High School Academic Expectations

Attendance[edit]

Faithful attendance is an important requirement for our life together and one of the keys to academic success. But sometimes a student might not be able to attend school, and at those times we ask that he/she tell us what's happened so we won't worry unnecessarily. Absences and Tardies are recorded not so much for disciplinary reasons, but to keep the integrity of the education we are providing in each of our courses.

Absence[edit]

Unplanned absences (for example, sickness):

  • Parents are asked to call the school office between 8:00 a.m. and 8:30 a.m. (9:00 a.m. and 9:30 a.m. on Wednesdays) on the day the student is absent to give notice of the absence and the anticipated duration. An email can be sent to attendance@caj.ac.jp
  • If the school is not contacted, a call home will be attempted to make sure the student hasn't had some unexpected difficulty on the way to school.

Planned absence should be arranged in advance by email with the school principal and the academic office receptionist at least one week in advance of the absence.

  • Students are encouraged to complete assignments ahead of time, if possible, and are expected to complete assignments by the due dates set by the teacher.

Excessive absences: are defined as missing any one class 10 times or more during a semester. Students who are in sports or a co-curricular activity that requires a student to be out of school multiple times will receive 2 additional days to this per season they participate in.

Students who are asked by the Health Officials to be quarantined, will be allowed additional absences.

Truancy: Students who are absent without parental permission are considered truant. Truant students are ineligible to make up tests/quizzes but are eligible to submit assignments. The principal may take additional disciplinary steps to address truancy.

Co-curricular participation:

  • Students must attend at least two block periods in a day in order to participate in co-curricular activities on that day.
  • Participation in a scheduled physical education class is required in order to participate in sports after school.
  • Additional sports related attendance policies can be found in the Athletic Handbook

Tardies[edit]

Tardiness is inconsistent with our desire to respect the time we have together.

  • Teachers will take attendance at the beginning of each class period.
  • Students are expected to be in their seats and ready to work at the start of each class period.
  • Students who arrive late for school must report to the academic office; students will receive a tardy for each period for which they are late.
  • Teachers or administrators who are responsible for a student’s tardiness to another class must supply the student with an excused pass.
  • Students may bring documentation of exceptional situations (i.e. doctor's appointments, train/bus delays, at embassy or immigration, or you were with a staff member ) and the tardy may be recorded as excused. These decisions will be made on an individual basis.
  • Students will receive an unexcused tardy for any reason other than what is mentioned above.
  • For a High School student, every 5 unexcused tardy in 1 class per semester will be given 1 absence in that class. (for example, 5 unexcused tardies in English will equal 1 absence in English class).
  • Students will receive a warning when they have a total of three (3) unprepared tardies in a class in one semester.

When you arrive late to school:

  • 0-15 min late: 1 tardy in that class
  • 16-45min late: 2 tardies in that class
  • 46-75 min late: 1 absence in that class

Assessment[edit]

Assessment Philosophy[edit]

Assessment is a process that provides teachers, students, parents, and administration with information and insights to determine how best to support and plan for future learning. It also informs instructional decisions, promotes student engagement, and improves student learning. Assessment helps educators to gather, record, evaluate and report information about student performance and progress toward agreed standards.

Assessment Practices[edit]

Definitions:

Formative Assessments
Formative Assessments are a wide variety of methods teachers use to evaluate student comprehension, learning needs, and academic progress during a lesson, unit, or course. They are used to improve instruction and student learning.
Summative Assessments
Summative assessments are used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year.

In other words, formative assessments are for learning, while summative assessments are of learning.

Communication[edit]

Also read CAJ's Communication Policy

The school communicates to the student and to the parents in various ways in order to show what the student understands regarding what is being taught and regarding their overall behavior at school. Please see our communications page to learn about how a student can communicate with their teachers, about Student- Led conferences and about Student-Parent Conferences. Other ways we communicate student progress are as follows:

Google Classroom
Google Classroom is a classroom web interface provided by Google for Education. This allows the teachers to interact with the students through announcements, assignments and other online interaction allowing for easier communication, distribution of work and collaboration. Parents can also access this to find out what their child should be working on.
Markboard
CAJ uses the system known as Markboard to enter and display grades. Markboard is run through a company named "Chalk.com". The grades entered on Markboard are posted by the teachers and are available to be seen the teacher, students, parents and other staff members. The system is authenticated through Google and accessed through our website or through Chalk.com's website.
Report Cards
Students receive 2 report cards per year indicating their grade for each o the courses they took in that semester.

