29 Mar 2017, 10:25pm
Academy stocktake
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Cambridge Academy: Stocktake 2017

Even more stocktake

Our new reading classroom is slowly taking shape

So I finished our annual stocktake today. It’s always interesting to go through and get some numbers. You can see last year’s post here.

This year we have lost some books, but not many , and still not enough to make me want to look for any kind of tracking system for lending. If we started losing a lot more books, or if we got bigger I might consider it, but for now things seem to be okay.

We’ve also bought quite a few books this year. The main acquisitions were intermediate books as more of our students moved into that range, and beginner books to get ready for our 30-odd new JHS1 students who will start next week.

We have also modified how we write yomiyasusa level. Instead of 0.1-9.9, we have changed it to 1-99. Laura M. suggested this to me years ago, and I wish we’d switched earlier 🙂

We’re not going to bother relabelling books, so for a long time we’re likely to have both. I put a section in the student manual to explain so hopefully it won’t be an issue.

Beginner Books (YL1-10)

Big increases in YL1-2 books

You can see the general increase at all levels, and the large increase in the first two levels. I think we’ll have to make similar purchases this year as this cohort moves up, so by next year we should be seeing more robust YL3-5 as well.

Intermediate Books (YL11+)

Still a long way to go!

We’ve made some progress, but our library is still a bit thin at the higher levels. We’ve got a handful of students at YL30 or so, so I predict we’ll be making constant purchases of individual books at these levels this year.

Total Numbers

Just over a 60% increase

Based on this and our needs going forwards, I reckon the library will be over 10,000 books this time next year. Our maximum intake is going to remain 30 students a year for the output classes (looks like we’ll have at least that many next year), so we shouldn’t need to expand the beginner levels for a while after we finish boosting to enough books for 30 students in each year.

Classes start on Saturday, so we are spending a lot of time making new files, replacing the checklist (we’re on version 2.3 now), and I’m trying to finish the student class manual. Wish me luck!

Cambridge Academy: Year Two and Three

Takeoff

The Academy appears to be taking off. We have over 30 JHS1 students starting next month, including half a dozen new prospects that found us through word of mouth (some of our students are doing very well in school) or from our new website. Our new fluency-based curriculum is ready for testing. We’ve rented a second reading classroom and are buying a lot of new books.

We haven’t reached 100 students yet (how naive that goal seems now) but we’re getting closer. We should definitely hit it next year if not before.

You can read previous Academy posts here:

  1. Extensive Reading for Secondary Students (April 2015)
  2. Six Months In (September 2015)
  3. Year One (February 2016)
  4. Looking at Year Two (March 2016)
  5. Stocktake (March 2016)
  6. Shadoku explained (April 2016)
  7. Some improvements to the curriculum (April 2016)
  8. December 2016 update (December 2016)

More importantly, we have learned a lot over the last few months and should be able to improve class content and avoid operational issues next year.

2016-17 Academic Year

Some highlights from this year:

  • shadoku has been a huge success
  • our students are starting to make real progress
  • we had incredible eiken results this time round
  • word of mouth from our success stories seems to be very positive
  • students love graduating from guided ER to independent ER
  • varied reading materials work very well (particularly comics)

Some lessons learned:

  • we had a ‘pre-Academy’ course this year for elementary 6th grade students that just did reading but I am not at all happy with the results so we’ll be discontinuing it
  • scheduling was a huge pain this year and some parents got annoyed with us
  • our textbook choices were not great -need to tighten up the output class content

2017-18 Academic Year

A few big changes next year. The biggest is that I’ll be teaching all the junior high school classes, both input (reading) and output (communication). I’m doing this because I want to really work on the curriculum and trial our new fluency materials. We will have over fifty JHS students from April.

We’re increasing class sizes. Until now we’ve had output classes of six, but from April we’ll have up to ten students in a class. I think this should be okay, but I’ll have an assistant for each class just in case. For input classes with the new classroom we’ll be able to increase our max class size from 12 to 22.

We’ll be trialing our new fluency materials with thirty JHS1 students. Limited trials so far seem to indicate that the materials are interesting and easy-to-understand for students. We’ll see how they do over an entire academic year.

We’ll finally have some student manuals that explain the program and what students should be doing in Japanese. Based on my experience of using manuals with university students I expect this will make things more efficient. It will also help parents to understand what we are doing and why.

