ASIJ Elementary School Handbook 2010-11

ES 10-11
handbook
Table of Contents
Welcome 2
2010-11 ES Faculty and Staff 3
General Program 5
Elementary School Learning Environment, Information at a Glance
Regular Classroom Program 6
Grade Level Information 11
Special Classes 15
Art, Computer Labs, Japanese Language and Culture Program, Library, Music,
Physical Education
Student Support 18
Counseling and Guidance, Learning Support and Speech and Language Services,
English Language Learners (ELL)
Special Programs and Activities 20
Performance Arts, Student Council, Peer Helpers, After-School Recreation Program, Elementary
Swim Team, Elementary School Yearbook, After-School Lessons
Student Responsibilities 21
Bullying, Safe Use of the Internet, ASIJ Policy on Substance Abuse, Procedures for Dealing
with Sexual Harassment, School Attendance, School Hours
Home/School Communication 25
Appointment of Guardian Forms, Parent Advisory Council (PAC)
Evaluation and Assessment 26
Homework
ASIJ Transportation 27
The Role of the Student, The Role of Parents, Frequently Asked Questions, Train Rules
Health and Safety 30
Odds and Ends 33
Holidays, Birthdays, Bookstore, Lost and Found, School Volunteers, School Visitation, Parent-
Teacher Association (PTA), Cafeteria, Dress/Appearance and Care of Belongings, Safety,
School Closure, Withdrawal Procedures, Class Placement, Cellular Phones
Getting to the ASIJ Chofu Campus 38
1
Welcome
Part of the magic and excitement of a new school year is the chance to start over, discover new things
and make new friends. Whether you are a new or returning family to the Elementary School, I hope
that you are excited about all the opportunities in the days ahead. As your principal I offer each of
you a cordial welcome. I am confident that you can have a great experience at ASIJ. That confidence
is based on the support of this school community and the caring and skillful teachers who do so
much to make each child successful as a learner. Your schoolmates are a special group and I can
promise you that you will have the chance to find good friends within this school. I am also quite
sure that there will be many interesting things for you to learn at ASIJ Elementary School.
I extend a sincere pledge of support to all families who are new to ASIJ this year. The teachers and
I are well aware that a new school, new people and, for many of you, a new country can bring
some major worries. I want to emphasize that we are here to listen, help and work hard to make
your transition to this school a smooth one. We know that helping children make a positive
school adjustment takes a family far down the road to happiness in a new home. Talk to us and
let us know how you feel. Help us get to know you better by sharing your ideas and interests with
us. Above all, please ask questions. I ask each child to be serious about his/her job as a learner and
friend. Listen, be considerate and try to do a bit better each day. Also, try hard to be the kind of
person that you would want for a friend yourself honest, kind, helpful and friendly. Greeting
people in a friendly way, volunteering to help others when they need it and welcoming new
people are small things each of us can do to make a big difference.
Learning and being at school should also be fun, so we hope to see your smile around here. Do we
expect you to make mistakes? Sure we do. Taking a chance, setting a goal and trying new things
means that youll get a bit confused or off track once in awhile. When that happens its time to look
back and fix your work. Errors give us the chance to learn and grow. Be a good citizen at school, on
the bus and within Japan, our amazing host country. Many Japanese people view the quality of our
school through the behavior, actions and contributions students make within their community. Be
considerate and make decisions that leave a positive impression of you and your school. It is truly a
privilege to learn in our beautiful buildings. Do your best to keep them well cared for and attractive.
I ask each parent to sustain a high level of interest and involvement in his/her childs learning. First,
and most importantly, I ask that you please make your childs teacher(s) your first contact with your
questions and concerns. You are going to have some of each please give him/her the first chance to
respond. Also, read the wealth of material that comes home and try to make some kind of volunteer
effort to become more informed about how your childs school operates. Finally, make sure your
child gets the rest and support he/she requires and be aware of the value of down-time for young
children who can find the pace of life in Tokyo quite demanding. I think that you will soon join me
in feeling very proud to be a part of the Elementary School at ASIJ. You will add something special
this year. I look forward to getting to know you and seeing you learn in this exciting place.
Sincerely,
Dan Bender
Elementary School Principal
2 ASIJ Elementary School

2010-11 ES Faculty and Staff
Teacher Assignment
Mr. Dan Bender Principal
Mrs. Barbara Rynerson Assistant Principal
Mr. Steven Hisler School Counselor Gr. Gr. K, 2 and 4
Ms. Naho Kikuchi School Counselor Gr. 1, 3 and 5
Mrs. Meenakshi Lahad Office Secretary
Mrs. Aileen Kanoh Office Secretary
Mrs. Susan Huber Kindergarten Teacher
Mrs. Vera Adams Kindergarten Teacher
Mrs. Paramita Basu Kindergarten Assistant Teacher
Mr. Jon Sack Kindergarten Assistant Teacher
Ms. Judy Astridge Grade One
Mrs. Marty Olson Grade One
Mrs. Leann Maggart Grade One
Ms. Theresa Skala Grade One
Mrs. Miki Tromburg Grade One
Ms. Kathleen Nelson Grade Two
Ms. Julie Lavender Grade Two
Mr. Rob Bell Grade Two
Ms. Jennifer Brown Grade Two
Ms. Amy Dornbach Grade Two
Ms. Dana Melvin Grade Three
Ms. Susan Mutschler Grade Three
Mr. Grant Rolls Grade Three
Ms. Sandy Novo Grade Three
Ms. Suzanne Bade Grade Four
Mrs. Christina Bell Grade Four
Mrs. Lora LoBianco Grade Four
Ms. Debbie Studwell Grade Four
Ms. Mio Foster Grade Four
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Ms. Cynthia Matai Grade Five
Ms. Beth Karnitz Grade Five
Mr. Dan Stevens Grade Five
Ms. Tracey Reed Grade Five
Mr. Richard Murphy Grade Five
Ms. Jody Fuller Music
Ms. Karolee Kent Music
Mr. Craig Karnitz Physical Education
Mrs. Karen Seevers Physical Education
Mr. Carl Knudsen Art
Mr. Daniel Hashima Art Assistant
Ms. Mariko Smisson Japanese Language
Ms. Keiko Ando Japanese Language
Ms. Sumino Hirano Japanese Language
Mrs. Machi Nakamura Japanese Language
Mr. Daryl Imanishi Japanese Language
Ms. Keiko Yasuno Japanese Language
Ms. Karen Rossetto ESOL (English for Speakers of Other Languages)
Ms. Betty Hooper Learning Support
Ms. Jan Dale Learning Support
Mrs. Cynthia Stone Learning Support
Ms. Caroline Abourezk Speech-Language Pathologist
Mr. Michael Moody Technology Specialist
Ms. Makiko Ogaswara Technology Assistant
Mr. Wouter Laleman Elementary Librarian
Mrs. Carrie Benton Elementary Library Assistant
Mrs. Carol Ladd Elementary Library Assistant
Mrs. Bethany Fields Elementary Library Assistant
Mr. Lawrence Park Clerical Assistant
Ms. Debbie Yoshimura Clerical Assistant

General Program
The ASIJ faculty and administration has defined a mission statement and related student
outcomes (SLOs). These outcomes provide our school with a foundation for program
planning, instruction and evaluation. An understanding of ASIJs mission statement and
learner outcomes will allow parents to support the direction for education that we feel
is critical to the role ASIJ students will play as future contributors to the international
community. On the back cover of this handbook are the student learner outcomes that the
faculty has identified as the common aims for all ASIJ programs.
ASIJs Mission Statement

Developing Compassionate, Inquisitive Learners Prepared for Global Responsibility.
Elementary School Learning Environment

ASIJs mission is furthered through the continuous efforts of the faculty to create an environment
that is compatible and supportive of the major outcomes described above. The Elementary
teachers recognize the importance of the early grades as a foundation for later success.
Elementary school children are in the process of developing enduring attitudes about
themselves and their world. They need to develop pride that comes from a variety of
accomplishments, a sense of joy in learning that comes from meaningful, rich experiences
and a growing ability to be responsible for themselves and others.
To fulfill ASIJs mission to the elementary-aged student, the faculty of the school strives to:
Create learning experiences that are meaningfully connected to the interests, needs and
perspectives of the child.
Stimulate the childs growth and learning in many areas: intellectual, emotional,
interpersonal, physical, aesthetic.
Assure that each child meets with success by considering individual differences and varied
approaches to learning.
Offer powerful and positive role models who demonstrate enthusiasm for learning, warmth
and concern.
Cultivate feelings of self-worth in each student and a sense of responsibility to themselves,
the school, the community and the world.
Information at a Glance
The program and curriculum at the Elementary School feature many materials and
approaches to instruction found in quality stateside elementary schools. This allows smooth
transitions for students entering ASIJ or returning to the United States or other international
schools similarly featuring an American-style program. Surveys of parents whose children
attended the ES indicates that their childrens education has been well-served during their
tenure at ASIJ.
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Five classes occur at all grade levels with the exception of kindergarten which has two
sections. Total 2010-11 enrollment: 520 students.
The maximum class size is 23 students per room in kindergarten through fifth grade. The
program provides a balance of appropriate content in the various subject areas and the skills
and processes required to develop successful, increasingly independent learners.
Grouping for instruction occurs within classes with the primary goals of meeting individual
needs and maximizing learner achievement and self-image. Homerooms are comprised of
heterogeneous groups.
In all subject areas a wealth of materials and methods move instruction beyond a traditional
text toward projects which increase student interest and achievement. Textbooks serve as just
one of many resources for instruction.
ASIJ operates with a schedule featuring a six-day cycle. Each school day is designated by a
letter, A through F, independent of the day of the week. For Elementary students art, music
and other special classes are assigned according to these various letter days. Physical education
and music classes meet twice per cycle, art meets once per cycle (grades one through five) and
Japanese language classes meet every other day.
Technology is frequently integrated into studies in all subject areas. Students use computers
in their homerooms, computer labs, library, as well as music, Japanese language and art. The
Elementary technology specialist collaborates with other faculty to provide instruction to
Elementary students that is linked to their classroom studies.
A full complement of specialists provide support to children with a range of learning needs
and issues. This includes two counselors, three learning support teachers, an ESOL specialist
and a speech language therapist who works with students in kindergarten through grade three.
The speech and language clinician is available to provide evaluations and therapy during the
school day. Fees are assessed for services that focus on the remediation of articulation errors.
After-school activities include Boy/Girl Scouts, ballet, taiko drumming, private music
instruction, private tennis classes, the ASIJ swim team, after-school recreation, art classes,
developmental gymnastics, Chess Club and Sumo Club.
Recesses occur for all students during the morning, over the lunch period and in the afternoon.
A range of special services is available to assist students with specific learning needs. The
Learning Support Services, the English to Speakers of Other Languages Program and
Guidance Program are outlined in more detail in later sections of this handbook.
Regular Classroom Program

