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2013-2014PROGRAM GUIDE

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心怀中华精益求精立足世界

Embrace ChineseBecome your best self

Create your place in the world

The CAIS mission is a call to action to all community members—students, staff,

parents, alumni and Board. It reflects both the vision of our school’s pioneering founders

and the school’s responsibility to prepare students for the world they will join upon

graduation. Our mission is alive everywhere, and everything we do is mission-inspired.

SCHOOL MISSION TABLE OF CONTENTS

A Chinese English Dual Language Immersion Curriculum, 3

School Divisions Early Childhood Division, 4 Pre-K Lower School, 6 Kindergarten-Fifth Grade Middle School, 9 Sixth-Eighth Grade

Chinese and English Assessment, 12

Music and Movement, 14

Physical Education, 15

Visual Arts, 16

Middle School Arts Rotation, 17

Educational Technology, 18

Social and Emotional Learning, 20

Student Services, 22

Auxiliary Program, 24

International Programs, 26

Student Life, 27

High School and Beyond, 29

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Students learn to see knowledge as an integrated, coherent whole. This knowledge is both academic, social and emotional. Equally important, the knowledge, skills and understanding that students develop in school must be relevant to their own lives and to the world outside of school. Particular to CAIS, students must also learn to transfer their learning in both cognitive and non-cognitive areas between two languages.

The curriculum design process at CAIS, therefore, deliberately focuses on specific connections between and among the following:

• Multidisciplinary content; • The learner’s own life;• The world outside of school;• Chinese and English language. To achieve this integrated curriculum, grade level teams of Chinese and English language teachers, as well as specialists in science, the arts, technology and physical education co-design units of study around themes, areas of integration, essential questions and enduring understandings.

In the Chinese language classroom, we teach simplified Chinese, and the primary focus is to develop language proficiency. We follow proficiency guidelines set by the American Council on Teaching of Foreign Languages (ACTFL). The emphasis on language proficiency enables our students to engage in increasingly sophisticated content learning in Chinese. Our approach to immersion instruction is explained in CAIS’s Goals and Principles of Chinese Immersion Instruction.

Since 2011, one of CAIS’s strategic priorities has been the continuous improvement of our Chinese English dual language immersion curriculum. Aided by scholars and consultants from across the country, we have developed an innovative dual language immersion curriculum model that has drawn attention from around the country and around the world. Our teachers and administrators are regularly invited to present at educational conferences, and we receive frequent visits from educators around the globe who are interested in learning about our curriculum model. In 2013-2014, dual language immersion curriculum innovation continues to be a key strategic focus of the school.

A CHINESE ENGLISH DUAL LANGUAGE IMMERSION CURRICULUM

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Early Childhood DivisionPre-Kindergarten

The Pre-Kindergarten (Pre-K) program consists of four classes of 18 students. Each class has a mixed grouping of three- and four-year-olds with one lead teacher and one teaching associate. Pre-K students spend half of their day in an English class, and half of their day in a Chinese class. Please click here to see the daily Pre-K schedule.

The Pre-K practices a holistic approach to learning. We seek to educate the whole child by putting equal emphasis on cognitive, language, social, emotional and physical development. We believe in the value of learning through play, so we provide opportunities for children to interact freely with their peers in a thoughtfully designed environment and under the close observation of teachers. Additionally, we respect the role of the teacher as a guide to student learning, so there are also opportunities for teacher directed lessons. Chinese and English faculty work closely to design a fun and engaging program where learning in one language complements learning in the other language. The curriculum is organized around units of study that include elements of math, literacy, music, social and emotional learning and science. Because of our dual language approach, we put great emphasis on the development of early literacy skills including pre-reading, pre-writing, listening, speaking, phonemic awareness and alphabetic knowledge. In all classes students have the opportunity to learn in whole group, small group and individualized settings. In Chinese classes, the focus is on language development through speaking and listening. Teachers present the language to students through songs, poems, chants, stories and games that provide repetition and practice. Teachers begin to introduce some Chinese characters, including students’ names, the numbers and vocabulary tied to units of study with an emphasis on recognition. Cultural celebrations are also an important part of the Chinese curriculum. In addition, an early childhood art specialist provides creative and enriching art experiences to Pre-K students. The art specialist visits classrooms once a week to lead art activities and collaborate with teachers. Art in the Pre-K is focused on creative expression, exposure to different media and sensorial exploration.

SCHOOL DIVISIONS

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Lower School Kindergarten to fifth grade

There are three sections of students in each lower school grade, averaging 18-21 students per section. Classes are taught by one lead teacher and one teaching associate. The lower school curriculum is organized into units of study that include reading, writing, math, word study, social studies and science. In addition to these core academic subjects, specialists teach science, art, music and movement and physical education.

