Service.
• Course descriptions
Counselors serve as advisors to the ninth,
eleventh and twelfth grade classes, meeting
regularly with class officers and the class as
a whole.
• Tim Olson - 9th grade
• Ann Lee - 11th grade
• Jacqui Tolin - 12th grade
• List of outside providers
The school has a variety of ways to address
the personal issues of students.
Substance Abuse is not a major problem
at our school, but continues to warrant
attention.
• SAIL overview page
• Counselor web site
• Professional background/training
resume/website
• NSSE
Students: Strongly Agree 12%, Agree 21%
Parents: Strongly Agree 13%, Agree 37%
Teachers: Strongly Agree 8%, Agree 25%
• SAIL
ASIJ counselors have a variety of resources
and programs to help prevent substance
abuse and provide support for students
with issues.
The SAIL program is a powerful tool
for building a sense of community and
providing another place for students to
receive help with personal problems or
issues.
• Challenge Day
• 12 Step information
(Counselor)
and
support
• Clear guidelines and consequences
(Handbook)
Continue to promote and offer programs for
students, parents, and teachers that promote
education and community-building.
• SAIL information
• Class competition information
• Challenge Day flyer
SELF STUDY FINDINGS
73
SAIL PROGRAM
STUDENT ASSISTANCE INTERVENTION LIAISON
FINDINGS
SAIL addresses the topic of substance
abuse and healthy choices with the ASIJ
community.
EVIDENCE
AREAS FOR GROWTH
• Yearly speakers for students, faculty and
parents.
• SAIL sponsored activities
• Challenge Day
• Surveys
• SADD
• Challenge Day: Entire HS and all 7th and
8th graders have completed the program
as of Oct. 12, 2006. In addition 99% of
MS faculty/staff, 50% of HS faculty/staff
and 70% of the Administration in addition
to 85 MS/HS parents have participated.
SAIL program has used a variety of
strategies, creating and implementing
different programs which have been used to
develop student connectedness, self esteem
and build school identity.
• The first ever pilot program for Challenge
Day is being run at ASIJ in the fall of
2006. Program consists of eight class
sessions for interested Juniors and Seniors
who want to further explore how they can
“Be the Change.”
• 2005 SAIL survey: 75% of students felt
SAIL created more spirit.
• All HS 100 Yen Picnic: 100% attendance.
The culminating event for class
competitions, food, music, and extended
lunch time.
• Dodgeball Tournaments: Two tournaments
per year are held with 1/3 of the HS
student body either playing or attending.
• Speaker Forum Series: Popular with
students as a variety of topics offered
whether presented by a teacher or a
visiting outside speaker. Some assemblies
are required while others are optional.
• Raised money for Tsunami victims
SAIL focuses on community service, being a
productive community member.
The SAIL program addresses student stress
that is often a part of school life.
74
CHAPTER 4
• Raised money for Hurricane Katrina
• Collected school supplies for Cambodia,
Collected food for the Second Harvest
Food Program.
• Weekly free Yoga classes offered on
campus by a certified instructor to MS
and HS students.
Need for support staff: In order to run
SAIL programs successfully and efficiently
help is needed particularly in the support
area whether it is clerical or maintenance.
Suggest that during particularly busy times
of the year for SAIL, adult help be made
available specifically for SAIL.
FINDINGS
EVIDENCE
AREAS FOR GROWTH
• SADD (Students Against Destructive
Decisions)
A student initiated co-curricular club is
sponsored by SAIL that promotes healthy,
non-destructive behavior.
• Held first evening HS activity
downtown ELC, well attended.
at
• Booth at Holiday Happening and
Homecoming to raise awareness about
destructive decisions.
• 9th Grade assembly on alcohol
• Working on Challenge Day follow-up
activities for the school year.
• Bulletin Board
• SAIL office in central location
Students are aware of the many offerings of
the SAIL program
• Handouts
• Announcements
• SAIL website
• All methods which have resulted in
participation by many individuals.
The SAIL program has become a part of the
HS life at ASIJ, not only with students but
the faculty too.
• 2005 SAIL Survey:
90% of student body wanted SAIL to
continue
86% would like to participate in SAIL
programs
84% of the student body actively
participated in programs
100% of faculty: SAIL program is visible
91% of faculty: SAIL makes a positive
difference.
SAIL provides opportunities for teachers
to build competence in identifying at risk
behaviors
• Speakers, both local and international,
on topics such as depression, the
pressured child, eating disorders,
substance abuse, etc.
• Challenge Day parent participation
SAIL has a positive impact on community
building regarding the parent community.
• PAC presentations
• Parent luncheons with guest speakers
• Parent volunteers for All HS Picnic
• Dodgeball tournaments
The ES and MS counselors have expressed
an interest in the implementation of SAILsponsored activities and programs in their
divisions.
• Limited offerings in the MS.
• No SAIL offerings sponsored in the ES.
If program is to expanded in the MS and
implemented in the ES, then the SAIL
position will need to be expanded from its
current 50% to 100% time.
SELF STUDY FINDINGS
75
FINDINGS
There is a strong level of coordination
and communication between SAIL and
the counselors and the learning support
program.
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CHAPTER 4
EVIDENCE
• SAIL Coordinator attends HS SST
meetings and attends K-12 counselor
meetings. SAIL Core team was in
operation until Fall of 2005.
• Minutes and notes from meetings
There is a clear process of SAIL intervention.
Intervention referral methods used are either
formal, word of mouth or drop in.
Referrals can be made by parents, teachers
and students.
• Faculty SAIL survey spring 2005
• Faculty: 20% formal referrals,
75 % informal/questions
• SAIL Handbook
SAIL conducts on-going needs assessment
•
•
•
•
•
•
HS SAIL Survey 2004
HS SAIL Survey 2005
Speaker Series Survey
Faculty SAIL Survey Spring 2005
SEARCH Survey
Challenge Day Pre- and Post-Surveys
AREAS FOR GROWTH
2006 STUDENT CONNECTEDNESS REPORT - HIGH SCHOOL SUPPORT SERVICES
FINDINGS
EVIDENCE
The HS learning support program
addresses student learning issues through
two courses:
• Skills for Success: Students identify their
learning profile, address weaknesses
through learning and study strategies,
and advocate for their learning needs.
• Course syllabi and course summary
outlines.
• Comprehensive Language Arts: This
course is for students whose English
language skills, though proficient on
standardized ESOL tests, do not meet the
English language requirements at ASIJ.
Students address the four language
areas of reading, writing, listening, and
speaking. Also, they build a strong
vocabulary base.
• The basic math class, previously taught
through the Learning Support teacher,
has been absorbed within the Math
Department.
As of 2003, all teachers provide specific
accommodations
to
students
given
proper documentation of need. The set
of accommodations were identified and
agreed upon based on a joint SST and FLC
project with the entire faculty involved.
• SST Accommodations form.
Students feel satisfied with the support they
receive in the Learning Support program.
• Students in Learning Support survey
results regarding the availability of the
Learning Support teacher to assist with
student learning (100% of the students
strongly agreed or agreed).
Students in Learning Support are actively
involved in identifying their learning profiles
and setting goals to address learning and
study strategies geared to this profile. Their
participation in Learning Support classes is
focused on meeting these goals.
AREAS FOR GROWTH
• Student Education Plan forms.
results regarding the value of Skills
for Success class in helping students
address the specific areas needed to
improve learning (95% of the students
SELF STUDY FINDINGS
77
FINDINGS
EVIDENCE
• The SST agenda is disseminated to
the HS faculty in advance for input or
teacher attendance.
There is a clear process for referral to the
Student Support Team
• The HS SST manual outlines the specific
process for referral to SST and support
options.
• The process for referral/support to SST
is clearly outlined in the HS Faculty
Handbook
• SST minutes.
There is a strong relationship between
Learning Support activities to classroom
instruction. The study and learning strategies
in Skills Classes are taught in the context of
the students’ course content.
• Skills for Success course description and
syllabus.
• Both the classroom teacher and
the Learning Support teacher make
recommendations for support in both
the classroom and the Learning Support
environment.
The Learning Support teacher maintains
regular communication with individual
teachers to review student progress.
• Quarterly, the Learning Support teacher
rotates participation in academic
department
meetings/functions/
responsibilities to be better available
to department members and better
knowledgeable of department related
issues.
• The Learning Support teacher meets
with new teachers at the start of every
school year to inform teachers of the
process for referring and for ensuring
that accommodations are properly
provided to eligible students.
To more consistently admit students with the
appropriate level of English language skills,
the Learning Support program developed
specific ASIJ reading comprehension,
vocabulary, and listening comprehension
norms for the ESOL applicant testing.
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CHAPTER 4
• ASIJ HS English language norms for
the Group Reading Assessment and
Diagnostic Evaluation.
AREAS FOR GROWTH
FINDINGS
EVIDENCE
AREAS FOR GROWTH
• The Learning Support teacher provides
lessons to all ninth graders in social
studies throughout the school year in the
areas of:
- organization
All students in the 9th grade learn specific
study strategies and ways to identify their
learning profile from the Learning Support
teacher and counselors.
- mnemonics
- test preparation
- active reading
- essay organization
- analysis of test results
• Counselors train ninth graders to identify
their learning profile and ways to study
based on this profile.
• Student Opinion Inventory results
(70.3% of the students strongly agreed
or agreed)
• Resource Center supervisors meet
monthly with the learning support
teacher to review learning strategies
and discuss possible approach options
for individual students
• Resource Center referral forms are
online for easy access.
Resource Center staff are available to give
students the assistance they need to assist
with their learning.
• Parents receive a copy of the completed
referral form
• A total of 33 students are assigned to
the resource centers.
Explore whether there is a need for some
or all of the resource centers to be open for
after-school hours.
• Resource Center supervisors meet
regularly with teachers of assigned
students to better tailor their support for
those students.
• Resource Center supervisors are
available for drop-in visits by students
who may require content-specific time
limited help. An estimate of 75 students
visit the Resource Centers as drop-ins
(as Oct. 2006).
SELF STUDY FINDINGS
79
FINDINGS
EVIDENCE
The high school recognizes students for all
kinds of achievements, including students
who have made outstanding contributions
to ASIJ regarding disability issues.
• In the 2005 Academic Awards all
school assembly, one student received
the High School “Special Recognition”
award created by ASIJ to recognize
the student’s unique contribution to
the school in promoting a culture of
awareness for diversity in learning.
regarding variety of teaching strategies
and learning activities (74.3% of the
students strongly agreed or agreed).
Teachers use a variety of teaching strategies
and learning activities to help all students
in their classes learn, including students in
the Learning Support program.
results regarding variety of teaching
strategies and learning activities in all
of their classes (85% of the students
• Strategies for differentiating the
curriculum became a school-wide
professional development focus (20032005)
• High school division set a faculty-wide
goal addressing differentiation for both
2003-04 and 2004-05 school years.
For the latter school year, each faculty
member created a personal goal to
differentiate at least one lesson. High
school faculty meetings in the 2004-05
school year focused on differentiation.
regarding extra help teachers provide
students in class (76.1% of the students
Teachers provide individual support to
students both during class as well as outside
of class
regarding extra help teachers provide
students outside of class time. (81.6% of
the students strongly agreed or agreed).
results regarding extra help teachers
provide them in class (85% of the
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CHAPTER 4
AREAS FOR GROWTH
FINDINGS
Teachers use feedback to students to
improve student learning opportunities.
Students are provided with a variety of
ways to show their learning in addition to
written tests.
Teachers use feedback to students to
improve student learning opportunities.
EVIDENCE
AREAS FOR GROWTH
regarding teacher feedback improving
student learning (70.2% of the students
results regarding teacher feedback
improving student learning (60% of the
regarding multiple ways to demonstrate
student learning in their classrooms
(80.7% of the students strongly agreed
or agreed).
results regarding multiple ways to
demonstrate student learning in their
classrooms (60% of the students strongly
agreed or agreed).
regarding teacher feedback improving
student learning (70.2% of the students
results regarding teacher feedback
improving student learning (60% of the
SELF STUDY FINDINGS
81
STUDENT CONNECTEDNESS REPORT: N-12 LEARNING SUPPPORT
FINDINGS
EVIDENCE
N-12 Learning Support has a clearly
articulated continuum of services with
changes in focus per division reflecting the
developmental progress of the students and
increased educational expectations.
• Learning Support Services Curriculum
Review documents
The Learning Support staff in all divisions
have masters degrees and are experienced
specialists in the fields of Learning
Disabilities, Speech and Language, and
English for Speakers of Other Languages.
The wide variety of specialty areas provide
continuity of programs and services.
• Resumes
• Learning Support teachers frequently
participate in student-centered instructionbased professional development.
• ES team meets weekly with the
administration and is composed of:
- Three learning specialists
- One speech language specialist
- One ESOL specialist
All four divisions have a well-coordinated
structure of support services that meet
regularly by division to process referrals
and discuss issues related to the special
needs of students.
- Two counselors
• MS team addresses referrals from the
grade level block teams. The MS SST is
comprised of:
- MS Administrators
- Two counselors
• HS team meets bi-monthly with the
administration and is composed of:
- One learning specialist
- Three counselors
- SAIL coordinator
Specialists at all four divisions have
ongoing, regular communication with
counselors,
teachers,
parents
and
administration regarding the progress of
students with special needs.
• Comprehensive
written
reports/
assessments are provided to students/
parents and teachers benchmarking
student progress in all support programs
• Specialist teachers meet regularly
with teachers of individual students
facilitating collaboration regarding
curriculum taught in the classroom.