Language Arts
At the ASIJ Elementary School, the language arts curriculum is based on sound research in child
growth and development, language and literacy acquisition, and learning theory. The curriculum
is concerned both with what students need to know and with what they are able to do. Listening,
speaking, reading, writing, viewing and representing are integrated in a developmentally

appropriate language-rich environment. A wide range of technologies are used.
Reading
Instruction emphasizes the development of the skills required to be a successful reader as
well as the exposure to appropriate texts that motivate children to read for enjoyment and
learning. Particular attention is paid to establishing the language skills in kindergarten and
first grade that research indicates equip children to be successful readers. Students learn
both through direct instruction and repeated exposure and practice in reading a variety of
high quality, interesting and developmentally appropriate literature and non-fiction. They
read trade books by well-known writers and have many choices about their own reading.
Students share personal responses to books with other children to help promote a richer
understanding and critical thinking. Students learn new vocabulary within the context of
their own reading. Students are read to regularly from high quality literature.
Writing
Students use the writing process, including pre-writing, drafting, responding, revising,
editing and publishing. They write with a purpose and for a variety of audiences and
have regular opportunities to use technology in shaping their messages. Students use of
developmental spelling in early grades is encouraged as a means to promote fluency. More
regular use of standard spelling is progressively emphasized and attained as students advance
through the grade levels. A formal spelling/word study program provides structure to this
development. Students learn the mechanics of language (grammar, phonics, conventions) in
order to be effective communicators. Such learning is most often, although not exclusively,
accomplished within the context of the students own writing. The process used in writing a
piece is valued as well as the end product. Our students view themselves as writers.
Speaking/Listening
Students express thoughts orally in both formal and informal speaking situations. They have
frequent opportunities to make presentations before an audience. Students are expected to
share their ideas with peers in small groups and to listen to the varied views of other students.
They respond to ideas and concepts expressed in print and oral language. Language learning
is an ongoing, social, active process and students are given many opportunities to interact.
ASIJ aims to help children develop into competent, knowledgeable and self-confident
language users. Our students learn about language; they learn how to listen, speak, read and
write and they learn why language and literacy are central to their lives.
Mathematics
We consider it essential that students gain understanding, skill and pleasure from their
early quantitative explorations. Such accomplishments support the fundamental goal
that mathematical learning be seen as a means of solving and understanding everyday
problems in students lives. The Elementary School uses the Everyday Math Program, the
elementary component of the University of Chicago School Mathematics Project, as a base
for instruction. This curriculum establishes a framework for dialogue about mathematics
2010 -11 Handbook 7

between teachers and children, and among children themselves. The programs goal is to
make thinking with mathematics become as natural as thinking with language.
Early mathematical understandings such as recognition of object properties,
classification, spatial relations and number sense are developed through the use of a
wide variety of tangible objects or manipulatives, puzzles and everyday applications such
as calendars and classroom surveys. The use of manipulatives continues throughout the
elementary grades as an essential means of understanding more sophisticated concepts,
often through investigations and discovery. Manipulatives also help the young learner
develop a deeper understanding of symbolic operations such as regrouping.
Computational skills are developed as conceptual understandings are established. All major
operations and fluency with basic facts are stressed. In addition to the mathematics texts,
supplementary materials provide additional practice and challenge when needed. Because the
applications of skills and concepts to real problems is the overriding goal of mathematical learning,
students are exposed on a daily basis to challenging tasks. These challenges require students to take
risks and develop new strategies for solutions. Estimating and checking for reasonable answers are
a constant focus. To support cognitive development, students use the language of mathematics
effectively to describe their understandings and ask appropriate questions. Writing is a valuable
avenue for students to share as well as clarify their mathematical thinking.
The role of calculators is to support problem-solving activities when hand calculations
would delay the discovery process. They function as a vital tool while enhancing the
value students place on accuracy in hand calculations. Their tech levels enable thinking
beyond the limits of their algorithms.
As well, students exercise their skills to think critically and creatively in cooperative groups where
social learning with peers, risk taking and teamwork essential to problem solving can flourish.
ASIJ Elementary students demonstrate a high aptitude for mathematics. Our program
is challenging and supports the development of these talents in ways that provide
deep understanding and connects mathematics to the lives of students. Through
heterogeneous groups, students gain insights from peers, have leadership opportunities,
and deepen understanding while clarifying their thinking for peers.
Social Studies
The elementary social studies curriculum is based upon the ASIJ Student Learning Outcomes.
The curriculum is designed to accomplish the major goals detailed in the school-wide Social
Studies Philosophy. Some of these goals include understanding universal human needs,
power and authority in human society, societies and civilizations both past and present, the
interdependent nature of global society, geography and its impact on human choices, civic
responsibility and acquiring the skills and developing perspectives to question the world and
to seek find and evaluate the answers to those questions.
Starting in kindergarten students begin to address these goals through developmentally
appropriate and integrated social studies units. As students progress through the grades the
breadth, depth, and complexity increases allowing students the opportunity to master the

skills, processes and content needed to be successful in the middle and high school program.
To accomplish the student learning outcomes for social studies the elementary program
does several things. The program appeals to diverse learning styles by integrating art, music,
drama, crafts and physical activities. The program adheres to an articulated K-12 curriculum.
Common core experiences are provided for all students. Teachers and socials studies staff
are current in both content and best practices for the discipline. They also collaborate
among and within divisions to create a community of social studies practitioners. Students
are involved and engaged in their own experience and in learning. Learning environments
encourage social interaction and the active construction of meaning. Community resources
are utilized whenever possible and students have access to a wide variety of print and non-
print resources. Students are assessed in a variety of ways to create the true picture of a childs
strengths and areas for growth.
By the end of their elementary social studies careers students will have studied a rich tapestry
of different cultures, geographic locations, and human issues. They will have acquired the
skills and processes they need to continue to grow and excel in the age of information and to
create meaning from this information. Most importantly they will have experienced a strong
community and been encouraged and supported in developing their underlying humanity.
Science
A childs inquisitive nature and natural curiosity about the world form the basis of the
Elementary School science program. In Kindergarten through grade 5, students actively
engage in an inquiry science program. Children build their own understandings of concepts
and vocabulary through the application of process science. They focus on the steps of
scientific experimentation throughout investigations, develop the ability to ask scientific
questions, discover aspects of the world around them, and use their observations and
collected data to construct reasonable explanations for questions posed. Guided by teachers,
students continually develop their science knowledge and learn, through the inquiry process,
how to communicate about their own and their peers investigations and explanations.
The program outcomes at each grade level are based on the National Science Education
Standards. In any two-year cycle, elementary students complete units that focus on each of
the major areas of life, physical, and earth/environmental sciences.
Kindergarten-Grade Five Science Units
Kindergarten 1. Balls and Ramps

2. Rocks
3. Plants and Pets
Grade One 1. How do We Learn?

2. The Five Senses
3. Solids and Liquids
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Grade Two 1. Insect Life Cycles
2. Habitats
3. Balance and Motion
Grade Three 1. Plants

2. Electricity and Magnets
3. Water Cycle
Grade Four 1. Gravity and Simple Machines

2. Animal Behavior
Grade Five 1. Light and Optics

2. Variables
3. Growth and Development
Beyond developing within the learner more accurate concepts, science education seeks to
help students:
develop their powers of observation and critical thought.
ask questions and find answers by conducting simple experiments.
record and communicate the results of their work.
see applications of their learning in the real world.
A very special day in the school year is the Elementary Science Fair, which is held in the spring.
This optional activity is open to every student in the school. More than half participate.
Students investigate an area of interest to them and conduct simple experiments or prepare a
research report/demonstration, which is shared with the entire school.
Field Trips/Off-Campus Academic Trips

Off-campus academic trips have an important role in the Elementary curriculum. Such trips
are considered an extension of the classroom learning experience and therefore, are generally
required. All off-campus trips will have an identified educational or community building
objective which will be reinforced in the classroom before and after the event. Individual
programs are evaluated to ensure that any costs in money and use of instructional time
are balanced by the benefits to the students learning experience. Depending on the nature
of the off-campus trip, some costs may be borne by the students family. The Elementary
School will ensure that appropriate adult supervision is provided for students on all school-
sponsored off-campus trips and that school developed safety standards are followed. Parents
will be appraised of all off-campus trip plans and their permission obtained in advance. Also,
we thank you in advance for your assistance to the teachers in supervising students on their
off-campus trips as a safe ratio of chaperones to children must be maintained.