Consistent approaches to teaching and learning in the core academic areas ensure coherence from grade to grade. For instance, in Kindergarten and first grade English language arts, we use the Fundations program to teach reading and spelling. This approach provides teachers with the skills and tools needed to present a structured, sequential and cumulative phonics spelling program. From 2nd through 5th grade, Words Their Way is a program we use that offers a developmental curriculum for phonics and spelling instruction, reading fluency and vocabulary development. From Kindergarten through fifth grade, Writer’s Workshop is used as a student centered, research-based approach to teaching writing in which students learn the process of writing about topics of their choosing in a variety of genres. Teachers present authentic literature to model great writing, and incorporate significant blocks of independent writing time into the day, during which they have the opportunity to work with students individually. In the area of mathematics, we teach through the program Everyday Mathematics which spans from Kindergarten through fifth grade and emphasizes the application of mathematics to real-world situations. Numbers, skills and mathematical concepts are linked to situations and contexts relevant to everyday life. Through Everyday Mathematics, teachers incorporate mathematics into daily classroom routines and other subject areas.

The Chinese curriculum follows the standards and guidelines set by the American Council on Teaching of Foreign Languages (ACTFL) for listening, speaking, reading and writing. Our Chinese curriculum integrates both content and culture into language development. In the lower school, the Writing Workshop program employed in the curriculum in English has been appropriately adapted to the curriculum in Chinese, and this work is being extended into the Chinese literacy curriculum in Pre-K and the middle school.

Oral presentation skills in both Chinese and English are emphasized throughout the lower school. Students develop confidence in public speaking through activities in class as well as Chinese and English oral presentations which take place twice a year. Our teachers also encourage students to participate in various Chinese speech contests and presentations throughout the Bay Area.

In the younger grades, technology is employed to support such learning objectives as Chinese character recognition, Chinese character stroke order and correct pronunciation of the four tones in Chinese. As students proceed through the grades,

SCHOOL DIVISIONS

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increasingly complex technology-based projects are introduced to enhance Chinese learning. For more information about educational technology, please see the educational technology section on page 18.

In the Kindergarten Chinese classroom, emphasis is placed on comprehending simple stories and learning to recognize Chinese characters. The pinyin Romanization system is introduced in first grade as a scaffold for reading and writing. In first and second grade, the focus continues with the aural acquisition of language through identifying sounds, telling the difference between and attaching meaning to sounds. Students learn fundamental conversational skills, simple reading strategies and develop the ability to write short sentences. In math, mastering addition and subtraction as well as developing familiarity with the concept of multiplication is the focus. In the third grade, students engage in conversational topics in depth and become familiar with using the Chinese dictionary as a tool. Essay writing is introduced. In math, students learn one and two-digit multiplication and division problems. Focus in fourth grade is placed on developing a richer vocabulary and applying Chinese language in various settings. Writing projects include letter writing, skits and stories. Strategies are introduced for solving word problems. Fifth graders learn to express their opinions through debate, and interpretative, interpersonal and presentation skills are all enhanced through project-based lessons. Fifth grade math focuses on geometry, fractions, algebraic concepts as well as computing with speed and accuracy.

School Hours

Pre-K (Waller campus): 8:45 a.m.–3:15 p.m.Kindergarten (Oak campus): 8:30 a.m.–3:30 p.m.First to fifth grade: 8:00 a.m.–3:00 p.m.Middle school (sixth to eighth grade): 8:00 a.m.–3:30 p.m.

Morning drop-off: 7:30 a.m.Extended day: end of school until 6:00 p.m.

SCHOOL DIVISIONS

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Middle SchoolSixth to Eighth Grade

In middle school, there are two sections per grade and class sizes range from 20-23 students.

Each day middle school students attend core academic classes that include Chinese language arts and humanities, English language arts and social studies, math and science. In addition, students also attend physical education classes, advisory time in small groups with middle school staff, independent study and a rotation of classes in the arts including Chinese music, drama, hip-hop dance, Chinese brush painting, music and movement, technology and studio art.

Our middle school curriculum is comprised of units of study, all of which relate to our school mission through six focuses of integration that include global citizenship, culture, environment, innovation and creativity, human potential and change and continuity. One or more focuses of integration are used as a central organizing theme for each unit of study. From there, our teachers, often working in interdisciplinary teams, determine enduring understandings, that which students will remember well into the future. Teachers design and create lesson plans with content, learning activities and appropriate assessment to capture students’ learning.

Because many of our units of study are interdisciplinary, they are created collaboratively by two or more teachers, at least one of whom teaches Chinese language arts and humanities. Units also include integration of information technology and a tie into the community through learning activities such as museum visits, visiting speakers who are experts or thought leaders. Units of study may also include a service learning component.

Students are supported socially and academically through our middle school counselor, learning specialists and dean of student life. Students have opportunities to engage in service learning, student council, after school athletics, the green team and other clubs to hone their social and leadership skills. Our middle school students are encouraged to work hard, take initiative and look for ways they can use what they have learned at CAIS to give back to the community and explore creative solutions to problems within the community and beyond. For more information about student social, leadership and community opportunities, please see the school student life section on page 27.

