Academics

Instructional Program

A-JIS will be organized into Elementary, Intensive and Middle school divisions, with a principal responsible for each.

The principal, with the assistance of the faculty and staff, will ensure that the instructional programs of the division is organized in such a way as to further the mission, purpose and philosophy of the School, remain consistent with the policies adopted by the Head, or designee, and within the limits of existing resources, optimize student learning.

Grouping for Instruction

A-JIS supports the instruction of students within heterogeneous classrooms that recognize and accommodate individual student differences in learning style, ability, and interests. Age appropriate grade level assignments are made and, therefore, acceleration of students beyond the standards and benchmarks of their grade level is not encouraged. At the same time, the School’s objective is that every student will be continually challenged and inspired to achieve his/her full academic potential.

The school recognizes the need to address grouping for instruction by division in developmentally appropriate ways in order to optimize student learning. The Head, or designee will assign students in the Elementary and Intensive Schools to self-contained classes in such a way as to optimize balance and will be inclusive of but not limited to consideration of the following areas: native language background, gender, social development, academic ability, English proficiency and class size.

Classroom teachers may group students for instruction in ways that promote differentiated instruction for all members of the class. With the knowledge and approval of the principal, teachers may create team teaching opportunities and/or other interclass groupings.

Instructional Methods

A-JIS in support of its mission and philosophy that all students be the best they can be, both academically and socially, recognizes that a variety of instructional methods based on best practice be used.

Instruction of students will:

①    Take into consideration individual capabilities and personal needs,

②    Recognize that change in education is continual and developmental and, best practice based on current research will be supported through the hiring of staff and professional

③    Lead to independent thinking, exploration, and the desire of all to live the school’s ethos that “learning in itself is a way of life.”

Differentiated Instruction

The main aim of A-JIS is to help every student reach their full potential in learning.  As each class is made up of students of different ages, with differing concepts, aptitudes, skills and knowledge, it is essential that students be treated as individuals with regard to the way in which concepts are presented to them, and in the type of work expected from them.

Differentiation is the process by which teachers provide opportunities for students to achieve their full potential by having them working at their own pace through a variety of relevant learning activities.  Differentiation occurs when there is a plan by the teacher for the purpose of maximizing the intended learning of pupils based on their differing individual needs.

Differentiation must always be of a highly positive nature, emphasizing the achievements of students, and encouraging them to believe that success is possible.  It should cater to individual interests and abilities, and should ensure student success.  Differentiation enhances individual capabilities, strengths and interests.  It also ensures more accurate record keeping, makes assessment procedures more effective, allows for early diagnosis of learning difficulties, helps identify specific gaps in learning, and leads to better motivation and behavior.

A-JIS endeavors to cater for the individual needs and abilities of all students, find effective ways of responding to those needs and abilities, and to match them to appropriate learning styles.

A-JIS expects that teachers will plan learning experiences that include a variety of opportunities for students to have their individual needs met.  Each unit of work should have enduring understandings and learning outcomes based on A-JIS standards and benchmarks that is accessible to all students.

When designing differentiated learning opportunities, teachers need to keep in mind that at least one of the three curricular processes, content, process, or product, be differentiated by readiness, interest, or learning profile.  Any differentiation structure may be used in a classroom provided that it:

• meets the needs of the students
• addresses one or more curricular elements: content, process, product
• addresses one or more student characteristics:  readiness, interest, learner profile

English as a Second/Foreign Language in the Mainstream Program

In support of the mission, aims and philosophy of A-JIS, English language learners will be admitted to the school in accordance with the admissions policy.  Through a program that embraces differentiation, A-JIS will provide a program of support for students who are English language learners.

The intent of any program or supports provided to English language learners is not to replace the child’s mother tongue, but rather to help the child develop cognitive academic language proficiency in the English language.  The goal is to teach cognitive academic language proficiency so that English language learners are peer competitive with native speakers of English on English language materials at the students’ grade level.  Students are identified as requiring ESL/EFL support through a number of vehicles: standardized testing results, reading assessments, writing assessments, listening assessments, and/or speaking assessments.  Any area(s) where teachers identify an ESL/EFL problem may result in learning support for the identified student.

Learning support for students identified with ESL/EFL difficulties may come in the form of Skill Development Sessions, Saturday school, pull out classes, or in class support.  Furthermore, once a student is identified with ESL/EFL difficulties, the respective principal will communicate to all teachers concerned, the areas of difficulty so teachers can differentiate their instruction to maximize learning for the identified student.

Recognition of Religious Beliefs and Customs

A-JIS respects the right of each individual to hold religious beliefs. However, religious doctrine will not be taught as a separate class in the school.
A-JIS may include consideration of religious subjects as they are reflected in literature, art, performance and the lives of religious personages, the history of religious beliefs and customs, the study of the influences of religion in history and civilization, as they relate to human culture and development. Consequently, classroom teaching in any subject provides opportunities for students to develop their own values and patterns of belief.
The school will provide a culturally sensitive balance in school wide activities and events which reflect the diverse cultures and beliefs of the students who attend A-JIS. However, there will be no attempt to promote or impose specific religious beliefs on students. Individuals will not be required to participate in any school activity contrary to his or her religious beliefs.
In accordance with the Parent/Guardian Student Handbook and with approval by the Head, or designee, students will be free to express, demonstrate or inform others about their cultural heritage, including but not limited to religious holidays, secular holidays, and celebrations.

Learning Support

Students will be admitted to the school in accordance with the school’s admissions policy. However A-JIS recognizes that students come to A-JIS with diverse range of learning and developmental abilities and different levels of readiness.  In accordance with the school’s P & O – MAP – we endeavor to meet the needs of all enrolled students.  This learning support policy is designed to support current students who in order to be successful at school require additional assistance beyond:
①    differentiation in the classroom
②    in-class teacher interventions
③    small group or one to one tutorials (SDS / Saturday school/ home tutor) – which do not exceed two sessions per week

A-JIS recognizes that the social, emotional and behavioral well-being of students is integral to their academic success.  Accordingly students may require extra support in the following domains:    
①    academic
②    social / emotional
③    behavioral
The type and level of support services offered to individual students as determined by the Student Support Team* will be designed to foster students’ academic achievement as well as social and emotional development. The school accommodates students identified in need of learning support within the parameters of its existing resources and program options.   Learning support services are not intended to provide alternative courses of study; rather they are intended to help a student be successful within the regular school curriculum. Classroom teachers maintain primary responsibility for instruction and work in collaboration with the Student Support Team to ensure a student’s learning needs are met.
The school does not have an educational program for:
①    Student with moderate to severe learning needs. A student with moderate to severe learning needs is defined as one who requires more than an average of 60 minutes per day individual or small group support in order to be successful within the core academic program. 
②    Student who requires intensive remediation or a self-contained learning environment.
③    Student with moderate to severe cognitive, developmental, physical and/or emotional needs/disabilities.
④    Student who exhibits a continual pattern of behavior in the classroom that is disruptive to the learning process.
* The Student Support Team consists of administrators, teachers and other personnel who meet to discuss the needs of identified students, to prepare strategic plans for the support of their learning and to assess and review students’ progress and resulting needs. The Student Support Team will develop and articulate a rationale for the need and nature of learning support, making recommendations to the administration who will then match student needs with staffing and other resources.

If the administration deem that those resources are inadequate to meet an individual student’s needs, the Head or designee may deny continued enrollment.

The Head of School or designee will periodically review the effectiveness of the program and support for students and provide recommendations for improvements as needed.