Final Assignment Deadlines
At the end of each semester a date approximately one week before the last day of the semester is designated as the final assignment deadline:

  • No major assignments (anything other than regular daily assignments and quizzes) are to be due after (date ~one week before end of semester) except in semester length classes.
  • No late work already more than five days late may be turned in after (date ~one week before end of the semester).
  • No work for any class, even for new small assignments or assignments in semester length courses, can be turned in after (last day of the semester).

Special circumstance exceptions can only be granted by the High School Principal.

Homework Philosophy

In general, CAJ believes homework is a formative assessment that should deepen and reinforce understanding and skill. It should provide independent practice, introduce new material, or provide enrichment and stimulate thinking. If homework is assigned as independent practice, it should be accompanied by guided practice in class. Homework assignments should be meaningful, reasonable, and well planned.

Homework Practice

  • Students should know why the assignment is given, how and when they are to complete it, and how they will be held accountable.
  • Students are expected to develop strategies to keep track of assignments.
  • Given the age level, an average of 90min.of uninterrupted homework time per night can be expected.

Late Work Policy[edit]

Philosophy
We affirm that grades should measure what students know and understand rather than reflect their work and study habits, while we are also aware that work and study habits eventually do have a strong impact on performance.

We want to respect the above affirmation, while protecting students from becoming overwhelmed. Grade level assignments are developed in collaboration across departments and thus the longer it takes to complete and assignment, the more likely assignments will begin to overlap, causing stress for students.

Late Work

The following steps must be completed when addressing late work:

  • Students must discuss with individual teachers if they believe they cannot hand their summative assessment by the due date.
  • Teachers may offer an extension of up to three days, during which time students will be expected to use the time, places, and people available to help them complete the assignment. Typically, the space will be either with a teacher in a classroom or in the LRC.
  • If late work is still not completed, students will need to make an appointment with the high school principal (the principal will consult with the support team as needed) where they will provide a written proposal explaining the reason for late work, documented effort of work progress from the time the work was assigned to the time of the meeting, and a detailed plan of how they intend to complete it.
  • If what is agreed upon is not completed, it is assumed to be ‘no evidence of learning’ and no grade will be awarded.

This policy does not apply to certain assessments such as band performances and presentations (both individual and group).

Details

  • Work is due at the time designated by the instructor.
  • Typically, students receive 1 additional day for every day they miss school for an excused absence. A student may not be prepared to take a test on the day they return, but the same policy extends to tests from the day following their return to school, with an additional day given for every day the student was absent.
  • The final assignment deadline for the semester applies to all year long courses. Semester length courses may have later deadlines. Late assignments will not be accepted beyond the last day of the semester unless the student has been granted an incomplete exemption by the principal.
  • Exceptions to the late penalty or these policies may be granted by the principal. Any questions about this policy, appeals or requests for exceptions should be directed to the principal.

Standardized Assessment[edit]

Standardized tests at CAJ are not calculated as part of the students’ grade. It is another piece of information to help the students, their parents and teachers know what the student may or may not know or understand. Teachers do not base their curriculum and teaching towards these tests.

SAT

SAT, or Scholastic Assessment Test is a test that is offered by the College Board in the United States. The test score is often used for college admissions in the US and in some other countries. CAJ has been a test site for SAT tests. It is not compulsory, although highly recommended for college admissions.

  • Students are able to see their scores on their College Board account.
  • CAJ uses the summary information provided by the College Board in our profile, school improvement process and curriculum development.

PSAT
PSAT, also known as the Practice Scholastic Assessment Test is taken by all of our 9th-11th grade students in the fall. This is used as a practice to the SAT and gives the students and parents an indication of what score is expected in the actual SAT test. It is also used to help students know what they should study before taking the actual SAT test.

  • PSAT testing is given to 9th, 10th and 11th grade students on a day in October as specified by the College Board. There is no retake date.
  • Students with Support Team accommodations may receive accommodations (scribe, reader, extra time, etc.)
  • A time of discussion by appointment with the guidance counselors is also made available, usually in December.
  • Students are able to access their scores and some useful advice through their College Board account.

