St. Mary’s International School Tokyo, Japan CIS/WASC

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St. Mary’s International School

Tokyo, Japan

CIS/WASC Accreditation 5yr Report

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Component One:

Introduction In its 57th year, St. Mary’s International School (SMIS) provides an academically challenging program

for international and host country students culminating in a college preparatory curriculum. St.

Mary’s was founded in 1954 to provide a Catholic education for boys in the Tokyo area. Since then

the purpose has expanded to include boys of all faiths. St. Mary’s offers an international, K-12 college

preparatory education to over 800 students representing nearly fifty different countries.

Organizationally, the school is divided into Elementary, Middle, and High Schools. Each division

offers an enriching core curriculum as well as a wide selection of extra-curricular programs.

Seventeen nationalities are represented among the faculty and staff. St. Mary's currently employs 88

full-time teachers and 11 part-time teachers, 29 full-time support staff and 12 part-time support

staff. Support staff members include the assistant librarians, assistant aquatics coaches, and recess

supervisors, in addition to the office staff and custodians.

Five-Year Review Process

The school followed a very thorough process to create the Five-Year Conversion Report which began

last year with an introduction of the 8th Edition protocol to faculty and parent groups. Beginning in

August 2012, numerous committees met regularly to discuss, reflect on, and prepare information for

the various components. In order to provide continuity, the school-wide groups were organized to

include faculty and administrators who served in the same areas during the 2008 Self-Study. Of

particular note has been the role of the School Improvement Council which was actively involved

throughout the whole process

A number of significant developments have occurred over the past five years which need to be

highlighted in the Introduction, as most actions described within this report have been affected or

influenced by these events.

Development #1: Establishment of St. Mary’s New School Corporation

St. Mary’s original School Corporation was founded in September 1954 by the Brothers of Christian

Instruction, and was fully recognized in accordance with Article 64, Part 7 of the Japanese Private

Schools Regulations. That school corporation eventually came to include an orphanage and five

Catholic/Japanese private schools. Since the last Accreditation Visit, St. Mary’s has successfully

established its own separate school corporation, Gakko Hojin Kokusai Sei Maria Gakkuen. A

constitution was written and modeled after the former school corporation constitution. Governing

Board members include members of the Brothers of Christian Instruction, St. Mary’s alumni, former

parents of the school and members at large.

Integral to the establishment and approval of a separate St. Mary’s school corporation was the

construction of new school buildings which also involved reconstructing the entire campus (see

below). Authorities from the Tokyo Metropolitan Government (Tokyo-to) visited the school to

inspect and approve it as a registered school in early 2012 and incorporation took place officially on

April 2, 2012.

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Development #2: Campus Renovation Project

Since March 2008, a major campus re-development project has taken place. The entire campus has

been reconstructed, and finding time and resources for the building project became the school’s

overarching priority. All faculty members were involved in the design process. Through tremendous

effort on the part of the entire SMIS community, all school activities went uninterrupted.

The new buildings were designed to be earthquake resistant and are 25% stronger than required by

the latest stringent Japanese seismic design codes (the new buildings met a real tress test on March

11, 2011). The new campus is barrier free with large windows and skylights. Classrooms are

spacious with natural light, air conditioning and 24-hour ventilation systems to maintain good indoor

air quality. The classroom and administration building (North Campus) includes all regular

classrooms, two libraries, seven science labs, two playgrounds for younger students, and all

administrative functions. The South Campus includes a new gymnasium, a seven-lane pool, cafeteria,

fine arts classrooms, a large athletic field with natural blade-type artificial turf, and four tennis

courts. 110 kilowatts of photo voltaic solar panels are installed on the third floor roof of the North

Building — the second largest solar array in Tokyo.

Development #3: Changing Economic Situation and Demographics

2010 – 2011 was a challenging and eventful year for SMIS, one which has come to be defined in terms

of the events which occurred on March 11, 2011. The earthquake/tsunami/radiation disaster had a

significant impact on Japan, Tokyo and the school. In the wake of the disaster, work toward

accomplishing some of the CIS/WASC Recommendation Goals and Action Plans was necessarily

postponed and energy re-directed to other priority areas.

Since the recent world economic downturn and March 2011 disaster, St. Mary’s has experienced a

decline in enrolment along with the other international schools in Japan. Beginning with the 2011-

2012 school year, some Elementary School classes were consolidated. The decline in enrolment

continued in 2012-2013 to our current level of 807 boys. The school is handling the corresponding

faculty reduction through natural attrition rather than layoffs.

Development #4: Leadership Changes

Since the founding of the school in 1954, the Brothers of Christian Instruction were active at all grade

levels as teachers, administrators and counselors. Today the school is much more dependent on lay

persons as the number of serving brothers decline.

In 2011, the Elementary School Principal position transferred to a lay person and a new ES Assistant

Principal was hired. Beginning in August 2013, the Headmaster position will transfer to a lay person

and, for the first time, St. Mary’s Leadership Team will not include representatives of the Brothers of

Christian Instruction. There are a number of other leadership changes at the school and from August

2013, for the first time, a woman will serve as High School Principal.

To help provide continuity during this transition time, the current Headmaster will continue to work

as Chairman of St. Mary’s School Corporation Board, and the current Business Manager will continue

to work as Executive Secretary of the School Corporation.

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Accreditation History:

St. Mary’s International School has been accredited by the Western Association of Schools and

Colleges (WASC) since 1972 and by the Council of International Schools (CIS) since 2001. The school

underwent a Mid-term Visit using the WASC protocol in March 2006, a CIS Preparatory Visit in

September 2006, which was followed by the 2007-2008 Self-Study conducted under the CIS 7th

Edition protocol, leading to the Team Visit in April 2008. The school was awarded full terms of re-

accreditation by both organizations in July 2008. The Recommendations being addressed in this Five-

Year Review are from the CIS/WASC Visiting Team Report, April 2008.

Structure of this report:

For the most part, this report reflects the structure of the school’s own Five-Year Conversion Report,

with modifications as follows:

• Component One: Introduction

• Component Two: School’s Statistical Data Sheet

• Component Three: Report on progress made in addressing the Recommendations made

by the May 2008 Visiting Team (7th Ed)

• Component Four: no direct response in this Report, but referenced in other sections

and see comments below

• Component Five: School ratings against the Standards and Indicators for the 8th

Edition

• Component Six: Comment on School’s Action Plans, Major Strengths, Major Areas

Needing Attention and Conclusion

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Component Two:

School’s Statistical Data Sheet

CIS/WASC - STATISTICAL DATA SHEET

School Name: St. Mary’s International School

Address: 6-19 eta 1 chrome, Setagaya-ku

Tokyo 158-8668 Japan

Date of last Team Visit: April 2008

Date of the First Report on Progress and Planning:

June 2009

Date of this Five Year (Conversion) Report on Progress and Planning:

April 15-17, 2013

Name of Head of School: Br. Michel Jutras, Headmaster

At the time of the last Team Visit.

Total student enrolment was: 987

Age range was: 5-18

At the time of this Five Year (Conversion) Report.

Total student enrolment is: 807

Age range is: 5-18

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Component Three:

Report on progress made in addressing the recommendations made by the May 2008 Visiting Team (7th edition)

Section A: Philosophy and Objectives (Guiding Statements)

Commendations: 1. the governing bodies and School leadership for developing and supporting a clear and effective written statement of its guiding

philosophy, principles and objectives; 2. the School leadership for ensuring that the guiding philosophy and objectives are widely publicized and known by the entire school

community; 3. the leadership team and staff for providing multiple opportunities for students to demonstrate achievement of the Schoolwide

Learner Expectations; 4. the School for commitment to promoting international open-mindedness, understanding, and intercultural experiences.

Recommendations: SMIS rating at the First Report on Progress

and Planning Stage 2009: SMIS rating at the Five Year Stage 2013:

1. the Administration create a policy and process for regular reviews of the Philosophy and Objectives by the entire school community;

Postponed Comment: The School’s Philosophy and Objectives are widely accepted but a policy and process for regular reviews has yet to be established.

Planned for the Future The decision was made that a review of the Philosophy and Objectives (Guiding Statements) will take place in conjunction with the re-accreditation process and timelines. In the year before each accreditation, using the Endicott College 8th Edition survey results, the school community will reflect on the Philosophy and Objectives and undertake re-

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affirmation and/or revisions as needed at that time.

2. the Administration and staff develop several indicators for each Schoolwide Learner Expectations statement as a method of assessing student achievement of the Expectations and identifying needed changes or improvements in curriculum, instruction or activities relevant to each expectation.

Planned for the Future Comment: Work on curriculum mapping includes a component that links student assessments directly to the Schoolwide Learner Expectations. Once unit mapping is complete, a review, analysis, and the development of SLE indicators can be undertaken.

In Progress A concerted effort is being made to ensure that our Schoolwide Learner Expectations are “not just wallpaper” and several initiatives have been developed and implemented. Most recently, the school has adopted a set of Core Values that will serve to help define our Learner Expectation “Of Good Character”. Throughout the school, the five values of respect, honesty, fairness, responsibility, and compassion are being discussed, defined, exemplified, noted and promoted. Both formal and informal methods continue to be used to monitor the school’s effectiveness in putting its Philosophy and Objectives into practice such as: internal and external examination results, co-curricular student participation records, CAS and other charity and community service participation, student self-assessments, surveys, college matriculation, discipline codes and disciplinary records.

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Five Year Visitors’ Comments:

The school’s Guiding Statements include the SMIS Philosophy, Mission, Vision, school-wide Learner Expectations,

Core Values and the School Motto. Perhaps because of space limitations, the Core Values Statement and Motto do not

appear on the printed posters in the school. The Guiding Statements are easy to find on the school website.

In discussions with the PFA and SMA, there appears to be widespread understanding – or at least recognition – of the

school-wide learner outcomes.

The school has plans to synchronise future Guiding Statement reviews with the accreditation cycle and this is

welcomed by the accreditation agencies.

To address Recommendation 2, the school has taken a number of steps to help ensure that the Guiding Statements are

more than just pleasant words and sentiment. Teaching strategies are in place to promote the Learner Expectations

and Core Values. Specific activities and displays have been developed such as the Core Values Chain and the

“Compliments” program. Recently, the Middle School has established a “house” system and the High School has

introduced a values-based Discipline Code and the Student Handbook.

Clearly, one of the “tensions” underlying the SMIS Guiding Statements is the challenge to retain the strong

Catholic/Christian ethos that has been such a part of the school since its founding, while the physical presence of the

Brothers begins to diminish over the next decade. The changing dynamics of pedagogy – driven by technology – also

plays a role as the more traditional approaches to learning are being questioned.

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Five Year Visitors’ recommendations:

Ensure that mechanisms to evaluate the effectiveness of the Guiding Statements are in place before the end of this

accreditation cycle.

The 8th Edition Standards in Section A ask the school to have a clearly defined and explicit definition of international-

mindedness and this is worthy of ongoing review at SMIS

Continue the important discussion centered round the question of what does it mean to instruct, to educate, to impart

Christian values for the 21st Century Learner?

With a declining and changing enrollment, will a new school profile emerge that influences the Guiding Statements?

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Section B: Curriculum

Section B: Curriculum/Elementary School

Commendations: 1. the School leadership for the introduction of the Atlas Rubicon system as the tool in the curriculum mapping process, leading to

ongoing improvement in the curriculum development process; 2. the School Administration for providing Professional Development to Elementary teachers for all newly adopted programmes

(Everyday Mathematics, FOSS, English Language Arts programmes); 3. the Elementary School teachers for reporting student performance information effectively to the school community;

Recommendations: SMIS rating at the First Report on Progress and Planning Stage 2009:

SMIS rating at the Five Year Stage 2013:

1. the Elementary School continue using the Rubicon system to fully document the curriculum mapping process, including unit plans, that provide information on standards, benchmarks, learner expectations, assessments, and methodologies/learning activities;

In Progress Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First Report on Progress and Planning, June 2009

In Progress By nature, curriculum development is “in progress” or always being enhanced and improved. The written unit plans for ES core subjects have been completed; other subjects have varying degrees of completion.

2. the Elementary School utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning;

In Progress Comment: See Focus Area 2 - Utilizing Assessment Results to Improve Curriculum, Instruction and Student Learning; SMIS First Report on Progress and Planning, 2009

In Progress A number of examples were cited as evidence of progress towards this goal: ISA and IA results; day-to-day formative assessments; quick checks, weekly assessments in vocabulary, etc. More work could be done here with formalizing assessment reviews on a grade-level basis

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to include direct links to improving instructional strategies.

3. the Elementary School schedule regularly occurring grade level meetings, focusing on aligning curricular practices and examining student work;

Planned for the Future Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First Report on Progress and Planning, 2009

In Progress Teachers participate in weekly informal grade-level meetings to discuss curricular topics and materials in regard to current units of study. Formalizing the meetings to include alignment of assessments and examination of student work in regard to enhancing instructional strategies is needed.

4. the School provide opportunities for cross grade level discussions regarding curriculum, instruction and assessments to strengthen vertical and horizontal articulation and alignment;


Planned for the Future RP-5 cross-grade-level discussions occur in ES subject area department meetings among the grade-level representatives. RP-12 discussions and cross-grade-level homeroom teacher meetings have not taken place recently.

5. the Elementary School leadership undertake a comprehensive review of timetabling and scheduling, to achieve the best results in terms of student learning, given the opportunities offered in the move to the new buildings;

In Progress Comment: See Focus Area 3: Timetabling and Scheduling ; SMIS First Report on Progress and Planning, 2009

In Progress There have been challenges to adjusting the ES schedule and, as yet, a comprehensive review has not taken place. ES began expanding to four homerooms per grade level in 2009, but due to the economic downturn and lower enrollment, have now reverted back to

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three in each grade (2 in RP). A comprehensive timetable review must be undertaken in coordination with the other two divisions of the school.

6. the School leadership put in place procedures to ensure consistency between admissions practices and resources available.

In Progress Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, 2009

In Progress At the ES level, prospective students are personally interviewed by the Principal and required to take placement tests for reading, mathematics and writing., along with a thorough examination of past school records. The ESL program is available to students in Grades 1-5 and recently the Learning Support Coordinator position was reduced from covering all three divisions to only include ES and MS, thereby giving more time to focus on student learning needs. More training opportunities in implementing effective instructional strategies for ESL learners would be helpful.


One of the Visiting Team’s Commendations should be highlighted at the Five-Year stage, as curriculum work, by its

very nature, is ongoing. The Team commended the school leadership for the introduction of the Atlas Rubicon system

as the tool in the curriculum mapping process, leading to ongoing improvement in the curriculum development

process. The mapping work crosses Elementary, Middle and High School and continues at SMIS.

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At the Five-Year Stage, documentation of the curriculum is still progressing. While progress has been made with

updating curriculum maps and aligning taught curriculum with documented curriculum, there is still work to be

completed in documentation of curriculum to ensure that there is a consistent curriculum.

The Visiting Committee left six Recommendations. Five of the Recommendations are in progress and one has been

postponed. A key to encouraging curriculum articulation is to provide teachers with common meeting time.

Elementary teachers participate in weekly informal grade-level meetings to discuss curricular topics and materials in

regard to current units of study. Formalising the meetings to include alignment of assessments and examination of

students’ work in regard to enhancing instructional strategies is needed.

Five Year Visitors’ Recommendation:

Continue to provide common meeting time for teachers. As noted above, normalising the meetings to include

alignment of assessments and examination of students’ work in regard to enhancing instructional strategies is

needed.

A comprehensive timetable review must be undertaken in coordination with the other two divisions of the school.

Revisit Team Recommendation #4 (planned for the future): the School provides opportunities for cross-grade-level

discussions regarding curriculum, instruction and assessments to strengthen vertical and horizontal articulation and

alignment.

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Section B: Curriculum/Middle School

Commendations: 1. the Middle School teachers for the bright and welcoming atmosphere created in their classrooms; 2. the School leadership for the strength of the co-curricular programme offered to the students; 3. the Middle School teachers for their dedication to students and their learning.



1. the School leadership undertake a comprehensive review of timetabling and scheduling, to achieve the best results in terms of student learning, given the opportunities offered in the move to the new buildings;

In Progress Comment: See Focus Area 3: Timetabling and Scheduling ; SMIS First Report on Progress and Planning, June 2009

In Progress There have been some specific changes to the MS schedule with a focus on enhancing student learning particularly related to reading and reading comprehension that, based on the analysis of test data, is an area in need of improvement. The length of the day has been slightly increased and throughout the Middle School silent reading begins the day for 10-15 minutes. Additional analysis of the scheduling and timetabling continues with a particular focus on maximizing the time designated for lunch to include specific House-related activities and competitions, and are discussions in progress. The Middle School has established a new House system this year to enhance the

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development of a learning community. Activities and group meetings are being regularly scheduled during the 60-minute lunch break with the objective being to maximize the effectiveness of this lunch time in the students’ schedules. Additional analysis of specific minutes related to curriculum delivery and time-on-task will be a focus of ongoing discussions at the Middle School. Discussion is also taking place with the administration about aligning the Middle School with the Elementary School with a 6-day schedule. This would allow for more flexibility with the scheduling of second language classes, exploratory classes and religion and ethics classes. Again, this is a conversation “in-progress” with the hope of implementing some schedule changes in the fall of 2013.

2. the curriculum leadership utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning;


In Progress Student assessment and performance data is central to the discussions at the weekly Child Study Teams (CST) meetings that have been established at the Middle School to help drive curriculum planning for individual students and to regularly discuss which instructional strategies are

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seemingly effective for specific individuals and grade levels. In addition, grade-level teams have met to discuss overall grade-level planning based on the review of standardized testing and student performance. Out of the CST meetings and grade-level meetings came a general impression that the demographics of the student population is changing at SMIS. Throughout the year, Middle School teachers have attended staff development workshops on integrating ESL strategies into the regular classroom and on differentiation in the classroom. Follow-up discussion related to these workshops has taken place at Middle School faculty meetings and at weekly grade level meetings. Ongoing discussion is taking place to brainstorm ways of fully integrating ESL students and academic support students into the regular classroom. It is the hope to reduce the number of students receiving academic support in pull-out programs and to work more intensely with those who are experiencing specific learning needs in context of the regular classrooms.

