ProposalforaNew* DenverCenterforInternationalStudies...

Application to Establish a New Performance School

Proposal for a New Denver Center for International Studies

Model School

Submitted by Daniel P. Lutz, Principal, Denver Center for International Studies

Stephen Parce, Assistant Principal, Denver Center for International Studies Theresa Harrold, Teacher, Denver Center for International Studies Jennifer Portillo, Teacher, Denver Center for International Studies

April 16, 2010

Proposal for a New School: A Denver Center for International Studies Model School

EXECUTIVE SUMMARY (4 pages)

1. Mission and Vision. State the mission and vision of the proposed school. Present the

school’s core values about teaching and learning, and highlight the innovative and research-driven elements of your school.

The world presents unfathomable opportunities for our young adults if they are prepared with the knowledge, skills, awareness, and attitudes to address global challenges. We need young citizens trained and capable of making this world a better place, both internationally and in our communities, as our very neighborhoods are increasingly touched by global realities and influences. The replication of the highly successful Denver Center for International Studies (DCIS model) will address this need for high performing options in DPS for parents and students in grades kindergarten through twelve. As a world-class school affiliated with the International Studies Schools Network (ISSN) and in partnership with Asia Society, a nationally-recognized organization focused on international and intercultural affairs, it will prepare students in the fields of world languages, the study of cultures and cross-cultural communication, international issues and conflict resolution, and the connection between community issues and the larger global challenges. The ISSN will support the development of the Denver Center for International Studies 2 (DCIS2) as a new network school based on the essential design framework and principles that guide the development of all ISSN schools. Funding through the Bill and Melinda Gates Foundation will contribute to the development of DCIS2 for up to a four-year period through a grant that is matched at 50% by the school district up to $50,000 per year, pending a proposal approved by Asia Society. Certain fee-based services are included in the grant, including professional development opportunities for the school leadership and faculty, and provision of a school coach. The mission The mission of the DCIS2 is to prepare students for college by developing multilingual, inter-culturally competent citizens who are actively involved in our rapidly changing world. Learning philosophy and unique school characteristics DCIS2 will extend the success of the current school in promoting student achievement. To create a unique and outstanding educational experience the new school will combine best practices from its own history with proven educational practices from outstanding models of public education, historically such as Philadelphia’s Bodine School of International Affairs and New York’s Central Park East, and, of course, established ISSN schools. These are schools that manifest an understanding of learning that defies low expectations of students. Like these schools, DCIS2 will offer “a rich and interesting curriculum full of powerful ideas and experiences aimed at inspiring its students with the desire to know more, a curriculum that sustains students’ natural drive to make sense of the world and trusts in their capacity to have an impact upon it.”1

Using the international focus both for content and as a tool for student engagement and learning, DCIS2 will personalize student learning to ensure that every child succeeds. Ascribing to principles essential and fundamental to the school’s character, the school will expect its students to:

• be lifelong learners • be passionate • be ready to take risks • be able to problem-solve and think critically

1 Deborah Meier, The Power of Their Ideas (Boston: Beacon Press, 1995), 16.


• be able to view things from multiple perspectives • be able to work independently and with others • be creative • care and want to give back to their community • persevere • have integrity and self-respect • have moral courage • be able to use the world around them well • speak well, write well, read well, and work well with numbers • truly enjoy their life and their work.2

DCIS2 and its approach to international education will include the following:

• At least four world languages offered in grades K-12. Students will have the opportunity to become functionally fluent, to take content classes in their chosen world language in the eleventh or twelfth grades, and to develop specific translation skills.

• A strong emphasis on cross-cultural immersion, including international travel and exchanges. • A diverse enrollment economically, ethnically, racially, and internationally as a reflection of the

world’s diverse cultures. Admission will be open to students with a broad range of academic backgrounds, but will require motivation to excel.

• A strong personalalized advising process will ensure each student makes the most of the educational opportunities available.

• Personal, active learning in which students learn to relate global issues to the challenges of our own communities and to the concerns and interests of the students and their families.

• Service learning and involvement in community organizations to connect the classroom to the real world.

• Leadership and articulation skills developed through major projects and graduation portfolios that require students to demonstrate initiative, organization, time management, presentation skills and documentation.

• Critical thinking, problem-solving, and creative perspectives fostered in the students’ work and honored in their achievements.

• Opportunities to study and practice international arts as a cultural entry to understanding people around the world.

2. Target Population

The school’s enrollment will emphasize three primary areas of diversity: ethnic, economic, and geographic diversity. Inclusiveness that reflects each of these aspects of diversity is essential in having a truly international school. All enrolled students should have their “comfort zones” challenged as they learn to interact productively with people from diverse backgrounds, and specific strategies will be in place to facilitate student learning in the area of personal communication. Achieving enrollment diversity in these three areas will require intensive promotion and recruitment activities that will reach and appeal to the diverse populations. The enrollment targets for ethnic balance will reflect the district’s ethnic distribution but exceed its diversity balance with the following ranges: American

Indian African-

American Asian Hispanic Other

2 Dennis Littky, The Big Picture (Alexandria, Virginia: Association for Supervision and Curriculum Development, 2004), 1.


