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COLUMBIA INTERNATIONAL SCHOOL

OF JAPAN

MID-CYCLE PROGRESS REPORT

153 MATSUGO

TOKOROZAWA, SAITAMA 359-0027

JAPAN

FEBRUARY 15-17, 2017

VISITING COMMITTEE

Gwen H. Ueoka, Chairperson

Superintendent (Retired) Wailuku,

Maui, Hawaii

Shannon Koga

Director of Instructional Practices

Beijing World Youth Academy

No 18 Huajiadi Beili Chaoyang District

Beijing 100102

P.R. of China

Accrediting Commission for Schools

Western Association of Schools and Colleges

Mid-cycle Progress Report Rev. 3/15

Columbia International School of Japan ACS WASC Mid-cycle Progress Report

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Special Thanks

This Mid-Cycle Revisit report reflects the findings of the 2017 Western Association of Schools

and Colleges (WASC) Focus on Learning visiting team. Based on the serious past efforts and

accomplishments of the school, the visiting team is confident Columbia International School

of Japan (CIS) will succeed in achieving the goals set forth in the revised Schoolwide Action

Plan.

The visiting team would like to thank everyone at Columbia International School for the

gracious and generous hospitality and for their willingness to share about their school

improvement process. During this successful and rewarding visit, we were able to clearly see

the efforts made to address areas of need since 2014. Special thanks to the following who for

their courtesy and consideration to accommodate our every need:

● Mr. Hiroshi Tanaka, Executive Director

● Mr. Barrie McCliggott, Principal

● Mr. Rob Skinner, WASC Self-Study Coordinator

● Mr. Tetsuya Morimata, Coordinator


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CONTENTS

I:Student/Community Profile Data 04

II: Significant Changes and Developments 10

III: Ongoing School Improvement 11

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan 12

V: Schoolwide Action Plan Refinements 15


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I: Student/Community Profile Data

Columbia International School (CIS) is an overseas-inspected private school; a member of the

Association of Ontario Overseas Schools, accredited by the Ontario Ministry of Education of

Canada and by the Western Association of Schools and Colleges (WASC) in the United States.

The school was founded in 1988 and established as a high school to provide a preparatory

program for Japanese students planning to attend universities and colleges in North America.

In 2001, a junior-high division, grades 7 through 9, was added and in the spring 2002, the

elementary division (K-6) was added. Columbia International School is a K-12 international

curriculum taught in English. Grade 10-12 is an overseas-inspected program accredited by the

Ontario Ministry of Education of Canada. The school is a proprietary school whose owner

delegates the operation and management of the school to the Principal.

Beginning in 2002, with CIS’s first WASC-Focus on Learning Self Study visit, CIS has

received consecutive accreditation approval and is currently working on their mid-cycle revisit

as a result of their last WASC-Focus on Learning Self Study Visit in April, 2014. The self-

study process has focused Columbia International School on instructional improvement and

student achievement.

The school is located on an acre and a half campus in Tokorozawa, Saitama (population

342,939) a western suburb of Tokyo. This is a mixed residential and business (mostly

industrial) area. However, the school does not serve students from its immediate geographical

location; students commute from outside areas, thus defining its student demographics as

boarding and day students from a wide geographical radius.

The school is supported by an active Parent-Teacher-Staff-Association (PTSA) which has

regular monthly meetings. The PTSA operates under an elected chairperson who cooperates

with other volunteers to organize events, provide gifts for a variety of achievements and

ceremonies and maintains an operational budget. The mission of the PTSA is to foster the well-

being of students at home, in school and in the community. The collaboration of the students'

parents/guardians, the school's executive director, principal, and teaching and office staff

endeavors to make the most of Columbia International School's educational philosophy and

international education, as well as to promote mutual amity among its members.