• Specialist teachers communicate with
parents on an as-needed basis.
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CHAPTER 4
AREAS FOR GROWTH
FINDINGS
EVIDENCE
Communication takes place between
divisions regarding the placement of
special needs students in Learning Support
programs.
Articulation meetings, involving learning
support staff, counselors, and teachers take
place each spring between divisions when
students who require learning support move
from the ELC to the ES, from the ES to the
MS, and from the MS to the HS
The ASIJ admissions statement clearly
delineates the scope of services available
to students.
ASIJ admissions packet.
There is a clear process for psychoeducational evaluation referrals in all three
divisions.
AREAS FOR GROWTH
• ES Learning Support collaborativelydeveloped brochures for parents.
• Procedure
divisions.
guidelines
for
all
three
Expand the ES division brochure to be
used N-12 or create a similar brochure
appropriate for MS and HS use.
SELF STUDY FINDINGS
83
2006 STUDENT CONNECTEDNESS REPORT – CO-CURRICULAR PROGRAM
84
CHAPTER 4
FINDINGS
EVIDENCE
The school provides a strong co-curricular
program at all school levels
List of student activities
Process of adding a club – see the HS
Student Handbook.
Student-initiated clubs, such as – new HS
Math/Science Club
Students have an opportunity to participate
in many activities
NSSE Student Opinion Inventory ES/MS/
HS Agree or Strongly Agree 85%
Students are satisfied with the quality of the
activities offered
NSSE Student Opinion Inventory ES/MS/
HS Agree or Strongly Agree 71%
Students who participate in activities are
recognized for their participation
Recognition program
There is a good parity between the boys
and girls sports
Activities schedule
School facilities are fully utilized, as
are school personnel in providing such
activities
Game and practice schedule, faculty lists
The Activities and Athletics Office is highly
visible and easily accessible for students
School map
There is a need for a grade 6 sports
program
Observation
Director
There is a need for a dance program. We
now have a HS dance club and an outside
teacher who has created a hip hop class
for MS and HS as well as outside teachers
of dance in the ES
Observation of the new Activities/Athletics
Director.
The main field needs re-turfing, perhaps
using the same artificial surface as the new
Middle School Field
Observation of the new Activities/Athletics
Director
of
the
Activities/Athletics
AREAS FOR GROWTH
Increase in facility building – new gym
would be used extensively
Explore ways to enhance grade 6 sports
program
Increase in facility building – new gym
would be used extensively
Explore addition of other dance options to
co-curricular programs
FINDINGS
EVIDENCE
AREAS FOR GROWTH
A total of 216 students participate in the
following:
High school students support serviceoriented co-curricular activities
Abot Kamay
Amnesty International
Animal Advocates
COSA (Community Orientated Student
Action)
Habitat for Humanity
NHS (National Honors Society)
Phillipine Relief
SAFE (Student Action for the Earth)
SAIL/SADD (Students Against Destructive
Decisions)
Sok Sabay
UNICEF
SELF STUDY FINDINGS
85
Report: Resource Management and Development
WASC CRITERIA COMMITTEE
As we crafted our Self-Study plan, we took care to document alignment of our visioning process and continued Self-Study activities to the WASC
Focus on Learning protocol. Our intention was to ensure we met the five parameters for Self-Study and attended to all of the WASC Criteria. One
area that we felt needed more focused attention was Resource Management and Development.
With advice from the Director of Technology, Information and Communications and the Facilities and Finance Committees of the Board of
Directors, the school’s Director of Business Affairs took on responsibility for study of current resource management and development policies and
practices. His guiding questions were:
·
·
To what extent are the resources available to the school sufficient to sustain the school program and are effectively used to carry
out the school’s purpose and student achievement of the expected schoolwide learning results (SLOs)?
To what extent do the governing authority and the school leadership execute responsible resource planning for the future?
It is the view of the Administrative Team and the Board of Directors that resource management and development is a strength of the school. Existing
resources are allocated to advance the school’s Mission, Vision, and improvement initiatives. The recent work of the Fund Raising Taskforce and
the creation of the Center for School-Community Partnership will further enhance the financial health of the school.
The Director of Business Affairs analyzed the following areas with respect to the guiding questions:
·
·
·
·
·
·
·
·
·
·
the relationship of decisions about resource allocations to the school’s purpose and assessment of the SLOs
the degree of involvement of leadership and staff in resource allocation
the annual budget
business and accounting practices
adequacy of the facilities to meet the purpose of the school
procedures for acquiring and maintaining adequate instructional materials
a master resource plan
procedures for regular examination of the master plan
involvement of stakeholders in future planning
Parent and Teacher Opinion Inventory results
The Director of Business Affairs wrote a summary in which he synthesized findings and supporting evidence to identify areas for growth. The report,
formatted and edited by the Curriculum Coordinator, can be found on the following pages.
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CHAPTER 4
RESOURCE MANAGEMENT AND DEVELOPMENT
FINDINGS
EVIDENCE
AREAS FOR GROWTH
Long-Range Financial Planning, Budget and Fund Development:
Long-range planning at ASIJ is done at two levels. Level one
is administrative and level two is the Board of Directors. The
administration of the school provides leadership in determining what
the long-range educational needs of the school will be. The Board
committee structure, (Finance, Facilities/Planning, and Personnel)
decides on the financial and physical resources needed by the school
to implement educational programs. The school has an on-going 5
year budget projection, 40-year plan for replacement of the existing
physical plant and a long-range financing structure. In addition the
school also has strategic funds available for operating reserves and
capital reserves. This planning currently meets both the short- and
long-term goals of the school.
5-year budget
·
·
·
Long-term replacement
figures
Recently completed
projects
Operating and capital
reserve fund definitions
Clarify the link between
resource decision making
at the Board and Committee
level and Student Learning
Outcomes.
Tuition:
Tuition at ASIJ covers approximately 85% of operating income. Annual
tuition is determined after an annual review of projections of the main
financial indicators of the budget: enrollment, salaries, supplies, and
annual support. A major goal of the Finance Committee has been to
keep tuition levels at an affordable level. In meeting that goal, tuition
at ASIJ has been increased by only 6.1 % over the past 9 years.
This compares very favorably to the double digit increases that have
occurred at U.S. private schools over the same time period.
History of
increases
ASIJ
tuition
Compensation:
The stated goal of the school is to have a compensation package that
is in the top 10% of leading international schools in Asia. The school
benchmarks its compensation package annually with other leading
international schools in Asia.
ASIJ Salary and Benefits
scales and EARCOS salary
survey
SELF STUDY FINDINGS
87
CHAPTER 4
87
FINDINGS
EVIDENCE
Financial Management of the School:
There are four leading areas with regard to the financial management
of the school.
1.Finance Committee – This committee is made up of leading
business and financial people in the community.
2.Professional Fund Managers – The school employs professional
fund managers to invest reserve funds and annual cash surplus.
These managers report directly to the Finance Committee.
3.External Auditors – The school retains independent external
auditors to annually audit the school’s accounting policies,
financial position, fixed assets and internal controls. The auditors
make an annual report directly to the Finance Committee.
Audit report
Annual Budget
Investment advisor’s reports
4. Business Affairs Office – The Business Affairs Office oversees
the day-to-day financial operations of the school that include
accounting, payroll, billing, and budget creation. The Business
Office is staffed with trained accountants and financial experts.
Long-Term Financial Viability and Financial Management:
The School has both a Capital Reserve Fund and an Operating
Reserve Fund. The Capital Reserve Fund is maintained to provide
for the renewal and replacement of the School’s buildings, including
residential properties and major items of machinery. The object of
the fund is to provide, over the life of the school-owned buildings and
machinery, a fund sufficient to cover the renewal and replacement of
these assets. The Operating Reserve Fund is maintained to provide
funding in the event of either an annual operating shortfall or a
financial emergency. The funding level for the operating reserve
fund has been developed to enable the school to maintain financial
stability during various risk scenarios, including a major earthquake
in Tokyo or a sharp reduction in student enrollment. The school is
also insured in the event of a major disaster.
The recent Fundraising Taskforce, appointed by the Board of
Directors to review the history and current practices of fundraising
and provide a recommended course for the future of fundraising
at ASIJ, proposed that fundraising be pursued for the purpose of
providing enhancement and enrichment of the school’s programs but
not to provide revenue essential to the operating budget. To that end,
a new Center for School-Community Partnership will be established
to provide coordination and oversight for communication, alumni
relations, parent groups, and documentation and recognition for gifts
of time and talent.
88
CHAPTER 4
Operating Reserve Policy
Capital Reserve Policy
Insurance summary
Fund
Raising
Taskforce
Report to Board of Directors
AREAS FOR GROWTH
FINDINGS
EVIDENCE
AREAS FOR GROWTH
Budget Process:
The annual budget is a bottom-up process. Faculty submits annual
requests for supplies and equipment. Principals submit divisional
requests for staffing, equipment etc. The Director of Business Affairs,
in collaboration with the Headmaster, consolidates all budget
requests into a budget draft. The Finance Committee reviews and
recommends an annual budget to the Board of Directors. The Board
of Directors has final approval of the budget.
Budget Book
Physical Plant Resources :
The School’s physical plant, facilities and equipment are designed
and built to meet the academic, social, health and safety needs
of the student body. First and foremost, the buildings are safe. All
structures on campus meet the strictest of Japanese building codes
for earthquakes and other potential disasters. Secondly, the school
has spent more than 7.5 billion yen in the past years to upgrade
facilities. These facilities include a new cafeteria/classroom complex,
elementary gym, middle school field, middle school annex, Early
Learning Center, seismic retrofit, renovation and expansion of
the high school building, air conditioning of all classrooms, and
renovation of the elementary classroom building. The new Ricketson
Theater, opened in September of 2006, is a model of collaborative
future planning among fine arts faculty, administrators, architects,
and construction engineers. Parents, teachers and students cite these
facilities as outstanding.
Facilities Planning minutes
Visual
observation
facilities
of
Minutes of Ricketson Theater
Planning Committee
NSSE Opinion
results
Inventory
Technology Resources:
Nineteen computer and technology resource centers are located
across the Chofu campus to provide word processing, programming
and problem-solving skill development for all ASIJ students. With
over 900 computers with high-speed Internet connections, including
190 wireless laptops, ASIJ has a student to computer ratio that
provides over four times the amount of individual computer time
offered by most U.S. public schools. Online multimedia workstations
are located throughout the school, and most students have personal
email accounts. Smartboards are also utilized for specific classroom
activities, and students in Middle and High School create multimedia
projects in ASIJ’s digital video lab. Parents, teachers and students cite
information communications technology resources as outstanding.
Tech Directions (ICT Strategic
Plan)
NSSE Opinion
results
Inventory
Ongoing review of staffing
in ICT areas
Regular review and revision
of Tech Directions (ICT
Strategic Plan) to ensure
capacity to respond to rapid
change in technology in
support of student learning
SELF STUDY FINDINGS
89
FINDINGS
EVIDENCE
Board Oversight of Financial and Physical Resources and
Planning:
The Board of Directors operates on a committee structure that
allocates major oversight responsibilities to committees. The Finance
Committee and Facilities Planning Committee are responsible for both
the annual and long-term financial and physical planning required by
ASIJ. The Finance Committee, chaired by a Board member, and
consisting of financially qualified members of the Board of Directors,
Board of Trustees and Administrators, oversees the annual budget,
long-term financial planning, investments, tuition levels and all other
financial matters. The Finance Committee reports directly to the
Board of Directors. The Facilities Planning Committee is responsible
for both long and short range facilities planning. This committee is
chaired by a Board member and consists of members of the Board
of Directors, Board of Trustees and Administration. The Facilities
Planning Committee reports directly to the Board of Directors.
90
CHAPTER 4
Minutes
from
Finance
and
Facilities
Planning
Committees of the Board of
Directors
AREAS FOR GROWTH
Summary Report: Early Learning Center Data in a Day
HOW VISIBLE ARE SLOS IN OUR ELC CURRICULUM?
Data in a Day is a 24+ hour observation protocol focused on student learning, which involves members of the learning community as researchers
in data gathering for self study. On November 13 and 14, 2006, five teams of faculty and parent researchers conducted brief (8-10 minute),
focused observations of nursery, pre-kindergarten and kindergarten classroom and specialist activities. Each team focused on one SLO. The
observation data, along with CFG reports, interviews and opinion inventories, will inform our schoolwide action planning.
Our purpose was to collect data about our success embedding SLOs. Because the observers only see a small portion of what happens at the
school, findings provide a first cut of data about the visibility of SLOs in our ELC program.
In the afternoon of November 13, the elementary assistant principal facilitated a training session for all researchers. The main purpose of this
session was to gain a common understanding of the observable indicators for the SLO to which the team was assigned. The overarching Essential
Questions are: What does ______ look like? Will it look different at different age levels? SLO Observation Teams came to agreement about the
meaning of explicit and implicit evidence and worked through a protocol which prepared them for observation.
Their preparation centered around the following questions:
●
What does ______ look like?
●
What will we see students doing?
●
What will we see teachers doing?
●
What will we learn from work on walls in classrooms and hallways?
The research teams were scheduled for observations on the morning of November 14. In the late morning and early afternoon of that
day, the researchers analyzed the data searching for trends and patterns. Each team wrote a summary report; reports were synthesized by the
Curriculum Coordinator. The result is a picture of the ELC made up of many small snapshots.