District (2003) 1.1% 16.2% 3.5% 54.1% 25.2% DCIS target range 1% 30% 10% 40% 19% The school’s economic diversity will be measured by the number of students participating in the free and reduced lunch program; we intend that at least 45% of the students enrolled will qualify for this benefit. The school will seek geographic diversity by enrolling students from every high school attendance area in the district. Transportation benefits for students coming from distances greater than three miles are proposed below to ensure this goal can be facilitated without appealing only to families that can afford the time and expense to bring their children to the school. Students in the current DCIS represent economic and geographic diversity, and demonstrate high achievement. In DCIS2, high achievement will not be acquired by enrolling only students who have already achieved and demonstrated high levels of achievement. This will be a school for all students who demonstrate the desire for the focus and learning approaches of the school, and whose parents commit to active involvement and support of the school’s goals for their children. The vision of inclusiveness extends to students whose first language is not English, whose country of origin is not the United States, and who may have special needs. Classes will be conducted in English, but ESL strategies will support the non-native English speakers. The curriculum and teaching methodology, expertise, and certification will be capable of embracing each individual student as an essential asset of the school's instructional community – and all students in community together as a hologram of the diverse world they are studying. 3. Education Plan

DCIS2 will have a vital, active international curriculum that results in high achievement for a diverse K-12 enrollment. The curriculum will be extended from the model already established by DCIS. The school will provide developmentally appropriate approaches to learning experiences in each division through teaching methodologies that address "multiple intelligences"3

in the following areas:

• World language skills • World cultures • Intercultural understanding and communication. • World issues • Conflict and conflict resolution • Geography • Comparative history • Current events • International arts

The instructional character of the school will be significantly strengthened by elements such as:

• Literacy and core content material for all grades that is blended with the school’s international focus.

• Integration of the curriculum, both across disciplines and throughout all grades. This includes integration with English, math, and science courses so that both the core skill areas in these disciplines and the international focus of the school are constantly reinforced.

3 Howard Gardner, Multiple Intelligences: New Horizons (New York: Basic Books, 2006.


• International options in physical education and art such as tai chi, Tai Kwan Do, international team sports, and international visual/spatial and performance arts integrated into the academic curriculum and also available in extended day offerings.

• A strong advisement program as a tool for teachers and students to nourish a positive school culture that reflects the school’s international intent, and to focus on students’ individual achievement, completion of school requirements, career aspirations, and college articulation.

• Application of knowledge, challenging students to “think globally and act locally” through community involvement.

• A college preparatory curriculum that expects high achievement from all students and provides the necessary support to reach those expectations.

Intercultural experiences and world travel One particularly potent feature of the DCIS curriculum has been the opportunities for intercultural experiences and international travel that have been made available to its students. These experiences, grounded in the DCIS curriculum, have had a profound effect on the program’s students. Those who travel develop a maturity beyond their years, sensitivity to others, a dramatically increased ability to be flexible and adaptable, and most notably a self-knowledge that comes with a greater sense of connection to others. These opportunities will be enhanced at the new DCIS school in several ways. These opportunities will continue at DCIS2 through fundraising, particularly through the efforts of the DCIS Foundation (see the Parent and Community Involvement section), and through continued joint efforts such as DCIS’s existing partnership with a variety of non-profits linked to international education including but not limited to, Asia Society, Americans Promoting Study Abroad, Rotary International, Denver Sister Cities, and Arts Street. A growing relationship with the US State Department through previous exchange programs sponsored for our students assures our continued attention to appropriate security with these exchanges. Additionally the school will develop and promote domestic intercultural experiences for students not ready or able to participate in international exchanges and travel. Like the international travel experiences, domestic travel will also be connected to the curriculum through the study of historical events, experiences in inter-cultural contexts, and/or skill development in areas such as archeology. The larger staff that will be available when the program expands to a full school makes faculty sponsorship possible for such activities. Integrated activities One of the hallmarks of DCIS has been key activities in which students expand and deepen both their understanding of international affairs and their developing leadership and citizenship skills. While the program has had many extracurricular activities, some of them are considered co-curricular because of their reinforcement of the learning in the base program. At DCIS2, co-curricular activities will link with specific courses at each grade level, with objectives of the activities directly connected to course learning objectives. Extracurricular activities will be linked to the program more generally, giving all students a greater sense of real-world relevance for their academic focus in the school, as well as addressing the diversity of students’ learning styles. Faculty sponsorship of these activities will be strengthened in the expansion to a second DCIS school because of the increased number of faculty available, all of whom will be dedicated to the school’s focus.

DCIS Diploma of International Studies Students completing specific elements of the thirteen-year sequence will be awarded “milestone” certificates. Students completing all requirements of the middle school level will be presented with a special continuation certificate. Students completing all requirements of the school at the end of high school will be awarded the Diploma of International Studies, already established at the current DCIS. A


DPS high school diploma will be issued to all students satisfying the high school graduation requirements for Denver Public Schools.

