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Issnmatrix

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  • 1. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools ASIA SOCIETY INTERNATIONAL STUDIES SCHOOL NETWORK (ISSN) SCHOOL DESIGN MATRIX TABLE OF CONTENTS The ISSN Design and Implementation Matrix: An Overview………………………………………………………………. 1-3 Domain I: Vision, Mission, and School Culture….………………………………………………………………………… 4-8 Domain 2: Student Learning Outcomes...…………………………………………………………………………………… 9-11 Domain 3: Curriculum, Assessment, and Instruction..……………………………………......………………………….… 12-26 Curriculum…………………………………………………………………………………………………..…... 12-17 Assessment ……………………………………………………………………………………………...………. 18-21 Instruction …………………………………………………………………………………………………...…... 22-26 Domain 4: School Organization and Governance ……………………………………………………………...…………… 27-34 Domain 5: Professional Learning Communities …………………………………………………………………...……….. 35-38 Domain 6: Partnerships …………………………………………………………………………………………………..…. 39-41 How to Read and Use the ISSN School Design Matrix ……………………………………………………………………… 42-44
  • 2. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 2. The ISSN Design Implementation Rubric is intended to assist educators who are part of the Asia Society’s International Studies Schools Network throughout all phases of the development of their schools. The Matrix Implementation Rubric:  Provides a blueprint for schools in planning, designing, and opening an ISSN school  Guides implementation and supports school wide reflection and self-assessment of implementation progress  Provides data needed to plan for continued growth and development as a Professional Learning Community from inception to sustaining a process of continuous improvement; and  Provides a framework for evaluating the effectiveness of the Asia Society ISSN design principles. How to Read and Use the School Design Implementation Rubric The ISSN criteria are not repeated across each level of implementation; rather, everything identified in the BEGINNING level is subsumed in the EMERGING, PROFICIENT, and EXEMPLARY levels. The criteria are intended to be appropriate to the specific stage of development. There is some intentional repetition of criteria across domains to ensure internal coherence and consistency across the entire rubric. As you read the ISSN Design Rubric you will see that the header for each key element also include percentages which are intended as rough guidelines for the expected level of intensity or depth of implementation of specific criteria across the faculty or student body. You will also find criteria for which the percentages have no significance. The percentages are a general measurement guideline to be considered only where appropriate. There are many ways to approach engaging planning teams, faculty and community in reading and understanding the Implementation criteria. Below is one suggestion. • Select one domain to focus on for a week or the period of time between professional development sessions. Determine the most appropriate group to review the domain and participate in follow-up discussion of the school’s progress in that domain. Groupings might include grade level teams, departments, interest-alike groups, the whole school faculty, or faculty-parent committees. Convene the appropriate group and:
  • 3. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 3. o Skim the document as a group and discuss any areas that may need clarification for common understanding. o Assign everyone (or small teams) the task of reading the criteria again in more detail, highlighting those that they feel the school has mastered to the level of expectation and those where further work must be done. o Over the designated period of time, ask the participants to observe the work going on in the school looking for evidence that matches up with these criteria. In the column provided, note observations and cite evidence. If possible, collect the relevant data and evidence such as test scores, student or parent comments, and etc for review at the next meeting. o Ask the group to bring their notes and data to the follow-up session where discussion and reflection will occur. Consider the quality and appropriateness of the data that has been collected, and determine what additional information should be gathered. When there is adequate information available to make informed judgments, identify areas of apparent success and challenges to address. Determine next steps and timelines. o Over the course of the year the entire ISSN Rubric could be discussed in this fashion. Look for connections to other events in the school. For example, periods of testing might be a good time to make observations and gather evidence on the assessment domain of the matrix. Or discuss the Family and Community Partnerships domain as the school prepares for Parent Orientations, Back to School Night, Parent Conferences, or Career Day Events. In designing Professional Development and support for the school’s use of the ISSN Rubric, ISSN Coaches may ask principals which aspects of the rubric will be the most challenging. The process of review and backwards planning might then begin with a guaranteed success to build momentum or begin with an identified challenge to get participants engaged. The decision about where to begin should be guided by the immediate concerns of the school community, the level of expertise and experience at the school, and the local context so that the ISSN Rubric becomes a powerful support for growth and development and meeting the specific needs of each school.
  • 4. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 4. VISION, MISSION, AND SCHOOL CULTURE Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 1. The school has a clear and established identity as an international studies school. a. Communications about the school clearly define its international vision and the implications for curriculum and student learning both within and beyond the school day. b. The school’s mission and values as well as policies and procedures are shared with students, families and any school partners. c. Student and parent orientations are conducted prior to the opening of each school year to foster understanding of and inclusion in the school’s international vision and mission. d. The school uses multiple communications channels to promote its identity as an international studies school. e. Parents and students are attracted to the school because of its unique international focus and programs. f. Students, parents, and staff are provided a multilingual handbook in print and on-line that provides a comprehensive orientation to the school’s practices, procedures, policies and international studies focus. g. The school’s international mission is recognized within and outside the education community. h. Students choose the school because of its international focus and program. i. The school has established contacts and maintains relationships with other international schools and global education programs, and with international organizations in its community, region, nation, and beyond. j. The school is recognized throughout the community as a beacon of positive intercultural relations, international awareness, and community service. k. The school is recognized as an international studies school by other such schools, international organizations, and universities.
  • 5. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 5. VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 2. Faculty, staff, students, and families who comprise the school community share a common vision of and mission for the school that is predicated upon an international focus, equity of admission, educational opportunity, and rigorous standards. a. School staff collaboratively develops a unique vision and mission statement for the school that articulates its focus on college readiness and international understanding. b. The vision and mission statement is disseminated broadly, included in the school and student handbook and is posted throughout the school facility and on the school’s website. c. School staff communicates the vision and mission of the school to the broader school community including the members of the district and other partnerships. d. Members of the school community are able to communicate the core tenets of the school’s vision and mission statement with the larger local community. e. School staff and community have intentional discussions about the implications of the school’s vision and mission on key aspects of school life and design and implement actions that are aligned. f. A formal process is in place to ensure the vision and mission is communicated with and shared by newcomers to the school community. g. The school seeks out community partners who further international learning for students both within and outside of the school day. h. Students, faculty, and families can demonstrate that the school’s vision and mission are clearly evident in school policies, culture, and instruction. i. The vision and mission are used as the basis of an annual reflective school assessment and drive strategic planning for the school. j. Students, teachers and families demonstrate a sense of belonging and loyalty to the school community. k. Essential partners such as the school district, community agencies, out of school time and university partners understand and support the vision and international mission of the school. l. Faculty members and the school community consistently use the vision, mission, and shared beliefs to guide daily decisions. m. A system is in place to ensure that the school’s mission and vision statement is periodically reevaluated. n. Essential partners such as the school district, community agencies, out of school time and university partners are proactive and enthusiastic in their support of the school.
  • 6. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 6. VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 3. The school has established a culture consistent with its mission as an international studies school. a. Communications about the school, including recruitment materials, emphasize that the international mission is for all students. b. The school actively recruits teachers and students with experience and interests that contribute to its international mission. c. The school has identified rituals, routines, activities, and equitable practices that reflect and enhance its inclusive international studies culture. d. Opening day activities and on-going celebrations are designed to clarify expectations, acknowledge student achievement and enhance international awareness. e. The school uses multiple communication channels to promote its values. f. The school’s international studies focus is evident in school-wide activities and through student work displayed throughout the facility. g. The school community has designed and/or adopted rituals, traditions, and equitable practices that reflect and enhance its inclusive international studies culture. h. The students, teachers, and families are engaged in on-going respectful conversations about the school culture and ways it can be enhanced to support student learning. i. Opening day activities and on- going celebrations are well- planned and communicate expectations, acknowledge student achievement and enhance international awareness. j. There is broad support in the school community for rituals, traditions, and equitable practices that reflect and enhance its inclusive international studies culture. k. The school’s mission to foster intercultural awareness, equity, and trust is demonstrated consistently in key aspects of school life. l. The school “thinks globally and acts locally” through its ongoing engagement with local and international communities. m. There are frequent and well- established opportunities for the students, teachers, and families to engage in on-going respectful conversations about the school culture and ways it can be enhanced to support student learning. n. The school’s rituals, routines, activities and practices reflecting and enhancing its inclusive international studies culture are institutionalized and regarded as school traditions. o. Systems exist that ensure that students and families have a significant voice in developing and sustaining the school’s international focus.