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The Middle School faculty was organized into three specific reading groups to look at current research and best practices about Middle School learners and Middle School methods. “Drive” by Daniel Pink, “Brain Rules” by John Medina and “Day 1 and Beyond” by Rick Wormelli were the texts chosen on which to base beginning of the year discussions related to maximizing Middle School student learning. Out of these discussion came several new Middle School initiatives that are in the initial stages of implementation. Included in these initiatives are: 1) School-wide silent reading. 2) A House Program. 3) A school-wide intervention plan for at-risk students. 4) Child Study Team meetings. 5) Parent Education meetings. 6) An online blog for parent resources and communication. All of these programs are designed to better develop a school and community learning community where student learning is central to how decisions are made.

3. the Middle School administration reviews stated policies and resulting practices to ensure that they can

Completed Comment: See Focus Area 5:

Completed This is an area that has received additional

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provide an appropriate educational programme for the students who are admitted to the school;

Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, 2009

attention at the Middle School this year with an implementation of a three-level system of intervention for those students admitted to SMIS but who may be a question about their suitability for this learning environment. This system begins with in-class, teacher support reminders and structures to help students experience success with their learning. The second level includes the CST that meets to brainstorm ideas for helping students learn and to provide some extra assessment of learning style and learning needs. The third level, if the previous two levels do not yield the kind of success intended, begins the discussion about whether SMIS is the best school placement for the student in question. This means that SMIS has exhausted all possibilities for academic support but yet the student is not experiencing success. This system is divided into attention given to academics, social and emotional and behavioral components of student growth and development as students. Significant effort has been put into assuring that there is the right match between the student and the school in terms of long-term educational objectives

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on the part of parents. These efforts are focused on both the admissions process and on the adequate progress that students make from year-to-year.

4. the Middle School teachers begin to analyze the documented curriculum in Atlas Rubicon to remove overlaps, fill curricular gaps, and align the taught curriculum with formalized standards and benchmarks;


In Progress Much effort has been put into documenting the curriculum in Atlas Rubicon but additional efforts need to be given to updating the curriculum maps and to analyze them in relationship to external standards and benchmarks. Recent efforts to align taught curriculum with documented curriculum with good success has been through the realignment of the Language Arts curriculum in Grades 7 and 8. This alignment was completed during the 2011-12 school year and was fully implemented this fall with good success. A similar process was undertaken in MS science in 2010; however, changes in personnel since then necessitate a new look at alignment and greater consistency with the teaching of the science curriculum. This conversation with teachers also takes place in the weekly scheduled grade-level meetings with the intent of gaining a greater awareness of cross-curricular

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teaching possibilities. Although this is more of an informal and undocumented process it is the intent that greater intentional efforts will be given to find ways to teach in additional cross discipline and thematic ways.

5. the curriculum leadership address the best arrangements for boys’ middle schooling, including possible restructuring of grade levels, in light of the potential move of Grade Six into the Middle School.

Completed Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, 2009

Completed Although the restructuring of the Middle School (Grades 6-8) has taken place and is completed, there is still work to be done regarding the aligning of the schedules and the alignment of teaching standards with a focus on Middle School learners and Middle School methods. We are in the process of defining exactly what a Middle School philosophy entails, beliefs and practices that flow out of this philosophy, and assessment practices that focus on appropriate Middle School students’ knowledge, skills and dispositions. Drafts of a Mission Statement, Belief Statements and Guiding Principles that have come out of the Curriculum Sub-Committee discussions at the Middle School have been prepared.

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Significant progress has been made at the Middle School level during the past five years. The 2008 Visiting Team

made five Recommendations for Middle School. Two of the Recommendations have been completed and the

remaining ones are “in progress”. The restructuring of the Middle School from a two-year (7 and 8) to a three-year

program (6, 7 and 8) began four years ago. The expansion of the grade range in Middle School was implemented to

address transition to Middle School, additional opportunities for pastoral care, difference in maturity levels and a

better balance in school numbers. Although the Middle School grade-level expansion is now in the fourth year, there

continues to be evaluation and subsequent adjustments. This year Middle School has added a House System to help

improve morale and provide more opportunities for involvement and competition. Even though the House

Programme is just in the beginning stages, successes are already being observed. The Middle School staff is in the

process of drafting Guiding Statements to support a Middle School philosophy.

The Middle School addressed the Recommendation for a review of policies and practices to ensure that the learning

needs of students admitted to the school could be met. The Middle School now has a three-level system of

intervention for students that might have difficulty accessing the curriculum. Child Study Teams (CST) bring teachers

together to focus on developing plans of assistance for students.

While some changes have been made in timetabling and scheduling, there is continuing review and conversation

about regarding schedules and rethinking the elective system to better meet the learning needs of the Middle School

boys.

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Documentation of the curriculum is still progressing. While progress has been made with updating curriculum maps

and aligning taught curriculum with documented curriculum, there is still work to be completed in documentation of

curriculum to ensure that there is a common curriculum connected to formalised standards across the Middle School

even if there are personnel changes. Students’ assessment data are used during the CST meetings and help to

individualise curriculum and instruction for specific students. There is limited evidence of a system to use formative

and summative assessment data to make decisions about curriculum planning, instructional strategies and staff

development.

Five Year Visitors’ Recommendations:

Continue the implementation of the House System in Middle School to help develop and document the achievement of the Core Values of SMIS. Determine what scheduling and timetabling changes can best meet the learning needs of Middle School students with differing levels of English language abilities. A comprehensive timetable review must be undertaken in coordination with the other two divisions of the school. Establish a system to analyse assessment data that will drive decisions about curriculum development, documentation of curriculum, instruction and staff development.

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Section B: Curriculum/High School Commendations:

1. the staff, for the relaxed and positive relationship that has been established with the student community; 2. the teaching staff, for the dedication obviously put into helping and supporting students; 3. the School Administration, for the wide range of co-curricular offerings in both sport and cultural pursuits available to students.



1. the School leadership undertake to review the workload of curriculum leadership, including Heads of Department, to ensure that adequate time and resources can be invested in curriculum management and planning;

In Progress Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First Report on Progress and Planning, 2009

In Progress More time for curriculum development has been provided with the implementation of half-day PD days beginning with the 2011-2012 school year. HODs were better able to meet with their full departments during these days and work progressed on the department goals. Planned improvements to the current structure will include having HODs help provide observations and feedback to teachers as well as the establishment of grade level-leaders to help implement HS initiatives.

2. the School leadership undertake a comprehensive review of timetabling and scheduling, to achieve the best results in terms of student learning, given the opportunities offered in the move to the new buildings;

Planned for the Future Comment: See Focus Area 3: Timetabling and Scheduling; SMIS First Report on Progress and Planning, 2009

Postponed A comprehensive schedule and timetable review must be undertaken in coordination with the other two divisions of the school and will begin in Spring 2013

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with a needs assessment. 3. the School leadership review the

provision of Pastoral Care, so that as the size of the High School increases, each student continues to be known and affirmed by a significant adult;


In Progress There have been notable changes in the provision of pastoral care at the High School level which began with the establishment of the High School Assistant Principal position beginning in August 2011. A program of formalized grade-level ‘Kid Chats’ was established to bring together grade-level teachers, counselors, and learning support personnel for the express purpose of identifying at risk students and planning for intervention and support. A three-tiered Intervention Plan is used as the basis for student intervention programming. Meetings are held weekly during the first half of the Grade Nine transition year, and every other week for the second half of Grade 9 as well as Grades 10, 11, 12. Identified students receive follow-up with support plans, guided learning classes and/or ESL support. Students identified with significant needs are referred to outside professionals. Grade 9 teachers established a program for teacher-student learning support and study after school and during lunch periods.

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In August 2011, the HS increased the number of homerooms in order to lower the student-teacher ratio and help make homeroom more purposeful; to start the day connecting to students with a significant adult. The homeroom time was extended 5 minutes, and Student Council leaders within each homeroom help to foster communication of HS activities and initiatives. The HS Handbook was revised with a committee of teachers and students to include a values-based approach to discipline and implemented in August 2011, with homeroom teachers taking the lead on more aspects of student support and behavioral management within the grade level.

4. the curriculum leadership utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning.


Postponed There is a solid testing program in place with reliable internal and external assessments. However, there is a need to formalize ways to effectively utilize the data to maximize student learning and identify areas in need of improved instructional strategies.

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The Visiting Committee left four Recommendations. Two of the Recommendations are in progress and two have been

postponed. The documentation and alignment of curriculum is continuing. The 9th and 10th Grade curriculum is

standards-based, but there has not been a vertical alignment to identify gaps. The greatest concern of High School

teachers is that there is alignment between the 9th and 10th grades and the IB curriculum in 11th and 12th. Ensuring

time for common planning periods for departments continues to be a challenge. Scheduling and timetabling is a

continuing concern. Differing schedules for the three divisions is seen as an impediment to many activities within the

school. There is a scheduled review with a consultant scheduled for the 2013-14 school year.

Progress has been made on the Recommendation to review provision of pastoral care as there are changes in the

structure of the school. The addition of a High School Assistant Principal, Kid Chats and the three-tiered Intervention

Plan provide additional support for students. The introduction of a values-based approach to discipline provides

focus on the Core Values.

There is a continuing need to formalise the analysis of the students’ achievement data to inform decisions related to

curriculum development, instructional strategies and staff development.


Review and revise scheduling and timetabling to meet the instructional and activity priorities of the school.

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In keeping with the transition from 7th to 8th Edition protocol, the Five Year Visitors did not

make comments on the individual subject area reports. In the 8th Edition, the subject area

reports are maintained at the school level and reported in the whole school curriculum section.

The Five Year Visitors did review the subject area ratings and utilized the information in

responding to divisional and whole school ratings.

Section B: Curriculum/ RP-12 Religion/Ethics

Commendations: 1. the School leadership and Religion/Ethics Department for the development and presentation of different strands in the curriculum

to cater for the diverse faith backgrounds of students and their families; 2. the staff of the Religion/Ethics Department for the production of modules particularly suited to diverse needs, in particular the sex

and drug modules and the Learning Leadership programme. Recommendations: SMIS rating at the First Report on Progress


1. the Religion/Ethics Department staff address the challenge of discontinuity between year levels and foster vertical integration of each strand of the Religion/Ethics curriculum;


In Progress The religion and ethics curriculum at the Middle and High School levels has been aligned and documented in Atlas Rubicon. There is a sequence of progression and topics of study in both strands of Religion (Catholic/Christian) and Ethics that the students follow. At the Elementary level initial planning for more vertical integration has been discussed.

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2. the school administration seek ways to allow those students taking TOK in the IB Diploma to participate as fully as possible in the Religion/Ethics programme at senior levels.

Completed Comment: The current schedule allows for students wishing to participate in religion classes to do so.

In Progress Currently in High School some Catholics do not attend the Catholic classes if they are in conflict with the schedule of TOK which is compulsory for the full IB Diploma degree. There is a plan to examine the master RP-12 schedule with a view to modify the school-wide schedule in the 2014-2015 school year to enable Catholic students to attend Catholic classes in addition to the required TOK classes.

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Section B: Curriculum/RP-12 English Language Arts

Commendations: 1. the English Language Arts staff for the commitment to continual improvement in curriculum development including the

documentation on Atlas Rubicon; 2. the School for commitment to the resourcing of the English Language Arts curriculum and associated professional development; 3. the English Language Arts staff, for the wide range of use of novels and literature in alignment with the School’s philosophy.



3. the Curriculum Leadership and Language Arts staff utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning;


In Progress While we need to further correlate student assessments and other data, the following items are evidence for our rating: IB examination results, standardized test results (e.g. ISA, IA, PSAT), student essays, new programs such as ‘Kid Chats’ and the English Department commitment to vocabulary development. Further, results of tests have not consistently been discussed in depth. We hope to allocate time in the future to looking more at student test results and writing samples in order to address areas of weakness.

4. the Curriculum Leadership regularly schedule grade level and cross grade level discussions regarding curriculum, instruction and assessments to

Planned for the Future Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First

In Progress In 2011-2012 the 6th- 8th Grade English teachers met regularly to better align

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strengthen vertical, as well as horizontal, articulation and alignment;

Report on Progress and Planning, 2009

reading, writing, and other language arts topics and assessments. The result was a restructured curriculum that includes the adoption of Nelson Literacy for Grades 7 and 8 which allows for better aligned writing tasks. There is regular communication between the MS teachers and discussion of possible expansion into 6th Grade in the near future. MS/HS English teachers have regularly scheduled meetings and have also met with the Social Studies Department to discuss writing assignments. Grades 11 & 12 regularly meet to discuss alignment of novels and terminology. Elementary teachers meet in their RP-5 subject area department and last year’s focus was the development of a curriculum map used to document writing integration, specifically in social studies and science. This year, discussion has been to create time to do some novel studies in Grades 3-5 in addition to StoryTown. The minimum one theme per quarter could still be followed. It was noted that there is a need for further vertical discussion at all divisions.

5. the Curriculum Leadership undertake a comprehensive review of pathways and support in English Language

Planned for the Future Comment: See Focus Area 1 - Curriculum

In Progress Items that show a review of support and

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development throughout the school;

Mapping and Articulation; SMIS First Report on Progress and Planning, 2009

pathways in English language development are participation in Writing Across the Curriculum, dissemination of IB terms from the 11 & 12 Grade IB teachers, participation in an EARCOS Weekend Workshop with ELL speaker Dr. Gini Rojas. It was noted that these programs are neither universal nor systematic in that the activities have not been fully integrated across grade-levels and subjects. There is a large population of students who are not considered ELL but require additional support. A consistent plan or more comprehensive action is still needed.

6. the High School investigate the possibility of adding a non-IB English course for Grades 11-12.


Rejected Budget constraints and a shrinking student population preclude this option from happening. It was noted in department meetings that all students benefit from participating in the IB courses.

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Section B: Curriculum/ RP-12 World Languages

Commendations: 1. the School for providing a comprehensive Japanese Language programme, Grades 2-12, that meets the diverse developmental

language learning levels of students; 2. the World Language teachers for their commitment to continuous improvement in curriculum development. Recommendations: SMIS rating at the First Report on Progress


1. the School develop guidelines for minimum and maximum number of students in language classes;

Postponed Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, June 2009

Completed The school designates a maximum class size of 24 in all grade levels from Grade 2 and up. There has been no designation for minimum class sizes. This school year as in the past, World Language class sizes vary from 1 to 23 students.

2. the School Leadership consider the World Language teacher schedules across all divisions, taking account of the number of preparations that each teacher has as well as their full or part time status;

Completed Comment: See Focus Area 3: Timetabling and Scheduling; SMIS First Report on Progress and Planning, 2009

Completed World Language teachers have classes across the divisions: ES, MS and HS. Each May, a schedule is developed for World Language teachers by the Head of Department and the Principals that takes into account of the number of preparations that each teacher has as well as their full or part-time status.

3. the World Language teachers reach agreement on subject and course

In Progress

In Progress

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content in order to create consistency in curriculum articulation and course documentation;

Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First Report on Progress and Planning, 2009

World language teachers have a shared office and work together daily within and across grade levels to discuss curriculum and learning activities during planning times. Several improvements in content consistency have been established. New HS Japanese classes opened to bridge a gap in Grades 11 and 12, to accommodate higher level IB. Teachers are improving further on the curriculum in MS regarding the flow between the seven levels. Agreements on materials used help to provide consistency within all grade levels. An area for improvement identified assessments to include more variety with motivational, relevant projects using language for topics of interest to students. Also, documentation in Atlas is incomplete and needs improvement at all levels.

4. the World Language teachers develop a plan for improving the visibility of World Languages throughout the School;

Postponed Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, 2009

In Progress Many teachers prepare student work on display in hallways and classrooms. With the addition of Japanese books to the Sakura Medal Reading program, more students are reading Japanese chapter books in Elementary and Middle Schools.

5. the School consider the sequence of Postponed Completed

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French language offerings; particularly providing an entry level course in High School.

Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, 2009

Consideration was given and the decision was made to not offer a course due to low enrollment and staffing.

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Section B: Curriculum/ RP-12 Mathematics

Commendations: 1. the Elementary School Mathematics teachers for providing a Mathematics programme with hands-on and engaging learning

activities appropriate for boys; 2. the Elementary Teachers and the Curriculum Leadership for the well documented Elementary Mathematics curriculum; 3. the Middle School and High School Mathematics teachers for providing a challenging curriculum which develops powerful thinking

skills; 4. the Mathematics teachers for facilitating students’ achievement of the excellent results in external assessments.



1. Elementary Teachers within levels need to consult concerning grading requirements in order to make the grading process consistent and equitable;

Planned for the Future Comment: See Focus Area 2 - Utilizing Assessment Results to Improve Curriculum, Instruction and Student Learning; SMIS First Report on Progress and Planning, June 2009

Completed Three years ago Grades RP-6 adopted the 3rd Edition of Everyday Mathematics and a consultant provided training for all teachers. This has brought with it a number of changes to the way assessment has been carried out and grades have been calculated. Instead of three levels of assessment for each learning goal (i.e. "beginning, developing, and secure") we now have just two ("Adequate Progress" and "Not Adequate Progress"). This has removed a former grey area whereby teachers could indicate that a student was "developing" /meeting a learning goal part of the time. Now results are shown in terms of a student reaching a learning goal

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or failing to do so. The 3rd edition of the Everyday Mathematics program, together with an agreement by the Elementary teachers to base grades on ongoing assessment tasks, and a commitment to send progress reports showing goals met has brought alignment to math assessment across grade-levels. At the conclusion of each math unit all teachers (K-6) now send student tests and progress reports home in a folder for parents to review and sign.