4. Leadership and Management

DCIS2 will be established by the strong team of educators and administrators who have created and built the existing DCIS 6-12 Model. DCIS schools will be led by Dr. Dan Lutz, Founding Principal and leader of the Denver Center for International Studies. His leadership and management team includes: Stephen Parce, Assistant Principal of DCIS, Jennifer Portillo and Theresa Harrold, lead teachers at DCIS, and Kate Farmer, Community Relations Director.

LEADERSHIP STATEMENT The leadership team of DCIS2 will consist of a principal, a business manager, three designated lead teachers, and a community relations director. Each member of the leadership team will fulfill DPS qualification requirements; in addition they must fulfill DCIS2/ISSN requirements for leadership that include international education leadership experiences, cross-cultural experiences and intercultural communication skills, fluency in a second language, and deep knowledge about the ISSN school design matrix (see Appendix 1) and other guiding documents for the school. The principal will be the chief academic leader of the school and will have oversight over all school operations. The leadership style of the principal will be responsive and collaborative with all teachers through both formal and informal processes, structures, and committees. Formal collaboration will be developed with the teacher leaders, School Leadership Team (SLT), Collaborative School Committee, the DCIS community relations director, the business manager, and the various instructional/data teams. The business manager will handle all financial and logistic issues of the school and the teacher leaders will be full-time teachers but will receive stipends for their additional responsibilities. A teacher leader will be appointed for each of the instructional levels (elementary, middle, and high school). At least one of the teacher leaders will be appointed from the design team and/or from the design team that assisted in the development of the current DCIS. The community relations director will have an intimate knowledge of the ISSN/DCIS2 school design matrix and other guiding documents, international/intercultural experiences, be fluent in at least one other language (preferably Spanish) in addition to English, experience in establishing community partnerships with schools and student groups, event organizational skills, fundraising skills, excellent basic and intercultural communication skills, experience in public relations, fundamental knowledge of the curriculum framework of the school in order to relate community connections to students’ learning, and must have an initial network of contacts relevant to the school at the time of appointment. Leadership succession will be supported by ISSN and Asia Society. The potential for future leadership through this national network of schools, each of which have a vision, mission, and design framework in common with both DCIS schools, presents outstanding promise for sustainability of the DCIS vision and achievement. See Appendix 2 for an organizational chart of the leadership structure. Dr. Dan Lutz, current principal of DCIS and director of the design team, will remain as director of the DCIS schools for three years to insure development of DCIS2 according to the vision expressed in this


document, provide coordination and synergy with the current DCIS, and facilitate and support the professional development of the leadership team and faculty. Design Team Members Daniel P. Lutz, Ph.D., Principal, DCIS Dr. Lutz began his education career in a unique program that combined the Teacher Corps in New York with the Peace Corps in Afghanistan. This experience gave him his start as a high school teacher, a Masters degree in Cross-Cultural Education and a passion for international education. After working as a trainer for new Peace Corps Volunteers in Iran, he returned to the U.S. to teach in the Denver Public Schools. He became the Director of the CIS Magnet Program at Denver West High School in 1985, and has enjoyed the creativity of international and cross-cultural program development for high school students. In 1992 he completed his Ph.D. in Curriculum Leadership from the University of Denver. He has taught graduate classes in global education for the University of Denver and the University of Colorado at Denver. One of the founders of the Korean Heritage Camp for families with adopted children from that country, he later served on the Board of Directors for Colorado Heritage Camps, an organization that expanded the concept of the original camp to six others. He was the creator, chief proposal writer and editor for the school board-approved proposal for the current DCIS. He has been the writer of numerous grants awarded to CIS/West and DCIS, and was the facilitator for the development of the DCIS Foundation. Jennifer Portillo, Social Studies teacher, CIS/West and DCIS As a student at Manual High School Ms. Portillo participated in a trip to China in 1980. Their group was one of the first American high school groups to travel to China, and it inspired her to study Chinese in college and to return to China for a longer stay. She earned a B.A. in History from Tufts University in 1986. One of her classes at Tufts was a summer program in France, where she lived with a French family and traveled weekly to Geneva, Switzerland to visit UN organizations such as the World Health Organization and UNICEF. While in college, she also studied Hebrew and spent two weeks in Israel. In 1986 she was an exchange student at Beijing Normal University and then spent two years directing the exchange program in China, teaching English to the faculty of the university, and working as a part-time researcher for Newsweek magazine. Returning to the U.S. after the Tian An Men Square incident in 1989, she attended the University of California at Los Angeles, where she received a Masters Degree in East Asian Languages and Cultures and completed the coursework for a Ph.D. She speaks, reads, and writes Mandarin Chinese. She was attracted to DCIS because it was the only school in Denver teaching Chinese, she served on the Board of Directors of the DCIS Foundation before joining the faculty. She started as a teacher with CIS/West High and was one of the original teachers for DCIS when it opened in 2006. She is a pilot teacher for the development of the DCIS Graduate Portfolio System (GPS). Theresa Harrold, Mild/Moderate teacher, DCIS Theresa Harrold, DCIS's Intervention Specialist, has been with Denver Public Schools for five years. As an Intervention Specialist she has worked with students, teachers, and parents to support students in achieving their academic goals. She received a B.A. in English Literature from Fort Lewis College and her MA in Special Education from the University of Colorado at Denver. Prior to joining DPS she taught English as a Second Language in Asuncion, Paraguay. While living in South America she traveled through Chile, Brazil and Argentina. Stephen Parce, Assistant Principal, DCIS Mr. Parce is a Colorado native and the fourth generation in his family to teach in DPS, Mr. Parce received his first degree at Concordia College in Moorhead, MN with a triple major in Business Administration, German and Psychology. He earned his second degree and teaching license at the Metropolitan State College of Denver with a major in History and a minor in Sociology. He earned his principal's license and