  • 7. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 7. VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 4. College and post- secondary readiness is an expectation for all students. a. Student recruitment materials, hall and classroom displays, and communications with parents all reflect a college- going culture. b. Staff members have set high expectations for every student’s performance. c. Communications throughout the entire school community express high expectations for student performance. d. Staff members articulate high expectations for every student’s performance and their capacity to do rigorous work that will prepare them for college. e. School wide conversations take place to examine practice that ensures all students have equitable support in reaching the goal of college readiness. f. An intervention system is in place to identify and address the needs of individual students whose academic performance or behavior puts their high school graduation and college readiness goals at risk. g. Students are provided with multiple opportunities to visit college campuses and post secondary programs during their school tenure. h. A system has been established for informing students and parents about scholarship opportunities, financial aid information and can readily obtain assistance with college applications, FAFSA forms, etc. i. Every student, unless severely disabled, is enrolled in a course of study that supports the knowledge, skills, and dispositions contained in the ISSN Graduate Profile and that meets or exceeds the admission requirements of the state university system. j. Credit retrieval and course completion opportunities are provided to students needing assistance in staying on track for graduation. k. The majority of the students identified for intervention services improve their academic performance to the level required for graduation and post- secondary success. l. Students and parents are regularly apprised of scholarship opportunities, financial aid information and can readily obtain assistance with college applications, FAFSA forms, etc. m. All seniors are applying for college or post-secondary education. n. College and/or post- secondary education attendance rates exceed 90 percent. o. All graduates either attend post-secondary institutions or obtain employment that offer opportunities for further growth. p. The school community consistently demonstrates a relentless pursuit of excellence that move students equitably to mastery of the local and state, standards; and national and international guidelines for academic performance. q. Students, while in high school, have demonstrated the capacity to do college level work. r. School has a system in place to track and document the post- secondary education experiences of their students.
  • 8. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 8. VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 5. Faculty, staff, students, and families understand and use the ISSN Graduate Profile as an essential tool to plan for, guide, and assess student learning and progress. a. The ISSN Graduate Profile is included in the school and student handbook and is posted throughout the school facility and on the school’s website. b. The ISSN Graduate Profile is shared and discussed among school faculty, students, parents, and partners. c. Faculty, students, parents and partners can communicate the knowledge, skills, and dispositions contained in the ISSN Graduate Profile. d. The faculty engages in intentional conversations about how key aspects of school life, especially curriculum, assessment, and instruction can help students with the knowledge, skills, and dispositions contained in the ISSN Graduate Profile. e. The school faculty collaborates with out of school partners to support seamless international learning during and beyond the school day. f. The faculty develops assignments, projects, lesson plans, and units of study, and delivers instruction that is planned to support the knowledge, skills, and dispositions contained in the ISSN Graduate Profile. g. The students and faculty assess student work using rubrics that reflect the knowledge, skills, and dispositions contained in the ISSN Graduate Profile. h. The students collect evidence via portfolios to document their progress on the knowledge, skills, and dispositions in the ISSN Graduate Profile. i. The faculty use cumulative data from portfolio analysis to modify instruction based on overall student progress on the knowledge, skills, and dispositions in the ISSN Graduate Profile. j. The ISSN Graduate Profile becomes an on-going self- evaluation tool to monitor their progress during and after their high school years.
  • 9. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 9. STUDENT LEARNING OUTCOMES Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 1. All students graduate from school with the global skills, knowledge, and dispositions articulated in the ISSN Graduate Profile. a. a. The school designs learning experiences to develop the knowledge, skills and dispositions outlined in the ISSN Graduate Profile. b. The school develops a system for monitoring each student’s academic and social development, provides advisement and communicates with students, parents, and guardians to ensure each student is progressing towards achieving the tenets of the ISSN Graduate Profile. c. As part of the Graduate Portfolio System, students collect and reflect on annual evidence of their work that demonstrates progress on the skills, knowledge, and dispositions in the ISSN Graduate Profile. d. The school implements learning experiences that develop the student competencies described in the ISSN Graduate Profile and faculty can make the connections between the learning experiences and the desired knowledge, skills and dispositions in the ISSN Graduate Profile. e. The school implements a system for monitoring each student’s academic and social development, provides advisement and communicates with students, parents and guardians to ensure each student is progressing towards achieving the tenets of the ISSN Graduate Profile including all requirements for graduation.. f. The school’s curriculum is well-established and the connections between the learning experiences and the desired knowledge, skills and dispositions in the ISSN Graduate Profile are well- understood by faculty, students, and parents. g. Students monitor their own progress toward graduation in partnership with their advisor / counselor, and explore post- secondary opportunities. h. Every student graduating from an ISSN school develops a graduation portfolio that demonstrates their college readiness and global competence. i. All students meet the tenets of the ISSN Graduate Profile. j. As part of the Graduate Portfolio System, all students present and defend their individual portfolio in a community exhibition in their senior year.
  • 10. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 10. STUDENT LEARNING OUTCOMES (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 2. The school implements an academic program in which students are consistently progressing on a continuum of achievement that meets or exceeds local and state standards; and national and international guidelines for academic performance. a.. The school establishes a system for monitoring student progress on standards-based assessments. b. The school sets up data systems that are accessible to faculty and allow real-time monitoring of student progress. c. The school establishes assessment policies and procedures that support formative assessment and diagnosis of student learning challenges and instructional needs. d. The school collects baseline data on student achievement and uses trend results to develop a plan to address specific achievement needs. e. Data reflect that student performance is comparable to the student performance in district schools with similar demographic profiles and the school demonstrates progress in consistently increasing the level of student academic performance. f. Individualized Learning Plans are created for each student which provide for annual goal setting with a process for frequent monitoring and interventions as needed. g. The school disaggregates data to create a plan to address performance gaps among student subpopulations. h. The majority of students meets or exceeds the proficient level of performance on local and state standards; and national and international guidelines for academic performance. i. The school has established incentives and opportunities that encourage students to undertake challenging academic tasks and to extend their learning both during the school day and beyond. j. All students are meeting or exceeding local and state standards; and national and international guidelines for academic performance, and there is no demonstrable achievement gap between subpopulations.
  • 11. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 11. STUDENT LEARNING OUTCOMES (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 3. Students attend school regularly and exhibit high levels of expected school conduct. a. The school adopts a goal for the average daily attendance rate to meet or exceed the district average. b. The school adopts a goal for school discipline referral rates to be less than or equal to the district average. c. The school collects and analyzes data on student attendance rates and discipline referrals, and uses this to inform school policies and procedures. d. Current average daily attendance rate meets or exceeds district average. e. Current out-of-school discipline referral rates are less than or equal to the district average. f. Longitudinal data indicate increasing levels of attendance and decreasing levels of student discipline referrals at the school. These data inform policies. g. Students attend school in high numbers, meeting or exceeding state and federal attendance targets. h. Current out-of-school discipline referral rates are less than the district average. i. Low discipline referral numbers allow the school to be considered a “safe school” under state and/or federal legislative guidelines. j. Students express excitement and pride to be members of the learning community. When at school or representing the school in the community, students exhibit exemplary behavior. k. Students self-monitor and monitor each other to maintain a positive school culture. 4. Once enrolled, students remain at the school and graduate with their entering cohort with well- articulated post-secondary plans. a. The school attrition rate, including transfers and drop- outs, mirrors the district average. b. The percentage of students passing examinations required for graduation meets the district average. c. The school actively provides and discusses college and employment information with students and parents, and has rich information about post- secondary opportunities posted throughout the school. d. The school attrition rate, including transfers and drop- outs, is less than the district average. e. The percentage of students passing examinations required for graduation exceeds the district average. f. All students make at least one college visit. g. The school attrition rate, including transfers and drop- outs, is significantly below the district average. h. The percentage of students passing examinations required for graduation is significantly above the district average. i. A substantial majority of students stay “on track” for graduation, fulfilling annual grade level expectations of academic achievement and course completion. j. All students attend multiple college visits and explore other post-secondary options. k. Once enrolled, virtually all students remain at the school and graduate with their entering cohort. l. All seniors complete a high school course of study that leaves all options, including post-secondary education, open to them. m. Each student has a well- articulated post-graduation plan that has been developed in partnership with the student, his/her parent or guardian (where possible), and counselor, advisor, or school administrator.
