Mid-Cycle Visit2020-2021

1-15, 5 jo 19 chomeHiragishi, Toyohira-ku,

Sapporo, Japan062-0935

April 26th -28th, 2021

Accrediting Commission for SchoolsWestern Association of Schools and Colleges

CONTENTS

I: Student/Community Profile Data....................................................... 02

II: Significant Changes and Developments.............................................. 35

III: Ongoing School Improvement............................................................ 37

IV: Progress on Critical Areas for Follow-up/Schoolwide Action Plan...... 38

V: Schoolwide Action Plan Refinements................................................. 43

Appendix 1 - School Boarding Program Updates.......................................... 52

Appendix 2 - 2017 WASC Criteria on Child Protection.................................. 56

Appendix 3 - Important Linked Documentation............................................ 59

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I: Student/ Community Profile DataVISION STATEMENTMindful leadership and learning through academic pursuit, character development and global engagement.

MISSION STATEMENTAt HIS we believe in:

● global engagement● growth for all● repeated positive struggle● the need for lasting connections between knowledge, skills and understandings● experiential learning● learner-centered experiences● character-rich environment

SCHOOL-WIDE LEARNING RESULTS - THE “HUSKIES”Honest Learners and Leaders who• manage their lives with integrity • make ethical and moral choices • are self-motivated and self-directed • sethigh standardsUnderstanding Collaborators who• contribute to the betterment of groups • analyze, evaluate and synthesize information • work well with diverseindividuals and situations • actively participate in serviceSolution Creators who• persevere • self reflect • demonstrate resilience and flexibility • strive for innovationKnowledgeable Thinkers who• show curiosity and interest in their world • are confident and explore new experiences • demonstratepurposeful creativity • use multiple resources for researchInternationally Minded Citizens who• display courtesy and respect for themselves and others • are caring stewards of their own and the globalenvironment • transfer knowledge and skills to real-world situations • understand cultural and personaldifferencesEffective Communicators who• actively and empathetically listen, speak and discuss • read and write critically and effectively• purposefully use technology • express themselves through the artsSocially and Personally Responsible Individuals who• take ownership for their identity and actions • demonstrate reliability and commitment • manage personalresources • pursue physical and mental health

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GENERAL SCHOOL DESCRIPTION:● In 2020-21, HIS celebrates sixty-two years of providing private, co-ed international education in Sapporo● Governed by a nine-member, self-appointing Executive Board supported by a Board of Councillors that

according to HIS Articles of Incorporation may range in size from 18 to 30.● The Executive Board includes the Head of School, a representative from the US Consulate, and either

current HIS parents, parents of alumni, or other community stakeholders.● The Board of Councillors is chosen from staff reps and members of the extended school community who

have an interest in the existence of an international school in Hokkaido - in particular, in Sapporo andNiseko.

● The school is incorporated in Portland, Oregon, USA and exists in Japan under Gakkohoujin (EducationalCorporation) status.

● HIS received initial WASC accreditation in 1994 and was subsequently granted four more consecutive6-year terms (2000, 2006, 2012, and 2018).

SCHOOL SETTING● Sapporo City, with a population of 1.9 million, is Japan’s fifth largest city. Sapporo is the administrative,

educational, cultural and business capital of the prefecture but does not have a large industrial base andis not a location for major foreign investment.

● Hokkaido International School is located approximately five kilometers from the city center on a 6,879square meter (0.69 hectare, 1.7 acre) parcel of land in the Hiragishi neighborhood of Sapporo.

FACILITIES● The school building, wholly owned by HIS, consists of a single, four-story structure (above ground) with a

small basement. The building was completed in 1995 and has been continuously maintained andimproved.

● Two dormitory buildings are located on campus, one built in 1995, the second completed in 2018.● There is a paved parking lot to the back of the dormitory building and a 3/4-length soccer pitch located

immediately behind the school building. The field is encircled by a running track. There is a playequipment area with a rubberized surface and three equipment storage buildings.

● Aside from a small basement level containing the boiler and heating equipment, the school consists of thefollowing rooms and spaces:School BuildingGround Floor

● Student entrance & shoe boxes● Teacher/Guest Entrance & shoe boxes● Administrative offices & nurse’s room● Multipurpose Room with stage● Kitchen

● Early Years room(s) with separate bathroom facilities● Milepost 1 classrooms● Communications office● Toilets and wheelchair accessible toilet

Second Floor● Copy room● ELL classroom● ELL storage room● Teacher’s lounge / elementary book resource space /

alternate secondary teaching space● Japanese and Spanish language teachers’ office

● Elementary storage room● Mobile computer lab● Staff & Student bathrooms● Milepost 2 & 3 classrooms● Middle school classroom● Toilets

Third Floor● Art Room● Library (10,000 volumes)● Principal’s office● Staff & student bathrooms● Computer lab (22 Mac computers)● IMYC Room (this and the neighboring room can be

combined into a single space using a retractable wall)

● Language Arts Room● Japanese language classroom● Social Studies Room● Math Room● Science Lab● Music Room (semi-soundproofed)● Toilets

Fourth Floor● Gymnasium with stage● Ball storage room● Changing Rooms● Weight room/PE teacher’s office

● Balconied 5th ‘level’ above the gym● Sound booth above stage left● Balcony storage spaces● Toilets

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● The old dormitory (built in 1995) consists of the following rooms and spaces:Old Dormitory (boys)Ground Floor

● Main entrance, shoe boxes and entry hall● Common bathroom● Boiler room● Ski, boot and snowboard storage space● Guest room (Japanese style)

● Common living room● Common dining room● Common kitchen● Dormitory coordinator’s apartment (2 bedrooms, living room,

utility and bathroom)Second Floor

● Boys residential floor (5 rooms, 2 residents per room) - 10student maximum

● Luggage storage room

● Bathroom (complete with shower room, bath tub room andwasher/dryer facilities)

Third Floor● Girls residential floor (5 rooms, 2 residents per room) - 10

student maximum● Luggage storage room

● Bathroom (complete with shower room, bath tub room andwasher/dryer facilities)

● The new dormitory (built in 2018) consists of the following rooms and spaces:New Dormitory (girls)Ground Floor

● Main entrance, shoe boxes and entry hall ● Ski, snowboard, storages and bike storage spacesSecond Floor

● Girls residential floor (4 rooms, 2 residents per room) - 8student maximum

● Common living room / kitchenette● Luggage storage room

● Bathroom (complete with shower room and washer/dryerfacilities)

● Dormitory coordinator’s apartment (1 bedroom, living room,kitchen, utility and bathroom)

Third Floor● Boys residential floor (6 rooms, 2 residents per room) - 12

student maximum● Common living room / kitchenette● Study Hall / Balcony

● Luggage storage room● Bathroom (complete with shower room and washer/dryer

facilities)

HIS FACILITIES REPAIRS 2018-2021● MPR Tile Carpeting● Replacement and upgrade of main kitchen in old dorm● Expansion of the dining area in old dorm● Reconstruction of main living area of old dorm● Wall paper replacement throughout the old dorm● Installation of kitchen in dorm coordinator’s apartment in old dorm● Boiler replacement (Summer 2020)● EY flooring upgrade to wood● Installation of science room fume hood

TECHNOLOGY UPGRADES 2018-2021See 2018 -2022 IT and Technology Report

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Dormitory Residents 2017 - 2021:2017-18 2018-19 2019-20 2020-21Passport Totals Passport Totals Passport Totals Passport TotalsUnited States 3 United States 4 United States 4 United States 7Japan 2 Japan 2 Japan 4 Japan 7UK / Spain 1 UK 1 UK 2 UK 1Korea 1 Korea 1 Korea 1 Taiwan 2China 2 Malaysia 1 Malaysia 1 Pakistan 1Japan / Canada 1 Japan / Canada 1 France 1 Thailand 5Taiwan 3 Taiwan 3 Taiwan 2 Russia 1Australia 1 Pakistan 1 Pakistan 1 Russia / Australia 2Indonesian 3 Indonesian 2 Indonesian 2 India 1Japan / Australia 2 Japan / Australia 2 Japan / Australia 2 NZ / Japan 1Thailand 1 Thailand 4 Thailand 5 Mexico 1Vietnam 1 Vietnam 1 Russia 1 China 3Russia / US 1 Russia / Australia 1 Russia / Australia 2Japan / Korea 1 Japan / Korea 1 Australia 1Russia 2 India 1 India 1Philippines 1 NZ / Japan 1 NZ / Japan 1Russia / UK 1Russia / Australia 1Japan / US 1Year High Total 29 Year High Total 27 Year High Total 31 Year High Total 32(boys) 24 (boys) 23 (boys) 23 18(girls) 5 (girls) 4 (girls) 8 14The dormitory brings valued diversity to the school, providing a home for mainly international students.

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Dormitory Trends:Dorm residents choose HIS for the following reasons:

● They have an interest in experiencing Japanese culture while maintaining their studies in English.● HIS and its dormitory represent an affordable option. HIS tuition fees are among the lowest of

international schools in Japan, making it an economical choice for many looking for a boarding schoolexperience

● HIS provides students and families in East Asia a relatively close international school alternative tonational systems of education in their home countries. These families often come from countries that havelegal restrictions precluding their children from attending international schools.

● The HIS dormitory provides international employees of Far East Russia oil fields with the closestinternational school option at the secondary level.

New Trends in the Dorm:● More students from other Asian countries: HIS continues to see an increase in dorm applications from

other neighboring Asian countries - in particular Taiwan, China and Thailand.● More female dorm students: The addition of the new dorm in 2018, targeted advertising and the offer of

HS scholarships for those qualifying have succeeded in fixing the gender imbalance in the dormitorypopulation seen in previous years.

Challenges● Covid 19: As with many things, the outbreak of Covid 19 in fall 2020 has brought with it several

challenges for the dorm.○ Started in August 2020 with 18 out of 34 dormitory students unable to return to Japan after

summer break○ 2 dorm students subsequently decided not to return at all○ 3 new dorm students subsequently decided not to enroll after all due to the difficulties posed by

the pandemic○ By the end of semester one, the dorm still had 7 students not yet attending in person

Building a New Long-Range Strategic Plan for HIS:Strategic planning will be impacted and informed by the following factors:

● Head of School transition (2020-2021) which will avoid major initiatives until 2021-2022● Future strategic plan initiatives mapped out by the executive board following extensive board training

received in September 2020● Initial stages of community-wide feedback initiated by administration to inform strategic planning - Begun

by administration in Fall 2019● Initial work begun by the Leadership Team on Strategic Planning - Begun Fall 2019● Ongoing economic factors from a shortfall in student enrollment● Economic impact of the Covid-19 outbreak● Health of the school’s investment portfolio● Circumstances of the school’s reserve accounts● New curricular and school-wide professional development needs● Marketing Strategies followed up on and/or adopted by new administration and the Executive Board● Plans for scholarships (both current and future)● Redevelopment of the school’s sports field and playground● Establishment of a functioning Alumni Association● Incorporation of unaddressed aspects of the Long Range Maintenance Plan● Staff and faculty hiring needs and projections● School vehicle replacement projections and plans● Ongoing review of the HIS Niseko campus project, including expansion plans to include a middle school● HIS Niseko facilities review in collaboration with Niseko Town

New Head of School Goals:In year one, as part of his entry plan, the incoming HoS conducted a series of listening sessions, asking all staffmembers to meet individually and meeting with many other community stakeholders (parents, board members,

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etc.) regarding their hopes for the school, and about the school's general strengths and areas for growth.Full-group listening sessions were also conducted, culminating in an August teacher orientation session in whichthe HoS solicited final feedback on goals and focus areas. From that process, four key goals emerged:

Establishing positive school culture & strong collective trust: the need for trusting relationships betweenadministration and teachers, as well as positive school culture as a whole was a recurrent theme and key needthat emerged for the community.Maintaining community health & safety: naturally during a global pandemic this was a major priority. Childsafeguarding was also an area for continued focus.Growing enrollment & ensuring student retention: The school lost a number of students and was facing amajor budget shortfall at the beginning of the year, so enrollment was a priority for school stability.Upgrading the school's digital footprint: The website and social media presence for the school weresignificantly out of date and in need of a major upgrade.

Academic Program:K-12 program with curricular commitments to:

● multiage instruction● essential instructional strategies● differentiation● ELL inclusion in the mainstream● collaborative planning

Specialist Classes:● Visual and Performing Arts programs (visual arts, design, dance, choir, band, keyboard)● Languages (Japanese, Spanish)● Physical Education and Outdoor Education

Character Development:● HUSKIES are the school’s essential schoolwide learning results● With this in mind, the school developed the Character Development Graduation Portfolio centered

around student understanding and application of the HUSKIES to their own lives and learning.● HUSKIES were adopted in 2012 and borrowed from the language of the Virtues Project, also used

throughout the school to teach character development● Student progress in the HUSKIES character traits are assessed on elementary report cards and within

each subject area in secondary● Student Council helps educate students on the HUSKIES and the Virtues of the Virtues Project at weekly

student assemblies

Early Years Program● Regio Emilia Inspired program for children ages 3 and 4● Uses EYFS Framework as a guide to accommodate children’s learning and development.● Our image of the child

○ Communicators of a Hundred Languages○ Experiential Sensorial Explorers○ Curious Investigative Learners○ Sophisticated Creative Thinkers○ Social Interactive Collaborators

● Inquiry projects stems from children’s interest and are directed by both the children and the teachers

Elementary School Curriculum● Characterized by the International Primary Curriculum (IPC).● IPC brings together science, social studies, and the arts in multiage classrooms.● In addition, elementary assesses Common Core standards in language arts and mathematic● Mathematics is taught using Singapore Math materials and instructional methods● Lucy Calkins’ Reading and Writing Workshop was also introduced to align with the IPC program.

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Secondary School Curriculum● At the secondary level, the school offers a multiage instruction at the middle school and high school levels

(though for core subjects, grade 6 taught in isolation as a bridge between elementary and secondary)● Honors, standard, and developing levels offered in middle school and high school● Courses in AP are offered on an annual or two year-rotational basis (see outline below)

Middle School:● In Middle School, a blend of the IMYC and the workshop approach is used. Science and social studies are

the subjects that utilize the IMYC the most (aligned with Next Gen and Common Core standards). Theother subjects (Language Arts, Art, Performing Arts, P.E. and Second Languages) provide overlap throughthe Big Ideas of Units of Study throughout the year.

● As in elementary, mathematics is taught according to common core standards using Singapore Mathmaterials and instructional methods

● The program’s central “Big Ideas” provide connection points between subjects, which helps studentstransition from elementary to middle school.

● Important Note: The administration and the curriculum team are currently reviewing the MS program in2020-2021 to reaffirm IMYC’s central role going forward.

High School:● The four-year high school curriculum at HIS is taught through two main multiage groupings: Grades 9 and

10, and Grades 11 and 12.● In the high school, the curriculum is designed with the diverse range of learning and English language

needs of our students in mind. Students are offered a wide range of course options as well as optionswithin courses to approach the content at different levels of rigor-- including Developing, Standard,Honors, and AP levels.

High School AP Program:Annually Alternating YearsStudio Art Physics

World History ChemistryJapanese PsychologyCalculus Biology

US History or European History Environmental ScienceHuman GeographyComputer ScienceCapstone Seminar

Capstone Research

Service Learning / LeadershipAt certain grade levels, HIS has long provided students with an opportunity to give service to the school and tothe wider community. Over the years the following activities have been initiated:

- Junior service trip (most often involving Habitat for Humanity)- Beach clean-up (high school)- Snow shoveling in the neighborhood (middle school / high school)- Visiting Amenity Nishioka Elderly Centre (MP1) - 4 times a year- In-school service experiences both class-based and student-initiated

Secondary school has a Community Service Club with an officer elected to the student council to coordinateservice project planning across the school.

To further develop service learning and student leadership, HIS created the Service Learning & LeadershipProfessional Learner Community (PLC). The group is composed of teachers across the curriculum in regards tograde level and content. Meetings have been held throughout the 2019-2020 school year to create a schoolwidevision and scaffolding for service learning and student leadership across the school. The PLC began with theinitial document (Direct Service Learning at HIS) and expanded upon those ideas to form a more comprehensiveand connected schoolwide continuum of service learning and student leadership.