2. the Administration and Curriculum Leadership direct Elementary Teachers to use their consultation time to discuss horizontal articulation of the curriculum;


Completed Grade levels met regularly during the 2011-2012 school year and are now horizontally aligned in following the Everyday Math curriculum and its suggested pacing guide. Some grade levels are also sharing resources to enrich instruction and assessment. Assessment agreements are in place RP-6.

3. the Administration and Curriculum Leadership to provide the time and place for teachers in different divisions to discuss vertical articulation of the curriculum.


In Progress

Professional Development days provide opportunities for the Mathematics Departments to meet and discuss curriculum and instructional approaches. Prior to the 2008 Self-Study less time was

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allotted for such discussions. The department feels that more opportunities for vertical alignment are needed. The MS/HS Mathematics Department has met and begun to discuss math vocabulary and entry-level skills. Grade Six has been incorporated into the Middle School and teachers from that grade now serve on both Elementary and Middle School/High School Math Departments and are able to provide feedback and information to both Departments.

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Section B: Curriculum/ RP-12 Science

Commendations: 1. the Administration and staff for the implementation of the FOSS science programme; 2. the Science staff for instructional processes that result in IB Diploma Science scores that are above world averages; 3. the Administration and staff for offering a full range of IB Diploma Science courses; 4. the Science staff for their planning efforts to ensure improved Science classrooms in the new building.



1. the Administration and Science staff focus on developing dialogue between teachers at differing levels and subjects to ensure that there is both vertical and horizontal articulation of the Science programme;

In Progress Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First Report on Progress and Planning, June 2009

In Progress Specific program enhancements for MS Grades 6 – 8 took place in 2010 to allow for a more integrated science approach at those grade levels. The strands now include life science, physical science, earth/space, and scientific investigation. FOSS modules were purchased for Grades 7 and 8, along with supplementary texts for some of the units. Vertical articulation at the Elementary School follows the FOSS curriculum scope and sequencing with the transition between generalist and specialist modules at the grade 6 level. Three new MS/ HS teachers have been hired in the past four years and dialogue within the Department is ongoing. Vertical articulation continues with the goal of creating a firm foundation for student

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success in the HS IB science courses. Unit maps also need to be renewed so as to more accurately reflect what is currently taught and assessed at each grade level.

2. the Administration and Science staff develop a process for programme and course evaluation;

Planned for the Future Comment: See Focus Area 2 - Utilizing Assessment Results to Improve Curriculum, Instruction and Student Learning; SMIS First Report on Progress and Planning, 2009

In Progress The MS/HS Head of Department is working to develop a sample feedback and reflection format for program and course evaluation for use by students and teachers.

3. the Administration develop short and long term plans for improving and maintaining the technology needed in science classes;

In Progress Comment: See Focus Area 4: IT Integration and Planning; SMIS First Report on Progress and Planning, 2009

Planned for the Future In the past five years, there has been significant improvement in the MS/HS science classroom environment. Seven labs were purpose built and custom designed with significant input from teachers to include state of the art equipment. There has been improvement in the ICT equipment purchased over the last five years, but the need for a long-term plan still exists. Middle School Grade 7/8 science classes now share a laptop cart and 12 laptops. High School purchased LoggerPro software which allows students to use lab instruments and have computers record and graph the measurements. The HS labs are all outfitted with desks for computer storage

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which include LAN connections. The current hardware is dated but more students are bringing laptops so an additional wireless access point was installed in the science hallway to meet the demand. Note that at that the Elementary School, the FOSS science curriculum requires little to no technology.

4. the curriculum leadership utilize the analysis of student assessment and other data to drive science curriculum planning, improve the instructional strategies used in science classrooms, and guide staff development with the goal to maximize student learning.


Planned for the Future There has been no analysis of student assessment and other data to drive science curriculum planning by the curriculum leadership as of yet ; however, this has been accepted as a valid Recommendation. There is a solid testing program in place with reliable internal and external assessments and a need to formalize ways to effectively analyze and utilize the data to maximize student learning and identify areas in need of improved instructional strategies. Further development of feedback and reflection formats for students and teachers is needed as well.

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Section B: Curriculum/ RP-12 Social Studies

Commendations: 1. the Social Studies staff for their hard work and progress in documenting their curriculum in Atlas Rubicon; 2. The teachers for creating a positive learning environment by providing a wide use of learning and teaching strategies; 3. the Social Studies staff for promoting knowledge of the host country by the development and inclusion of a unit in Japan studies in

the Middle School. Recommendations: SMIS rating at the First Report on Progress


1. that the Social Studies Department continue to analyse the Social Studies curriculum with the aim to identify overlaps and gaps in horizontal and vertical articulation and focus on aligning the taught curriculum with formalized standards and benchmarks;

In Progress See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First Report on Progress and Planning, June 2009

In Progress During the 2011-2012 school year, the Department worked on social studies scope and sequence in the MS/HS to better align with the IB and avoid overlapping of Japanese history studies. New units of units of study and classes were created in order to cover all world regions in Grades 6-12. MS/HS Social Studies teachers also worked with the English Department to help better prepare students for IB writing by reaching agreements regarding MLA formatting, research papers for every grade level, and working on common rubrics for writing, etc. Interdisciplinary units of study in Grades 9 and 10 have been developed to include at least one historical fiction novel at each grade level.

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Elementary School Social Studies conversations have focused on enhancing curriculum maps by adding vocabulary, entering tech resources as well as samples of student work to the unit maps. Teachers looked at free power point resources for topic introductions. Some teachers incorporated tech tools learned from TLC workshops into their Social Studies lesson, such as VoiceThread, Prezi and iPhoto. Teachers discussed cross-curricular projects and how the assessment piece ties into these. The agreement was that the same piece of work could be used to access skills across subject levels. There are different ideas as to how to align ES curriculum and make it more cohesive. Some think it is fine as it is i.e. use the same topics at each grade level, but in more depth; some prefer an umbrella theme for the year that can be done in depth (e.g. Communications in Grade 3). A look at standards that better support an international/intercultural Social Studies program is needed.

2. that the Social Studies teachers investigate ways to support student learning in mainstream Social Studies through providing appropriate

In Progress Comment: See Focus Area 5: Supporting/Maximizing Student Learning

In Progress Kid Chat and Child Study Team meetings involve all grade-level teachers in meeting

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services for a variety of special needs students.

and Participation; SMIS First Report on Progress and Planning, 2009

with Counselors and Learning Support personnel. At the HS level, students are given support with the new HS Learning Support Coordinator i.e. extra time for tests, retaking tests, homework extensions, etc.

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Section B: Curriculum/ RP-12 Fine Arts

Commendations: 1. the School leadership and Fine Arts staff for the large range of curricular and co-curricular opportunities available which allows many

students to engage in Fine Art experiences; 2. the Fine Arts staff for their initiative in developing and offering Art, Architectural Design and Photography/Clay as independent units

in the IB Diploma under Fine Arts; 3. the Music staff for the highly developed Vocal Music and Band programmes which see students participate so successfully in national

and overseas competitions and visits on a regular basis. Recommendations: SMIS rating at the First Report on Progress


1. the curriculum leadership, as a part of the move to the new school buildings, conduct a careful review and renewal of the timetable and scheduling to allow for maximum participation in the Fine Arts offerings at all levels;

Planned for the Future Comment: See Focus Area 3: Timetabling and Scheduling ; SMIS First Report on Progress and Planning, June 2009

Planned for the Future The Fine Arts Department drafted ideas in November 2011 regarding scheduling to allow for maximum participation in the Fine Arts at all levels. Brainstorming of scheduling ideas included the following: • Double periods for IB Art, IB Music, Grade 9-10 Fine Arts elective classes. • Offer a non-IB Art class to Grades 11-12 • Offer a non-IB music class to Grades 11-12 • Conflict of period 8 classes with present schedule includes academic classes, as well as between choir and band during the elective period • Include General Music in the curriculum for Grades 5 and 6

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• Grade 6 should be treated more like Middle School. Presently, they have required specialist courses. • Assign various teachers to one school only. One person teach Elementary art; One person teach Elementary music; etc.

2. the curriculum leadership ensure that a curriculum review process and cycle be established to ensure regular review of the curriculum and appropriate vertical and horizontal articulation.


In Progress The Fine Arts HOD will review Fine Arts courses in the Rubicon Atlas to ensure that proper articulation within the disciplines is taking place horizontally and vertically.

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Section B: Curriculum/ RP-12 Information Technology

Commendations: 1. the School for providing adequate computers and computer laboratories for IT instruction; 2. the IT staff and the Administration for the development of a curriculum that develops skills and abilities which prepare students for

life-long learning; 3. the IT staff for making the computer laboratories available to students during the day. Recommendations: SMIS rating at the First Report on Progress


1. the Administration develop schoolwide short and long-term plans for IT resources;

In Progress Comment: See Focus Area 4: IT Integration and Planning; SMIS First Report on Progress and Planning, June 2009

In Progress A Technology for Learning Committee was formed in 2010 with a charter from the School Improvement Council. The stated purpose of the group is to: 1. Collaboratively develop a vision for information and communication technology (ICT) integration at St. Mary’s International School; 2. Review, research, and plan action steps to ensure the achievement of that vision; 3. Provide recommendations to the School Improvement Council and School Administration. The SMIS Technology for Learning Vision statement was established in 2011 after a process which involved the whole school

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community. Action plans have been drafted and the committee continues to take an active role in the planning for development of IT at the school through proposals to the administrative team.

2. the IT teachers work collaboratively to develop the vertical and horizontal articulation of the IT curriculum;


In Progress There are two IT specific teachers, one in Elementary and one in High School. The High School teacher is also the Educational Technology Specialist. Classes meet once every six days in Grades RP-6 and every other day at the HS/MS levels. The IT teachers have begun some communication about curriculum but more needs to follow especially regarding course offerings and the type of electives offered in the HS. Currently, one IT-specific offering is available to MS students in the form of an elective, Video Production, introduced in 2012; however, MS and HS need a planned IT program, integrated throughout the curriculum, to ensure students graduate with the necessary skills for post-secondary education. Unit maps also need to be written so as to accurately reflect what is currently taught and assessed at each grade level.

3. the Administration and IT teachers Planned for the Future Planned for the Future

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define the School’s expectations of technology literacy for students;

Comment: See Focus Area 4: IT Integration and Planning; SMIS First Report on Progress and Planning, 2009

The Technology for Learning Committee was formed with members representing faculty, IT staff, administrators and the libraries. The Committee has been instrumental in promoting the use of laptops for teachers and in setting out goals for the integration of technology into classroom instruction. The Committee is currently reviewing the NETS standards of best practices for adoption as a school standard. A decision was made in December 2012 for the NETS standards to be adopted and they will be introduced to staff in March 2013. It is hoped that this will foster the development of integrated IT expectations at each grade level

4. the Administration ensure that teachers and students’ access to computer use in their regular classes is improved in the development of the new buildings, in the light of the importance of integrating IT into all disciplines.

In Progress Comment: See Focus Area 4: IT Integration and Planning; SMIS First Report on Progress and Planning, 2009

In Progress Since 2008 St. Mary’s has continued to develop and upgrade the SMIS network infrastructure and to maintain services, stability, security, and communication school-wide. The school has over 500 personal computers in use for students, faculty and staff. Systems used include desktop computers, laptops and tablets, running Windows and Macintosh operating systems. All computers have network/internet access, with the balance

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shifting towards wireless as opposed to cabled access. Internet access is filtered, and the computers are kept up to date with antivirus and antispyware software. Students have access to typical productivity software and students with personal laptops have guest access to the wireless network anywhere in the campus. Where required, more specialized software is available. Examples include image editing and page layout software, a mathematical graphing application, musical composition applications, mind-mapping software, typing tutor software and other educational titles. For the 2012-13 school year, St. Mary's is emphasizing laptops for teachers. Additional ad-hoc replacements are continuing as needed. The new facility allows network access from all classrooms, teachers' offices and lounges. Integration of the phone and clock system with the network brings all clocks into synchronization. The school is completing its adoption of PowerSchool for student records and grading, with plans to open the parent

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portal this school year to improve communications between the school, its students and their families. An Educational Technology Specialist position has been established and that person trains and assists teachers in the use of PowerSchool along with many other aspects of IT integration. In the High School, the school has adopted the use of school-provided e-mail addresses for all students.

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Section B: Curriculum/ RP-12 Student Resource

Commendations: 1. the ESL staff for the work undertaken to thoroughly document the horizontal articulation of the ESL programme; 2. the School administration for support and resourcing of the ESL programme. Recommendations: SMIS rating at the First Report on Progress


1. the School administration recognize changing demographics in the student population, leading to reviewing the professional development programme as it pertains to meeting the needs of ESL learners. This should lead to providing all staff members with the strategies to assist ESL learners in their classroom;

Planned for the Future Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, June 2009

In Progress An EARCOS workshop by Dr. Virginia P. Rojas, “Building English Learners’ Identities of Competence” was held at St. Mary’s in the Fall of this year (2012) and was attended by teachers and staff from many international schools. St. Mary’s teachers from almost all grade levels were present, including all the ESL teachers and Learning Support staff. In addition, the Student Resource Department has had meetings and discussions on instructional strategies to assist ELLs, based on the manual, “Strategies for Success with English Language Learners”, copies of which were purchased for the entire Student Resource Department.

2. the ESL staff undertake a process to review the vertical alignment of the ESL curriculum;

Planned for the Future Comment: See Focus Area 1 - Curriculum Mapping and Articulation; SMIS First

In Progress Late last school year, in May 2012, ESL teachers met to start conversations

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Report on Progress and Planning, 2009

discussing the vertical alignment of the curriculum. These discussions have clearly shown the need to update the Rubicon Atlas maps in order to continue simultaneous discussion of vertical curriculum alignment between the different grade levels.

3. the curriculum leadership and ESL staff utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning.

In Progress Comment: See Focus Area 2 - Utilizing Assessment Results to Improve Curriculum, Instruction and Student Learning’ SMIS First Report on Progress and Planning, 2009

In Progress In 2009, the Student Resource Department piloted-tested the LAS LiNKS, a standardized proficiency test for ELLs which is used and was recommended by other international schools in this region. Since 2010, it has been used twice a year as a proficiency test for current ESL students. In May 2011, the LAS LiNKS Placement Test has been used in the admission screening of ELLs.Results of the LAS LiNKS proficiency tests are being used to inform teachers and administrators alike in decisions regarding exit from the ESL program. The Department also had a look at a possible tool (from an ASCD Manual written by Gini Rojas) to help ESL teachers think about how their classroom (and other) assessments lead to their students’ linguistic and academic

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development. (A Tool for Identifying and Monitoring ELL Linguistic Development and Academic Achievement). Other assessment tools were also shared at meetings (such as the ESL Student Oral Language Observation Matrix). To follow through with recommendations from the Gini Rojas workshop, the Department will also be pilot-testing, before the end of this school year, a new standardized English language assessment tool (the WIDA MODEL (or Measure of Developing English Language) to eventually replace the LAS LiNKS.

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Section B: Curriculum/RP – 12 Physical Education

Commendations: 1. the PE staff, for their enthusiasm and involvement of the Physical Education teachers in a range of activities both during school hours

and in the co- curricular activities; 2. the PE staff, for the articulation, organization and development of the swimming programme throughout the school; 3. the School for the range of co-curricular PE related activities available to students especially Middle and High School. Recommendations: SMIS rating at the First Report on Progress


1. the School leadership, in the light of recent research, investigate whether greater emphasis should be placed on the importance of Physical Education, particularly in the Elementary School;

In Progress Comment: See Focus Area 5: Supporting/Maximizing Student Learning and Participation; SMIS First Report on Progress and Planning, June 2009

In Progress Currently Elementary Physical Education classes are held once every cycle of the 6- day schedule. As well as Physical Education, Elementary students have one swimming class once every cycle of the 6- day schedule. As a result, in one week there are several possible scenarios: students have one Physical Education class and one swimming class a week, only one of either, or in some cases because they have Physical Education and swimming on the same schedule day, none. In Middle School and High School, students have either Physical Education class or swimming, every other day. For the most part neither the duration nor frequency of Physical Education or Swimming classes has changed since the

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initial Recommendations.

2. the School Administration check schedules to ensure sufficient allowance for adequate transition between classes to enable teachers time to set up for each group;

In Progress Comment: See Focus Area 3: Timetabling and Scheduling ; SMIS First Report on Progress and Planning, 2009

In Progress Some minor adjustments were made to the PE schedule. Grade 5 PE has moved to the morning period. RP has had their Physical Education class time lengthened by 10 minutes; it is now a 40-minute class. There is still insufficient time between some classes every day.

3. The PE staff investigates ways of possibly meeting students’ requests for more sport for those not in competitive teams.


Rejected It would seem that in the initial report the Visiting Team is making an incorrect assumption that the Physical Education Department is responsible for extra-curricular activities. At St. Mary’s the Athletic Department is accountable for extra-curricular sports and activities. The Physical Education Department has expressed a willingness to help whenever possible, but to this point has been limited to one Physical Education teacher assisting with some Middle School lunchtime activities during this school year.

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Section C: Governance and Management

Commendations: 1. the Schools Corporation and Board of Advisors for both the support they give to the Head of School and the appropriate autonomy they give

to him in his role as effective Head of School; 2. the governing bodies and school leadership for the sound financial position of the School, which has enabled the current extensive

rebuilding programme to be undertaken; 3. the Head of School, for his effective and appreciated leadership of the School over a long period. Recommendations: SMIS rating at the First Report on Progress


4. The School leadership and Board implement as soon as legally possible their plan for the establishment of a specific board for St Mary’s;

In Progress Comment: Integral to the establishment and approval of a separate St. Mary’s School Corporation is the construction of new school buildings. Current school buildings approved under former earthquake building standards became unacceptable to Tokyo-to and until new buildings are completed, the school cannot be approved for incorporation. Significant progress has been made toward campus development as summarized previously.