Sixth Grade Chinese and EnglishIn sixth grade, language arts and social studies are integrated into one English and one Chinese humanities course designed to help students see connections and build relationships between the two academic disciplines. In order to continue improving Chinese language skills in writing, speaking, reading and presenting, students work on developing awareness of grammatical structures. The three themes studied in Chinese humanities are self, communities and the world. The sixth grade math program

SCHOOL DIVISIONS

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is an extensive overview of foundational concepts in mathematics taught with the textbook Algebra Readiness and using real-world application and hands-on activities. The science program focuses on physical science with topics including astronomy, geography, motion and forces, simple machines, electricity and magnetism and conservation. Projects, activities, hands-on labs and multimedia integration provide students with meaningful experiences as they discover the properties and forces that govern our world.

Seventh Grade Chinese and English In seventh grade students focus on the political, economic, social, cultural, scientific and technological achievements and changes that occurred throughout history in the diverse communities of the Middle East, Europe and Southeast Asia. They learn about early Western Europe and the eras of the Middle Ages, Crusades, Renaissance, Reformation, Scientific Revolution and Age of Exploration. Chinese language arts and social studies are one integrated class. Students study cultural and political achievements in Chinese history as well as Han, Tang and Song history. The seventh grade math program covers topics such as equations, inequalities, systems of inequalities, word problems, statistics and probability and binary systems. The science program focuses on earth science, biology and oceanography. Areas of study include the earth’s bio-chemical cycles with an emphasis on how natural energy flows on the planet. Through an interdisciplinary approach comprised of chemistry, physics and biology, seventh grade students explore the topics of the microscopic and cellular world and the systems of the human body.

Eighth Grade Chinese and English Areas of study in eighth grade English language arts include close, annotated reading; journal writing and literature-related writing that will take them by the end of the eighth grade into their own short literary essays. In social studies students focus on the political; economic; social; cultural; scientific and technological achievements and changes that occurred in the United States from 1492 to the 20th century. Chinese language arts and social studies are one integrated class and includes topics such as Chinese festivals; current events; culture; conflict; immigration; environment and today’s China. Students engage in activities such as listening and reading current events on the Internet; visiting the Asian Art Museum and Angel Island; conducting interviews with Mandarin-speaking elders at local senior facilities; participating in debates and writing scripts for short plays. The math program builds upon what is taught in seventh grade and includes advanced equations, quadratic equations, scientific notation, system of inequalities, advanced word problems, statistics and probability and a deep look at the binary system. There continues an interdisciplinary approach to the field of physical science that includes chemistry, physics and biology; students investigate concepts such as the physics of waves; water; sound; light; electricity; magnetism; the chemistry of nerves and thought processes in the brain and the basic chemistry of molecules and compounds.

SCHOOL DIVISIONS

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Through various internal and external assessments, we constantly monitor students’ progress and performance, and we look for ways to improve our curriculum and instruction and make any necessary adjustments in the classroom to improve student outcomes.

Chinese Assessment - Third to Fifth GradeSTAMPWe assess students’ Chinese language proficiency using various assessment tools. Beginning this year, third through fifth grade students will be administered the Standards-based Measurement of Proficiency (STAMP) 4SE annually during the second semester of the school year. STAMP is an objective, real world, web based assessment used to determine proficiency in the areas of speaking, listening reading and writing.

Chinese Assessment - Sixth and Eighth GradeOral Proficiency Interview Students are administered the Oral Proficiency Interview (OPI), in the fall of sixth grade and again in the spring of eighth grade. The purposes for administering the OPI is to help determine students’ Chinese oral proficiency levels against the national proficiency guidelines as a way to assess and improve our program. The results provide information on individual student proficiency levels that assists us in designing appropriate Chinese instruction. The OPI is a test originally designed for college students and older, but has been adapted for our needs. CAIS has 13 ACTFL certified Chinese oral proficiency interview testers, which is the largest number in a single education institution in the nation.

During the 2012-2013 school year, 74% of our sixth grade students were placed into the intermediate mid and intermediate high range, which, defined by the American Council on Teaching Foreign Language (ACTFL), means our students can successfully handle a variety of communicative tasks in social situations related to self, family, home, daily activities and interests, and are generally understood by native Chinese speakers unaccustomed to speaking with non-native speakers (Figure A).

English Assessment - Third to Eighth GradeEducational Records Bureau (ERB)Each year students in third to eighth grade take a series of standardized tests called Online Comprehensive Testing Program 4 (CTP4) developed by the Educational Records Bureau (ERB). The ERBs are a series of rigorous standardized assessment tests that measure verbal reasoning, vocabulary, reading comprehension, writing mechanics, writing concepts, mathematics and quantitative reasoning. The results are a metric by which we can measure the strength of our English and math program. The results also provide an indication of an individual student’s strengths and opportunities for growth. The ERB’s are taken by approximately 1,200 independent schools nationwide as well as some high achieving suburban public schools. Our results are scored within the independent norm group, which consists of all students who have taken the ERBs in independent schools nationwide that year. The independent norm group compares the top 20% of students nationally in the same grade with each other. Our school’s results in both English and math are consistently above the independent school median percentile norm (Figure B).