Mission Statement

“Columbia International School fosters the personal growth of each individual student, instills

a sense of social awareness, and encourages respect for achievement. The school strives to

develop powers of critical and creative thought, preparing students both for demands of post-

secondary education in North America’s finest universities and life as international people.

Recognizing the importance of personal development and self-esteem for success in life, the

school provides students with varied opportunities for achievement and personal fulfillment

through academic studies and other extra-curricular pursuits.”

Expected School-wide Learning Results (ESLRs):

(Individual Growth) Students will grow in intra-personal awareness and self-esteem.


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(Community Participation) Students will grow inter-personal awareness by participating in

curricular and extra-curricular activities.

(Academic Success) Students will grow academic and English language skills for post-

secondary studies globally.

(Global Citizen) Students will grow a global awareness and understanding of cultures other

than their own.

Columbia International School (CIS) currently enrolls 236 students in grades K through 12.

There are 108 students in grades K through 12 and 128 students in grades 7-12. Columbia

International School admits students of any race, colour, and national and ethnic origin to all

the rights privileges, programs, and activities generally accorded or made available to students

at the school. The present school campus has the capacity for approximately 300 students in

25 classrooms, 2 art rooms, 2 gymnasiums as well as music rooms, science and computer labs

and a library and cafeteria. An open enrollment admission process is designed to allow

applicants to enter at any grade level and during any trimester. The admission process includes

an examination and on-campus interview for both students and parents. Students are screened

for their English functionality and placed in the appropriate English/ESL courses. All

instruction is in English requiring minimal competency in written and oral English. The school

is coeducational and students are mainly native Japanese. Columbia International School

actively recruits students from the Japanese public school system.

By percentage, the student nationalities in attendance at the school are as follows:

Student Ethnicities

60.6% Japanese

3.5% Korean

8.4% Chinese (Hong Kong, China, Taiwan)

27.5% Other, Australia, Brazil, Canada, Columbia, U.K., Iran, Italy, Mexico,

Myanmar, Philippines, Russia, Saudi Arabia, Serbia, Slovenia, Sri Lanka,

Thailand, USA


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Seventy percent of the the students are English as a second language learners and speakers.

Approximately 80% of communication with parents is done in the Japanese language.

By percentage, the first language of the students attending the school is:

First Language

60 % Japanese

3.5% Korean

8.4% Chinese

28.1% Other

Matriculation Data

2009 2010 2011 2012 2013 2014 2015 2016

Graduates 13 14 21 31 9 13 15 15

Entered a

foreign

PSI

9 11 10 19 3 5 9 7

Entered a

domestic

PSI

4 3 11 12 6 8 6 8

**PSI – Post-secondary Institution

The Ontario curriculum, aligned with the rigorously academic Ontario Achievement Chart, is

used from Kindergarten through Grade 12. All secondary level courses require literary focus

content. Teachers rely upon course profiles developed by Ontario and sanctioned by the

Provincial government or develop materials in accordance with Ministry guidelines. Evidence

of student learning is seen in portfolios of student work samples. Students are given the

opportunity to meet the requirements on the standardized Ontario Achievement Chart. When

new curriculum is mandated by the Ontario Ministry of Education. Each time a course is

taught, course outlines are revised. Teachers share one course per term. Most students generally

take the same course progression. When students do not take the same course progression, the

alternative courses are equally challenging. Students and parents are informed about graduation

requirements in homerooms, curriculum guides (p. 21), parent-teachers interviews, guidance

sessions on Parent Open Day and use of tracking sheets.

Student achievement at Columbia is measured in a variety of ways. Each course

requires grades to be based on 70% formative and 30% summative assessments.