Completed St. Mary’s successfully established its own school corporation, Gakko Hojin Kokusai Sei Maria Gakkuen on April 2, 2012 which is recognized by the Tokyo Metropolitan Government (Tokyo-to) as a registered school.

5. the School leadership continue the development of a clear Policy Manual as currently being implemented. This should be available in English and readily accessible to staff;

In Progress Comment: Employment Regulations for Full-time and Part-time Teachers are available in English and will be updated as needed.

Completed Employment and Salary Regulations for Full-time and Part-time Teachers are available in English and have been distributed to all staff members. Specific

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policies will be developed as needed through a process established by the new School Corporation.

6. the governing bodies develop a simple regular reporting channel to the school community, to increase awareness of its role and operation;

Postponed Comment: Completion of this recommendation is directly linked to # 1.

Planned for the future Initially the new School Corporation will operate in Japanese only and eventually transition to English. The Chairman of the Board and Business Manager will be tasked with developing a reporting channel.

7. the School leadership facilitate support for the Head of School which will enable him to more regularly interact informally with staff;

In Progress Comment: Responsibilities regarding reconstruction financing, planning, and legalities and have placed significant limitations on the Headmaster’s time during this past school year, however, he has made a concerted effort to be more available and visible to the staff.

In Progress The Headmaster continues to make a concerted effort to be more available and visible to the staff. Each year he generates a yearly theme, holds meetings with all staff who request a meeting at renewal time and his office door is always open to anyone who wishes to drop in to see him. The incoming new Headmaster will work to maintain existing effective channels for communication and to establish more ways to regularly interact with staff.

8. the governing bodies, in addition to their informal monitoring of the Head of School, establish some regular evaluation of the Head of School to facilitate transparency;

Completed Comment: The School Corporation Board has designated a representative to conduct the Headmaster’s evaluation which will take place during the 2009-

Planned for the Future With the establishment of the new St. Mary’s School Corporation, the responsibility for evaluating the Headmaster falls to the Chairman of the

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2010 school year and regularly after that as scheduled by the Board.

Board. A protocol and process will be established for regular evaluation and feedback.

9. the governing bodies review the allocation of responsibilities and accompanying time commitments for members of the Leadership Team with the intent of ensuring there is adequate management of the increasing level of duties related to building, growth, curriculum, instruction, and assessment. This will address the felt need for more collaborative communication between Administration and staff;

Postponed Comment: Responsibilities regarding reconstruction financing, legalities, planning, and transitions have placed significant limitations on all administrators’ time during this past school year.

In Progress Now that the school building project is completed, administrators are able to more fully attend to their assigned duties. The school has also added staff to the Administrative Team by the hiring of an Assistant Principal in the High School. Declining enrollment precludes the establishment of additional positions for curriculum development and implementation at this time; however, comprehensive curriculum development will continue using existing resources.

10. the governing bodies and School leadership build on the existing financial and building plans, and Action Plan, to expand these into an overall Strategic Plan, involving widespread consultation with staff, students and parents;

Postponed Comment: The focus has been on Campus Reconstruction this year and will continue for the next two years.

Planned for the future Four main focus areas for improvement resulting from the Five-Year Review will be the basis for action planning. School-wide goals will be established as well as strategies for accomplishing them.

11. the School leadership undertake to review the workload of curriculum leadership, including Heads of Department, to ensure that adequate time and resources can be invested in curriculum management and planning.

In Progress Comment: Discussions are taking place as to how best to organize for curriculum work

In Progress Three early dismissal days for students were added to the school calendar beginning with the 2011-2012 school year and these have proven to be quite useful

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for allowing an afternoon of professional development activities for teachers. In addition, daily prep time which can be used for curriculum development is built into the teachers’ schedules. There are monthly Heads of Department and IB Department meetings. Grade level meetings are held at all levels for both student learning support and curricular discussions. Declining enrollment precludes the establishment of additional positions for curriculum development and implementation at this time; however, comprehensive curriculum development will continue using existing resources.


The Recommendation from the Visiting Team should be repeated - the Head of School, for his effective and

appreciated leadership of the school over a long period as Br. Michel Jutras has overseen the successful

transformation of the school during his tenure.

The incoming Head of School is a long-serving member of the school community and a SMIS graduate.

The Visiting Team left several important Recommendations in this area, several of which have been completed. The

major building project and the effects of the earthquake/tsunami have naturally kept the Senior Leadership Team

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busy with extraordinary tasks. It is understandable that several Recommendations are still “in progress” or “planned

for the future”.

St. Mary’s successfully established its own school corporation, Gakko Hojin Kokusai Sei Maria Gakkuen, on April 2,

2012, which is recognized by the Tokyo Metropolitan Government (Tokyo-to) as a registered school. This is a very

significant development which will ensure the effective governance of the school for years to come.

The allocation of release time for teachers to concentrate on curriculum development and other important PD

activities is commendable.

The PFA and the School Improvement Council provide sounding boards for suggestions and concerns (see also Section G). Five Year Visitors’ Recommendations:

With the major campus renovation project behind, the establishment of the new school corporation in place and a

new Head of School appointed, SMIS will enter a new phase of its history. This will allow the Senior Leadership Team

time to focus on some of the “basics”: curriculum development/coordination, teacher assessment, effective

professional development planning and addressing the needs of 21st century teaching/learning.

Maintain a focus on the Core Values of SMIS as the school transitions to new leadership under a new governance

structure (see also D below).

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Section D: Staff

Commendations: 1. the highly qualified and experienced staff for creating and maintaining a warm, welcoming, and supportive learning environment for

all students; 2. the staff, students and School leadership for maintaining an atmosphere that is inclusive of all cultures and religions, and leads to a

feeling of unity and involvement, and a very distinct school identity; 3. the administration and staff for the provision of a wide range of co-curricular activities for students; 4. the School administration for their commitment to provide Professional Development opportunities for staff; 5. the teaching staff for their dedication which has led to students achieving strong results in external assessments. Recommendations: SMIS rating at the First Report on Progress


1. the curriculum leadership utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development to maximize student learning;

In Progress Comment: See Curriculum Focus Area 2: Utilizing Student Assessment to Improve Student Learning; SMIS First Report on Progress and Planning, June 2009

In Progress Teachers and administrators utilize the results of both internal and external assessments to help maximize student learning. No formal analysis structure has been implemented school wide; however, assessment results are reviewed and discussed at various division and grade level meetings. Results of individual student assessments are used for planning intervention at all grade levels through the child study/kid chat meetings with administrators, counselors, learning support personnel and teachers. Results of IB examinations are discussed and used for planning at the IB level while results of

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the International Schools’ Assessment (ISA) and the Iowa Assessments (IA) are reviewed and discussed by division and/or grade level. Results of the LAS LiNKS proficiency tests are being used to inform teachers and administrators alike in decisions regarding exit from the ESL program. Further development of a school wide plan for identifying common internal assessments and utilizing grade level ‘anchor’ writing assessments is needed.

2. the School leadership continue the development of a clear Policy Manual as currently being implemented. This should be available in English and readily accessible to staff;

In Progress Comments: See Governance and Management #2

In Progress Completed in 2005, the SMIS Employment and Salary Regulations for Full-time and Part-time Teachers are available in English and have been distributed to all staff members. Given the establishment of the new School Corporation, a process and format for regular review and updating of the Regulations and policy development in accordance with current Japanese labor laws and current school expectations and practices needs to be undertaken.

3. the Leadership Team oversee the collation of existing documents into a staff handbook and ensure that this is widely available to all appropriate staff;

In Progress Comment: Staff Handbooks for Elementary, Middle and High School will be available in August 2009

In Progress A Staff Handbook for the Elementary School has been prepared and is distributed yearly. It serves as a model for similar handbooks for Middle and High

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School to be developed. All relevant documents related to curriculum have been compiled in an SMIS Curriculum Handbook which is available to all teachers in Atlas.


In Progress Comment: See Curriculum Focus Area 1: Curriculum Mapping and Articulation SMIS First Report on Progress and Planning, 2009

In Progress and Ongoing Three early dismissal days for students were added to the school calendar beginning with the 2011-2012 school year and these have proven to be quite useful for allowing an afternoon of professional development activities for teachers. In addition, daily prep time which can be used for curriculum development is built into the teacher’s schedules. There are monthly Heads of Department and IB Department meetings. Grade level meetings are held at all levels for both student learning support and curricular discussions. Declining enrollment precludes the establishment of additional positions for curriculum development and implementation at this time.

5. the School carefully plan recruitment processes to attract experienced and well qualified teachers to ensure that the professional and personal qualities of the teaching staff is maintained as the School faces the retirement of a

In Progress Comment: Recruiting processes were expanded to include attendance at the new CIS recruiting fair in New Delhi as well as utilizing the Internet to facilitate

Completed and Ongoing The school utilizes recruiting agencies as well as internet tools such as Skype in order to attract and interview experienced and well-qualified teachers. Each year the

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large group of very dedicated and veteran staff;

interviewing and hiring throughout the year. Principals attend recruiting fairs with the Headmaster in order to help ensure that the professional and personal qualities of the teaching staff are maintained. The informational handbook for new teachers was updated by the Teachers’ Association.

Headmaster and one Principal attend the UNI Recruiting Fair as well as a CIS fair, depending on the hiring needs. Additionally an “Employment Opportunities” page was added to the school website and the school has begun advertising job openings with NCEA, the National Catholic Educational Association.

6. the School review the allocation of responsibilities and accompanying time commitments for members of the Leadership Team with the intent of ensuring there is adequate management of the increasing level of duties related to building, growth, curriculum, instruction, and assessment.

Postponed Comment: Responsibilities regarding reconstruction financing, planning, and legalities and have placed significant limitations on all administrators’ time during this past school year.

In Progress The campus reconstruction project was completed and administrators are now better able to more fully attend to their duties. The High School Assistant Principal position was created in order to help support student learning and instructional supervision at the High School level. That position, coupled with the new part time HS Learning Support Coordinator has allowed for increased pastoral care in that division. The full-time Middle School Counselor position has been filled after a three-year hiatus and that person provides added support for the Middle School Principal.

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The SMIS staff is experienced and dedicated to ensuring that their students obtain not only an academic education

that will allow them access into their choice of professional preparations but also exhibit the core values that define

the mission of SMIS. The past five years have been a time of great change and upheaval for SMIS. The development of

a new legal and governance structure and the completion of the total physical rebuilding of the campus took

tremendous time and energy. Economic factors and the earthquake resulted in loss of enrollment at a time that the

school planned for growth. The Board, administration and staff worked collaboratively to be able to help the school

weather these hardships without a long-term closure. Progress, if not completion, has been made on most of the

Recommendations in the staff section. There is still need for an overall assessment process with analysis of data to

inform decisions about instruction and staff development. Policy Manuals and Handbooks need to be revised to

reflect the new governance structure. The recruitment practices will continue to be an area of focus as the school

faces the decline in the number of Brothers actively involved in teaching and administration and the retirement of

veteran teachers.


Maintain a focus on the Core Values of SMIS as the school makes the transition to new leadership under a new

governance structure.

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Section E: Student Support Services

Commendations: 1. the staff of the ESL Department for their dedication and motivation to the programme and its improvement; 2. the counselors, for communicating information to teachers regarding students with special needs at the beginning of the year and

for updates throughout the year. Recommendations: SMIS rating at the First Report on Progress


1. the ESL department develops a more formalized exit criteria and assessment policy;

In Progress Comment: The Student Resource Head of Department has researched, piloted and purchased a standardized K-12 ESL assessment for entry/exit which will be implemented in August 2009.

In Progress Procedures are being developed that will ensure cross divisional entry and exit criteria are developed, coordinated, and followed.

2. the School administration provides opportunities and encourages Professional Development for classroom teachers in relation to English as a Second Language;

In Progress Comment: Professional development funds are available to teachers for participation in ESL workshops. The ESL in the Mainstream course will again be offered on-site in the 2009-2010 school year.

In Progress The personnel within the student support department (ESL and Learning Support) are committed to using the available PD funds to update credentials so that all professional learning is strategic. Though the ESL in the Mainstream course was not offered on site, several opportunities for teacher training were attended. An EARCOS weekend workshop hosted by St. Mary’s in September 2012 Building International English Learners' Identities of Competence with Dr. Virginia Rojas was

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attended by 20 St. Mary’s teachers and administrators.

3. the School administration provides opportunities for a cooperative planning time for ESL and homeroom teachers;

In Progress Time is available in the current schedule for planning between ESL and homeroom teachers.

In Progress Further opportunities to collaborate on student learning are being developed which include analysis of the master schedule and division specific staffing.

4. the student support team reinstates the weekly meetings to discuss students with special needs;

In Progress Comment: The Principals, Learning Support Coordinator, counselors and teachers directly involved with the child, meet as needed to discuss students with special needs.

In Progress A program of formalized grade level meetings (HS Kid Chats; MS Child Study Teams) was established to bring together grade level teachers, counselors, and learning support personnel for the express purpose of identifying at risk students and planning for intervention and support.

5. the School Administration reviews the stated admissions policies and resulting practices to ensure that they can provide an appropriate educational programme for students admitted to the school.

In Progress Comment: Testing and interviews are held so as to ensure that incoming students can be provided for within the educational programme offered by the school.

In Progress St. Mary's serves students who desire an international education and who will benefit from its college-preparatory curriculum. Students are admitted on the basis of transcripts from previous schools, standardized test results, academic screening tests to ascertain ability level and a personal interview between the building principal and the prospective student and parents. Since 2008 the

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strengthening of our learning support programs and the hiring of additional learning support personnel has allowed for increased support for students with identified learning needs. Better alignment of program delivery with admissions is ongoing.


The Visiting Team had five Recommendations in this area which are all rated as “in progress”.

The downturn in the Japanese economy and the calamitous effects of last year’s earthquake/tsunami, has led to a

decline in the SMIS enrolment as foreign companies have moved employees to other Asian cities. Consequently, the

non-native speaking enrolment has increased, putting strains on those areas (ESL, special services) most affected.

One of the challenges at SMIS is to make all teachers aware of the “ESL-teacher” role.

The admissions procedures appear to be clear and transparent; however, the Visitors perceived that gaps occur from

time to time which can lead to an inconsistency in application. This is particularly so in summer months when regular

staffing patterns are interrupted for holidays.

While still rated as “in progress” the school is to be commended for creating formalised grade-level meetings (HS Kid

Chats; MS Child Study Teams) to bring together grade-level teachers, counsellors, and learning support personnel.


Review admissions policies to ensure that there is whole-school consistency with no gaps in application.

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Consider a whole-school Coordinator for Special Services.

Articulate a whole-school policy for entry-exit and progress policies.

With a burgeoning ESL population, take steps in professional development to help all teachers become teachers of

ESL.

Consider school-wide common planning time for ESL and Special teachers.

Consider adding Learning Support help in High School area.

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Section F: Resources

Commendations: 1. the School Maintenance staff for the management and safety of the school building and transportation fleet; 2. the Library staff for the excellent provision of print resources and the Library web site; 3. the Board and administration for recognising the need to upgrade school facilities and for approving the new building facilities; Recommendations: SMIS rating at the First Report on Progress


1. the School act on the matters addressed in the Observations, namely in particular the provision of clear, well situated evacuation maps in each room;

In Progress Comment: Clear, well situated evacuation maps have been posted in each classroom in the new North Campus building. Maps for the South Campus will be revised and posted as needed.

Completed Clear, well situated evacuation maps have been posted in every room in both the North and South Campus buildings.

2. the School administration continue to maintain in an adequate state the existing facilities, as they are currently, until the new facilities are available;

In Progress Comment: The existing facilities were well maintained until the move to the new North Campus building. The parts of the South Campus building still being used (gym, swimming pool, cafeteria, art and music rooms) will continue to be well maintained.

Completed The existing facilities were very well maintained until the move to the new buildings. The entire campus redevelopment project was completed in April 2011.

3. the School leadership, as part of the move to the new premises, establish a Health and Safety committee;

In Progress Comment: The Administrative Team, in consultation with the School Nurse, are responsible for Health and Safety. The

Completed and Ongoing A Health and Safety Committee was established and was responsible for updating the school’s emergency

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Emergency Procedures Handbook will be updated to include the new building by August 2009.

procedures following the earthquake/tsunami. The Committee will continue to meet as needed.

4. the School administration put in place a system for guiding and checking ancillary staff and visitors during emergency evacuations;

In Progress Comment: Procedures for evacuation from the new building have been developed and are being refined as needed.

Completed Provisions for checking on visitors and ancillary staff are part of the updated Emergency Procedures.

5. the Librarians and Heads of Department ensure that book acquisition provision is made for reading material in other languages.

In Progress Comment: The school Librarians are consulting with teachers and working on acquiring more materials in Japanese language.

Completed and Ongoing The school Librarians consulting with teachers and continue to build the collection in Japanese. The Sakura Medal reading program for ES, MS and HS students also includes a Japanese language component.


The Visitors were delighted to see the new North Campus building, and the school community must be congratulated

on this remarkable achievement. Even after a few years of occupation, there are still “settling-in” challenges. Some of

the Visiting Team Recommendations are redundant with the opening of the new North Campus.

The SMIS facilities (and community) were hugely challenged with the March 11, 2012 earthquake. Fortunately, the

buildings stood the test of the earthquake.

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A Health and Safety Committee was established and was responsible for updating the school’s emergency procedures

following the earthquake/tsunami. The Committee will continue to meet as needed.

Clear, well-situated evacuation maps have been posted in every room in both the North and South Campus buildings.

The Sakura Medal Reading program for ES, MS and HS students also includes a Japanese language component. The

Library displays about the Sakura Medal are attractive and compelling.