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Outdoor Leadership Program● Outdoor Pursuits for 9th and 10th grade and Outdoor Leadership for 11th and 12th grade● Overnights in Nature: twice yearly for secondary, once a year in spring for MP3● Two night extended senior trip to Daisetsuzan in the Fall● Outdoor Leadership Certificate with the six requirements of Leadership Experience, OL Courses, Service,

Outdoor Exemplar, Solo Project, and Senior Reflection● Adventure Hokkaido Outdoor Club: an extracurricular club that goes on variety of outings in all seasons● MS Entry and Exit Points are designed to develop leadership skills and promote outdoor appreciation● Curricular Integration through other subjects and events are often tied into the themes of Outdoor

Leadership● Important Note: Many aspects of the Outdoor Education Program at HIS have been put on hold due to the

2020-2021 Covid 19 pandemic

Music Program● Music department produces a 2 hour musical concert each year off campus in a professional public hall.● All students, from MP1 to grade 12, participate in either the performance or the production● The repertoire: international folk songs to musical medleys to rock classics● Usually performed by more than one grade or class.● Secondary students not enrolled in the music program: backstage crew, control, photographers,

videographers, light and sound engineering.● Collaboration with the art and design department to create the large stage-set structures● Opportunity for student leadership through production leadership team● Important Note: Many aspects of the Music Program at HIS have been put on hold due to the 2020-2021

Covid 19 pandemic

Secondary Assessment Policy / Standards Based Grading / Report Cards● Since 2015, secondary school has been moving towards standard’s based grading● Assessment Policy for secondary● Report card that emphasises performance standards● Distance Learning Assessment Policy (drafted in response to the challenges faced as result of Covid 19

school building closures.

Assessing the HUSKIES (HIS Essential School-wide Learning Results)Secondary - Character Development Graduation Portfolio (CDGP)● The CDGP centers HIS academic and co curricular experiences at HIS on the HUSKIES● A student-driven project challenging students to grow their character through a reflective process● Supported by artifacts from their life—both in and out of school.● 14 out of the 28 HUSKIES standards chosen by students to reflect on within the CDGP in their four years

of high school● Students call on real-world experience to substantiate their ongoing development as globally minded

citizens intent on positive change● Starting in 2019-2020, the decision was made to also incorporate CDGP assignments into high school

class assessments

Secondary - Assessment on ReportsEach secondary course is assessed on academic targets, character targets, and a commitment target.● The academic targets represent what proficiencies students are required to achieve to pass a course. The

language and content of these academic targets are informed by approved curriculum standards for thecourse (for example Common Core or Nex Gen) - see HIS Secondary Assessment Policy

● The character targets are chosen by the teacher from the 28 HUSKIES standards of HIS.● The character targets chosen are most often academic in nature themselves and reflect the skills,

attributes and qualities required for success in the course● The commitment target is common to all courses: “Commitment: Demonstrate dedication and commitment

by meeting deadlines and coming to class prepared and on time”

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Early Years and Elementary - Assessment on Reports● In elementary the HUSKIES are assessed twice yearly on semester report cards● HUSKIES and Virtues Language (as well as Virtues Project strategies) are used regularly from EY

through MP3.

AP Capstone● The AP Capstone Seminar course was added to the high school program in 2017-18. The AP Capstone

Research course was added in 2018-19.● The QUEST framework promotes critical and creative thinking skills while nurturing learner connections.● Meshes with HIS’s Vision Statement: “To emerge as a leading center for authentic learning where

academics, arts, athletics and attitudes are integrated into environmental and experiential education.” Ourinquiry-based approach prepares students to be leaders, capable of independent growth.

● Along with service learning and outdoor experience, HIS sees the development of research and writingskills as central to the attainment of the school’s vision statement.

● Allows teachers the flexibility to choose interdisciplinary themes based on academic problems orquestions, concepts or issues from other AP courses, global or international topics, local and/or civicissues, and specific student interests.

● Capstone’s student-centered approach connects well with our school culture and our multi aged,collaborative learning environment.

● Student involvement in the AP Capstone program is one of the ways HIS hopes to further developtransferable critical thinking skills (one of the critical learner needs indicated by data analysis in the 2018WASC self study).

Differentiation● Differentiation is a key curricular commitment at HIS● Teachers differentiate assignments and present material through specific groupings within class time.● Units in middle school and high school include learning activities differentiated for inclusion of all students:

honors, standard, developing, and ELL.● In middle school and in some high school classes content texts are mostly offered at two ability levels.● In elementary school, differentiation is a natural result of the workshop approach.

Secondary Homerooms● The secondary school provides an advisory homeroom program through 20-minute sessions, three times

a week (Monday, Thursday and Friday)● All-secondary school assembly on Tuesdays for the purpose of disseminating information and addressing

the various issues that may arise within a school community.● The Student Council is responsible for leading the assembly, which includes participation from students,

faculty and administration.● New revisions to homeroom curriculum introduced in Spring 2021. This is still in its draft form, but with the

addition of our subscription to the Unifrog we are in the process of creating a sequence of topics alignedto resources for our secondary homeroom curriculum.

Reading / Writing Workshop● Elementary teaches literacy using the workshop approach, supported by the Teachers College “Units of

Study” as a resource.● Allows for differentiation and sensitivity to the wide range of language skills of our students.● Support for language arts teachers with many professional development opportunities.● Elementary teachers also apply workshop approach to teaching math and IPC● Important Note: Investigations currently underway to extend the Reading Writing Workshop approach up

into middle school, and likely into high school (as the Language Arts PLC extrapolates the learningprogressions to go as far as 12th grade).

PLC work (Lesson Study / Curriculum Review)● Following teacher PD conducted at HIS by Center for the Collaborative Classroom trainer Pat Handy, the

school introduced PLCs to the school community (following the lesson study format) in 2016

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● After 3 years of following the lesson study model the PLCs transitioned to take on the task of curriculumreview work initiated in the WASC 2018-2024 action plan

● In the initial year of curriculum review, three PLC groups were formed: one each to address LanguageArts, Mathematics, and Service Learning & Leadership

● Important Note: The work of the curriculum review groups was interrupted by Covid 19 in the Spring of2020. This has put us off our planned timetable - especially in Language Arts.

Students: Secondary School (Sapporo Campus) - February 2021

*Japan / Other: Dual citizens of France, Russia, Australia, Netherlands** Other (one student each of): Citizens of India, Mexico, Pakistan

Secondary Demographics Analysis● 16 nationalities are represented by passport,● 31% (down from 36% in 2018) of these are bicultural families, with citizenship in Japan and a passport of

another nation● Students with two Japanese parents, and therefore one passport, are a large percentage of the secondary

school,33% (compared to 28% in 2018).● A large percentage of the students with Japanese-only nationality are returnees or have been in an

English education setting for many years and would be considered native or near-native speakers ofEnglish.

● 32% of students are from other foreign nations with no Japanese parentage

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Students: Elementary School (Sapporo Campus) - February 2021

*Japan / Other: Dual citizens of Taiwan, Australia, Canada** Other (one student each of): Citizens of Sri Lanka, Russia, Turkey

Elementary Demographic Analysis● 14 nationalities are represented by passports - many of these from bicultural families.● Students with parents who are both Japanese are the largest demographic group in elementary at 48%

(rup substantially since 2018 when that group accounted for 39% of the elementary population).● Bicultural students (with one Japanese parent) represent the second largest grouping within the

elementary at 29%.

HIS Sapporo Demographics Compared to JCIS (Japan Council of International SchoolsJCIS Demographic Category All JCIS

SchoolsHIS01 / 2012

HIS01 / 2015

HIS01/ 2018

HIS(01/2021)

% of students with parents of two nationalities 34.1% 33% 38% 36% 31%% of students with two Japanese parents 20.8% 32% 31% 33% 39%% of students with one Japanese parent 26.5% 33% 32% 30% 30%% of students with one or two Japanese parents 47.3% 65% 63% 62% 70%

Students: Elementary School (Niseko Campus) - February 2021

*Other: (one student each of): Citizens of China, Indonesia, France

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Overall Demographic Analysis● Covid 19 had an effect of causing a drop in our overseas students and a proportional rise in local

host-country students in 2020-21● Noting this trend, we might see a growing need for ELL support in the coming years.

The HIS ELL Program (Overview 2017-2021)

IntroductionOver the last four years, the ELL program has been the locus of much change at Hokkaido International School(HIS). Despite modifications to staffing and program structure, the school’s continued commitment to serving ourELL population has resulted in a net result of positive change for the delivery of ELL services. That being said,there is still more work to be done and the program may be improved. Rather than reinventing the wheel, suchimprovements may rely as a resource upon the changes which have resulted in the present structure of theprogram. The following document will attempt to provide an overview of changes in the areas of programlogistics, staffing of human resources and ELL instruction and/or support.

Logistical changesOne major change during this period was modification to the ELL service fee structure. What was deemed to bean unfair burden upon students of a school which has historically been open to students from a variety oflinguistic and cultural backgrounds, ELL fees were eliminated. Another logistical change which took place was theestablishment of entrance benchmarks, against which the English language proficiency of applicants is nowcompared in order to make informed, consistent enrollment decisions. A third logistical change to the ELLprogram during the period of 2017-2021 was the incorporation of information regarding progress in Englishlanguage development directly into the learning reports provided to families on a semesterly basis. Theselogistical changes combine to make applying, enrolling and learning at HIS a more friendly and equitableexperience for ELL students and their families.

Staffing changesPerhaps the most visible change to staffing over the period of 2017-2021 was the changing face of the ELLCoordinator. The ELL Coordinator was replaced in 2018 after working in the position for three years, also havingsimultaneously worked as Secondary ELL Teacher for the same time span. At this time she was replaced by hersubordinate who continued on as ELL Coordinator for two and half years. More recently, this ELL Coordinatorretired from his post at HIS and has been replaced by our current ELL Coordinator. Along with these changes, theSecondary ELL Teacher was replaced in 2018 when the then-current teacher retired. Finally, part-time ELL staffhave also changed. In spring of 2020, a five year veteran of the program who had taught in the Elementaryschool, retired. That same fall, a new part-time staff member joined the ELL team to provide part-time support inthe elementary and in order to revamp the extensive reading program. She stayed for one year and then left HIS.The changes in human resources which have taken place over the years reported on here have brought a varietyof skills and experience to the ELL department.

Instruction and support changesA major change in the ELL services provided during this period was undoubtedly the introduction andimplementation of the WIDA English language development framework. After the Executive Board brought on theWIDA framework, teachers and administrators collaborated in order to introduce the framework. This included a3-day, whole staff training run by a WIDA-certified teacher trainer. In addition to this training, the ELL Departmentincreased the WIDA MODEL assessment schedule to twice per year, in accordance with best practice asencouraged by the trainers at WIDA. In addition, CAN-DO displaying proficiency scores generated by the WIDAMODEL assessment have been regularly distributed to core-subject classroom teachers in order to support theirdifferentiated instruction. As there is a logistical ceiling to the number of ELL staff which can be retained within theschool’s size and budget, classroom teachers necessarily deliver a large, if not always systematically accountedfor, portion of the ELL services the school is able to provide. Future support for those services necessitatessupport for those teachers, leveraging the knowledge and expertise of the ELL department staff.

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2020-21 School Year: ELL Program Highlights1. Major Developments in 2020-2021

● WIDA testing schedule shifted from semester-ends (January / May) to semester-beginnings (September /February) in order to accommodate COVID-19 testing disruption in AY 2019-2020

● Secondary School ELL Teacher received training in administration of WIDA MODEL assessment,enabling his participation in diagnostic (intake) and progress-monitoring (reporting) testing activities

● Pull-out support program for ELL students in the middle school / high school was piloted, coordinating theefforts of content-area teachers (providing content targets / materials), the ELL Coordinator (developinglanguage targets, logistics) and the Secondary School ELL Teacher (instruction)

● New part-time ELL Teacher revamped extensive reading program, including refurbishment of bookcollection, distribution logs and communication with elementary classroom teachers in grades 2-5 toensure student participation in the program

● Decision-making regarding distribution of ELL Teacher instructional services was made by teamcomprised of Head of School, Principal, ELL Coordinator / ELL Teacher and Secondary ELL Teacher,determining most effective approach to service delivery considering human resource limitations

● Distance support provided to new ELL Instructor at Niseko campus via conferencing software and emailcommunication

● ELL storage space (closet, physical records) and resource library (books, etc.) culled, categorized andcleaned to allow for more efficient storage and retrieval

● Retirement of ELL Coordinator / ELL Teacher in March

2. Areas for Growth for 2021-2022● Initiating effort to write and implement curriculum for ELL instructional services, thus guiding direct

instruction of ELL students, support for content-area teachers and instruction in MS / HS ELL classes● Consideration for switch to electronic administration of WIDA MODEL assessment tool● Onboarding of ELL Coordinator / ELL Teacher

3. ELL Students in Each Grade (as of February 2021)Class K 1 2 3 4 5 6 7 8 9 10 11 12

9 10 11 6 6 11 6 6 4 4 4 3 0

2019-20 School Year: ELL Program Highlights1. Major Developments in 2019-2020

● Support provided to Niseko campus by means of the administration of WIDA assessment across multiplevisits from the ELL Coordinator

● Support provided to Niseko campus by means of multiple collaboration meetings with the ELL teacher andthe Niseko building administrator

● Piloting undertaken of a recording process for collaboration between ELL teachers and classroomteachers

● Piloting undertaken of method for administering formative reading assessment electronically at a distance,as a support for classroom teachers

● COVID-19 school closings constrained the administration of the WIDA assessment to one time per year● COVID-19 related financial difficulties constrain the staffing allotment of the ELL program, resulting in a

loss of 2.5 blocks of contact time with students for the upcoming 2020-2021 year.● staffing increase (1 block) to take place in 2020-2021, increasing the indirect (non-contact) support of ELL

students through a revamp of the extensive reading program utilizing Reading A-Z

2. Areas for Growth for 2020-2021● Reorganize WIDA testing schedule to accommodate assessments missed due to COVID-19 closings● Train ELL department staff members to increase capability to administer WIDA-MODEL● Set up, implement and improve the extensive reading program● Reorganize distribution of ELL teacher contact time in response to smaller staffing numbers● Support ELL work at Niseko campus by liaising at a distance with new Niseko ELL instructor

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3. ELL Students in Each Grade (as of June 2020)Class K 1 2 3 4 5 6 7 8 9 10 11 12

3 11 5 7 10 5 6 3 4 2 8 3 4

2018-19 School Year: ELL Program Highlights1. Major Achievements in 2018-2019

● Continued assessment and support of all students enrolled in program● ELL fee structure eliminated● Frequency of administration for WIDA-MODEL as benchmark assessment doubled to

2 times/year● 3 day, whole-school training in the WIDA framework for instruction and assessment delivered by certified

external trainer● Entrance (acceptance) benchmarks for admission set in place and utilized during admissions

decision-making● ELD assessment scores and progress benchmarks used to identify at-risk students and fed into shared

documents for support team● Needs assessment undertaken to ascertain current level of understanding / use of various elements from

the WIDA framework

2. Areas for Growth for 2019-2020● The ELL coordinator recommends that a formal procedure be put in place, recording the process and

product of collaboration between ELL teachers and classroom teachers● The ELL coordinator recommends that care be taken to ensure all ELL students - not limited to those

newest to English but also those at the mid and high levels of proficiency - be provided consistent supportby various support teams (ELL teachers, classroom teachers, administrators)

● The ELL coordinator recommends that consistent efforts be made to increase awareness and use of allelements in the WIDA framework (ELD scores, Can-Do descriptors, Model Performance Indicators,Visual/Graphic/Interactive supports) by various support teams (ELL teachers, classroom teachers,administrators)

● The ELL coordinator recommends that consistent efforts be made to increase inter-curricular andinter-educator collaboration within the ELL department

3. ELL Students in Each Grade (as of June 2019)Class K 1 2 3 4 5 6 7 8 9 10 11 12

11 5 5 11 4 8 4 2 4 9 5 8 1

CO-CURRICULAR INVOLVEMENT

High School Sports: 2020-21Important Note: With the exception of a short and very limited season of girl’s volleyball in the fall of 2020, nohigh school sports teams have practiced or played this year due to continuing limitations placed on us by theCovid 19 virus.