Grade Level Information
Kindergarten
Kindergarten classes at the Elementary School offer a full-day, developmentally-appropriate
program designed for the five- and six-year-old. A blend of directed and self-chosen activities
promotes a love of learning and encourages social, emotional, physical and academic
development within a supportive, lively atmosphere.
Features of the Kindergarten Program

A full day program set within self-contained classrooms.
Instruction provided by a head teacher and a full-time assistant.
Emphasis on the social skills required for successful learning and living within the classroom
community.
Early reading development emphasizing hearing and manipulating the sounds in our
language (phonemic awareness).
A blend of teacher-directed activities, projects and learning centers provide a variety of large
group, small group and independent learning experiences.
A range of materials to support the varied needs of learners in the beginning reading program.
Integrated curriculum based on thematic units.
A math curriculum based on the Everyday Math and Math Their Way programs with
extensive use of manipulatives.
Instruction by specialists in music, physical education, art, library and guidance.
A buddy program which pairs kindergarten and upper grade students for a variety of learning
experiences.
First Grade
The developmental needs of the six- and seven-year-olds for active learning and concrete
experiences are considered in the transition from kindergarten to first grade. The consistency
and sense of belonging critical to the young learner are provided by classrooms that are self-
contained for most of the day.
Features of the First-Grade Program

Multi-sensory approach including hands-on activities appropriate for young learners.
Emphasis on the social/emotional skills needed for the transition to first grade.
Emphasis on the first-graders emerging reading and writing skills through individual, small
and whole group instruction.
Accommodation of the wide span of reading abilities found in grade one students.
Extensive modeling of fluent reading by the teacher through read-aloud sessions.
2010 -11 Handbook 11

Continued expansion of number concepts with the goals of manipulating numbers to 999,
problem solving and the development of basic addition and subtraction facts.
Regular instruction from specialists in Japanese, art, music, physical education, technology,
media (library) and guidance.
Use of computers for graphics, research and skills practice.
Continuation of occasional cross-grade buddy activities in which first-graders interact
with upper-grade students.
Field trips to Nogawa Park, Jindaiji Temple and the Tama zoo.
Thematic units which include: literature studies, social studies and science units.
Second Grade
The second grade program continues to build a strong foundation in the basic skills with an
emphasis on the enjoyment of learning. The growing sophistication of basic skills and the
desire of the second-grade child for greater responsibility allow for more cooperative group
work and several independent projects.
Teachers continue to emphasize the students own responsibility for his/her learning beyond
the regular school day. The students are given approximately 30 minutes of homework each
day and are expected to be responsible for daily assignments.
Features of the Second-Grade Program

Developing the childs awareness of his/her improved strategies for reading comprehension.
Reinforcing and extending decoding strategies gained in grade one, depending on the
needs of the individual child.
Increased emphasis on critical analysis and discussion of reading materials.
A focus on self-editing and revision of written work.
Continued use of developmental spelling, moving toward standard spellings with a
systematic study of phonic patterns.
Thematic units based on authentic literature including: folk tales, traditions of Japan,
habitats, balance and motion, various prominent authors, insects and Africa, and field trips
to Tama Zoo, Kichijoji Aquarium and a soba noodle shop.
Competence in math computation in the areas of regrouping and the underlying logic
inherent in these operations.
Introduction to multiplication.
Exploring multiple strategies to logically solve a problem.
Increasingly sophisticated use of technology for word processing, creating graphics and
web-based research.

Third Grade
Third grade students gain a strong sense of community through cooperative projects and
activities. Within this setting the requirements of sharing, consideration of others and
leadership for the group receive special emphasis for the maturing child. Learning to organize
oneself remains a large task for most eight-year-olds. The use of notebooks, folders and
assignment sheets helps students manage materials and information. There is an emphasis
on increased responsibility and independence for third graders.
Features of the Third-Grade Program

Various genres are covered within the literature program.
How to select and read for enjoyment from a range of genres.
Learn to respond to what we read in a variety of ways
The writing process of drafting, revising and responding are used and publication takes
place in various ways.
. Development of library skills to use various information sources.
The Everyday Mathematics program covers a broad range of mathematical content, in
addition to developing number sense.
Review and development of all math facts with emphasis on addition and subtraction and
an introduction to multiplication and division.
Expanded use of computers for word processing, research, presentation and critical
thinking. Computer keyboarding is taught.
Exploration of science concepts found in plant and animal life study, electricity and water cycle.
Establishing routines for independent completion of homework assignments.
Introduction to cursive handwriting
Exploration of environmental concerns and social issues as they relate to the tropical rain forests.
Fourth Grade
Continued refinement of basic skills in the fourth grade is highlighted by greater emphasis
on independent study including frequent use of available resources for assignments and
regular long-term projects and presentations.
Features of the Fourth-Grade Program

Active development of students as independent readers and as confident writers engaged in
meaningful, reflective communication.
Integration of library and research skills with themes of study.
Reading and discussion of novels using a variety of approaches.
Increased focus on non-fiction reading.
Continued focus on organizational and study skills to develop independent learners.

Gradual increase in daily homework over expectations in previous grades, emphasizing the
organization required for long-term assignments.
Greater application of technology to various content areas.
Extensive exploration of Japanese culture through an ongoing integrated unit called Bunka
with accompanying cultural activities.
Numerous field trips in and around Tokyo including local shrines and temples and an
outdoor museum of restored Japanese buildings.
Cross-cultural exchanges with a local Japanese elementary school.
Fifth Grade
Fifth-grade students are expected to assume leadership positions and serve as role models for
the rest of the student body. They are encouraged to take an active role as problem solvers and
to develop a sense of ownership in school life through personal involvement. Special features
of the fifth-grade program include a variety of cooperative learning opportunities which
build group skills and offer leadership experiences. Throughout the year there is widespread
use of technology for accessing, organizing and presenting information. A significant area
of focus for fifth grade students is the development of independence in learning and self
organization.
Features of the Fifth-Grade Program

Extensive research opportunities through which students become efficient locators and
users of information.
A commitment to learning and applying comprehension strategies while reading fiction
and non-fiction.
Developing independent readers who access a variety of comprehension strategies.
Developing skillful writers who utilize a range of writing strategies to communicate
effectively.
Developing proficiency in using the writing process to produce quality writing.
A math program utilizing a discovery approach for mathematical understanding.
Mastery and speed in recalling basic math facts.
Developing a variety of mathematical problem-solving strategies.
Concrete math experiences which apply to everyday life.
An integrated social studies program centering on major thematic units:
Including the history of North America emphasizing exploration, colonization and the
American Revolution.
Incorporating geography and mapping skills.
Participating in the Science Fair by conducting an independent investigation.
Extensive exposure to scientific inquiry through:

a scientific unit investigating light and optics.
a scientific unit investigating variables.
Unique Aspects of the Grade Five Program

A Japanese cultural and language-linked program with Katoh Gakuen in Numazu.
A service program with active participation in the collection of Elementary School recycling.
Special Classes
Art
The goals of the Elementary Art Program are to help students:
Develop, express and evaluate ideas.
Instill a desire and ability to create
Produce, read and interpret visual images and objects.
Recognize and understand artistic achievement in society.
In the first through fifth grades, art classes meet once a cycle for 42 minutes throughout the
year. The Elementary Art Program exposes children to a variety of media, building skills
in sequentially more complex projects throughout the grades. In addition to studio art,
students are also taught art history, art criticism and aesthetics. Extra art periods are available
for interdisciplinary instruction related to topics under study in the homerooms. Classroom
teachers and the art instructor collaborate on the content and outcomes of such lessons.
The school year culminates with a fine arts festival in which student artwork from all the
divisions of the school is displayed. The art room is staffed with one certified art educator,
one part-time art educator and an art assistant.
Computer Labs
The Elementary School provides students a technology enhanced learning environment.
Classroom teachers work together with a technology specialist to enhance learning
opportunities for students. A technology support assistant maintains the infrastructure for
the faculty as well as supports various integration activities. Students engage in a variety
of integrated activities that develop skills, allow them to research information, and help to
communicate ideas and understandings. Students create multimedia projects and web pages
integrating skills that tie into their class topics.
Students access information technology in their daily lessons and unit studies using a variety
of productivity software plus a selection of educational software linked with the grade level
curriculum. ASIJ has adopted the National Education Technology Standards (NETS) to
provide guidelines for student achievement using information technology.
The ES has two computer labs for K-5 classes and three wireless laptop mobile labs for
grades three, four and five. Each homeroom group is scheduled to come to a lab for a lesson

with the technology specialist once a cycle, but teachers often sign up for extra lab time to extend
assignments. All students in grades one through five using the Internet must agree to uphold
standards of appropriate use of these technology tools. Students also learn about effective searching
techniques and web evaluation strategies for class research projects using ES research cycle.
Japanese Language and Culture Program

Instruction in Japanese language and culture is generally required for all students in the
elementary grades. Students of each homeroom in grades 1-5 are grouped in Japanese classes
with other students in their same grade, based on their Japanese language ability. A spectrum of
courses is offered at each grade level, from beginners classes to classes for students whose home
language is Japanese.
Students in grades 1 and 2 classes meet every other day for 35 minutes, while grades 3-5 meet
for 42 minutes. Kindergarten students receive about 15 minutes of daily instruction from a
member of the kindergarten teaching staff.
Content for beginning and intermediate Japanese classes focuses on basic Japanese skills that
students can use in daily life in Japan. The emphasis of instruction is on speaking and listening
skills. Students learn to communicate to accomplish tasks in Japanese daily life. Sample language
functions include being able to meet and greet other people, sharing information about oneself
and others, and seeking information as needed. Students learn and practice in thematic areas
including My Family and Myself, My Home, Getting Around, My Day at School, Shopping
as well as Health, Illness and Emergencies.
Language and culture are stressed in all classes, but it should be clear that exposure and basic
understanding are our goals. Given our limited time for study and the documented complexities
of learning Japanese, expectations for fluency even after several years in this program are not
realistic. Students who make the most progress with their Japanese language skills are those
whose families provide regular opportunities outside of school to use Japanese communication
skills they learn at school.
In successive years, students extend their abilities in these thematic areas as their progress and
interest allow. Students are exposed to the Japanese writing systems of hiragana and katakana
early in their study, but emphasis is heightened at the grade 4 and 5 levels as we near the
transition to the middle school program. One goal is to provide ASIJ elementary students
in our non-native Japanese classes who are here for grades 1-5 the foundation in speaking,
listening, reading, and writing needed to pass into the third level non-native Japanese course at
the middle school. Students who are here for a shorter tenure will be brought well along toward
this goal. A further goal of our program is to provide each student with an enjoyable language
learning experience, as well as a solid foundation for life-long language learning.
Classes for students who have strong proficiency in Japanese are focused on listening, speaking,
reading, and writing. These students put a majority of their effort into developing their skills
as readers and writers as they use Japanese to study various topics. Our program does not offer
students full-day immersion in a Japanese language environment. As such, students cannot be
expected to progress at a rate that is comparable to that of a student in a Japanese school.