Assessments are varied and reflect opportunities to show learning through tests,

quizzes, projects, assignments, demonstrations, performances, group work etc. as

appropriate for the learning strands of each course. Although courses have different

emphases, learners are assessed in the categories of Knowledge and Understanding,


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Thinking, Communication and Application. Since 2010, the secondary level Language

Department uses a Common Assessment in the core and ESL streams. These

assessments reflect the core standards of the language program from grades 7-10

and are intended as achievement benchmarks and sources of data to inform program

strengths and weaknesses and teacher instruction. Students are also assessed on

their learning skills in six categories: Responsibility, Organization, Independent Work,

Collaboration, Initiative and Self-Regulation. Achievement in these categories is

reflected by letter grades on the report card.

Core Academic Achievement Grades 1-12

These tables are summaries of Trevlac Mark Summary Data

Percentages in Grades 7 through 12 indicate ____________________

English

Grade 2013-14 14-15 15-16

1 B(8.1875) B+(9.2833) B(8.2051)

2 B(8.066) B(7.6666) B(8.4333)

3 B(8.746) B+(8.8095) B(7.8205)

4 B(7.6666) B(7.7451) B(7.75)

5 B(7.9473) B(7.5294) B-(6.8444)

6 B+(9.0444) B(7.78) B(7.6666)

7 48.6 65.42 64.18

8 63.57 43.75 74.90

9 76.93 79 64.65

10 63.25 67.52 64.75

11 63 64.43 65.6

12 67.75 67.47 69.43

Mathematics

Grade 2013-14 14-15 15-16

1 B+(8.6562) A-(9.6868) A-(9.6)


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2 B(8.2666) B(8.1666) A-(9.6333)

3 B+(8.9682) B+(9.4142) B(8.3653)

4 B(8.125) B(7.7647) B(8.0833)

5 B+(8.7631) B+(8.6862) B(8.1111)

6 B+(9.3333) B+(9) B+(9.117)

7 61.6 74.17 73.64

8 65.59 55.18 72.27

9 65.67 66.06 57.59

10 55.26 73.64 70.09

11 70.63 68.06 75.52

12 73.73 78.81 72.81

Science

Science&Technology

Grade 2013-14 14-15 15-16

1 A-(10.125) A-(10.1) A-(10.2307)

2 B(8.4666) B+(8.8571) A-(10.05)

3 B(8.3333) B+(8.8571) B(8.3846)

4 B(8.0833) B-(7.4117) B(8.0833)

5 C+(5.8421) B-(6.8235) B-(6.8666)

6 B+(9.1333) B(8.1764) B(7.9411)

7 60.40 71.42 68.27

8 66.14 45.73 66.27

9 73.53 74.14 61.22

10 73.08 72 64.74


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11 76.19 73.08 77.09

12 72.06 69.41 59.94

Social Studies

Grade 2013-14 14-15 15-16

1 A-(9.9375) B+(9.0526) B+(9.2307)

2 B+(8.6) B(8.3571) (B+(8.5)

3 A-(9.75) B+(9) B(7.6513)

4 B(7.9166) B(8.0588) B(8)

5 B-(6.6315) B(7.5625) B(8.0666)

6 B+(9.3333) B+(8.8823) B+(9.1764)

7 53.40 71.58 76.27

8 57.14 49.55 64.18

9 79.20 71.5 57.0

10 67.71 71.83 71.80

11 68.75 68.75 65.7

12 68.56 75.13 73.06

These data tables show students’ longitudinal growth in core subjects, particularly at secondary

levels. Efforts to develop common assessments are part of Columbia’s on-going development

as the school fulfills its mission to foster growth for every student.

Demographics of Faculty and Staff

Columbia International School has 33 total staff and faculty who have been a consistent, stable

number for more than a decade. There is 1 principal, 4 VPs/head teachers, 17 highly qualified

full-time teachers, 4 part-time teachers, 5 support staff and 1 nurse. Most teachers have a higher

degree than bachelor's degree, additional qualifications or both. CIS has consistently met

Ontario Inspection requirements of 80% Ontario certified staff.


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II: Significant Changes and Developments

Elementary Division Inclusion

Established in 2001, it had its modest beginnings as a single class in the annex building. It has

since grown to a highly successful K-6 program boasting 108 students in 2016.