High School Sports: 2019-20Sport Boys Girls

MS Volleyball 10HS Volleyball 14MS Basketball 10 10HS Basketball 16 12Managers 2 1Husky Athletic Association 6 14

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High School Sports: 2018-19Sport Boys Girls

HS Soccer 11MS Volleyball 12HS Volleyball 9MS Basketball 8 9HS Basketball HS10 JV 11Managers 2 2Husky Athletic Association 4 16

Outdoor Education - Adventure Hokkaido (AdHoc)As an extension of the school’s Outdoor Education program, a large percentage of HIS students, teachers andparents join on AdHoc Club trips and activities.AdHoc MembersAdHoc History

Elementary Extracurricular ParticipationElementary extracurricular activities are largely offered depending on teacher and parent volunteers. Sometimes,outside instructors are hired on to provide instruction in a particular sport, game or activity. Here are some of theactivities offered over the last few years through the elementary afterschool program:

Soccer, Tae Kwon Do, Spanish, Fun Games, Aikido, Aussie Rules Football, Cheerleading, Indoor Games,Basketball, Festive Crafts, Ping Pong, Dance Fun, Knitting, Computer, Animation, Floor Hockey, UkrainianEgg Making, Flag Football, Functional Running, Movie Making Madness, Guitar, Capoeira, Cooking,Jewelry Making. Tumbling, Scrumptious Snacks, Jump Rope, Photography, Storybook Club, Choir Club,Board Games, Snow Play, Origami, Gross Science, Ballet, Japanese

In any given year, there is a participation rate of at least 50% (with students attending at least one activity)

Note: Since 2019-2020 S2, elementary extracurricular after school activities have been put on hold due to covidconcerns. We expect that the freeze on after school activities will continue throughout the 2020-2021 school yearas well.

The elementary extracurricular program is highly dependent on the following factors● Available teachers to carry over one event from one year to the next● Student number fluctuations● Parent contributions to co-curricular programming

Growth potential:● Tie elementary co-curricular activities more closely to the highly popular outdoor education and AdHOC

programs.● Tie in with school wide initiatives for student leadership and community service assuring link with the

HUSKIES school-wide outcomes● Work on incorporating aspects of service learning in the program (which has become a larger feature of

the elementary program since fall 2019)● Utilize the expertise of the community more (parents, outside professional instructors)

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GRADUATESHIS graduates historically went on to four year university and college programs in the United States. Otherfavored international destinations have been Canada, the UK and Australia.HIS Catalog of College Acceptance

Matriculation Data2015

Graduates(14)

2016Graduates

(13)

2017Graduates

(21)

2018Graduates

(17)

2019Graduates

(14)

2020Graduates

(23)University/College in US 3 5 3 6 2 5UK, Canadian or Australian Universities 5 2 4 2 0 7Universities in Japan 3 4 7 5 5 2Other University Destinations 3 2 2 0 2 1Other Career Paths(2-year programs, work careers or “gap years”)

0 0 5 4 5 8*

* Particularly high this year as many students' plans were changed due to Covid 19 pandemic concerns.

Graduates show a strong preference for overseas universities, however domestic postgraduate choices remainan attractive academic - and financial - option. Many Japanese universities have established liberal artsprograms in English based upon international standards of university education in order to attract a broader rangeof students.

Based on anecdotal evidence, we have seen that increasingly HIS students and their families are attracted tothese options - often due to the alternative financial burden of attending school overseas and paying internationalstudent fees. Compared to many international schools, HIS has a large percentage of modest income families.

Student Achievement DataLong Term Growth Reports - Class of 2020SAT - Evidence-Based Reading and WritingThe graph and table below shows how our students’ mean scores changed between tests (PSAT to SAT).These are the mean scores of students who took the same tests in the same season.At Hokkaido International School, this group includes 12 students in the class of 2020.When they took the SAT Fall 2019 in 12th grade their mean ERW score was 590, which meets or exceeds thebenchmark.It's also at the top of the range projected from their previous test.

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Growth Between Paired Tests- Class of 2020SAT - Evidence-Based Reading and WritingThe table below shows how our students’ mean scores changed between two tests taken in consecutive grades.These are the mean scores of students who took both tests in the same season.

SAT - Math- Class of 2020The graph and table below shows how our students’ mean scores changed between tests (PSAT to SAT).These are the mean scores of students who took the same tests in the same season.At Hokkaido International School, this group includes 12 students in the class of 2020.When they took the SAT Fall 2019 in 12th grade their mean math score was 570, which meets or exceeds thebenchmark.It's also near the top of the range projected from their previous test.

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Growth Between Paired Tests- Class of 2020SAT - MathThe table below shows how our students’ mean scores changed between two tests taken in consecutive grades.These are the mean scores of students who took both tests in the same season.

HIS AP Data 2016 - 2020* Success on an AP Exam is defined as an exam score of 3 or higher, which represents the score point thatresearch finds predictive of college success and college graduation.

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AP Score Summary Report 2020Totals 1 2 3 4 5 Total ExamsNumber of Exams 11 9 20 15 21 76Percentage of Total Exams 14% 12% 26% 20% 28% 100%Number of AP Students 39

Subject Totals 1 2 3 4 5 Total Exams

2-D Art and Design 1 1 2

3-D Art and Design 1 1

Calculus AB 2 3 5

Computer Science A 1 1

Drawing 1 1

English Literature and Composition 1 1

Human Geography 3 1 2 2 2 10

Japanese Language and Culture 6 6

Music Theory 1 1 2

Physics 1 3 6 3 12

Psychology 4 1 2 8 3 18

Research 2 2

Seminar 7 1 1 9

US History 1 1

World History: Modern 2 2 1 5

AP Score Summary Report 2019Totals 1 2 3 4 5 Total ExamsNumber of Exams 7 13 10 5 35Percentage of Total Exams 20% 37% 29% 14% 100%Number of AP Students 23

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Subject Totals 1 2 3 4 5 Total Exams

Biology 3 3 1 7

Calculus AB 1 2 1 4

Computer Science A 1 1

English Literature and Composition 1 1

Environmental Science 3 2 2 7

Japanese Language and Culture 3 3

Research 1 1 2

Seminar 1 3 4

Studio Art: 2-D Design Portfolio 1 1

United States History 3 2 5

AP Score Summary Report 2018Totals 1 2 3 4 5 Total Exams

Number of Exams 3 7 8 6 13 37

Percentage of Total Exams 8% 19% 22% 16% 35% 100%

Number of AP Students 21

Subject Totals 1 2 3 4 5 Total Exams

Calculus AB 2 2 3 7

English Language and Composition 1 1 1 3

European History 1 1 2

Japanese Language and Culture 5 5

Physics 1 1 2 2 1 6

Psychology 2 2

Seminar 3 2 2 3 10

Statistics 1 1

World History 1 1

AP Score Summary Report 2017Totals 1 2 3 4 5 Total Exams

Number of Exams 6 10 17 8 12 53

Percentage of Total Exams 11% 19% 32% 15% 23% 100%

Number of AP Students 53

Subject Totals 1 2 3 4 5 Total Exams

Studio Art: 2-D Design Portfolio 2 1 3

English Language and Composition 2 1 3

Macroeconomics 1 1 2

Microeconomics 1 1 2

Psychology 1 1

United States History 2 1 1 1 5

World History 2 2

Calculus AB 1 1 2 4 8

Biology 5 7 1 13

Environmental Science 3 2 3 8

Physics 2 1 1

Physics C: Mechanics 1 1

Japanese Language and Culture 4 4

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MAP Growth - Grades 4 to 10

Student Growth Summary (Fall 2019 to Fall 2020)Due to Covid 19 building closure in the Semester Two of 2019 - 2020, we were unable to test for MAP Growth inSpring 2020. Therefore, below please see a summary of student growth evidenced by grade from Fall 2019 toFall 2020

MATHGrade Level(2020-21)

Fall 2020RIT Mean

Fall 2020 RITMedian

Percentage meeting or exceedingProjected Growth(Fall 19 to Fall 20)

HIS students at or above US andInternational norms on Fall 2020MAP Test

4 206 205 N/A 100%5 223 225 30% 86%6 233 229 18% 100%7 228 228 27% 80%8 239 236 50% 100%9 248 249 42% 100%10 252 257 57% 90%

READINGGrade Level(2020-21)

Fall 2020RIT Mean

Fall 2020 RITMedian

Percentage meeting or exceedingProjected Growth(Fall 19 to Fall 20)

HIS students at or above US andInternational norms on Fall 2020MAP Test

4 202 201 N/A 60%5 210 212 37% 66%6 219 217 55% 84%7 215 213 54% 50%8 225 220 60% 50%9 231 238 83% 66%10 235 239 58% 81%

LANGUAGE USAGEGrade Level(2020-21)

Fall 2020RIT Mean

Fall 2020 RITMedian

Percentage meeting or exceedingProjected Growth(Fall 19 to Fall 20)

HIS students at or above US andInternational norms on Fall 2020MAP Test

4 198 200 N/A 60%5 212 211 62% 80%6 219 218 66% 84%7 216 217 35% 64%8 223 220 40% 66%9 228 235 66% 66%10 234 235 67% 90%

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Student Growth Summary (Fall 2018 - Spring 2019)

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Spring MAP Scores 2015 to 2019 (2020 cancelled due to Covid 19)

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Analysis of MAP Results

Lexile Levels:

MP3 (Grades 4-5)● Lexiles range from 475 to 1470

Middle School (Grade 6)● Lexiles range from 685 to 1510

Middle School (Grades 7-8)● Lexiles range from 495 to 1740

High School● Lexiles in 9th -10th grade range from 705 to 1760

See below the results of a the curriculum team’s analysis and discussion using the newly drafted HIS DataAnalysis ProtocolWhat the datasuggests...

The small sample size of many grades has a distorting effect on the MAP results

Much better to look at individual student levels for us in our context to help teachers teach

Reading remains the main area for school growth - HIS students don’t compare as well in somegrade levels to US and International Norms

ELL is a major concern across the school - especially in elementary.

HIS students continue to excel in math compared to US and International norms

Additional Dataneeded

Investigate comparisons to EARCOS-only scores (since these are our true peers)

Recognized benefit for us to pull out results on specific learning areas within Reading, Language andMath where students are excelling and where they are struggling. This will help determine areas tofocus on for further curriculum review in the future.

Appropriatesolutions orresponses

Research PD options for our staff to become more comfortable with using MAP data in their day today teaching practice

Disaggregation: Look at individual students and cohort “cases” - Qualitative analysis for the futurerather than simply quantitative

- Note: Need discussion on best “groupings” for future analysis and tracking over time

The Curriculum Team should study assessment data at the end of each quarter or each semesterfollowing our new protocol. Should then present observations and recommendations to the staff

Designate regular Wednesday morning collaboration meeting times for teaching teams to review anddiscuss the significance of assessment data

Use MAP provided reports and anonymize them to use for WASC reports. Choose reports that havemore meaning such as the continuum reports. Group students into “tiers” by grade level based onthe Continuum report to come up with a list of skills/topics that would need instruction/guidance.

More time spent with literacy at the school (scheduling to provide more time within classes forliteracy; scheduling to add additional literacy-centered courses; reading across the curriculum

ELLConsiderations

Explore ways to isolate ELL data from the rest of the MAP testing results

Decide WIDA level appropriate to take the test in MAP - Currently ALL MS and HS students take thetests however MP3 is at the discretion of the MP teachers.

Discuss with ELL department the benefit of only giving the screening test to the students who are

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below the “WIDA level benchmark”

Consider dedicated ELL teacher time for MAP testing - Currently ELL students taking MAP testsreceive no real accommodations

Elementary DRA Data (Sapporo Campus):

Mean Score Median Score RangeKindergarten 2 2.5 1 ~ 4Grade 1 8 6 1 ~ 18Grade 2 13 12 2 ~ 28Grade 3 27 30 12 ~ 34MP2 (Sec 1) Gr 2/3 20 17 8 ~ 34MP2 (Sec 2) Gr 2/3 17 12 2 ~ 34Grade 4 33 38 20 ~ 40Grade 5 45 40 30 ~ 60MP3 (Sec 1) Gr 4/5 42 40 20 ~ 60MP3 (Sec 2) Gr 4/5 39 40 20 ~ 50

DRA Data Spreadsheet

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STUDENT SURVEY RESULTSScoring: 5 - Strongly Agree / 4 - Agree / 3 - Neutral / 2 - Disagree / 1 - Strongly Disagree33 Responses (5 Middle School / 11 Grade 9/10 / 17 Grade 11/12)

StatementStudentAnswer58responses2017

StudentAnswer33responses2020

ParentAnswer(on samequestion)2020

1. The school is a clean and pleasant place to learn. 3.53 3.97 4.132. The school facilities are adequate to support instruction. 3.43 3.64 3.923. School technology is up to date 3.63 3.97 3.894. Teachers keep me informed about my academic progress. 3.36 3.615. Students respect teachers at HIS. 3.15 3.886. Teachers challenge me to learn. 3.48 2.91 3.977. Teachers support my efforts. 3.60 3.58 4.148. Teachers hold students to high standards. 3.50 3.79 3.899. Teachers respect the students at HIS. 3.74 3.9410. Students are listened to at HIS. 3.34 3.4211. There is at least one adult at HIS to whom I can talk if there is aproblem.

3.34 3.45

12. The curriculum provides opportunities for students of all abilities tolearn.

3.29 3.55 3.76

13. The curriculum provides opportunities for students to gain skills andknowledge.

3.67 3.91 3.84

14. HIS prepares students for their future studies. 3.38 3.61 3.83

15. Sports programming provides adequate opportunities for students toparticipate.

3.70 3.27 3.57

16. The school offers a variety of activities for student involvement. 3.64 3.00 3.6117. There is an appropriate balance between academics and activities. 3.53 3.71 3.7118. I often use the library for learning 2.22 2.3919. I often require technology for learning. 4.40 4.3020. I often use resources outside of HIS for learning. 3.72 3.5521. The administration makes decisions that help me be successful. 3.17 3.2122. Teachers use different teaching methods regularly to help me learn. 3.25 3.5823. I know what I need to do to be successful in classes. 3.81 3.9424. I always understand the purpose of lessons in my class 3.37 3.6425. Lessons in my classes are helpful and / or worthwhile to me. 3.31 3.7026. Students of all ethnic and cultural backgrounds are treated fairly. 3.53 4.21 4.2427. New students feel welcome at school. 3.40 4.00 4.1528. I have opportunities to give feedback to my teachers about the course. 2.98 3.2429. The education I am receiving at HIS helps me understand the worldaround me.

3.40 3.33

30. HIS is preparing me for life after high school. 3.09 3.3931. I feel the amount of homework I receive is appropriate. 3.15 3.4232. I have a very good understanding of what the HUSKIES are. 3.17 3.73

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33. I actively try to meet the expectations of the HUSKIES. 3.05 3.3934. HIS is a good school 3.19 3.8235. I am happy at Hokkaido International School. 4.17 3.94

Blue: 2020 score same or higher than 2017Red: 2020 score lower than 2017

Full Student Survey Results Link HERE

PARENTSHIS students are the children of businesspeople, diplomats, language teachers, university professors,professional athletes, missionaries, and other less definable categories. Whereas many international schoolshave a large student base where tuition is paid as part of a company benefit package, tuition at HIS is paiddirectly by a disproportionately large amount of HIS parents. Sapporo has not been a major site of overseasinvestment compared to cities such as Tokyo. The lack of corporate support through tuition payments is a majorreason why HIS has maintained markedly lower tuition fees in comparison to other international schools in Japanand in the region. Nevertheless, with yearly tuition increases, the gap is lessening and this may provide achallenge for the school in the future as it tries to appeal to self-funding bicultural families who would be a naturalfit inside the HIS community.

PARENT SURVEY RESULTSScoring:5 - Strongly Agree / 4 - Agree / 3 - Neutral / 2 - Disagree / 1 - Strongly Disagree101 responses - (48 secondary / 37 elementary / 8 both / 8 Niseko)

Statement2014AverageScore /5102responses

2017AverageScore /595responses

2020AverageScore /5101responses

1. The school is a clean and pleasant place to learn. 3.87 3.88 4.132. The school facilities are adequate to support instruction. 3.82 3.73 3.923. School technology is up to date 3.87 3.83 3.894. Teachers keep me informed about my child’s academic progress. 3.74 3.46 3.935. The school keeps me informed of important issues. 3.74 3.82 4.296. Teachers challenge my child to learn. 3.85 3.88 3.977. Teachers support my child’s efforts. 4.1 4.14 4.148. Teachers hold students to high standards. 3.48 3.66 3.899. The school provides adequate opportunities for parent involvement. 3.65 4.02 3.8110. Parents feel welcome at school and school events. 4.23 4.18 4.1611. Teachers are available to meet with parents. 4.02 4.39 4.2212. The curriculum provides opportunities for children of all abilities to learn. 3.43 3.62 3.7613. The curriculum provides opportunities for students to gain skills andknowledge.

3.77 3.80 3.84

14. HIS prepares students for their future studies. 3.4 3.49 3.83

15. Sports programming provides adequate opportunities for students toparticipate.

3.91 3.83 3.57

16. The school offers a variety of activities for student involvement. 4.12 3.84 3.6117. There is an appropriate balance between academics and activities. 3.68 3.66 3.7118. The Executive Board and the head of school handle school finances 3.51 3.34 3.62

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responsibly.19. Money is spent on the right things. 3.33 3.28 3.5820. Tuition increases are reasonable to support the school. 3.20 3.18 3.5021. The Executive Board oversees school operations responsibly. 3.43 3.18 3.4822. School administration improves the quality of the school. 3.45 3.22 3.6723. School administration provides leadership to the school community. 3.34 3.23 3.7624. School administration is responsive to the school community. 3.49 3.37 3.7725. The school is sensitive to students of different ethnic and culturalbackgrounds.