Naturally, while “on-going”- the work of the Health and Safety Committee is paramount given the location of the

school in Tokyo – on a major earthquake fault line,

Consider increasing the frequency of emergency evacuation practices – what happens if the “bridge” between the two

campuses collapses?

While not related to a Visiting Team Recommendation, to what degree is the Library embracing 21 century

technology resources?

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Section G: Student and Community Life

Commendations: 1. the School staff for the wide range of activities offered to the students to fulfil their personal interests and encourage the development

of the “whole person”; 2. the School staff and parents on the many activities that promote intercultural and international awareness; 3. the School staff on promoting a positive school climate; 4. the parent body for the positive help and support they give to the School in many ways. Recommendations: SMIS rating at the First Report on Progress



In Progress Comment: See Curriculum Focus Area 1: Curriculum Mapping and Articulation;; SMIS First Report on Progress and Planning, June 2009

In Progress Three early dismissal days for students were added to the school calendar beginning with the 2011-2012 school year and these have proven to be quite useful for allowing an afternoon of professional development activities for teachers. In addition, daily prep time which can be used for curriculum development is built into the teacher’s schedules. There are monthly Heads of Department and IB Department meetings. Grade-level meetings are held at all levels for both student learning support and curricular discussions. Declining enrollment precludes the establishment of additional positions for curriculum development and implementation at this time, however,

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comprehensive curriculum development will continue using existing resources.

2. the School leadership continue to create and facilitate forums allowing for parental and student input into school decisions regarding curricular and co-curricular programmes.

In Progress Comment: Established forums for parental and student input have continued throughout this school year.

In Progress Established forums which allow for student and parent input include monthly Parent-Faculty Advisory meetings, regular School Improvement Council meetings, the use of social media as a means of communication, feedback from Student-Led Conference Day, to name a few. Further development of feedback and reflection formats for the school community will be ongoing with tracking of alumni being designated as a specific area for growth through the Five-Year Review process.

Five Year Visitors’ Comments: Parental involvement is a key element of SMIS. The SMA raises funds for many of the activities and also sponsors events throughout the year. The PFA and the School Improvement Council provide sounding boards for suggestions and concerns. Five Year Visitors’ Recommendation: Review possible avenues to more actively seek input from and involve SMIS alumni in projects. Alumni, both individually and in groups, could be invaluable in the development of a Marketing Plan.

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ADDENDUM: SMIS First Report on Progress and Planning, June 2009 Section B: Curriculum: Introduction Our major goal for the year was preparing, packing and moving to our new school building. In order to keep with our schedule of opening the new school building by April 1, 2009, four full days were given over to sorting, packing, cleaning, moving, and unpacking. Even prior to those days, Heads of Department led the effort to sort through years of accumulated books and materials in order to weed out unneeded materials before packing. Teaching materials and books were recycled within the school, given to “Books for Africa” and/or discarded. Faculty members, staff, all the students and many parents, were involved in some way with physically packing and moving both libraries (over 40,000 books!), all the offices, and the majority of classrooms to the new facility. All K-12 classes (with the exception of PE and six fine arts classes) were moved. It was a gargantuan task that went very smoothly and school re-opened for students on time. We are now settling into the new environment and adjusting to the new routines created by the division of the school into two separate campuses. Reconstruction continues in 2009-10 on the new Fine Arts, Gymnasium and Cafeteria buildings. One of the benefits of our new facility is the addition of one classroom per grade level in the elementary school (currently three per grade level). Opening new homerooms will allow for the reduction of class sizes from a maximum of 28 to a maximum of 24 students per class (with even fewer students in the RP and Grade 1 classes) which fulfills a major concern documented in our 2008 Self Study. See also: Introduction – St. Mary’s Campus Reconstruction Project

Curriculum Focus Areas

Five Curriculum Focus Areas were identified for the Visiting Team Recommendations as follows:

Focus Area 1: Curriculum Mapping and Articulation Comment:

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Curriculum work for the 2008-2009 school year began in August with an Atlas Analytical Tools training workshop for Heads of Department and other interested teachers. The session was presented by Kelby Zenor, consultant from Atlas Rubicon. Kelby also met with a small group to discuss Designing Effective Curriculum Review Processes. Mapping quality and consistency was the focus for this year and each teacher worked on the development of at least one exemplar map as well as continuing to work on the completion of all unit maps. Our Professional Development Days were used for writing maps and for map development discussions. Each department prepared a curriculum mapping progress report at the end of the year which will help to guide our planning for 2009-2010. Once the majority of unit maps are complete, we can begin full analysis and cross-grade level articulation. Discussions are underway as to how best to organize for curriculum work. A schedule and departmental goals will be set and published for August 2009. Curriculum articulation and alignment review has taken place, particularly with regard to the MS/HS science classes, HS Social Studies, IB English, and MS Electives. Focus Area 1 Recommendations: B1 – 1. the Elementary School continue using the Rubicon system to fully document the curriculum mapping process, including unit plans, that provide information on standards, benchmarks, learner expectations, assessments, and methodologies/learning activities; B1 – 3. the Elementary School schedule regularly occurring grade level meetings, focusing on aligning curricular practices and examining student work; B1 – 4. the School provide opportunities for cross grade level discussions regarding curriculum, instruction and assessments to strengthen vertical and horizontal articulation and alignment; B2 – 4. the Middle School teachers begin to analyze the documented curriculum in Atlas Rubicon to remove overlaps, fill curricular gaps, and align the taught curriculum with formalized standards and benchmarks; B3 – 1. the School leadership undertake to review the workload of curriculum leadership, including Heads of Department, to ensure that adequate time and resources can be invested in curriculum management and planning; B4 – 2. the curriculum leadership ensure that a curriculum review process and cycle be established to ensure regular review of the curriculum and appropriate vertical and horizontal articulation. B5 – 2. the IT teachers work collaboratively to develop the vertical and horizontal articulation of the IT curriculum; B6 – 2. the Curriculum Leadership regularly schedule grade level and cross grade level discussions regarding curriculum, instruction and assessments to strengthen vertical, as well as horizontal, articulation and alignment;

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B6 – 3. the Curriculum Leadership undertake a comprehensive review of pathways and support in English Language development throughout the school; B7 – 2. the Administration and Curriculum Leadership direct Elementary Teachers to use their consultation time to discuss horizontal articulation of the curriculum; B7 – 3. the Administration and Curriculum Leadership to provide the time and place for teachers in different divisions to discuss vertical articulation of the curriculum. B9 – 1. the Religion/Ethics Department staff address the challenge of discontinuity between year levels and foster vertical integration of each strand of the Religion/Ethics curriculum; B10 – 1. the Administration and Science staff focus on developing dialogue between teachers at differing levels and subjects to ensure that there is both vertical and horizontal articulation of the Science programme; B11 – 1. the Social Studies Department continue to analyse the Social Studies curriculum with the aim to identify overlaps and gaps in horizontal and vertical articulation and focus on aligning the taught curriculum with formalized standards and benchmarks; B12 – 2. the ESL staff undertake a process to review the vertical alignment of the ESL curriculum; B13 – 3. the World Language teachers reach agreement on subject and course content in order to create consistency in curriculum articulation and course documentation;

Focus Area 2 - Utilizing Assessment Results to Improve Curriculum, Instruction and Student Learning Comment: Teachers meet informally to discuss assessment results with their grade level and department colleagues. Assessment tools include rubrics, checklists, tests and quizzes, projects, written reports and essays, oral presentations, and oral quizzes. Students’ self-evaluation is often incorporated into their assessment process. Teachers review the results of examinations, classroom assessments and semester exams in order to inform and improve their teaching. Grade level teachers meet informally to discuss individual student results as needed so as to better support students. Schoolwide assessment results are published and available to teachers and parents. International Schools’ Assessment (ISA) tests are administered to the Grade 3, 5, 7 students and the Iowa Tests of Basic Skills (ITBS) for grade 2,4,6,8 students. Both tests are administered in the autumn so teachers can better address the weak areas during the current school year. IB teachers continue to review exam results to change and/or modify what they are teaching. Focus Area 2 Recommendations: B1 – 2. the Elementary School utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning;

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B2 – 2. the curriculum leadership utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning; B3 – 4. the curriculum leadership utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning. B6 – 1. the Curriculum Leadership and Language Arts staff utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning; B7 – 1. Elementary Teachers within levels need to consult concerning grading requirements in order to make the grading process consistent and equitable; B10 – 2. the Administration and Science staff develop a process for programme and course evaluation; B10 – 4. the curriculum leadership utilize the analysis of student assessment and other data to drive science curriculum planning, improve the instructional strategies used in science classrooms, and guide staff development with the goal to maximize student learning. B12 – 3. the curriculum leadership and ESL staff utilize the analysis of student assessment and other data to drive curriculum planning, improve instructional strategies, and guide staff development, to maximize student learning.

Focus Area 3: Timetabling and Scheduling Comment: Grades 1, 4, 5, 6, 7 & 8 will open with four homerooms in August 2009 and a revised schedule for specials classes has been prepared to accommodate them. The Middle School is taking full advantage of its more spacious new environment by expanding both vertically (by adding Grade 6) and horizontally (by adding a fourth section at each grade level). The horizontal expansion will allow for reduced class sizes. The possibility of expanding the MS Elective course offerings is being explored. A new scheduling and timetabling program is being implemented in the MS/HS. Beginning next year, a scheduling committee will meet to discuss the options for improving the school-wide schedule once the rest of our facilities (gym, cafeteria, swimming pool, field and multi-purpose room) are completed. Focus Area 3 Recommendations: B1 – 5. the Elementary School leadership undertake a comprehensive review of timetabling and scheduling, to achieve the best results in terms of student learning, given the opportunities offered in the move to the new buildings; B2 – 1. the School leadership undertake a comprehensive review of timetabling and scheduling, to achieve the best results in terms of student learning, given the opportunities offered in the move to the new buildings; B3 – 2. the School leadership undertake a comprehensive review of timetabling and scheduling, to achieve the best results in terms of student learning, given the opportunities offered in the move to the new buildings;

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B4 – 1. the curriculum leadership, as a part of the move to the new school buildings, conduct a careful review and renewal of the timetable and scheduling to allow for maximum participation in the Fine Arts offerings at all levels; B8 – 2. the School Administration check schedules to ensure sufficient allowance for adequate transition between classes to enable teachers time to set up for each group; B9 – 2. the school administration seek ways to allow those students taking TOK in the IB Diploma to participate as fully as possible in the Religion/Ethics programme at senior levels. B13 – 2. the School Leadership consider the World Language teacher schedules across all divisions, taking account of the number of preparations that each teacher has as well as their full or part time status;

Focus Area 4: Information Technology Integration and Planning Comment: St. Mary's International School has about 400 personal computers in use for students, faculty and staff. Systems used include desktop and laptop computers, running Windows, Macintosh and Linux operating systems. Virtually all computers have network/internet access; more than 100 computers are using the wireless network of our new school building. Internet access is filtered, and the computers are kept up to date with antivirus and antispyware software. Students have access to typical productivity software and students with lap-tops have guest access to the wireless network anywhere in the new campus. Where required, more specialized software is available. Examples include image editing and page layout software, a mathematical graphing application, musical composition applications, mind-mapping software, typing tutor software and other educational titles. The new facility allows network access from all classrooms, teachers' offices and lounges. Students bringing their own computers to school have controlled network access. Integration of the phone and clock system with the network brings all clocks into synchronization. More than 150 new computers were distributed to students and faculty. The new North Campus meets our goals for stability, security and communication. The South Campus will be fully integrated with the completion of construction there in July 2010. Beginning in August, the current single high school/elementary school IT teaching position will be separated allowing more time for the two teachers to assist in the support and training of other faculty members. The addition of an IT assistant for desktop support allows the IT Manager to focus more on website development as well as short and long-term planning. Focus Area 4 Recommendations: B5 – 1. the Administration develop schoolwide short and long-term plans for IT resources;

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B5 – 3. the Administration and IT teachers define the School’s expectations of technology literacy for students; B5 – 4. the Administration ensure that teachers and students’ access to computer use in their regular classes is improved in the development of the new buildings, in the light of the importance of integrating IT into all disciplines. B10 – 3. the Administration develop short and long term plans for improving and maintaining the technology needed in science classes;

Focus Area 5: Supporting/Maximizing Student Learning and Participation Comment: Admissions policies and practices have received close attention during the current school year. The school has consistently declined admission to any student with known learning or behavioral disabilities in accordance with our written policy that we cannot accept students with "serious learning, emotional or physical disabilities". In addition, we continue to uphold our written policy that prospective students applying to Grades 7-12 must have completed at least two full years of education in an English-medium school. Several grade levels have been restructured with the addition of a fourth section to Grades RP, 1, 3, 4, 5, 6, 7 and 8 to begin in August 2009, allowing for the reduction of class sizes to a maximum of 24 students per class. Discussion, planning and informational meetings were held with teachers, students and parents in order to facilitate the transition of grade six from the Elementary to the Middle School. Focus Area 5 Recommendations: B1 – 6. the School leadership put in place procedures to ensure consistency between admissions practices and resources available. B2 – 3. the Middle School administration reviews stated policies and resulting practices to ensure that they can provide an appropriate educational programme for the students who are admitted to the school; B2 – 5. the curriculum leadership address the best arrangements for boys’ middle schooling, including possible restructuring of grade levels, in light of the potential move of Grade Six into the Middle School. B3 – 3. the School leadership review the provision of Pastoral Care, so that as the size of the High School increases, each student continues to be known and affirmed by a significant adult; B6 – 4. the High School investigate the possibility of adding a non-IB English course for Grades 11-12. B8 – 1. the School leadership, in the light of recent research, investigate whether greater emphasis should be placed on the importance of Physical Education, particularly in the Elementary School; B8 – 3. the PE staff investigate ways of possibly meeting students’ requests for more sport for those not in competitive teams. B11 – 2. the Social Studies teachers investigate ways to support student learning in mainstream Social Studies through providing appropriate services for a variety of special needs students.

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B12 – 1. the School administration recognize changing demographics in the student population, leading to reviewing the professional development programme as it pertains to meeting the needs of ESL learners. This should lead to providing all staff members with the strategies to assist ESL learners in their classroom; B13 – 1. the School develop guidelines for minimum and maximum number of students in language classes; B13 – 4. the World Language teachers develop a plan for improving the visibility of World Languages throughout the School; B13 – 5. the School consider the sequence of French language offerings; particularly providing an entry level course in High School.

CIS/WASC Five Year (Conversion) Report, March 2013 St. Mary’s International School

Component Four:

Reflections In Component Four of their Report, the school was asked to reflect on three key areas of focal areas of the

8th Edition Protocol:

1) Guiding Statements

The SMIS Guiding Statements include:

• Philosophy

• Mission

• Vision

• School-wide Learner Expectations

• Core Values

• Motto

Past surveys, as well as discussions within focus groups convened for the Five-Year Review, confirm a

continuing high degree of support for the school’s Guiding Statements. The school has worked diligently over

the past few years to embed the Learner Expectations and Core Values into the program (see Section A)

2) Internationalism:

St. Mary’s commitment to Internationalism is explicitly embedded in the Guiding Statements which clearly

state the school’s Philosophy and Goals toward promoting international-mindedness, understanding, and

intercultural experiences as they pertain to peace and justice. St. Mary’s will continue to actively promoting

internationalism and interculturalism in education through the daily promotion of Christian values and

ethics, diversity, global issues, communication, service, and leadership.

From the school-wide learner expectations - GLOBALLY AWARE - showing sensitivity and compassion toward

human and global concerns in a multicultural world, and exhibiting initiative, reliability, and perseverance in

their response to these concerns (see Sections A,B).

3) Teaching & Learning (from the school’s response)

Working through the CIS 8th edition Standards and Indicators was a great catalyst for discussions regarding

Teaching and Learning. The Standards and Indicators will also be a useful reference tool for the development

of a comprehensive curriculum renewal plan to include teaching agreements, policies, and processes for

curricular enhancement. Some ideas brought forth are listed below and reflect the conversations and analysis

regarding the many facets that make up teaching and learning at SMIS. These ideas will be discussed,

prioritized and folded into a formal curriculum renewal plan once feedback from the Visiting Team is

received (see Section B).


Component Five:

School ratings against the Standards and Indicators for the 8th Edition

SECTION A SCHOOL’S GUIDING STATEMENTS

STANDARD A1 - SCHOOL’S GUIDING STATEMENTS

SSC Rating on scale

1 to 4

The school is guided by clear and broadly accepted statements of vision for students, mission, and educational objectives (or the equivalent using the school’s chosen nomenclature and format).

Write here: 3

Indicators for Standard A1

Rating (Please mark) WA PA NA

A1a

The school’s Guiding Statements establish clear expectations for student learning and guidelines for the well-being of the whole school community.

X

A1b

Monitoring procedures exist which show that the school’s Guiding Statements enjoy a high degree of support from the governing body, school leadership, staff, parents and students as demonstrated by their actions.

X

A1c There is evidence which shows that the school’s Guiding Statements drive decision-making, planning, action and review at multiple levels of school life.

X

A1d

There are periodic, data-driven reviews of the school’s Guiding Statements which involve the broad school community and which ensure that the statements remain vibrant and relevant.

X

A1e A formal process and defined indicators are in place to assess the school’s success in achieving its aims as laid out in its Guiding Statements.

X

School’s Response: Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school’s Guiding Statements include the philosophy, mission, vision, school-wide learner expectations, core values and the school motto. These are largely unchanged from ten years ago and appear to be effective and in line with the Indicators.


Five Year Visitors’ Recommendations (if any) The school has decided to review its Guiding Statements every five years in line with the accreditation cycle. This is a logical step which we welcome. As the enrollment at SMIS changes (more non-native speakers of English) will this have an impact on any of the Guiding Statements noted above?