  • 12. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 12. CURRICULUM, ASSESSMENT, AND INSTRUCTION Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 1. The school’s curriculum is coherent, sequenced, and organized around local and state standards, globally focused enduring understandings, and essential questions that facilitate the acquisition of the knowledge, skills, and dispositions of the ISSN Graduate Profile. a. The faculty explores the curricular implications of local and state standards, national and international guidelines, and 21st century knowledge and skills. b. The school has created an initial map of its curriculum reflective of state requirements, and begins to incorporate international content into each course. c. The faculty identifies globally focused enduring understandings and essential questions in each course. d. The faculty creates a coherent sequence of standards-based courses that facilitates student learning of the skills, knowledge, and dispositions contained in the ISSN Graduate Profile. e. The faculty incorporates local and state standards in their lesson plans and teaching. f. Expectations for what, why, and how students learn are visible in each classroom and are stated in language accessible to students and parents. g. The school sets expectations for learning that reflect their analysis of local, state, and international standards. h. The faculty begins to use a conceptual framework for organizing standards, curriculum, and instruction around international enduring understandings and essential questions and have mapped a four to seven year sequence of courses that facilitates student learning consistent with the ISSN Graduate Profile. i. The faculty meets regularly to plan and develop curriculum that is aligned vertically in disciplines and horizontally across grade levels and themes and they identify appropriate materials, resources and out of school partners to support their instruction. j. Faculty is in communication with parents and partners about the standards, outcomes and expectations that form the basis for student learning. k. Grade level and/or multidisciplinary teams collaborate on interconnected, standards-based units and use enduring understandings and essential questions to emphasize global perspectives, international issues, and discipline-specific content. l. Virtually all curricula are aligned with state and national standards and are organized around enduring understandings and essential questions that emphasize global perspectives, international issues and discipline-specific content. m. Grade level teams, multidisciplinary teams and/or individual teachers infuse globally focused enduring understandings and essential questions in their daily lessons and units of study. n. Each year, grade level and/or interdisciplinary teams write new or refine existing course units to strengthen the global focus of the curriculum and deepen its connection to the ISSN Graduate Profile. o. When appropriate, units of study integrate standards across disciplines and around overarching enduring understandings and essential questions. p. Curriculum is standards-based and uses units that reflect international perspectives and understandings are interconnected across disciplines, when appropriate, and organized around enduring understandings and essential questions. q. The globally focused curriculum allows for student choice within units and courses when appropriate. r. Resources and materials that support learning objectives are drawn from a wide variety of international sources.
  • 13. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 13. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 2. Curriculum is interconnected across disciplines. a. The faculty explores and is familiar with opportunities to link their course(s) with other disciplines and they develop ways to engage students in understanding, synthesizing, and analyzing these connections. b. The faculty, in grade level/multi-disciplinary and discipline-alike team meetings, looks for opportunities to design curricula that authentically connect across disciplines and actively involves students in understanding, synthesizing, and analyzing the interfaces. c. The faculty collaborates to align courses within and across grade level teams and disciplines, as well as with out- of-school time partners, to provide well-articulated international connections and opportunities for interdisciplinary problem solving. d. Student input is solicited to make connections between course content and current world events, and to identify areas for interconnected research and study. e. A comprehensive curriculum map is created that shows explicit interdisciplinary, international experiences at each grade level. f. Each year students have multiple opportunities both during school and in out-of- school time to choose projects that facilitate the application and demonstration of interdisciplinary understanding and problem solving. 3. Curriculum provides students with multiple opportunities to engage in complex, problem- based projects and investigations. a. The faculty explores opportunities to include problem-based projects and student investigations in the curriculum and in after school opportunities. b. The faculty intentionally designs curriculum for its course(s) that have a problem- based, investigative focus. c. The faculty, in grade level/multidisciplinary and discipline-alike teams, designs curricula that actively involve students in problem-based investigation, research and the generation of potential solutions. d. Student input is solicited to identify relevant issues and problems for study. e. Students participate in group interdisciplinary research projects that address real problems in their own or the broader global community. f. Students initiate individual research projects that are supported by the faculty, school, and out-of-school time programs, including a culminating capstone project.
  • 14. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 14. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 4. The school has a highly effective world language program. a. All students are engaged in the study of a world language and/or English as a second language. b. One or more of the languages offered is an Asian language. c. The world language faculty receives support including adequate instructional time, curriculum development, resource materials, and professional development. d. World language coursework intentionally integrates learning experiences in both language and culture. e. Students are enrolled in English and at least one other world language course that builds toward a measurable level of language proficiency. f. The faculty works together, and with out-of-school time providers where possible, to develop interconnected disciplinary units that provide cultural background for language study. g. A comprehensive long-range plan highlights the role of world languages in an international studies curriculum and how this plan will be enacted at the school. h. The world language program readily accommodates learners at multiple levels of proficiency including heritage language learners. i. Student oral and written proficiency in world language is consistently assessed, and results are used to guide program /instructional adjustments as needed. j. Opportunities exist for students to use their increasing language skills and intercultural knowledge in immersive experiences beyond the world language classes, including those provided in collaboration with out-of-school providers and other community partners. k. Students exhibit at least “intermediate mid” level proficiency according to the ACTFL standards in both oral and written language communication in their selected world language. l. Many students are studying two languages in addition to their heritage language. m. Students possess the knowledge and ability to observe and analyze other cultures, and use cultural competencies for successful cross-cultural interactions. n. Students actively use their language proficiency and cultural competencies in authentic language settings.
  • 15. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 15. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 5. Students have a wide range of learning opportunities including electives, after-school, extracurricular programs, field trips, and travel to deepen their international knowledge and skills. a. The school develops a plan to align student learning across both in-school and after school programs or clubs that builds and deepens international knowledge and skills. b. The faculty begins to develop internationally- focused extra-curricular programs and electives. c. Students can enroll in at least one after-school program or club that has an explicit international focus. d. At least one internationally- focused elective is offered to students. e. Students choose from and are enrolled in a range of after- school programs or clubs with an explicit international focus. f. Multiple electives are infused with international content and additional electives are offered that align with school curriculum and instruction. g. Students have access to in- school electives, online courses, travel and/or dual enrollment courses with an explicit international focus. h. Students at each grade level have the opportunity to take one or more internationally focused electives. i. All students participate in one or more online courses, travel opportunities and/or dual enrollment courses with an explicit international focus. j. Students themselves create and/or lead internationally- focused clubs or service-learning opportunities to deepen their cultural knowledge and language skills. 6. The school offers well- designed international simulations and Model United Nations programs in which all students participate. a. The faculty develops a plan for the introduction of Model United Nations (Model UN) to the school. b. An introductory Model U.N. club is established. c. Faculty researches and identifies other forms of simulation and computer based activities which align with their curriculum and international mission. d. Model U.N. is offered as an elective course and/or as an extracurricular opportunity available to all students. e. The faculty experiments with other forms of simulations and computer based activities that align with their curriculum. f. Model U.N. is incorporated as a core element of the overall school curriculum. g. Other simulations and computer based activities are incorporated into the curricular or co-curricular program. h. The faculty establishes partnerships with other schools, programs, or networks that are using appropriate regional, national, or international simulations. i. All students participate in Model U.N. as part of the school curriculum and have the opportunity to participate on an ongoing basis either in-class or after-school. j. Model U.N. program is primarily student-led with targeted leadership development instruction provided. k. Students actively participate in appropriate regional, national, or international simulations and host these simulations when possible.