World-Class Instructional Design and Assessment (WIDA)
WIDA testing is once a year, usually in November/December for students in English as a Second Language class.
The assessments measure students' academic English language in four language domains: Listening, Speaking, Reading, Writing.

Academic Help[edit]

Where should I go when I need help? That is a great question that we would like all of our students to know the answer to. The first place to go would be the teacher that is teaching that course or other students in that class. However, we also have the Learning Resource Center which is a place that any student can go to during study hall or after school to receive general academic help. Our Academic Counselor can also help if you are wanting to figure out course selection, college or university selections or ideas on how to study better.

MLA (Modern Language Association)[edit]

This is the style most commonly used to write papers and cite sources at CAJ.

Formatting[edit]

MLA Abbreviated Style Guide

“Why do I need to learn MLA style?” It is a question we sometimes hear at the Modern Language Association, and the answer is simple. Every time you write a research paper, you enter into a community of writers and scholars. The disciplines in this community all use conventions—think of the ways chemists, mathematicians, and philosophers use symbols and special terms to transmit information. MLA style represents a consensus among teachers, scholars, and librarians in the fields of language and literature on the conventions for documenting research, and those conventions will help you organize your research paper coherently. By using MLA style, you will direct your readers to the sources you consulted in arriving at your findings, and you will enable them to build on your work. (Gibaldi xiii)

MLA Abbreviated Style Guide (PDF)

MLA Video Modules

  1. Setting Paper Size
  2. Format Name Block
  3. Setting the Font
  4. Setting Setting Double Space
  5. Formatting Running Head

Formatting your Paper (see Gibaldi, pages 115 and following for examples)

  • Use 1 inch margins (or centimeter equivalent) on all sides (4.1)
  • Align document to the left margin (don’t center “justify” margins) (4.1)
  • Use 12 point serif font throughout the document (eg. Times New Roman) (4.2)
  • Begin your first page with the following heading in the upper left corner (4.3):
    • your name
    • your instructor’s name
    • class name
    • date (05 November 2011 or November 5, 2011)
  • Double space everything (4.2)
  • Number all pages consecutively throughout the paper in the upper right corner, using your last name and the page number (4.4)
  • Use italics to indicate titles of longer works (novels, textbooks) in your document and put “quotation marks” around titles of shorter works (poems, essays, articles) (3.6)
  • Do not make a title page unless specifically requested by your teacher (4.3)
  • Center the title one space below header (4.3)
  • For titles and names in foreign languages, see 3.1.4 and 3.3.2
  • For use and accuracy of quotations, see 3.7.1
  • For definitions of plagiarism, see chapter 2, p. 51 and following

In-Text Citations

  • Anything you quote or paraphrase or reference in the text must be included on the works cited list (5.3.1)
  • Generally, in-text citations contain the first item in the works cited entry, as well as the page number (5.3.1)
  • If you use the same author repeatedly, or if you reference the author’s name in your sentence, you may simply give the page numbers (3.6.6)
  • If you reference more than one work by the same author, include the first words of the title (ignoring articles “the” “a” or “an”) to distinguish between works
  • Direct quotes from the NIV Study Bible are followed by (New International Version, Gen. 1.1)
  • Indirect quotes from the NIV Study Bible are followed by (Gen. 1.1)

Quotations

  • For prose citation, see 3.7.2
  • For poetry citation, see 3.7.3
  • For drama citation, see 3.7.4
  • If the quotation ends your sentence, place the period after the citation (3.6.1).
  • “If the quotation runs more than four lines in your paper, set it off from your text by beginning a new line, indenting one inch. . . . from the left margin, and typing it double spaced, without adding quotation marks” (3.7.2).

Formatting your Works Cited List (see Gibaldi, pages 123 and following for examples)

  • Begin on a new page; continue page numbers from the text of the paper (5.3.2)
  • Title the list Works Cited, centered at the top of the page (5.3.2)
  • Double-space all entries. Do not skip lines between entries (5.3.3)
  • Alphabetize all entries (5.3.3)
  • Use a ½ inch hanging indent on the second and third lines of an entry (5.3.2)


Common Citation Forms[edit]

NIV Study Bible
NIV Study Bible. Ed. Kenneth Barker. Grand Rapids: Zondervan, 2002. Print.