Comments that were shared by researchers at the debrief meeting included:
●
●
The classrooms are such print rich environments and the children are engaged in many literacy experiences that encourage them to read
for a wide variety of purposes.
The teachers and assistant teachers do such a great job of developing units of study so that they are integrated into all areas of the
curriculum in meaningful, purposeful ways.
●
So many of the learning experiences observed encourage students to apply their understandings in real world experiences.
●
The interactions between students and teachers/assistant teachers and among the students themselves were respectful and caring.
●
●
The teachers and assistant teachers encourage the students to take risks and think about a range of possible solutions to a particular
problem.
The classrooms at a grade are not “cookie cutter” identical, but the important learning experiences and concepts are obviously being taught
across each grade level.
SELF STUDY FINDINGS
91
7 OBSERVATIONS
Observations
Two boys were using the center time chart to determine whether or not the “Block Center” had been
reopened. One boy discovered that the center was reopened and used his ability to read classmate
names to place his name card and a friend’s name card in the center.
●
●
●
●
One girl wanted to know who we were. She read Barbara’s name tag and said, “Oh, you are Barbara
from The American School in Japan. We have a teacher named Barbara.”
In a kindergarten classroom, the children were studying sweet potatoes. The class demonstrated an
understanding of gardens by creating a 3-dimensional garden in the construction yard.
Students were reading simple recipes and making sweet potato bread and vegetable soup. They were
using tools, practicing measuring, counting.
●
A student brought a book from home to share with the class.
●
Students were listening to stories on tape while they read along from the books.
●
Students were applying their learning during dramatic play on the playground.
●
In music class, the students read the words to a song and acted out the song with their bodies.
●
Students explored life without sight as they drew self-portraits with blindfolds on and tried to perform
everyday tasks blindfolded.
●
Students were demonstrating learning through observational drawings, paintings, constructions.
●
Students were following directions in an origami book to construct flowers for a class garden.
What did we see teachers doing?
●
Teachers were reading aloud from a variety of genres (songs, poems, nonfiction, class made recount
books, etc), introducing vocabulary, asking students to act out parts, talking about rhyming words, asking
questions and answering questions to ensure comprehension of texts.
●
●
●
●
●
92
CHAPTER 4
Teachers created center time experiences that enabled students to apply their learning in authentic
situations (cooking sweet potato bread and vegetable soup, role playing in the Japanese house and
garden, block center creations).
Teachers built learning experiences into classroom jobs (counting and one-to-one correspondence when
setting the table).
Teachers gave students many opportunities to learn their own and other students’ and teachers’ names through
classroom charts (alphabet, cubby labels, job charts, birthday charts, attendance charts).
Teachers created libraries in the classrooms that contained books in a variety of genres and to match classroom
studies.
Teachers created units of study that integrated learning and built a strong foundation in all disciplines (sweet
potato dig was used to provide observational drawings and paintings, science experiments, math activities
that included estimating, counting, measuring, comparing, reading, singing, role playing, constructing,
recounting, writing, vocabulary building).
Observations
(continued)
What did we hear?
●
Mothers speaking to students in Japanese as they were cooking.
●
Teachers asking students what words mean or rhyme.
●
Teachers checking for understanding during read aloud.
●
●
Teachers asking students to make decisions regarding the planning of a group construction
project.
Students role playing as they demonstrated understanding of classroom learning on the
playground.
Alphabet charts, labels, nametags, signs all over school.
●
●
●
●
Trends/Patterns
●
●
●
●
●
Written explanations of classroom projects and displays and behavioral expectations.
Huge variety of diverse projects and artistic medium (tracing, junk art, collage, sculptures, paintings,
sweet potato sculptures, photographs drawings) that gave students opportunities to build fine and
gross motor skills.
Science projects that gave students opportunities to measure, predict, compare, ask questions,
observe and experiment.
We saw a great deal of consistency in teaching philosophies, classroom climate, classroom
procedures and units of study, styles and approaches.
We saw many integrated projects. Students were given opportunities to study in an in-depth way.
They were given opportunities to engage in integrated studies that allowed them to apply their
learning to authentic situations.
The classrooms were very print rich environments and students were offered many opportunities to
read for a variety of purposes and to interact with print in meaningful ways.
Students were given diverse opportunities to access, analyze, evaluate and present information.
They went on field trips, looked at books, cooked, created books, constructed, engaged in hands-on
explorations, grew sweet potatoes, created art projects, and much more.
They were building a strong foundation in all areas of the curriculum as the teachers created rich
experiences for students to practice and further develop their skills in all areas. Many times, these
learning experiences looked like play, but upon closer examination the teachers had clearly put
thought and planning into the selection of these learning experiences.
We were quite impressed with all that we observed and believe that the early childhood program is
doing an exemplary job of educating students to become literate individuals.
SELF STUDY FINDINGS
93
94
CHAPTER 4
None
7 OBSERVATIONS
Observations
●
Cooperative book discussion.
●
Trying new roles through dramatic play.
●
Actively engaging non-participators in some instances on the playground.
●
Nursery – Creative play being acted out by individuals rather than in groups.
●
Enthusiasm to share their experiences from library upon their return.
●
Listening to and following teacher directions.
●
Taking the initiatives to solve problems and ask for help – one specific example: a nursery student
who needed more staples brought the stapler and staples to the teacher and asked for her help to
re-load it.
●
Showing affection and empathy by drawing a picture for a friend.
●
Cooperative work in cooking, pattern blocks.
●
Being aware of other students’ classroom responsibilities.
●
Expressing creativity through sewing, paintings.
●
Communication through writing K – one child came up with the idea of labeling the vegetables in
the garden and said he wanted to write them on cards and place the stakes in the garden he was
encouraged to go ahead and do this on his own.
In large groups – Pre-K and K:
●
Paying attention with eyes on speaker.
●
Taking in what is being said to them.
●
Making relevant comments.
●
Being quiet.
●
Being aware of personal space.
●
Noticing when others are not around or who had not had a turn.
●
Children feeling comfortable enough to express appropriately the desire not to participate.
●
Teacher asking open-ended questions.
●
●
●
Asking children to pay attention and follow directions – coming to join the circle, time for library.
Helping the children problem solve with language – the children on the playground lost some of
their basketballs because they got stuck. The teacher and children decided together to make new
basketballs out of scrap paper and tape.
Directing large group-whole classroom – dramatic role-playing.
SELF STUDY FINDINGS
95
Observations
(continued)
●
Encouraging appropriate large group behavior.
●
Asking for specific information.
●
Nursery – teacher helping children understand emotions – one child was not being nice to their
friends and the teacher tried to help define the emotion.
●
Directing small-group projects and coordinating the movement between them.
●
Encouraging kids to express their creativity/ideas and to take them to the next level.
What did we hear?
●
Nursery – Kids asking for permission and teachers help.
●
Directions from the teachers.
●
Talking, planning, creating roles.
●
Information being communicated in both directions (student/teacher).
The kids had explained pictures about their families – this was taken as dictation and displayed.
●
Trends/Patterns
●
Children expressing themselves at an age appropriate level.
●
Children using positive physical and verbal behaviors.
●
Children using appropriate sound levels in the appropriate settings.
●
Children expressing themselves creatively through dramatic play.
●
●
Children listening and being attentive to teacher directed activities and to one another.
●
Children feeling safe and confident in expressing and communicating in various forms.
●
96
CHAPTER 4
Teachers asking for children’s ideas/validating them and helping them to bring them about and then
encouraging them to take the ideas to a higher level.
Children encouraged and able to be effective communicators in large groups, small groups and
one-on-one.
We feel that effective communication is an area of strength for both children and teachers at each age
level, in each classroom and vertically throughout the ELC.
None
7 OBSERVATIONS
Observations
We saw multiple examples of:
●
●
Working in groups, sharing ideas, and learning from peers, such as two girls working together to make
a picture using pattern blocks, group interaction discussing marine animals, four boys working to share a
trike together on the playground.
Working hard to make progress, finishing the task, exhibiting creativity in problem-solving and
considering alternative solutions: cutting vegetables to make vegetable soup, practicing handwriting,
painting with watercolors, tracing and cutting.
●
Flexibity in thinking by use of trial and error, accepting that there is more than one way,
such as: finding the best way to cut a vegetable, how to place the whale tail on the paper to trace,
group play with three parents, breaking the carrots in half when not able to cut with a table knife.
We saw multiple examples of:
●
Designing activities and experiences that elicit problem solving and critical thinking: feely box, tracing
whale tales.
●
Asking lots of questions.
●
Following up with additional questions based on previous answers.
●
Providing applications for problem solving.
Examples:
●
●
●
●
●
●
Feely box for children to use their sense of touch to determine an object “How can you tell what is inside
without seeing it?”
Marine animals – creating a marine environment in the water table and offering many animals, discussing
animal attributes while playing, group discussion about animals and their features, discerning between
animals.
Tracing task – creating a template only slightly smaller than paper, requiring children to use spatial
awareness to fit template to paper, and modeling the thinking process when one child had an especially
difficult time with the task.
Using questions to elicit additional details in work – “Are you finished with that? Do you want to
add more? What color is your skin – how can you make that?”
Providing materials and stations for independent learning: pattern blocks, many materials for
sorting, blocks.
Sweet potato drawings in sequence, requiring students to reflect on their experiences and recreate
the experience in a drawing.
SELF STUDY FINDINGS
97
Observations
(continued)
●
●
Insects made from junk art – requiring the students to re-create an insect in detail, with each part
represented.
Blind-folded self-portraits, with one self-portrait done without blindfold and one done blindfolded
placed side-by-side. It appears that the children could imagine what it would be like to be blind.
Non-example:
●
Class was so focused on the goal of cleaning up that a teaching opportunity was missed – a child
was having difficulty placing a block on the shelf, looked around for help from peers, and asked
for teacher help many times. Instead of offering ideas about how the child might solve the problem
herself, the teacher took the block and put it on the shelf herself. Then the child picked up another
block and was again befuddled.
Head of a Man observational drawings in Pre-K. The children copied Paul Klee’s work, which is a
slightly abstract portrait, re-creating the details in their own work, showing their observational skills
and flexibility in drawing what they know is not realistic.
●
Trends/Patterns
In general, there was a very strong sense of safety to take risks and try alternative ways of thinking.
Teachers were encouraging alternative ideas and accepting of theories and offering ways to try out the
theories. Teachers also encouraged peers to be accepting.
Students in all levels showed great flexibility in thinking and creativity in problem solving and were
skilled in working in groups and learning from one another.
Students also showed dedication to completing a task and great perseverance.
We saw a great deal of trial and error and acceptance of various ways to do things.
98
CHAPTER 4
We were most impressed with how we saw teachers in all levels providing activities and experiences
that elicited problem-solving and critical thinking.
We think that this division has great strength in embedding this SLO.
None
7 OBSERVATIONS
Observations
●
During free choice, 4 boys were persistent building cars with Legos. One child was having difficulty with
adding the wheels and asked the teacher for assistance. The teacher suggested that he asked the other
boys for help which he did.
●
●
●
Students actively engaged and making choices as to which activity they wanted to be a part of. For
example, making fans, painting, reading, playing kitchen to building blocks. In a play activity, two
students were playing, one as a princess. The other students suggested it was time they go upstairs and
the princess announced “Princesses don’t go upstairs!” and decided to stay in the kitchen.
Lots of cooperative play in small group: building the tower out of sand timers, blocks, kitchen.
In the example of the sand timer tower, there was the additional dynamic of a child “messing up”
the tower and observing the healthy choices they made to work the situation out. (i.e. in this case
moved on to another activity).
●
Examples of classroom guidelines/routines being demonstrated:
●
A teacher asking “How do I know when you are ready to listen?” prompting them to get ready to
an activity?
●
Teacher reminding them about taking turns; some students will be first and some will go last.
●
Reminding about raising hands; hands on head to know that you are listening.
●
Teachers were doing lots of reminders regarding: teamwork to clean up and classroom behavior.
●
Rules, schedules, calendars and jobs were posted in some of the class rooms.
●
●
Teachers providing prescriptive feedback on the playground to redirect the activities and student
behavior. For example, instead of throwing the play fruit all over, it was suggested that they go
shopping for fruit for the house.
Teachers modeled musical instrument, writing, and art project before students began the projects.
What did we hear?
Teachers:
●
“How do I know when you are ready to listen.”
●
“Hands on your head.”
●
Pattern Clapping to get students’ attention.
●
Triangle to single change of activity.
●
Use of a rhyme that the children completed.
SELF STUDY FINDINGS
99
Observations
(continued)
Students:
●
“Let’s do this.”
●
“How can we do this.”
●
“Will you play with me?”
●
“Do it this way.”
●
(How was she feeling after the chair broke-story event) “Sorry.”
●
“Let’s go upstairs.”
●
“Its my turn.”
●
“That’s really hard (Yes, but I know you can do it.)”
●
“Help me.”
●
“Can I do that?”
Evidence of a resource-rich classroom: art work, job chart, schedule, calendar, student information,
materials for activities, unit-specific areas and materials.
●
Trends/Patterns
●
We saw children actively engaged in choice activities.
●
Evidence of established routines and guidelines.
●
Lots of modeling for student behavior.
●
100
CHAPTER 4
Trend: we observed 2 nursery classes, 2 pre-K classes and 1 K class. The clear observation is that
the children become much more self directed and productive each year.
●
Trend: students had opportunities to select their own activity.