his Master's degree in Administration, Supervision and Policy Studies at the University of Colorado, and began his studies for a Ph.D. in Administration, Supervision & Policy Studies at the University of Denver in 2009. Prior to coming to DCIS, Mr. Parce was an assistant principal at the Contemporary Learning Academy, DPS Night School and the GED Program for five years. He has taught Computers & Technology classes at Morey Middle School to both students and teachers, and also taught a variety of subjects at Skinner Middle School that included Social Studies, English as a Second Language, World Languages, and Computers and Technology. Mr. Parce has studied French, Spanish, German, Japanese, Esperanto, and some Chinese, and has had the opportunities to travel to over 30 countries in North America, Europe, Africa, and Asia. He is working towards the goal and experience of continuing his travels and studies around the world as a life-long student. He has been with DCIS since it opened and has been instrumental in establishing many of the school’s infrastructure. Shari Albright, Executive Director, International Studies Schools Network, Asia Society Ms. Albright serves as the Chief Executive Officer of the Asia Society International Studies Schools Network, a national network of small, internationally-themed secondary schools dedicated to preparing college ready, globally competent citizens for the 21st century. Prior to joining the Asia Society, she served as the principal of a public, magnet school in the North East Independent School District in San Antonio, Texas, the International School of the Americas, which was the recipient of the Goldman Sachs Prize in International Education. With this proposal she serves as the key representative of Asia Society in supporting the efforts to establish DCIS2. Explain the circumstances and motivations that brought the Design Team together to propose this school: The Design Team decided to replicate the DCIS and to create DCIS2 based on its first school’s academic current success, long waitlist, and strong community interest. After only three years DCIS has met its overall admission targets, its enrollment diversity goals, and has achieved “green school” status with its School Performance Framework (SPF). With the last SPF, DCIS was in the upper right quadrant of schools, reflecting both high achievement and high growth. In the last two years the demand for admissions has grown to several hundred, with many potential applicants turned away because of the existing waiting list. (See Appendix 3, Quick Facts).

DCIS experiences minimal student attrition from year to year. We believe one of the components for this high interest in the school is the faculty’s passion for its students, the school, and its mission. Everyone is mission-driven to prepare students for college with unique and advanced global competencies for our rapidly changing world. There is great interest from several communities in the DCIS model which has encouraged the school to replicate and open in their area, particularly in Green Valley Ranch, Montbello, and Parkfield. Investigations of interest and need were explored through many conversations with members of communities in which DCIS2 might be established. Community meetings were held with community and school leaders when DCIS was first exploring the possibility of expansion in the fall of 2008. On March 5 and 23, 2010, community meetings were held with representatives of the far northeast area of Denver as interest in the possibility of a second DCIS grew, and we were encouraged to pursue this proposal. Key far northeast community leaders have included State Senator Michael Johnston; Pat Hamill, CEO of Oakwood Homes; Charles Robertson, Community Advocate; Landry Taylor of Urban League; and Kristen Sharp of Padres y Jovenes Unidos. DCIS is a member of the International Studies Schools Network (ISSN), which provides professional development for the staff and teachers to support the instructional model. ISSN hopes to create a cluster


of schools in the metro Denver area to support a network of schools. Such networks already exist in regions centered in Los Angeles, Houston, Chicago, New York City, and Charlotte. Leadership Philosophy Leadership Statement for Denver Center for International Studies 2 DCIS2 will extend the success of the current DCIS school in promoting student achievement. To create a unique and outstanding educational experience, the new school will combine proven education practices from DCIS and best practices from successful educational models of public education mentioned earlier, and from established ISSN schools such as the Houston Academy of International Studies and Henry Street School in New York. These are schools that manifest an understanding of learning which defies low expectations of students. Educational philosophy for DCIS2 Learning is an active process, and every step in a student’s education should be a product of scaffolded learning that leads to:

• higher order thinking and ever-sophisticated problem-solving skills; • the ability to incorporate and benefit from perspectives other than his/her own; • the ability to articulate that learning; • the ability to apply the learning to real situations; and • the ability to adapt that learning and application to ever-changing realities.