  • 16. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 16. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 7. All students have opportunities to earn college credits through Advanced Placement (AP), International Baccalaureate (IB), and/or dual enrollment college courses. a. All students will be encouraged and supported to take college level courses. b. The school has a plan for providing college credit opportunities and has set an implementation schedule for the array of AP, IB and/or dual enrollment college courses it will offer, with particular emphasis on courses that have an international dimension. c. AP, IB and/or other college preparatory courses are offered at appropriate grade levels. d. Students enroll in AP, IB or college courses and are provided appropriate supports by the school to be successful in these courses (such as course discussion/study groups, exam simulations, after- school reviews, and test- taking strategies). e. Students enrolled in AP, IB, or dual enrollment courses reflect the full diversity of the student population. f. Faculty who teach AP and/or IB courses have received appropriate professional development and other required support. g. Multiple pathways exist that provide a variety of enrollment options in college level courses for all students. h. Every student takes at least one AP, IB, and/or dual enrollment college course during their high school experience. i. Most students who take an AP, IB, or dual enrollment courses achieve a level of performance that qualifies them for college credit. j. All faculty members who teach AP and/or IB courses have participated in appropriate professional development and are expected to do so on an on- going basis. k. Almost all students complete AP, IB, or dual enrollment courses and achieve a level of performance on the assessments that qualifies them for college credit. l. Where possible, schools partner with local colleges or institutions to offer formal recognition, such as an International Studies Certificate of Mastery, to students for completing a sequence of internationally focused college level courses.
  • 17. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 17. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 8. The school’s curriculum includes an effective Advisory Program. a. There is a school vision and support for implementing an effective student advisory program that focuses on personal, academic, and global community voice and aligns with the knowledge, skills, and dispositions in the ISSN Graduate Profile. b. The school schedule includes sufficient time for a specified, regular, and consistent student advisory time. c. The faculty is actively engaged in implementing and reflecting on the ongoing content needs of the advisory program. d. Professional development that supports the advisory/advocacy abilities of faculty and enhances youth development is provided. e. Students value the advisory experience as an opportunity for personal and social development. f. The advisory program is consistently implemented, effective, and coherent across advisors. g. Advisory provides students with opportunities to work on the skills, knowledge and dispositions in the ISSN Graduate Profile. h. Student voice is demonstrated within the design and implementation of the advisory program. i. There is an intentional process by which students have an active role in determining and evaluating the experiences in advisory. j. Advisory consistently provides students opportunities to develop and express themselves on personal, academic, school- wide, and international issues.
  • 18. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 18. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 9. The faculty uses multiple forms of ongoing assessment, including authentic and performance-based measures that enable students to demonstrate mastery of content, college readiness and global competence. a. The faculty begins to “backwards plan” instruction (i.e., identify what students must know and be able to do, and which assessment strategies will yield information about student learning as a precursor to designing instructional activities.) b. The faculty collectively studies and develops an understanding and an initial repertoire of assessment strategies designed for a variety of purposes that support the ISSN Graduate Portfolio System (GPS). c. The faculty consistently “backwards plans” instruction, linking it directly to the enduring understandings and essential questions that guide the curriculum. d. The faculty uses a wide variety of assessment strategies, and collaboratively reflects on and refines approaches to assessment. e. The faculty and students begin to use and refine rubrics or other tools aligned with the ISSN Graduate Portfolio System (GPS) to make learning and assessment explicit for students. f. Backwards planning is internalized throughout the school community; learning goals and assessment strategies are in place prior to the design of learning activities. g. A variety of assessments are developed and implemented to enable students to demonstrate mastery in multiple ways. h. The faculty and students regularly use and refine rubrics or other tools aligned with the ISSN Graduate Portfolio System (GPS). i. Multiple forms of assessment are used for all courses, and, as appropriate, for diverse learning styles. j. Whenever possible, students have a voice in determining how they demonstrate mastery of knowledge and skills. k. The use of ongoing, formative feedback is a key learning tool employed by faculty. l. Data collected from different forms of assessment is consistently used to guide decision-making about instruction.
  • 19. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 19. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 10. Fair, consistent, and transparent grading policies and practices are developed school wide which support student growth and learning and inform instructional decision- making and planning. a. Faculty develop a philosophy of grading informed by research on best practices and district / state guidelines, where applicable, to document student progress, provide feedback to students and families, offer students opportunities for revision and redemption, and inform instructional decisions. b. Faculty creates a school wide system of grading policies and practices based upon their shared philosophy on grading. c. The grading system is transparent, is made clear to students, and students can articulate how their grades are determined. d. Faculty regularly engages in shared inquiry on grading practices, grade distributions for individuals and groups, and other assessment data. e. Students have opportunities to participate in the design of criteria used to grade their work. f. The school’s grading practices are systematically evaluated in order to maintain consistency and fairness as well as adherence to best practices.
  • 20. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 20. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 11. As a requirement of graduation, all students successfully complete an ISSN Graduate Portfolio that demonstrates college readiness and global competence as reflected in the ISSN Graduate Profile. a. The faculty identifies places in the curriculum for the provision of explicit instruction in reflective thinking and analysis. b. The faculty plans for the implementation of the ISSN Graduate Portfolio System (GPS). c. The faculty provides explicit instruction to students in reflective thinking and analysis as a precursor to the development of student portfolios. d. The faculty begins implementing and contextualizing the ISSN Graduate Portfolio System. e. The faculty creates scaffolded performance tasks based on the GPS rubrics and defines performance expectations across the grade levels to progressively build students’ skills and capacities. f. The faculty collaboratively rates student work using the GPS rubrics to develop a shared understanding of student performance levels and to establish inter-rater reliability. g. Each student develops and annually presents a cumulative grade-level portfolio (using elements of the Graduate Portfolio System) that demonstrates his/her reflective thinking, growth, and the skills, knowledge, and dispositions of the ISSN Graduate Profile. h. School-based systems for the management of the portfolios are designed and implemented. i. The school clearly communicates the value of portfolio data in relation to other performance measures. j. All seniors successfully complete an ISSN Graduate Portfolio. k. All students participate in a public, community wide exhibition of their ISSN Graduate Portfolios. l. Students, parents, and teachers effectively track the management and assessment of student portfolios online.
  • 21. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 21. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 12. Each student identifies an international area of interest and produces a capstone project that will be included in the Graduate Portfolio. a. Discussions take place at the school level regarding the design, implementation and assessment of the “capstone” project process. b. The faculty develops the expectations and parameters for capstone projects, align these with the ISSN Graduate Portfolio System, and share this information with students, parents, out-of-school time providers, and the school community. c. Students have opportunities to develop skills in and to practice independent research embedded in their coursework and after school opportunities prior to senior year. d. Capstone projects are initiated to develop and demonstrate students’ expertise in an internationally-themed authentic project. e. Requirements and processes for the capstone project are well-specified and are included in the student handbook. f. Prior to senior year, the faculty design and implement yearly projects that scaffold a student’s ability to produce a significant and successful capstone project. g. All seniors successfully complete an internationally- themed capstone project. h. School-based systems for the implementation and assessment of the projects are in place. i. All students participate in a public, community wide exhibition and assessment of their internationally-themed capstone project to demonstrate the knowledge, skills, and dispositions in the ISSN Graduate Profile.