CHINESE AND ENGLISH ASSESSMENT

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CHINESE AND ENGLISH ASSESSMENT

Figure A

Figure B

2012 Sixth Grade OPI Results

ERB ResultsThe following is the average percentile of our students from fourth to

eighth grade, over the three years between 2010-2013.

MATH

Fourth grade – 96%

Fifth grade – 96%

Sixth grade – 95%

Seventh grade – 88%

Eighth grade – 97%

READING COMPREHENSION:

Fourth grade – 89%

Fifth grade – 83%

Sixth grade – 89%

Seventh grade – 91%

Eighth grade – 88%

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Kindergarten to Second GradeKindergarten through second grade students learn chorus and music and movement in Chinese. During chorus, students learn to control their pitch, volume, rhythm and melody-making. Students learn how to sing within as well as in front of a group. They use body movements to practice rhythms and also create their own new movements based on music. Students learn about Chinese culture and language through songs, dance and games. The culmination of what students learn in music and movement is showcased at various spring performances.

Third to Fifth GradeIn third through fifth grade, we teach music and movement based on an approach to music education known as Orff Schulwerk. As described by composer Carl Orff, the creator of the approach, Orff Schulwerk offers “A music exclusively for children that could be played, sung and danced by them, but that could also in a similar way be invented by them—a world of their own.” A music exclusively for children—”a world of their own”—means that this approach recognizes the child’s need to move, touch, explore, experiment, discover and make connections in a playful, risk-encouraging atmosphere. Playing, singing and dancing ensures multiple approaches to training the musical intelligence and honors the diverse needs of the students.

Music and movement classes at CAIS provide an active, hands-on approach to understanding, practicing and creating music and movement. Using the Orff Schulwerk approach, students sing, learn folk dances, explore with movement and play pitched and unpitched percussion instruments. Our classes emphasize working together as a group as students grow to understand the elements of music and movement, and apply their understanding through creative expression.

As the students progress through the grades they explore the music and dance of many world cultures. We teach using authentic percussion instruments from those cultures; which include China, Ghana, Indonesia and others. Traditional and historical songs, dances and instrumental pieces are taught and performed.

For information about middle school music and movement, please see the middle school arts rotation section on page 17.

MUSIC AND MOVEMENT

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At CAIS, our physical education classes and after school athletics program focus on physical activity and health and wellness. Our teachers encourage our students to view physical activity as a daily practice. We encourage exploration and creativity in our classes and emphasize that people bring varied strengths to the team. We encourage using one’s strengths in positive ways as well as working on the weaknesses without fear of judgement.

Physical education instruction highlights fitness development as well as an understanding of team effort and strategies through age appropriate sports and activities. We share a full size gymnasium with French American International and International High School. Maximizing use of the outdoor space and gymnasium facilities provides our students with a broad spectrum of activities and experiences. In physical education class, all grades play sports, or a variation of, depending on the age. Equipment is tailored to the age group. Starting in Kindergarten and first grade, the focus is on individual skills and partner work. In second and third grade, students start to work in bigger groups of three or four, and in fourth and fifth grade students play variations of sports with groups of five or more.

We have units on a two-year rotation with the popular sports of basketball, volleyball and futsal being taught every year. Included in the physical education curriculum is hockey; lacross; tennis; table tennis (middle school only); gymnastics/tumbling; track and field; soccer; badminton; volleyball; basketball; juggling; wrestling; team handball; bowling; flag football; ultimate frisbee and futsal.

Additionally, all students in fifth to eighth grade are encouraged to join a CAIS team in our after school athletics program. To learn more about after school athletics, please see the auxiliary program section on page 24.

Our main focus is to instill a love of being active and to eliminate the fear of trying new things. We want to take away the competitive win at all cost mentality and replace it with the idea that everyone has something to bring to the table no matter what the activity.

PHYSICAL EDUCATION

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Pre-K to Second GradeIn the CAIS visual art classroom, students learn to use a wide variety of art materials and processes including clay; drawing; print making; painting; textiles and sculpture. The emphasis for Pre-K through second grade visual art is hands on, studio time with art materials. Art activities are also used to promote and enhance children’s learning in literacy, such as writing and illustrating stories and labeling pictures, sequencing and patterning.

Students learn about the art world through viewing and discussing work by adult artists from a wide variety of places, cultures and time periods. The art curriculum is designed to promote a positive self-image, sensory awareness, growing independence and an eagerness to learn. Students are encouraged to manipulate and create with a variety of materials and engage in a variety of art-making processes. Social interaction and communication skills are particularly important to the students’ verbal and visual expressions of ideas and feelings.