Curriculum views The framework for curriculum and its development must have the following characteristics:

• Curriculum for any unit or course must never be conceived and applied in a vacuum. It must be planned and developed backwards from the desired outcomes, both in the macro view of a K-12 school, and in the view of each level of learning in which students participate.

o Graduation outcomes are the beginning point of curriculum development, with state standards forming the incremental criteria for those outcomes. In addition to DPS graduation requirements and outcomes, however, DCIS2 will also have a Graduate Profile that specifies qualities and skills a graduate from the school must achieve. These incorporate a set of global competencies that have been developed through the collaborative work of ISSN schools and Asia Society. (See Appendix 5, DCIS Graduate Profile). Clarity of alignment between state standards and the Graduate Profile criteria will be developed at the beginning of the development year prior to the new school’s opening.

o Within each discipline each level must have articulated outcomes – skills, knowledge, understandings, sensitivities, awareness, and attitudes – that prepare the student for the next level that ultimately lead to the cumulative graduate outcomes.

• Curriculum must facilitate an active learning process that engages the students’ interests, personal realities, and active thinking processes.

o Relevance to students’ lives and understanding must be created and facilitated by the curriculum and its delivery.

o It must involve inquiry, not just in the framework of teachers’ questions, but must stimulate and develop students’ ability to frame and initiate pertinent questions of their own that will create investment and receptivity to the intended learning.

• Curriculum must both challenge students’ limits from their prior knowledge and life experiences, and create the appropriate bridge to higher knowledge and abilities.


• Curriculum must engage student learning in differentiated ways that employ as many native learning intelligences (Gardner) as possible, and challenges them to develop other avenues of learning not as natural to them, in order to develop flexibility and adaptability for applying and extending the learning.

• Curriculum must utilize interdisciplinary consistency and reinforcement. • Curriculum must build knowledge and skills in large contexts; students must be able to synthesize

skills and knowledge gained from curriculum into larger projects. • Curriculum must have collaborative elements to its design that require:

o Working out problems and developing learning in the context of different perspectives; o Developing articulation skills that clarify learning, first of all in the students’ own minds,

as well as in the minds of teachers for assessment purposes; and o Extending benefits of learning to others through presentations of learning.

• Curriculum must have a service learning aspect to help students see the relevance of the learning, to give them the opportunity for significant and meaningful application, and to develop their own connection to a better world through their learning.

How do we believe adults and children learn best? DCIS2 believes adults and students learn best through:

• Active learning strategies (see above section) • Relevant learning (see above section) • Application of the learning to problems and the creation of substantive products or outcomes • Collaborative processes with other learners • Appropriate scaffolding from the knowledge base at the start of the learning process

One aspect that should be emphasized is that in today’s world (vs. previous generations), children learn best (meaning best quality, best character-building context and framework) with many facilitated interactions with adults outside the traditional insular nature of schools. School partnerships, mentorships, internships, shadowing experiences, service, and interviews connect students to the real world outside the classroom and the school, and prepare them with the view of what the world they are preparing for is really like.4 Course activities such as the Oral Histories project in the Introduction to Cultures connect students with the humanity of history by interviewing senior citizens who have lived history, and whose family stories reflect the impact of history and the dynamics of cultures as they have been personally experienced. (See Instructional Strategies in the Education Plan below.) Most important responsibilities of the school principal The principal must:

• Maintain and nurture the school’s vision and keep it perpetually alive and fresh in the minds and motivations of the entire learning community – teachers, students, parents, volunteers and school partners.

• Develop and maintain a collaborative sense of community-building.

4 Two of many examples:

Denver Commission on Secondary Reform, Not a Moment to Lose: A Call to Action for Transforming Denver’s High Schools. (Denver Public Schools, 2005)

Lisa M. Bouillion, and Louis M. Gomez, “Connecting School and Community with Science Learning: Real World Problems and School-Community Partnerships as Contextual Scaffolds,” Journal of Research in Science Teaching, 38:8.


• Develop and maintain mutual commitment and enthusiasm among the school community so that each individual is responsible both to the integrity of his/her own work and also to the collective health and highest achievement of the school.

• Develop clear expectations of a consistent collaborative work ethic. • Maintain a strong culture of open communication that facilitates authentic collaborative work. • Develop and nurture investment of faculty in the decisions of the school. • Maintain a clear understanding of collective skills needed for school success throughout the

faculty and staff, and lead the community in appropriate professional development and targeted staffing to meet those needs.

• Maintain clear performance expectations of teachers and staff in terms of the school vision, design, and commitment to students’ learning and achievement.

• Provide clear support for the faculty and staff to meet those expectations, and work collaboratively with the faculty and staff to provide relevant and appropriately supportive professional development.

• Work collaboratively with the school district to provide all possible support for the school, its faculty and staff, its students, parents, and entire community to consistently move towards the school vision and meet its mission.

