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Academics & Classrooms






Due to the immersion component of our curriculum, children at John Stanford spend half of their day with one teacher and half the day with another.  Below is a summary for the 2013-14 school year. (Brown  = Japanese, Green = Spanish).

Homeroom
Grade
AM
PM
 205
K
Lucy Atkinson
Mariela Pulizzi
203
K
Mariela Pulizzi
Lucy Atkinson
202
K
Hiromi Pingry
Ashley Bonilla
 
 
 
212
1
Margretta Munane
Ana Stark
211
1
Ashley Bonilla
Hiromi Pingry
213
1
Kayoko Kasai
Margretta Munane
 
 
 
 
215
2
Marianne Hudson
Rie Zilly
206
2
Maria Matamala
Marianne Hudson
214
2
Leia Vandersnick
Maria Matamala
330
2
Rie Zilly
Leia Vandersnick
 
 
 
 
216
3
Margie Butcher
Hidee Mackenzie
328
3
Hidee Mackenzie
Karol Franz-Harisaides
332
3
Karol Franz-Harisaides
Maria Buceta-Miller
320
3
Maria Buceta-Miller
Margie Butcher
 
 
 
 
404
4
Priscilla Barreras
Nicole Silver
403
4
Margreet De Leeuw
Takako Reckinger
405
4
Nicole Silver
Kayoko Kasai
 
 
 
 
402
5
Nani Castor-Peck
Priscilla Barreras
406
5
Takako Reckinger
Nani Castor-Peck




ASSESSMENTS FOR THE 2013-14 SCHOOL YEAR

This year JSIS students in grades 1-5 will be taking the MAP test in the fall and spring. The fall testing will be September 30- October 18.  Kindergarteners will take the MAP test in the winter and spring.


Brief Description of Assessments:

Developmental Reading Assessment (DRA): The Developmental Reading Assessment (DRA) is a series of
leveled books and recording sheets designed to allow teachers to determine students' reading accuracy, fluency,
and comprehension levels.


The MAP Assessment (Measure of Academic Progress) is a computer-based district assessment designed to measure academic growth in math and reading.

Measurement of Student Progress (MSP) The Measurements of Student Progress (MSP) is the state’s
exam for students in grades 3-8. Testing is one subject per day, with the writing test occurring on two days.
Students are tested in reading (grades 3-8), mathematics (grades 3-8) science (grades 4 and 7) and writing
(grades 5 and 8).


The Teacher’s College Reading Assessment (TCRA): The Teacher's College Reading and Writing
Program offers a set of informal reading inventories for narrative texts which correlates to the Fountas and
Pinnell system for leveling books. These assessments help teachers identify which level of texts students
can read independently and will therefore be able to practice all the reading strategies they are learning
during the Reading Workshop. The assessments provide an analysis of comprehension, miscues, and, fluency.


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OUR CURRICULUM

English 
No matter how busy you may think you are, you must find time for reading, or surrender yourself to
self-chosen ignorance.
- Confucius

Read More About:  Lucy Caulkins and the Teachers College Reading and Writing Project.


Immersion Language

Children learn a foreign language more adeptly if they are "immersed" in that language.  Starting on day one of
their kindergarten year, our students spend half the day learning entirely in a second language. In the immersion
classroom, teachers speak only in their immersion language of either Japanese or Spanish. This enables the child to work toward complete proficiency in their second language.  Our immersion teachers are usually native speakers.  Immersion classrooms are staffed by a certificated Instructional Assistant (IA) or Intern, lowering the student-teacher ratio to ~14:1. 
 
Learn More: About Our School


Mathematics

Our elementary mathematics program, guided by Washington State standards approved in July of 2008, provides
a balance of:

• Conceptual Understanding
• Procedural Proficiency
• Problem-solving and Processes

In 2011, Washington adopted the Common Core State Standards (CCSS), which aim to develop common learning expectations fo K-12 students across the country. Our school has aligned our teaching with the Common Core Standards for mathematics.

Read More: About the Seattle Public School's Mathematics Program.


Music with Ms. Katie

Every student at John Stanford receives music instruction twice a week. In Music class, students learn singing
games and dances for fun and enjoyment of music, in addition to a variety of songs from cultures throughout the
world. Students also learn to read from musical notation, and put their skills to use on instruments in the classroom.
My goal is for them to love making music and to feel comfortable participating in songs and dances from any culture
and in any language.


We follow the curriculum map created by Seattle Public Schools for Elementary General Music.  Students in all grades are assessed throughout the year on their knowledge and performance of grade-level musical concepts, including rhythm, melody, and expression. Fifth graders also take the state Classroom-Based Performance Assessment.International Education is a large part of our learning in Music. Each year, we host an artist-in-residence in music, who teaches songs or instrumental pieces from the continent featured in our International Arts Program for the year.  Each class will perform in one concert this year, in the spring. Throughout the year, student performances will be featured on Ms. Katie's classroom page(s) so you can see and hear what your student and others are learning in Music. 
(Click HERE to find the links to Ms. Katie's grade specific Fusion Pages.)

Dances and active games are an important part of music. Students should come to class in clothes and shoes in
which they can move and play safely and in comfort.


(updated 9/2013)


Physical Education with Ms. U.

The Physical Education (PE) Program at John Stanford International School is activity based and introduces your child to movement activities and motor skills in a variety of individual, lifetime, and team sports.  My goal for my students is for them to love to move, have fun, and want to lead an active life. We follow the Seattle Public School’s Five for Life curriculum, which is health and fitness based. We practice good sportsmanship and work cooperatively, so everyone can learn.

Students in the first through fifth grades are assessed in four components of fitness at least twice a year. The assessments are the PACER, curl-ups, push-ups, and the v-reach, which is a flexibility assessment. The annual goal for each student is to improve his/her individual fitness scores. The fifth graders also take the written Elementary Concepts of Health and Fitness Assessment.

International Education is a major focus at our school and in PE.  In the spring we feature an artist-in-residence dancer. The dancer “guest teaches” classes for two weeks, and we learn dances from the continent featured for the year in our International Arts Program. In June we have Field Day based on Japan’s Sport Day. The school is divided into a Red Team and a White Team, and the events are held at Gas Works Park.

Safety is an important part of every PE class, and the students should wear appropriate shoes (no cowboy boots, flip flops, party shoes, etc). They should also wear clothes they can easily move in, since they will be moving during every class.

(updated 9/2013)

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