STANDARD A2

SCHOOL’S GUIDING STATEMENTS

SSC Rating on scale

1 to 4

The school’s Guiding Statements shall clearly demonstrate a commitment to internationalism/interculturalism in education, and this shall be reflected throughout the life of the institution.

Write here: 3



A2a

The school has created an engaging and contextually appropriate definition of internationalism/interculturalism in education.

X

A2b

The school puts into action its definition of internationalism/interculturalism in education, both inside and outside the classroom, as evidenced by impact on students.

X

A2c The school expresses its commitment to internationalism/interculturalism in education through as many avenues as possible. (See list in appendix)

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: One of the school-wide learner expectation states explicitly that students will be: GLOBALLY AWARE - showing sensitivity and compassion toward human and global concerns in a multi-cultural world, and exhibiting initiative, reliability, and perseverance in their response to these concerns. Five Year Visitors’ Recommendations (if any) At the next review of the Guiding Statements, the school should consider if these need expanding or strengthening.


STANDARD A3


SSC Rating on scale

1 to 4

The school’s Vision for Students (or similar) shall demonstrate a clear commitment to fostering desirable traits related to internationalism/interculturalism, and this shall impact upon all students.

Write here:

3

Indicators for Standard A3 The school is committed to, and is actively promoting in its students, internationalism/interculturalism in education through ……..

Rating (Please mark)

WA PA NA

A3a

…. discussion of substantive matters of principle from multiple perspectives.

X

A3b

…. the understanding of the histories, cultures, beliefs, values and perspectives of a range of individuals and peoples.

X

A3c …. the understanding of current issues of global significance relating to geopolitics, the environment, health, trade, sustainable development and human rights.

X

A3d …. development of fluency in the language(s) of instruction, in another language, and - with as much support as the school can offer - in student mother tongues.

X

A3e …. the development of their disposition to serve the community - local and global - through engagement in meaningful and reflective service.

X

A3f …. the acquisition and refinement of the skills of leading and following, collaborating, adapting to the ideas of others, constructive problem-solving, and conflict-resolution through experiencing leadership in authentic contexts.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The degree to which the school is implementing all six Indicators will vary from division to division but there appears to be ample evidence within the curriculum that “partially aligned” is probably an accurate summary.

Five Year Visitors’ Recommendations (if any) The school should continue to examine 3d: development of fluency in the language(s) of instruction, in another language, and - with as much support as the school can offer - in students’ mother tongues and 3e (community service).


STANDARD A4


SSC Rating on scale

1 to 4

The school's admissions policies and practices shall ensure there is alignment between its Guiding Statements, its programmes, and the students admitted to and remaining at the school.

Write here: 3



A4a

The school’s promotional materials and activities project a realistic picture of the school and its mission, objectives and programmes, hence enabling parents to appraise the school’s suitability for their children.

X

A4b

The school's admissions policies and practices require that adequate information be obtained, and that appropriate evaluations be carried out, to ensure that there is alignment between a student's needs/abilities and the programmes offered.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school has a comprehensive set of promotional materials including an attractive website, outlining admissions procedures. Five Year Visitors’ Recommendations (if any) SMIS has experienced a precipitous decline in enrolment after the March 2012 earthquake. It is being forced to look at its student composition and profile and as such will need to look carefully at its Admissions Policies (See also Component 3 – Sections A and E)


SECTION B

TEACHING AND LEARNING

SCHOOL WIDE

In keeping with the transition from 7th to 8th Edition protocol, the Five-Year Visitors did not make comments on the curriculum sub-sections including the individual subject area reports. In the 8th Edition, the subject area reports are maintained at the school level and reported in the whole-school curriculum section. The Five-Year Visitors did review the Elementary, Middle, High and subject area ratings and utilized the information in responding to whole-school ratings.

Regarding the Standards – the school did not rate itself as a “1” – no or poor alignment – in any area. Regarding the Indicators – the school rated itself as NA (non-alignment) in only a few areas – which the Visitors have addressed in the school-wide component. Curriculum revisions and changes are made in the context of an overarching Curriculum Plan. B9e – Elementary School. Written curriculum materials include references to links within and across disciplines. B3e – Middle School. The written curriculum describes multidisciplinary experiences and/or activities, where appropriate, to foster authentic learning. B3f – Middle School. Planning for professional development includes attention to needs that are identified through analysis of student achievement, review of school goals, and the faculty appraisal process B5e – High School. Teachers can cite examples of the use of the results of student assessment in a formative way to effectively modify teaching and to improve learning B8e. Data gathered from graduates or past students is considered when determining the effectiveness of the school’s program B10d. The school’s curriculum and program are supported by a comprehensive set of teaching and learning policies B1b (subject-specific in several department areas).


STANDARD B1 – TEACHING AND LEARNING – School Wide

SSC Rating on scale

1 to 4

The curriculum, in its content, design, implementation, assessment and review, shall reflect the school’s mission, learning objectives, and policies and shall foster global citizenship and student achievement.

Write here: 3

Indicators for Standard B1


B1a

The school’s curriculum design, teaching practices, and student learning experiences are aligned with its mission and objectives.

X

B1b

The school’s curriculum and programmes are supported by a comprehensive set of teaching and learning policies.

X

B1c The formal curriculum offers an appropriate range of disciplines, including those that foster the development of global citizenship.

X

B1d

There is evidence of alignment between the written curriculum, the taught curriculum and student learning.

X

B1e The school has a clearly articulated vision of quality learning and defined practices that support student achievement.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: External evaluations and discussions with students provide evidence that students are achieving the expected student outcomes as described in the school’s Guiding Statements. There is greater alignment between the grades levels within the Elementary level than between the divisions of the school. Global citizenship is fostered both within courses and through activities. The school does not currently have defined policies for Teaching and Learning or a process for assessing the alignment between the written and taught curriculum. Five Year Visitors’ Recommendations (if any) Develop a system or policy that addresses Teaching and Learning.


STANDARD B2 – TEACHING AND LEARNING – School Wide SSC Rating on scale

1 to 4

Students shall have access to a curriculum that provides challenge but also supports varied developmental, academic, social, physical and emotional needs and fosters the development of skills and abilities that prepare students for lifelong learning.

Write here: 3



B2a

The effectiveness of the school’s curriculum design and the varied implementation methods used, is evidenced by students being full participants in the learning process.

X

B2b

The curriculum design, teaching strategies, and support resources provided ensure that all students can profit from school offerings and that all students are challenged by the content of their courses.

X

B2c The curriculum emphasizes the processes of gathering, organizing, presenting, and applying ideas and information as well as the mastery of content knowledge.

X

B2d The curriculum provides students with opportunities to learn, develop, and apply skills in critical thinking, evaluating, interpreting, synthesizing, and problem solving.

X

B2e The curriculum provides opportunities for students to develop and demonstrate awareness of their own learning styles.

X

B2f The curriculum includes opportunities for students to acquire skills in accessing and evaluating information from print and media resources and in using the tools of technology.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: There is considerable evidence of students’ involvement in the Elementary School. Changes in the Middle School are targeted toward more student engagement and building opportunities for projects that encompass service and global issues. There is a pilot i-Pad programme in the Elementary grades. Technology issues and the absence of a unifying policy related to school-wide Teaching and Learning may be hindering the greater development of critical thinking skills. Five Year Visitors’ Recommendations (if any) Address technology needs related to access and use.



SSC Rating on scale

1 to 4

Teaching and learning shall be guided by comprehensive curriculum documentation that reflects horizontal and vertical articulation as a means of providing students with meaningful connections among and between disciplines and continuity within disciplines.

Write here: 3



B3a

Written curriculum materials specify expected learning outcomes in terms of what students should know, understand, and be able to do.

X

B3b

Written curriculum materials indicate content and sequence for each course/grade.

X

B3c Written curriculum materials include references to the methodologies, teaching materials and resources that are used.

X

B3d Written curriculum materials include references to the assessments that are used to measure student progress.

X

B3e Written curriculum materials include references to links within and across disciplines.

X

B3f The written curriculum describes multi-disciplinary experiences and/or activities, where appropriate, to foster authentic learning.

X

B3g There is clear designation of responsibility for overseeing effective school-wide curriculum planning, design, articulation, implementation, and review.

X

B3h Teachers meet with colleagues, as necessary, to strengthen vertical curriculum articulation and to ensure a logical sequence that minimizes overlap or gaps in content.

X

B3i Teachers meet with colleagues, as necessary, to strengthen horizontal curriculum articulation that enhances meaning and connections for students.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: There is a written curriculum for most courses documented in Atlas Rubicon. There is a Curriculum Director with the responsibility of overseeing school-wide curriculum planning and review. The Chairs of Departments indicated a desire to increase their involvement in monitoring the implementation of curriculum and the effectiveness of instruction. There is limited evidence of teachers meeting and discussing the vertical and horizontal articulation of curriculum or sharing “best practices”.


Five Year Visitors’ Recommendations (if any) Address the scheduling and timetabling concerns. Review the possibility of developing distributing leadership in responsibility and accountability, and/or developing a professional learning community. Develop a collaborative appraisal system that addresses the issues of accountability for the quality of instruction.



SSC Rating on scale

1 to 4

Students shall benefit from a curriculum and related activities that shall be enhanced by the cultural diversity of both the host country and the school community, hence contributing to the development of global citizenship in students.

Write here: 3



B4a

Information about the local culture and physical environment is imbedded into the curriculum and related activities to enhance student learning and contribute to the development of global citizens.

X

B4b

The school can cite specific examples indicating that the diversity of the school community is used to enrich the curriculum, enhance student learning and contribute to the development of global citizens.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: Students are involved in a variety of activities at each school level that address global issues. Students report that their years at SMIS equip them to interact with other cultures and differing beliefs with understanding and respect. Five Year Visitors’ Recommendations (if any) None at this time.


STANDARD B5 – TEACHING AND LEARNING – School Wide SSC Rating on scale

1 to 4

The school shall provide ongoing professional development that improves the design, implementation, and assessment of the curriculum, reflects the needs of the faculty, and benefits student learning.

Write here: 3



B5a

The school provides relevant professional development to assist teachers in designing curriculum and developing assessments that provide evidence of student learning.

X

B5b

The school provides professional development in content areas relevant to teachers’ assignments.

X

B5c The school provides professional development to assist teachers in improving pedagogy, for example through reference to best practices and the use of technology, in order to enhance teaching /learning and strengthen student engagement.

X

B5d The faculty has an avenue for input into the planning of professional development activities.

X

B5e Planning for professional development includes attention to needs that are identified through analysis of student achievement, review of school goals, and the faculty appraisal process.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school provides funding for professional development activities on a per teacher basis. There is little evidence of a Professional Development Plan that is focused upon identified needs of the entire school or identified needs of an individual teacher. Five Year Visitors’ Recommendations (if any) Develop a process for data analysis to drive decisions related to professional development priorities.



SSC Rating on scale

1 to 4

Teaching practices shall reflect an understanding of the different ways in which students learn, and this is evidenced by student engagement and performance.

Write here: 3



B6a

Teaching methods and student learning activities are varied according to the nature of the subject matter.

X

B6b

Teachers create stimulating learning environments that are evidenced by students who are engaged and active participants in their learning.

X

B6c Teachers use varied methods, materials and technology to address individual student needs, abilities and learning styles.

X

B6d Teaching methods provide appropriately for students for whom English (or other language of instruction) is not the first language.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: Students experience varied activities in the classroom. The Elementary classrooms are interactive with students involved in a variety of projects. Support is provided to English language learners with both push-in and pull-out services. The Performing and Fine Arts programs provide learning opportunities as well as develop performance skill. The High School Science programmes have well-designed and equipped laboratory spaces that encourage experiment-based instruction. Five Year Visitors’ Recommendations (if any) Develop policies or systems to address student support, language, and teaching and learning.

96


SSC Rating on scale

1 to 4

The school shall provide appropriate support and resources to implement the curriculum and allow access and full participation by all students.

Write here: 3



B7a

Class sizes are defined according to the subject and/or grade, student needs, and the number and qualifications of staff members present.

X

B7b

The school provides suitable texts, an age-appropriate library/media collection, and other print materials to support learning objectives.

X

B7c Technology and media resources are up-to-date, accessible to all, and available in sufficient supply to support learning objectives.

X

B7d Specialized equipment is available, up-to-date, and well maintained to support learning objectives in those areas that require it (e.g. science labs, AV/ICT, PE and Arts materials, etc.).

X

B7e Assignment of teachers reflects expertise and qualifications in the appropriate subject/content area(s).

X

B7f Support staff members are assigned to assist teachers in those areas where it is appropriate.

X

B7g Library/media personnel are available and suitably qualified to collaborate with faculty, engage in curriculum development, and support students in acquiring and applying research skills to achieve curriculum goals.

X

B7h IT personnel are available and suitably qualified to collaborate with faculty, engage in curriculum development, and support students and faculty in acquiring and applying IT skills.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The new facility has well-designed spaces, and resources are available. Teachers expressed the need to address technology issues in terms of access and instructional use. Five Year Visitors’ Recommendations (if any)

97

Develop a school-wide technology plan that addresses hardware acquisition, utilization, access and expectations of how all staff will be involved in implementation. Consider in-school Professional Development for technology to align with the school’s curriculum goals and IT implementation plan. Consider a hiring process to contain expectations of minimum technology proficiencies. Consider including in the appraisal process expectations that teachers demonstrate ongoing self-improvement in technology. Implement NETS for Teachers and NETS for Administrators.

98


SSC Rating on scale

1 to 4

The school shall have formal procedures and defined criteria to effectively and regularly assess the impact of teaching strategies and the level of student performance.

Write here: 3



B8a

Teachers develop and implement assessments that can be used to ascertain student achievement of the desired outcomes.

X

B8b

Expected learner outcomes and grading standards and criteria are clearly stated and available in advance to students and parents.

X

B8c Students demonstrate their learning through a variety of assessment models such as formal testing, self-assessment, peer review, projects, etc.

X

B8d The school has processes for comparing and analyzing its students’ achievements with those of similar students elsewhere.

X

B8e Teachers can cite examples of the use of the results of student assessment in a formative way to effectively modify teaching and to improve learning.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The expected learner outcomes are clearly stated and visible throughout the school and in school publications. SMIS students are assessed by external and internal assessments and the results show that they achieve above world averages in many areas. There is little evidence that there is a process for internal assessment of the effectiveness of instructional strategies through analysis of formative data or appraisal systems. Five Year Visitors’ Recommendations (if any) Develop a system for data analysis to drive decisions related to curriculum and instruction. Develop an appraisal system that reflects shared responsibility for instructional accountability.

99


SSC Rating on scale

1 to 4

Curriculum review and revisions shall be completed at periodic intervals, and changes shall reflect the school’s mission, current educational practice, and the results of student assessment, with the goal of enhancing student participation and performance.

Write here: 3



B9a

Teachers, school administrators and relevant members of the support staff collaborate to develop, review and revise the curriculum on a regular basis.

X

B9b

The school encourages pilot curriculum innovations and exploration of new teaching strategies, monitored by appropriate assessment techniques.

X

B9c There is evidence that current educational practice is considered in revising curriculum and instruction.

X

B9d Curriculum revisions reflect the school’s mission and objectives, and are informed by the results of student achievement.

X

B9e Curriculum revisions and changes are made in the context of an overarching curriculum plan.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: There are many strong programmes with highly engaging activities throughout SMIS. There is no evidence that these programmes exist within the context of a school-wide plan or that there is a regular review cycle. Five Year Visitors’ Recommendations (if any) Build a curriculum review cycle into the school’s long-term plan.

100


SSC Rating on scale

1 to 4

The school shall have formal processes for recording, analyzing, and reporting evidence of both school-wide achievement and individual student performance to parents and other appropriate members of the school community as a means of measuring success in meeting stated goals.

Write here: 3



B10a

The school has thorough and effective systems for tracking, analyzing and reporting on school-wide and individual student performance, and for measuring success in meeting stated goals.

X

B10b

The school provides timely, meaningful and clearly understood information that helps parents remain advised of their child’s achievements and enables them to support on-going progress.

X

B10c The overall results of external tests/examination, if used, are shared with appropriate members of the school community and are analyzed to support on-going student achievement.

X

B10d Data gathered from graduates or past students is considered when determining the effectiveness of the school’s programme.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school provides achievement information to parents and also reports school-wide achievement results to the school community through school publications. The website provides details of students’ achievement in Fine Arts, Performing Arts and Athletics. SMIS celebrates the many successes of the students. The website also provides links to alumni new and alumni organizations. There is no evidence of a formalised school-wide system to analyse data for use in decision-making. Five Year Visitors’ Recommendations (if any) Develop a system to analyse and utilise a variety of data sources (including alumni) and use the results to drive decisions related to resources, instruction and professional development priorities.

101

SECTION C GOVERNANCE AND LEADERSHIP

STANDARD C1 - GOVERNANCE AND LEADERSHIP

SSC Rating on scale

1 to 4

The governing body shall be so constituted, with regard to membership and organization, as to provide the school with sound direction, continuity of leadership, and effective support in the current and long term life of the school.

Write here: 3

Indicators for Standard C1


C1a

The governing body shapes and upholds the mission, articulates a compelling vision, and ensures that its decisions support and further the mission.

X

C1b

The governing body promotes strong ethical values and compliance through appropriate and effective oversight.

X

C1c The governing body effectively measures the school’s success in putting its mission and objectives into practice, and it promotes corrective action if results show this is needed.

X

C1d

The governing body invigorates itself through planned membership, thoughtful recruitment, and inclusiveness.

X

C1e The governing body provides appropriate orientation and on-going training for its members in the understanding and performance of their duties and in understanding policies and their implications.