Library
The library is looking forward to another year full of exciting activities. Over the past six years
the Sakura Medal program has matured into the mainstay reading program of all international
school libraries in Japan. As before, students in all elementary grades will be invited to nominate
their favorite English and Japanese language picture and chapter books, chosen from the shortlists
selected by international school librarians throughout the country. We will continue the wildly
popular Sakura Brainbowl, in which teams of grade 4 and 5 students match their knowledge
of Sakura medal chapter books with readers from other international schools in Japan. For our
budding writers out there, the library will host a new edition of Picture This!, which will see the
very best entries illustrated by professional illustrators and published. In combination with the
Reading Challenge, all of these programs will culminate in a Library Party and Library Sleepover
in April 2011.
The library invites a steady stream of visiting authors, illustrators and storytellers, Jack Gantos,
Esme Raji Codell, Richard Tulloch, Donna Jo Napoli, Allen Say, Avi and David Biedrzycki are
but a few of the childrens lit superstars we have had the honor of hosting in recent years.
This elementary library program is aimed at helping students become eager readers and effective
users of information. The collection of nearly 20,000 books, Playaways and graphic novels is sure
to meet any young readers interest.
Students are welcome to visit the library anytime between 8 AM and 4 PM. Kids in grades
K-3 visit the library each cycle for story time, book checkout and lessons on how to become
independent library users. Students in grades 4 and 5 visit the library independently or with their
class for research projects and literature enrichment. Parents are encouraged to take advantage of
the ASIJ family library account. Each family may check out up to 25 books to help you create
a literature rich environment at home. Its easy to use the online catalog to make your selections
and place your requests.
Details on everything written above can be found on the newly revamped ES library website
accessible from the ASIJ homepage. Our library runs a full-on program, supported by generous
contributions from our wonderful PTA and dedicated help from many volunteers. If you would
like to join our team of committed parent volunteers, or have any further inquiries, contact
Wouter Laleman at <[email protected]>
Music
Music classes meet twice a cycle for 42 minutes each. The basic curriculum draws upon
the Orff, Kodaly, and Dalcroze approaches that aim to educate the whole child through
song, movement, rhythm, speech, dance and quality listening experiences. Children are
also instructed in a wide variety of instruments: xylophones, metallophones, glockenspiels,
rhythm instruments, and in the case of intermediate students, guitars, recorders and
handbells. The program also exposes children to a variety of musical styles including folk,
classical, world music and jazz. Units of integrated study are offered at various grade levels
linking musical concepts and skills to other curricular areas.

Physical Education
The goal of the Elementary Physical Education program is to develop and refine the students
basic movement patterns and fundamental skill development in a positive, learning environment.
Physical Education classes are designed to fulfill the growth, development, behavior and health
related fitness needs of each child. We believe a strong Physical Education program in the
early years provides valuable opportunities to introduce and improve the physical, mental
and emotional skills needed for success in sports and a lifetime of activities. The K-2 program
emphasizes developmentally appropriate opportunities to learn and improve basic skills.
Children in grades 3-5 explore skill related activities and developmentally appropriate sports
and recreational activities. Also included in the PE program is a nine-week swimming unit,
which is offered in the fall for students in grades 3-5 and the spring for students in grades K-2.
Student Support
Counseling and Guidance
In an international setting where cultural sensitivity, transition issues and family support are
of particular importance, the ASIJ K-12 counseling and guidance program provides services,
support, and resources for students, parents, faculty/ staff and administrators which facilitate
the development of students academic, personal, and social skills.
Elementary guidance and counseling at ASIJ is made up of three major components:
Classroom Guidance: A childs social and emotional growth is explored with students
participating in discussions, role-plays, group activities, read alouds and games. Students
build personal skills and assets with a focus on making healthy choices. This year Ms.
Kikuchi provides guidance lessons to grades1, 3 and 5, and Mr. Hisler provides lessons for
kindergarten and grades 2 and 4.
Parent Education and Support: Parents play a vital role in supporting the emotional health
and well-being of their child. Counselors look forward to working with parents closely and
encourage parents to make individual appointments with a counselor for additional support.
Counselors and administration sometimes work with the Parent Focus Group to develop
and present parent workshops.
Individual and Small Group Counseling: Students may be referred to a counselor by
parents, teachers, administrators and through self-referral. Friendships and transition/
adjustment issues make up a majority of the referrals at the elementary level. Parents will
be contacted if it is felt a student needs the support of regular meetings with the counselor.
Learning Support and Speech and Language Services

The purpose of the learning support programs is to provide students with optimal learning
opportunities to enhance their success at the Elementary School.
Learning support programs (kindergarten through grade 5) as well as speech and language
services (kindergarten through grade 3) are available to eligible students in the Elementary
School. The support programs provide small group or individual instruction for students
with learning differences. They are designed to assist students in being successful in the

classroom curriculum and are not intended to be remedial in nature or to serve as a formal
special education program. These programs are staffed by language and learning specialists
who, in addition to providing direct instruction to students, work closely with parents,
counselors and classroom teachers.
Participation in support programs is initiated by teacher or parent referral and is based
on information gathered from teachers, parents, specialists and educational psychological
assessments. Students generally are admitted to support programs upon completion of
diagnostic evaluations. Program services are provided in accordance with the assessment
recommendations and the availability of support services at any given point in the school
year. Space is limited in all support programs.
Students who require educational psychological evaluations or other kinds of educational
support not provided at the Elementary School may be referred to professionals outside
the ASIJ school program. Evaluations are requested to gain additional information and
recommendations which will assist the schools support team in providing the best possible
learning program for a child.
Instructional services for speech and language are focused on the primary students in
kindergarten through grade 3. We believe early intervention is the preferred strategy for
reducing the need for such services to students in the upper grades. Given limited resources,
students in upper elementary may be referred to outside consultants for continued service.
English Language Learners (ELL)

This program serves students with varied levels of English proficiency, including those with
some proficiency as well as those with little or no English background. The primary goal of
the English Language Learners Program is to facilitate high academic achievement on the part
of the ELL student through enhancement of self-esteem, social skills, specific language skills
and motivation. The ELL Program provides non-native speakers of English an opportunity to
participate in an academically demanding program of study.
The school day for the ELL student includes both regular classes and small group instruction
with individualized attention.* Through peer interaction in the regular classroom and shared
experiences with other ELL learners, students have an optimal environment for second language
acquisition. The ELL student gradually spends more time in the regular classes, the amount of
immersion time depending on each students pace of language development.
Consistent with the goals of the Elementary program itself, the ELL program attempts to provide
learning experiences that will have a positive influence upon the childs overall development.
To account for different learning styles and different rates of language development, the ELL
classes are small. Individual needs are addressed through periodic assessment. The program is
staffed by a full-time ELL teacher with extensive experience in the field.
*Small group instruction takes the place of Japanese instruction for ELL students. When students are
released from ELL, they participate in the Japanese Language Program

Special Programs and Activities
Performance Arts
Every fourth- and fifth-grader has the opportunity to participate in a performance ensemble in
addition to their general music class.
Grade Four: Performance Arts Workshop (PAW) is a half-year program devoted to music,
drama and creative performance. Every fourth-grader participates in PAW for one term during
the school year. Students become familiar with the basics of musical performance, expressive
speaking, movement and acting techniques. Our main goal is to work together in the spirit of
ensemble which encourages cooperation and respect. The term culminates in a performance
starring the PAW actors and singers.
Grade Five: The elementary choir is a fifth grade performance group that plays an important
role in the life of the school. During the school year, all fifth grade students participate twice per
cycle in either the first or second term. Choir members sing a variety of two-part songs from
current and classic choral repertoire and develop many skills that promote good vocal technique
and musicianship.This group performs in concerts and assemblies throughout the school year.
Student Council
This group is an active and visible organization in the Elementary School. Each semester two
representatives are selected from each homeroom in third, fourth and fifth grade. The Student
Council, under the supervision of faculty advisors, plans fund-raising activities, spirit days and
all-school and community service projects. Proceeds from fundraisers go toward worthy causes
helping people, animals and the environment. Some examples of these causes are providing
socks/razors to homeless in Tokyo, rice drives, building water wells in Cambodia, and donations
such as earthquake/tsunami relief, sponsoring an endangered animal, providing funds toward the
building of a Cambodian school and purchasing acres of rain forest. Regular meetings of this
group are held twice a month during the lunch period.
After-School Recreation Program

The primary goal of the After-School Recreation Program (ASRP) is to provide a variety of safe
and enjoyable extracurricular activities for elementary students at ASIJ. Offered throughout the
year, activities include: art, developmental gymnastics, sumo, soccer (fall and spring) indoor and
outdoor games (fall, winter and spring). Each activity will be four to six weeks in length and may
include scheduled intramural or special sessions on Saturdays. After-school activities begin right
after school and conclude in time for students to take the 5 p.m. late bus home. Participation in
any of the activities is on a voluntary basis and students register after each activity is announced
prior to its start. At times, demand for participation in an activity may exceed available capacity.
Elementary Swim Team