●
Trend: making healthy choices is the main focus in this SLO.
●
Teachers were doing age-appropriate activities with their students.
●
There was engagement during activities – not really any opting out (or moving to another activity).
●
Evidence of students making safe and healthy choices.
None
7 OBSERVATIONS
Observations
●
Playing and working collaboratively.
●
Playground – Cinderella Game, Basketball Hoops, Building Blocks.
●
Home Corner (Family game, taking care of each other.)
●
Block Area – constructing zoo.
●
Listening – Stories, instructions.
●
Teacher encouraging – drawing, helping with getting dressed.
●
Encouraging – singing and participation in circle time.
●
Teaching Japanese Culture – hand washing for visit to shrine.
●
Respectfully encouraging child into the classroom community.
What did we hear?
●
Respectful language.
●
I’ll help you, I’m sorry, Cool idea, Thank you, It’s your turn.
●
Your voice is important, I like those words.
We learned that the children are learning a clear sense of self by drawing self portraits, life
sequences, comparisons – same and different of classmates.
●
●
●
●
Trends/Patterns
●
Learning about Japanese Culture.
How to respect their classroom and surroundings – rule charts, classroom jobs, circle time
agreement.
The children are being made aware of the community around them – talking about store visits,
visiting of shrine.
Respectful language and behavior being used throughout the school by both teachers and
children.
●
All teachers encouraging participation.
●
Children being made aware of Japanese Culture.
SELF STUDY FINDINGS
101
102
CHAPTER 4
Our observation indicated the following strengths:
Respectful language is used consistently and a great deal of respect is shown both by teachers and
children.
●
●
Children work collaboratively.
●
Teachers model respect which then enables the children to learn how to respect their peers.
●
Teachers are very encouraging of participation within the class community.
None
Critical Friends Groups Summary Report
As a mature institution, we intended to use the Self-Study process not only to reflect but also to move ahead with the business of school improvement
and continue to grow our professional learning community. For the past five years, Critical Friends Groups (CFGs) have been an essential ingredient
of the ASIJ learning community.
PURPOSE:
The purpose of Critical Friends Groups (or CFGs) was to study an area for growth identified in the Visioning Process which became the Vision
Direction: Embed Student Learning Outcomes in all curricular and co-curricular activities. CFGs framed their work around two essential questions:
How do we know our students are making progress toward Student Learning Outcomes? and What can we do to enhance that
achievement? All professional staff chose a SLO they wished to investigate and were assigned to a group. CFGs were then empowered to design
their own inquiry. Groups focused on such topics as writing across the curriculum, critical thinking and problem solving, creating community among
3-5 year olds, flexible thinking, information literacy, critical and empathetic listening, and teaching and assessing creativity, examining their topics
through more than one discipline and through different lenses. We know we have room for school improvement; CFGs can enter that room through
any number of doors.
RATIONALE:
The Critical Friends Group is an existing structure for collaboration in which a group of teachers uses protocols to examine student work and
dilemmas of practice. The purpose is to improve student learning. Teachers and administrators were comfortable with this structure as all had
participated for at least two years in CFGs prior to the 2005-06 school year. Most non-teaching faculty had also been involved in CFGs. CFGs
replaced the home groups and focus groups outlined in the WASC Focus on Learning Self-Study process.
ORGANIZATION:
CFGs were organized vertically in the Early Learning Center and the Elementary School (N-PreK-K; K-1-2; 3-4-5), horizontally in the Middle School
(6, 7, 8) and across disciplines in the High School. Groups were able to analyze student achievement relative to performance expectations and
articulate across grade levels (ELC and Elementary School), within grade levels (Middle School) and across disciplines (High School). CFGs ranged
in size from four to six. Although not the original intention, in quite a few instances grade levels in ELC and Elementary School and departments/
disciplines in Middle School and High School served as de facto home groups where (particularly in the ELC, Elementary and Middle Schools)
common assessments were developed whose results were shared in CFGs.
TIME:
CFGs met 10 times from August of 2005 to December of 2006.
CFG ACTIVITIES:
CFGs used multiple professional development strategies to examine student learning and dilemmas of practice. Training was provided in August
of 2004 and 2005 from a National School Reform Faculty consultant, and the Curriculum Coordinator continued to provide support and advice
on the use of protocols for:
●
Examining student work
●
Reading and discussing professional literature
SELF STUDY FINDINGS
103
●
Confronting dilemmas
●
Evaluating assessment strategies
●
Engaging in dialogue
●
Getting feedback on a work in progress
●
Exchanging classroom visits to observe students at work
●
Analyzing observational data
DOCUMENTATION:
CFGs met for planning sessions at the beginning of the 2005-06 and 2006-07 school years. Following each subsequent meeting they documented
their activities in logs. On December 13, 2006, each CFG reflected on their learning over the past 18 months and suggested areas for further
study and growth. Planning forms, logs, and final reports for each of the 30 CFGs are housed under “Documents” in the Critical Friends Groups
Blackboard class http://bb.asij.ac.jp .
SUMMARY:
Final reports, organized by Student Learning Outcome, are edited and summarized in the tables below. Several common themes emerged from
logs and final reports. The following areas for growth were noted by five out of 30 of the CFGs:
●
Improve our ability to assess SLOS
●
Develop a common language around SLOs; define terms
●
Explicitly teach to or focus on SLOs
●
Increase time for interdisciplinary and/or same-subject collaboration
●
Integrate the SLOS more deliberately into existing curricular and co-curricular programs
The Leadership Team used Critical Friends Groups’ findings to inform the schoolwide action planning process.
104
CHAPTER 4
CFG FINAL REPORTS
Division
ELC
As a result of its collaboration, what
evidence does this CFG have that
this group of teachers is making
progress toward the vision direction
“We will embed SLOs in all curricular
and co-curricular programs.”
●
●
●
●
ES GROUP 1
●
revisions in our admissions and
screening
As a result of its collaboration,
what evidence does this CFG
have of student progress toward
achievement of the chosen SLO?
●
greater awareness of non-verbal
communication by young learner.
video
insight
documentation
●
●
●
●
●
provided
●
small-group CFG setting successful
for professional development
young writers more effectively
created using the six traits framework
and the Lucy Calkins Kit
●
●
ES GROUP 2
holding
learners
accountable
for effective communication by
staying on topic, giving support,
differentiating
As a result of its examination of
student work and teacher practice
in our area of study, our CFG notes
the following Areas for Growth and
further study:
student-led conference self-reflection
forms for children geared toward
individual activities/SLOs
student self-reflection questionnaire
on an oral presentation (adaptable
to a variety of situations)
●
students
more
successful
in
communicating their message when
they embraced the notion of using
all of their senses to generate vivid
details in their writing.
●
●
develop authentic assessments of
learning for young children.
continue using protocols to help
teachers make conversations more
productive
scaffold
actively
children’s
efforts
more
seek Six Traits and Writing Workshop
professional development.
continue to look for ways to embed
the Six Traits
students more engaged listeners
when a listening chart was used to
gauge the message being delivered
to them
increased student awareness of
effective verbal communicaiton
●
●
devote more instructional time to
listening skills
continue to focus on SLOs in
ways that integrate them into the
curriculum
Interactive activities that require
active use of SLO-related qualities
SELF STUDY FINDINGS
105
Division
ES GROUP 3
MS
●
●
●
with guidance from Professor
Saito, Japanese teachers have
deepened understanding of how to
develop students’ oral and written
communication skills
examined student writing across the
curriculum, and students’ ability to
connect the SLOs to their classroom
work
●
●
●
motivation increased
further study:
●
familiar topics give them chances to
express their ideas and opinions.
even in more challenging topics,
they tried harder to communicate
in the Japanese they already have,
instead of giving up.
Evidence available when students
produce their portfolios in the future
months
developed a portfolio checklist and
more effective writing prompts for
student reflection
●
●
●
HS
●
●
●
●
●
●
106
CHAPTER 4
more awareness of the value of
listening skills
formally graded discussion lessons
and rubric
use of tape recorders to document
student performance
the “rehear” technique (R=Repeat
the message, E=Empathize with
speaker, H=Help speaker with
questions, E=Empty your mind of
own opinions, A=Attend to speaker,
R=Read between the lines
investigating note-taking as a tool
to listen actively, focus and avoid
distractions
investigating active listening as a
way to listen with empathy
●
●
●
●
students
using
technique
peer sharing,
recording the
discussion.
The
“rehear”
discussion, and
facts after the
students using note-taking as a tool
to focus and avoid distractions.
students listening
empathy.
actively
with
●
continue to pursue how to
effectively help the development
of communications skills of JFL
advanced students in near native
class
build instructional methods and
materials that will help students
write more effectively across the
curriculum
define the terms used in the SLOs
so that students can recognize the
SLOs in their own work.
create rubrics to indicate to
what degree a SLO might be
demonstrated.
plan
in-service
and
faculty
discussion on current research
regarding note-taking, in light of
the new technologies (Podcasts,
Smartboards, etc.) and active
listening skills
CFG FINAL REPORTS
Division
ELC
●
●
ES
MS GROUP 1
●
used protocols to examine student
work and students at work
●
concluded that this SLO is embedded
in the ELC program
new activities, research or lessons
focused on this SLO created as
a direct result of this group’s
collaboration. We also have student
work which was created as these
lessons were implemented
Greater awareness of our particular,
assigned SLO is affecting the curricula
of the teachers of this group.
●
●
further study
observations conducted by members
of this CFG indicate ELC students
are integrating their learning and
applying it, accessing and analyzing
information using diverse resources,
applying creativity and persistence,
developing awareness of their own
thinking, demonstrating flexibilty in
thinking
anecdotal study of student work
revealed an increased capacity to
make connections between literacy
and real life and a distinct pattern
of increased motivation and interest
in school activities
much anecdotal evidence in
observing student interactions that
significant progress is being made
Plan and integrate thematic teaching
K-6. (For example, a K-6 rotating
curriculum which has the entire
elementary working on the same
theme at the same time on a three-year
cycle.)
●
●
build in collaboration time with
groups of teachers who teach the
same students, in addition to subject
collaboration time, especially with
regard to integrated learning
develop the variety of authentic
assessment tools to provide greater
evidence of the learning surrounding
the SLOs
SELF STUDY FINDINGS
107
Division
MS GROUP 2
●
●
HS GROUP 1
(INTEGRATE
AND APPLY)
●
●
●
HS GROUP 2
(ACCESS,
ANALYZE
EVALUATE
AND PRESENT
INFORMATION)
108
CHAPTER 4
●
●
more thoughtful in design and
assessment of research projects
produced a guide to designing
assignments that foster literate
individuals
to
provide
some
consistency in research and writing
projects across the MS
increased awareness of authentic
learning and assessment
●
●
●
learned that the more authentic the
task, the more difficult it is to assess
classroom observations revealed
many instances of implicit and some
instances of explicit progress towards
developing literate individuals
each of the members of this group
presented student work, the lesson
and assessment and each was
revised in some way
MS staff need a common framework
to enhance student experience across
subject areas.
examination of student work
revealed much progress but also
some areas for improvement in these
learning outcomes
evidence revealed a continuum
of levels of authenticity; difficult to
say that one task is authentic, while
another isn’t
empirical data cannot always
measure authentic learning
two of the presentations made for
this CFG have now been accepted
at the EARCOS conference
further study
●
●
●
student work revealed the need
to be more explicit about our
expectations
●
pilot Tom Guskey’s idea of breaking
assessment into three areas of
Process, Progress and Product (the
English department is interested
in piloting such a programmatic
change)
a move to implement more
authentic learning at ASIJ would
depend
largely
on
systemic
changes, possibly from the Guiding
Principles committee, possibly from
administrative initiatives, or from
some other combination of decision
makers
develop explicit expectations and
articulation of this SLO for specific
subject areas is key
CFG FINAL REPORTS
Division
ELC
●
●
ES
recognize the value of videotaping
for observation and assessment
purposes
further study:
Observed children in various activities
practicing problem solving and critical
thinking skills.
Provide more opportunity for teachers
to videotape and view videotapes of
children in their classrooms to aid in
assessing progress towards SLOs.
recognize the importance of a
classroom set-up which provides an
environment for the development
of problem-solving skills and the
importance of providing activities
that enable children to develop
critical thinking skills
ES
Information
Technology
Communication
Problem solving is an existing strand
within the ICT curriculum.
ESOL
Students are more aware of the SLOs
and for the students in grades 3-4-5
P.E.
Children in grades K-2 are challenged
almost daily with problems to solve in a
physical way.
Examination of student work revealed
that many learning activities involve
problem solving/critical thinking within
existing unit plans, however we don’t
feel that this is consistent across grade
levels and classes and problem solving/
critical thinking is not explicitly written
in planning documents.
●
●
●
explicitly plan for problem solving
and critical thinking as part of
unit development throughout the
curriculum.
develop a common vocabulary and
agree on appropriate definitions.
develop assessments to identify
student progress in problem solving
and critical thinking.
Kindergarten
Planning and implementing tools for critical
thinking within units and themes such as
Venn diagrams, glyphs, KWL charts and
concept maps; document critical thinking
skills
Grade 2
●
explicit instruction in a variety of
problem-solving strategies
SELF STUDY FINDINGS
109
Division
ES
(continued)
MS
HS GROUP 1
(CREATIVITY
AND
PERSISTENCE)
●
●
●
HS GROUP 2
(FLEXIBLE
THINKING)
●
●
●
●
110
CHAPTER 4
assessment tools revised: Metalcraft
both assessment and teaching
strategies/tasks, Learning Support
Services, Wack-o-ball in PE teaching
and assessment strategy.