A Book

Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print.

Two books by the same author

(After the first listing of the author's name, use three hyphens and a period for the author's name. List books alphabetically) Palmer, William J. Dickens and New Historicism. New York: St. Martin's, 1997. Print.
---. The Films of the Eighties: A Social History. Carbondale: Southern Illinois UP, 1993. Print.

Book with more than one author

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000. Print.

Book with a corporate author

American Allergy Association. Allergies in Children. New York: Random, 1998. Print.

Book or article with no author named

(Start the entry with the title of the article or book) Encyclopaedia of Indiana. New York: Somerset, 1993. Print.
"Cigarette Sales Fall 30% as California Tax Rises." New York Times 14 Sept. 1999: A17. Print.

Anthology or Compilation

Shell, Marc, ed. American Babel: Literatures of the United States from Abnaki to Zuni. Cambridge: Harvard UP, 2002. Print.

A part of a book (such as an essay in a collection)

Allende, Isabel. “Toad’s Mouth.” Trans. Margaret Sayers Peden. A Hammock beneath the Mangoes: Stories from Latin America,. Ed. Thomas Chochie. New York: Plume, 1992. 83 - 88. Print.

Article from a reference book

"Jamaica." Encyclopaedia Britannica. 1999 ed. Print

Magazine or newspaper article

Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.

Web site example

Felluga, Dino. Undergraduate Guide to Literary Theory. Purdue University, 17 Dec. 1999. Web. 15 Nov. 2000. (Add URL at the end if required <http://website.com>)

Article on a web site example

Poland, Dave. "The Hot Button." Roughcut. Turner Network Television, 26 Oct. 1998. Web. 28 Oct. 1998.

Online journal article example

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000):33 pars. Web. 5 Dec. 2000.

E-mail example

Kunka, Andrew. "Re: Modernist Literature." Message to Daniel J. Cahill. 15 Nov. 2000. E-mail.

Interview that you conducted

Purdue, Pete. Personal Interview. 1 Dec. 2000.

Sound recording

U2. All That You Can't Leave Behind. Interscope, 2000. CD.

Film

The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen Baldwin, and Benecio del Toro. Polygram, 1995. Film

Awards[edit]

CAJ desires to develop the unique gifts and talents of each student.

  • As part of this process, we present a wide variety of awards to recognize and encourage the use of these talents.
  • These awards are presented on a variety of occasions throughout the year, including at graduation and during assemblies.
  • The following is a listing of significant awards presented to students in CAJ’s high school. In an attempt to be as equitable as possible, every effort is made to maintain a consistent selection process with numerous checks and balances including final validation by the Leadership Team for all awards. A decision not to present specific awards may be made in any given year based on the candidates available. Family members of students who are eligible for the awards are disqualified from participation in the selection process. When students share an award, the monetary amount is split among them.

Honor Roll[edit]

At the end of each semester, a student’s grade point average (GPA) is used to determine the Honor Roll. Half-credit courses are counted at half value. Students with “incomplete” on their report cards are not listed until a grade is assigned. To be on the Honor Roll a student must have a rounded GPA of 3.6 or more for the semester. This is published on individual student transcripts.

Merit Roll[edit]

At the end of each semester, a student’s grade point average (GPA) is used to determine the Merit Roll. Half-credit courses are counted at half value. Students with “incomplete” on their report cards are not listed until a grade is assigned. To be on the Merit Roll a student must have a rounded GPA that is 3.3 or more, and less than 3.6, for the semester. This is published on individual student transcripts.

Other Awards Click here to see list of other awards and it’s descriptions.

Curriculum[edit]

The Christian Academy in Japan offers its high school students a variety of courses. A complete description of the CAJ high school curriculum is available online in the Course Descriptions. Students earn 1 credit for each semester class. Yearlong courses (for example, math) are worth 2 credits. Unless transferring to a different school for unavoidable reasons, students who withdraw from classes before the end of the semester receive no credit. Exceptions may be granted by the head of school.

Advanced Placement Courses[edit]

AP (Advanced Placement) courses are college-level courses taken by high school students worldwide.