  • 22. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 22. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 13. The faculty uses a variety of instructional strategies to engage students and meet their learning needs. a. The faculty demonstrates a working understanding of how students’ learn and explores the use of a variety of instructional strategies. b. The faculty begins to use inquiry-based instructional strategies, such as project- based learning, that promote active student engagement. c. The faculty begins to address the needs of individual students by regularly using a variety of student-centered instructional strategies. d. The faculty regularly uses inquiry –based instructional strategies such as project-based learning, simulations, and hands-on laboratory work that focus on issues of international significance. e. The faculty meets the needs of diverse learners by using instructional strategies that systematically and intentionally enable students to achieve learning objectives. f. Across the school, project- based learning and other inquiry-based instructional strategies are consistently used and guided by student needs, interests, and standards to be met. g. The faculty provides opportunities for students to learn and apply discipline- specific methods of inquiry. h. The faculty matches appropriate instructional strategies with student needs and interests, and provide multiple access points to rigorous standards-based content. i. The faculty uses instructional strategies that enable students to demonstrate productive habits of mind, which include problem- solving, creative and generative thinking skills, the capacity to analyze issues of international significance from multiple perspectives and the capacity to direct their own learning.
  • 23. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 23. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 14. As part of a comprehensive approach to ensuring student success, the school assists students who do not yet meet standards through a multi-tiered system of proactive supports and interventions. a. The school has developed a plan to continuously assess student performance and to disaggregate and analyze assessment data. b. A variety of instructional strategies are designed to ensure that all students learn the intended content. c. A multi-tiered system of interventions, including out of school learning opportunities, is designed that includes English Learners and students with special needs, with a systematic plan for implementing its components. d. Individual learning plans are developed for each student and academic performance is closely monitored with timely intervention efforts implemented consistently throughout the semester, both in school and out. e. The school analyzes data on the effect of interventions and monitors and adjusts the intervention process. f. Communication exists between intervention providers, both in school and out of school, and teachers ensuring a coherent instructional sequence for students. g. Individual learning plans drive instructional decisions and ensure appropriate interventions as needed to facilitate learning outcomes consistent with the ISSN Graduate Profile. h. Data demonstrate that appropriate interventions accelerate student learning and increase the number of students meeting or exceeding standards. i. Regular meetings increase coherence among teachers and intervention providers working with students. j. Students share responsibility for developing and meeting individual learning plan outcomes. k. Implemented interventions inside and outside the classroom result in students meeting or exceeding standards. l. There is a web of highly communicative providers and teachers who plan, implement, and assess interventions aligned with classroom instruction and designed with the acceleration of student learning as the key objective.
  • 24. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 24. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 15. The faculty uses instructional strategies that promote high levels of student literacy (in both new and traditional literacies) across disciplines. a. The school has developed a school-wide literacy plan that includes: (1) identification of students with literacy needs, (2) roles and responsibilities for addressing student needs, (3) communication among teachers of all disciplines and special program staff (both in and out of school), and (4) attention to discipline-based reading strategies. b. The school literacy plan has been fully implemented and is annually reviewed and revised based on the data available. c. Discipline-based literacy strategies are used in classrooms and help students scaffold their learning to meet rigorous curriculum expectations. d. Data are collected, using multiple measures, to monitor and adjust the literacy plan. e. Periodic meetings of faculty and special program staff take place to enhance the sharing of literacy strategies across disciplines and programs. f. Instructional strategies promoting literacy are used across disciplines and programs and result in students accessing more rigorous curriculum. g. The faculty holds itself accountable for the literacy learning of all students and making literacy strategies explicit to the students. h. The data collected from the multiple measures of assessment show improved student performance and are used to monitor and adjust the literacy plan. i. The school’s approach to literacy is effective with all students and is demonstrated by students’ ability to articulate literacy strategies and apply them in various academic contexts. j. The school’s literacy program is highly regarded as a model. k. Teachers and students consistently use discipline-based literacy strategies to understand complex content and meet or exceed standards.
  • 25. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 25. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 16. Faculty and students use technology and new media to access international resources, connect to international schools and organizations, create new intellectual products, and support all facets of the learning process. a. An initial audit of existing levels of technological and new media integration and teacher and student competency is conducted and a technology plan is developed based on the audit results. b. The school collectively develops a vision of effective technology integration that builds teacher and student capacity to access international resources. c. There are initial efforts by faculty and students to utilize technology to access international resources to support student learning. d. Faculty and students have consistent, reliable, and equitable access to technology within and outside the classroom. e. Data show an increase in teachers’ use of technology and new media in classroom instruction. f. Students increasingly use technology and new media in their development and production of learning and new knowledge. g. The faculty increasingly uses technology specifically to infuse the curriculum with internationally significant content both in and out of school. h. The school technology plan is implemented with greater fidelity and data show teachers are appropriately integrating technology into instruction. i. Data show consistency in teachers’ use of technology and new media in classroom instruction. j. Students demonstrate the ability to select, analyze, evaluate, and use international resources, accessed using technology, to support their learning. k. Students regularly connect with students and/or adults from other countries through technology-based resources (e.g., i-EARN, Global Nomads, etc.). l. Technology and new media is implemented seamlessly into teachers’ and students ongoing learning and production of new intellectual products. m. Students graduation portfolios demonstrate the effective use of technology and new media throughout. n. Students regularly engage in collaborative learning projects with students from other countries facilitated by technology and new media.
  • 26. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 26. CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 17. Students engage in service learning experiences that address local, regional, national, and international issues and perspectives. a. A comprehensive plan for developing and coordinating community service and service learning is created, with emphasis on internationally- connected service opportunities. b. School identifies community and out-of-school partners to support service learning and help provide placements for service. c. Students participate in community service and service learning activities as assigned by the faculty. d. All students participate in at least 15 hours of service each year. e. A system is in place to track students’ community service and service learning placements. f. A system is in place to integrate service learning into the curriculum and to align service learning opportunities with curricular learning objectives. g. All students complete 120 hours of service learning for graduation and a minimum of 40 hours is internationally-focused. h. A comprehensive system is in place to organize, monitor, and evaluate the quality of service placements. i. Students are provided structured opportunities to reflect on their service learning experiences, to integrate them into the core curriculum and portfolio, and self-select new experiences to enhance their growth and development. j. Internationally-focused service learning opportunities are systematically integrated into the curriculum. k. School wide partnerships are in place with local, national, and international organizations to support student service learning activities. l. Students actively seek out and plan local, national, and international service learning activities. 18. Students develop international knowledge and skills through substantive internships and other career exploration activities. a. A comprehensive plan for developing and coordinating internationally-focused internships is created, including the development of partnerships with community and / or out-of- school time partners to support and help provide internships. b. Students participate in career exploration activities. c. The school provides a range of internationally-related career exploration experiences which are available to all students. d. Students engage in internships during the summer prior to or during their senior year. e. Students complete 120 hours of an internship within or outside the school day or year. f. The majority of internships are internationally-focused. g. A system for tracking, monitoring, and evaluating internships is in place. h. Students complete 120 hours of an internationally-related internship and accompanying structured reflection activities before graduation. i. School-wide partnerships are in place with local, national, and international organizations for student internships and career explorations.
  • 27. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 27. SCHOOL ORGANIZATION AND GOVERNANCE Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 1. The school is planned, developed, and maintained as a small, internationally-focused school. a. The local governing agency develops or commits to a plan to implement a small international studies high school (9-12) of no more than 500 students or small grades 6 – 12 middle / high school of no more than 875 students. b. A scale-up plan is implemented to systematically grow the school to its targeted capacity. c. The scale-up plan maximizes the use of facilities and faculty allocations to provide a personalized and internationally- focused learning environment. d. The sequenced implementation of the international studies school is complete and a plan is in place to advocate for and sustain the organization. 2. Students, representative of the local demographics and achievement levels, are enrolled in the international studies school by choice. a. A student recruitment plan exists to ensure student enrollment reflects informed student and parent decisions based on expressed interest in international studies. b. School staff develops web- based and paper enrollment materials that describe the international studies focus of the school. c. No students are denied entry based on previous academic performance or English language proficiency. d. Systems and processes are in place to ensure the school represents the racial, ethnic, socioeconomic, gender, and academic diversity of the local school district. e. A lottery or other method of student selection ensures a diverse student body and an equitable opportunity for all applicants to attend the school. f. As the school size increases; the student population continues to be representative of the local demographics. g. Where imbalance exists, recruitment strategies are developed and implemented in concert with the local community to encourage a more representative group of students to attend the school. h. The fully implemented school maintains demographics that correspond to the local community profile. i. If demand for the school continues to grow and exceeds the capacity of the school by more than 100 percent in the enrolling grade level, the school will advocate with the district to develop a plan to open another international studies school.