Most important responsibilities of the leadership team As a team, the individuals leading the school must work together to accomplish the following chief objectives:

• Have a clear and articulated passion for the unique mission of the school, for the direct relationship between the mission and the school’s students, and for the students themselves.

• Lead and inspire with a vision of what the school culture should be and how it should be manifested.

• Ensure that all the talents of the entire faculty and staff are integrated to move both the school as a whole and individual students to their highest achievement within the framework of the school’s international vision and all guiding documents, and in terms of state standard and the school’s Graduate Portfolio System (see Appendix 8).

• Manage the talent, efforts, and continuous improvement of the faculty and staff to that end. • Have clear reference points to maintain guidance of the work; guiding documents include a

mission statement, design framework, core values, and an understanding of an assessment and evaluation framework.

• Support the school leader in developing and maintaining a collaborative community. • Make sure all aspects of school leadership are facilitated, on both the operational side and the

teaching and learning side. • Support the school leader in bringing additional resources to the school that will support and

enhance the students’ learning. • Develop and nurture a clear, positive school culture in the context of the school vision, mission,

and core values in such a way that students’ learning environment is safe and supports the effectiveness of their education.

• Be flexible with their roles as the dynamics of the school’s circumstances change so that the quality of the school continues to improve, and be proactive and positive problem solvers

• Support each other to maintain enthusiasm for the school, every member of its community, and for the work that is involved with all challenges; lead the school community in celebrations of success as the most powerful base from which to build.

• Be collaborative to achieve investment in the work among all personnel involved in the enterprise; collaboration must have a clearly understood process in the faculty/staff culture that


includes but goes beyond the purviews of the School Leadership Team and the Collaborative School Committee.

• Develop teacher leaders for defined areas of school development and improvement. • Work towards a collaborative model throughout the staff and faculty to support the development

of instructional and cultural practices that drive continuous improvement. • Have a clear understanding of district curriculum, how the modifications and extensions of

curriculum for the school’s mission can and should be embedded into the curriculum, and how the curriculum throughout the school should be integrated and coordinated both vertically and horizontally.

• Have a clear vision of pedagogy that furthers the school’s mission and connection with students; specifically, the leadership team must promote active student-centered learning that can include problem-based, project-based, and experiential-based learning modes that cross “intelligences” (Gardner).

• Facilitate regular monitoring and evaluation of school performance including teachers, staff, students, and all other support activities.

• Develop a mutual understanding of shared responsibility and accountability based on both district requirements and the specific mission and design of the school.

• Have a vision for assessment of student achievement that is based on both short-term and long-term desired outcomes, both aligned with district and state goals as well as the unique goals and mission of the school.

• Have a vision for and an ability to promote student articulation of their learning in a variety of settings with a variety of audiences, both student and adult, with expectations of increasing levels of sophistication and skill commensurate with the increased depth and maturity of learning levels.

• Have a vision for and promote student voice in the school culture and decision-making, including policies, recommendations for faculty selections, and practices that build positive school culture.

EDUCATION PLAN Curriculum and Instruction The mission of DCIS2 is to prepare students for college by developing multilingual, inter-culturally competent citizens who are actively involved in our rapidly changing world. The substance of DCIS2 in curriculum, instruction, and supporting practices are steered by a set of “guiding documents.” These include the school’s mission statement, school design framework, Graduate Profile, global competencies, core values (see Appendices 1 and 4-7), and this proposal pending approval by the School Board.

1. Instructional Design: DCIS2 will be a K-12 school, different from the current DCIS which only serves students in grades 6-12. There are instructional design differences between the elementary and secondary levels. At the elementary level, one teacher primarily directs student learning across subjects, while instruction tends to be separated by discipline for students at the secondary level. The interdisciplinary opportunities at the elementary level will be a focal point in the new school, and will serve as a base from which to expand at the school’s secondary levels. All DCIS2 students will be members of an advisement group that will support individual participation and building of the school culture, self-monitoring of achievement and growth, and the consolidation, reflection, and presentation of learning. Cross-grade combinations of advisement groups will develop


