Good things are happening in Early Childhood Education (ECE) at CDIS! In our ECE program, children have fun, they learn how to share and get along with others, and they begin to learn academic fundamentals that will get them ready for Elementary school.
Our ECE includes programs for children from 0 – 5 years of age, that are specifically designed to offer developmentally appropriate education. The ECE is secured separately from the rest of the campus. This enables us to provide a play and learning environment for our children that is safe and secure. Our classes are small and usually have 10-18 students each, depending on the grade. With an Early Childhood teacher and a co-teacher in each class, much individualized attention can be given to each child’s needs.
For students from ages 3 to 6, these early years are critical in developing their oral language and social skills. An early emphasis on the development of oral language gives children an expanded vocabulary, better verbal fluency, and higher reading comprehension at a later age. At the same time, we work daily to build your child’s character and social skills through the teaching of values and values-based programs that are integrated throughout our ECE program. Our goal is to build a foundation for learning that will last a lifetime.
John Ross Jones
The goal of our Early Childhood Center (ECC) is to provide a caring environment that sets a foundation for the social, emotional, physical, intellectual, and character development of each child. ECC is wholly committed to the total development of each child placed under our care.
In our safe and nurturing environment, ECC students learn how to positively interact with those around them in a multicultural setting. Our teachers and specialists use an age-appropriate curriculum where students enjoy hands-on learning, providing them the opportunity to grow the necessary skills for a well-rounded development. Each classroom is equipped with both a lead teacher and a co-teaching, ensuring that students are provided with attention and care.
In addition to core studies in their regular classroom, ECC students also enjoy class time with specialized teachers for Art, Physical Education, and Music. Through scheduled time with elementary classes, ECC students also have the opportunity to build relationships with older students, reinforcing the sense of community that we strive to maintain at CDIS.
The CDIS ECC is dedicated to the success of each child. Every child is unique, and we strive to provide an opportunity for every ECC student to love, learn, smile, and laugh, inspiring them to become lifelong learners.
The Mastery of the English language is crucial for each student to be successful at an international school. To determine the level of English language support needed, all non-native English-speaking students are tested for English during the admissions process. The English Language Learning (ELL) Program develops individual learning plans for non-native English speakers from Kindergarten – 10th grade according to the English language needs of each individual student. The ELL Program is a continuum extending from ELL classes offering intensive English instruction separate from the daily classroom to structured English Language support within the daily classroom. Through close interaction with parents and CDIS Staff, ELL teachers provide students with help in all areas of language acquisition (listening, speaking, reading and writing) in order to reach a high level of English language proficiency and achieve full participation in CDIS curricula. Students receiving English support services are assessed twice annually, at the middle and end of the year, on their progress with English proficiency.
Elementary English Support
We offer English Language Learning (ELL) classes for our English Learners. These students receive English language lessons from language specialists in a variety of ways. Beginning English speakers that require more intensive English support receive daily English vocabulary and grammar instruction as a pull-out from the main classroom. Beginning English speakers, as well as, intermediate English speakers also receive support from the English specialist during the literacy (reading and writing) period each day through a combination of small group and one-on-one support while remaining in the main classroom. Students are placed according to their own level of need based on individualized testing. When students have demonstrated English proficiency based upon testing, students are exited from the program.
CDIS believes that all students, regardless of their background and abilities, deserve the opportunity for the best education and care possible. CDIS seeks to provide support for students with special needs whenever possible. CDIS makes every effort to provide learning support to students in need and has teachers at the elementary, middle, and high school level that help to provide support to students with special needs. Students with identified needs receive support through small group and one-on-one instruction, as well as specialist support during the regular classroom period. In addition, all classroom teachers receive professional development and learn research-based strategies to work with students with special needs.
At times, supplemental resources and personnel necessary may not be available for students with severe learning needs and/or disabilities. Parents are asked to inform the school if their child has a known special need at the time of enrollment. The school administration and parents will meet as a team to discuss and plan the best academic support possible for students in need in consideration of available resources at the school.