Students use Big 6 research problemsolving strategies across the curriculum
Create a common language for all
research in the Middle School from
the 7th grade Language Arts and JNL
models
●
●
teaching
strategies
explored:
include online global collection and
analysis of data.
evidence that this SLO is being
purposefully addressed based on
looking at student work in a number
of subject areas
students engaged in personal
problem solving and critical thinking
on an individual and group basis.
●
●
have students continue to articulate
their thought process by including
tools to get that out into the class
discussion or reflection process.
evaluate what is essential and
meaningful in a given subject
exploration/discussion of how to
assess critical thinking on discussion
boards - how, when, why
This CFG examined
●
further study:
more frequent presentation of openended questions and problems to
encourage the students to persevere
in finding answers, as well as being
able to recognize multiple ways to
solve problems.
Created documents that integrate
the Big 6 research problem-solving
strategies into the 7th grade Language
Arts/Social Sciences research project
and JNL debate project
●
ways to
alternate
endings
●
encourage prediction,
interpretations
and
the process of students’ listening,
adapting, arguing from various
points of view.
allocating a role that requires students
defending, advocating a point of
view different from their own.
video-taping discussions to see how
students play out a point of view.
others wrong?
alternate endings, interpretations,
solutions
●
●
note conceptual changes from pretesting in writing compared with
testing in writing
students take an allocated point of
view in a discussion/debate
noted changes in points of view as
the debate preparation developed
●
●
●
observe and recognize flexibility in
classrooms
encourage a dynamic of flexibility
recognize difficulty in assessing
flexibility but that it will be assessed
incidentally by encouraging variety
in responses.
CFG FINAL REPORTS
Division
ES GROUP 1
(SET GOALS
AND
INDEPENDENTLY
PURSUE
LEARNING)
●
●
more aware of the need for promoting
and fostering independence in our
students
the “Walkabout Document” is
better-suited to use as an individual
observation tool, rather than for a
group
●
●
during
Walkabouts,
students
observed consistently demonstrating
independence in their approach to
academic tasks, and others who do
not
after observations and discussions,
the
behavioral
characteristics
of these two groups were much
clearer
further study:
●
●
●
●
●
ES GROUP 2
(SET GOALS
AND
INDEPENDENTLY
PURSUE
LEARNING)
●
●
●
goal
setting
activities/lessons
with two classes in the elementary
school
presented vocabulary and concepts
to the entire ES student body through
an ES Gathering (two members
of CFG are also members of the
Gathering Committee, which had
selected the same SLO as its focus
for the year)
self-directed, Productive Learners
being overtly taught and referred
to through ES Gatherings and many
teachers reinforce the concepts and
vocabulary in the classroom setting
●
●
●
students acquired, applied and
generalizedtheconceptsandvocabulary,
using higher thought processes:
perspective
taking,
application,
generalization, discriminating between
concepts and vocabualry
students developed cartoons to
demonstrate their understanding of
the difference between goals and
dreams; they role played to the goal
setting process
●
●
increase
and
then
maintain
a consistent teacher focus on
developing independence in our
students
model and directly instruct in skills
for independent learning
continue to develop effective ways
to help students reflect on their own
progress towards independence,
especially in setting personal
academic goals
incorporate more exploratory/
investigative learning opportunities
increase
observation
teachers
opportunities
of and by
for
fellow
use common vocabulary, structure
and format for goal setting that can
build from year to year as students
progress through the elementary
school
actively teach the concept and
process of goal setting
following a Gathering skit on the goal
setting process, goal forms students
submitted were posted in the ES
Lobby as examples of Self-Directed,
Productive Learner behavior
SELF STUDY FINDINGS
111
Division
ES GROUP 3
(SET GOALS
AND
INDEPENDENTLY
PURSUE
LEARNING)
●
●
●
MS
●
●
●
112
CHAPTER 4
assessment tools generated and
strategies embedded into teaching
that help us assess elements of
excellence in our classes; assessment
for elements of excellence took a
variety of forms
this CFG making progress in
providing students a clear picture of
targeted learning outcomes; students
engaged in self-reflection on their
efforts and success toward the
identified elements of excellence
●
●
anecdotal
records
and
self
assessments indicate progress in
vocal development of students
through the various stages of
growth
In eighth-grade social studies,
students
reflected
on
their
performance on the Propaganda
Project and wrote specific goals on
how to improve analytical writing
The CFG surveyed faculty in order
to determine how the SLO is being
promoted individually within athletic
programs and formally on a gradewide basis
●
work is still in progress, e.g. the
grade one art project that will
culminate in January; students will
do a written self-assessment on their
ability to identify their use elements
of pattern in their project
data generated by the fifth grade
teaching team that shows its
reflection on student learning at the
conclusion of its Explorer unit
initiated an eighth-grade advisory
activity in which students assessed
their own areas for improvement
as based on three dimensions:
“academic,” “emotional,” and
“physical” to be revisted twice this
year
further study:
●
All eighth-graders are participating in a
goal-setting program as part of advisory,
compiling an all-subject portfolio, and
have responded to a survey on the four
dimensions of this SLO. As a result, the
students are now more involved in the
process of goal-setting on a grade-wide
basis.
●
●
●
ensure that unit plans have some
overt reference to element(s) of SLOs
(pull down menu? a new field?) that
meaningfully fit into the context of
that unit. Teach students what that
behavior or disposition looks like in
meaningful language. Include some
form of assessment of that taught
SLO in the common assessment.
Keep a record of the student and
teacher reflection on the success of
instruction and share that in yet to
be determined ways
define the SLO elements in kidfriendly language that our students
can easily comprehend
embed the process of reflecting on
and refining goals in all student
activities
design assignments to encourage
the individual pursuit of learning
develop a more formalized program
of realizing the healthy choices
component of this SLO
CFG FINAL REPORTS
Division
ELC
ES GROUP 1
Created
opportunitties
(on
the
playground, in various classrooms,
and between different age-level
combinations) for children to play and
teach one another.
Video-taped evidence that children are
beginning to actively play with, teach
and inspire each other; children show
much enthusiasm for participating in
these inter-age experiences.
devised a collaborative librarygrade 4-counseling project aimed
at making students aware of their
cultural background and sharing it
with their fellow students
Based on the students’ work, this CFG
concluded:
●
Developmentally grade 4 is a better
age group to work on these skills
●
●
ES GROUP 2
●
●
●
●
in Kindergarten, looked at the family
unit and how we can bring these
values into the unit; cultural identity
topics are not very easily worked
with in this age group
data collected last year indicated
ASIJ students are already constructive
community members; we are already
successfully embedding this value
into our school’s culture
we were falling short in using the
explicit language of the SLO with
our students, and drawing attention
to constructive behaviors
worked to use the specific language
of our SLO in class discussions and
personal interaction with students
Children in grade 4 are culturally
sensitive and are open to a variety
of perspectives
further study
Create regularly-scheduled
and intentional inter-age group
experiences.
●
●
●
●
●
●
●
●
when students find even small
amounts of money on campus, it
is almost always turned in to the
office
classes are coming up with socially
conscious ideas for major projects
●
●
vertically align the field trips in the
elementary school
vertically align the Japan study
curriculum
set up a committee that will study
how culture and identity are studied
in the various grade levels
celebrate our diversity more openly
celebrate religious and
festivals at our school
cultural
determine if other divisions of the
school make the same positivie
observations
determine how to positively influence
the minority of students who do not
display constructive behaviors
the level of participation in cocurricular service activities is
increasing, and individuals or small
groups take it upon themselves
to collect bits of trash around the
playground during recess times
SELF STUDY FINDINGS
113
Division
●
MS GROUP 1
●
●
MS GROUP 2
●
●
HS GROUP 1
(HOST CULTURE)
114
CHAPTER 4
students now ask to evaluate
themselves either on the SLO in
isolation and/or on the SLO as it
applies to a unit of study. In most
cases, this is a social studies unit
talked about embedding our SLO in
our sports and advisory programs,
as most of our CFG members are
either coaches, advisory teachers or
both
●
●
further study
some students are now using the
language of our SLO naturally, both
in conversation and in writing, and
they are able to evaluate themselves
on aspects of being a constructive
community member
students have shown progress in
the SLO by completing the various
projects in many disciplines,
attending the field trips and extended
campus programs
●
support and promote students
developing more honesty and
integrity
developed brand new activities
for our students, modified current
lessons and changed some to
better focus on our goal of creating
constructive community members
constructed and administered a pretest (the post-test will be administered
after all extended campus trips are
completed)
Determined following the results of the
post-test
●
provided support to the Japanese
teachers in the development of
lesson plans for the Grade 7
advisory curriculum that addressed
the results of the pre-test
Discussed and examined lessons for
field trips, newspaper articles from
different countries, school exchange
programs, JUMP, research projects
●
●
The school is doing a very good job in
promoting the SLOs
●
●
increase student awareness and
sensitivity to both the host and other
cultures
promote
collaboration
among
teachers of different subject areas
tap into the body of knowledge that
exists in our learning community
in order to become more culturally
aware and sensitive to the needs of
our student body
ensure all JUMP trips have a strong
cultural component
support teachers in the pursuit of
Japanese culture and language
Division
HS GROUP 2
(HOST CULTURE)
HS GROUP 3
(IMPROVE
THE QUALITY
OF LIFE)
Through
walk-about
observations
(see synthesis on Blackboard) and
discussions, found abundant examples
of students being exposed to the
host and other cultures, which would
presumably give them an “awareness”
of these cultures, but found little
objective evidence that they actually
“understood” the cultures.
●
●
time/time
management
would
improve quality of life, i.e. fewer
days for co-curriculars, coordinate
trips, no activities between seasons,
less clutter in activity period time
(more conference time)
to date, ASIJ not been successful in
embedding this SLO
Appreciation and understanding of the
culture may be a delayed process which
could be more accurately measured
years after a student has left the school.
Verification of this idea might be
possible through alumni studies.
Surveyed 150 students
“quality of life.” Results:
●
kids are too stressed
●
●
to
define
further study
●
●
include Japanese language lessons
as an approved and appropriate
way to use professional development
money
reassess the HS timetable in terms of:
a. more unstructured time in the
calendar, i.e. during activity
period, during the week and
between co-curricular seasons
have to make choices and not
be penalized for not making a
particular choice
b. prioritize co-curricular options
and reduce time demands of cocurricular programs
need for stress management skills
c. a more constant schedule on a
daily basis
●
HS GROUP 4
(WORK
COLLABORATIVELY)
●
●
●
●
members of CFG added or enhanced
a collaborative teamwork element
increased
use
of
critiquing
activities (visual arts), an important
collaborative skill
SAIL program provides greater
student ownership over collaborative
team-building activities
collaborated on assessing student
work using a common standard
●
●
●
a wider variety of, and greater
participation in, Fine Arts, Athletic,
and Club activities which develop
collaborative, team-oriented skills
greater student participation in, and
satisfaction with SAIL activities has
been reported
examples of instructional strategies
requiring teamwork and collaboration
●
●
●
educate teachers, parents and
students so that students are able to
prioritize and make better “quality
of life” choices
provide opportunities for teachers
to share instructional strategies and
activities that explicitly address the
collaboration SLO
seek ways in which to acknowledge,
appreciate, and reinforce our
successes with respect to effective
collaboration
continue to monitor and adjust,
as necessary, the degree to which
students are engaged in working
collaboratively and effectively with
others
SELF STUDY FINDINGS
115
Our Core Values:
Service
Hiroshima
We develop good citizens who contribute to the betterment of our school, our
community and society.
INTRODUCTION
This six-year action plan is organized around the four Vision Directions that emerged as goals stakeholders wished the school to pursue. The
Leadership Team engaged in a recursive process to identify Progress Indicators, what we need (structures, tools, systems, knowledge, skills) to get
from where we are now to where we want to be. The Progress Indicators are observable, measurable indicators of progress/success. They must be
absolutely necessary for success, and all together must be sufficient to ensure success. It is our belief that the four Vision Directions and ten Progress
Indicators will lead us to our Vision, to be an exemplary international learning community that nurtures each student’s full potential.
The Progress Indicators for each of the four Vision Directions is stated, followed by a rationale to highlight the importance of the Progress Indicator
and the Student Learning Outcomes Addressed. Each Progress Indicator is then broken down into Action Steps. For each Action Step there is a brief
description of the persons responsible for the step, the resources required, an implementation timeline, the evidence of accomplishment that will
determine if the step has been completed and information about how communication of progress will be shared with the school community.
Finally, there is a six-year Timeline which places all Action Steps in chronological order.
The action plan was developed by the Leadership Team which met in the spring and fall of 2006. Faculty had opportunity for input in two
feedback loops, one in the spring as Progress Indicators were in the draft stage and one in January of 2007. The Leadership Team consisted of 17
people including teachers, administrators and a parent.
SCHOOLWIDE ACTION PLAN
119
ACTION PLAN
Vision Direction: Embed SLOs in all curricular and co-curricular programs.
Progress Indicator #1: Clear indicators of SLOs in all curricular and co-curricular programs.
Rationale: ASIJ’s stakeholders strongly endorsed the Student Learning Outcomes as the foundation for our
educational program. However, research indicated that currently ASIJ does not systematically reference
the SLOs in classroom instruction, learning assessment, or self-reflection on the part of students.