The ASIJ Elementary Swim Team Season runs from the first day of school through the first

part of November and is open to all students in grades 1-5 who want to swim competitively in
meets against other elementary swim teams. Interested swimmers should have some swimming
experience and parents are advised that the swim team does not provide lessons for non-
swimmers. All interested swimmers (including last years team members) are required to come to
their appropriate tryout day for placement on either A or B Teams. (Parents are contacted if their
child does not make the team.) A Team practices are on Monday, Wednesday and Fridays, while
B Team members come on Tuesday and Thursdays. A swim team study hall is in place for study
after or before practice, depending on individual practice times. A late bus is available for all bus
riders. Parent volunteers are always needed to help run meets and help out in other team capacities
throughout the season. Full details will be available on the ES orientation day.
Elementary School Yearbook

The Tomodachi, which means friend or pal, is a colorful and exciting yearbook published each
year. It is distributed in June to all elementary school students on a complimentary basis. Students
who depart ASIJ during the school year may purchase a mailing envelope and the necessary
postage and request that their copy of the yearbook be mailed to them at their new address.
After-School Lessons
Instruction in piano, ballet, tap and jazz dance, handbells, traditional Japanese dance, Japanese
taiko drumming and tennis is available. Sign-up information is shared through Mustangs Online
and notes sent home from the Elementary School Office.
Student Responsibilities
All students have the right to a safe, orderly and positive school atmosphere. Learning, friendship
and trust prosper in such an environment. Every day students must make thoughtful decisions
about their behavior to contribute positively to their school community. The elementary school
emphasizes respect and tolerance as the basic values that support a positive and safe learning
environment. ES faculty and students actively explore the meaning of respect and tolerance in
lessons, gatherings, and daily interactions with each other. We discuss the importance of self-
respect and how that translates into fair treatment for all. We acknowledge that we live in a
community of people with different backgrounds, nationalities, and ways of thinking. Accepting
and living with such differences comes naturally to young people and we seek to enhance this
natural sense of tolerance as our ES students grow. As well, we talk about how we can each do
our part by behaving and contributing to our community through good decisions about safety,
helping others, and respecting property and our environment. We have developed the following
school statement that we take time to explore and understand early in the year.
I will treat others with respect and tolerance.
I will be responsible for what I do and say.
I will honor the value of others.

We ask parents to be familiar with this statement and support our efforts by referring to these
concepts in ongoing discussions as well as when behavioral choices need reflection and change.
We expect students to learn from their mistakes and apply lessons learned in future
situations. Students should not have in their possession objects or materials which are a
threat to the safety of themselves or others. Incidences of dangerous behavior, theft, injury
or disrespect to others and damage to school property are examples of serious breaches of
expected responsibility which must be responded to with appropriate consequences. If a
student continues to show a pattern of irresponsible/noncompliant behavior or academic
failure in spite of documented assistance by the school/home, he/she may be recommended
to the headmaster for dismissal from the school.
Please Note: We ask that skateboards and rollerblades not be used on campus given safety
considerations for ASIJ students, parents and faculty. Nogawa Park next to campus provides
a nearby and much less congested venue for these activities.
Bullying
ASIJ believes that every child has the right to learn without fear in an atmosphere of mutual trust
and respect. Every student is expected to be responsible for his/her own behavior, to exercise
self-discipline, and to refrain from behavior which interferes with other students right to learn or
endangers the health or well-being of others. ASIJ will not tolerate bullying.
Bullying is a form of harassment. It is improper behavior by one or more students which is
directed at another student and is offensive and interferes with their well-being. It may include
teasing, name-calling, threats, unwanted physical contact or violence, often on a repeated basis,
which demeans, belittles, humiliates, or frightens the other student. It can take place in and out of
the classroom, online or even outside school.
All incidences of bullying will be reported and investigated. In cases that are substantiated, the
schools actions will be reported to the parents of all the students involved, including the victims.
The school will offer a proactive, sympathetic and supportive response to students that have
been victimized that could include, but is not limited to, counseling, mediation, or assertiveness
training. The bully too will receive the understanding needed to change their behavior. All actions
will be documented as a means of tracking both the conduct of the students involved and to assess
the effectiveness of the schools interventions.
Bullying of an ASIJ student by a student or group of students is considered a serious violation of
school rules, and will result in disciplinary consequences.
The School shall organize regular programs for teachers, administrators, students, and parents
about the detection and prevention of bullying.
Safe Use of the Internet

In the past few years, we have found that many of our elementary school students are now
active users of the Internet. While the Internet offers access to a wide range of educationally
sound information as well as easy opportunities to communicate with family and friends

who may live faraway, we have found that many elementary school-aged children are not
always mature and/or knowledgeable enough to use the Internet safely and wisely without a
great deal of adult supervision. Here are a few tips you can follow to help your child learn to
use the Internet safely and responsibly:
Place the computer that your child uses in a location where you can easily observe their
on-line activity. The kitchen or living room are both great locations. Do not allow your child
to get online behind a closed door.
Do not feel pressure to get your child an email or social networking account. Most
elementary school aged students do not have accounts such as these. Many children at this
age are not ready to use these accounts responsibly and safely.
If your child does have an email or social networking account, make sure that you have
access to your childs username and password. Go online frequently to check the nature of
the communications that your child sends and receives from these sites.
Instruct your child not to create and/or forward chain e-mails or other innapropriate
messages to ASIJ students.
Develop a family contract for using the Internet safely and responsibly. Explain each point
in the contract to your child and ask each member of the family to sign the contract.
Please note that inappropriate use of the Internet can negatively affect members within the
school community. As a result, teachers, counselors, and/or principals may address issues
that develop due to Internet use that is not in keeping with our schools respect and tolerance
pledge even if these events occurred outside of school hours.
ASIJ Policy on Substance Abuse

Substance abuse, which includes use of tobacco in any form, alcohol or illegal drugs, is
unlawful and considered a major infraction of ASIJ rules.
Possession, use of, evidence of use, remaining in the presence of the use of these substances or
abuse of any potentially harmful substance at school or at school-sponsored events will lead
to a school response. These responses range in severity from a parent/school conference up to
and including expulsion from ASIJ.
While substance abuse has not been recorded at the Elementary School, inclusion of this
policy statement is meant to clarify ASIJs position on substance abuse to all parents and
students and provide a strong deterrent to its occurrence.
Procedures for Dealing with Sexual Harassment

ASIJ is dedicated to creating a harmonious working and learning environment in which
individuals can achieve their goals and aspirations, and the dignity of individuals is respected.
To this end and in recognition of the fact that sexual harassment is illegal in Japan, it is the
schools policy that no employee, contract worker, volunteer or student, male or female, shall
sexually harass any other potential or actual employee, contract worker, volunteer or student.
A prompt and thorough investigation of any allegation of sexual harassment will be

undertaken. After the investigation is completed, any person found to have sexually harassed
another will be subject to disciplinary action, dismissal or expulsion from the school.
School Attendance
The following procedures and policies about school attendance are very important. Please
read them carefully.
Attendance Procedures and Policies

If your child is sick please call the Elementary School Office by 9 a.m. In the event we dont
receive your call we will contact you at home. We appreciate the excellent communication
parents provide us in this regard. Expected reasons for absence include sickness, dental or
medical appointments when these cant be scheduled outside the school day and family
emergencies.
Written notification of absences for reasons other than illness or family emergency should
be directed to the principal in advance.
Arrangements to obtain missed class assignments may be made at the time you contact the
Elementary School Office. A childs friend or neighbor might assist in bringing schoolwork
home.
ASIJ teachers offer learning each day to children and the activities of each day build for
the next. We are constantly reminded how quickly our school year passes and how vital
the learning time we have is. Absences for family convenience, vacation travel, home leave,
altered travel plans or non-school holidays are strongly discouraged due to their effect on
a childs school progress. Parents are charged with the responsibility of establishing travel
schedules that insure continuity and maximum educational growth. This is an expectation
we hold as a staff just as we feel that as parents you must expect us to be careful stewards
of the precious learning time in our classrooms. It is difficult and sometimes impossible to
meaningfully prepare in advance the work a child will miss during an extended absence.
This is the result of the child losing the benefit of the instruction that is being given in the
classroom during that time.
If this appears rigid, we hope it is understood our enthusiasm and concern for the progress
of each child is the basis for this request.
Parents of students who have been ill and absent from school for a week or longer need to
be in contact with the school nurse at ext. 240.
We ask for your strong support in keeping your child in school right up to vacation periods
and not taking extra days.
School Hours
All of us need to work hard to be on time every day. The school day at ASIJ Elementary is
from 8:30 a.m. to 3:07 p.m. Walkers, bikers and car riders are welcome to arrive from 8:20
onward. ASIJ buses depart from school at 3:15 p.m. All Elementary students are expected
to be off campus after school dismissal unless involved in activities scheduled especially for

them. These activities include ballet, tutoring, private instruction in music, ASIJ swim team
practices, scouting groups, sumo club and other school supported clubs/activities. Students
remaining after school for these activities receive supervision from the adult activity leaders.
We ask parents to give special attention to our request and help us ensure the safety of each
child in our school. Parents are asked to make arrangements to supervise their own children
if they would like for them to use the playground after the school day. After dismissal
staff members are involved in meetings and activities that do not allow them to provide
supervision to insure the safety of children who remain unsupervised on campus. Because of
our concerns for safety, we reserve the right to ask children to leave campus at the end of the
school day. Given the desire of some students to remain on campus, good communication
and cooperation are vital. Collectively we must affirm our concern for safety by not allowing
elementary children to risk injury by being unsupervised at the end of the school day.
Home/School Communication
Parent involvement and encouragement are vital to a childs success in school. Students are
quick to realize when there is a shortage of teamwork between parents and educators and
the price for its absence is usually borne by the child. The responsibility for trust, open
communication and conflict management rests with us all. We want to help and we need
you to help as well. Please be an active participant in the tradition of parent involvement in
the ASIJ program. Our biggest priority is that you make your initial inquiry on a question or
concern directly to the person most informed typically your childs teacher(s).
The experience of our children is much different today from when we attended elementary
schools. There are reasons for these changes and we feel it is our responsibility to provide parents
with the information they need to understand and support the ASIJ program. We also want
to create with you an openness of dialogue wherever children are concerned. Issues constantly
appear on the horizon of each individual childs world. We have good radar for some of those
changes. You, in turn, are more aware of others and can offer critical and useful insights to us.
We feel it is particularly important for families new to ASIJ and Tokyo to be in close contact
with the teaching staff about the adjustment of their children early in the school year.
Many are the times we will agree. If we dont, may we extend to each other the greatest
respect for our individual viewpoints and strive to disagree agreeably. The best interests
of our children rely on our capacity to keep foremost our many areas of mutual agreement.
These are some specific ways you can keep in touch with school programs and activities and
maintain open communication:
Contact your childs teachers promptly and directly if you have a question or a concern
about your childs progress.
Carefully read and review schoolwork brought home by your child, and web pages, and
notes from the Elementary principal.
Attend parent-teacher conferences, back-to-school day, and school performances.