4.27 4.02 4.01

26. Students of all ethnic and cultural backgrounds are treated fairly. 4.36 4.11 4.2427. New students feel welcome at school. 4.32 4.09 4.1528. Transportation to and from school by bus is safe. 4.27 4.00 4.2429. Transportation to and from school by bus is on time. 4.13 4.20 4.3930. The dorm provides a clean and pleasant place to live. 3.6 3.22 4.0431. The dorm parents provide a supportive environment. 3.67 3.36 3.7432. Overall, I am satisfied with Hokkaido International School. 3.81 3.83 3.89

Blue: 2020 score same or higher than 2017Red: 2020 score lower than 2017

Full Parent Survey Results Link HERE

TEACHERS● HIS teachers come from the US, Japan, Canada, Australia, Singapore, Peru, Bulgaria, The Netherlands

and Malaysia● 22 out of 31 teachers have completed their masters.

Teacher Data for 2020-2021 (31 teachers)Age /31 Years at HIS /31 Total Years

TeachingExperience

/31

25 - 30 0 1 - 5 years 12 1 - 5 years 0

31 - 40 12 6 - 10 years 14 6 - 10 years 13

41+ 19 11+ years 5 11+ years 18Teacher Data for 2019-2020 (31 teachers)Age /31 Years at HIS /31 Total Years

TeachingExperience

/31

25 - 30 2 1 - 5 years 19 1 - 5 years 4

31 - 40 9 6 - 10 years 6 6 - 10 years 10

41+ 20 11+ years 6 11+ years 17Teacher Data for 2018-2019 (30 teachers)Age /30 Years at HIS /30 Total Years

TeachingExperience

/30

25 - 30 4 1 - 5 years 22 1 - 5 years 6

31 - 40 6 6 - 10 years 2 6 - 10 years 11

41+ 20 11+ years 6 11+ years 13

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When hiring new teachers, the administration seeks to hire teachers who represent the best ‘fit’ for the HIScommunity. In large part this is determined by the HIS Curricular Commitments document prepared by theCurriculum Committee and approved by the Executive Board. This document defines the curricular principles thatdrive the school in educational decision-making. The guidance it brings during hiring helps to ensure that newteachers come with similar values and teaching practices. If they are new to a particular approach, new teacherorientation, goal setting during the teacher evaluation process and/or pairing with a teacher who has theinstitutional knowledge allows new teachers to be brought into the professional understanding expected by theschool. There is an emphasis on all school PD to ensure that the teaching staff is a professionally cohesivegroup. Shared PD experiences lead to new additions to the Curricular Commitments document.

HIS UnionHIS administration and labor representatives are continuing to collaborate, with regularly scheduled meetings andnewly developed protocols and processes for constructive dialogue. We are optimistic about the future of ourwork together for staff and students alike. We are working to ensure that all staff members feel well supportedand positive about working at our school.

Shared PD Experiences for the past 6 years (2018-2021)Professional Development Experiences Record

2020-21August - Virtues Project PDAugust - Social Emotional Support PDFebruary - Internal PD Day

2019-20August - Britannica WorkshopFebruary - IPC WorkshopMarch - EARCOS Conference - 6 teachers attending (Cancelled due to Covid 19)

2018-19August - WIDA Workshop

Teacher Survey ResultsScoring:5 - Strongly Agree / 4 - Agree / 3 - Neutral / 2 - Disagree / 1 - Strongly Disagree23 responses

Statement2017AverageScore /5

2020AverageScore /5

1. I know what is expected of me at work. 3.95 3.812. I have the materials and equipment I need to do my work right. 3.74 3.763. At work, I have the opportunity to do what I do best every day. 3.34 3.484. I regularly receive recognition or praise for doing good work. 3.43 2.815. Administrators seem to care about me as a person. 3.09 3.526. There is someone at work who encourages my development. 4.04 3.387. At work, my opinions seem to count. 3.83 3.628. The mission or purpose of HIS makes me feel my job is important. 3.91 3.489. My associates or fellow employees are committed to doing quality work. 4.17 3.8610. I have a colleague I can turn to at any time for support. 4.52 4.2911. In the last year, someone at work has talked to me about my progress. 3.13 3.1012. This last year, I have had opportunities at work to learn and grow. 4.04 3.29

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13. The administration facilitates school improvement with plans of action whichenhance quality learning for students.

3.48 3.05

14. HIS regularly assesses student progress toward accomplishing the school’slearning outcomes (HUSKIES)

3.48 3.76

15. There is a strong collaborative environment at HIS. 3.74 3.0516. The community understands the executive board's role in governance (as itrelates to WASC criteria and expectations).

2.22 2.24

17. The school maintains a safe, healthy, nurturing environment that reflects theschool’s purpose.

3.30 3.48

18. I use a wide range of strategies in my classroom to differentiate for instruction. 3.87 4.10(For responses to long-answer questions 19-24, please see appendix)25. Overall, I am happy working at Hokkaido International School. 3.30 4.05

Blue: 2020 score same or higher than 2017Red: 2020 score lower than 2017

Full Teacher Survey Results Link HERE

HIS Niseko School Profile

Hokkaido International School Niseko, opened on January 23rd, 2012 and has become a learning option for bothlong and short-term expatriate families in the Niseko / Kutchan area. We will celebrate our 10th anniversary in the2021-2022 academic year.

HIS Niseko enrols 38 students from Early Years to Grade 6. The enrollment of non-Japanese expatriate studentshas increased from 5 to 15. Two of the enrolled are a teacher's child. EY has 8 full time enrolled students. MP1has 17 full time enrolled students. MP3 has 13 full time enrolled students.

HIS Niseko will open a Middle School in August, 2021. The school has hired a founding teacher and is to use theInternational Middle Years Program. (IMYP)

HIS Niseko’s building and land is rent-free. HIS Niseko serves as an International Relations Hall of sorts for thetown. Students engage in cultural exchanges with nearby elementary, junior high and high schools. Both of thelocal elementary schools are reciprocal venues for elementary school exchanges. The local junior high schoolenlists HIS Niseko for student internships. The local high school, each year, plants flowers with HIS Nisekostudents. They then follow up in an annual soccer match. Teachers conduct monthly English readings at the local

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public library. They speak at town meetings, entrance and graduation ceremonies, and local festivals. Each week,HIS Niseko hosts local children, three years old and younger, and parents for an hour of play in English.

The school employs three full-time teachers. One Japanese Language teacher and one music teacher workspart time. The school employs 2 part time teacher’s assistants. The school’s on-site administrator no longershares the Milepost 3 responsibilities.. HIS leases a 14 seat van and employs a driver for both mornings andafternoons to shuttle students safely between home and school.

HIS Niseko has a four-week, summer seasonal school. This program enrols Japanese and foreign born students.Seasonal school significantly contributes to the financial well-being of the school. Due to Covid 19, the 2020seasonal school was for locals residents only.

Through the PE budget and with some PTA assistance,Niseko students receive professional ski instruction fromHokkaido Core, a local ski school. This has been cancelled for the 2020-2021 winter season due to Covid 19.

Despite the physical distance, care is taken to maintain the connection between the two campuses. BeforeCovid-19, HIS Sapporo used the HIS Niseko campus for Outdoor Leadership overnights. Teachers from bothcampuses collaborate via Zoom. Through this collaboration process, consistency is maintained between the twocampuses of academic standards attained and the curriculum taught. For that reason, we can refer the reader toearlier sections of this chapter for specific details regarding early years and elementary curriculum.

Niseko HIS students use the local gym and local facilities for PE classes twice weekly. Before COVID-19,students were invited to be part of the town ski race in February of each year. In September elementary studentshike Mt Annupuri while EY students hike the Asahigaoka mountain. Students go ice skating at the Tomari Ice rInkeach September. Elementary students participate in a cross country race at the local park. In May, studentsusually visit the Sapporo campus for Primary School Sports Day. Students use the local facilities swimming andrunning at the beginning of the year. They play park golf as part of the end of the year celebration.

TechnologyHIS Niseko currently uses:

● 8 working iPads (Student Use)● 4 iPad (teacher use)● 5Chromebooks● 9 Laptops● Each Milepost teacher possess an Epson VS240 SVGA 3LCD Ceiling mounted projector● The EY teacher possess an Epson an Epson 3LCD 1080 projector● Each full time teacher possesses a MacBook Air (Retina, 13-inch, 2020)● An electronic microscope for the EY● A projector (retired from Sapporo) that is utilised for light and shadow (Reggio setup) exploration in EY

classroom.

School LibraryDue to COVID-19, our library is in need of maintenance. Our library has electronic barcodes for texts. TheSapporo librarian comes to Niseko once a year in October to introduce new books to the library. The Library ismaintained by teachers. Each Week a parent volunteer comes to the library for an EY/MP1 read aloud. Once amonth a volunteer from the town council comes to read to the EY/MP1/MP3 as in international, cultural exchange.

SubjectsThe Milepost 1 and Milepost 3 learners study the TCRWP Writing and Reading Workshop, Mathematics, IPC andJapanese.

Early Years is Reggio Emilia inspired as we focus on transcending the key elements of inquiry-based learning: Itis a holistic approach of education which is not child-centred or teacher-directed. Our “curriculum” per se ischild-originated (emergent) and teacher-framed based on the idea of wonderment. Subject areas encompassed

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in the emergent program are literacy, numeracy, science, environmental studies, creative expressions,student-based interest learning, and phonics.

Niseko MP1 has weekly Technology Time and Creative Time. During technology time students use OSMOcoding, words, numbers or practice the practical. MP3 students learn coding with activities and assessments fromScratch Jr. MP3 students acquire Gmail accounts starting in 4th grade.

The Niseko administrator is responsible for Art, English Language Learning (ELL) and Physical Educationinstruction.

Niseko MP3 students participate in five Math Olympics (MOEMS) competitions each year. The contests areadministered November through March. They compete with students all around the globe.

Electronics SubscriptionsMP1 subscribes to the following subscriptions for school and home study.

● Mathletics● RAZ kids● Jolly Phonics● Seesaw

MP3 subscribes to the following subscriptions for school and home study.● IXL● Prodigy

EY subscribes to the following subscriptions for school and home study.● Storypark

Cultural Exchange Community InvolvementHIS Niseko joins Shiroikawa Primary School in Kuromatsunai for an exchange program once a year. MP1 visitsthe local library monthly for read aloud.This program was canceled due to Covid-19 restrictions.

Early Years students visit the local preschool centre for international and cultural exchanges, once a month.Ohisama is a monthly bilingual exchange program that was initiated and led by the Early Years class at HISNiseko. The Early Years program recognized the need to bridge the gap between the international HIScommunity and the local community, especially to increase the local community's awareness of HIS Niseko'seducational approach. Each last Wednesday of the month, the students along with their teachers walk to the localpreschool and kindergarten to demonstrate some of our school's learning experiences. Usually, we share a storyin English and Japanese and some songs before engaging in a short period of playtime with all the childrenranging from 0 to 5 years of age. EY students also participate in dances led by Ohisama's teachers.EY coordinates and conducts “Mummy and Me” once a month to invite potential students starting from 0 to 5years of age to school to join us in some experiential learnings that are done in EY. A parent and their child joinus for the session and at the end of it, we provide enrollment information for families who are interested in ourschool. These visits were cancelled this year due to Covid-19 restrictions.

HIS Niseko is heavily involved with Niseko Town Council’s Annual Halloween Festival. This year was to beNiseko’s 10th year of hosting the event. HIS Niseko’s administrator is the Festival Chairperson each year. TheHalloween Festival was canceled due to Covid-19 restrictions.

Financial Assistance ProgramFinancial Aid is monetary assistance provided by HIS Niseko to reduce educational costs to families. This year,four families benefited from the program. Financial aid is provided on the basis of financial need, which is definedas the difference between educational expenses and a family’s ability to pay those expenses.

HIS Niseko commits to offering some degree of financial assistance to families that demonstrate financial need inpaying tuition. First and foremost, consideration is given to students who have no other educational alternatives inNiseko.

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The school currently allocates 20% of the Funds generated by our Corporate and Personal Financial AidFundraising drive.

The intended benefits of the Financial Assistance Program are:● Positive relationship building throughout the Niseko community● Improved perception among stakeholders● Increased visibility in the community● Improved retention of students● Free cross-marketing

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II: Significant Changes and DevelopmentsSignificant Change / Development Significance / ImpactOutbreak of Covid 19 Pandemic inJanuary 2020

- Loss of 27 students in the 4th quarter of 2020- Predicted budget shortfall of ¥42 million (2019-20)- From surveyed enrollment data, the revised 2020-21 budget indicatesa ¥60 million shortfall (150 students at the Sapporo Campus) -- Note:Based on more recent predictions (February 2021), we are nowexpecting a shortfall of around ¥40 million (based on better thanexpected enrollment at 173 students at the Sapporo Campus insemester 2 this year)- Dormitory challenges due to Covid 19

- Started in August 2020 with 18 out of 34 unable to return- 2 dorm students have subsequently decided not to return- 3 new dorm students subsequently decided not to enrollafter all due to the difficulties

- By the end of semester the dorm still has 7 students not yetattending in person

- Challenge of bringing in new staff from abroad (including new HoS).In the end, however, all new staff were able to arrive on campus only aweek late. They were able to attend orientation remotely.- 2019-20 Second semester PLC curriculum review work put on hold -will necessitate a change of our completion timeline.-Suspension of PD expenditures for 2020-21 -- Note: Based on morepromising budgetary predictions for this year, PD expenditures havenow been reinstated in semester 2 of 2020-21.-In-house substituting (no outside substitute teaches) for 2020-21-Suspension of school events, extra-curricular activities, field trips,travel and sporting events -- Note: Some field trip activities have beenapproved more recently in semester 2 if they are socially distancedand outside.-Revision of grading policies to fit the challenges faced by studentsduring online learning-Creation of emergency scenario planning for 2020-21 (severaldifferent scenarios planned for)

New Head of School transition New Head of School from August 1, 2020- Strategic planning that involves major changes put on hold

Creation of Organizational Chart Clarifies the roles & decision-making within the schoolRoles, Responsibilities,Decision-Making & Reporting docs.

Clarifies Roles for school community

Planning in place for the addition ofmiddle school at HIS’s Nisekocampus. Fully paid for through afundraising effort

Middle School classes will commence in Niseko in 2021-22.New teacher hired in December 2020.

Updating of Revised Articles ofIncorporation: Stage 1

Returned the Board of Councilors to Gakkohojin- status intentions for itto be an advisory body.

Updating of Revised Articles ofIncorporation: Stage 2

Revised to meet newly mandated government reform initiatives forGakkohojin- status schools.

HIS Union HIS administration and labor representatives are continuing tocollaborate, with regularly scheduled meetings and newly developedprotocols and processes for constructive dialogue. We are optimisticabout the future of our work together for staff and students alike. Weare working to ensure that all staff members feel well supported and

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positive about working at our school.Creation of HIS Essential ResourcesDocument List

Helped to centralize all significant and often used documents of HIS

Creation of Leadership Team Process for representative advice-giving on major decision-making byadministration

Adoption of a PD Approval Process Clarifies the criteria for and process for PD approval through theCurriculum Committee, helping to link PD to curricular goals andsupporting student achievement

Change of focus of PLCs fromLesson Study to Curriculum ReviewFocus

Acting as working committees to address a major area of the 2018-24action plan

Expansion of AP Program: Additionof Capstone Research, Psychology,Human Geography

Raising level of student AP participation in HS

Contracting of local psychologist forstudent counseling - currently once amonth by appointment

Addressing psychological and emotional needs of our students

Reading Writing Workshop indevelopment for middle school

Creating common approach to reading and writing instruction acrosselementary and middle school

Expansion of Dormitory Program(new building & staff)

Increased residential student population and improved sharing of thedorm parent oversight role

Creation of HIS Online LearningProtocol

Established to address the Covid-19 outbreak to guide online learningacross the school

Inclusion of Child Protection at HISsection to the school’s new website

Ensures that all stakeholders are aware of our policies and practiceson child protection.

Introduction of mandatory childprotection training for all vendors andvolunteers each year throughEducare

Ensures that all who come into contact with our students forprogramming are appropriately trained

Creation of the HIS - Vendor /Service Provider Agreement toensure quality control and embedchild protection into after school andsupport programs into the future.