  • 28. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 28. SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 3. A diverse faculty and staff is recruited and hired. All members of the faculty and staff work at the school as a matter of choice. a. A faculty and staff recruitment plan exists to ensure that certified teachers and staff are drawn from a broad pool of applicants within and outside of the community. b. Selection of staff is school- based and in alignment with negotiated agreement with local bargaining units. c. The school seeks to recruit a diverse faculty and staff with excellent qualifications and international interest and experience. d. The professional training, experiences, and interests of the faculty and staff reflect the skills, knowledge, and dispositions in the ISSN Teacher Profile. e. Processes and procedures are in place that recruit teachers broadly and provide the school access to a diverse pool of teacher candidates through sources inside and outside of the districts. f. Structures and practices in the school support and affirm its cross-cultural composition. g. The faculty reviews the ISSN Teacher Profile on a bi-yearly basis and reflects on the skills that are needed in teams, departments, and across the school to define future teacher recruitment and professional development. h. The school faculty and staff are diverse and representative of the various sectors of the broader school community. i. The faculty actively recruits other teachers who have a demonstrated record of the skills, knowledge, and dispositions present in the ISSN Teacher Profile.
  • 29. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 29. SCHOOL ORGANIZATION AND GOVERNANCE Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 4. The school has an international studies coordinator who facilitates the infusion of international knowledge and skills into the learning program and fosters partnerships to provide opportunities for student internships, enrichment learning experiences, and international travel or exchanges for students and faculty. a. A staff member is compensated to serve as the international studies coordinator to work with the staff, students, and the school community on enhancing the international focus of the school. b. A grant or locally funded half-time international studies coordinator is employed to work with the staff, students, and the school community on enhancing the international focus of the school. c. A permanent locally funded half-time international studies coordinator is employed to work with the staff, students, and the school community on enhancing the international focus of the school. d. A permanent locally funded full-time international studies coordinator is employed to work with the staff, students, and the school community on enhancing the international focus of the school.
  • 30. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 30. SCHOOL ORGANIZATION AND GOVERNANCE Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 5. The school is structured to support the development of close adult-student relationships. a. Staff and students are organized in academic teams by grade level. b. There is a plan for an Advisory program and accompanying professional development to assist faculty in addressing student needs and issues. c. There is a plan for a monitoring program to ensure additional support when students require it. d. Administrators and staff are readily accessible to students and parents. e. Advisors and grade level academic teams are in place and meet regularly to discuss the needs of students. f. Administrators, counselors, and social workers collaborate with advisors and teams to support student learning as well as mental and physical health. g. Advisors serve as student advocates with other staff, families, and external service providers. h. Every student feels that there is a least one person on staff that knows him/ her well. i. Faculty are expected to be accessible to students at specified times during the day. j. Students feel comfortable initiating meaningful conversations with their advisors or other faculty members. k. Processes are in place to systematically assess student mental and physical health and to address student needs, and to establish school-wide physical and mental health policies and practices. l. Counselors and other professionals develop support groups to address students’ physical and mental health issues, as needed. m. Counselors and other professionals develop support groups to address students’ physical and mental health issues, as needed. n. Students have adults who know about and care for them and can readily access them as needed. o. There are times and spaces for students to meet with faculty to get academic assistance or address personal needs.
  • 31. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 31. SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 6. Teachers are organized into high- performing, instructionally- focused teams that have common planning time within the contractual day several times each week. a. The initial school plan includes weekly common planning time, within the contractual day, for instructional teams to focus on curriculum, assessment, instruction and international connections. b. A plan to monitor and coordinate the use of common planning time is developed. c. As initial school implementation proceeds, grade level teams have regularly scheduled time for instructional planning, three or more times per week. d. Discipline teams have common planning time at least once a month. e. Team meeting time is used to discuss, analyze, and develop plans to meet individual or groups of students’ needs. f. Processes are initiated to monitor the use of time and communicate action steps. g. Common planning time for grade level and discipline teams is fully implemented and teams are functioning effectively to improve curriculum, assessment, and instruction; integrate global content and perspectives; and develop plans to meet individual or groups of students’ needs. h. Teams engage in a reflective process to enhance the use of planning time, completion of and communication about next steps and results. i. Vertical planning and subject- matter discussions take place within discipline teams and across grade level teams. j. Staff is involved in high- performing grade level and / or discipline teams and the majority of instructional planning and curriculum development occurs at the team level. k. Strong vertical alignment across teams is present.
  • 32. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 32. SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 7. Decision-making structures support the efficient functioning of the school and assure effective involvement of stakeholders from the school community. a. The school has a multi- stakeholder site council (e.g. Site-Based Decision-Making committee or School Improvement Council) based on district or state guidelines to assist the school in problem-solving and decision-making. b. The school leader coordinates a process that takes stock of needs as a basis for creating organizational planning structures for the school. c. Structures , both permanent and ad hoc, are created and take action to address the planning and development needs of the school including those that address professional learning, parent involvement, community engagement to support the international mission of the school, coordination of community agencies and school partners, and post-secondary access and college credit opportunities. d. A system of school structures works in alignment to assure the effective and efficient operation of the school. e. There is demonstrable evidence of the impact of the school’s governing structures on the functioning of the school and the outcomes for students. f. There is an internal monitoring and feedback process that assures the effectiveness of the system and its components.
  • 33. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 33. SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 8. Students are grouped heterogeneously for instruction except for limited, targeted efforts to accelerate specific learning outcomes. a. Students are assigned to classes heterogeneously, to the maximum extent possible. b. Instruction matches the needs and interests of the students and is consistent with the skills, knowledge, and dispositions contained in the ISSN Graduate Profile. c. The faculty develops interventions and acceleration strategies to provide for students who need concentrated academic support or enrichment. d. School schedules and course offerings are organized to support responsive learning environments and student access to academic support services. e. School structures allow for tutoring, counseling, and parent training programs to support student learning and student access to all instructional offerings. f. Students have multiple opportunities to participate in before-and after-school intervention and enrichment programs. g. School scheduling enables middle school students to have access to high school level courses and high school students to have access to college level courses. h. High expectations are held for all students and instruction is rigorous and consistent with the skills, knowledge, and dispositions contained in the ISSN Graduate Profile. i. The school systematically organizes students into flexible, needs-based groups, as appropriate, to accelerate mastery of local and state standards; and national and international guidelines for academic performance. j. The school seeks and obtains additional funds to substantially enhance academic support for students, and increases opportunities for heterogeneous grouping.
