ACS WASC MID-CYCLE VISIT
VISITING COMMITTEE REPORTACCREDITING COMMISSION FOR SCHOOLSWESTERN ASSOCIATION OF SCHOOLS AND COLLEGESFORCOLUMBIA INTERNATIONAL SCHOOL
153 Matsugo, Tokorozawa, Saitama 359-0027
February 19-21, 2024.
Visiting Committee Members
Shawn Vento, Chairperson
Head of School, Korea International School, Jeju Campus
Jonathan Reece Rasson, Member
7th/8th Grade Teacher, New Life International School

ACS WASC Mid-cycle Visiting Committee ReportI.

Introduction

Established in 1988, Columbia International School (CIS) has evolved into a prestigious K-12
international institution, providing an English-language curriculum accredited by the Ontario
Ministry of Education and the Western Association of Schools and Colleges (WASC). Located inTokorozawa, Saitama, a western suburb of Tokyo, CIS has become a hub for students fromdiverse backgrounds, reflecting its commitment to fostering global citizenship.
School Overview:
Columbia International School serves as an overseas-inspected private school, catering tostudents from a wide geographical radius. The school is comprised of three divisions:
elementary (K-6), junior high (grades 7-9), and high school (grades 10-12). With a mission toprepare students for post-secondary education in North America’s finest universities and nurtureinternational perspectives, CIS actively engages its community in promoting academic success,personal growth, and social awareness.
Demographics:
Currently enrolling 298 students, with 60.6% being Japanese nationals, CIS embraces a richcultural diversity, with students from Korea, China, and various other countries. The school
actively recruits students from the Japanese public school system, and approximately 70% ofstudents are English as a second language learners. The school operates a small boardingprogram a five minute walk away from campus that currently accommodates 24 students insingle occupancy rooms. The engagement of parents and guardians is facilitated through anactive Parent-Teacher-Staff-Association (PTSA), working collaboratively to enhance students'
well-being at home, in school, and in the community.
Academic Programs and Performance:
Aligned with the Ontario curriculum, CIS places a strong emphasis on academic achievement.
The Expected School-wide Learning Results (ESLRs) outline key areas of focus, emphasizing
personal and interpersonal growth, academic success, and global citizenship. The school'scommitment to continuous improvement is evident in its self-study process, with a particularemphasis on instructional improvement and student achievement since the first WASC-Focus
on Learning Self Study visit in 2002.
Matriculation and Achievement Data:
CIS has demonstrated success in preparing students for post-secondary education, as reflected
in matriculation data. The school's core academic achievement grades in English, Mathematics,
Science, and Social Studies reveal a commitment to maintaining high standards and fostering

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ACS WASC Mid-cycle Visiting Committee Reportlongitudinal growth.
Significant Changes and Developments:
Since the last visit, a few changes to the staff have occurred. Most notably, the previous WASC
coordinator retired and has been replaced by another teacher. Additional teachers have also
been hired as some teacher’s roles have been shuffled around due to school growth. CIS has
made efforts to develop the technology in the school, as they begin to slowly implement iPads
and large screens into classrooms. Finally, parts of the exterior of the school have also been
upgraded, such as a new astro turf field and a gardening area installed for the elementaryschool. No new major curriculum changes have been made since the last visit, other thanadding MCV4U (Mathematics, Calculus, and Vectors) a class that was requested by parents
and students.
Stakeholder Engagement and Progress Monitoring:
Stakeholder engagement at CIS is facilitated through an active PTSA, monthly meetings,
schoolwide PD days each term, and collaborative efforts between parents, the executive
director, the principal, teaching, and office staff.
Regular monthly PTSA meetings provide a platform for open communication and the exchangeof ideas, ensuring that various perspectives are considered in the decision-making process.
The student council acts as an effective liaison between the students and school leadership,
and the leadership supports them in facilitating and running various school events.
The Mid-Cycle Progress Report, was prepared by CIS teachers separated into focus groups(action plan groups) and reviewed by the principal and WASC coordinator. The finalized report
was made available to all faculty and staff for final input. The faculty panels the visitingcommittee spoke with were familiar with the contents of the report and were able to speak about
the work that had been completed on the schoolwide action plan. The engagement ofstakeholders has ensured a comprehensive and accurate representation of the school's current
state. The PTSA's involvement, alongside the collaboration with parents, and various school
personnel, reflects a commitment to transparency and accountability.