Adds a higher level of protection for our students and a legal means toend vendor services where concerns may arise.

HIS Alletta Seltzer MemorialScholarship for Young WomenLeaders

Adds high achieving female students to our dormitory program (whichaddresses a recognized gender imbalance)

Creation of a Student AchievementData Review Protocol

Passed by the curriculum team in Fall of 2020 with the purpose toimprove school understanding of student assessment data results andto respond with appropriate actions where necessary.Used to review MAP and DRA data in January.

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III: Ongoing School ImprovementWhen Tasks Who

Ongoing(Every third Wednesdaymorning late-startcollaboration block)

PLC groups meet for curriculum review cycle work addressing theprogram areas pinpointed in the 2018-24 WASC Schoolwide actionplan:- Language Arts- Mathematics- Community Service and Leadership

All teaching staff

Ongoing(Usually two times amonth)

Several tasks and goals of the 2018-2024 schoolwide action planhave been taken up by the Curriculum Team.

The Curriculum Team also doubles as the WASC Leadership Teambefore accreditation visits.

The Curriculum Team, along with the WASC Coordinator, is the mainmonitor for the successful implementation of the 2018-2024schoolwide action plan

Curriculum TeamMembers(HoS, Principal, Nisekoadministrator, IPCcoordinator, IMYCcoordinator, EY teacher,Art/Outdoor Ed teacher)

Ongoing(Usually once a month)

Several tasks and goals of the 2018-2024 schoolwide action planhave been taken up by the Leadership Team.

A full description of the role of the HIS Leadership Team

Leadership Team(HoS, Principal,Art/Outdoor Ed teacher,MP3 teacher)

November 2019-March2020

- Updating of School Profile for 2021 Mid-Cycle Report

- Preparation of 2019-20 WASC Interim Report

WASC Coordinator withinput from CurriculumTeam (WASC LeadershipTeam) and Head ofSchool

February 2020-June 2020 Interruptions to the planned school improvement process andMid-Cycle Visit Report as result of the Covid 19 Pandemic andextended school shut down

August 2020 All teachers and staff involved in focus group conversation andreview of:

- section 2 (Significant Changes and Developments)- section 4 (Progress on Critical Areas for Follow-up/

Schoolwide Action Plan)- section 5 (Schoolwide Action Plan Refinements)

All teachers and staff(during AugustOrientation Week)

August 2020 - January2021

PLC Groups resume work on curriculum review (Language Arts,Mathematics, Community Service & Leadership) which was put onhold during second semester 19-20 due to covid disruptions

All teaching staff

October 2020 Community Surveys sent out to parents, students, teachers All HIS Stakeholders -Staff, Parents, Students

November 2020 Curriculum Team (WASC Leadership Team) meet to update andreview School Profile, analyse academic data,

Curriculum Team (WASCLeadership Team)

November - December2020

- Elementary Team Meeting discusses a better system to documentstudent DRA Reading levels for the WASC report and to identifystudent needs.- Creation of data input spreadsheet- Completion of DRA data input

- Elementary members ofWASC Leadership Team- Full Elementary Team

December 2020 - January2021

WASC Coordinator finishes draft of Mid-Cycle Report incorporatingin edits collected during school teams review

WASC Coordinator

January 2021 Review Community Survey Data / Share with executive boardReview of Student Assessment Data / Share with executive board

WASC Coordinator

Executive Board

December - January 2021 - Creation of a Student Achievement Data Review protocol andTeam - For now, quarterly student achievement review will be a dutyof the curriculum team

- Student Achievement Data Review / Analysis written for

Curriculum Committee(WASC LeadershipTeam)

Teaching Staff

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WASC Mid Cycle Report following the new protocol

- WASC Leadership Team Reviews data collected from thecommunity surveys

January - February 2021 Teachers and staff read draft again, suggest final edits

Presentation by WASC Coordinator

All teachers and staff

February 24th 2021 WASC Coordinator presents Mid-Cycle Report to Executive Boardfor input and approval

WASC Coordinator

Executive BoardMarch 15th 2021 Mid Cycle Report sent to WASC six weeks in advance of visit. WASC Coordinator

IV: Progress on Critical Areas for Follow-up and Action PlanHIS Action Plan Goals &Critical Areas of Follow-up(from: 2018 Self Study VisitingCommittee Report)

Progress Report Impact on StudentAchievement

Critical Area of Follow-up 1:Leadership and Decision Makinga) The Head of School, with thesupport of the Executive Board,leads the development and adoptionof a simple process framework thatidentifies who is responsible formaking decisions, and secondlymakes these individuals or groupsaccountable to the community forthe work required.

b) Those identified withresponsibilities will be required todevelop with the support andinvolvement of the Head of School,appropriate systems, processes andstructures so decision making isaligned and the school communityhas clarity. These systems,processes and structures must beclearly articulated and shared withthe school community.

a) Roles, Responsibilities, Decision-Making & Reportingdocument created in 2018-2019 which outlines what eachstaff member is responsible for and to whom they reportand are accountable to.Introduced in 2020-2021, the Leadership Team DecisionMaking Framework also represents an important additionto addressing responsibility and accountability at HIS.

b) The developed organizational chart was shared to theentire community and to the full faculty/staff in a specialmeeting along with the roles and responsibilities document(in collaboration with individuals in their areas ofresponsibility).Recent updates to policies, procedures and systemsinclude:

● Board of Councilors returned to intended advisoryrole with specific oversite areas (school investmentportfolio, Articles of Incorporation, Bylaw changes)

● PD Handbook and Approval Process● Campus Network, Personal Device, and PC Usage

Regulations● Dormitory Handbook updated● Articles of Incorporation redraft and realignment● Inclusion of Child Protection at HIS section to the

school’s new website● Introduction of mandatory child protection training

for all vendors and volunteers● Creation of the HIS - Vendor / Service Provider

Agreement to ensure quality control and embedchild protection into after school and supportprograms into the future.

● Creation of HIS Online Learning Protocol● Leadership Team Decision Making Framework

c) In the fall of 2018, school administration and governancedeveloped and adopted an organizational chart thatincluded the establishment of a leadership team through

While it is difficult tomeasure its direct impacton student learning, thelatent potential for better,timely and ongoingdecision-makingprocesses has beenrealized through thecompletion of this work.

A recent example is thedecision reached ongrade 6 placement (in ESor MS)

As an in-house practice,the Leadership Team hasat times been temporarilyexpanded to draw insignificant voices (thosewith vested interest andclosest understanding onimpact on studentlearning.

Leadership Teammeetings are open to anystaff member who wouldlike to attend

Agendas and Decisionsare shared on the staffdrive and linked into thefollowing week’s MondayMemo

Leadership Team attendBoard of Councilorsmeetings. This should

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c) The development of a clearorganizational chart that shows theschool’s governance and leadershipstructures, the school decisionmaking processes, and whereresponsibilities lie. Thisorganizational chart must becommunicated with the communityand included in the school’s nextWASC Progress Report.

which major decision-making is made at the school. Thiswas presented at a Full Faculty meeting and was publishedin the staff/faculty weekly Monday Memo. The documentwas also published in the HIS Community Handbook,The organizational chart was included in the 2019 WASCProgress Report.

help improvecommunication andunderstanding of schoolissues.

Critical Area of Follow-up 2Improved Support for StudentPersonal and Academic Growth1. The provision of appropriateguidance counselling services tosupport students to gain admissionto the universities and colleges oftheir choice

2. The provision and availability ofessential socio-emotionalcounselling support for studentsacross the school, especially forthose students participating in theschool’s boarding program.

3. The provision of appropriatelearning support resources toensure the school is doing its best toserve the needs of each student.

*1. As of 2018-19, HIS has two teachers on staff (up fromone teacher the year before) providing college counselingto students. Each teacher has one devoted block in theirschedule for college counseling as well as significant timeto collaborate. Small graduating classes of 20 students orless are currently being supported quite adequately by ourcollege counseling team.

*2. The school utilizes local resources (U.S. trained,English speaking counselor & English-speakingpsychiatrist) as much as possible and continues to explorenew external counselling support as they arise.- Contract with a local English-speaking psychologist toprovide emotional counselling for a minimum of twosessions per month.- HIS is committed to provide for more sessions shouldneeds arise.

* 3. A student downturn in 2018-2019 (made worse byfurther losses due to the Covid 19 pandemic in 2019-20)and prioritization of above matters, have delayed our abilityto address this in this school year.- At the secondary level, teachers and administration arepiloting a “introductory” (modified) level of differentiatedinstruction in the classrooms (in addition to existingdeveloping, standard and honors).- In 2019-20, HIS trialed a “Foundations in Math” course forstudents who needed added support in preparation for HSmathematics.- Academic coaching is available on Tuesdays and Fridaysto secondary students requiring additional support- New credit recovery policy allows students an opportunityto demonstrate proficiency beyond the end of the courseend date (and in process bring their grades up)- HIS’s new standards based grading is a fairerassessment of proficiency which no longer dramaticallypenalizes late submissions- (Covid 19 Response) Online Grading Policy created inorder to provide a fair system for grading students,recognizing the added difficulties face during distancelearning

* [Note] The above challenges and the size of our schoolitself, generated conversations at the Board level and atthe Leadership Team and Curriculum Team level that havequestioned the reasonability of addressing these areas and

Additional staff timededicated to collegeadvisingAnecdotal evidence andstudent and parenttestimonials indicatebroad satisfaction withthe support provided byHIS college counselors.

Based on requestsreceived to date forsocio-emotionalcounseling appointments,the existing support weare providing (or haveaccess to) is meeting thecurrent needs ofstudents.

Although there have beenand currently still arestudents who wouldbenefit by addedacademic support, HIShas been able to makeconnections with outsideservices to help addressthese needs as theyarise.Admittedly, this can bequite difficult to findlocally in languages otherthan Japanese.

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4. The development of clear andcomprehensive child protectionpolicies, practices, and proceduresthat demonstrate to the communitythat HIS is fully committed to thesafety and well-being of eachstudent.

5. The development of clearschoolwide health and safetyprocedures, for example ascheduled plan for first aid trainingfor key personnel

6. The development of a morerobust set of practices andprocedures to ensure a safe andhealthy living environment for allstudents participating in theboarding program.

imagine it will be a matter for ongoing conversation throughour mid-cycle visit process.

4. Adoption of online training for all English-speaking staffand volunteers via EduCare. Adoption of online boardingprogram staff training via EduCare. Comprehensive changeto rules governing school building access, includingcommunity-wide sign-in procedures, tightened doorprocedures and shorter times when main doors are open /closed. Adoption of identifying lanyards for all staff, faculty,PTA members and guests.- Inclusion of Child Safeguarding at HIS section to theschool’s new website- Introduction of mandatory child protection training for allvendors and volunteers- Creation of the HIS - Vendor / Service ProviderAgreement to ensure quality control and to embed childprotection into after school and support programs into thefuture.

5. Plans for first aid training have been discussed atLeadership Team and Curriculum Team Meetings. There isdifficulty finding such training in English in Sapporo.Also, the above needs were superseded by a need toaddress the emotional wellbeing and preparedness of staffand students ahead of starting the 2020-21 under thecontinued threat of Covid-19- (Covid 19 Response) Pandemic Response RubricUpdated- HIS - Vendor / Service Provider Agreement

6. Completion of the construction project which allowed theschool to bring all dorm students together onto the maincampus and into a unified program- Expansion of the dormitory allowed for the employment ofa full time cook whose contract includes daily cleaning ofthe kitchen.- Expansion allowed for the addition of a second dormitorycouple to expand shared oversight of the dorm program.- Osojihonpo was contracted to provide twice-weeklyadditional cleaning regimes in the dormitory.- Refurbishment of the old dormitory completed over thesummer of 2020.- All dorm parents and head of school completed theEduCare online course “An introduction to boarding forinternational schools”- The Dormitory Handbook was fully revamped in the2018-19 school year and are annually revisited, revisedand updated by the dorm parents and administration

HIS feels it has nowaccomplished all that isrequired to bring it fully inline with recentlyredeveloped expectationsfor child safeguarding

- HIS is working with itsoffice staff to makeannual training availableto HIS teachers / staff

- Higher reportedattendance at meals inthe dormitory, ensuring ahealthy dietary balance.

- Refurbishment of thedorm kitchen introducedmuch anticipatedindustrial standarddishwashing equipment

Action Plan Goal 1School Systems and Processes1. Creation of a clear LeadershipTeam Structure and OrganizationalChart for HIS

2. Curriculum review cycle

1. (See above in Critical Area of Follow-up 1)

2. Curriculum review cycle:a) Curriculum team and full faculty worked on revising

our foundational statements. The result is a newVision Statement and Mission / Learning Statementupon which the school will focus its curriculumreview moving forward.

- Better understood andmore timely decisionmaking systems andprocesses will helpensure quick action tosupport student learning

- Well designed andaligned curriculum willcertainly have a positive

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b) Documentation / “inventory-taking” of existingcurriculum by subject teachers / teams

c) Curriculum team set priority subject areas to reviewin 2019-20 & 2020-21.

d) Creation of PLC teams to address the followingcurricular review areas in 2019-20

○ K-12 Language Arts○ K-12 Mathematics○ Leadership and Service Learning

Topics to be addressed in curriculum review process:- vertical alignment across the school- ensure common assessment practices / creation ofcommon rubrics- decisions around common teaching approaches- unit plans- scope and sequence design format

Curriculum review for Language Arts, Math and Leadership/ Service Learning was disrupted by the Covid 19pandemic

Work was reconvened on curriculum review process in thefall of 2020.

We look forward to commencing social studies and sciencecurriculum reviews starting in 2021-22.

effect on student learningat HIS.

Action Plan Goal 2Academic Rigor and Support forStudent Learning1. Improve Support for StudentPersonal and Academic Growth atHIS

2. Improve student protection andsafety at HIS

3. Improve Academic Rigor tosupport student growth at HIS

1. Advancements in Academic Support initiatives at HIS(see above in critical area of followup 2)

2. Advancements in Student Protection and Safety at HIS(see above in critical area of followup 2)

3. Academic Rigor- Introduction of AP Research in 2018-19- Several students working towards the AP CapstoneDiploma- Introduction of AP Psychology and AP Human Geographyin 2019-2020

All three of these areas ofstudent support are wellrecognized to have anenormous impact onstudent learning whenimplemented effectively.

Action Plan Goal 3Character/Leadership/Service1. Schoolwide Service LearningProgram (Phase 1 - InternalService)2. Schoolwide Student CharacterExpectations3. Embedding student leadershipthroughout HIS

1. Service LearningService Learning PLC formed to begin planning for “phase1- Internal service learning at HIS”

2. and 3. Character / Leadership- See “Accomplishments” notes in V: Schoolwide ActionPlan Refinements (Character/Leadership/Service section ofthe revised action plan)

HIS recognises the valueof experiential learning.Through service andleadership challenges,students are presentedwith opportunities to meetthe expectations of theHUSKIES charactertargets (the essentiallearning results of HIS)

Action Plan Goal 4School-wide Resource Plan1. Executive Board establishes theStrategic Planning Committee

1. In fall 2019, a strategic plan drafting process wasinitiated by the HIS staff, leadership team, curriculum teamand administration. However, this process was interruptedby the Covid 19 outbreak ending further progress onstrategic planning. The school refocused its attention on ashorter-term set of scenarios through which the school

Strategic planningdecisions at all levels(executive board, admin,teaching staff) is centeredon what will have the

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2. School Schedule Revision

3. Review and update the three-yearPhysical Plant Resource Plan (LongRange Maintenance Plan).

4. Develop a comprehensive studentrecruitment plan to ensure anexpanding enrollment to support thegrowth and development of schoolprograms.

5. Community Transition andRetention

would guide itself through the ongoing pandemic year. Itwas seen as highly likely that the economic and socialfallout from the pandemic would require a completely newstart on strategic planning once the full impact upon theschool is fully understood.

Moreover, 2020-21 saw the arrival of a new head of school.To ease his transition into the school, the executive boarddecided that no major new initiatives would be put in placeduring his first year.

Nevertheless, during its September retreat, the entireboard conducted a strategic planning process as part of asession presented by experienced board trainersrecommended to the EB by the US State Department.

The work done then will form the basis of strategic plansmoving forward.

2. School Schedule - Current student numbers make itdifficult to revise the school schedule at this time. Howeverseveral options are being discussed and the topic will bereturned to during this WASC cycle.

3.Long Range Maintenance Plan continues to be reviewedand revised by building and grounds manager, head ofschool and administrative assistant.