  • 34. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 34. 9. Decisions about critical school policies and practices are made at the school level and are informed by data on student progress and performance, evidence of effective practice, local context and contractual obligations. a. School leaders and staff have decision-making authority for recruitment and admissions,, staffing, budget, instruction, scheduling, and discipline in accordance with local initiatives and policies. b. School leaders and staff develop a plan for collaborative decision- making that defines roles, responsibilities, and organizational structures. c. A liaison at the Central Administration level is identified and serves as a partner with the school leadership team. d. The school uses its authority to make decisions regarding recruitment and admissions, staffing, budget, scheduling, instruction, and discipline, and works with the district liaison to advocate with local and state governing agencies as needed. e. Specific roles, responsibilities and decision making processes are implemented and refined as needed for workability. f. Decision- making authority is implemented at the school level, and roles and responsibilities are clearly defined. g. Governing agencies are kept well informed of the rationale for programmatic decisions and processes are in place for negotiating any perceived conflicts in policy and practice. h. Structures for ongoing discussion, collaborative decision-making, reflection, refinement of processes, communication, and leadership are distributed throughout the school and involve parents and students where appropriate. i. Evidence exists that the school’s use of decision-making authority is linked to increased student achievement. j. Collaborative decision-making structures are sustained even during changes in key leadership. k. Close communication exists between the school and local governing agencies to ensure ongoing support. SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 10. The school provides opportunities for meaningful decision- making and engagement by families and students. a. Prior to the school’s opening, a committee is established to promote family engagement. b. A family-teacher-student organization is created. c. Numerous structured and informal opportunities exist for families to provide input and feedback to the school and interact with faculty. d. Multi-lingual support is available as needed. e. A student council and/or student government is established. f. The family-teacher-student organization plans activities in support of school-wide initiatives, international learning, and student enrichment. g. Systems of communication and feedback are established to engage families and guardians in important decisions. h. The family-teacher-student organization is an integral part of the school leadership and is an important support mechanism for teaching and learning. i. Student voice is respected in decision-making, reflection, and developing the school culture. j. Families and students are members of a fully functioning school decision-making structure. k. A permanent coordinator is in place to promote parents’ and students’ ongoing engagement with school life. l. Families and students are given leadership opportunities to engage in important issues that impact learning.
  • 35. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 35.
  • 36. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 36. PROFESSIONAL LEARNING Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 1. School leaders, faculty, staff, and partners are continuously focused on understanding and implementing the ISSN school design. a. The faculty reads and discusses the ISSN School Design Matrix, compares it with National, State, and Local mandates and initiatives, and develops work groups for implementing the ISSN Design and Implementation Matrix and Graduate Profile. b. School leaders, faculty, staff, and partners engage, as a community, in collaborative discussions and establish shared norms for professional learning. c. Collaborative norms are systematically used and valued by the professional learning community. d. Faculty teams use the ISSN School Design Matrix to gather data, assess current levels of implementation, identify and address gaps or areas of slow progress, investigate alternatives or potential improvements, identify resources, make recommendations and communicate findings to the school community. e. The professional learning community, through its shared leadership and decision-making, is known for a culture of trust, respect, inclusion, and producing results. f. The faculty develops and implements one unified school development plan that aligns the ISSN School Design Matrix and Graduate Profile with National, State, and Local mandates and initiatives and is viewed as effective for enhancing teaching and learning. g. The faculty implements, analyzes, reflects, researches, and uses data to revise and refine the unified school plan which results in student achievement that meets or exceeds local and state standards; and meets national and international guidelines for student performance. h. The school community serves as a model for and mentor to new international studies schools. 2. School leaders, faculty, and staff collaboratively reflects on and analyzes existing classroom practices to improve teaching and learning. a. The faculty develops shared norms of practice based on the school’s mission and evidence of effective practices. b. The faculty engages in collaborative discussion and work focused on improving instruction. c. The faculty engages in collaborative discussion and work that is structured by the use of tools and strategies including review of student work, analysis of student performance data, and peer observation and protocols. d. The faculty uses the results of their collaborative work to strengthen instruction. e. Tools and strategies to structure collaborative work are detailed, and might include critical friends groups, lesson study, walkthroughs, shared research, and peer mentoring. f. The faculty shares the results of their collaborative work and employs a variety of strategies to enhance instruction and support one another across the ISSN. g. The faculty uses a sophisticated array of tools, and strategies to structure collaborative work including shared research. h. The faculty uses evidence of improved teaching and learning to guide collaborative work. i. The faculty is actively engaged in Communities of Practice within and across disciplines as well as within and outside ISSN.
  • 37. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 37. PROFESSIONAL LEARNING (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 3. School leaders, faculty, staff, and partners engage in professional development to acquire, use, and create new knowledge of international studies, the academic disciplines, and pedagogical skills. a. The school adopts policies and standards to guide professional development. b. The faculty develops individual professional growth plans aligned to the ISSN Teacher Profile. c. The faculty participates in professional development to strengthen discipline knowledge, international understanding, and pedagogical skills, including that provided through the ISSN. d. Teachers are accountable for demonstrating their ability to provide responsive instruction and foster high performance by all students. e. School leadership works with faculty to develop a school-wide professional development plan based on student achievement data and identified needs from the faculty. f. Each grade level and/or department team and individual has a professional development plan that aligns with the school- wide plan. g. The school community participates in on-going professional development, including that provided through the ISSN, and uses the knowledge and pedagogical skills gained to strengthen instruction and to broaden their understanding of internationally significant issues. h. The faculty participates in professional development to strengthen discipline knowledge, international understanding, and pedagogical skills on a monthly basis, and use this knowledge to enhance classroom instruction. i. The faculty formally share knowledge and materials in scheduled professional development activities and establishes action steps and timelines to improve teaching practices. j. Faculty actively participates in network-wide activities of the ISSN, sharing practices and materials, and working collaboratively on the development and refinement of curriculum, assessment, and instructional practices. k. The school shares knowledge and materials with school partners, as appropriate. l. The faculty formally shares knowledge and materials acquired from outside sources with other school staff in scheduled professional development activities. m. The faculty contributes to professional organizations, present at conferences, and publish in the literature based on professional development and practice that has produced positive, measurable results.
  • 38. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 38. PROFESSIONAL LEARNING (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 4. Grade level and discipline-based teams use student achievement and other data to inform decisions about teaching and learning. a. The faculty, organized in teams, periodically analyzes achievement and other readily available data to identify learning gaps and establish school-wide priorities for instructional improvement. b. The faculty is provided with training in formative assessment and each grade- level and disciplinary team is expected to identify or develop tools for formative assessment. c. Three or four times per year, staff, organized in teams, analyze achievement and other readily available data to identify learning gaps and establish school- wide and team- based priorities for instructional improvement. d. Data from formal assessments are supplemented by information collected through staff- developed formative assessment measures and targeted observations. e. School-wide trends suggesting achievement gaps among student groups are analyzed and appropriate interventions are implemented at the team level. f. Teams systematically analyze assessment and other data at regular intervals. g. Readily available data are supplemented by information collected through staff- developed formative assessment measures, collaborative discussion and analysis of student work using protocols and rubrics, and targeted observations, including surveys of parents, students, and other key stakeholders. h. Changes in instructional practice are evidence-based and informed by data, and made at the team level. i. Sharing of data and successful practices occurs across teams. Implementation of these data- driven practices is linked to increases in student achievement on local and state standards; and national and international guidelines for academic performance.
  • 39. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 39. PROFESSIONAL LEARNING (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 5. The faculty identifies and uses opportunities for international travel and learning. a. Staff research opportunities and develop initial plans for international travel. b. Staff members travel abroad during their tenure at the school and incorporate travel experiences and perspectives in their teaching. c. Staff members traveling abroad informally provide information and materials to other teachers. d. At least one teacher and/or student from outside the country visit the school each year. e. Faculty travel abroad during their tenure at the school and incorporate travel-based lessons effectively in the standards- based teaching of their discipline. f. Staff members traveling abroad formally provide information and materials to other teachers in scheduled professional development activities. g. At least one teacher and one student from abroad spend a month or more at the school. h. Faculty travel abroad during their tenure at the school and design standards-based units of study that incorporate travel experiences international perspectives, and resources to expand student experiences. i. Staff members traveling abroad formally provide information and materials to other teachers and colleagues outside the school in scheduled professional development activities. j. There is a “Visiting Teacher in Residence” Program in which one or more foreign teachers spend at least a semester at the school. k. There is a “Visiting Student in Residence” Program in which one or more foreign students spend at least a semester at the school.