  • AP courses provide students an opportunity to take classes with additional rigor and depth.
  • These classes have an increased workload (1+ hours of homework per day) and include an exam (usually in May), on which, if students do well enough, colleges may award credit.
    • Students are expected to be self-motivated and diligent.
    • Many of the courses have specific prerequisites and admission criteria.
    • AP information is available from the registrar Registrar@caj.ac.jp
    • To be eligible for enrollment, students must:
      • have a cumulative GPA of 3.0,
      • have a grade of B or better in the subject area this year,
      • attend a meeting with the AP teacher to learn about the course,
      • have their parents sign a form indicating that they understand that AP classes involve a significant amount of work, and increased fees as well.
      • Exceptions to these criteria may be granted by the principal.
  • GPA Scale: For grades of C- or above in AP classes, 0.5 GPA point will be added (AP A = 4.5, AP B = 3.5, C = 2.5). see Grade Point Average
  • There is a ¥30,000 fee for AP classes that offsets (but does not completely cover) the cost of the test and AP materials.

Adding/Dropping a course[edit]

There are two occasions where students are able to add/drop classes:

  1. A student can add/drop a class before the end of the school year prior to when the course will be taken if there is space and/or the change does not adversely affect the class balance.
  2. A student may also drop/add classes before the end of the first week of school with the permission of the HS principal. However, changes will only be granted under the following conditions:
    • The student completed a summer school course that allows them to take a course in which they could not enroll.
    • There is space in the class in which they desire to enroll.
    • The change does not adversely affect other classes.

If a student wants to drop a class after the first two full weeks of school to take a study hall, the student must provide a written request by a parent and can withdraw with a WP (withdraw while passing) or WF (withdraw while failing). While WP does not affect the GPA, a WF will. AP students can change from AP to the regular course by September 30 without it affecting the transcript. Students who change from AP to the regular course after September 30 will receive a W (withdraw) for the AP class.

All elective classes are yearlong. There will not be any elective changes after the first semester.

  • Students enrolled in yearlong electives (such as chemistry, and AP calculus) are expected to take the class for both semesters. Exceptions may be granted by the principal, based on a written appeal by the parent and in consultation with appropriate teaching staff.

Course Load[edit]

CAJ reserves the right to help a student to manage his/her course load.

  • Seven courses and a study hall are considered a full course load in any semester.
  • Every high school student must have 1 study hall. Second study halls are granted at the discretion of the HS Principal.
  • Intentional exceptions may be made on a case-by-case basis depending on a student’s needs. Please contact the registrar (registrar@caj.ac.jp).

Correspondence courses[edit]

Students may take CAJ-approved correspondence courses to make up classes they did not pass. Students are not to take correspondence courses to complete required classes unless specifically directed by the principal to do so. For a correspondence course to be approved, parents must contact the registrar with a request, and the registrar will submit the request to the principal for a final decision.

Graduation requirements[edit]

In order to graduate from CAJ, students are required to complete the following courses:

For students graduating in 2021

  • 4 credits Bible (one credit for each year enrolled at CAJ)
  • 8 credits English
  • 1 credit Fine arts
  • 4 credits Foreign language
  • 4 credits Mathematics
  • 4 credits PE/health
  • 4 credits Science
  • 7 credits Social Studies (World History, Comparative Politics, US History, Japanese Culture)
  • 1 credit Senior Capstone (including the Senior Comprehensives process)
  • Elective credits to add to a total of 48 credits

For students graduating in 2022 and beyond

  • 4 credits Bible (one credit for each year enrolled at CAJ)
  • 8 credits English
  • 2 credits Fine arts
  • 4 credits Foreign language
  • 4 credits Mathematics
  • 4 credits PE/health
  • 4 credits Science
  • 7 credits Social Studies (World History, Comparative Politics, US History, Japanese Culture)
  • 1 credit Senior Capstone (including the Senior Comprehensives process)
  • Elective credits to add to a total of 50 credits

NOTE: Universities and colleges may require coursework beyond these minimums -- please consult with the guidance counsellors or contact the colleges directly.

Special circumstances

  1. Students who are gone from CAJ for a semester or two and are planning to return are to contact the registrar regarding the schedule they plan to take and are responsible to take classes which meet graduation requirements. If, due to schedule conflicts at the new school, a student is unable to take all expected requirements for CAJ, the registrar will explain the matter to the principal, who will make a recommendation to the head of school for a final decision.
  2. Exceptions to CAJ’s graduation requirements may be granted by the head of school.