Become actively involved in PTA.
Become actively involved in the ES Parent Advisory Council (PAC).
Volunteer to help at the Elementary School.
This is an invitation to be a big part of your childs life at school. Were looking forward to
working with you.
Appointment of Guardian Forms

During the school year, there may be times that you and/or your spouse will be away from
home for a few days and will need to leave your child(ren) in care of a guardian. For this
purpose, an appointment of guardian form is available in the Elementary School Office. This
form will help us know how to reach you in case of an emergency and will also inform us on
who will be caring for your child(ren) and who to call for general school concerns during the
time you are away. Please complete and submit this form to the Elementary School Office a
few days prior to your departure.
Parent Focus Group

The Parent Focus Group was created to provide a forum for better
communication between parents and administrators and as a way for parents to provide
support to the faculty and administration in providing a quality learning program for ASIJ
children. The PFG is defined as an open council whose regular meetings all parents are
welcome and encouraged to attend. These meetings provide a positive environment for the
sharing of ideas, suggestions, attitudes and feelings about the school and its programs. In
addition, PAC invites members of the staff and faculty, as requested by the council, to speak
on topics of interest to the parents. Please check Mustangs Online (MOL) for information
concerning meeting times and agenda items.
Evaluation and Assessment

Throughout the year teachers assess progress in all subject areas through assessments that are both
written and oral, formal and informal.
The progress of students in kindergarten through grade 5 is noted on report cards distributed
three times each year. Conferences are held after the first and second marking periods, before
which time parents receive report cards. Report cards for all marking periods are carried home by
the students.
Students and parents both need regular feedback on academic and social progress. Report cards
are a source of future goal-setting and celebration of effort and success.
Standardized achievement tests are used at the third and fifth grades as a supplement to classroom
achievement information. This information, shared later in the spring, is useful in monitoring the
academic profile of our student body and charting the individual growth of students.

Homework
Reasonable amounts of academic effort outside of the school day extend learning and
reinforce concepts and study skills. Through homework we also seek to stimulate a childs
own initiative and sense of personal involvement in his/her learning. While it proves
impossible to establish a precise gauge of the time required to complete assignments, there
is a concerted effort to maintain reasonable targets for the amount of time students are
involved in homework.
Homework guidelines are as follows:
Grades One through Two Up to 30 minutes
Grade Three Up to 45 minutes
Grades Four and Five Up to 60 minutes
Our responsibility as educators is to insure that assignments are clear and provide a meaningful
extension of learning. As well, constant communication between teachers at every grade
level should minimize students being overloaded with assignments. If a child is consistently
expending effort in excess of these guidelines, we request that you contact your childs teacher
to discuss possible solutions. We realize the day of the average ASIJ Elementary students
involves an extensive commute and they still need time for hobbies, play and their families.
Please pledge your effort in communicating on this important subject.
ASIJ Transportation
For a fee, bus transportation is available to ASIJ students from many areas of Tokyo. For
students involved in after-school activities, modified late bus routes are available at 5:00
p.m. High school students, under the supervision of the Director of Transportation, serve as
bus monitors. They are responsible for the emotional and physical safety of their bus riders.
Monitors are trained in behavior management techniques, first aid and CPR, discipline
procedures, and disaster preparedness.
Safety is our top priority at ASIJ Transportation and we firmly believe that each and every
passenger has the right to safe and pleasant bus rides. Bus safety is an ASIJ community
team effort. The team includes bus drivers, bus monitors, bus riders, parents, and ASIJ
administration, faculty, and staff. Each and every team member must be aware of their roles
and responsibilities and do their part to successfully carry out our safety priority. Listed
below are the roles and responsibilities of bus riders and parents.
The Role of the Student

Certain basic rules combined with the use of common sense are a must to assure a safe ride
on the bus. The principles of safety, order, and respect govern school bus safety and are
reflected in the bus rules. Students should be aware of all safety rules.
DONT LOSE YOUR RIDING PRIVILEGE: FOLLOW THE RULES!

Rules for Safe Boarding:
Be at the bus stop 5 minutes prior to pick-up time. In the morning, ride your assigned bus.
Wait at the designated stop in a safe place well back from the road.
Bus behavior rules apply to the bus stop.
Remember to stay away from the danger zone, which is anywhere close enough to touch the
bus. The driver cannot see you when you are in the danger zone.
Dont push or shove.
Rules for Safe School Bus Riding:

Take your seat promptly and sit facing forward.
Buckle-up. Its the law.
Keep aisles clear. Hold bags in lap, place in overhead rack, or on the floor by your feet.
Observe the same conduct as in the classroom.
Be courteous. Keep language and actions appropriate.
Talk quietly. The driver must concentrate to drive the bus safely.
Keep the bus clean.
Snacks and beverageswater only for ES and MS studentsare permitted.
Always follow the bus monitors and bus drivers instructions.
Rules for Leaving the Bus Safely:

When you leave the bus, move quickly away from the bus.
If you drop something near the bus, dont pick it up. Tell the driver or monitor.
If everyone is getting off the bus, the people in front leave first. Do not push.
Be familiar with the rules for emergencies.
The Role of Parents

Parents are an important part of ASIJ Transportation. You can help us promote and maintain
safety in many different ways.
Ensure that your children are at the bus stop 5 minutes prior to pick-up time.
Parents should remain outside the bus at the bus stop, unless riding to ASIJ.
Help teach your children the importance of good behavior aboard the bus.
Review the rules and responsibilities of riding the bus with your children.
Be sure you and your children understand the consequences for breaking rules.
(Please see Bus Handbook.)
Review the bus earthquake and emergency procedures with your entire family.
Inform ASIJ if your child has a specific medical concern and/or suffers from motion sickness.

For ES children, provide a bus snack and water for their ride home.
If a parent has a concern with a bus monitor, bus driver or a particular situation or incident, call
the Director of Transportation.
Frequently Asked Questions

What should my child do if he or she leaves items on the bus?
Each school day, after 9:30 a.m., your child can locate their lost items, both from the afternoon
before and the morning ride, in the bus-numbered bins just outside the ES. Valuable items, such
as band instruments, watches, cell phones, and gameboys can be found in Steve Mitas office.
What are the procedures if my child needs to ride an alternate afternoon bus?
For parents and students convenience, we allow students to ride buses other than their assigned
bus in the afternoons to accommodate for lessons and appointments. Students in middle school
do not need notes or prior permission from ASIJ to ride alternate buses.
What are the procedures for the late buses?
Boarding for the late buses takes place in front of the HS. Buses are loaded in grade order beginning
with kindergarten. ES students must be in their grade lines by 4:50 p.m., MS students in the area
by 4:55 p.m., and HS students at 5:00 p.m. The 6:00 p.m. late bus is for HS students only, unless
special permission has been given to a MS student. The late bus runs a modified route through
the downtown area as well as the Setagaya area. Please see the Bus Handbook for further details.
Bus Rider and Bus Monitor Supervision

Janet Witt, Director of Transportation
Email <[email protected]>
School phone (regular school hours) 0422-34-5300 ext. 622
School cell phone (while all buses are en route) 090-3331-8653
Home phone (evenings) 042-360-4844
Bus Routing and Bus Stops

Steve Mita, Bus Manager
Email <[email protected]>
School phone (regular school hours) 0422-34-5300 ext. 350
School cell phone (while all buses are en route) 090-9823-7056
Home phone (evenings 042-362-0777
Train Rules
Many of our students travel by public transportation to and from school. In order to observe
common courtesy, ensure safe travel and respect Japanese laws and customs, ASIJ Elementary
students are expected to comply with the following:

Respect people and their property, and be courteous to others who are using the trains.
White lines along a roadside indicate a walking path in Japan. When walking to and from the
station, use these areas to avoid interference with traffic.
Refrain from interfering with the movement of others along pathways, stairways, in doorways
or by sitting on the floor.
Proper use of train passes and tickets is a matter of Japanese law. Be aware that there are additional
charges for private lines and, in some cases, a separate charge as is the case from Musashi-Sakai to
Tama station.
Drinks and food should not be consumed on commuter trains due to local custom, safety and
concern for fellow passengers.
All trash should be thrown away in the proper containers.
Classroom voices should be used at all times. Japanese people are usually more reserved than
many ASIJ students. We ask you to show added courtesy and restraint that will help our cross-
cultural relations.
Your cooperation in this sensitive area is needed and appreciated.
Health and Safety

Health Center
ASIJ has two RNs on campus during school hours, and is open until 5:00 p.m. each school
day, serving the needs of all students on campus. The Health Center is centrally located in
the Middle School across from the Kiosk. A physical examination is required for all entering
students, and all students participating in sports. A new health history form is required
for every student each school year. These records become the foundation of your childs
health file at ASIJ, and are vitally important. Parents are asked to turn in health history
forms promptly at the beginning of the school year, and update as new health information
is received. All forms can be downloaded from MOL, and should be turned in to your
childs teacher or to the Health Center. Hearing and vision tests will given to all elementary
students, and also upon request by parents, students or teachers at any time. Fifth-grade
students also have their height and weight recorded. The Health Center can be reached by
phoning ext. 240 or by email: <[email protected]>.
Health Center Policies