Third to Fifth GradeIn the higher grades of lower school, students become visually literate and apply the language of art to their understanding of the discipline, and explore opportunities for visual communication and personal expression. As with learning any new language and skill set, students build upon the foundation from Pre-K to second grade visual art and expand their knowledge of terms and techniques.

During these developmental years, third through fifth grade students work from their memories, their observations of their immediate environments and their imaginations. They relate their ideas to specific art terms such as the elements of art and principles of design, and begin communicating connections. A student working on a project inspired by nature might be asked where, or on what they have noticed patterns. Creative and critical thinking engages students and asks them to answer the question “why?”. Students continue to develop the fine motor skills required for handling tools more effectively. They are exposed to and experiment with a range of supplies from hammer and nail to a variety of art brushes in order to discriminate about which tools will serve their intended outcome.

For information about middle school visual art, please see the middle school arts rotation section on page 17.

VISUAL ARTS

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The visual art classes are designed to build upon foundation skills learned in lower school through an innovative, inquiry-based approach that encourages independence and experimentation with materials. Process and technique in disciplines range from printmaking and sculpture to painting and photography and are designed to promote self expression.

In music and movement, one of the highlights of the sixth grade is learning and performing multiple lion dances for our Chinese New Year events. Another focus is on African percussion and polyrhythms. In seventh grade, the concentration is on theory and history related to a specific culture or era, such as Renaissance music and dance and improvisation and composition in the Greek modes. In eighth grade, students are the masterminds of the Winter Program, our annual theatrical performance that includes students from third, fourth, fifth and eighth grades. Eighth grade students brainstorm one-of-a-kind ideas, deliver the English and Chinese narration and are responsible for carrying out the plot line or theme of the program.

In drama, students explore movement, voice, improvisation, characterization and imagination. They use the techniques that they have learned in their explorations to discover the best way to present themselves in front of people. Students work as a team to create a performance which includes designing, writing and performing a selection for their final project.

MIDDLE SCHOOL ARTS ROTATION

Middle school students have four, 50-minute classes in the arts and technology each week. The middle school arts program is comprised of classes in Chinese music, Chinese brush painting, visual art, music and movement, drama, hip-hop dance and technology. Students rotate through these classes during their three years of middle school.

In Chinese music, students are introduced to and learn to play a variety of traditional instruments including the guzheng, yueqin, yangqin, hulusi and erhu. They learn Chinese folk music with an emphasis on rhythm and technique, develop an understanding of Chinese music history and theory and focus on coordination with various musical instruments in an ensemble setting.

The focus of the Chinese brush painting sequence begins with the cursive style, which is one of the important sources of Chinese script. Students progress to learn seal script style of calligraphy and gain an in depth understanding of balance, composition and shading.

Hip-hop dance is taught by a professional dancer and students learn the simplified break down of each dance step. Once mastered, they experiment with skill combinations and choreography.

In the technology class, students explore elements of video production and animation using iMovie and stop motion animation techniques.

The arts rotation structure is designed to give our students a broad, dual language and multicultural experience in a variety of disciplines. This encourages higher level thinking, cultural breadth in the arts and the ability to transfer concepts between cultures and among art forms.

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At CAIS, technology is used as a tool to enhance student learning, and technology skills are integrated and developed within the framework of the curriculum. Teachers work with educational technology coordinators - one focused on the English program and one on the Chinese program - to design projects that leverage key technological tools and methodologies. Technology and research skills taught at each grade level are determined by a scope and sequence for technology education. In this way, we are striving to ensure that our students build the skills they need to be prepared for the challenges of work and life in the 21st century.

Starting in Kindergarten, students learn basic iPad navigation and skills such as how they can use technology to write and draw like they do on paper. In first and second grade, students learn keyboarding and Chinese pinyin Romanization typing on the iPad. Students also learn basic operating system navigation skills and word processing tools. In order to develop English keyboarding skills, students from third grade on use an online course called Typequick that is accessible both from school and home so that they may practice on a regular basis. In fourth grade students are introduced to Google Docs and are given a CAIS email account which allows them to navigate through Google applications; email teachers and work collaboratively on Google Docs. In fifth grade students continue their applied skills in keyboarding and build upon their word processing and presentation tools.

In the middle school, we have a 1:1 iPad program that currently includes all sixth and seventh grade students and will be expanded to the entire middle school beginning in the 2014-2015 school year. Students use their iPads regularly in class and at home for completing homework, writing papers, holding textbooks, taking photos, communicating with teachers and classmates, doing research and keeping track of assignments. Technology, research and information literacy skills are taught through projects that are woven into the regular curriculum.

We take seriously our obligation to educate our students as responsible digital citizens. To that end, we have implemented a formal digital literacy and citizenship curriculum provided by Common Sense Media that spans Kindergarten through eighth grade. The curriculum addresses digital literacy and citizenship in age appropriate ways through a framework of subject areas that includes what information is safe or not safe to share online, how to use technology to communicate responsibly and respectfully and how to use technology responsibly for research and collaboration.