Google Classroom[edit]

Google Classroom is a classroom web interface provided by Google for Education. This allows the teachers to interact with the students through announcements, assignments and other online interaction allowing for easier communication, distribution of work and collaboration. The use of this platform is encouraged throughout the secondary courses to create educational opportunities and online interactivity.

Independent Courses[edit]

Independent study courses using CAJ staff are not offered. In specific and rare circumstances intentional exceptions might be made. The principal must approve all independent study courses that use CAJ staff or that are to be included on the

Probation policy[edit]

CAJ uses an academic probation system to help students succeed in school. The high school policy is as follows:

  • Failure in any semester course will result in academic probation for a minimum of one semester.
  • Probation status for those failing a course needed for graduation will remain in effect until the student takes and passes that course (or an agreed substitute course) so that the deficiency is removed and the student is back on track toward completing graduation requirements (38 semesters of specified courses + 10 electives = 48 total for an average of 6 per semester and 12 per year).
  • The student must make up the course needed for graduation according to the following schedule:
    • A course failed during first or second semester of the freshman year must be made up prior to the start of the junior year.
    • A course failed during first or second semester of the sophomore year must be made up prior to the start of the senior year.
    • A course failed during first or second semester of the junior year must be made up prior to graduation.
    • A course failed during the senior year must be made up prior to graduation.
  • If the student does not make up the course by the time specified above,
    • The student who failed a course in the freshman or sophomore year will face probable suspension and will not be readmitted until the course is made up.
    • Further, to be readmitted in the proper grade level, the student must have completed appropriate credits for that grade level missed while on suspension.
    • The student who failed a course in the junior or senior year will not graduate at the end of the senior year.
  • If, while on probation, the student fails a second course, or if the student fails two or more courses in one semester, the student will face probable suspension and will not be readmitted until all courses (or agreed upon substitute courses) have been taken and passed.
  • Further, to be readmitted in the proper grade level, the student must have completed appropriate credits for that grade level missed while on suspension.
  • Students who are on academic probation will not be eligible for cocurricular activities. Exceptions to this policy may be made for any student with a documented learning or emotional disability.

Repeating a course[edit]

A student may repeat a class he/she has passed, with the permission of the principal. (For example, students who earn grades of C- or below in math may be asked to repeat a class and earn a higher grade to be eligible for the next level of math.) The student may earn credit for the repeated course; if the course is a graduation requirement, the repeated course will count as elective credit.

Senior Comprehensives[edit]

Definition Senior comprehensives, a semester long culminating event that is fully integrated into senior classes (Bible, English, social studies), requires seniors to select an issue, analyze it, apply a Biblical perspective to it, and generate an action plan for it that is personal, Biblical, and viable.

Assessments

Senior comprehensives is based on 4 major tasks, each of which is assessed by a panel using a rubric and worth 25% of the final mark:

  1. Research Portfolio: Establish a scholarly research base for the issue consisting of an annotated bibliography, bibliography, and interview.
  2. Project and Summary: Complete a research-based, hands-on project that addresses the issue, demonstrates personal involvement, shows resourcefulness, and engages the community. Write a summary of the project.
  3. Synthesis Paper: Propose an action plan that effectively addresses the issue.
  4. Issue Action Presentation:: Analyze an issue and current global/local* solutions to it, evaluate the issue and solutions using a Biblical perspective, and provide a personal, Biblical, viable action plan regarding the issue.
    • Global/local: meaning, at multiple levels, for example, school, community, city, region, NGO, country/government, world region, world/UN

Transcript Notations
The following is the wording that will be included on your permanent transcript. Each transcript will state:

The comprehensives at Christian Academy in Japan are designed to showcase a student’s talents, skills and applied efforts during a culminating event in their senior year. Please see school profile for specific details.