4. Student Recruitment- Scholarship plan created and advertised to draw femalestudents to the dorm through the Seltzer Memorial YoungWomen in Leadership Scholarship. HIS has a pendingcontract with LampLighter Associates to specifically recruitstudents from the Tokyo area.- HIS contracted with Study International for onlineadvertising through their network. A full report is availablefor review.- HoS Recruitment trip to Beijing - fall 2018- Dorm Staff Recruitment trip to school fair in MiePrefecture - May 2019- HoS visited Sakhalin in May 2019 to recruit studentsattending Sakhalin International School (which does nothave a HS program)

5. Transition and Retention Plan - Will be taken up by theleadership team in Spring 2021

most positive impact onstudent learning at HIS.

When a revision to theschool schedule structureis eventually made, it willbe to maximizeopportunities for studentlearning.

It is recognized thatstable student numbers(as well as the addition ofnew students from avariety of backgroundsand experiences) ishealthy in a school andprovides a more dynamicenvironment foracademic growth.

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V: Schoolwide Action Plan RefinementsSchool Systems and ProcessesOverarching Goals:Creation of a clear Leadership Team Structure and Organizational Chart for HIS.Develop and promote a broad understanding of school systems, processes and decision making at HIS.Begin a systematized process for curriculum review.

Rationale:There is a perception that HIS has an organizational inability to make effective, timely, and informed decisions.There is a sense of a lack of accountability and no agreed structure on how decisions are made.There are still a lot of gaps in the written curriculum that need attention. The curriculum needs to be better housed and mapped. Thereis a recognized need to revise the curriculum in several areas of the school

What will successful implementation look like?Greater community understanding and smooth working of school systems and decision making processes.HIS will have a curriculum review cycle.

Overview of Review process: There are built in systems to review progress within the action plan. Where applicable there isleadership team and curriculum team oversight.

HUSKIES addressed:Understanding Collaborators who: contribute to the betterment of groups • analyze, evaluate and synthesize information • work wellwith diverse individuals and situationsEffective Communicators who: actively and empathetically listen, speak and discuss • read and write critically and effectively

Tasks Action Steps StaffResponsible

Start/EndDates

Resources PD/Budget/Time)

Evidence ofAccomplishment

Creation of aclear LeadershipTeam StructureandOrganizationalChart for HIS

- Creation of the structure of the Leadership Team

- Reorganization of Curriculum Team and clarificationof its roles

- Investigate and draft a Organization Chart to reflectthe needs of HIS

- Creation of the school organizational chart

- Sharing with the school community.

- Leadership Team Agenda Items (2018-19)Leadership Team Structure and Role at HISLeadership Team Decision Making Framework

● Joint LT & CC Meeting to consider the placeand value of LS as a means of investigatingthe impact of learning and to consider the roleof PLCs

● Application & Enrollment● Monitoring PD & PD Process @ HIS● Teacher Eval and Observation Process● Alumni Follow-up● Student Support

- Reflection/Review of how the functioning of the LThas gone / Potential Revisions

HoS / EB

HoS / CC / EB

HoS / LT / EB

LT

Admin

LT

LT / CC / All

May 15,2018June 15,2018

June 15,2018

Aug 9, 2018

Sept/Oct,2018

Throughout2018-19and beyond

May/June2019

ProfessionalReadingResources forAdmin, EB andLT members

Established LTStructure andMembership

Established,published andcommunity-wide explainedOrganizationalChart

Agenda /Minutes of LT

COMMENTS /UPDATES2020-21

Accomplishments● Establishment of Leadership Team● Established and published HIS Organizational Chart. Communicated to the school community - presented

at a Full Faculty meeting and published in the staff/faculty weekly Monday Memo. Published to the broadercommunity through the school’s newsletter and to be put into the school’s Community Handbook.

● Creation of the Roles, Responsibilities, Decision-Making & Reporting Document

Areas of growth● Consider better ways to house and publicise school policies and procedures● Work needed on clarification of the roles of the leadership team and curriculum team● Work still required to ensure that the second half of Critical Areas of Followup a) is accomplished (ensuring

individuals and groups are accountable to the community for the work they are assigned within the Roles,Responsibilities, Decision-Making & Reporting Document. The recent addition of the Leadership TeamDecision Making Framework is another positive step in this direction.

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Curriculumreview cycle

Curriculum Team Oversight

Implement the following proposed cycle of review1. Year 1 Pre-review: documenting what we arealready doing (teachers updating/submittingcurrent unit plans/calendars)- Subject areas are set for priority review based onyear 1 discussions- Recommendations for school schedule changes aremade- Recommendations made for the composition oflesson study groups (PLCs) to meet needs of thecurriculum review cycle going forward2. Year 2: Review: review and analyze currentcurriculum in vertical subject teams using standardframework/Align with Lesson Study Groups

● Alignment● Rigorous and Relevant● High Expectations for All● Dynamic Teaching● Assessment

3. Year 3: Develop/ChangeVertical subject teams (teachers) work on changingcurriculum based on needs observed during reviewyear.4. Year 4: Implement/ReviseIndividual subject teachers/collaborating teachersimplement changes to curriculum scope andsequence/ pedagogical approach, using teacherobservation and lesson study process as a mechanismto reflect and revise on implementation.5. Year 5: Reflection/review (or start process overagain)Vertical subject teams meet again on Wednesdaymornings to reflect and continue the process. Principaldevotes meeting times to curricular review.

1.Principal andHoS setdeadlines

Teachers

2. Teachers(aligned withlesson studygroups)

3. Verticalsubject teams(teachers)

4. Individualsubjectteachers

5. Verticalsubject teams(teachers)Principal

2018-2019

2019-2020

2020-2021

2021-2022

2022-2023

Devotedcollaborationtime

PD Days

Possible PDCosts asrequired

Purchase ofnewinstructionalmaterials ifrequired(subject toapproval ofcurriculumteam andadmin).

- Mechanism inplace to reviewcurriculum withregularity andwith deliberateconsiderationof studentlearning needs.

- If needed/feasible, schoolschedulechanges aremade based onprovencurricularneeds (tosupport studentlearning)

COMMENTS /UPDATES2020-21

Accomplishments● Revision process completed of the school’s Mission and Vision statements. (2018-2019)● It was decided that this process needed to be done before a meaningful curriculum review could be initiated.● Documentation / “inventory-taking” of existing curriculum by subject teachers / teams (2018-2019)● Creation of PLC teams to address the following curricular review areas (2019-20, continuing in 2020-21)

○ K-12 Language Arts○ K-12 Mathematics○ Leadership and Service Learning

● Topics addressed in curriculum review process:○ vertical alignment across the school○ ensure common assessment practices / creation of common rubrics○ decisions around common teaching approaches○ unit plans○ scope and sequence design format

Areas of growth● Teams fell short of goals with disruptions caused by school building closure due to Covid 19 restrictions● Need to improve the reporting back process (to the administration and curriculum committee) to ensure

common understandings of goals and provision of necessary materials, support, professional development,etc.

● Need for clear timelines● As some members of existing PLCs are no longer required, they should be permitted to turn attention to

other areas of the curriculum - most notably, science and social studies.

Academic Rigor and Support for Student LearningOverarching Goals:Improve academic rigor by focusing on improving critical reading and writing skills—including foundational language skills across theschool.The provision of appropriate guidance, socio-emotional counselling and learning support resources to support students. Particularemphasis for socio-emotional counselling to be provided for the boarding program.The development of clear and comprehensive child protection policies, practices, and procedures that demonstrate to the communitythat HIS is fully committed to the safety and well-being of each student.The development of clear schoolwide health and safety procedures, for example a scheduled plan for first aid training for key personnel.The development of a more robust set of practices and procedures to ensure a safe and healthy living environment for all students

44

participating in the boarding program.

Rationale:Difference between student performance in LA (humanities) and mathematics, science. Previous whole school efforts at reading &writing across the curriculum point to ongoing needs. Desire to instill in students an intrinsic motivation (seen as currently lacking)Recognized need to address the social/Emotional needs of HIS students as well as provide better support for graduates transitioning touniversity.

What will successful implementation look like? Student habits of mind and critical thinking will change twofold to acquire thefollowing understandings: foundational application of the listening, speaking, reading and writing (the 4 language skills) are universalacross the curriculum; genre-specific uses of the 4 language skills are required for success within each of the curricular areas.Students keep growing in pursuit of their highest potential academically and creatively.Students are provided with greater support in all areas - social/emotional / college / academic

Overview of Review process: There are built in systems to review progress within the action plan. Where applicable there isleadership team check-ins semesterly or yearly.

HUSKIES addressed: ALL

Tasks Action Steps StaffResponsible

Start/EndDates

Resources PD/Budget/Time)

Evidence ofAccomplishment

Improve Supportfor StudentPersonal andAcademicGrowth at HIS

- Determine the role (job description) of the counselor(Social/Emotional & Guidance Counselor)

- guidance counselor- social/emotional counselor- learning academic & behavior supportresources

- Sign up for Search Associates to seek a dual rolecounselor

- Financial planning [percentage increase(s)]dedicated to searching for and hiring a counselor

- Investigate training options for all staff in support ofstudent emotional and social needs / Staff-widereading

- Hire counselor (to begin contract in 2019-2020

Admin /

HoS

HoS / FinanceCommittee

LC / CC

HoS

Summer /Fall 2018

Spring2018

Fall 2018

Fall 2018

Fall 2018

Budgetpreparationthrough specifictuition %increases (1 ~2%)

Budget $4000for SA

CounselingRoom identified

HIS has ahired acounselor witha clearlyidentified rolethat aligns withthe identifiedneeds of theschool’sstudentpopulation

COMMENTS /UPDATES2020-21

Accomplishments● Bilingual, US trained counselor hired in 2019-20 school year to provide social/emotional counselling support

for HIS students once a month for two hours.● During this first year, her time was booked approximately 80% of the time.● In 2020-21, the counselor provided professional development for all staff at teacher orientation. She will also

present to our students at an upcoming assembly this year.● In 2020-21, her contract has been amended to allow for her to be called in for extra hours if needed in an

emergency

Areas of growth● Although HIS has signed up for Search Associates in part to aid with the hiring of a half-time counselor, a

drop in student numbers - especially after Covid 19 - has left the school in a budgetary position that makeshiring a full or part time counselor difficult.

● Explore supplementary support for students such as bolstering social/emotional learning in the curriculum

Improve studentprotection andsafety at HIS

- Child Protection Team conducts an audit of dormitoryand school safety practices, procedures and protocols

- School admin identifies training programs andprofessionals to annually maintain child protectionawareness across the school

- Create a Child Safety Manual (building on thecomponents that have already been developed in2017-18)

- The development of clear schoolwide health andsafety procedures, for example a scheduled plan forfirst aid training for key personnel

ChildProtectionTeam

Admin

ChildProtectionTeam

ChildProtectionTeam

Fall 2018for audit

Fall 2018

2018-2019

2018-2019

Budget¥100,000 - CPTraining

Stipend forinterim childprotection teamleader

HIS has a fullydevelopedChildProtectionManual,developed withthe initialgroundwork ofthe ChildProtectionTeam andcompletedunder theleadership ofthe schoolcounselor

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Clear annualCP training

Clearerresponsibilitiesfor dormoversight indorm managerand studentmanuals

COMMENTS /UPDATES2020-21

Accomplishments● Child protection team concluded an audit of safety procedures, practices and protocols in the dorm and the

school● Adoption of online training for all English-speaking staff and volunteers via EduCare.● Adoption of identifying lanyards for all staff, faculty, PTA members and guests.● Inclusion of Child Safeguarding at HIS section to the school’s website● Introduction of mandatory child protection training for all vendors and volunteers● Creation of the HIS - Vendor / Service Provider Agreement to ensure quality control and embed child

protection into after school and support programs into the future.● Campus Network, Personal Device, and PC Usage Regulations created and added to the school handbook

Areas of growth● Above mentioned audit needs follow-up● Administration and child protection team needs to continue the work of compiling existing policies, practices

and protocols into a child protection handbook.● Need greater shared awareness of Japanese laws for child protection● CPR and first aid training for teachers

ImproveAcademic Rigorto supportstudent growthat HIS

- Curriculum Team Agenda Items (to be prioritized)● Implement use of MAP data in the classroom

lesson planning (training / follow-up /conferencing)

● Creation of common writing rubric across theschool, common language and norming

● Work on vertical alignment of curriculum● Cross-disciplinary Skills (HUSKIES w/

emphasis on motivation)● Explore ways to increase student critical

thinking and ability to transfer skills from onediscipline to another

● Oversee curriculum review cycle (see above)● Assess changes in student motivation since

the introduction of new assessment policy in2017-2018

● Lead reflection on the new secondaryassessment policy

● Create a foundational statement to aidunderstanding by all stakeholders about whatwe mean by target based grading *

CurriculumTeam

2018-2019onward

Schedule CCTime

ScheduleWednesdaymorningcollaborativetime

PD Readingexpendituresfrom misc. Ed.budget

Items for CCfollow up willbe itemed inthe CCAgenda/Minutes Doc.,prioritized fordiscussion/decision

Notes ofachievement inminutes of CC

Initiatives inplace toaddressimprovementof academicrigor throughschool-widefocus onreadingfluency/comprehension, criticalthinking, andtransferableskills

COMMENTS /UPDATES2020-21

Accomplishments● Work underway on review in three main areas of HIS curriculum (Math, LA, Service Learning). Vertical

alignment is one of the goals of this process.● HIS revised its Vision and Mission and Learning Statements. Although there is still work to be done on their

implementation across the school, these statements now better reflect the school’s purpose, ideals andcharacter. Curriculum team decided that before the curriculum review cycle should begin in earnest, thesestatements should be rewritten. Then any future review would be routed in these statements.

● Teacher observation process revised to allow for a quicker cycle and follow up

Areas of growth● All the above are still areas of growth for HIS● Curriculum Team will continue to tackle this list this year:

○ Implement use of MAP data in the classroom lesson planning (training / follow-up / conferencing)

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○ Creation of common writing rubric across the school, common language and norming○ Work on vertical alignment of curriculum○ Cross-disciplinary Skills (HUSKIES w/ emphasis on motivation)○ Explore ways to increase student critical thinking and ability to transfer skills from one discipline to

another○ Oversee curriculum review cycle (see above)○ Assess changes in student motivation since the introduction of new assessment policy in

2017-2018○ Lead reflection on the new secondary assessment policy○ Create a foundational statement to aid understanding by all stakeholders about what we mean by

target based grading *

Character/Leadership/ServiceOverarching Goal: Implement service, character, and leadership programs at HIS—schoolwide and progressive—starting byreframing, refining, and augmenting what we already do

Rationale: To further foster character, leadership and service in HIS students.

What will successful implementation look like? Having authentic school wide service learning opportunities so that students canexperience, reflect and report on their learning.

Overview of Review process: There are built in systems to review progress within the action plan. Where applicable there iscurriculum team oversight and/or administration check-ins semesterly or yearly. Curricular review cycle (referenced above) will alsoserve this purpose.

HUSKIES addressed: All HUSKIES

Tasks Action Steps Staff Responsible Start/EndDates

Resources PD/Budget/Time)

Evidence ofAccomplishment

SchoolwideService LearningProgram (Phase1 - InternalService)

1. Develop a progressive K-12 plan2. Develop procedures for planning services.3. Setting up guidelines for teachers to facilitatethe process.4. Implement program5. Reflection

1. Curriculum2. Curriculum3. Curriculum

4. HR teachers5. All Staff

Year 2Year 3Year 3

Year 4 to 6Year 4 to 6

1-4 Documentcontaining thescaffolding ofhow the “phase1” servicelearningprogram willunfold at eachlevel.5.Documentationof all staffinvolved with“phase 1”through either aGoogle Doc orsurvey.

COMMENTS /UPDATES2020-21

Accomplishments● PLC group was developed to specifically address student leadership, and service learning curriculum

development● United Nations’ Sustainable Development Goals chosen to guide service learning focus● PLC group making plans to ensure service learning opportunities and inclusivity across the school, across all

grades.● Created a draft document that maps service learning pathways for HIS (connected to United Nations’

Sustainable Development Goals)

Areas of Growth● Continue work on defining the service learning student outcomes● Need for overall direction from the school administration and curriculum team about moving forward with

existing plans

SchoolwideStudentCharacterExpectations

1. Develop/revise student expectations andconsequences.2. Announce the expectations tostudents/parents/staff.3. Develop agreements for sports teams/activities/trips derived from the above.4. Develop agreements for the dorm.5. Implement positive reinforcement system forstudent exemplar student behavior(acknowledgement, rewards) and consequencesfor behavior violations.