We’ll be making some administrative changes too to reduce friction and paperwork. The most important is that I already know what days of the week will be JHS1 classes from April 2018. This means we can tell parents about them sooner and have them sign up in January for classes (first come first served). We’ll be asking them to pay the annual fee in order to register, which should reduce sudden cancellations (or at least compensate us somewhat for them).

We’ll be buying a lot of books. I just ordered 300,000 yen’s worth of books for our YL0.1-0.2 library (to deal with those 30+ JHS1 students coming in next month). This will last us a few months, but then we’ll have to make a similar order for YL0.3-0.4, and so on. It looks like 30 is going to be our capacity for a while, so this should be a one-off this year.

I also expect to continue buying intermediate level (YL1.1+) books to expand our collection.

We rented a second reading classroom this month, and will be using it for the JHS1 classes. We’ll keep our current classroom but move the lower-level materials to the new classroom and keep the old one for older students.

Overall

So things are looking good. Growth is slower than I was expecting, but seems to be taking off. Next year should be a big improvement in class quality and I’m hoping to document what I do to make it easier to have other teachers run the classes. We intend to trial our JHS2 fluency materials in 2018 and JHS3 in 2019.

Finally, I think I have figured out how to share the Academy program with other schools. We are creating something called the Academy Mentor Program (AMP) which is basically a time-limited franchise (schools stop paying fees after a few years and can continue using the program). I think it’s a win-win-win. If all goes well we’ll be doing a Beta in 2018.

Anyone else doing interesting things with junior high school students? Would you be interested in getting support/materials/knowhow to launch your own Academy program? Any good books in the YL1.1-3.0 range? 

The 2016 That Was

I like the end of the year. I normally have a few days off, and it’s a good time to reflect.

Since 2013 I’ve been doing annual reviews and plans. This is a wonderful habit to start if you’re not doing it already. Really helps you think about what you want to be doing with your hours.

This year has been pretty quiet here at sendaiben. I’ve been putting most of my blogging energy into my personal finance site RetireJapan so there haven’t been as many posts here.

In fact, I only wrote 38 posts this year.

Teaching-wise, 2016 was quietly successful. My university classes are pretty nailed down, but we still managed to come put with some solid improvements for our extensive reading and discussion classes on last year.

The Cambridge Academy developed a lot this year, and next year is looking extremely promising too. We should have finished our homebrew curriculum for 1st-year junior high school students in time for the April start. I will, of course, be keeping you posted.

How was your 2016?

Cambridge Academy: December 2016 Update

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Academy beginner book section (YL0.1-0.7)

You can read about the Cambridge Academy in previous posts:

  1. Extensive Reading for Secondary Students (April 2015)
  2. Six Months In (September 2015)
  3. Year One (February 2016)
  4. Looking at Year Two (March 2016)
  5. Stocktake (March 2016)
  6. Shadoku explained (April 2016)
  7. Some improvements to the curriculum (April 2016)

Well, a lot has happened since my last post about the Academy (July 2016). We have had several schools visit, and I have talked to lots of people, and I have realised that in order for someone to start a program like the Academy in a school, the following four conditions are necessary:

  1. the desire and autonomy to begin a program
  2. the knowledge of ER to explain it to teachers, parents, and students
  3. a critical number of junior and senior high school students
  4. a large amount of money for books

So far I haven’t talked to anyone with all four of these, so we are putting our plans to license our system on hold. After all, if there are no potential customers it doesn’t make much sense to develop a product, right?

I’m still very happy to answer questions and give what advice I can though -feel free to leave a comment on this post or drop me an email.

Progress Report

We’re approaching Year Three for the Academy, and a lot is going well, and some things are going less well. We haven’t seen the growth I was hoping for (100 students are still out of reach), but we have a solid 70-some and next year is looking somewhat hopeful to break three figures.

1. Shadoku/Students that didn’t do shadoku last year

Our new first year reading curriculum incorporating shadoku is working extremely well. This year’s first year students are possibly doing better than last years’ (who are now second years). The second years are struggling a bit and I am trying different things to help them out, including having them re-read at a much lower level, etc. Not sure if the situation can be fixed completely, but at least we’ll do better going forwards.

We’ve also bought a lot of new books, particularly at the intermediate and advanced levels. Still not enough, but much closer to being able to meet our students’ future needs.