X

C1f The governing body is so constituted that it can fulfil essential governance duties and provide continuity for the school in the event of sudden change in ownership, governance, and/or administration.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: Since the last Accreditation Visit, St. Mary’s has successfully established its own separate school corporation, Gakko Hojin Kokusai Sei Maria Gakkuen. A constitution has been written and modelled after the former school corporation constitution. Governing Board members include members of the Brothers of Christian Instruction, St. Mary’s alumni, former parents of the school and members at large. To help provide continuity during this transition time, the current Headmaster will continue to work as Chairman of St. Mary’s School Corporation Board, and the current Business Manager

102

will continue to work as Executive Secretary of the School Corporation. Looking forward, the new Leadership Team will continue to work on improving organisational structures and processes focused on students’ learning and building leadership capacity within the faculty. The new Head of School will be the existingHigh School Principal. A transition plan has been in place for a year. Five Year Visitors’ Recommendations (if any) The new governing structure will have been in place only a few years before SMIS will begin its reaccreditation efforts (2016-2018). The school should consider carefully the five Standards and Indicators in Section C as the new governing structure emerges to ensure that the Standards are met.

103


SSC Rating on scale

1 to 4

There shall be a co-operative and effective working relationship between the governing body and the head of school so as to establish and sustain high morale, quality relationships, and a positive climate for teaching, learning, and student well-being throughout the school.

Write here: 4



C2a

There is a clear and effective understanding by the governing body and the head of school of their respective functions, and these understandings are set out in written form.

X

C2b

There is a partnership between the governing body and head of school which recognises that the effectiveness of the parties is interdependent.

X

C2c The governing body and the head of school enjoy a positive, open, and mutually supportive relationship.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: See comment in Standard 1 above Five Year Visitors’ Recommendations (if any) None at this time.

104


SSC Rating on scale

1 to 4

The head of school, while accountable to a higher authority, shall be the responsible leader to ensure that teaching, learning, and student well-being are supported and that the school’s mission is achieved.

Write here: 4



C3a

The governing body has developed a clear, written job description for the head of school.

X

C3b

The head of school provides leadership for the total school programme.

X

C3c The head of school sets educational priorities and outlines funding implications for submission to the governing body.

X

C3d The head of school has final responsibility for the recruitment, selection, assignment, orientation, deployment and appraisal of all the administrators, teachers and support staff.

X

C3e The governing body ensures that all issues pertaining to the day-to-day operations of the school are addressed through the head of school.

X

C3f The head of school effectively delegates responsibility through a leadership structure that is designed to fulfil the school’s mission and objectives.

X

Details of proposals to improve non or poor alignment if any:

Five Year Visitors’ Comments: See comment in Standard 1 above. Five Year Visitors’ Recommendations (if any) Under the new structure, it is very important that the first lay-Head of School has a clear job description. Under the new structure, it is important that the Governing Body ensures that all issues pertaining to the day-to-day operations of the school are addressed through the Head of School (Indicator 3e).

105


SSC Rating on scale

1 to 4

The governing body shall have clearly formulated written policies and practices which are applied to bring consistency and clarity to school operations.

Write here: 3



C4a

The governing body has a comprehensive, up-to-date, and effective policy manual for both school and governance operations.

X

C4b

The governing body allots sufficient time to the most important concerns and issues, and continuously engages in strategic thinking about the school’s direction.

X

C4c In decision-making, governing body members always put the interests of the whole school above all else, avoiding favouritism towards any individual or group.

X

C4d An ethos of transparency is promoted by the governing body to ensure that appropriate members of the school’s constituency have access to accurate information about decisions and matters which impact them.

X

C4e Governing body policies and practices include a regular and systematic appraisal of its governance organization and effectiveness.

X

C4f Governing body policies and practices include a clearly defined appraisal process for the head of school, to be conducted regularly with his/her full knowledge and to include written outcomes and provisions for discussion and appeal.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: See comment in Standard 1 above. Five Year Visitors’ Recommendations (if any) It is important during this transition period, that all policies and procedures are accessible in written format. How will policy and procedure change under the new structure and how will this be documented?

106


SSC Rating on scale

1 to 4

The school shall have educational and financial plans for the near and long term that ensure school viability, are supportive of the mission and are explained to the school community.

Write here: 3



C5a

There is evidence that the short and longer-term finances of the school are sufficient to ensure it can fulfil its educational and other obligations for the foreseeable future.

X

C5b

The school has educational and financial plans for the short, medium and long term which are tied to the school’s mission.

X

C5c Financial considerations and required expertise are incorporated into the governing body’s vision and plans for the school.

X

C5d The school’s educational and financial plans are appropriately communicated to the school community.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: See comment in Standard 1 above. Five Year Visitors’ Recommendations (if any) During the next few years, ensure that the school fully embraces Indicators 5b (the school has Educational and Financial Plans for the short-, medium- and long-term) and 5d (the school’s Educational and Financial Plans are appropriately communicated to the school community).

107

SECTION D FACULTY AND SUPPORT STAFF

STANDARD D1 - FACULTY AND SUPPORT STAFF

SSC Rating on scale

1 to 4

The school shall have faculty and support staff that are sufficient in numbers and with the qualifications, competencies and character necessary to carry out the school’s programmes, services, and activities, to support fulfilment of the mission and objectives, and to ensure student well-being. AMENDED JANUARY 2013

The school shall have faculty and support staff that are sufficient in numbers and with the qualifications, competencies and sound moral character necessary to carry out the school’s programmes, services, and activities, to support fulfilment of the mission and objectives, and to ensure student protection and well being.

Write here:

3

Indicators for Standard D1


D1a

Recruitment and screening processes are in place to ensure that employees in all categories are appropriately qualified and of sound character. AMENDED JANUARY 2013

Recruitment and screening processes are in place to ensure that employees in all categories are appropriately qualified and of sound moral character.

X

D1b

The teacher-student ratio reflects the size of classrooms, instructional practices, programme requirements and the school’s mission in order to foster personalized and meaningful learning experiences for students.

X

D1c The head of school or his/her designees recruit and assign professional staff to teaching duties and other responsibilities according to their professional competence.

X

D1d

The head of school or his/her designees assign work loads that allow faculty and staff to be maximally effective in carrying out their teaching duties and/or other responsibilities.

X

D1e There are procedures in place for reviewing regularly the alignment between personnel competencies and programme needs to ensure that the school can implement programmes and services in support of fulfilling the mission and objectives.

X


108

Five Year Visitors’ Comments: Concern was expressed about the recruitment processes by some of the faculty. The scheduling of teachers outside of their area of preparation was also a discussion topic. The concern was that teachers are assigned to fill teaching needs in Ethics or Religion without preparation in the subject area. The teaching load of a minimum of 4.5 periods out of 8 can hamper the effective utilisation of staff. Five Year Visitors’ Recommendations (if any) Review the recruitment policies and practices for alignment with the school’s Guiding Statements, programme needs and the learning needs of the students.

109


SSC Rating on scale

1 to 4

Faculty and support staff shall embrace the school’s Guiding Statements and act professionally and ethically in carrying out their duties and responsibilities, inspiring excellence and students’ best efforts.

Write here:

3



D2a

Teachers utilize methods and practices which are consistent with the school’s Guiding Statements and which inspire, encourage and challenge students to reach their full potential.

X

D2b

Faculty and staff members respect and comply with all applicable statutes, government laws and regulations and with school expectations for appropriate employee behaviour.

X

D2c Teachers remain current with content and pedagogy in their areas of academic responsibility, and they maintain a high level of preparation to foster students’ engagement in their learning.

X

D2d Members of the faculty foster respectful interactions among and with students and with their peers, both in classrooms and about the school.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The students were appreciative of their teachers’ commitment to ensuring that they were prepared socially and emotionally as well as academically for post-secondary pursuits. Five Year Visitors’ Recommendations (if any) None at this time.

110


SSC Rating on scale

1 to 4

All personnel shall be employed under a written contract or employment agreement which states the principal terms of agreement between the employee and the school, and which provides for salaries and other benefits that are appropriate to the position and to the school’s location.

Write here:

3



D3a

The school provides each employee with a written contract or employment agreement in which are stated the basic facts such as salary, benefits, assignments, length of term of initial service, date during which re-employment will be decided, and conditions of termination or resignation.

X

D3b

The school makes clear the factors which are taken into account in determining each employee’s remuneration.

X

D3c Compensation is paid to employees promptly and in accordance with a predetermined schedule made known in advance of employment.

X

D3d There are appropriate guarantees for the employee of job security for the term of employment, including procedures for appeals.

X

D3e Compensation packages are at a level that enables the school to recruit and retain qualified and appropriately experienced staff.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: There was no evidence of concerns related to contractual issues. Five Year Visitors’ Recommendations (if any) None at this time.

111


SSC Rating on scale

1 to 4

Written personnel policies and guidelines shall establish expectations for the performance of faculty and support staff which shall be consistently and effectively applied.

Write here: 3


Rating (Please mark)

WA PA NA D4a

School policies include:

i. a statement on non-discrimination

X

ii. recruitment and hiring guidelines that include provisions such as background checks which ensure the protection of students

X

iii. procedures on recruitment, appointment, compensation and benefits, promotion and retirement

X

iv. clearly stated expectations for faculty and staff behaviour

X

v. a commitment to ethical treatment and respectful interactions between faculty, support staff and their supervisors.

X

D4b Personnel policies and practices are described in a handbook or manual that is up-to-date and given to all employees prior to signing a contract or employment agreement.

X

D4c Policies and practices foster efficient and effective performance and enhanced morale among all employees.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The Policy Manual has not been revised recently. There is a need to revise the Policy Manual to reflect the establishment of the new School Corporation. There is an existing Staff Handbook for Elementary School, but there is not a similar document for Middle and High School. Five Year Visitors’ Recommendations (if any) Develop a revised Policy Manual that reflects the establishment of a new School Corporation. Develop additional Staff Handbooks for Middle and High School or a school-wide Staff Handbook.

112


SSC Rating on scale

1 to 4

There shall be a clearly defined and implemented appraisal system for faculty and support staff based on pre-determined, explicit criteria and supported by a programme of professional development and/or training which is linked to appraisal outcomes and other school priorities for student learning.

Write here:

3



D5a

The school utilizes an effective performance appraisal system for all categories of faculty and support staff.

X

D5b

Faculty and support staff appraisal reflects clearly stated criteria, is conducted with the full knowledge of the staff member, and is reported in writing in a document accessible only to defined individuals.

X

D5c Employees have the opportunity to discuss and appeal against any aspect of the appraisal.

X

D5d Appraisal processes involve the individuals in goal setting and provide opportunity for reflection and self-assessment.

X

D5e The school provides a programme of professional development and/or training that links to needs or agreed upon goals identified in the appraisal process and reflects other priorities identified by the school.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: Teachers indicated that they would appreciate additional observations of their classroom and changes to the appraisal process. SMIS provides opportunities for professional development, but there is not clarity regarding a Professional Development Plan that is based upon analysis of students’ achievement or other forms of data. Five Year Visitors’ Recommendations (if any) Provide for an increased number of classroom observations, both peer and administrative, that promotes the sharing of instructional practices and helps determine staff development priorities.

113

SECTION E ACCESS TO TEACHING AND LEARNING

STANDARD E1 - ACCESS TO TEACHING AND LEARNING

SSC Rating on scale

1 to 4

There shall be effective procedures for identifying the learning needs of students, both at admission and while enrolled, to ensure that students in the school can benefit from the school’s programmes.

Write here: 3

Indicators for Standard E1


E1a

As part of the admissions process, the school secures relevant diagnostic information about an individual student’s abilities/learning differences/talents and learning styles to assist in determining whether the student’s educational needs can be met by the school and its programmes.

X

E1b

The learning needs of students enrolled in the school are adequately supported by clearly defined and effective referral systems and screening programmes.

X

E1c On-going assessment procedures monitor the extent to which any given student is benefiting from school programmes, and effective procedures are used to inform school and parent decisions about continued enrolment.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school has clear admissions procedures (differentiated by level: Readiness/Gr.1, Grades 2/5 and Grades 6/12). These appear in school literature and on the website site. The school’s Learning Support Team, including counsellors, support teachers and ESL teachers, reviews applications and is involved in the admissions/screening process. Some classroom teachers are involved with admissions interviews. Five Year Visitors’ Recommendations (if any) As noted elsewhere in this report, the nature of the student body at SMIS continues to evolve – especially with the increase in non-native speakers of English. Thus, the enrollment and admissions procedures should be very clear and transparent to everyone. Review Indicators 1a and 1c. Standard E1 is “related” to Standard A4 – the school should monitor both together.

114

STANDARD E2- ACCESS TO TEACHING AND LEARNING

SSC Rating on scale

1 to 4

Children with learning differences or specific needs who are admitted into the school shall be given support to access and enhance participation in the learning environment through appropriate and effective programmes that are delivered by suitably qualified personnel.

Write here: 3



E2a

The number, qualifications and levels of experience of learning support personnel are appropriate to the number and the needs of identified students.

X

E2b

The school uses student data as part of the regular evaluation of the effectiveness of the learning support programme.

X

E2c Personnel providing services to learning support students are clearly identified, and their roles are defined and understood by the school community.

X

E2d The school makes effective use of community resources to enhance access to the curriculum for students with special learning needs.

X

E2e Learning support services function as an integrated part of the school’s programme with learning support staff members working in collaboration with classroom teachers, students and parents to optimize student learning.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The Learning Support Coordinator’s role is to support students who may not be performing to grade-level expectations and/or are experiencing learning difficulties. This support includes academic screening, observation of students in different learning environments, meetings with parents and teachers regarding recommendations to help the student, consultation regarding strategies and modifications, discussion of students’ work and referrals to external services. Five Year Visitors’ Recommendations (if any) None at this time.

115


SSC Rating on scale

1 to 4

Effective language support programmes shall assist learners to access the school’s formal curriculum and other activities.

Write here: 3



E3a

Students who need specialized language support to access the curriculum are provided with appropriate, clearly defined programmes delivered by qualified teachers.

X

E3b

All staff members have received appropriate training and use pedagogical approaches which support the needs of language learners.

X

E3c The school provides sufficient personnel and other resources to support student language needs.

X

E3d The school encourages parents to continue development of the student’s home language(s).

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: SMIS’s ESL program aims to enable students for whom English is not their first language to overcome language-related difficulties while also supporting their academic and social development. The goal is to assist the students' full integration into the mainstream classes. ESL classes are offered for students in Grades 1-10. Five Year Visitors’ Recommendations (if any) With the increase of non-native speakers of English at SMIS, continue to monitor staffing levels in this area.

116


SSC Rating on scale

1 to 4

The school shall ensure that students have access to advice and counsel on academic, personal, career and tertiary education matters to effectively support their current and future development and achievement.

Write here: 3



E4a

Personnel providing academic, personal, career and tertiary education advice and counsel are sufficient in number and have the appropriate experience, qualifications, character and skills to provide quality services to the school community.

X

E4b

A culture of shared responsibility for the social and emotional well being of students is promoted by the school leadership and teachers. AMENDED JANUARY 2013

A culture of shared responsibility for the social and emotional well-being and protection of students is promoted by the school leadership and teachers through programmes to address awareness, prevention and responsiveness to issues such as sexual harassment, substance abuse, hazing and bullying, and discrimination in any form.

X

E4c Counselling and advisory programmes are supported by clearly documented policies and procedures to ensure that community members understand the scope of programmes as well as the manner in which to access services.

X

E4d The school provides orientation for students new to the school and/or to international education as well as transition support for those students exiting the school for home or other school systems.

X

E4e Counselling and advisory programme records are available to those who need to use them, are adequately maintained, and are stored and backed up in a secure manner for an appropriate length of time.

X

E4f The school regularly evaluates the effectiveness of its counselling/advisory programmes, taking into consideration student profile and achievement data.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: Two full-time Counselors are available to help RP - Grade12 students, parents and teachers.

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Five Year Visitors’ Recommendations (if any) Continue to monitor staffing levels in this area. Review Indicator 4f to ensure that the school regularly evaluates the effectiveness of its counseling/advisory programmes, taking into consideration the student profile and achievement data.

118


SSC Rating on scale

1 to 4

The school shall provide appropriate health care and promote the practices of healthy living to serve student well-being and enhance access to learning opportunities.

Write here: 4



E5a

The school provides adequate health care services to support students on the school premises and at school sponsored activities off-site.

X

E5b

The school’s programmes, services and environment encourage the adoption of healthy life style choices.

X

E5c The school facilitates for its community an awareness and understanding of local health services, local health requirements and potential health concerns.

X

E5d The school assists its community in understanding and responding to potential health hazards in the local and wider community.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: A full-time School Nurse is employed. Training in first aid and CPR is provided for various bus drivers, faculty, students, and staff. Five Year Visitors’ Recommendations (if any) Continue the school’s excellent preparedness for any emergency including, of course, earthquakes.

119

SECTION F SCHOOL CULTURE AND PARTNERSHIPS FOR LEARNING

STANDARD F1 SCHOOL CULTURE AND PARTNERSHIPS FOR LEARNING

SSC Rating on scale

1 to 4

A school climate characterized by fairness, trust, and mutual respect shall support student learning and well-being.

Write here: 3

Indicators for Standard F1


F1a

The school monitors its climate to ensure it is supportive of learning and well-being.

X

F1b

School community members demonstrate an understanding of and appreciation for diversity, thereby supporting a climate of mutual respect.

X

F1c Fairness in dealing with student concerns is enhanced by clearly written statements of expected behaviour, the consequences of non-compliance, and a mechanism for appeal.

X

F1d

The school celebrates students’ efforts and achievements in meaningful and culturally sensitive ways.

X

F1e Student, staff and parent information is treated with an appropriate degree of confidentiality.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The older students were very articulate in explaining the Values that they attribute to their attendance at SMIS. Their descriptions of what they had gained from SMIS were closely connected to the Core Values and student outcomes in the Guiding Statements. Students said they had gained a sense of community, fraternal friendship, camaraderie, integrity, trustworthiness and the ability to “own their culture while accepting other cultures”. A faculty group identified very similar characteristics as the “product” of the SMIS experience. Five Year Visitors’ Recommendations (if any) Monitor and celebrate student attainment of the Core Values and Students’ Expectations.