The school has decided to actively pursue the inclusion of the elementary division in its WASC

accreditation for the purpose of expanding the school’s international and local status as an

institution with an internationally recognized educational program that meets the academic,

social and safety needs of students. Another benefit is that it will align programs throughout

the school so that visions and goals will be common and the process to achieve them will now

involve an expanded and truly inclusive collaborative process for continually moving the

school forward towards a greater experience for all stakeholders.

Teacher Evaluation System

School administration has opted to suspend the previous observation and feedback process to

a more informal approach. Currently, the school Principal actively observes classroom

processes on a daily basis, giving timely feedback on teaching approaches and curriculum

policies. Feedback is based on school-wide accepted visions of success formulated largely from

visible learning concepts which are reflected in teacher impact cycles. Formal observations and

written reports are still an options based on individual teacher needs and requests.

ESLR Review

As part of the on-going school improvement process, CIS has been revisiting the current

ESLRs in order to align them with growing school success and for the future inclusion of the

elementary division. A formal school professional development day in June of 2016 was

dedicated to reflecting on school vision, goals and practices by the teaching and support staff

to lay the groundwork for any future changes to the ESLRs by all stakeholders in the next self-

study report. The school-wide goal is to create ESLRs that are more meaningful and better

aligned to the school mission and vision.

ESL Promotion

The Junior and Senior ESL program has implemented transparent promotion criteria for

students and parents to clearly understand what is needed to enter the mainstream program.

Previously students were promoted solely on teacher recommendation based on academic

success and anecdotal observations. The ESL promotion criteria for Junior and Senior students

has been defined as the final overall mark, reading levels for the CIS in-house reading program

and for an external program called Read Theory, an interview based on a reading response and

an opinion paragraph. This is then reviewed by grade level teachers and the curriculum

coordinator to determine promotion eligibility.

These benchmarks have been set, and are posted in classrooms and hallways, and have been

explained to students and parents at the Parent Teacher interviews.

Since it was implemented in Term 2 of 2016 (September) 4 students from Junior and 6 from

Senior have been promoted out of the ESL program.

Professional Development


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The school has taken a very active approach in developing proficiency and implementation of

visible learning concepts. During the 2015-16 academic year, 17 teachers collaborated in the

areas of

● Reasoning with evidence

● Academic words

● Micro-teaching

● Expectations of Learning

● Homework feedback

● Reading Strategies

● Pillars of Character

● Visible Learning Goals and Success Criteria

● Video Evidence

● Student-centered teaching

● Classroom Displays via impact cycles, or small group professional learning

communities, which support instructional capacity of teachers and strategies for success

for students. These areas were further measured for student success via Diagnostic and

Post-tests, Journals (Reading, Writing, Math), Gallery Walk, Character Logs and Timed-

teaching

Visible learning has been a core of the school’s program for over two years and includes all

teachers in the K-12 program. In the spring of 2016 the entire teaching staff partook in a John

Hattie two-day seminar in Tokyo. The school continues to actively pursue professional

development opportunities to further strengthen teacher proficiency in visible learning

strategies.

III: Ongoing School Improvement

CIS maintains a commitment to including all stakeholders in the process of reviewing student

achievement, other forms of data and action plans. Chaired by the Principal, the Coordinator’s

Council, responsible for overall policy and program review, is an administerial council with

members being Head Teachers, key divisional and program representatives and key support

staff members. This council holds the responsibility of discussing all aspects of the school

including acting on feedback from stakeholders relating to successes and challenges of student

achievement and action plans. Divisional level meetings for elementary and junior/senior are

held, where more program specific discussions and decisions are made in particular for specific

grades or individual students.

A significant source of information and student achievement has been the impact cycles. The

collaboration of teachers on impact cycles and the ensuing student success measures have been

shared and presented at staff meetings at regular staff meetings and on the PD days of

November 28th and 29th, where further discussion takes place on student achievement and

serves as a springboard for next steps.