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ACS WASC Mid-cycle Visiting Committee Report

II. Progress on Implementation of the Schoolwide Action PlanAction Plan #1
The school's action plan #1 initially aimed to prioritize schoolwide improvement processes
through systematic data collection and analysis, utilizing objective standardized measures akinto MAP and PSAT assessments. At present, the only standardized test they currently use is theOntario Secondary School Literacy Test (OSSLT) for the high school division. The actions taken
for this step involved the analysis of current data collection methods, which identified limitations
in standardized data collection, and its use to inform instruction and policies. Thus the school
has taken steps to improve by planning to implement surveys to gather stakeholder opinions.
School leadership and faculty are still considering and discussing the need for other objective
standardized tests in addition to their current practice of tracking course grades, based on theOntario learner goals, as the primary source of information to gauge the level of student
learning. The visiting committee feels this is still an area for further improvement, whereadditional objective standardized testing could be used to quantifiably assess the effectivenessof the CIS curriculum across all grade levels and subjects, both the strengths and areas ofimprovement. Moving forward, the school could focus on integrating other objective
standardized measures alongside existing data collection methods to provide comprehensive
insight into student learning outcomes and areas for improvement. While the school has madestrides in making data-informed decisions, efforts to implement additional forms of datacollection will contribute to further growth in effectively using data to drive schoolwide
improvement processes.
Action Plan #2
The school has demonstrated significant growth in addressing action plan step #2 related toregularly updating written policies, charts, and handbooks that define professional roles andresponsibilities. The actions taken include the comprehensive review and update of various
documents such as the student handbook, curriculum expectations, standardized contracts,
health and safety protocols, safeguarding documents, and ongoing efforts to update laptop andmobile device expectations as well as sports/activity safety guidelines. The recognition received
from childsafeguarding.com attests to the school's proactive efforts in safeguarding students
and staff. Additionally, the current review and redevelopment of the teacher appraisal programindicates a commitment to continuous improvement in supporting the development of theteaching staff. The visiting committee encourages CIS to maintain this improvement by following
a documented process for the regular review of handbooks and other policies, ensuring they are
consistently updated over time as needs arise. Implementing a structured approach willcontribute to sustained growth in maintaining up-to-date and relevant documentation. Overall,
the school has made commendable progress in this area, and improvement in the review
process will enhance the sustainability of these efforts.
Action Plan #3
The school has demonstrated progress in addressing action plan step #3 related to consistentcurriculum planning and opportunities for professional collaboration. Action Plan #3 resulted in
the creation of an organized folder on the school's network containing Ontario curriculum
documents, primarily containing the Ontario academic standards, for all grades and divisions.

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This initiative is intended to provide teachers with easier access to these documents, fostering amore cohesive approach and minimizing overlapping content. The visiting committee found thatmuch of the curriculum, and by extension the standards, are then translated into the course
outlines and student descriptors. The course outlines are renewed each year and written
following the standards and guidelines of the Ontario Ministry of Education. These outlines areaccessible to all teachers and staff, so curriculum planning can be meaningfully completed.
However, a more cohesive framework for more professional collaboration opportunities would
ensure that the curriculum planning across the school would have more meaningful scaffolding.
The commitment to providing dedicated time for professional collaboration, as evidenced
through monthly divisional meetings and informal interactions, reflects progress toward
improvement. Overall, the school's efforts to streamline curriculum planning and enhancecollaboration contribute to a more cohesive and effective educational experience for students.
Action Plan #4 / #6
The school has made substantial progress in addressing the action plan step #4/#6 related tothe development and adoption of a comprehensive child protection policy. The actions taken,
including the review and enhancement of the Child Protection Policy in collaboration withexternal specialists, the creation of the CIS Student and All Staff Protection Protocols andGuidelines, and the implementation of mandatory annual professional development courses inchild safeguarding, demonstrate a strong commitment to ensuring the safety of students. The
school's proactive efforts have been recognized and awarded by childsafeguarding.com,indicating compliance with regulations and best practices. Additionally, the strides made inproviding counseling professional development, such as through TELL, indicate excellentprogress. Ongoing efforts in policy review, language inclusivity in the handbooks, andcontinuous professional development will further enhance the effectiveness of the childprotection framework and contribute to the overall safety and well-being of students. The visiting
committee encourages CIS to continue to formalize and document the review process forcontinuous improvement creating an opportunity to enhance transparency and accountability inthe policy's ongoing evaluation and refinement.
Action Plan #5
The school has demonstrated responsiveness to the action plan step #5 by recognizing theneed for a curriculum review cycle, particularly focusing on science and math-related fields. The
recognition of student and parent desires for additional on-site course offerings in science andmath led to the introduction of the MCV4U (Mathematics, Calculus, and Vectors) option and theconsideration of more courses in the future based on expressed needs. CIS’s recent review of
the curriculum against university entry requirements reflects an awareness of global academic
standards and the school's commitment to meeting them. At present, due to the limited interestin the advanced science physics course, with only three students taking it this past year, thecourse is not offered on-site but is still made available through the online provider. Somestudents did voice their concerns to the visiting committee about the ability to take moreadvanced math classes, implying that they may be unaware of the options available to themonline. More clear communication of all course offerings may be needed to help mitigate theseconcerns.
Action Plan #7
The school has demonstrated progress in addressing the action plan step #7 concerning
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ACS WASC Mid-cycle Visiting Committee Reportclarifying the role of the governing authority and enhancing transparency in the budgeting
process. The creation and sharing of an updated organogram for the business office andsupport staff, along with ongoing efforts to expand its scope to include all teaching staff, reflect a
commitment to clearly defining roles and responsibilities related to decision-making on resource
allocation. The school's robust accounting and budgeting system, aligned with Japanesebusiness and education authorities, is a noted positive aspect. The inclusion of resource
allocation and acquisition policies in the teacher handbook also adds a layer of transparency.
The visiting committee acknowledges that the school is owned by a private company andtherefore certain aspects of the company's budget may not be made public. Despite somerequests for total transparency of the budget breakdown, it is understandable that it is not fully
possible or necessary. It was noted by the visiting committee that the school appears to bewell-resourced and that requests for necessary materials were generally approved by thePrincipal with board approval required for large capital requests such as the building of the newturf field. Overall, the steps taken showcase progress, and continued efforts in response to
stakeholder feedback will contribute to ongoing improvement in transparency and governance.
Action Plan #8
The school has made significant progress in addressing the action plan step #8 related toreviewing marketing strategies to promote the school and student enrollment. Following acomprehensive analysis of their marketing strategies, the school has taken proactive steps toenhance its reputation and visibility. The updating of the school website, creation of promotional
videos, and initiation of live-streaming events demonstrate a commitment to showcasing theschool's strengths and engaging the wider community. Furthermore, the involvement of staff indeveloping an online newsletter and organizing community events such as speech contests
reflects a collaborative approach to promoting the school. The recognition of the school'ssuccess, evidenced by near-capacity enrollment and waiting lists in many grade levels,
underscores the effectiveness of these marketing efforts. Moving forward, the planned survey toprioritize promotional methods will provide valuable insights for further refining marketingstrategies to sustain and build upon the school's success. Overall, the proactive approach andpositive outcomes indicate a successful implementation of the action plan step.

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III. Schoolwide Areas of Strength and Critical Areas for Follow-up
Schoolwide Areas of Strength:
1. CIS faculty and leadership demonstrate caring, concern, and high expectations forstudents in an environment where individual and cultural differences are honored, andwhere students across all divisions feel safe, supported, cared for and accepted by theirpeers and their teachers.
2. CIS has built a collaborative culture of mutual respect, inquiry, and effective
communication between faculty, parents, and students, in which student self-esteem isfostered through character education, high expectations, and recognition of student
success.
3. The governance and leadership collaborate effectively in the best interests of the school
and maintain appropriate professional distinction of roles and responsibilities. The
leadership is highly responsive to the needs of the school community.
4. The well-qualified CIS faculty is proactive in developing and refining their practices anddedicated to student and collegial needs, offering individualized classroom attention.
5. CIS teachers have developed high-quality Learning Goals, Success Criteria, Course
Outlines, and Student Descriptors which are well communicated to students. Students
know from the beginning of a unit what is expected of them, and how they candemonstrate achievement of the standards.
6. CIS has a well-developed ESL program that allows students to progress at their own
pace, with the goal of passing the Ontario Secondary School Literacy Test as one of
their graduation requirements. The ESL reading program is consistent through theElementary, Junior High, and Senior High divisions.
7. CIS effectively supports professional development with time, personnel, material, andfiscal resources to facilitate all students achieving the academic standards and theschoolwide learner outcomes.
8. The school community (faculty/staff, students, PTSA, parents) collaborate well todevelop high quality student events (Christmas Fiesta, Halloween, Spirit Cup, etc.) thatare recognized as a strength of the school.
9. The leadership and faculty have developed and adopted a child protection policy that
includes a code of conduct for appropriate behavior of adults toward children andchildren toward other children, reporting procedures, and mandatory faculty/staff training
programs to ensure the safety of students at all times.

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Critical Areas for Follow-up that have not yet been fully Addressed:
Leadership and faculty should prioritize schoolwide improvement processes driven by thesystemic collection and analysis of data by all appropriate stakeholders in order to effectively
guide the work of the school and provide accountability and monitoring of the schoolwide action
plan. The school should seek objective standardized measures, in the vein of the MAP andPSAT assessments, to measure the effectiveness of the CIS program. Leadership should workwith the faculty to use these measures to inform a regular review of the curriculum and otherschool programs that involve all relevant staff.
Leadership and faculty should continue to develop processes to regularly review and update
written policies, charts, and handbooks with particular attention focused on child protection
policies and practices, professional growth plans, and teacher appraisal procedures.
Trust-Based Observations (Craig Randall) may be one option CIS may want to explore as a way
to maximize teaching and learning growth.
Leadership and faculty should implement a cohesive framework and process for consistentcurricular planning throughout the subjects and school divisions, with the priority being toprovide dedicated time for professional collaboration.

New Critical Areas for Follow-up:
CIS has recently developed a technology committee for the purpose of researching and bringing
in new technology for the classroom that will better support student learning. Additionally, thetechnology committee has been responsible for determining faculty professional learning needs
that will support the use of new instructional technology. This prioritized work should beincluded as part of their schoolwide action plan moving forward.
Columbia International School should continue to make progress on their current schoolwide
action plan which is outlined in their Mid-Cycle Progress Report (2023) with updates made asnecessary.

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