120


SSC Rating on scale

1 to 4

Effective communication processes shall foster a productive home-school partnership and a positive learning community.

Write here: 3



F2a

Effective, formal processes are in place to facilitate a flow of information and a meaningful interchange of opinions among all sectors of the school community.

X

F2b

A “whole-school” climate and a positive learning community are fostered by effective horizontal and vertical communication among the various sections of the school.

X

F2c The school engages students and parents in creating a collaborative culture based on a shared vision, shared responsibility and a sense of belonging.

X

F2d Opportunities are provided for parents to learn about the school’s educational aims, programmes, and pedagogical approaches so that they can support student learning.

X

F2e The school creates student learning opportunities by effectively using the skills of its own community members and by building partnerships with external agencies such as local businesses and professional organizations.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: Formal processes that promote discussions and exchanges of information between all divisions of the school are not evident and are desired by the staff. More effective horizontal and vertical communication would benefit the curricular and the extra-curricular offerings of SMIS. There was an expressed need for additional parent workshops that explain the “international school” concept. Five Year Visitors’ Recommendations (if any) Review processes that will encourage exchanges between divisions of the school and between departments. The accreditation process provided structures to begin discussions and could be used to continue the dialogues that resulted from review of the Indicators.

121


SSC Rating on scale

1 to 4

The school shall offer effective programmes and activities which complement the formal curriculum in supporting the school’s Guiding Statements.

Write here: 3



F3a

The development and delivery of the school’s complementary programmes demonstrate sensitivity to the needs and beliefs of different cultures, foster engagement with the local culture and promote global citizenship.

X

F3b

The school actively supports the development of student leadership and encourages students to undertake service learning.

X

F3c The school actively promotes and models global environmental awareness and responsibility across its community.

X

F3d The school regularly evaluates its complementary programmes to ensure they remain aligned with its Guiding Statements, meet student needs and interests, and foster global citizenship.

X


Five Year Visitors’ Comments: There are many activities throughout the school that encourage students to become involved in service activities. There is interest in greater opportunities to share service learning between the divisions of the school. During Accreditation Committee meetings teachers from different levels enjoyed learning about activities at other levels. There is evidence of the commitment to environmental issues with the recycling projects and the solar energy displays. There is limited evidence of the regular evaluation of programmes. Five Year Visitors’ Recommendations (if any) None at this time.

122

SECTION G OPERATIONAL SYSTEMS

STANDARD G1 - OPERATIONAL SYSTEMS

SSC Rating on scale

1 to 4

The management of school finances shall be consistent with best financial practices in international schools, in accordance with the legal requirements of the host country, and shall support the effective delivery of the school’s programmes.

Write here: 4

Indicators for Standard G1


G1a

The head of school and the governing body regularly receive understandable financial reports which facilitate careful and regular reviews of the school’s short and longer term financial health and which ensure appropriate allocation of funding.

X

G1b

After appropriate input and debate, the governing body establishes annual school budgets - including appropriate fee levels - which ensure funding for programmes necessary to put the school’s Guiding Statements into practice in an effective way.

X

G1c Parents enrolling students are informed in advance of the precise nature and scope of their financial obligations, and changes in fees are communicated to parents early enough to allow them to make arrangements to move their children to other schools if necessary.

X

G1d

The school regularly considers - and where feasible applies in an effective manner - culturally appropriate and effective means of raising additional funds to support delivery of its programmes.

X

G1e Accounting processes are orderly, understood by all parties involved, and carried out in accordance with sound and ethical business practices.

X

G1f The insurance programme is comprehensive, and provides for effective risk and liability coverage for the school and for students, employees, visitors and members of the governing body.

X

G1g Total servicing of long-term debt, including both interest and principal payments, is fairly apportioned to both present and future fee payers.

X

G1h An annual, external audit of the school’s finances is performed by an independent accounting firm, results are discussed at appropriate levels within the school, and any necessary action is taken.

X

123

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school is conscientious of its financial stewardship and meets the Standards and Indicators. Five Year Visitors’ Recommendations (if any) With the major campus renovation project behind the school, be mindful of (1g) the need for the total servicing of long-term debt, including both interest and principal payments, to be fairly apportioned to both present and future fee payers.

124


SSC Rating on scale

1 to 4

Grounds, buildings, technical installations, basic furnishings, and equipment shall effectively support delivery of the programmes required to put the school’s Guiding Statements into practice.

Write here: 4



G2a

The school’s facilities/equipment provide for effective delivery of educational programmes and a positive context for learning while promoting student, staff and visitor well-being. This includes satisfactory provision of indoor and outdoor spaces, air quality, heating and cooling, shade, shelter, lighting and acoustical comfort.

X

G2b

Teaching, storage and work spaces are suitable in size and layout for the age, number and needs of students and for the effective delivery of programmes.

X

G2c Governing body policies and school practices effectively address the adequacy, maintenance and improvement of school facilities/equipment.

X

G2d If the school admits handicapped students or personnel, all reasonable provision is made for them.

X

G2e Information and Communication Technology provisions (hardware, software, networks, training and maintenance) effectively support the management and operational functions of the school.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school is to be commended for the completion of the North Campus and overall improvements to the school. Five Year Visitors’ Recommendations (if any) None at this time.

125


SSC Rating on scale

1 to 4

The school shall ensure that its grounds, buildings, technical installations, basic furnishings, equipment and systems provide for the health and safety of students, personnel and visitors.

Write here: 4



G3a

School facilities meet the health and safety codes of local authorities and any reasonable stipulations which may be required by the accrediting agency/agencies.

X

G3b

Certificates of inspection and regulations required by law are available on file and/or posted in prominent places as appropriate.

X

G3c An internal health and safety committee (or its equivalent) actively monitors conditions at the school and is effective in ensuring any deficiencies or anomalies are rapidly resolved.

X

G3d Maintenance services are effective in ensuring that school premises and equipment remain in a safe and healthy condition.

X

G3e Effective measures, including regular rehearsals, are in place to address fire or other emergency situations requiring evacuation.

X

G3f Effective measures, including regular rehearsals, are in place to address emergencies requiring “safe haven/lock down”.

X

G3g The school takes all reasonable steps to operate its facilities and related services using environmentally responsible practices, hence acting as a positive model for students and the wider community.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The new building stood the ultimate test during the March 2012 earthquake and, thankfully, there was no damage. The school holds emergency drills for students, faculty, and staff. A full-time School Nurse is employed. Training in first aid and CPR is provided for various bus drivers, faculty, students, and staff. Disaster supply sheds on the school grounds contain enough supplies to care for our students and staff for up to three days, if necessary (food, medicine, water, shelter, aluminum pocket blanket and toilets). All buses have wireless radios; all drivers have mobile phones. The school maintains a Disaster Emergency Measures brochure.

126

SMIS employs three full-time guards to provide 24-hour coverage of the school buildings and grounds. Five Year Visitors’ Recommendations (if any) There should be no complacency in terms of emergency preparedness and the school should review Indicator 3e. While Tokyo is a low-crime city (thankfully) – the school should review and implement “safe haven/lockdown” procedures - see comment below on G4b.

127


SSC Rating on scale

1 to 4

The school shall provide or arrange for auxiliary services as required to support its declared objectives and programmes, and shall ensure that such services meet acceptable standards of safety, efficiency and comfort.

Write here: 4



G4a

Facilities for preparing, serving and consuming food and beverages meet appropriate standards of safety, comfort, hygiene and good dietary practice.

X

G4b

Appropriate and regularly reviewed arrangements exist to cover threats to the security of people and premises. Amended January 2013

Appropriate and regularly reviewed arrangements exist to cover threats to the security of people and premises as well as to support – to the extent possible - programme continuity under exceptional circumstances.

X

G4c Vehicles used in student transportation are mechanically sound, clean, well-maintained, properly licensed and appropriately insured.

X

G4d School premises are kept in an acceptably clean state at all times of the school day.

X

G4e School trips are well planned and executed, ensuring a positive learning environment and supporting the school’s academic or activities programme. Appropriate consideration is shown for the comfort, welfare, security and safety of students and accompanying adults.

X

G4f Support staff members and employees provided by contracted suppliers who are involved in the delivery of any auxiliary service are employed in suitable numbers.

X

G4g Support staff members and employees provided by contracted suppliers are properly qualified and experienced, in appropriate health, well trained, and adequately assigned and supervised.

X

G4h Support staff members and employees provided by contracted suppliers make a positive and well appreciated contribution to school life.

X

Details of proposals to improve non or poor alignment if any: Five Year Visitors’ Comments: The school employs a large group of support staff in many areas who keep the school clean and well maintained. A quality food service is provided by an outside company.

128

Five Year Visitors’ Recommendations (if any) None at this time.

129

Component Six: Visitors’ Comments on the School’s Action Plans,

Major Strengths and Areas Needing Improvement

Component Six: Visitors’ Comments: On The School’s Action Plans

During the past year the SMIS community has embraced the accreditation process through a

comprehensive review of the 2008 Visiting Team Report as well as the new 8th Edition

Standards. As an outcome of this review, the school has created several draft Action Plans

which will be “discussed, prioritized and folded into working year plans” once this report is

returned to SMIS. The draft plans are in strategic planning format identifying actions to be

taken, responsible person(s) and criteria for success.

Issues and themes arising from the report include the following:

1. Leadership for Learning

2. Reflection on Teaching and Learning

3. Curriculum Renewal for Learning

4. Technology for Teaching and Learning

5. Time for Teaching and Learning

6. Communication for Celebration of Learning & School Development

The Accreditation Visitors recommend that the school re-configure the issues and themes

into the seven sections of the CIS 8th Edition format so that its Action Plans are aligned with

accreditation format. In that way, SMIS will have all of its focus areas aligned with the

accreditation areas. There is no need for the school to wait until the next accreditation step

to start this process. Ideally, the school’s accreditation focus areas are closely aligned to its

Strategic Plan. For example, the draft action plans for #1 Leadership for Learning is closely

aligned to some of the Standards and Indicators in Section A of the accreditation protocol.

#2 Reflection on Teaching and Learning is closely aligned to some of the Standards and

Indicators in Section D of the accreditation protocol. #4 Technology for Teaching and

Learning is closely aligned to some of the “technology” Indicators in Section B of the

accreditation protocol.

VISITORS’ COMMENTS: MAJOR SCHOOL STRENGTHS

(Note: the 8th Edition Sections are referenced next to each comment, e.g. Section B =

Teaching & Learning):

Past surveys, as well as discussions within focus groups convened for the Five-Year Review,

confirm a continuing high degree of support for the school’s Guiding Statements. These

130

Statements are widely published in all major school documents and appropriately displayed

on school premises (Section A)

The decision to review of the Philosophy and Objectives (Guiding Statements) will take

place in conjunction with the re-accreditation process and timelines (Section A)

Moral and ethical training consistent with Christian values is provided so that students

learn to develop respect for others and positive self-esteem. Boys learn to accept

responsibility, to organise themselves for learning, and to work effectively with others

(Section B)

In Elementary, Reception - 5 cross-grade0level discussions occur in subject area

department meetings and among the grade-level representatives (Section B)

Middle School has added a House System to help improve morale and provide more

opportunities for involvement and competition (Section B)

The addition of a High School Assistant Principal, Kid Chats and the three-tiered

Intervention Plan provide additional support for Secondary students (Section B)

Teachers continue to share technology ideas with each other which foster increased use of

new digital tools. A decision was to adopt the NETS Standards and this will help promote

the development of integrated IT expectations at each grade level (Section B)

The school adopted PowerSchool, an integrated, web-based student information system to

replace various in-house developed grading and records systems (Section B)

The School Improvement Council and the PFA provide sounding boards for suggestions and

concerns. SMIS parents are actively involved in the life of the school (Section C)

The moral and ethical leadership of the Brothers over the decades which has provided the

school with its sterling reputation (Section C)

The SMIS staff is experienced and dedicated to ensuring that their students obtain not only

an academic education that will allow them access into their choice of professional

preparations but also exhibit the Core Values that define the Mission of SMIS (Section D)

The co-curricular program promotes internationalism through a variety of activities

offered: community service, extended field trips, day trips, language classes and cultural

activities (Section F)

A Health and Safety Committee has been established and is responsible for updating the

school’s emergency procedures following the 2012 earthquake/tsunami (Section G)

VISITORS’ COMMENTS: MAJOR SCHOOL FEATURES NEEDING STRENGTHENING

With a declining and changing enrollment, will a new school profile emerge that influences

the Guiding Statements? Similarly, it is important to continue to ask the question of what

131

does it mean to instruct, to educate, to impart Christian values for the 21st Century Learner?

(Section A)

Develop a school-wide technology plan that addresses hardware acquisition, utilisation,

access and expectations of how all staff will be involved in implementation (Section B)

Establish a system to analyze assessment data that will drive decisions about curriculum

development, documentation of curriculum, instruction and staff development (Section B)

Consider closer alignment between the 9th and 10th grade students and the IB curriculum in

the 11th and 12th grades (Section B)

Determine what scheduling and timetabling changes can best meet the learning needs of all

students (the Michael Rettig workshop scheduled for November 2013 will help) (Section B)

Continue efforts to align and document the written curriculum (Section B)

Develop policies or systems to address student support, language, and teaching and

learning (Sections B/E)

Maintain a focus on the Core Values of SMIS as the school transitions to new leadership

under a new governance structure (Section C)

Provide for increased number of classroom observations, both peer and administrative, that

promotes the sharing of instructional practices and help determine staff development

priorities (Section D)

Develop a revised Policy Manual that reflects the establishment of a new School Corporation

(Section D)

The admissions procedures appear to be clear and transparent; however, the Visitors

perceived that gaps occur from time to time which can lead to an inconsistency in

application (Section E)

With a burgeoning non-native English-speaking population, take Professional Development

steps to help all teachers become teachers of ESL (Section E)

Review possible avenues to more actively seek input from and involve SMIS alumni in

projects. Alumni, both individually and in alumni groups, could be invaluable in the

development of a Marketing Plan (Section F)

Preparedness is of the utmost importance in Tokyo, thus, effective measures, including

regular rehearsals, are in place to address fire or other emergency situations requiring

evacuation (Section G).

132

Component Seven: Conclusion

COMPONENT SEVEN: CONCLUSION

The last few years have been truly historic, traumatic and exhilarating for SMIS.

After much thought, consideration and legal maneuvering, the school’s governing structure

has been changed. The original governing entity has been in place since 1954. However,

since the last Accreditation Visit, St. Mary’s has successfully established its own separate

school corporation, Gakko Hojin Kokusai Sei Maria Gakkuen. A constitution was written and

modeled after the former school corporation constitution. Governing Board members

include members of the Brothers of Christian Instruction, St. Mary’s alumni, former parents

of the school and members at large.

Beginning in August 2013, the Headmaster position will transfer to a lay person and for the

first time, the St. Mary’s Leadership Team will not include representatives of the Brothers of

Christian Instruction. There are a number of other leadership changes at the school and

from August 2013, for the first time, a woman will serve as High School Principal. The

Accreditation Visitors observed the Transition Plan in action, as these appointments have

already been made.

Since March 2008, a major campus re-development project has taken place. The entire

campus has been re-constructed, and finding time and resources for the building project

became the school’s overarching priority. All faculty members were involved in the design

process. The new buildings were designed to be earthquake resistant and are 25% stronger

than required by the latest stringent Japanese seismic design codes. The classroom and

administration building (North Campus) includes all regular classrooms, two Libraries,

seven Science labs, two playgrounds for younger students, and all administrative functions.

The South Campus includes a new gymnasium, a seven-lane pool, cafeteria, Fine Arts

classrooms and a large athletic field. These changes are remarkable and the whole school

community should be congratulated.

The March 2011 earthquake/tsunami/radiation disaster had a significant impact on Japan,

Tokyo and the school. A number of American/multinational companies have relocated

families to other cities in Asia so the population at SMIS has changed and will continue to do

so in the near future.

The school – like others around the world – will continue to examine and reflect upon the

new pedagogical realities imposed by the rapid changes in technology. Not surprisingly,

some teachers are rushing forward to embrace the new opportunities, while others in the

community wish to proceed more cautiously.

We would like to quote Br. Michel in our conclusion as he has captured the spirit of SMIS at

this important juncture:

133

From my perspective, the organisation of our school, from the administrative leadership all the

way to the students, appears to be moving toward greater unity, cooperation, participation

and communication. There are more faculty meetings at grade levels and subject levels

focused on student learning and support. Everyone within the school can now have quick

access to multiple data through the use of PowerSchool. We have an excellent student

leadership team and the boys’ Booster Club members are seen at many functions contributing

their time and expertise whenever they are needed.

We are happy to say that our students are the most important part of our St. Mary’s

community and we will continue to do everything we can to improve our support for their

learning. Through the CIS/WASC Five Year Review, the accreditation process has again been

an effective catalyst for self-examination and served as a focal point for guiding continuous

school improvement.

The type of leadership that has been in place since the foundation of St. Mary’s International

School will soon change. From August 2013, I will retire as head of the school and, for the first

time, a Brother of Christian Instruction will be replaced by a lay person in this position.

The Five-Year Accreditation Protocol has asked the SMIS family to look back and to look

ahead. Clearly, the next few years will be transitory in nature as the school settles into new

structures: lay-leadership, a renovated campus and changing demographics among the

students who enroll at the school.

The Visitors would like to thank Br. Michel Jutras, the Headmaster and his staff, particularly

Linda Wayne, Curriculum Coordinator, for their organisational ability and for their support

to the evaluation/accreditation process.

John Heard

Council of International Schools

(CIS)

Valene Staley, Ed.D.

Western Association of Schools and Colleges

(WASC)

May 2013

Documents

St. Mary’s International School Tokyo, Japan CIS/WASC