The mentor program and students-at-risk process also provide valuable data on students and

their strengths and areas for improvement. The mentor program has supported the growth of


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13 students per year on average for the past three academic years, concurrently supporting the

growth of an average of three student leaders/mentees. This information is discussed at

divisional meetings or between individual teachers when necessary.

Members of the PTSA and Students Council have also played a role in providing feedback in

the School Council. The School Council is a valuable committee which meets once per term

to review a variety of programs and events and when pertinent reviews action plan goals to

provide feedback and possible revisions for continued improvement.

Study group leaders contributed to the contents of the progress report during PD on

November 28th. The final document was evaluated and approved by CIS staff, the Coordinators

council, members of the PTSA and Student Council, support staff and Director on November

29th.

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan

1. The administration expand on current data practices to include additional, purposeful data creating a process

using consistent data to drive instruction. Action Taken:

● impact cycles are data driven,implementing practices from Visible Learning professional development ● through the Ontario inspection process, staff literacy about data collection has improved ● the elementary division has been included for data collection ● ESL promotion more closely linked to data from marks, teacher made assessments and recommendations ● course surveys used reflect practice with Visible Learning Evidence: impact cycle presentations ● anecdotal observations from teachers, administrators and administrators in formal meetings and informal

conversations ● ESL promotion records ● Survey Monkey course data indicating satisfaction and areas needing improvement Action Plan

Reference: Data Use, pp. 2 & 3

2. The school community develop a formal strategic vision for the future to guide long-range planning. Action Taken:

● ESRLs undergoing revision ● Skills for success (learning skills) reviewed and have become an integral part of mid-term student

interviews Evidence: ● June professional development day focused on school mission and ESLR review day ● Coordinator’s Council Minutes ● Student Learning Skills forms ● Report Card comments

Action Plan Reference: Alignment of ESLRs, pp. 1 & 4


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3. The administration and teachers develop on-going remedial programs during regular school or remedial summer

school to improve student learning and increase educational offerings. Action Taken:

● currently exploring options to provide summer school experiences with Bronte College school of Canada ● have opened CIS summer school program, previously only available to non-CIS students, to our regular

students Evidence: ● Bronte College CIS visitation and guidance team correspondence ● CIS summer school enrolment records showing 2015 enrollment of 73 total students and 2016 enrollment

of 74 total students.

Action Plan Reference: ESL, p. 4

4. The governing body invest in newer technologies and resources to enhance student skills in the use of the

technologies in their presentations and productions. Action Taken:

● currently exploring options for 25 Dell Chrome notebooks for elementary ● revisiting the school’s use of Office 365 vs Google Education ● new photocopiers, scanners and printers for students ● leading teachers using technology learning strategies to enhance student presentations and productions ●

major upgrade to wi-fi system Evidence:

● invoices ● lesson plans and courses of study ● student evidence of learning ● The Hour of Code program ● Microsoft Operating System exam Action Plan Reference: Technology, p. 5

5. The school leadership develop a formalized personal counseling service providing personal and

career/educational support. This would increase counseling services and provide career paths for students to access

those services. Action Taken:

● students are currently referred to outside professional personal counseling by the school nurse ● the certified guidance teacher provides counseling services and homerooms provide college and career

services. Consistent first choice university and college acceptance indicate sound educational guidance at

CIS ● currently considering a dorm supervisor with counseling experienc who could expand into a more school-

wide role Evidence: ● referral logs ● Coordinator’s Council Minutes ● interview/application forms

Action Plan Reference: Supporting student growth, p. 7

6. The school community develop ways to diversify the course offerings (e.g. online courses, summer programs) to

overcome limited course selection due to the small size of the school. Action Taken:

● students have increased access to online courses, however, offerings are limited to enrollment numbers