Student Learning Outcomes Addressed: All.
ACTION STEP
1. Define SLOs in ageappropriate language
for all programs
and activities and
set developmentally
appropriate benchmarks.
PERSON (S)
RESPONSIBLE/
INVOLVED
RESOURCES
• Faculty
• ASCD
• Team Leaders,
HODs
• EARCOS
and other
international
schools
• Athletic and
Activities
Director
• Principals
TIMELINE
SY 2007-08
• Current
research
• Faculty
• Activity
Sponsors
• Understanding
by Design
and other
unit planning
resources
• Documents for
teachers and activity
sponsors that
define the SLOs in
age appropriate
language for their
students.
COMMUNICATION
OF PROGRESS
• Written
curriculum on
intranet
• Faculty meetings
• Benchmarks are
evident in the written
curriculum.
• Curriculum
Coordinator
2. Explicitly target SLOs in
developing units of study
and sponsorship of cocurricular activities.
EVIDENCE OF
ACCOMPLISHMENT
2007-09
• Unit plans indicating
the elements of the
SLO targeted in that
unit of study.
• Common
assessments that
incorporate the SLO
elements.
• Atlas reference
section
• Atlas unit plans
on internet
• Intranet
• Publications
• Descriptions of cocurricular activities
3. Use Atlas analysis tools
to monitor instructional
treatment of SLOs within
the curriculum.
• Teachers
• Team Leaders,
HODs,
• Principals
• Curriculum
Coordinator
120
CHAPTER 5
• Atlas analysis
tools
2009-12
• Reports summarizing
the Atlas analyses.
• Faculty Meetings
Progress Indicator #2: A system for assessing and reporting progress on the SLOs.
Rationale: Data gathering processes indicate ASIJ does not systematically reference the SLOs in classroom
instruction, learning assessment, or self-reflection on the part of students. We need to continue to link
our perceptions of quality to substantive progress toward the student learning outcomes that we have
established for ourselves.
ACTION STEP
1. Design a school-wide
assessment plan that
tracks achievement of
learning outcomes,
including the SLOs
2. Train and support faculty
to design and analyze
common assessments
linked to learning
outcomes, including the
SLOs
3. Report to the community
student learning results,
including progress
toward achievement of
the SLOs.
PERSON (S)
RESPONSIBLE/
INVOLVED
• FOL
• Curriculum
Coordinator
• Administrative
Team
• FOL
• Curriculum
Coordinator
• Administrative
Team
• Faculty
• Administrative
Team
• Activities and
Athletics Director
RESOURCES
• Assessment
Training Institute
resources
TIMELINE
SY 2007-08
• Data Analysis
for School
Improvement
and other such
resources
• On-site
consultant
2008-10
• Data Analysis
for School
Improvement
and other such
resources
• Data display
resources,
software
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
• The completed
school-wide
assessment
plan and the
communication
of that plan to the
community.
• School
publications and
internet
• Schedule of
assessment
training and
support for faculty.
• Report to BOD
• PAC meetings
• Completed
assessments.
• Improved student
achievement of
SLOs
2010-13
• A schedule
and format for
reporting student
learning to the
community.
• School
publications and
internet
• Report to BOD
• PAC meetings
121
Progress Indicator #3: A plan for students to demonstrate an understanding of the SLOs and, with
guidance, to self-reflect and set goals.
Rationale: Data gathering processes indicate the need to integrate the SLOS more deliberately into
existing curricular and co-curricular programs.
PERSON (S)
RESPONSIBLE/
INVOLVED
ACTION STEP
122
CHAPTER 5
1. Explicitly teach
students the skills
and understandings
connected to SLOs
in age-appropriate
language
• Faculty
2. Develop and implement
models for student self
reflection/goal setting
connected to the SLOs at
all divisions
• FOL
• Activity Sponsors
• Principals
RESOURCES
• Current research
in effective
instructional
strategies
TIMELINE
2009-13
• In-service
• Faculty
• Team Leaders,
HODs
•
Principals
SMART goals
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
• Classroom
observations
reveal direct
instruction.
• Reporting to
parents
• Assessment results
indicate student
awareness and
proficiency with
SLOs.
SY 2009-10
• Age appropriate
models of selfreflection operate
at all levels of the
school.
achievement of
SLOs
• Intranet
• Parent
conferences
• Portfolios
Vision Direction: Take full advantage of the cultural and linguistic learning experiences in Japan.
Progress Indicator #1
Learning activities for students to systematically participate in experiences that:
a. deepen their appreciation and understanding of Japanese culture, history, geography
and the arts;
b. utilize their Japanese language skills;
c. are embedded in a variety of curricular and co-curricular programs;
d. occur within the classroom, the school and Japan.
Rationale: Stakeholder feedback frequently indicates the insularity of the school relative to its cultural
context and the view that our location in Japan can be better optimized for learning and living. Japanese
language and cultural programs need to be strengthened at all levels.
Student Learning Outcomes Addressed: Constructive Community Members, Effective Communicators,
Literate Individuals.
ACTION STEP
1. List current on-campus
and extended-campus
experiences that:
a. deepen students’
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
PERSON (S)
RESPONSIBLE/
INVOLVED
• 1 administrator
per division
• teachers and
co-curricular
advisors
RESOURCES
• Faculty
• Athletics and
Activities office
TIMELINE
SY 2007-08
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
Compiled list of
experiences
• Email
• Intranet
b. utilize their Japanese
language skills;
c. are embedded in a
variety of curricular
and co-curricular
programs;
d. occur within the
classroom, the
school and Japan
123
ACTION STEP
2. Develop guidelines to
examine the alignment
of these experiences to
course curricula and
learning outcomes.
These guidelines must
assess the effectiveness
of these identified
experiences to:
PERSON (S)
RESPONSIBLE/
INVOLVED
Cross-divisional
Committee
RESOURCES
Cross- divisional
Committee
TIMELINE
SY 2007-08
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
Guidelines
• Presentation and
explanation at
divisional faculty
meetings
• Intranet
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
language skills
3. Using these guidelines,
assess the effectiveness of
identified experiences to:
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
• All teachers and
co-curricular
advisors who
listed experiences
• Guidelines
SY 2007-08
Assessments
Assessment sent to
committee
SY 2008-09
Written analysis of
areas for growth
and experiences
which should be
omitted or altered
Presentation and
explanation at
divisional faculty
meetings and/or
team meetings
• Assessment
resources
• FOL
language skills
4. Examine and assess
the articulation of the
identified experiences for:
• the alignment of
these experiences to
course curricula and
learning outcomes
• redundancies within
and among grade
levels
124
CHAPTER 5
• gaps where key
experiences are
missing at the division
or school level
Cross- Divisional
Committee
• Guidelines
• Assessments
ACTION STEP
PERSON (S)
RESPONSIBLE/
INVOLVED
RESOURCES
TIMELINE
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
5. Examine possible
opportunities and level
of expertise available
within our community
for learning experiences
that would address the
identified gaps
Cross-divisional
Committee plus
parents and teachers
having knowledge
and/or expertise
Teachers and
parents
SY 2008-09
Resource List
Post on Intranet
6. Strengthen the natural
curricular links between
program areas that:
• Cross-divisional
Committee
• Curriculum
documents
2009-11
• Written
curriculum
• Curriculum
Coordinator
• teachers
• Time for
discussion and
sharing
Updated curriculum
documents and
teaching has been
modified to reflect
new understandings
• 1 administrator
per division
• Curriculum
documents
• Written
curriculum
• Teachers
• Time for
discussion and
sharing
Updated curriculum
documents and
teaching has been
modified to reflect
new understandings
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
• Atlas
• School
publications
language skills and
support achievement
of the course
outcomes.
7. Seek new learning
experiences appropriate
to curricular programs
that:
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
• Teachers and
parents
2009-13
• Atlas
• School
publications
language skills and
support achievement
of the course
outcomes.
125
ACTION STEP
8. Seek new learning
experiences appropriate
to co-curricular programs
that:
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
PERSON (S)
RESPONSIBLE/
INVOLVED
• Activities/
Athletics Director
• Co-curricular
advisors
RESOURCES
• Guidelines
TIMELINE
2009-13
• Co-curricular
advisors,
teachers and
parents (and
other community
members)
a. deepen their
appreciation and
understanding of
Japanese culture,
history, geography
and the arts;
language skills;
c. are embedded in a
variety of curricular
and co-curricular
programs;
d. occur within the
classroom, the
school and Japan
126
CHAPTER 5
COMMUNICATION
OF PROGRESS
Co-curricular
offerings that:
appreciation and
understanding
of Japanese
culture, history,
geography and
the arts;
b. utilize their
Japanese
language skills
language skills
9. Create a Japanese
Cultural Center with
appropriate staffing
to support learning
activities for students
to systematically
participate in
experiences that:
EVIDENCE OF
ACCOMPLISHMENT
• Work group
comprised of
administration,
teachers of
Japanese, other
teachers, parents
• Facilities
Planning
Committee of
Board
• School funding
• Center for School
Community
Partnership
2008-10
(staffing in
place SY
2008-09)
Establishment and
staffing of the
Japanese Cultural
Center
• School
Publications
• Reports to BOD
ACTION STEP
10.Enhance opportunities
for faculty to
become increasingly
knowledgeable about
Japanese language and
culture so as to better
integrate this knowledge
with their teaching
PERSON (S)
RESPONSIBLE/
INVOLVED
• Administration
• FOL
• Japanese Cultural
Center Staff
RESOURCES
TIMELINE
• Teacher,
parent and/or
community
offerings
SY 2008-09
• School funding
• Professional
Development
fund
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
• Increased
opportunities
(such as culture
and language
lessons at ASIJ)
for all faculty
• New faculty
literature
• Email
• More structured
opportunities
throughout the
year to orient
new faculty
into the Tokyo
community
127
Vision Direction: Embrace change through effective use of collaborative practices, research, and
technology.
Progress Indicator #1: Greater capacity to utilize current research data and well-reasoned discussion to
inform curricular and co-curricular decisions and to take timely action.
Rationale: Vision Committee data indicates changes in curriculum and educational practices should be
deliberate and based on rich data and well-reasoned discussion and decision-making. The participation
of all faculty and administration will be necessary to successfully manage change.
ACTION STEP
1. Increase staff
to support ongoing
curricular review and
changes in curricular
and co-curricular
programs
PERSON (S)
RESPONSIBLE/
INVOLVED
RESOURCES
TIMELINE
• Board
• Personnel Budget
• Director of
Business Affairs
• Director of
Business Affairs
• Assess needs
and plan
model 07-08.
• Curriculum
Coordinator
• Curriculum
Coordinator
• Principals
• Athletic and
Activities Director
• Begin
implementing
08-09
• Headmaster
• Principals
2. Establish policy and
procedures to respond to
requests for changes in
curricular programs from
the school community
that fall outside the
normal curriculum
review cycle.
128
CHAPTER 5
• Headmaster
• Curriculum
Coordinator
• Appointment
made by
December
2007
• Current ASIJ
Curriculum
Committees
• Principals
• ASCD
• Focus On
Learning Council
• Current Research
• NSDC
SY 2008-09
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
• Additional
staff devoted
to curriculum,
instruction and
assessment.
• Opening
announced per
current school
policy
• Job descriptions
• School
publications
• Faculty
satisfaction
with increased
services
• Report to BOD
Policy and
Procedures
document written
and ready for
review by May
2009
• Intranet
technology.
Progress Indicator #2: Effective use of collaborative practices and structures conducive to an
international learning community.
Rationale: We are only beginning to define what it means to be a learning community that enriches its
American based instructional program with a global perspective. Groups and individuals in leadership
roles will need to guide further effective use of collaborative practices and structures.
ACTION STEP
1. Complete curriculum
mapping with assessed
unit outcomes
PERSON (S)
RESPONSIBLE/
INVOLVED
• Faculty
RESOURCES
Atlas
TIMELINE
2005-09
Ongoing
• Curriculum
Coordinator
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
• Complete
curriculum map
on Atlas.
Atlas
• Professional
Development
Plans.
• Principals
2. Use collaborative
practices to plan
professional
development in the
areas of instruction,
collaboration and
teacher leadership.
• Focus on learning
Council
• Curriculum
Coordinator
• Team Leaders, ES
FLC, FLC
• Principals
• NSDC
• Current
Professional
Learning
Community
Literature
• Consultant
SY 2007-08
• Intranet
• Common Vision
Grant.
• Alignment of the
team leader role
with PLC in all
divisions.
• A document that
outlines a set of
understandings
and skills for
effective leaders.
• Faculty training for
leadership.
• Effective, highfunctioning teams.
129
ACTION STEP
3. Develop a flexible,
schoolwide goal setting
process in which goals
are clear, measurable
and focused on student
learning.
PERSON (S)
RESPONSIBLE/
INVOLVED
Council
• Curriculum
Coordinator
FLC, FLC
RESOURCES
TIMELINE
• Current
Professional
Learning
Community
Literature
2007-09
Council
• Data Analysis
for School
Improvement and
similar resources
SY 2008-09
Plan
designed
• Curriculum
Coordinator
FLC, FLC
• On-site or off site
training
Implementation
2009-13
SY 2009-10
• Principals
5. Articulate a set of
guiding principles for
instructional practice
based on existing
research.