  • 40. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 40. PARTNERSHIPS Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 1. Parents, families, and guardians are productively involved in school life. a. The staff creates a welcoming, accessible, and responsive environment for parents, families, and guardians in the school. b. The school provides families regular orientations and materials on the school program and its international focus. c. Parents, families, and guardians understand and support the concept and importance of the international focus of the school. d. Parents, families, and guardians are in regular communication with classroom teachers and administration about the progress of their children. e. Easily accessible structures are developed for parents, families, and guardians to be involved in school governance (e.g., School Leadership Committee, Family, Teacher and Student Organization, and other school committees). f. School leaders and the staff communicate with parents, families, and guardians through a variety of publications, media and forums and in languages other than English, as needed. g. The school has a system in place for engaging parents, families, and guardians on a wide variety of school issues. h. Systems are in place to respond to parents, families, and guardians’ needs in supporting their child’s academic achievement and they are invited to help assess students’ major project presentations. i. Systems and referral mechanisms are in place to aid parents, families, and guardians in improving their own skills and knowledge and to participate in learning activities within and outside of the school. j. Parents, families, and guardians are actively involved in school life and their children’s education. k. Parents, families, and guardians regularly participate in the assessment of students’ major project presentations. l. Parents, families, and guardians, in collaboration with school staff and community partners, create their own learning and support community that provides multiple opportunities for family seminars, support groups, etc. 2. The school leaders and staff respect and appreciate the cultures, backgrounds, and values of their students' parents, families, and guardians and build on those assets to strengthen the school’s international dimension. a. The school hosts events that bring parents, families, and guardians into the school on a regular basis, including events to welcome families and highlight the community’s cultural backgrounds. b. The school identifies resources to assist in communication with parents, families, and guardians that align with their cultural and linguistic background. c. The school collects data on parents, families, and guardians’ talents, interests, and other resources that can be used to support and enhance school programs. d. Parents, families, and guardians share their cultural backgrounds with the school community in support of the international studies curriculum. e. Parents, families, and guardians systematically share their cultural heritage with the school community. f. Parents, families, and guardians assist staff and students in deepening their cultural awareness of and sensitivity to the needs and backgrounds of their diverse school community. g. Staff members have a deep understanding of the cultures of the parents, families and guardians, and value their contributions to the school. h. The cultures of parents, families, and guardians are considered an asset and are consistently used as a basis for enhancing international understanding.
  • 41. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 41. PARTNERSHIPS (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 3. The school develops key partnerships with organizations such as out of school time providers, institutes of higher education, businesses, and arts and cultural institutions which support student learning and enhance the school’s international focus. a. The school identifies and establishes communications with potential partners to create shared roles and opportunities that offer advisement, access to resources, internship and service opportunities, participation in school projects, and financial support to the school. b. The school establishes a network of partnerships and begins to use these partnerships to provide opportunities for student learning within and outside the school. c. Structures are provided for community partners to take steps toward institutionalizing school partnerships (e.g., international career fair, community and service learning opportunities, student travel.) d. Initial partnerships with community colleges, 4-year colleges, and other post- secondary institutions are established to familiarize them with the school and to begin to explore visitations, dual credit opportunities, and seminars. e. The school expands its network of partnerships and begins to use these partnerships to provide opportunities for student learning within and outside the school. f. A system to cultivate and maintain internationally- focused partnerships and student opportunities is implemented and includes a designated staff liaison to oversee the process (e.g., school advisory and an international studies advisory council). g. Partnerships with institutes of higher education provide the opportunity for students to enroll in college courses, use university facilities for research and recreation, and participate in academic and cultural events, creating a comfort level with the higher education environment. h. There is a seamless integration of learning experiences for students provided on and off campus by key partners. i. The school has stable and sustainable partnerships that provide opportunities for student leadership, planning, and initiative. j. The school has established internationally-focused partnerships including those with institutions abroad that further the international mission of the school.
  • 42. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 42. PARTNERSHIPS (CONTINUED) Key Elements Beginning Emerging At Least 50% Proficient At Least 75% Exemplary At least 90% 4. Community-based family service providers work in collaboration with school staff to ensure students’ physical, social, and emotional health. a. The faculty learns about the physical and mental health needs of students, assesses trends in students’ health issues, and begins to explore partnerships with community service providers in support of students’ needs. b. Grant opportunities and other funding mechanisms are explored to establish community health partnerships. c. The school has a system for assessing the physical and mental health needs of students in collaboration with community service providers. d. Partnerships with community service providers are formed to address students’ physical and mental health needs. e. Partnerships with community service providers receive funding from sources outside the school budget. f. There is a school committee made up of multiple stakeholders from within and outside the school that provide a comprehensive safety net of physical and mental health services to support students’ and families’ well being. g. A broad mix of funding sources provides substantial “outside” support for community health partnerships. h. The school has developed stable and sustainable partnerships with community service providers ensuring a system of physical and mental health services for students, parents, families, and guardians. i. The school has evidence that physical and mental health problems have been reduced by intervention.
  • 43. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 43. The ISSN Design Implementation Rubric is intended to assist educators who are part of the Asia Society’s International Studies Schools Network throughout all phases of the development of their schools. The Matrix Implementation Rubric:  Provides a blueprint for schools in planning, designing, and opening an ISSN school  Guides implementation and supports school wide reflection and self-assessment of implementation progress  Provides data needed to plan for continued growth and development as a Professional Learning Community from inception to sustaining a process of continuous improvement; and  Provides a framework for evaluating the effectiveness of the Asia Society ISSN design principles. How to Read and Use the School Design Implementation Rubric Variables: logic…beg to emerging, not every instance has to be there. Preponderance of activity has to be x; *=reaching….; not right to have progressively higher category. Hold question about whether there are elements we run up against where we need the 50%, 75%, 90% The ISSN criteria are not repeated across each level of implementation; rather, everything identified in the BEGINNING level is subsumed in the EMERGING, PROFICIENT, and EXEMPLARY levels. The criteria are intended to be appropriate to the specific stage of development. There is some intentional repetition of criteria across domains to ensure internal coherence and consistency across the entire rubric. As you read the ISSN Design Rubric you will see that the header for each key element also include percentages which are intended as rough guidelines for the expected level of intensity or depth of implementation of specific criteria across the faculty or student body. You will also find criteria for which the percentages have no significance. The percentages are a general measurement guideline to be considered only where appropriate. There are many ways to approach engaging planning teams, faculty and community in reading and understanding the Implementation criteria. Below is one suggestion.
  • 44. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 44. • Select one domain to focus on for a week or the period of time between professional development sessions. Determine the most appropriate group to review the domain and participate in follow-up discussion of the school’s progress in that domain. Groupings might include grade level teams, departments, “interest alike” groups, the whole school faculty, or faculty-parent committees. Convene the appropriate group and: o Skim the document as a group and discuss any areas that may need clarification for common understanding. o Assign everyone (or small teams) the task of reading the criteria again in more detail, highlighting those that they feel the school has mastered to the level of expectation and those where further work must be done. o Over the designated period of time, ask the participants to observe the work going on in the school looking for evidence that matches up with these criteria. In the column provided, note observations and cite evidence. If possible, collect the relevant data and evidence such as test scores, student or parent comments, and etc for review at the next meeting. o Ask the group to bring their notes and data to the follow-up session where discussion and reflection will occur. Consider the quality and appropriateness of the data that has been collected, and determine what additional information should be gathered. When there is adequate information available to make informed judgments, identify areas of apparent success and challenges to address. Determine next steps and timelines. o Over the course of the year the entire ISSN Rubric could be discussed in this fashion. Look for connections to other events in the school. For example, periods of testing might be a good time to make observations and gather evidence on the assessment domain of the matrix. Or discuss the Family and Community Partnerships domain as the school prepares for Parent Orientations, Back to School Night, Parent Conferences, or Career Day Events. In designing Professional Development and support for the school’s use of the ISSN Rubric, ISSN Coaches may ask principals which aspects of the rubric will be the most challenging. The process of review and backwards planning might then begin with a guaranteed success to build momentum or begin with an identified challenge to get participants engaged. The decision about where to begin should be guided by
  • 45. © 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools 45. the immediate concerns of the school community, the level of expertise and experience at the school, and the local context so that the ISSN Rubric becomes a powerful support for growth and development and meeting the specific needs of each school.