We set high standards for ethical and responsible use of technology and seek to teach students to meet those standards.

EDUCATIONAL TECHNOLOGY

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We recognize that for our students to be truly successful we must not only strive to help them reach their full academic potential, we must also be committed to developing their social and emotional competencies. We understand that a student’s emotions and thoughts have a significant influence on his or her behavior and ability to learn at school. Teaching students how to regulate their emotions, thoughts and behaviors effectively in different situations enables them to be more socially aware and develop and maintain healthy and rewarding relationships. Social and emotional competency also has a positive influence on students’ academic performance and helps them make constructive and thoughtful choices at school, at home and in the wider community.

Toolbox ProgramIn the English and Chinese classrooms in lower school we develop social and emotional learning skills through the systematic teaching of the Toolbox Project. The Toolbox Project is a research-based, social and emotional curriculum that aims to foster self-mastery, empathy and resilience by teaching our students 12 tools they can use throughout the day at school and at home.

The Toolbox Project allows for skill building in the core social and emotional learning competency areas of self awareness and self management, social awareness and relationship skills and responsible decision making. We chose this particular program as the basis for social and emotional learning because it addresses these competency areas and is simplistic enough to allow for a common approach throughout the lower school; in English and Chinese classes, in specialist classes, at lunch and recess and at home. Toolbox teaches tools to guide our students in understanding themselves and in empathizing and getting along with others.

The program expands this school year, in a developmentally appropriate way, to include Pre-K and middle school.

Playworks ProgramThe Playworks program was launched in the lower school at the beginning of the 2013-2014 school year. The program is managed by all lower school faculty and teaching associates and is designed through certain structured activities and games to create a place for every child on the playground - a place where every child belongs, has fun and is part of the game.

Playworks fosters physical and social and emotional development in our students through safe, meaningful and fun play using a system that promotes positive behavior, inclusion and increased physical activity. Teachers encourage students to bring out the best in themselves and each other and to learn the value of fair play, compassion and respect.

An example of Playworks is “game of the week.” Each week a game of the week is introduced on each of our two playgrounds. The purpose of these games is to provide an opportunity for all children to participate in an inclusive activity that they can play for as little or as long as they would like. There are also core games on the playground that all students know how to and can play. These include ultimate football, soccer, switch, kickball and wall ball.

SOCIAL AND EMOTIONAL LEARNING

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We are committed to educating our students by providing ongoing support to address their academic, social and emotional well being. Our teachers understand and respect that each individual child is different, and strive to ensure that our educational environment supports all types of learners.

The Student Services team consists of a director who oversees the department; one Pre-K through fifth grade counselor; one part time middle school counselor, two English reading specialists, one full time and one part time Chinese language support teacher. Resources in this department are not only for our students and teachers, but also for our family community.

Chinese and English Academic Language SupportChinese language support (CLS) teachers work with individual and small groups of students to provide support in Chinese. Students referred to CLS are assessed to identify the most effective approach to assist the individual. CLS teachers collaborate with classroom teachers to ensure that additional instruction addresses students’ needs. Possible outcomes may include in-class help, pull-out individual or small group teaching.

The Student Services team also provides English reading support for those students who need extra help. Individual and small group support is given to those students who need more attention to build skills of literacy that include phonemic awareness, phonics, fluency, vocabulary and comprehension. We have two full time reading specialists on our staff.

Social and Emotional SupportCounseling ServicesOne of the focuses of our school counselors is to foster positive relationships and promote mutual respect, trust, support and honest communication within the school community. The counselors work with each division on strategy for laying a foundation of respect; in Pre-K through the Grace and Courtesy lessons, in the lower school through student participation in the development of classroom expectations and in the middle school through focus on the community code and its four elements of respect, responsibility, honesty and citizenship.

Our counselors, as part of the Student Services Team, meet regularly with teachers to assess and plan for accommodating individual students as well as working with individual students when emotional support or strategies for self-management are needed.

Parent meetings are also a part of the counselors’ roles. Our counselors communicate and offer support to parents, and if needed, can recommend outside resources.

Pre-K to Fifth Grade CounselingThe Pre-K through fifth grade counselor’s role involves many aspects. During the 2012-2013 school year, the counselor introduced the Toolbox Project; a social and emotional

STUDENT SERVICES

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learning curriculum that allows for the direct teaching of self and social awareness, self management and responsible decision making skills. For more information about social and emotional learning, please see the Toolbox Program section on page 20.

The Pre-K through fifth grade counselor also works with students to foster positive relationships through a comprehensive conflict resolution process. In Pre-K this work begins when students are taught how to use their words to navigate conflicts, for example; “Please stop”; “When you __ it makes me feel __”. In the lower school, the counselor regularly presents class or grade level lessons on positive social problem solving. The Pre-K through fifth grade counselor also serves as a resource for teachers and helps them develop classroom community building and behavior management through the application of logical consequences.