1. CurriculumTeam2. Administration3. CurriculumTeam incollaboration withcoaches4. Dorm parents5. Administrationand teachers

Year 1

Year 1

Year 1

Year 1Year 1 andfollowingyears

Scheduled Timefor relevantmeetings:

1- 4 Documentscontaining therevisions ofexpectationsare availableand understoodto all concernedstakeholders.5 Awards andrecognition willbe given at

47

6. Revision/ implementation of Behavior plan forstudents in need.

6. Administrationand teachers

Year 1 andfollowingyears

Assemblies andin classroomsfor exemplarbehavior and/orfor growth inbehavior5 Disciplineviolations/concerns will havedocumentation

COMMENTS /UPDATES2020-21

Accomplishments● Campus Network, Personal Device, and PC Usage Regulations created and added to the school handbook● System for disciplinary committee established with a position of student advocate determined

Areas of Growth● Work needed on coordinating the school disciplinary approach with our character development approach

and language of the virtues project● Collaboration time needs to be set aside to develop norms and agreements for dormitory and sports teams

behavior.● Create.guidance doc to calibrate response at the teacher-level to incidents and behavior issues- to ensure

responses have some level of consistency. Consider the restorative justice aspect here too.

Embeddingstudentleadershipthroughout HIS

1. “Leadership” group exploration on teaching andimplementing leadership throughout thecurriculum and the school community.

2. Developing what leadership is at each level ofHIS (Elementary, middle school, high schooland the exemplar level).

3. Creating a scaffolding/ guidelines for how toteach/ implement leadership at the variouslevels.

4. Develop guidelines for how to involve studentsin leadership throughout school activities andevents.

5. Implement Leadership “standards” across theschool.

6. Reflection

Administration

Curriculum Team,

Outdoor Ed staff

LeadershipPLC/LeadershipStandards Team

All staff

Year 2

Year 2

Year 3 - 6

Year 3 - 6

Year 3 - 6

Year 6

ProfessionalDevelopment inLeadership

PDadministered tostaff

Documentationoutlining whatleadership lookslike at eachlevel and theexpectations forstudents ateach level andguidelines forhow to guidestudentsthroughleadership atthe levels.

COMMENTS /UPDATES2020-21

Accomplishments● PLC group was developed to specifically address student leadership, and service learning curriculum

development● A draft document was created to outline how and what student leadership could be implemented at various

grade levels● A draft document was created to define benchmarks for student leadership skills and experiences

Areas of Growth● Main efforts so far have been in service learning. Next steps will be toward developing the leadership

continuum across the school● Need for overall direction from the school administration and curriculum team about moving forward with

existing plans

School-wide Resource PlanOverarching Goal: Create a comprehensive three year school-wide resource management plan with the following four tasks:

● Physical plant● Personnel and time● Student recruitment, transition, and retention● Niseko Development

Rationale: HIS is in need of a comprehensive resource management plan that would clearly map out the upcoming needs of the schoolin terms of the following resource, sustainability (Retention) and development needs: HIS Sapporo physical plant expansion, staffing &scheduling, and long-range development of the Niseko campus.This plan should furthermore incorporate a retention plan that would involve all staff in the school in clearly defined roles and/or actionswith the purpose of establishing and maintaining positive impressions about the school (Telling the school’s story for us).

What will successful implementation look like? The development plan is in place, is annually presented and updated and is beingfollowed up on by relevant stakeholders (overseen by the Strategic Planning Committee).

Overview of Review process: The Resource Plan is a guiding document for the school that is reviewed yearly by the StrategicPlanning Committee (a committee established and empowered by the executive board. The Strategic Planning Committee also regularly

48

updates the executive board on progress.

HUSKIES addressed: General promotion of all HUSKIES.

Tasks Action Steps Staff Responsible Start/EndDates

Resources PD/Budget/Time)

Evidence ofAccomplishment

Executive Boardestablishes theStrategicPlanningCommittee

1. HoS chairs the committee

2. Chair and EB recruit membership to thecommittee

3. Although the strategic planning committee willhave other tasks, part of its role will be tooversee the execution of this school wideresource plan for both Sapporo and Nisekocampuses and to continue to develop the overallstrategic action plan.

4. The Strategic Planning Committee receivesrecommendations from Niseko campus forlong-term planning. Care is taken to address theneeds of both campuses.

4. Committee meets 6 times per year

HoS

EBrepresentatives

Teacherrepresentatives

Potential otherrepresentatives:- BusinessManager- B&G Manager

2018-2019

Onward

- Attendance atELC specificworkshops/sessions onStrategicPlanning w/Board Chair(Fall 2018)

ProfessionalReadings

Scheduled timefor meetings(once monthly)

StrategicPlanningCommittee is inplace andoversees theimplementation ofthe school-wideresources planbelow.

COMMENTS /UPDATES2020-21

Accomplishments● Community-wide strategic plan building process was begun in 2019-20 - Teaching staff, BoC, EB● Areas to address identified in the areas of:

○ Systems and structure○ Marketing○ Programs○ Financial resources○ Physical resources○ Opportunities / partnerships

● The executive board made a decision to avoid large initiatives during the new HoS’s first year (2020-21)● The Executive Board conducted a strategic planning process as part of a session presented by trainers from

International Schools Services in September 2020. The work done here will form the basis of strategic plansmoving forward.

Areas of Growth● Lots of work is still needed in this area.

School ScheduleRevision

- Feasibility Study: Research, collect data, studyneeds fed back from curriculum committeereview cycle, CC meetings on scheduling, andteam meetings, to make recommendations onschedule changes(this data used to drive Strategic Planning,including facilities, personnel andresource/budget plans)

- Develop a personnel and time resource planbased upon the data collection process fromabove.

StrategicPlanningCommittee

Administration/CurriculumTeam/SchoolScheduleRevisionCommittee

Principal

2018-2019

2018-2019

2019-2020(stage 1)

2020-2021(stage 2)

- A new schoolschedule thataddressesrecognisedcurriculum needsand / or allows forproposedcurriculumchanges- A singleresource plandocumentoutlining thepersonnel andtime priorities ofthe school,including a timeschedule of thesteps foraddressing thosepriorities.

COMMENTS /UPDATES2020-21

Growth Areas:● School needs to consider feasibility.● Significant fluctuation in student numbers - especially following the Covid 19 student enrollment downturn -

makes consideration of major changes to the school schedule difficult to plan for.● Needs to be considered alongside long-term staffing choices

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Review andupdate thethree-yearPhysical PlantResource Plan(Long RangeMaintenancePlan).

Replace heating pipes 3rd floor (Summer 2018)

Heating Pipes Stage Two

Tile check /replacement

Dormitory kitchen upgrade and 1st floorrestructuring

Admin/Maintenance/B&GCommittee

March 2018Planning forAugust2018Start/August 15 EndDate/

March 2019Planning forAugust2019Start/August 15 EndDate

- CIDF orBudgetedfunding - EBDecision

- Piping replacedon the 3rd floor- Hot water pipingreplaced on the1st and 2nd floor- Building tilerepairs completed- First floor of olddormitory tohave:- physicallyexpanded kitchento include (2nd)Restaurant stove,Industrialdishwasher,- Expansion ofliving room intocurrent Japaneseroom. // newflooring //Replacewallpapering inliving room

COMMENTS /UPDATES2020-21

Progress made:● School boiler has been replaced (summer 2020)● Dorm kitchen renovations and dorm 1st floor restructuring complete Summer 2020)

Growth Areas:● Pipe replacement and tiles check replacement on hold for now.

Develop acomprehensivestudentrecruitment planto ensure anexpandingenrollment tosupport thegrowth anddevelopment ofschoolprograms.

Elementary School:Identify populations to recruit from (Localbicultural & internationally-minded populations &Expat families)

RecruitmentTrips to HK,Sakhalin &Taiwan

RecruitmentPlanning Teams-- ES & SS(Admin/EB/ELL/ES/SSTeachers)

Fall 2018

Fall 2019

Scheduled timefor teammeetings andmarketingbudget lineitems(advertising/travel etc.)

A resource planfor each level ofthe school’sprogram and aschedule ofplanned eventsfor schoolpromotion.

COMMENTS /UPDATES2020-21

Progress made:● Development of new school website● Partnership with Study International to recruit new students

Area of Growth● This action plan goal has been referred to the Executive board marketing committee and it has been

adopted as an EB strategic goal.

CommunityTransition andRetention

-Welcoming Letter-Information Sessions-Support during time at school-Follow up after students leave HIS-Develop checklist of transition procedures.-Develop clearly defined transition proceduresby homeroom teacher and peer mentor, both forstart-of-year and mid-year transitions.

Admin & OfficeDorm ParentsHomeroomTeachersPeer Mentor

Spring 2019 Relevant officestaff meetingtime scheduledfrom September2019

Full developedchecklists oftransitionprocedures forvariousparticipants in thetransition andretention plan:- Admin/Office- PTA- Principal- HR Teachers- Etc.

Routine outflowof emailand/relevantinformation that ismonitoredthrough inclusion

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of admin (HoS &Principal)

COMMENTS /UPDATES2020-21

Accomplishments● Better tracking of application process in single spreadsheet is a good first step● Formation of Alumni Association (Spring 2021)

Areas of Growth● Systems beyond initial application and acceptance need to be addressed and worked on: information

sessions, mentoring support, exit interview, post-HIS followup

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Appendix 1 - School Boarding Program UpdatesBelow are updates from work done on Category F for the last Self Study Report (2018)

The school’s boarding program embraces the school’s purpose, complements the school’s program, andenhances the personal and academic growth of the students.

Criteria: The boarding program embraces the school’s vision, mission, and supports student achievement of theschoolwide learner outcomes (the HUSKIES)

Findings:HIS Dorm Program Mission — As an arm of Hokkaido International School, the mission of HokkaidoInternational School Dormitory is to provide students with a safe, healthy and supportive home andfamily-like environment, in order that residents may reach their potential as students, athletes andindividuals who are achieving the educational outcomes of the school.The above Mission Statement was created in the 2008~2009 academic school year. It was passed by theEB sometime that year. It helps to establish the purpose of the dorm program as one that supports theschool’s HUSKIES learning outcomes.2020-21 Update:

● Strong mission statement is in place● Dorm parents organize movie nights and game nights● Updated safety protocols have been successful in shielding us from Covid cases● Regular dormitory parent / admin meetings help ensure common understandings and approaches

for dorm and school● Growth areas:

○ the “family like” atmosphere still needs work○ Covid year has added challenge.○ More all-staff involvement in the dormitory program could be beneficial to our boarding

students○ Suggested teacher-organized outings. With dormitory parent involvement in a participatory

role. This would help with dorm parent - student bonding and also give the students morevaried experiences.

○ More needed to be done to invite new students into the dorm, make them feel welcome,create traditions

○ Need to create a welcome committee and parties

Criteria: There is a body that holds the boarding program accountable to goals, policies, and procedures that arewell-documented and aligned with the school’s mission, vision, and the HUSKIES. There is a well-establishedappeals process related to decisions made related to students in the boarding program.

FindingsThe EB has approved all three dorm handbooks (Dormitory Handbook, Dorm 2 Handbook, HIS DormitoryParent Handbook). Along with the other handbooks of the school, the EB should annually pass each ofthe handbooks and any updates that are made to reflect the changing needs of the program. This shouldform an annual component of the Board’s oversight of this program.2020-21 Update:

● (Note, there is only one dorm handbook now, as both dorms are in one place on campus)● Anonymous Survey to students sent out and will be followed up by dorm student / admin / dorm

parents meetings● Growth areas:

○ Ensure regular dorm parent communications with parents (by dorm parents)○ Listening session between admin and students○ Make sure students know the appeals process○ More regular discussions of the dormitory at child safety meetings○ Child safety team in an advisory role for dorm (how to respond to certain circumstances)

52

Criteria: There is evidence of full support and understanding by the governing authority, leadership, teachers,staff, students, parents, guardians, and community of the expectations of the boarding program.

FindingsThis is a potential growth area. While the handbooks are available, there has been little formalpresentation of the dormitory program to the community nor how the dormitories add value to the school’soverall goals and purposes. It would be valuable to have Coffee Morning explanations of the program.The next promotional video, which began filming this spring, will focus entirely on promoting the dormitoryprogram. This will also have the wider impact of giving our community a better understanding of the dormitself.2020-21 Update:

● Relaunching the dormitory website● Marketing efforts proving successful● Growth area

○ Need a new video for the dorm to advertise○ Will be good to bring in dorm-centered events with non-dorm students

Criteria: The implementation of operational procedures and systems support the goals of the boarding programand include specific health and safety boarding expectations.

FindingsWhile the handbooks go a long way to developing this, there is a need to more pervasively study the dormprogram and better define aspects of health and safety and ensure that we have covered all proceduresthat would be expected of a fully developed boarding program. HIS needs to invest itself in joiningboarding school organizations that would allow us to access specific professional development. Aiming tojoin organizations such as TABS (The Association of Boarding Schools) could be an important goal of theschool.2020-21 Update:

● Probation agreements made● Covid 19 protocols● Dormitory handbook● Related child safety● Earthquake preparedness protocols and reflections● Growth areas:

○ Potentially join TABS? Or another boarding school organization?○ Security camera for front doors

Criteria: The staff members of the boarding program are qualified for their roles and responsibilities with thematurity, character, skills, knowledge, and experience appropriate to the age and needs of the boarders to ensurea safe, healthy, and nurturing environment.

FindingsWe can better develop orientation week to more specifically support the staffing aspect of the boardingprogram. Having a head of school has been a boarding coordinator is of great help but for the long term,membership in associations through which PD experiences could be offered to future dorm coordinators,would be another valuable aspect HIS could draw upon.2020-21 Update / Growth Areas

● TABS might help with this● Look into CIS PD oportunities● Consider contracting the counselor to dorm specific sessions - with individuals, groups, dorm

supervisors/admin about ways to address specific issues

Criteria: There is an ongoing supervision, evaluation, and professional learning process for all boarding staff.FindingsSee above. Also, there has been no formalized evaluation process for the dormitory coordinators at HIS.Professional learning has largely been in the hands of the school’s administration and through the handoff process of the previous dormitory parents. The development of a dorm parent handbook was a helpfulstep in the right direction but for future sustainability, PD opportunities and a more extensive

53

handbook/training process would be of great help if HIS is to maintain a larger dormitory program.2020-21 Update / Growth Areas

● Introduce an evaluation process for the dorm supervisors - perhaps use the TABS standardsand/or WASC criteria as a framework

● Continue practice of regular meetings and cooperation between the dorm team and administration.

Criteria: There is support of the needs of all staff members of the boarding staff to ensure they can address thegoals of the program.

FindingsSome changes to the role of Administrative Assistant allowed for a shifting of office responsibilities toinclude support of the dormitory program. This addresses an essential need of the dorm program that hasbeen lacking in the past. HIS has struggled to support the dorm parents with language and culturalassistance as well as with the time to help them navigate banking, cell phones and the medical system, allof which are critical to the functioning of the dormitory program.2020-21 Update:

● Some clarification needed about what are solely the roles of the dormitory parents vs what aresome things that sometimes might be supported by office staff.

Criteria: The culture of the boarding program is responsive to and respectful of the diversity and personal andacademic needs of the students.

FindingsThis has improved greatly with wider understandings. In the past vegan, vegetarian, food allergies andreligious dietary needs were largely unsupported in the dormitory, however, we have been able to sustaincooks and staff who are supportive of the needs of dorm students. In the future, counselling - so essentialto the diverse needs of a dormitory program - should be a focus of the school.2020-21 Update:

● Special menus are provided to students with dietary needs or restrictions● Growth Areas:

○ Adding student support specific to dorm (bridging academic and dorm needs)○ Guest dormitory supervisor idea (from teaching staff)

Criteria: The staff of the boarding program works closely and communicates regularly with the parents and/orguardians regarding all aspects to support the students who are boarding. This includes clear expectations andmonitoring for those under guardianship or legal authority of the school.

FindingsDormitory parents have emailed “Dormitory Doings” newsletters on a bi-monthly basis as a means ofcommunicating with parents. Parents are expected to annually read, understand and sign off on the dormhandbook.2020-21 Update:

● Dormitory news website recently reintroduced

Criteria: There is a well-planned program of academic and personal support that is integral to the program for theday students and overall supports the school’s mission, vision, and schoolwide learner outcomes. This includesthe boarding staff’s responsibility to communicate with teachers and to provide emotional support throughcounselling and/or advocate support.

FindingsThere is a need for growth here. The dorm program is in need of greater support during the weekend withgreater chaperones outings that would support students as they learn about Japanese culture andHokkaido. Further to that is a need for HIS to have professional counselling on staff to support dormitoryneeds.2020-21 Update:

● Introduction of a counselor contracted by the school has been a big step in the right direction.Several dorm students have been able to benefit from this.