school culture, leadership, and student-to-student mentoring. Mentoring and tutoring from secondary students for elementary students will be organized through the Advisement program. The basic learning environment that will be common across all grades is a combination of classroom based instruction, service learning, interdisciplinary learning projects, writing labs, world language labs, small group and large group presentations of learning. Integration of the adult community involved in the international arena -- non-profit organizations, public, and corporate enterprises – will connect instruction to the DCIS Graduate Profile (Appendix 4). The design and approach will be differentiated according to developmental levels, but it should be noted that even the youngest of the DCIS2 students will have these broad learning experiences. It is in the early exposure to this dynamic learning environment and its consistent and increasingly sophisticated nature up through the grades that will prepare students for the highest level of skills, knowledge and international competencies by the time they graduate from the school. The learning environment will certainly challenge students more as they move towards and through secondary levels. DCIS2 students will participate in many local and international learning activities modeled after the current DCIS that. Intercultural learning experiences off campus are related to and integrated into course curricula and Graduate Profile criteria. These experiences include day field trips and longer-term domestic and international student travel programs and exchanges, and video/digital connections to students and adults around the world. Upper level secondary students have many post-secondary education options, including CU Succeed opportunities, Confucious Institute opportunities, and other partnership arrangements with local universities. In addition, International Passages, which are projects focused in international or intercultural issues or competency-building, scaffolded in scope and sophistication from early grades up through the senior year, that involve both on campus and off campus development. Upper level secondary students intern office campus in the context of International Passages. Class Size and Structure Classes will average 24 at the elementary level and 28 students at the secondary level. Each classroom will be led by a teacher, and support will be provided periodically by paraprofessionals, parent volunteers, upper-level student mentors, community and non-profit partners, and specialized mild/moderate teachers as necessary. Class structure will vary when teachers team in order to implement interdisciplinary teaching, or to support differentiated instruction strategies. ISSN Model Since 2003, the Asia Society has worked in partnership with school districts and charter authorities to create the International Studies Schools Network (ISSN). ISSN is a national network of design-driven public schools that are achieving success in attaining their core mission: to develop college-ready and globally-competent high school graduates. The network currently includes 20 grade 6-12 or 9-12 schools in urban and rural communities across the United States. 85% of all ISSN students are minorities, and 74% are from low-income families. The ISSN responds to two intertwined imperatives facing American education. The first is the chronic problem of persistently poor academic performance among low-income and minority students. The second is preparing students for work and civic roles in a globalized environment, where success increasingly requires the ability to compete, connect, and cooperate on an international scale. The ISSN school design and learning system helps schools develop:


• An intellectual mission focused on international studies that targets educational excellence for every student.

• A curriculum that meets state standards and integrates international content throughout all subject areas.

• Engaging, inquiry-based instruction and multiple forms of assessment that promote learning with real understanding.

• The opportunity for students to study one or more world languages, including an Asian language. • Innovative uses of technology that support instruction and linkages to schools around the world. • A school culture that promotes a sense of belonging for every student and supports students'

personal growth. • Opportunities for student international travel and exchanges. • Internships and community service opportunities at internationally-oriented businesses, cultural

institutions, and universities. • Engagement of faculty in continuous high-quality professional development including

international travel and exchange. Results to Date Research shows that Asia Society's ISSN schools are beating the odds--by a long shot. Our students are doing better academically and graduating at far greater numbers than their peers. The Consortium for Policy Research in Education and Hopothesi, Inc. analyzed ISSN data from 2004-08, comparing results from these schools to out-of-Network schools with similar demographic profiles within the same school districts. Across grade levels and core subject areas of English, math, science and social studies, ISSN schools showed greater academic achievement in 85% of all cases. In June 2008, students in the first two ISSN graduating classes at the Academy of International Studies (Charlotte, NC) and Henry Street School (New York, NY) proudly received their diplomas. At the Academy, students consistently and substantially outpaced other students in their district on standardized tests over the course of four years, with 100% of our students at the Academy graduating. Henry Street School, which serves a 100% low-income and minority student population, and twice the district average of special education students, graduated 80% of its students in four years, compared to the New York City graduation rate average of 50%. These schools are proving that high academic achievement and global competence can go hand in hand. 2. Instructional Strategies: Intercultural Education A key to the school will be the diversity and inclusiveness of its enrollment, for diverse enrollment is not only an admissions goal, but an instructional tool in and of itself. Learning about other cultures, characteristic of the post-civil rights era’s multicultural education, is not adequate for developing global and intercultural competencies, which well-prepared productive citizens need to have for our current and emerging societal realities and needs. Students must have a reason to learn intercultural skills, and common outcomes required of diverse students provides that reason. Project-based cooperative learning experiences require students to learn how to work with others that have different cultures, habits, and perspectives in order to successfully produce the intended outcome together. This strategy requires teachers to facilitate intercultural protocols and communication among students in the process of the project, which includes structured and intentional debriefing, reflection, and reorientation to the project and its participants. Student-Centered Teaching


A hallmark of DCIS and precollegiate international studies education is the active learning approach that characterizes instruction and student participation in it. This approach invests the students in what they are learning, so that it becomes much less imposed from the external curriculum and more driven by strategies that empower the student. The following attributes define what this means for DCIS2:

• Clear modeling of proficient and advanced levels of performance manifested in a variety of ways for students in preparation for every classroom assessment.

• Clear articulation and sustained presence of lesson, unit, and course objectives and benchmark skills and knowledge expected.

• Student self-goal setting, both in terms of the standards and scaffolded criteria for the Graduate Profile.

• Structured and student self-monitoring of progress, reflection, and reorienting to goals; this will happen both in individual classes/courses and consolidated across courses through the Advisement program.

• Collaborative learning: students will have clear models of how to articulate learning, how to communicate questions and issues among each other, and to develop skills with each others’ help. The role of individual learning will always be connected to its applications and its collaborative use, so the role of cooperative learning supports individual learning.