Middle School CounselingThe middle school counseling program consists of several components. Weekly 50-minute advisory groups for seventh and eighth graders give students a platform to discuss a variety of issues concerning students’ social and emotional learning and development. Topics of discussion may include including bullying, peer conflict, body image, stress and anxiety and relationships with parents. Outside speakers are brought in for presentations on various topics throughout the academic year, including puberty education and drug and alcohol abuse. Advisory sessions are also used to help students further process issues that come up during the presentations. As in lower school, our middle school counselor works with students as well as teachers and parents on supporting an individual student’s needs.

STUDENT SERVICES

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We offer a wide range of auxiliary services that support students outside regular school hours. The Auxiliary Program is comprised of complimentary morning care before school, and fee-based care and activities after the school day ends.There are after school enrichment classes, after school athletics, extended day, study hall, vacation care, international study programs, a China inbound program as well as Mandarin immersion summer camps.

Extended day runs daily from 7:30 a.m. until school starts and again from dismissal until 6:00 p.m. for children of all grade levels. The program includes a study hall portion for homework for first through eighth grade students. For more details about the extended day program, including costs and options, please click here.

Vacation care and conference care are offered during many school vacations, including February and spring break and during parent teacher conferences.

The summer program at CAIS comprises of two four-week sessions and is a Mandarin immersion summer camp open to CAIS students as well as students from outside the CAIS community.

After school enrichment classes on both campuses vary and always include age appropriate activities offered in both English and Chinese that appeal to a broad group of children. Classes typically meet 12 times per semester; October through January and February through May. Classes may include Chinese music, rock band, chess, Chinese cooking, Chinese dance, pre-engineering, Lego robotics and ceramics. To view our fall 2013 enrichment offerings, please click here.

After school athletics offer students many opportunities to have fun, improve fitness, learn skills and teamwork and enrich friendships. Team sports are an integral part of the school experience, mentally, physically and socially. After school athletics is offered to fifth through eighth grade students and all participants are placed on a team regardless of previous experience or ability. Minimum requirements for participation are a great attitude, a willingness to work hard and the desire to improve one’s performance for the good of the team. The athletic department believes the joy of participating in athletics occurs from the moment a student puts on his or her uniform to the last high five, and is not based entirely on the final score. CAIS competes in the SFAL league - comprised of independent schools around San Francisco - in cross country, volleyball, basketball and futsal. CAIS has in recent years gained championship status in all the after school athletics it has participated in from cross country to volleyball, basketball and futsal.

AUXILIARY PROGRAM

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One of the ways we embrace Chinese is by striving to cultivate students with the foundation to function comfortably, confidently and competently in an authentic Chinese cultural environment. Accordingly, CAIS has established a robust program of international learning and exchange opportunities.

Each year during spring break, CAIS fifth graders have the opportunity to live and study for two weeks in Taipei, Taiwan at the Ren-ai Municipal Elementary School, living in the homes of same-age peers from Ren-ai. Later in the spring the Ren-ai students make a return visit and live with their CAIS peers.

In seventh grade, as an integral part of our Chinese curriculum, all students take part in CAIS-SYA Beijing Academy; a collaborative partnership between CAIS, School Year Abroad and the Beijing Normal University Sanfan Middle School. This three-week program is fully funded through the school’s operating budget. Each morning students attend intensive Chinese language classes taught by SYA instructors at the Sanfan Middle School and afternoons are filled with experiential learning activities. Our students live with families of same-age peers from our host school.

In eighth grade, our students have the opportunity to participate in a two-week trip to areas of China that are off the beaten track. This year’s program will take place in Qinghai and Gansu provinces on the edge of the Tibetan Plateau in northwestern China. The primary objective of the two-week program is for our students to develop a deeper understanding and appreciation of life in rural areas of China and of the diverse people of these regions. The trip includes both service learning and travel. Students will spend several days immersing themselves in a rural community living among the local people while engaging in a variety of service learning projects including teaching, farming and herding and helping build and repair houses or temples. In the summer, we host middle school students from China in our CAIS China inbound program. These Chinese students study and learn English with help from CAIS middle school students and graduates who serve as program volunteers. The program features engaging, activity based teaching strategies that encourage students to apply practical English to real life situations in an English only environment. The Chinese students live with CAIS host families during their two-and-a-half week stay.

INTERNATIONAL PROGRAMS

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STUDENT LIFE

We offer a range of opportunities for students to participate in education outside of the classroom. Service learning and leadership opportunities provide a truly enriching student life experience.

Fifth Grade Outdoor EducationIn the fifth grade, as part of a unit of early exploration study, students experience life on a ship in 1906 right after the San Francisco earthquake. This overnight trip takes place on the Balclutha, a three-mast, steel-hull ship that was built to carry cargo all over the world. Part of the San Francisco Maritime National Historical Park, the Balclutha stays docked during the fifth graders’ overnight trip at sea. Students are divided into separate crews and are responsible for tasks such as cooking, knot tying, block and tackle rigging and many other authentic duties required aboard a ship. The objective of the trip is to reinforce the importance of teamwork, responsibility and cooperative learning skills.