Evidence: ● Transcripts

Action Plan Reference: ESL program, p. 4


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7. The administration implement a multi-year resource planning process coinciding with the school’s focus

on technology and visible learning to expand opportunities to learn. Action Taken: ● current resource planning continues to be positive in the current format where planning requests are

based on short-term requests and needs Evidence: ● completed request order forms ● receipts for purchases ● interviews with teachers express adequacy ● consistent support for maintenance and improvement for programs and facilities Action Plan Reference:

Update non-digital resources, p. 6

Areas Which Need To Be Improved

1. The administration strengthen organizational communication to ensure efficient and effective operations.

Action Taken: ● Communications have been implemented in formats to make

operations effective ● divisional and focus-group meetings Evidence: ● anecdotal evidence in interviews with parents, teachers and staff

● minutes of meetings Action Plan Reference: Communication, p. 8

2. The school community expand efforts teaching character development to sustain the positive learning climate

appreciated by students.

Action Taken: ● Character Logs have become an integral part of the elementary and junior programs where students are

encouraged to develop a variety of characteristics through this “reflection” process and are celebrated

once a term through a division assembly where prizes are awarded ● “Skills for Success” including concepts from Angela Duckworth and Lance G. King discussed at the

EARCOS 2016 Leadership Conference are being reviewed for further consideration for school-wide

integration into current practices ● exploring opportunities to change scholarship awards to be more inclusive of school ESRL’s Evidence: ● Elementary and Junior student character logs ● teacher rubrics and checklists ● homeroom activities ● staff meeting minutes ● bulletin board displays ● assembly prizes

Action Plan Reference: Character development, p. 9

3. The administration and teachers expand professional development about effective instructional strategies, such

as visible learning, to implement practices informed by data.


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Action Taken: ● implementation of Visible Learning impact cycles has provided baseline data, areas for focus and

implementation strategies which are regularly reviewed. ● full staff (100%) attendance of John Hattie conference in Tokyo, 2016 ● Visible Learning conferences in March 4 & 5, 2016 as well as session in 2014 and 2015 ● continued application of Visible Learning concepts in classrooms ● EARCOS conference attended by Principal McCliggot, WASC coordinator Rob Skinner, and elementary

coordinator Peter Denard ● Five in-school Professional Development days (April 4, July 2, Aug. 28 and Nov. 28 & 29 ● attendance of JASCD conferences in 2014, 2015 and 2016 as well as TIQM throughout the year

Evidence: ● presentation materials ● conference correspondence and certificates of participation ● conference documents and materials ● Ontario accreditation inspection

Action Plan Reference: Professional development, p. 10

V: Schoolwide Action Plan Refinements

Columbia International School has developed areas needing improvement into the school

wide action plan. The increased use of Visible Learning strategies has bolstered school

efforts using data to improve instruction with research based techniques and procedures.

This focus has connected several action areas including communication, professional

development and use of data for reflection and decision-making. There have been total-staff

initiatives to develop student awareness and competency about learning and understanding of

themselves as learners. Professional development seminars by John Hattie and affiliates have

strengthened foundational competencies using impact-cycles examination of data to revise

programs, promote students from the ESL stream and continue professional collaboration

about actions and goals.

Administration has used collaborative, grass-roots platforms for more open and one-to-one

communication with staff about programs and policies. These have become more school-

wide foci instead of individual initiatives with limited connection to school vision. The

school’s vision has evolved as an impetus for addressing other areas such as character

building and the development of 21st century skills. A variety of programs have grown from

the Visible Learning philosophy to make students more conscious of their emotional and

metacognitive levels. The school is exploring the revision of its ESLRs to align with this

focus. In essence, the school has become an inverted Visible Learning institution, with

teachers at the cutting edge of its implementation.

With the inclusion of the K-6 program in the next self-study, Columbia International School

will align actions and goals reflecting transition into consistent whole school efforts which

build upon previous learnings and prepare for future success.

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