Programs

e-Learning Modality

Being the 1st e-learning international school in Thailand, California Prep is on the road to speed up its full e-Learning venture with its netbooks/computers, e-Textbooks, e-Resources, intranet, interactive whiteboards, iPad, and a state of the art computer curriculum.  The advantages of the e-Learning modality are multifarious. Some of which are as follows: speeds up learning; allows the students to grow with their own pace; supports visual & audio learning; develops creativity via podcast & video-cast; and a native speaker once the audio icon is clicked for accent neutralization and proper pronunciation of the words. Finally, with the high quality  e-Textbooks and e-Resources, California Prep offers  high school streams which are as follows: Science/Math; Business/ English; and Business/ Media Information.

To have the competitive edge to contribute for the upcoming Asian economic showdown, our school will venture to become an Adobe Digital School. This suggests that California Prep will have the state-of-the-art in e-Learning and computer curriculum. This appears to be the best curriculum in computing from Kinder to Grade 12. This curriculum comes with software that may reflect the following descriptions: best imaging software, best standard web design tool, best standard for internet media, standard portable document format, best for desktop publishing, etc.

 

'Mastery Learning' Approach

To build up the self-esteem of every child, the school employs heavily the Mastery Learning Approach with student-centered learning. Mastery learning may imply that a particular student has mastered at least 80% of the course or subject standards or strands. This calls for a tall and demanding order from the teachers in the sense that they have to be more focused. In the language of experts, we say that teachers may few well-selected materials but the students will learn more. The laws of learning such as repetition, association, impact/benefit, etc. will definitely come into play.

Every child is viewed with a spark of goodness and tremendous potentials to be harnessed. The processing of harnessing the potentials is heavily backed up with a whole lot of full and personalized attention from the teachers. The teacher factor is the single biggest dimension that impacts student learning. The whole process of learning and teaching redound to nothing or minimum benefit if the teacher is not the right teacher.

 

 

 

 

Exchange Students

One good feature of our curriculum is the language enhancement program through Student Exchange Program (SEP). Parents of our students who plan to let their children join the Student Exchange Program will have to fill out the SEP form and submit to the SEP Coordinator. The coordinator will set a time for the SEP conference. Once the objectives will be jointly developed, the SEP coordinator will prepare the SEP preparatory program including the possible screening examinations to be taken by the students.

This will ensure that the students will have a thorough knowledge of what to prepare and expect. Finally, the SEP coordinator will work with the Administration for the details and eventually secure the go-signal to make final arrangements to satisfy the objectives.

Our school will also welcome students from other countries to join the Student Exchange Program. This will be done in collaboration with our teachers and parents who may want to accommodate in their homes foreign students as adopted children. Another lodging option will be in the school dormitory or approved apartments with our teachers who will serve as guardians. However, we would like to underscore that our school prefers to only accept students who are highly recommended by the administrators of their current schools. They must not come to Thailand unless all the documents are completed to avoid legal problems.

Competitive Assessments

Aside from our regular internal assessments, the school has been using two external assessment tools such as the IOWA and the MAC II tests to monitor and track the student academic performance. MAC II is for the English tracking while the IOWA is for the core subjects. Through these assessments, the students learning gaps or academic weaknesses will be identified. Once the student learning gaps will be identified, the school staff will then develop remedial interventions to close the gaps. These measures are intended to prevent the "blind promotion" of students from one level to the next.

This "blind promotion", which unfortunately is prevalent, tends to lead the students to "academic suicide" when they reach high school. If ever they succeed in graduating from high school, they become academically crippled or handicapped graduates. In short, these graduates may lack the basic skills in communication, problem solving, and etc. Destitute of the basics for the university rigor, they drop out along the way or go on with low academic performance. Perchance they graduate from college, employment with good pay will be nil or almost impossible.

With the interest of promoting mastery learning, our school envisions to increase our assessment tools by buying and using the Stanford Achievement Test. This will be the third external assessment tool. This particular external assessment is aligned with the California Department of Education curriculum. Three external assessment tools will be sufficient enough to reliably identify the academic problems of our students. Of course, parents will be involved in helping those who may be at-risk academically. With collaborative efforts, the remedial measures will be doubly effective in helping our children at school.

To set higher standards of excellence, the school will be encouraging and challenging the G11 and G12 students to take the SAT (Scholastic Assessment Test), TOEIC, TOEFL and even the IB/AP tests. The school will be partially assisting the students in the preparation of these tests. However, the financial aspect will be borne by the students. But those students who will pass the toughest external tests (AP and IB tests) may partially get some financial supports plus an "academic hero honor" or as the Administrative Committee may decide.

 

English Speaking Emphasis

Learning English language pretty well may mean at least 5 years of solid English immersion. Even so-called native speakers struggle with their English grades. To increase the students' English proficiency level is a felt need. Undeniably, this is one of the most challenging academic mountains to surmount. The medium of instruction in an international school is English. Hence, there is no other option as far as the "classroom language" is concerned but English-English-English. Academic survival implies a solid grasp of the English language. Basically, any student must have a sufficient level of English comprehension. To this end, we need to work out a system to raise the English proficiency level of our students by forcing our students to "swim".

First, the school puts in place an Early Reading Intervention Program which is enforced school- wide. This is envisioned to provide the language immersion to the students and "water to swim".Speaking skill is learned by speaking just as swimming is learned by swimming in the water andnot on dry ground. Thus, the school encourages parents to work with the teachers by encouraging the children to watch English movies and English TV programs. Motivating students to read English books and leveled readers may help. If we get our children to love reading good books, learning will be really fun and enjoyable. Success is brighter! Second, friendly and reasonable punishments or demerits are integrated to serve as deterrents for students who blatantly refuse to cooperate with the English Speaking Policy on campus. In addition a 3% to 5% grading weight may be integrated in all subjects to serve as a motivator. It is important that we encourage our children to always speak English in school and at home if possible. Since we desire academic success in an international setting we need to get serious with how we help students. We need to employ various approaches to "drill or practice" our students/children just like great athletes who must win. Thus, swimming must be done in the water rather than on dry ground.

There is a great call for all teachers to help improve the speaking, listening, reading, and writing skills of the students. Without these skills, how can students develop the critical thinking skills?

The Early Reading Intervention Program may spell out the tasks/emphases of the elementary teachers in addition to the prescribed standards for mastery learning. Priority tasks for the elementary teachers as regards language development are as follows:

  • Grades 1 & 2: Inspire and instill in the children the love for reading good books
  • Grade 3: Emphasizing the Early Reading Intervention via various reading strategies with team-teaching
  • Grade 4 & 5: Following through the Early Reading Intervention with modified "loafing" and team-teaching

Teachers are required to produce narrative reports or descriptions of each student which include the student difficulty or deficiency in English. This will help the next grade level teacher to follow through and support intelligently any at-risk students. Save them from future failure!

 


Address:

      9 Moo 11, Tambon Banpa, Amphoe Kaeng Khoi,
      Saraburi 18110, Thailand

 

E-mails:

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Contact Numbers:

    +66 (0)36 358 714
    +66 (0)81 257 5455
    +66 (0)85 119 2147


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