Fifth Grade Student GovernmentThe purpose of student government is to foster a sense of community in the lower school through an elected group of fifth grade students. There is valuable experience in preparing and participating in the election process. Students running for student government design their own campaign strategy. They create posters and articulate their stance about what they would like to accomplish as a member of the student government and deliver their campaign speech in English and Chinese. The fifth grade student government is elected by their peers and once elected, meet regularly to plan lower school events throughout the school year such as spirit days and community events such as beach clean ups. Fifth grade student government provides an opportunity for students to grow into leadership positions in middle school.

Middle School Outdoor EducationOur outdoor education program is closely tied to our school mission. Through experiential learning in an non urban outdoor setting, students hone their team building skills while learning about themselves, about others and about the world around them. Each grade in middle school experiences a unique outdoor education trip each school year in the fall. These week long trips focus on environmental science, team building, goal setting and citizenship.

Middle School Student GovernmentMiddle school student government comprises of a group of elected middle school students. Similar to fifth grade student government, the campaign process includes campaign strategy, speeches in Chinese and English and voting. The student government plans events for the middle school student body such as dances, spirit days and movie nights. Members of the student government take the lead in giving back to the community through food drives and volunteer nights at the San Francisco Food Bank. They partner with nonprofit organizations to raise money for various global initiatives by hosting bake sales and various fundraising events. They are also responsible for the running of our weekly bun sales on campus.

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STUDENT LIFE

Green TeamThe green team was developed as a way for students to have a voice about their environment and the issues that surround it, both locally and globally. The group meets weekly and focuses on fundraisers dedicated to environmental needs as well as on education about how to recycle and compost within the school community. During the 2012-2013 school year, the green team sold reusable sporks to CAIS families and students to help reduce the use of non-renewable plastic utensils in our community.

Independent StudyAs part of their school day, middle school students participate in independent study (IS) periods. During this time, grade level teachers are available to meet with students who need help with assignments, short-term tutoring or support with study and organizational skills. It is also a time when students can work individually or in groups on homework assignments or collaborative team projects.

AdvisoryIn middle school all students participate in a weekly advisory group that is smaller than their regular academic classes. Advisory teachers are caring advocates for their students. The advisory curriculum covers interpersonal skills, study skills, drug and alcohol education, technology use education and other topics of interest for growing pre-adolescents and teens. For sixth grade students, there is an additional focus on adjusting to middle school, including academic and social skill building.

Service LearningGiving back to the community is an important value at CAIS, and we provide many organized opportunities in which students are encouraged to participate. Past activities have included working with the Golden Gate Parks Service to help restore native plants in the Marin Headlands, volunteering at the SF Food Bank to provide food for families in need, working with lower school students to teach reading skills in both languages through an organized after school buddy program and raising awareness for children in need throughout the world with the Free the Children campaign. In addition, one of the focuses of the eighth grade international trip is service learning.

Bun SalesEvery Wednesday is “bun day” at our Oak campus. Right after school finishes, students, parents and teachers from both CAIS and French American International School line up to buy Chinese bao. The sales are organized and run by the middle school student government and the money raised goes toward charities of the student government’s choosing. Once a month, student government also takes “bun day” to our Pre-K Waller campus.

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“Now, with a strong foundation in English and Mandarin, I see myself being a part of the bridge between two powerful nations and cultures of the world. Seeing China’s growth in the world economy, I feel that knowledge of Mandarin will be an excellent tool in the world when my generation are the decision makers.” Wesley, class of 2010

CAIS graduates continue their education at top local and national high schools and nationally ranked universities.

Following graduation from CAIS, eighth grade students have high acceptance rates at and attend top local independent and public schools including: Bay School of San Francisco, Berkeley High School, Branson School, Galileo Academy of Science and Technology (SFUSD), International High School, Lick-Wilmerding High School, Lowell High School (SFUSD), Marin Academy, Sacred Heart Cathedral Preparatory, St. Ignatius High School, Stuart Hall High School, Urban School of San Francisco and University High School.

In the class of 2013, several graduates enrolled in boarding schools including: Ethel Walker School (Simsbury, CT), Lawrenceville School (Lawrenceville, NJ), Stevenson School (Pebble Beach, CA) and Webb (Claremont, CA).

CAIS alumni have gone on to attend universities including, but not exclusive to Boston University, Carnegie Mellon University, Cornell University, Harvard University, NYU, Princeton University, Stanford University, UC Berkeley, UCLA and USC.

HIGH SCHOOL AND BEYOND

150 Oak Street (K - eighth grade) 42/52 Waller Street (Pre-K)

San Francisco, CA 94102415-865-6000

www.cais.org