Chinese Language & Culture
CDIS’s Chinese Language Department has worked closely with our sister schools from International Schools Consortium (ISC) to develop the ISC Chinese Language and Culture program. We recognize that the Chinese language is an increasingly important communication tool in the global community. Our Chinese curriculum provides a clear framework of lessons that challenge students at their level to speak, understand, read and write in Chinese, as well as understand and appreciate the many different aspects of Chinese culture and history.
Levels & Differentiation
CDIS students are placed in appropriate classes based on their language level. For Elementary school classes, grades 1 and 2 there are three levels and for grades 3 to 5, there are five levels.
The CDIS library a vibrant, welcoming environment for students, staff and parents. We strive to ensure that not only are learning needs met but also that every child feels valued and happy. Our Library resources support the teaching of the curriculum and develop our students’ interests and hobbies.
Our Library Strives To:
• Ensure learners grow as competent, ethical users and producers of ideas and information.
• Prepare life-long learners who are effective communicators, critical researchers and problem solvers.
• Collaborate and share with audiences beyond our school walls.
• Model our school’s mission and support learners in the pursuit of aesthetic growth and personal learning pathways.
To this end, a collection of books has been selected to support teaching and learning activities. Chinese books have also been acquired to support Chinese language learning. In addition, we have a collection of e-resources including online newspapers and magazines, which children can access on their iPads. We use a color code system to help our English language learners to find books with more ease and encourage families to donate fiction and nonfiction books in Japanese, Chinese and Korean to help round out our diverse collection.
At CDIS, we see technology as a tool that supports a school community and facilitates learning. We recognize the enormous potential of modern technology to enhance and enrich learning, and are committed to preparing our children to be successful in a society permeated with technology.
As an important tool, both inside and outside of the classroom, students use technology to inquire, communicate and safely take risks. Through our technology program, we ensure that every student in our community has access to campus and worldwide electronic resources. These tools encourage students to adopt and employ technology during their time at CDIS, preparing them for college and professional environments as true digital citizens.
Every building on the campus is connected to our data networks allowing students to wirelessly access electronic material in all academic and community spaces. School bandwidth has significantly increased over the past few years to better support classroom initiatives, cloud computing, multimedia and improve the overall student experience. In accordance with our standards, students must abide by acceptable use policies and guidelines found in the school handbook. To help encourage these standards our network is regularly monitored and acceptable barriers have been put in place for the safety of our students.
CDIS also has access to two PC labs and one MAC lab, as well as laptops and ipads for use by classroom teachers to enhance and enrich classroom lessons. High school students are encouraged to participate in our one-to-one computing program by having and utilizing a laptop in daily instruction. Students receive support for technology use through the IT department on campus.
PowerSchool is the most widely used web-based student information system, supporting 10 million students over 65 countries. Benefits for parents and students include: real-time grades, attendance, comments, assignments, scores and much more…right from the teacher’s gradebook directly to students and parents.
The best learning is active and engaged. It can be found in ordinary places.These activities energize students and help them to see the holistic connections between mind, body, and spirit. Activities outside the classroom are not merely add-ons to the core curriculum. They are a continuous enrichment, a way to sustain and deepen learning.
At CDIS we believe that co-curricular activities are an important part of education that extends beyond the classroom. Co-curricular activities provides motivation for learning, character building, physical growth and creativity while developing confidence and educating the whole child. Students are encouraged to participate and explore all opportunities that interest them. Students who are involved in co-curricular opportunities become more invested in the school experience, therefore increasing the opportunity for higher academic performance and social well-being.
Physical education helps children develop physical as well as social-emotional skills to become healthier young people. Sportsmanship, work ethic, communication, and inclusion are daily lessons woven into each activity. Classes use a number of facilities including our gymnasium, climbing wall, synthetic turf soccer field, and exercise room. The end goal is building confidence, self-esteem, and problem solving through a physically active.
Art is an important part of our ECE curriculum. In addition to expressing creativity, new skills are taught in these classes and fine-motor skills are refined. Music classes give students an outlet for using and improving their musical talents and developing their skills.