Council
• Curriculum
Coordinator
COMMUNICATION
OF PROGRESS
• Flexible goal
setting model that
can be used in
all divisions
• Intranet
• Divisional, team
and individual
goals are clear,
measurable,
focused on
student learning
• Principals
4. Design a process to
lead faculty in data
collection and analysis
for improved student
learning
EVIDENCE OF
ACCOMPLISHMENT
• Consultant
• A schoolwide
plan for coaching
faculty in data
collection and
analysis
• Intranet
learning
• Guiding
Principles
• Professional
development
plan.
• Intranet
FLC, FLC
• Principals
• Faculty
a plan for PD that
focuses on these guiding
principles.
Council
• Curriculum
Coordinator
• ASCD
• Principals
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CHAPTER 5
• Consultant
• NSDC
SY 2009-10
Plan
Developed
2010-13 Plan
Implemented
• Intranet
ACTION STEP
a professional
evaluation plan that
reinforces and coaches
teachers in the effective
use of the guiding
principles.
PERSON (S)
RESPONSIBLE/
INVOLVED
RESOURCES
TIMELINE
• Principals
• Headmaster
• Training
SY 2010-11
Develop Plan
FLC, FLC
SY 2011-12
Implement
Plan
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
• A different
evaluation
system.
• Report to BOD
• Teachers
consistently use
these effective,
research-based
instructional
practices
• Intranet
131
technology.
Progress Indicator #3: An infrastructure and resources that improve faculty and student information
communication technology, learning opportunities and skills.
Rationale: The committee’s research indicated that the world our students face is characterized by
frequent and rapid change. Individuals will need to further develop their information and technology
literacy skills.
Student Learning Outcomes Addressed: Literate Individuals, Effective Communicators, Constructive
Community Members.
ACTION STEP
1a. Conduct a study of
innovative practices
and resources that
have positively
impacted student
learning at ASIJ and in
comparable schools in
the U.S. and overseas,
communicate the
results of that study to
the community.
PERSON (S)
RESPONSIBLE/
INVOLVED
• Community
group
representing Tech
staff, Admin,
Faculty, Students,
and Parents
• Director of
Technology
RESOURCES
• Time for
meetings,
research,
communications
• Resources
and support
for conducting
research,
potentially
including travel
and expert
advice as
needed.
TIMELINE
SY 07-08
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
Results of study
• Communication
of results and
summary
of findings
presented to
community via
internet, school
publications
Initial study
completed by
May 08
• Updates on an
annual basis
• ISTE
1b. Prepare and pilot/
implement a set of
recommendations
of innovative ICT
practices.
• Community
group
representing Tech
staff, Admin,
Faculty, Students,
and Parents
• Director of
Technology
• Interested faculty
members
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CHAPTER 5
• Results of 1a
study
• Resources of
hardware,
software,
technical support
SY 08-09
Evidence of
improved student
learning from
pilot of innovative
practices
Communication of
results and summary
of findings presented
to community via
internet, school
publications
ACTION STEP
PERSON (S)
RESPONSIBLE/
INVOLVED
RESOURCES
• Time for groups
to meet, review
2. Review the strategic
plan for Tech Directions,
modifying as needed to
include an articulated
policy and plan for
embracing rapid
changes in technology
as well as supporting
unanticipated needs by
the community.
• Community
group
representing Tech
staff, Admin,
Faculty, Students,
and Parents
3. Based on
recommendations of
the Tech Directions
strategic plan, advance
and expand the
implementation of ICT
to improve student
learning.
• Director of
Technology
• Technology
budget
• Director of
Business Affairs
• Center for School
Community
Partnership
• Director of
Technology
• Curriculum
Coordinator
EVIDENCE OF
ACCOMPLISHMENT
COMMUNICATION
OF PROGRESS
February
2010
Tech Directions
2010
Annual community
update of changes
and progress
2010-13
• Faculty indicates
satisfaction with
ICT resources
• School
publications
TIMELINE
• Results of Study
(1a)
• Recommendations
(1b)
• Results of pilot
(1b)
• ICT use consistent
with best
practices noted
in results of study
• Intranet
• Student
achievement
of learning
outcomes is
enhanced
133
technology.
Progress Indicator #4: An outreach program to constituency groups to proactively inform them of the
capacity situation, admissions priorities, and the admissions timeline.
Rationale: This direction of our vision ensures that ASIJ develops its capacity for on-going adaptation and
flexibility to guide the school into an unpredictable future.
Student Learning Outcomes Addressed: Effective Communicators, Constructive Community Members.
ACTION STEP
134
CHAPTER 5
PERSON (S)
RESPONSIBLE/
INVOLVED
1. Prepare a document
for corporations and
embassies which
articulates the school’s
admissions philosophy,
capacity, admissions
priorities and admission
time line. Revise
annually if needed due
to circumstances
• Chofu
Admissions
Director
2. Utilize the Board of
Directors and Board
of Trustees to gain
information about
anticipated changes in
their companies which
will result in an increase
or decrease in their
need for places at the
school for children of
employees
• Chofu
Admissions
Director
• Headmaster
RESOURCES
TIMELINE
EVIDENCE OF
ACCOMPLISHMENT
• Admissions office
SY 2007-08
Document prepared
• Policies and
procedures
COMMUNICATION OF
PROGRESS
• Posted on
website
• Distributed to
BOD and BOT
• Director of
Business Affairs
• Headmaster
• Director of
Business Affairs
• Board of
Directors
• Board of Trustees
SY 2007-08
• Annual survey
to BOD and
BOT conducted
by Admissions
Office.
• Improved
enrollment
predictions
Reports to Admin
Team and BOD
Vision Direction: Lead by living our Mission, Vision and Core Values.
Progress Indicator #1: Clear and appropriate information about the Mission, Vision and Core Values for the
entire school community.
Rationale: We choose to distinguish ourselves by tireless pursuit of our own aspirations in the form of our
Mission, Vision and Core Values. All members of our international learning community need to be aware of
our Mission, Vision and Core Values.
Student Learning Outcomes Addressed: All (Student Learning Outcomes are a part of the Mission).
ACTION STEP
1. Compile and present
appropriate M,V,CV
information for all new
and existing community
members
PERSON (S)
RESPONSIBLE/
INVOLVED
• Headmaster
RESOURCES
TIMELINE
SY 2007-08
• A schoolwide
communication plan is
in place, and includes
published information
(web, print, etc.) in
which the M, V, CV are
clearly represented
SY 2007-08
• New Teacher,
Student, and Parent
Orientations contain
pertinent information
about our M, V, and
CV.
2010
• Appropriate resources
are easily accessible
in each division to
improve teacher use
of materials that build
understanding of M,
V, CV
Ongoing
• Assemblies, meetings,
speeches, and other
public communication
regularly reinforce our
M, V CV at work. New
Teacher, Student, and
Parent Orientations
contain pertinent
information about our
M, V, and CV
• Admin Team
• Director of
Technology
• Communications
Director
• Chofu Director
of Admissions
EVIDENCE OF
ACCOMPLISHMENT
• Faculty
Committees
COMMUNICATION
OF PROGRESS
Reports to Admin
Team and BOD
135
Vision Direction: Lead by living our Mission, Vision and Core Values.
Progress Indicator #2: Policies, practices, and programs that align with and are guided by the Mission,
Vision, and Core Values.
Rationale: ASIJ stakeholders challenge the school to enhance its excellence by confident pursuit of its
strongly supported Mission, Vision, and Core Values.
Student Learning Outcomes Addressed: All (Student Learning Outcomes are a part of the Mission).
ACTION STEP
PERSON (S)
RESPONSIBLE/
INVOLVED
1. Identify elements of our
M, V, and CV that we
are not adequately
addressing in current
policiesand, practices
and programs
• Headmaster
2. Review, revise, and
implement approved
changes to policies and,
practices, and programs
in light of M, V, CV,
including, but not limited
to service, enrollment,
demographic diversity,
and fundraising.
• Headmaster
RESOURCES
Existing
documentation
TIMELINE
2007-09
• Admin Team
• Admin Team
• Chofu Director
of Admissions
• Center for
School
Community
Partnership
• Data from a gap
analysis
• Prioritized list of
policies/practices/
programs to review
• BOD
• BOD
EVIDENCE OF
ACCOMPLISHMENT
• Work groups
• Best practice
research
• EARCOS
schools
2010-13
CHAPTER 5
• Reports to BOD
• Reports to Admin
team
• Schedule for policy/
practice review is in
place
• Revised policies and
practices
• PAC/PTA
meetings
• Articulated service
program is in place
• Recommendations
to Board regarding
enrollment policy
• Appropriate actions
on enrollment policy
recommendations
• Written fundraising
policy is in place
• Fundraising practice
is in line with policy
136
COMMUNICATION OF
PROGRESS
• School
publications
• Reports to Admin
team and BOD
IMPLEMENTATION TIMELINE 2007 – 2013
2007–08
EMBED SLOS IN ALL CURRICULAR AND CO-CURRICULAR PROGRAMS
1. Define SLOs in age-appropriate language for all programs and activities and set developmentally appropriate benchmarks.
2. Design a school-wide assessment plan that tracks achievement of learning outcomes, including the SLOs.
3. Explicitly target SLOs in developing units of study and sponsorship of co-curricular activities.
TAKE FULL ADVANTAGE OF THE CULTURAL AND LINGUISTIC LEARNING EXPERIENCES IN JAPAN
1. List current on-campus and extended-campus experiences that:
a. deepen students’ appreciation and understanding of Japanese culture, history, geography and the arts;
2. Develop guidelines to examine the alignment of these experiences to course curricula and learning outcomes. These guidelines must assess
the effectiveness of these identified experiences to:
b. utilize their Japanese language skills.
3. Using these guidelines, assess the effectiveness of identified experiences to:
b. utilize their Japanese language skills.
EMBRACE CHANGE THROUGH EFFECTIVE USE OF COLLABORATIVE PRACTICES, RESEARCH, AND TECHNOLOGY
1. Increase staff to support ongoing curricular review and changes in curricular and co-curricular programs.
2. Use collaborative practices to plan professional development in the areas of instruction, collaboration and teacher leadership.
3. Develop a flexible, schoolwide goal setting process in which goals are clear, measurable and focused on student learning. (beginning)
4. Prepare a document for corporations and embassies which articulates the school’s admissions philosophy, capacity, admissions priorities
and admission time line. Revise annually if needed due to circumstances.
5. Utilize the Board of Directors and Board of Trustees to gain information about anticipated changes in their companies which will result in
an increase or decrease in their need for places at the school for children of employees.
6. Conduct a study of innovative ICT practices and resources that have positively impacted student learning in comparable schools in the U.S.
and overseas, and communicate the results of that study to the community.
137
LEAD BY LIVING OUR MISSION, VISION AND CORE VALUES
1. Compile and present appropriate M,V,CV information for all new and existing community members.
2. Identify elements of our M, V, and CV that we are not adequately addressing in current policies, practices and programs. (beginning)
2008–09
1. Train and support faculty to design and analyze common assessments linked to learning outcomes, including the SLOs.
2. Explicitly target SLOs in developing units of study and sponsorship of co-curricular activities. (continuing)
1. Examine and assess the articulation of the identified experiences for:
• the alignment of these experiences to course curricula and learning outcomes.
• redundancies within and among grade levels.
• gaps where key experiences are missing at the division or school level.
2. Examine possible opportunities and level of expertise available within our community for learning experiences that would address the
identified gaps.
3. Enhance opportunities for faculty to become increasingly knowledgeable about Japanese language and culture so as to better integrate this
knowledge with their teaching.
4. Japanese Cultural Center staffing in place.
1. Establish policy and procedures to respond to requests for changes in curricular programs from the school community that fall outside the
normal curriculum review cycle.
2. Design a process to lead faculty in data collection and analysis for improved student learning.
3. Prepare and pilot/implement a set of recommendations of innovative ICT practices.
4. Increase staff to support ongoing curricular review and changes in curricular and co-curricular programs. (implement)
5. Develop a flexible, schoolwide goal setting process in which goals are clear, measurable and focused on student learning. (continuing)
1. Identify elements of our M, V, and CV that we are not adequately addressing in current policies, practices and programs. (continuing)
138
CHAPTER 5
2009–10
1. Use Atlas analysis tools to monitor instructional treatment of SLOs within the curriculum. (beginning)
2. Train and support faculty to design and analyze common assessments linked to learning outcomes, including the SLOs. (continuing)
3. Explicitly teach students the skills and understandings connected to SLOs in age-appropriate language. (beginning)
4. Develop and implement models for student self reflection/goal setting connected to the SLOs at all divisions.
1. Strengthen the natural curricular links between program areas that:
b. utilize their Japanese language skills and support achievement of the course outcomes. (beginning)
2. Seek new learning experiences appropriate to curricular programs that:
b. utilize their Japanese language skills and support achievement of the course outcomes. (beginning)
3. Seek new learning experiences appropriate to co-curricular programs that:
b. utilize their Japanese language. (beginning)
4. Create a Japanese Cultural Center with appropriate staffing to support learning activities for students to systematically participate in
experiences that:
a. deepen their appreciation and understanding of Japanese culture, history, geography and the arts;
1. Articulate a set of guiding principles for instructional practice based on existing research.
2. Develop and implement a plan for PD that focuses on these guiding principles. (develop)
3. Complete curriculum mapping with assessed unit outcomes.
4. Review the strategic plan for Tech Directions, modifying as needed to include an articulated policy and plan for embracing rapid
changes in technology as well as supporting unanticipated needs by the community.
