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- 14:59, 13 December 2011 (diff | hist) . . (-232) . . Program Focus Group Report, 2011-2012 (→4. To increase student achievement of the learning targets, teachers use a variety of instructional strategies and effectively engage students at a high level of learning, including critical thinking, problem solving, and application.)
- 14:58, 13 December 2011 (diff | hist) . . (-87) . . Program Focus Group Report, 2011-2012 (→3. CAJ’s Leadership Team and teachers collaboratively examine the curriculum and student performance in order to improve learning and teaching (2011 Staff Survey, 12).)
- 14:57, 13 December 2011 (diff | hist) . . (-292) . . Program Focus Group Report, 2011-2012 (→2. Teacher planning, including the use of formative assessment results, focuses on engaging all students at a high level consistent with CAJ’s standards and student objectives.)
- 14:57, 13 December 2011 (diff | hist) . . (-1,311) . . Program Focus Group Report, 2011-2012 (→1. Teachers use a variety of strategies to remain current in research-based professional knowledge and apply their knowledge to improve teaching and learning.)
- 14:56, 13 December 2011 (diff | hist) . . (-49) . . Program Focus Group Report, 2011-2012 (→6. 17% of teachers either somewhat disagree, disagree, or strongly disagree that they give students enough opportunities to choose how they will be assessed (2011 Staff Survey, 19).)
- 14:55, 13 December 2011 (diff | hist) . . (-254) . . Program Focus Group Report, 2011-2012 (→5. CAJ teachers regularly monitor student progress over time, and the use of feedback from students ranges from emerging to proficient.)
- 14:55, 13 December 2011 (diff | hist) . . (-222) . . Program Focus Group Report, 2011-2012 (→4. Student work and other assessments demonstrate student proficiency in the knowledge and skills necessary to achieve the standards.)
- 14:55, 13 December 2011 (diff | hist) . . (-380) . . Program Focus Group Report, 2011-2012 (/* 3. Assessment data is regularly collected (Board Policy 2.4.7), is regularly used by individual teachers, is sometimes used by groups of teachers to modify instruction, and is beginning to be used to make decisions about professional development a)
- 14:54, 13 December 2011 (diff | hist) . . (-487) . . Program Focus Group Report, 2011-2012 (/* 2. CAJ’s curriculum framework calls for the alignment of the student objectives, standards/learning targets, assessments, and instructional approaches, and CAJ’s alignment has not been updated since CAJ started developing and adopting new stan)
- 14:53, 13 December 2011 (diff | hist) . . (-438) . . Program Focus Group Report, 2011-2012 (→1. CAJ teachers regularly use a variety of appropriate assessment strategies to measure student progress toward acquiring understanding of a specific body of knowledge or skills.)
- 14:53, 13 December 2011 (diff | hist) . . (-105) . . Program Focus Group Report, 2011-2012 (→11. CAJ works to capitalize on the benefits of being an international school.)
- 14:53, 13 December 2011 (diff | hist) . . (-430) . . Program Focus Group Report, 2011-2012 (→10. CAJ provides a Bible-based program (2011 CAJ Strengths, Parents: CAJ’s student objectives 1-11, CAJ’s classes 8-11, 16-21; 2011 CAJ Strengths, MS Students: CAJ classes 1, 8, 10, 13-17, 21, 23).)
- 14:52, 13 December 2011 (diff | hist) . . (+1) . . Program Focus Group Report, 2011-2012 (/* 9. Although CAJ has no formal method for conducting student follow-up, there is some data available to provide insight into the effectiveness of the instruction to prepare students for pursuing further education, entering the work force, or meetin)
- 14:52, 13 December 2011 (diff | hist) . . (-64) . . Program Focus Group Report, 2011-2012 (/* 9. Although CAJ has no formal method for conducting student follow-up, there is some data available to provide insight into the effectiveness of the instruction to prepare students for pursuing further education, entering the work force, or meetin)
- 14:52, 13 December 2011 (diff | hist) . . (-154) . . Program Focus Group Report, 2011-2012 (→8. CAJ has clear policies regarding course completion, certification, credits, grades, homework, etc., that guide student progression through the program (2011 Program A Report, strength 1).)
- 14:51, 13 December 2011 (diff | hist) . . (-236) . . Program Focus Group Report, 2011-2012 (/* 7. CAJ works to give all students access to a challenging, relevant, and coherent curriculum through ESL support, classroom accommodations, differentiated instruction, and a relatively wide curricular offering; CAJ currently does not have a gifted)
- 14:51, 13 December 2011 (diff | hist) . . (-270) . . Program Focus Group Report, 2011-2012 (→6. There are a variety of ways in which CAJ Leadership Team and teachers use collaborative strategies to examine curriculum design and student work in order to refine lessons, units, and/or courses.)
- 14:50, 13 December 2011 (diff | hist) . . (-244) . . Program Focus Group Report, 2011-2012 (→5. CAJ has an ongoing curriculum review and evaluation process that has a significant impact on providing a challenging, coherent, and relevant curriculum for all students.)
- 14:49, 13 December 2011 (diff | hist) . . (-326) . . Program Focus Group Report, 2011-2012 (→4. CAJ students demonstrate acceptable student achievement of the student objectives and curricular standards.)
- 14:48, 13 December 2011 (diff | hist) . . (-391) . . Program Focus Group Report, 2011-2012 (→3. CAJ implements a standards-based curriculum that also addresses the student objectives.)
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