Criteria: There is a process for ongoing evaluation of all aspects of the boarding program in relation to the

54

school’s purpose; this evaluation supports staff implementation of a well-developed short- and long-range plan.FindingsThe Executive Board and the school should develop long-range plans for the dormitory throughspecifically incorporating it as a component of long-range, strategic plans.2020-21 Update:

● Sharing of WASC results with dormitory update to EB● Survey of all dorm students● Follow up with group discussions as soon as possible.

Criteria: The functioning boarding facilities are regularly assessed based on the school’s purpose, specifically inthe following areas: the ratio of staff to students; the number of students per adequate individual living quarters;and the basic services such as medical support, laundry, meals, transport, technology etc.

FindingsHIS meets the physical needs of its students in their living quarters, however, it is clear that with a growingprogram the kitchen, dining, and living areas of the main dormitory will be inadequate and will needupgrading within the development plans for a new dorm wing.2020-21 Update / Growth Areas

● Survey students re: foods● Improving environmental sustainability

Category F. Boarding Program:Strengths and Growth Needs

Category F: Boarding Program: Areas of Strength- New purpose built facilities completed for use in 2018-2019- Stable meal service daily for breakfast and dinner- Comprehensive policies in place and available to all boarding students and their parents in the dormitoryhandbooks- Commitment to additional staff in 2018-2019

Category F: Boarding Program: Areas of Growth- Need to develop, formalize and act on plans to redevelop the first floor of dormitory 1 (kitchen, dining andliving areas).This was completed in summer 2020- Need to create a better balance for the lives of teachers who have taken on the dormitory supervision role.Still some work needed here, but a big step was made with the introduction of the “dual dorm parent” systemwhere supervisors are on duty one week on, one week off.- Need to create an activity program for dormitory students to ensure social engagement and healthy lifestyleWork needs to be done here as many planned initiatives were put on hold by the arrival of the Covid 19pandemic.- Need to provide more options for counseling for our dormitory students to attend better their well being.Introduction of a contracted counselor for the school was a big step. However, we will want to consider ways tointroduce dormitory specific services in the future.

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Appendix 2 - 2017 WASC Criteria on Child Protection(Updates from Focus on Learning - 2017 Edition)Below are updates of school progress on the Child Protection Criteria from the 2017 Focus on Learning.Since HIS was following the 2014 edition for the last self study, we made sure to begin addressing these lateradded criteria.

A3 School LeadershipWASC Indicator: Child Protection - The school has clearly defined leadership responsibilities for child safetyand duty of care.

○ Legally, leadership’s responsibility in child protection is to immediately report on to Sapporoauthorities, any reported cases of abuse. The Child Protection Team at HIS is reviewing all 11 newindicators in the updated WASC accreditation manual to determine whether all aspects of childprotection have been met within our context.

(HoS Report 2017-04-12)○ Through our membership in local child protection groups, we were able to bring in child protection

trainers (in Japanese) to train school volunteers and staff. This is an important new support thatallows us to better meet changing accreditation standards in this area.

(HoS Report - 2017-08-25)○ 2020-21 Update:

■ Follow up needed on continuation of these local child protection group connections forwhen we need training in Japanese again in the future

■ Educare online training provides the understanding of duty of care means for the school’schild protection team’s leadership

■ Educare online training provides understanding of child protection processes■ HIS Student & Staff Protection Policy & Protocol Defines the roles of everyone in the

school for child safety

A4 StaffWASC Indicator: Employment Policies/Practices - The school has clear employment policies/practices relatedto qualification requirements of staff.

WASC Indicator: Qualifications of Staff - The school reviews all information regarding staff background,training, and preparation, including international expertise.

○ All incoming teachers have completed online child protection training and have either completedbackground checks or are in the process of finalizing them.

(HoS Report - 2017-08-25)○ 2020-21 Update:

■ HIS now contracts with Search Associates, which includes background check andprofessional reference information far more robust than most platforms and has childprotection as an explicit part of its operational policies

■ Staff must physically sign and acknowledge child protection policy documents every year.

WASC Indicator: Child Protection I - The school has recruitment policies and executes rigorous recruitmentprocedures that ensure all employees and volunteers are of sound moral character and suitable people to workwith children and young adults. These procedures may include criminal records/background checks, training,and/or other such means as may be suitable.

○ Admin will collaborate with the Child Protection team to review new indicators on child protectionand determine where/whether HIS has further work to complete.

(HoS Report 2017-04-12)○ All incoming teachers have completed online child protection training and have either completed

background checks or are in the process of finalizing them.(HoS Report - 2017-08-25)

○ Admin will collaborate with the Child Protection team to review new indicators on child protection

56

and determine where/whether HIS has further work to complete.(HoS Report 2017-04-12)

○ 2020-21 Update:■ School contracts with Search Associates, which includes background check and

professional reference information far more robust than most platforms and has childprotection as an explicit part of its operational policies

WASC Indicator: Child Protection II: The school has developed and adopted a code of conduct and writtenguidelines for appropriate behaviour of adults towards children and children towards other children. All faculty,staff, volunteers and contractors agree to abide by this code of conduct.

○ Admin will collaborate with the Child Protection team to review new indicators on child protectionand determine where/whether HIS has further work to complete.

(HoS Report 2017-04-12)○ During Orientation Week, all teachers re-read and signed the school’s staff-developed Code of

Conduct.(HoS Report - 2017-08-25)

○ 2020-21 Update:■ HIS has a code of conduct that every teacher signs each year.■ New website features a stand alone page for child protection■ Creation of Campus Network, Personal Device, and PC Usage Regulations

WASC Indicator: Child Protection III: The school provides training for all faculty and staff in the implementationof child protection policies.

○ Admin will collaborate with the Child Protection team to review new indicators on child protectionand determine where/whether HIS has further work to complete.

(HoS Report 2017-04-12)○ During Orientation Week, all teachers re-read and signed the school’s staff-developed Code of

Conduct.(HoS Report - 2017-08-25)

○ 2020-21 Update:■ Educare online training provides common understanding of child protection processes■ Faculty meeting time dedicated to discussing child safety scenarios

A6 Resource CriterionWASC Indicator: Child Protection - Due regard is given to building and facility design, layout, and use toensure best practice in child safety and protection.

○ In keeping with other school practices, we are working to re-open the handicap bathroom anddoubling its role as the primary faculty bathroom for the first floor.

(HoS Report 2017-04-12)○ 2020-21 Update:

■ Child protection team conducts a building and grounds walkthrough once a year.● A number of concerns have been addressed in 2020-21. Still many issues that

need to be seen to through the second semester and summer■ Windows installed on most classroom doors - still need to consider what to do with the

music room

D1 Resources CriterionWASC Indicator: Child Protection I - The school has developed and adopted an appropriate definition of childabuse including physical, emotional or sexual abuse, sexual exploitation, neglect and commercial exploitationand inappropriate behaviour of children towards other children.

○ 2020-21 Update:■ Child Safety Team will borrow some of the Educare language to provide an HIS definition

for our protocol document.■ Guidebook for Intervention of Child Abuse

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WASC Indicator: Child Protection II - The school has specific child protection policies, practices and faculty andstaff training programs to ensure the safety and welfare of all students within boarding facilities, homestay andresidential arrangements and on excursions, trips and student exchanges. These policies and practices arereviewed regularly.

● 2020-21 Update:○ As we return to regular overnights and field trip excursions after the pandemic, we will

reinforce our safety requirements where relevant for high-risk trips, including requirementof necessary up-to-date certifications (CPR, lifeguard etc.) as appropriate.

WASC Indicator: Child Protection III - The school has a scheduled program of regular, systematic professionaltraining for volunteers, contractors, faculty and staff on student safeguarding, child abuse prevention, recognition,intervention and reporting.

○ 2020-21 Update:■ Educare training for all staff every year.

WASC Indicator: Child Protection IV - The school has in place formal learning programs through the schoolexperience related to child protection.

○ 2020-21 Update:■ Area for growth: how to educate our students about child protection issues and abuse.

WASC Indicator: Child Protection V - The school has developed structured procedures for reporting suspectedor disclosed maltreatment or abuse and adopts a formal policy identifying actions to be taken, including informingappropriate authorities.

○ 2020-21 Update:○ Policy developed and shared.

WASC Indicator: Child Protection VI - The school is cognizant of cultural expectations and complies with thelegal and ethical expectations and requirements regarding child abuse within the country in which it operates.

○ Admin collaborated with the Child Protection team to review new indicators on child protection anddetermine where/whether HIS has further work to complete. (HoS Report 2017-04-12)

○ See attached Child Protection Team meeting notes from April 6, 2017 below○ 2020-21 Update:

■ Working with JCIS to find relevant translations and resources for child protection inJapanese context.

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Appendix 3 - Important Linked DocumentationWASC: Recent Interim Progress Reports / Self Study Reports / Mid-Cycle Reports

● Revised Action Plan 2018-2024● WASC Interim Report 2020● WASC Interim Report 2019● WASC Self Study Report 2018● WASC Visiting Committee Report 2018● WASC Mid-Cycle Report 2015

Annual Principal Reports● Annual Report 2019-2020● Annual Report 2018-2019● Annual Report 2017-2018

School Organizational Structure and Responsibilities● Curriculum Team & Appointment Process● Leadership Team Structure and Role at HIS● Leadership Team Decision Making Framework● Organizational Chart● Roles, Responsibilities, Decision-Making & Reporting● Stipends Summary Sheet 20-21

Scheduling / School Calendar:● Elementary Recess Supervision Schedule (2020-2021)● HIS Sapporo Master Schedule (2020-2021)● HIS Niseko Master Schedule (2020-2021)● School Calendar 2021-2022● School Calendar 2020-2021

Assessment / HUSKIES● Alma - HIS Student Information System● CDGP (Character Development Graduation Portfolio) Student Tracker● CDGP Infographic● CDGP Rubric (To be revised when used as a course assignment)● CDGP Student Example● Community Handbook● EIR Credit Requirements and Guidelines● EIR Student Register Form● End of Year Awards● HIS Reads Rubrics● HIS Reads Judging Information Sheet with links to HIS Reads competition● How to Use MAP Data (Teachers)● How to Use MAP Data (Parents)● IMYC Entry Point Letter● Pandemic / Distance Learning Grading Policy● Pathways rubrics● Parent Orientation Presentation about assessment revisions● Report Card Templates● Rubrics for assessing the HUSKIES● School Statements● Writing Rubric Development Folder

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Communications● Communication and Conflict Resolution Protocol● Communications Protocol● Emailing Best Practices● HIS Promotional Video 2016● HIS News Page (Sapporo)● HIS News Page (Niseko)● HIS Youtube● HIS Website● Monday Memo Folder● Parent Coffee Mornings● PTA Website● Staff Collaboration Norms & Agreements● Staff Agreements

Pandemic Response Documents● Covid-19 Procedures and Practices● Covid-19 Procedures and Practices Guide (updated)● Online Learning Protocol● Pandemic / Distance Learning Grading Policy● Pandemic Response Folder

Curriculum● AP Capstone Presentation for Students● CDGP Infographic● CDGP Rubric● Curricular Commitments● HIS Reads Information● Homeroom Curriculum Blueprint (2021 Draft)● Homeroom / Unifrog Lessons Alignment (Draft)● IMYC 3-year Rotation● IMYC Homepage● IPC Homepage● Kitara Concert Leadership Team● Online Student Contract● Outdoor Leadership Expectations for students● Secondary Learning Targets● Scope and Sequence MP1● Scope and Sequence MP2● Scope and Sequence MP3● Scope and Sequence 6-8● Scope & Sequence 9-10● Scope & Sequence 11-12● Singapore Math PD - Teaching Mathematics in a Problem Solving Approach● What is the IMYC? Screencast - HIS Produced● WIDA Standards● 2018 -2022 IT and Technology Report

Handbooks● Community Handbook 2020-2021● Emergency Handbook● Employment Handbook● Dormitory Handbook

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● PD Handbook● School Profile 2020-21● School website● Teacher Housing Handbook● Teacher Orientation Handbook

Outdoor Programs● AdHoc History● AdHoc Participation● Outdoors / Daisetsuzan● Outdoors / Dominnomori● Outdoors / Jozankei● Outdoors / Niseko● Outdoors / Soranuma● Outdoors / Takino

Protocols / Policies / By-Laws● Articles of Incorporation● Budget Planning Process at HIS● By-Laws● Campus Network, Personal Device, and PC Usage Regulations● Campus Network, Personal Device, and PC Usage Regulations (Employee Use)● Code of Conduct● Conflict Resolution at HIS● Conflict Resolution Protocol● Covid-19 Procedures and Practices● Covid-19 Procedures and Practices Guide (updated)● Curriculum Team & Appointment Process● Data Analysis Protocol (New)● Emailing Best Practices● Essential Instructional Practices● List of Things Done (2011-Present)● Long Range Maintenance Plan● Leadership Team Structure and Role at HIS● Leadership Team Decision Making Framework● Nominating Committee Protocols● Online Learning Protocol● Pandemic Response Folder● Procedures and Protocols Folder● PTA Protocols● School Statements● Secondary Assessment Policy● Staff Collaboration Norms & Agreements● Stipends Summary Sheet 20-21● Student & Staff Protection Policy & Protocol● Vendor / Service Provider Agreement (for child protection)

School Foundational Statements / Schoolwide Learner Results● Foundational School Statements Page on school website● HUSKIES Document● HUSKIES posters● School Statements

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Service Learning● Cambodia Junior Service Trip Report● H-TEAM (Trail Maintenance)● MP1 Service Learning - MP1● Service Learning & Leadership Professional Learner Community (PLC)● Service Learning Planning Spreadsheet● Sri Lanka Junior Service Trip Report● Vietnam Junior Service Trip Report● Working Doc detailing responsibilities for advisor to service trip

Student Support● Academic Coaching Welcome Letter● Academic Coaching Guidelines● Aspiring Athletes and Careers Agreement● Career Workshops presented by HIS parents● College Information Night Presentation● College Preparation Checklist for Juniors and Seniors● College Board● College Counseling Google Classroom● ELL Enrollment List Running Document● ELL Parent Orientation Template● ELL Program Overview● ELL Milepost Orientation Template● ELL Plan 2017-18● Graduation Requirements (Pg 29 of Community Handbook)● HIS Catalog of College Acceptance● Niseko Financial Assistance Program slideshow● Online Student Contract● Referral Services● School Profile 2020-21● Using MAP results presentations● WIDA Website

Child Protection / Safeguarding● Activities Waiver Agreement● Campus Network, Personal Device, and PC Usage Regulations● Campus Network, Personal Device, and PC Usage Regulations (Employee Use)● Child Abuse Report Form● Child Protection: Signs to Look For● Child Safeguarding Page on School Website● Code of Conduct● Educare● Field Trip Ratios Protocol● Guidebook for Intervention of Child Abuse● Permission Form for Weight Room Use● Referral Services● Student & Staff Protection Policy & Protocol● Vendor / Service Provider Agreement (for child protection)

Surveys● HIS Family Exit Questionnaire● Survey Folder 2020-21● Parent Survey Results Fall 2020

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● Student Survey Results Fall 2020● Teacher Survey Results Fall 2020

Teachers / Professional Development● ELL Essential Strategies● Essential Instructional Practice● Essential Professional Reading List● New Teacher Orientation Handbook 2020● Observation Process● Professional Development Handbook● Professional Development Approval Form● Professional Development Experiences● Standards for Teachers

Team Meetings● Curriculum Committee 2020 ~ 21● Curriculum Committee 2019 ~ 20● Curriculum Committee 2018 ~ 19● Curriculum Committee 2017 ~18● Elementary Team Meetings 2020-2021● Elementary Team Meetings 2019-2020● Elementary Team Meetings 2018-2019● Elementary Team Meetings 2017-2018● Executive Board Minutes● Full Faculty Team Meetings 2020-2021● Full Faculty Team Meetings 2019-2020● Full Faculty Team Meetings 2018-2019● Full Faculty Team Meetings 2017-2018● HIS Niseko Meeting Minutes 2020-2021● HIS Niseko Meeting Minutes 2019-2020● HIS Niseko Meeting Minutes 2018-2019● HIS Niseko Meeting Minutes 2017-2018● Leadership Team Agenda and Minutes 2020-2021● Leadership Team Agenda and Minutes 2019-2020● Leadership Team Agenda and Minutes 2018-2019● List of Things Done (2011-Present)● Secondary Team Meetings 2020-2021● Secondary Team Meetings 2019-2020● Secondary Team Meetings 2018-2019● Secondary Team Meetings 2017-2018● Wednesday Collaboration Planning 2020-21● Wednesday Collaboration Planning 2019-20● Wednesday Collaboration Planning 2018-19● Wednesday Collaboration Planning 2017-18

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