Children who feel unwell or are injured are brought to the Health Center. The school nurses
will evaluate and administer first aid as needed.
For fever, other illness, or any serious injuries, parents will be notified and consulted. In the
event of an emergency the child will be taken to the nearest available hospital, by ambulance
if necessary. Parents will be notified and consulted as soon as possible. One school nurse or

other adult will stay with the child until a parent arrives. (Information and maps to Kyorin
University Hospital and Musashino Red Cross Hospital, the two hospitals that ASIJ has an
affiliation with, are located in the school directory.)
School nurses will always attempt to notify parents before administering Tylenol or
Ibuprofen to elementary children. If we are unable to contact a parent and we do have
written permission on the health history form to administer these medicines we will give the
medicine and notify the parent afterwards.
Children with contagious diseases or head lice will be kept in the Health Center until
parents can make arrangements to take the child home. Elementary age children are not
allowed to return home unescorted.
Please notify the Health Center when your child is diagnosed with chicken pox, measles,
mumps, German measles (Rubella), or other contagious diseases. The school will then notify
your childs grade-level of possible exposure.
We ask that parents follow these guidelines with sick children:
1. Children who have fever over 100F or 37.8C, children who are experiencing vomiting,
or diarrhea should be kept at home until symptoms have been gone for a full 24 hours. (A
temperature is frequently normal in the early morning but rises mid-day.)
2. Children taking antibiotics for contagious conditions need to stay at home for a full 24 hours
after the antibiotics have been started, and may then return to school if fever and other symptoms
have subsided.
Parents are asked to keep contact information up to date. Please be available for the nurses to
contact, especially if your child has recently been ill.
While immunization schedules differ depending on home-country health standards, we strongly
recommend all children be fully immunized against diphtheria, pertussis, tetanus (DPT), polio,
measles, mumps and rubella, as they can be exposed to these illnesses here.
The Health Center can assist with:

The administration of medication on a short or long-term basis. Please send medicine in the
original labeled container. Use the form Authorization for Administering Student Medication,
which can be down-loaded from MOL, to give us precise written instructions regarding the
medication. Have medicine and written instructions delivered to the Health Center, and medicine
will be administered as instructed.
Referrals to medical, dental and other health providers in Tokyo.
Information regarding health issues that arise at school.
Routine advice on health related matters. Parents are encouraged to call with concerns, in
Japanese or English, or to stop by the Health Center at any time.

School Policy on Peanut/Nut Allergies
and Anaphylactic Reactions
I. ASIJ Position ASIJ cannot guarantee a peanut/nut free environment either with school
prepared and sold food items or with items brought to school by students and parents. ASIJ
will however, attempt to minimize the use of peanuts/nuts in school prepared and sold items
and request that students and parents not bring peanut/nut items to school.
II. ASIJ Request to All Students and Parents Regarding Peanut/Nut Allergies
1. At the ELC, parents and students are requested not to send or take peanuts or other types
of nuts, peanut butter, or any product with nuts or peanuts to campus. Please read labels on
packaged food carefully.
2. For ASIJ buses, parents and students are requested not to carry any peanuts/nuts, peanut
butter, or any product with nuts or peanuts on a bus. This includes packed lunches that go
on buses. Please read labels on packaged food carefully.
3. On the Chofu campus, items for all bake sales, birthday treats, activities, etc., are requested
to be free of peanuts/nuts and peanut/nut products.
III. Responsibilities of Parents with Peanut/Nut Allergies

1. Prior to your childs first day of school at ASIJ, inform the ELC or Health Center of your
childs life-threatening allergy.
2. If your child is a bus rider, prior to your childs first bus ride, inform the Director of
Transportation.
3. Provide Epi-pens for your child as follows: One for the ELC or Chofu Health Center
and, if the child is a bus rider, one for the front of his back-pack.
4. Meet with appropriate school personnel to devise an avoidance plan of the allergen and
the emergency response procedures in case of an accidental exposure.
IV. Responsibilities of ASIJ to Parents with Peanut/Nut Allergies

1. Consult with parents of students with life-threatening allergies.
2. Inform the students teachers and staff of his/her allergy, the students specific allergen
avoidance plan, and in case of an accidental exposure, the emergency response procedures
3. Teach use of Epi-pens to school personnel and bus monitors.
4. Maintain the specific avoidance plans and, if necessary, the emergency response
procedures.
5. On the Chofu campus, avoidance of any allergen for a student with a life-threatening
allergy is managed on a case-by-case basis in consultation with parents, the student, Health
Center, administrators, teachers, and transportation.
V. Responsibilities of Student with Peanut/Nut Allergies

1. Maintain precautions and procedures as agreed upon by parents, student, and ASIJ.

Odds and Ends
Holidays
Any holiday celebrations that we have are age appropriate. Some classrooms may focus on a
particular holiday, yet other classrooms may not. Individual teachers will inform you of these
celebrations. Many Japanese holidays are celebrated as part of our Japanese culture curriculum.
Parents are encouraged to share their cultural customs and holidays with the children.
Birthdays
Childrens birthdays are celebrated at school. See your childs teacher regarding procedures. We ask
that you not bring party bags to school to distribute to children. To avoid hurt feelings, birthday
party invitations must be distributed outside of school unless the whole class is invited. It is not
an expectation that every child be invited to a birthday party. If you choose to do so, please make
appropriate supervision arrangements for this large group of children. A good rule of thumb for
young children is to invite the number of children that corresponds with the childs age.
Bookstore
Most school supplies needed by students can be found at the bookstore located in the middle
school on the ground floor. Elementary students may visit the bookstore with a teachers
permission.
Lost and Found

Students at ASIJ lose a surprising quantity of clothing and other gear each year. Prevention can
be greatly aided by marking your childs name on all outer garments, lunch containers, backpacks
and other loose items. A significant number of high quality unmarked items are never claimed
and have to be discarded. Items found on the Elementary School grounds or lost on ASIJ buses
are generally turned in to the all-school lost-and-found located in front of the ASIJ Multi-Purpose
Room (MPR). Items are placed in containers marked with the numbers of each ASIJ bus.
Unclaimed items will be donated to charities or discarded.
School Volunteers
Parents who are able to help in the classroom, chaperone field trips or help with special events
during the year are enthusiastically encouraged to become Elementary School volunteers. Please
look for information coming home about volunteer sign-ups or contact the Elementary School
Office. We appreciate and need your vital help!
School Visitation
You are welcome to visit any class in which your child is involved. As a basic courtesy, please set
up any school visitation time with your childs teachers in advance. If you have other visitation
requests, please call the principal.

Parent-Teacher Association (PTA)
ASIJ is strengthened by the contribution of a very active PTA. Its activities are numerous and
contribute greatly to the spirit and sense of community at ASIJ. As well, extensive fundraising
efforts result in grants that support projects to benefit faculty and students in every division of
the school. All parents are extended PTA membership as the result of their childs attendance at
school. Please support this energetic group.
Cafeteria
Good nutrition is an important contributor to a childs growth and learning. ASIJ offers a varied
and healthy food service that includes set lunch and a la carte choices for ES students in grades one
through five. Kindergarten students are offered the set lunch only. The set lunch price includes a
full balanced meal and a drink of juice, milk, or water. Set lunch menus are provided one month
in advance and posted on the ES MOL page. Tickets for the set lunch may be purchased at school
either daily or in larger quantities. If your child chooses to bring lunch, a drink can be purchased
in the cafeteria. Please do not send carbonated drinks with your child in their lunch.
We also ask that students not bring dehydrated cup noodle or other such meals from home.
These hold a large quantity of hot water in a fairly flimsy container, and we have had many
children burned when they have spilled. Occasionally students forget their lunch money. In that
case they can be extended a loan at the Elementary School Office to cover the cost of lunch. Please
communicate with your child regularly to insure that any obligations are immediately cleared in
the Elementary School Office.
Dress/Appearance and Care of Belongings

ASIJ ES students are expected to be neat and clean. Occasionally, fashion trends require judgment
and some guidance from school personnel to insure that student appearance/clothing not distract
others, carry messages that run counter to a wholesome, respectful environment, or limit safety
and mobility. Some recent examples are that upper elementary girls were reminded to wear shirts
that sufficiently cover their stomachs and elementary boys were told to refrain from color streaking
their hair. As a courtesy to others in class or large group gatherings, students should be prepared
to remove their hats when asked.
Help your child develop habits of responsibility for belongings, school materials and money
with consistent routines of accountability. All outerwear, sweaters, sweatshirts and hats should
be marked with your childs name. Personal property which is frequently lost, such as umbrellas,
packs and lunch boxes, should also be labeled with your childs name. Other than for the purchase
of lunch tickets, there is very little reason for ES students to carry money in excess of a few hundred
yen. We strongly urge that items of value, including cellular phones, not be brought to school.
While fine for the bus ride, portable music devices and GameBoys should remain in backpacks
during the school day and not be used at recess.
Safety
Please develop contingencies for the care and safety of your child in the event that you cannot meet