5. Design a process to lead faculty in data collection and analysis for improved student learning. (ongoing)
139
2010–11
1. Report to the community student learning results, including progress toward achievement of the SLOs. (beginning)
2. Explicitly teach students the skills and understandings connected to SLOs in age-appropriate language. (ongoing)
3. Use Atlas analysis tools to monitor instructional treatment of SLOs within the curriculum. (ongoing)
1. Strengthen the natural curricular links between program areas that:
b. deepen students’ appreciation and understanding of Japanese culture, history, geography and the arts;
c. utilize their Japanese language skills and support achievement of the course outcomes. (continuing)
c. utilize their Japanese language skills and support achievement of the course outcomes. (ongoing)
1. Develop and implement a plan for PD that focuses on guiding principles of instruction. (implement)
2. Develop and implement a professional evaluation plan that reinforces and coaches teachers in the effective use of the guiding principles.
(develop)
3. Based on recommendations of the Tech Directions strategic plan, advance and expand the implementation of ICT to improve student
learning.
1. Review, revise, and implement approved changes to policies, practices, and programs in light of M, V, CV, including, but not limited to
service, enrollment, and fund-raising. (beginning)
service, enrollment, demographic diversity, and fund-raising. (ongoing)
2011–12
1. Report to the community student learning results, including progress toward achievement of the SLOs. (ongoing)
140
CHAPTER 5
b. utilize their Japanese language skills and support achievement of the course outcomes. (ongoing)
b. utilize their Japanese language. (ongoing)
2. Develop and implement a professional evaluation plan that reinforces and coaches teachers in the effective use of the guiding principles for
instruction. (implement)
service, enrollment, demographic diversity, and fund-raising. (ongoing)
2012–13
1. Report to the community student learning results, including progress toward achievement of the SLOs. (ongoing)
b. utilize their Japanese language skills and support achievement of the course outcomes. (ongoing)
c. utilize their Japanese language. (ongoing)
141
service, enrollment, and fundraising. (ongoing)
142
CHAPTER 5
Our Core Values:
Community
Our varied backgrounds enrich our community, and an environment of respect
and tolerance allows us to comfortably express our views.
144
APPENDICES
APPENDICES
Alignment of Focus on Learning Self-Study Process To ASIJ Visioning Process
PARAMETERS FOR WASC FOCUS
ON LEARNING SELF STUDY
VISIONING PROCESS COMPONENTS
The involvement and collaboration of stakeholders in the Self-Study
Visioning process based on broad stakeholder involvement
The clarification of the school’s purpose and the expected schoolwide
learning results (SLOs)
Vision development and Core Values identification articulate what
we want to be and what guides our behavior and the way we
do our work. The Student Learning Outcomes were reviewed and
affirmed by stakeholder groups during the visioning process
The assessment of the actual student program and its impact on
student learning with respect to the criteria and the expected
schoolwide learning results (SLOs)
Vision Direction “Embed Student Learning Outcomes in all curricular
and co-curricular activities” addresses assessment of our program to
determine how students are doing with respect to SLOs
In 2005-06 and 2006-07, faculty Critical Friends Groups will
undertake a study of teacher practice and student learning focused
on SLOs
The development of a Schoolwide Action Plan that integrates
subject area/program and support plans to address identified
growth needs
Visioning Process Model includes developing strategies to attain the
vision. Emerging growth needs will be studied by faculty Critical
Friends Groups and ad hoc groups in 2005-07. Informed by the
four Vision Directions, CFG results and other self study activities,
the Schoolwide Action Plan will be developed by the Leadership
Committee in Oct-Jan 2006-07.
The development and implementation of an accountability system for
monitoring accomplishment of the plan
Focus on Learning Council (created to implement curriculum goals
from 2001-2006 Schoolwide Action Plan) and Administrative Team
will continue to monitor implementation of Schoolwide Action Plan.
APPENDICES
145
WASC Schoolwide Criteria
ALIGNED TO ASIJ VISIONING PROCESS AND ONGOING SCHOOL IMPROVEMENT WORK
A. ORGANIZATION FOR STUDENT LEARNING
The work for this criteria is ongoing and does not require formation of additional groups. Groups with primary responsibility indicated following
each of the critieria.
SCHOOL PURPOSE
Who: Vision Committee
The school has established a clear statement of purpose that reflects the beliefs and philosophy of the
institution. The purpose is defined further by adopted expected schoolwide learning results that form
the basis of the educational program for every student.
Visioning Process has reviewed statement of purpose and alignment of mission and purpose
to SLOs
GOVERNANCE
Board
The governing authority (a) adopts policies that are consistent with the school purpose and support the
achievement of the expected schoolwide learning results for the school, (b) delegates implementation of
these policies to the professional staff and (c) monitors results.
The Visioning Committee is a Board of Directors Committee. The Board has also formed a
Governance Committee to clarify its role.
SCHOOL LEADERSHIP
Who: Admin Team
The school leadership makes decisions to facilitate actions that focus the energies of the school on
student achievement of the expected schoolwide learning results, empowers the staff and encourages
commitment, participation and shared accountability for student learning.
Leadership has committed considerable resources to faculty leadership training.
STAFF
Who: Critical Friends Groups
The school leadership and staff are qualified for their assigned responsibilities, are committed to the
school’s purpose and engage in ongoing professional development that promotes student learning.
All faculty members participate in Critical Friends Groups which will engage in examination of
student learning and teacher practice centered on achievement of Student Learning Outcomes
SCHOOL ENVIRONMENT
Admin Team
The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is
characterized by respect for differences, trust, caring, professionalism support, and high expectations
for each student.
All of the above have emerged from the Visioning Process as Core Values of ASIJ
REPORTING STUDENT
PROGRESS
Who: FOL
Admin Team
CFGs
146
APPENDICES
The school leadership and staff assess student progress toward accomplishing the expected schoolwide
learning results and report student progress to the rest of the school community.
Focus on Learning Council has developed and the Administrative Team has endorsed a Curriculum,
Instruction and Assessment Framework. The framework sets out the essential questions for
ongoing study of assessment practices. This work began in the spring of 2005 and will continue
through the spring of 2008.
SCHOOL IMPROVEMENT
PROCESS
Who: FOL
Admin Team
The school leadership facilitates school improvement which (a) is driven by plans of action that will
enhance quality learning for all students (b) has school community support and involvement, (c) effectively
guides the work of he school, and (d) provides for accountability through monitoring of the schoolwide
action plan.
The ASIJ Visioning Process was designed to address each of the components of school improvement
identified in the WASC Schoolwide Criteria.
B. CURRICULUM AND INSTRUCTION
WHO: Critical Friends Groups
Curriculum Coordinator summarize results of all data gathering process for the Self-Study Report
WHAT STUDENTS LEARN
The school provides a challenging, coherent and relevant curriculum for each student that fulfills the
school’s purpose and results in student achievement of the expected schoolwide learning results through
successful completion of any course of study offered.
Vision Directions “Embed Student Learning Outcomes in all curricular and co-curricular activities”
and “Take full advantage of the cultural and linguistic learning experiences in Japan” explicitly
address What Students Learn and How Students Learn.
Curriculum Review Process provides the blueprint for curriculum development
HOW STUDENTS LEARN
The professional staff (a) uses research based knowledge about teaching and learning; and (b) designs
and implements a variety of learning experiences that actively engage students at a high level of learning
consistent with the school’s purpose and expected schoolwide learning results.
Vision Direction “Embrace change through the effective use of collaborative practices, research
and technology” addresses not only how students learn but how adults learn.
Ongoing implementation of goals and tasks from 2001-06 Action Plan, Critical Friends Groups,
and ongoing school improvement processes address How Students Learn.
HOW ASSESSMENT IS USED
Teacher and student uses of assessment are frequent and integrated into the teaching/learning process.
The assessment results are the basis for (a) measurement of each student’s progress toward the expected
schoolwide learning results, (b) regular evaluations and improvement of curriculum and instruction, and
(c) allocation of resources.
See the Curriculum Instruction and Assessment Framework on the school intranet. Work has just
begun (as part of our Schoolwide Action Plan) on the elements of this criteria and will be a focus
for professional collaboration and learning 2005-2008.
APPENDICES
147
C. SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
WHO: K-12 Counselors/AD/Learning Support WASC Criteria Committee
Areas to analyze to determine degree to which the criterion is being met:
●
Student profile
●
NSSE Opinion Inventory
●
Student Focus Groups results
●
Level of coordination of school support services
●
Processes for intervention or referral
●
Relationship of support services and activities to classroom instruction
●
Strategies to develop self esteem and connections to the learning environment
●
The degree to which co-curricular activities are linked to SLOs
●
The level of involvement of students in student leadership, service projects
●
Student use of support services
Tasks:
●
With respect to the WASC Criteria (below), analyze data examined (above)
●
Synthesize findings and supporting evidence to identify areas for growth
STUDENT CONNECTEDNESS
Students are connected to a system of support services, activities and opportunities at the school and
within the community that meet the challenges of the curricular and co-curricular program in order to
achieve the expected schoolwide learning results.
SEE the Student Connectedness Report in the Self-Study
PARENT/COMMUNITY
INVOLVEMENT
The school leadership employs a wide range of strategies to ensure that parental and community
involvement is integral to the school’s established support system for students.
Town meetings, PAC presentations, JPAC, Parent education as part of SAIL program, FOFA,
Boosters, parent volunteers, Cafeteria Committee
148
APPENDICES
D. RESOURCE MANAGEMENT AND DEVELOPMENT
WHO: Director of Business Affairs with advice from Finance and/or Planning Committee of the Board and Director of Technology
Areas to analyze to determine degree to which the criterion is being met:
●
The relationship of decisions about resource allocations to the school’s purpose and assessment of the SLOs
●
The degree of involvement of leadership and staff in resource allocation
●
The annual budget
●
Business and accounting practices
●
Adequacy of the facilities to meet the purpose of the school
●
Procedures for acquiring and maintaining adequate instructional materials
●
A master resource plan
●
Procedures for regular examination of the master plan
●
Involvement of stakeholders in future planning
Tasks:
●
With respect to the WASC Criteria (below), analyze data examined (above)
●
Synthesize findings and supporting evidence to identify areas for growth
RESOURCES
The resources available to the school are sufficient to sustain the school program and are effectively
used to carry out the school’s purpose and student achievement of the expected schoolwide learning
results.
See the Resource Planning and Development Report in the Self-Study
RESOURCE PLANNING
The governing authority and the school leadership execute responsible resource planning for the future.
See the Resource Planning and Development Report in the Self-Study
APPENDICES
149
BECOMING AN EXEMPLARY INTERNATIONAL LEARNING COMMUNITY
WASC SELF STUDY
PROCESS
VISIONING PROCESS
Thorough process of evidence gathering
and synthesis
Includes all stakeholders
Develop a statement of
vision, directions to guide
achievement of vision, core
values, and admissions
philosophy
Combine the above with
the mission and SLOs
to create a coherent
declaration of purpose
Vision Directions:
●
●
Embed SLOs in all curricular
and co-curricular activities
Embrace change through effective
use of collaborative practices,
research, and technology
Action Planning for growth
Focus on SLOs and practices of a
professional learning community
Examine evidence regarding the
degree to which the instructional
program and the support
operations of ASIJ are driven
by student learning, especially
attainment of SLOs
Our focus: How do we know our
students are achieving SLOs?*
What can we do to enhance that
achievement?
How will we answer our
questions?
• CFGs (the centerpiece)
• Data analysis
• Interviews
• Surveys
• Observation
*Supported by professional
development focus on assessment
150
APPENDICES
GLOSSARY OF TERMS
ADMIN TEAM: School administrators who meet frequently to oversee programs and operations of the school. Comprised of Headmaster, Director
of Business Affairs, Principals, Director of Early Learning Center, Assistant Principals, Curriculum Coordinator
ASCD: Association for Supervision and Curriculum Development
ATLAS: Web-based curriculum management system
BLACKBOARD: Web-based collaborative tool widely used throughout the school. Backbone of Virtual School in disaster plan.
BOD: Board of Directors
BOT: Board of Trustees
CFG: Critical Friends Group. An essential ingredient of our professional learning community. These groups provide deliberate time and structures
(or protocols) to promote adult growth that is directly linked to student learning.
EARCOS: East Asian Council of Overseas Schools
ELC: Early Learning Center
ES FLC: Elementary Faculty Leadership Council
FLC: High School Faculty Leadership Council
FOFA: Friends of the Fine Arts
FOL: Focus on Learning Council. Teachers, administrators, one parent, facilitated by the Curriculum Coordinator who meet regularly to oversee
schoolwide development of curriculum, instruction and assessment and plan professional development.
ISTE: International Society for Technology in Education
JFL: Japanese as a Foreign Language
JNL: Japanese as a Native Language
JPAC: Japanese Parents Advisory Council
JUMP: Japan Understanding and Motivational Project
LEADERSHIP TEAM: Admin Team and FOL. Oversee the self-study process
NSDC: National Staff Development Council
NSSE: National Study of School Evaluation; we used the NSSE Opinion Inventory to survey students, teachers and parents
PAC: Parent Advisory Councils exist in each division to serve as communication link between parents and the school
APPENDICES
151
PTA: The Parent Teacher Association helps strengthen the ASIJ Community and raises funds to assist in student learning
SAIL: Student Assistance Intervention Liaison
SST: Student Support Team
TEAM LEADERS: Middle school teachers who serve as grade level leaders
TILC: Tokyo International Learning Community
152
APPENDICES

WASC Book.indb - The American School in Japan

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