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Academy intermediate book section (YL0.8-2.9)

A few of our students are really taking off with their reading, breaking the YL2.0 barrier and becoming more independent and motivated readers. It’s wonderful to see.

img_8652
Academy advanced book section (YL3.0~)

I would say that somewhere over half our students are doing really well, and most of the others are doing okay. Maybe 20% are not doing well, and I hope some of them can be salvaged. Most of the ones who are not doing well started off badly, and I wasn’t skilled enough at the time to notice or help them.

2. Student reading targets

I’ve also noticed that students that read a certain amount are doing well, and those that read less are not. Using this data, I have come up with provisional weekly targets that we’ll start using next year with our students:

JHS1 2000-5000 words a week (100,000-250,000 words a year)
JHS2 3000-7000 words a week (150,000-350,000 words a year)
JHS3 4000-10000 words a week (200,000-500,000 words a year)
SHS1 4000-10000 words a week (200,000-500,000 words a year)
SHS2 5000-15000 words a week (250,000-750,000 words a year)
SHS3 6000-20000 words a week (300,000-1,000,000 words a year)

Based on these a student that joined our program in JHS1 and stayed with us until the end of high school would read 1,200,000 to 3,350,000 words. I predict this would provide them with some pretty decent English skills. The targets include in-class reading as well, so students with decent reading speeds might be able to clear the target just by reading in class for 55 minutes a week.

These numbers are provisional and we’ll probably adjust them after working with the students a bit next year. Looking at our current student data though, they seem reasonable. For comparison, in my university classes I require students to read 8,000 words a week to pass the course and 25,000 words a week to get a top grade.

3. Original junior high school output (speaking and writing) curriculum

We’re currently working on making our own curriculum for junior high school students for the output (speaking and writing) classes. As I mentioned in the improvements to curriculum post, the output classes have actually proven to be extremely important, and in the future we’ll be recommending students take both classes if at all possible.

Reading classes are much more profitable, but so far the results of students that only take reading are not satisfactory so we’ll have to abandon that idea as a profit centre 🙂

We should have the original curriculum for JHS1 ready to try from April, and then develop year two in 2017 and year three in 2018. Using the new curricula, we will now place junior high school students in their equivalent year class instead of trying to stream them by ability. High school students will be streamed by ability/level.

4. Assistant teachers

We have a couple of assistant teachers this year. They were students in the program last year, and are now attending local universities. We asked them to help us out as part-time staff.

The huge advantage of recruiting assistants like this is that they are very familiar with the system. It’s a win-win: we get dependable and skilled assistants that we know and trust, and they get to continue their English studies while doing fairly well-paid and interesting part-time work.

Best of all, this model should be fairly sustainable: I would expect we’ll have at least one suitable student per year graduating and we can keep them for four years while they are at university.

5. The next steps

Right now we need to do a few things before the end of the year. I would like to write a student guide to the curriculum that explains what they need to do. I think this will help students and their parents get more out of their classes.

We also need to buy some more books, although we can probably slow down a bit now.

Another stocktake will have to happen at the end of the year and book purchases to fill in holes.

We’re going to need more shelves soon too.

We’ll also be taking over another school and inviting their students to join our program from April. Hopefully this will build up our numbers a little bit.

All good stuff. I’m really looking forward to how the Academy develops as we go into our third year.

Anyone else working on extensive reading systems? Any questions or comments?

11 Jul 2016, 1:58pm
Academy Admin curriculum
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The Academy Program

English Program for Junior and Senior High School Students

IMG_6887

For the last two years we have been developing the Cambridge Academy, an academic English program for junior and senior high school students in a private English school setting.

The program consists of two strands: input and output.

Input classes are based on extensive reading and listening. Students spend most of their time reading/listening to graded materials at their level. Students also learn vocabulary, do shadowing, or write short reactions to books (at higher levels).

Output classes are focused on oral and written production. Students work in pairs to develop their speaking fluency, and do intensive reading and listening exercises to encounter and practice language. Vocabulary and grammar is chosen to complement public junior high school textbooks.

We are now exploring ways to license and share the Academy program with other schools. Academy partner schools will receive training, teaching and administration manuals, and materials, and have the option to purchase starter packs of readers (labelled and organized into packs so they can be used straight out of the box).

Many English schools struggle with retaining and recruiting junior and senior high school students. The Academy program provides practical, academically focused classes that are easy to run, enjoyable for teachers and students, and easy to explain to parents.

If you are interested in learning more or would like to be considered as a test partner please get in touch via email or a comment below.

 
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