him/her at the bus stop, youre caught in traffic and cant get home, etc. Anticipating these situations
can alleviate a great deal of stress. Work with neighbors and older siblings to provide coverage in
such instances. Further, make sure your child carries a business card with your home address and
phone number as well as ASIJs phone number. Let your child become familiar with use of a public
telephone so they can place a call. Most importantly, please keep the ES Office accurately advised of
the names and numbers of your familys emergency contact people here in Tokyo.
School Closure
In the unusual event of a school closure due to a typhoon, snow, etc., we will attempt to notify you
early (from 6 a.m.) via public service radio announcements on AFN (Armed Forces Network) AM
810 and InterFM 76.1, by email and on MOL. Additionally, taped messages will be placed on the
schools answering machine indicating that classes are canceled. At times, inclement weather may
develop during the school day and an early dismissal or cancellation of after-school activities may
be required in order to safely return students to their homes. In such cases, we will try to have all
our youngest students (kindergarten, grades 1-2) call home in order to share information about
these changes in the usual routine. We will also try to have any older student call home who feels a
need to do so. In some instances however, there may be insufficient time to contact homes prior to
the time buses must depart from school. As you observe deteriorating weather conditions, please
contact the school for information and return home as quickly as possible. It will benefit you and
your child to have clearly established procedures so that they can go to a neighbors home or have
a key to get into your house if you are not able to be at home when they arrive.
At the beginning of the school year, we will construct and distribute a list of telephone numbers
for each homeroom. This may be used for more routine communication between the parents
whose children are in the class.
Withdrawal Procedures
Routine Withdrawal: Families who receive notice of job transfers and relocation of assignments
need to inform the Elementary School of a students withdrawal from ASIJ. Please direct in
writing a notice to the ES Office that indicates your childs last day of attendance. This should
arrive no later than two weeks prior to departure to insure that records and report cards can be
properly prepared and provided to families upon their departure. Student records may also be
mailed if a forwarding address is provided.
Students withdrawing permanently prior to the end of the year will receive grades-in-progress.
Students who withdraw during the school year are invited to leave their forwarding address and
pay postage to cover the mailing of their copy of the ES yearbook. Such requests are to be directed
to the ES Office.
Withdrawal for Academic or Behavioral Reasons: ASIJ offers a challenging learning
environment matched to the strong academic capabilities and interests of its students. The
program requires students to apply themselves and contribute to this learning environment. As
indicated in admissions documents, ASIJs program is designed for students who are able to be
largely successful in the regular classroom instructional setting and who do not require major

staffing, curricular, behavioral or assessment modifications. If it becomes apparent through review
and documentation that a child demonstrates a significant learning or behavioral need beyond the
scope of ASIJs limited support services, or they have extreme difficulty in being successful in the
program, the child may be recommended for withdrawal from the school. It will be our intent to
give the fullest possible support to any child and family in this circumstance, including assistance
with locating future school settings that may offer a broader range of support services.
Class Placement
Students are assigned to homeroom classes after a careful process of information gathering and
review. Perspective on the needs and strengths of current students is provided by their teachers in
the spring. Elementary administrators and the guidance counselors seek to create classes that are
balanced with respect to academic abilities, gender, language background, social and behavioral
needs, and the mix of new and returning students. Upon the placement of incoming students
in the late summer, class assignments are finalized prior to the Elementary Orientation Day and
from that point are not subject to change.
While they should not consider it necessary, parents can contribute information to this process in
the form of a letter to the principal. This letter should describe from the parents viewpoint, what
specific learning needs/factors they hope to have considered in their childs placement. Such letters
should not describe or name a specific teacher.
Cellular Phones
Elementary students are encouraged not to carry cellular phones to school. Students who need
to contact their parents during school hours are requested to come to the ES Office to use the
telephone. Parents wanting to get a message to their students during the school day are asked to
contact the ES Office, which in turn will relay the message to your students teacher. Students
who do carry a cell phone need to be sure the phones are turned off and kept in their backpacks
during school hours.
The following are some safety guidelines for parents to be mindful of when supplying their
children with a cell phone:
Communicate with your student regarding your expectations for appropriate use of the cell
phone.
Make students mindful of sharing their own or their friends cell
phone numbers.
Monitor your students cell phone use regularly and carefully, much in the way you would
monitor your students home computer use. Types of things to monitor include:
Outgoing and incoming calls
Outgoing and incoming text messages
Use of extra features including cameras and internet.

2010-11 Academic Calendar
8 9 10
S M T W T F S S M T W T F S S M T W T F S
1 2 3 4 5 6 1 2 3 4 1 2
7 8 9 10 11 12 13 5 6 7 8 9 10 11 3 4 5 6 7 8 9
14 15 16 17 18 19 20 12 13 14 15 16 17 18 10 11 12 13 14 15 16
21 22 23 24 25 26 27 19 20 21 22 23 24 25 17 18 19 20 21 22 23
28 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30
31
1112 1
1 2 3 4 5 6 1 2 3 4 1
7 8 9 10 11 12 13 5 6 7 8 9 10 11 2 3 4 5 6 7 8
14 15 16 17 18 19 20 12 13 14 15 16 17 18 9 10 11 12 13 14 15
21 22 23 24 25 26 27 19 20 21 22 23 24 25 16 17 18 19 20 21 22
28 29 30 26 27 28 29 30 31 23 24 25 26 27 28 29
30 31
2 3 4
1 2 3 4 5 1 2 3 4 5 1 2
6 7 8 9 10 11 12 6 7 8 9 10 11 12 3 4 5 6 7 8 9
13 14 15 16 17 18 19 13 14 15 16 17 18 19 10 11 12 13 14 15 16
20 21 22 23 24 25 26 20 21 22 23 24 25 26 17 18 19 20 21 22 23
27 28 27 28 29 30 31 24 25 26 27 28 29 30
5 6 7
1 2 3 4 5 6 7 1 2 3 4 1 2
8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9
15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16
22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23
29 30 31 26 27 28 29 30 24 25 26 27 28 29 30
31
8
S M T W T F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31

Getting to the ASIJ Chofu Campus
By Car Take Shuto No. 4, which merges into the Chuo Expressway, to the Chofu
Interchange, Exit No. 3. Exit toward Fuchu onto Koshu Kaido (Route 20). Turn right
at the Ajinomoto Stadium intersection. Follow the map above.
By Train From Tokyo or Shinjuku Station, take an orange JR Chuo Line train bound for
Tachikawa or Takao to Musashi-Sakai Station. (Please note that only rapid trains [] stop
at this station.) Get off and exit the JR Station and transfer to the Seibu Tamagawa Line. Take
the yellow Tamagawa train two stops to Tama Station. Get off and follow the map above.
By Bus From Mitaka Stations south exit, bus stop No. 8, take bus No. 52 for Asahicho
3-chome [] or Kurumagaeshi-Danchi [] to Tama
Station. From Tobitakyu Stations north exit, take bus No. 01 [] to Tama Station.
By Taxi From Musashi-Sakai Station, take a taxi from the south exit. From Tama
Station, turn left after exiting the station. Go straight, then turn left and go downstairs. Walk
through the tunnel under the tracks to the roundabout on east side of the station. Take a taxi
from the roundabout.

Notes
ASIJ Student Learning Outcomes
ASIJ educates students to become:
Effective Communicators who:

Express ideas, emotions and personal experiences clearly and creatively
through the written and spoken word and through the arts.
Listen critically with understanding and empathy.
Literate Individuals who:

Integrate learning and apply it to authentic situations.
Read fluently with comprehension for a variety of purposes.
Develop a strong foundation in all academic disciplines.
Access, analyze, evaluate and present information using diverse resources.
Critical Thinkers and Problem Solvers who:

Apply creativity and persistence, and develop awareness of their
own thinking in defining problems and developing strategies to solve them.
Demonstrate flexibility in thinking.
Self-Directed, Productive Learners who:

Seek personal excellence in intellectual, artistic, practical and physical endeavors.
Independently pursue learning.
Set, achieve and reflect on personal and collective goals.
Make healthy choices.
Constructive Community Members who:

Have a clear sense of self and exhibit honesty and integrity.
Work collaboratively and effectively with others.
Show respect for the rights and tolerance of the values of others.
Develop an awareness and understanding of the host culture and other cultures.
Understand environmental issues and work to preserve the environment.
Contribute their time, energies and talents to improve the quality of life in our families,
schools, communities, nation and world.
Prepare themselves for citizenship in a democratic society.
Chofu Campus:
1-1-1 Nomizu, Chofu-shi, Tokyo 182-0031
Tel: 0422-34-5300, Fax: 0422-34-5303
Early Learning Center:
6-16-5 Roppongi, Minato-ku, Tokyo 106-0032
Tel: 03-5771-4344, Fax: 03-5771-4341
Email: <info@asij ac.jp> Web: <www.asij.ac.jp>

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ES 10-11

2 ASIJ Elementary School

2010 -11 Handbook 3

4 ASIJ Elementary School

ASIJs Mission Statement

Elementary School Learning Environment

2010 -11 Handbook 5

Regular Classroom Program

6 ASIJ Elementary School

2010 -11 Handbook 7

8 ASIJ Elementary School

Kindergarten-Grade Five Science Units

Kindergarten 1. Balls and Ramps

Grade One 1. How do We Learn?

2010 -11 Handbook 9

Grade Three 1. Plants

Grade Four 1. Gravity and Simple Machines

Grade Five 1. Light and Optics

Field Trips/Off-Campus Academic Trips

10 ASIJ Elementary School

Features of the Kindergarten Program

Features of the First-Grade Program

2010 -11 Handbook 11

Features of the Second-Grade Program

12 ASIJ Elementary School

Features of the Third-Grade Program

Features of the Fourth-Grade Program

2010 -11 Handbook 13

Features of the Fifth-Grade Program

14 ASIJ Elementary School

Unique Aspects of the Grade Five Program

2010 -11 Handbook 15

Japanese Language and Culture Program

16 ASIJ Elementary School

2010 -11 Handbook 17

Learning Support and Speech and Language Services

18 ASIJ Elementary School

English Language Learners (ELL)

2010 -11 Handbook 19

After-School Recreation Program

Elementary Swim Team

20 ASIJ Elementary School

Elementary School Yearbook

2010 -11 Handbook 21

Safe Use of the Internet

22 ASIJ Elementary School

ASIJ Policy on Substance Abuse

Procedures for Dealing with Sexual Harassment

2010 -11 Handbook 23

Attendance Procedures and Policies

24 ASIJ Elementary School

2010 -11 Handbook 25

Appointment of Guardian Forms

Parent Focus Group

Evaluation and Assessment

26 ASIJ Elementary School

The Role of the Student

2010 -11 Handbook 27

Rules for Safe School Bus Riding: