KUNIMOTO ALBERTA INTERNATIONAL SCHOOL

Annual Education Results ReportThree-Year Education Plan 2023-2026

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Introduction to Kunimoto Alberta International School
Accountability Statement
Our stakeholders
Summary of Accomplishments
SWOT analysis
Our Plan for Education
Documents of ImportanceIntroduction to Kunimoto Alberta International School
Kunimoto Alberta International School (KAIS) is an overseas school accredited by the Ministry of Educationof Alberta. Alberta, Canada is an advanced education region with a high performance in the world, ranking
first in Canada by PISA (Program for International Student Assessment). In 2020, the Ministry of Educationof Alberta partnered with Kunimoto Gakuen as a part of its Alberta Accredited International School
program. Currently, there are 14 Alberta Accredited Schools in the world including: China, Mexico, theUnited Arab Emirates, and Cambodia among others. KAIS is unique as it is the only accredited school
offering a double diploma program and the only Alberta Accredited School operating in Japan. In thisunique Double Diploma course students are not only students of Kunimoto Girls' Junior and Senior HighSchool, but also students of KAIS. By taking classes at our two schools for six years, they aim to graduate
with both a Japanese and Canadian high school diploma.

KAIS students will receive the benefits of both the Japanese national curriculum as well as Canada's
excellent education system. There is a focus on creating and sustaining and education built on the ideas ofappropriate scaffolding, an emphasis on English language literacy and numeracy as a foundation for all
learning, the development of fair and consistent assessment practices, the integration of technology andthe use of certified teachers in the development of curriculum at all levels ensures that Alberta has one of
the best education systems in the world. In our double diploma program students learn English as a meansof communication and expression. It is a dual language program. We follow a scaffolded approach withgrade 7 students taking English Language Arts classes and the rest of their instruction being in Japanese. Ingrade 8 students are exposed to social studies, science, and math in English as well as their full English

Language Arts class. In grade 9 students have all their core classes in English with physical education andoption classes also led by qualified Alberta teachers. The goal is for our students to progressively build
English proficiency to a level that prepares them to take the full Alberta program of Studies. These classes
will further support students in learning the important skills of critical and creative thinking, social literacy,
numeracy, and last but not least physical literacy. The goal of this program is for students to foster
teamwork and collaboration, enhance self-esteem and problem-solving skills, and to deepen theirunderstanding of living in a connected and globalized world.
Kunimoto Alberta International School is located in a quiet residential area of Setagaya, Tokyo. The school
shares its campus with a Kindergarten and elementary program. Facilities include the Ariki Memorial Halland gymnasium, a modern computer lab, welcome lounge, kitchen, lacrosse field, tennis court, library, andtea ceremony room. We are a modern school rooted in tradition.
Sporting Excellence

Focus on Arts and MusicThe Kunimoto girls
basketball teams isranked top 8 in all ofTokyo. Our girls showcommitment,excellence andsportsmanship in allthat they do.

The brass band club, open
to all Kunimoto students
has performed to greatacclaim at Tokyo Disneyand Disney Sea. Everyyear parents and staff aretreated to a farewellconcert.

Accountability Statement
The Annual Education Results Report for Kunimoto Alberta International School for the2022/2023 school year was prepared under the direction of the Board of Directors inaccordance with the responsibilities under the Education Act and the Handbook for
Alberta Accredited International Schools. The Board is committed to using the results inthis report, to the best of its abilities, to improve outcomes for students and to ensurethat all students in the school authority can acquire the knowledge, skills and attitudes
they need to be successful and contributing members of society.
The Board approved the Education Plan for 2023-2026 and Results Report for 2022 on October 1st, 2022.
Sakura Tsuji
School OwnerOur stakeholders:
We are dedicated to our students and believe that meaningfully engaging the global community is anecessity for human development. Our goal is to challenge our girls to develop their unique strengths andabilities which will allow them to thrive in a vastly different world than we grew up in. We are preparing
children for an uncertain future, and we know we are not alone in the process of their growth. We arecommitted to a culture of collaboration, transparency and equity and will work hard to engage withmembers on all levels. An Assurance Model for planning means that the Board is committed todetermining the level of confidence that our stakeholders have in our system. We endeavor to consider
the insights of all our stakeholders, including:Vision Statement
In the past, many girls' schools in Japan advocated that students become good wives and mothers.
However, the times have changed. In a globalized world, there is a growing demand for human resources
with strong numeracy, literacy and ICT skills, which have become the common infrastructure of the world,regardless of gender.
The founder, Haruki Ariki, focused on human education to nurture emotions, and at the same time, one of
the educational principles was to foster women who can contribute to the global society. Under thesefounding principles, we aim to educate girls in a new era by combining the education of emotional literacy,and individualism cultural practices and the rich inquiry based education program of Alberta. We want toprovide a rigorous education rooted in the traditions of Japanese culture but focused on problem solving
and critical thinking.
Summary of Accomplishments•

Our school was officially granted Tier 2 Accreditation status as of July 4th, 2022.

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We have hired 3 Alberta Certified Teachers (with one acting as an Administrator)•

Weekly meetings are held between KAIS teachers•

All of our students received iPads, keyboards, and have access to our modern i-Room computerlab.

•Teachers have been trained in distance education and online distribution models.

•Staff and students have access to G Suite and Google Classroom.

•We have added science, math, and social studies in English to our grade 8 students’ timetables andour Grade 9’s have equal instruction time in their Japanese classes AND their English counterpart.

•An integrated studies program has been added in which students will listen to guest speakers andparticipate in various activities including: Writing Haikus, Japanese linguistics, Yoga, making naturaldyes from plants, learning about women’s health, studying issues surrounding the gender gap
among other topics and activities.

Accountability Pillar Summary
Kunimoto Gakuen has an 80 year history and the Canadian program was added in the spring of 2020 withTier 2 accreditation being awarded in July of 2022. As a result, we do not currently have results from theaccountability pillar survey. We have been in contact with Alberta Education regarding AEAM results.
Surveys usually run January-February of each year then we will be able to gather the necessary data. We
have set-up our system access and are preparing for the survey period. We have created local survey
measures and means of data collection in the interim.

Our plan for education:

Outcome: Student Growth and Achievement: KAIS Students are Successful in all English Language
Courses taught with Alberta pedagogical principals.
Students demonstrate success in prescribed provincial learning outcomes and, further, demonstrate
positive, personal characteristics that contribute to success and resilience.
•Students are encouraged to take calculated risks with their learning; mistake making andfailure become a part of the learning process and are normalized since success is not always
achieved on the first attempt.

Students demonstrate academic growth with a focus on literacy and numeracy.
•Students increase their fluency in English language especially disciplinary literacy by taking
progressively more core courses in English and eventually leading to a whole course load inEnglish.

•Staff continues to focus on creating and sustaining and education built on the ideas ofappropriate scaffolding, an emphasis on English language literacy and numeracy as afoundation for all learning, the development of fair and consistent assessment practices, theintegration of technology and the promotion of inquiry-based learning.

Measures: Increasing English literacy rates remains the foundational piece of our program. Prior to April
2020, students completed an entrance examination when entering our program. Unfortunately theseresults are not available. Students had their individual reading levels assessed qualitatively andindividualized student plans were created to target their literacy levels. Graduated online reading programs
were used and students could work their way through levels. This year, to gather data quantitatively, wehave used their AIKEN test levels and matched them with the Alberta literacy benchmarks we want to use
at the end of the year to assess levels. As time progresses, we aim for literacy and fluency rates to be evenhigher. Currently students are using common lit and we attend to lexile scores when choosing our content,
slowly getting students closer to grade level. The inclusion of technology has been important as students
can reinforce their learning at home although we are cognizant that culturally, this is not always feasible
from a time availability standpoint. Students also have support from a Japanese Teacher of English (JTE) insome of their classes and we work closely with their ESL teachers who agree to incorporate subject literacy
into their lessons. Students in grade 9 will take provincial achievement tests (PATs) to evaluate their gradelevel standards. In Grade 12 these students will then write provincial exams to obtain their Alberta highschool diploma.

Outcome: KAIS’s Education System is Well Governed and Managed
There is a need to address effective ways of bridging perceived ‘gaps’ in communication or involvementfrom extended stakeholders through meaningful engagement. Our stakeholders need to feel a sense ofownership over the planning process.

We will establish, monitor and govern a system of education that fosters quality learning and wellness topromote student achievement.
•Our teachers instruct in their core curricular areas and include differentiated planning for ourstudents.

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KAIS teachers meet regularly with Japanese subject counterparts to look at common themes or
topics in the curriculum and try to find ways to support each other. We communicate goals andguidelines to each other to deepen understanding.

•The KAIS team now meets regularly once a week to discuss trends, challenges, andaccomplishments.

•KAIS admin with continue to make timetabling adjustments to meet provincial guidelines

We will employ a cycle of continual improvement to inform ongoing planning and priority setting, and tofurther develop capacity.
•We continue to improve our communication plan and methods by reaching out to community
experts on promotions as well as utilizing staff who are highly skilled in the area.

•Our school continues to have a strong marketing campaign in our local ward of Setagaya in order tocommunicate with our local stakeholders.
oThis has included promotional print materials, posters in train stations, media
advertisements, interviews in local newspapers, information sessions in-person andvirtually, and experiential classes.

We will promote positive community relationships within our school and engage with parents and Alberta
Ed in a timely, frank and constructive manner.
•We continue to use social media (Twitter) as well as monthly newsletters to communicate withparents.

•We have agreed upon a single format report card so students and parent understand theirprogression in learning.

•Our school board and administration continues to analyze trends, challenges, and accomplishments
at Kunimoto and communicates with our KAIS team.

•We will continue to work with the Alberta Education International Schools Program to improve theeducation of all our students.

•We hold community outreach events and open houses for parents and community members toengage with our program.

Guiding Documents:

Ministerial Report on Student Learning
https://www.alberta.ca/ministerial-order-on-student-learning.aspx

Education Act
https://www.alberta.ca/education-guide-education-act.aspx

Program of Studies
https://www.alberta.ca/programs-of-study.aspx

Funding Manual for School Authorities
https://www.alberta.ca/k-12-education-funding-framework.aspx

Alberta Accredited International Schools
https://www.alberta.ca/alberta-accredited-international-schools.aspx

Handbook for Alberta Accredited International Schools
https://open.alberta.ca/dataset/0a0c313b-c795-48d5-9fc9-5d57731ba89c/resource/16d6af79-e4fb-4a02-a55d9efb281b8703/download/edc-handbook-alberta-accredited-international-schools-2020.pdf