Next, your rating (and only your rating, not the other levels) will be added. You will receive 1 of the following 5 ratings:

  • (Name of this student) achieved an overall rating of: Exemplary achievement An exemplary rating in this rigorous process requires exceptional work in all of the comprehensive elements and only a few students attain this highest level of achievement.
  • (Name of this student) achieved an overall rating of: Exceeds standard An exceeds standard rating in this rigorous process is a significant accomplishment and is only attained by those who achieve high marks in multiple areas of the comprehensives.
  • (Name of this student) achieved an overall rating of: Meeting the standard Meeting the standard in this rigorous process is a notable and worthy accomplishment and indicates success across all or most of the elements.
  • (Name of this student) achieved an overall rating of: Some Achievement
  • (Name of this student) achieved an overall rating of: Little Achievement

Frequently Asked Questions

  1. Will I graduate if I do not do well on my comps?
    Yes. A poor performance will be reflected on your transcript, but it will not keep you from graduating. (Keep in mind that most of the assignments for senior comprehensives will count for a grade in a given class; the Issue Action Paper and the Issue Action Presentation will not count for a grade in a given class.)
  2. Will I graduate if I do not complete my comps?
    No. You will receive an incomplete and not receive a diploma until you complete your senior comprehensives to an acceptable level that reflects reasonable effort.
  3. Do I have to rewrite all the papers in my writing portfolio?
    No. You may submit the papers you previously submitted, although you may certainly make changes if you are able to. If you are short of time, and have to make compromises, invest your energy in the Synthesis Paper and not rewrites of previous papers.
  4. Can I cut and paste my papers throughout the year into my formal paper?
    Yes: You may certainly use content from other papers, some of it word for word, but the purpose of the final paper is to synthesize what you have learned from various assignments into one formal paper.

Service/Leadership Learning[edit]

CAJ’s mission statement indicates that we are here to equip students to serve Japan and the world for Christ. We aim to integrate skills and knowledge needed to serve throughout our curriculum in order to equip our students to accomplish this goal. We also provide opportunities for students to practice how to serve and to lead others in a Christ like manner.

School Without Walls (SWOW)[edit]

  • High School School Without Walls (SWOW) occurs during a week in the fall, typically tied to Fall Break.
  • The 9-11 program focuses on leadership training while the 12th grade (as part of their Japanese Culture class) travels to Nagasaki.
  • No regular classes occur for the 5 days set aside for SWOW.
  • Currently:
    • Grade 9 does on-campus leadership and teamwork initiatives.
    • Grade 10 travels to Lake Yamanaka for advanced leadership and teamwork training.
    • Grade 11 experiences Wilderness Camp, a multi-night backpacking outing which focuses on leadership training and self-exploration.
    • Grade 12 takes a trip to learn and experience Japanese history and culture and Christianity in Japan.

Senior Thailand Trip[edit]

As a significant culminating experience the seniors experience a week long service trip in the spring.

  • The objectives for this trip include (in order of importance): service, cultural experiences, leadership training and opportunities, and class interaction (for many students this becomes part of the long goodbye).
  • The trip activities are selected to provide authentic connections to the curriculum and senior comprehensives.
  • Students engage in extensive fundraising efforts throughout high school, but especially in their senior year, to support this trip.
    • The trip is funded by the budget, but the fundraising offsets the cost of the trip and finances the service projects themselves.
  • Student fundraising events typically include (but are not limited to): concessions at sports and fine arts events, Fall Festival concessions, and a senior talent show.

Study Hall[edit]

Study halls exist for studying (reviewing one’s agenda, planning and organizing, completing assignments, preparing for tests, doing research). Study hall supervisors may require all students to remain in the study hall room for quiet study for a designated period of time before allowing them to leave.

  • Once assignments and planning are completed, students may use study hall time to:
    • Read quietly
    • Take care of other school business (such as an appointment with the guidance counselor or registrar)
  • Study hall guidelines:
    • Students are expected to study. This means they may not be playing games or engaging in any other activities not directly connected to their education.
    • Study hall teachers will be checking for missing assignments, and additional restrictions will be placed on students who are missing an assignment in any class.
    • The study hall teacher may provide a pass (in the student’s Agenda) for students whose assignment requires them to work in the library, LRC, or computer lab.
    • Music students may take a music lesson or practice on a regular basis during their study hall time.
    • Arrangements should be made with the music department coordinator (Scott Ponzani, sponzani@caj.or.jp) who will provide names to the divisional principal to approve the absence from study hall.

Transcripts, records, and official letters[edit]

Requests for school transcripts, school records including documentation of attendance, enrollment, etc. can be made by filling out a form under the FORMS icon on our website. All requests should be made two weeks in advance of the date needed.

High school students needing transcripts for colleges should follow this procedure: Transcripts, High School