• Project-based learning. • Experiential learning; service learning. • Emphasis on students making their learning and the evaluation of learning public through

presentations of learning. • Teacher identification of individual students’ learning styles to tailor instructional strategies, both

to meet those styles and to push students’ expansion of their personal access to learning into other styles.

• Menu-driven activities for students to reach required proficiencies in alternate ways with specified support for each alternative.

Community and School Partnerships As emphasized above another essential component of the DCIS2’s instructional strategies is the community and school partners’ involvement in classroom and project-based instruction. It is imperative that DCIS2 students have relevant and facilitated contact in their learning with adults in addition to their teachers that model “multilingual, interculturally competent citizens who are actively involved in our rapidly changing world.” This aspect of instruction is discussed at length below in the Parent and Community Involvement section below. Early Success and College Readiness Early success (elementary) and college readiness strategies are incorporated in overall instruction and school design. Factors that will increasingly support students’ college readiness in DCIS2 include:

• an integrated K-12 curriculum which will cycle in its development in “yo-yo” fashion. The development starts with the end in mind, which is the DCIS2 Graduate Profile and Global competencies in concert with DPS graduation requirements, and college entrance and retention skills. A continuous work in progress will be the backwards planning and vertical alignment of skill and knowledge development that go all the way back to kindergarten. As the school continues to improve this thirteen-year scaffolding for what is expected by the twelfth grade, those expectations can become more sophisticated as students become more capable from their early preparation.

• an elimination of the 5th to 6th grade and 8th to 9th grade transitions, two points often very difficult for students both socially and academically. While some students and their parents will inevitably choose to transfer to different schools for various reasons over the thirteen year period, those students that stay will have the opportunity to grow in a stable community, adjust to new


expectations that are constantly visible and articulated, and move towards increasingly rich opportunities afforded by increasing skills and knowledge promoted by the school’s mission.

• a support and mentoring relationship built into the school culture and practices that bring the youngest students into contact with the older students, and expectations of role modeling for the older students.

• a range of additional interventions and support for students across the academic spectrum, including Advisement (see below); tutoring and mentoring from parents, teachers, community organizations and both Junior and Senior National Honor Society student groups; intense college counseling activities; partnerships with local universities; and unit and credit recovery options.

3. Curriculum Overview The curriculum will be conceptualized and organized according to strands of international knowledge and competencies, and scaffolded throughout the levels of the school. Strands coincide with the DCIS Graduate Profile and disciplines relate to the strands as exemplified and simplified in the following chart: Strand Graduate Profile Element Discipline(s) Geography and Cultures Effective Users of Language

Culturally Aware and Sensitive Aware of World Events and Global

Dynamics

Social studies Language arts / literacy Math Science World Languages

Conflict and Conflict Resolution

Effective Users of Language Proficient in the Use of Technology Proficient Thinkers and Problem Solvers Culturally Aware and Sensitive Aware of World Events and Global

Dynamics Collaborative Team Members Healthy Lifestyle

Social studies Language arts / literacy World Languages

Global Dynamics and Personal Responsibility

Effective Users of Language Academically Prepared Proficient Thinkers and Problem Solvers Aware of World Events and Global

Dynamics Collaborative Team Members Healthy Lifestyle

Social studies Language arts / literacy Science World Languages

Communication Effective Users of Language Proficient in the Use of Technology Academically Prepared Culturally Aware and Sensitive Collaborative Team Members Healthy Lifestyle


Intercultural Effectiveness Effective Users of Language Academically Prepared Proficient Thinkers and Problem Solvers Culturally Aware and Sensitive Aware of World Events and Global

Dynamics Collaborative Team Members

Social studies Language arts / literacy World Languages


Tools / Technology Effective Users of Language Proficient in the Use of Technology Proficient Thinkers and Problem Solvers Aware of World Events and Global

Dynamics Collaborative Team Members


As DPS curriculum will be used (with the possible exception of language arts for secondary levels), internationalized applications of curriculum will be embedded into the presentation of the curriculum, and students’ evidence of their internationalized learning will be presented through a rubric-based performance assessment system, Graduate Performance System (GPS), that contributes to the students’ overall portfolios of learning that are built through Advisement. (See Assessment section below.). In addition to the DPS curriculum, special social studies curriculum and world language study will be required of all students. At the elementary school level, social studies content in DPS curriculum will be modified following the strands above in the development year by the initial elementary DCIS2 team of teachers anchored by a DCIS elementary specialist, and working in concert with other developing ISSN K-12 schools through Asia Society support and vast resources. ISSN/Asia Society is currently working on the framework for these modifications in alignment with common performance standards in the states where ISSN school clusters are located, including Colorado. At the secondary level all students will take two social studies courses, the sequence of which includes the required DPS social studies courses. The additional courses already in place at DCIS include World Service Learning, Introduction to International Studies, Introduction to Cultures, Cross-cultural Communication, Model United Nations, Introduction to International Business, DCIS Internship, World History, Comparative Governments (embedded in US Government), Connections and Portfolio. The latter two are culminating courses that will guide students to consolidate their international studies learning and to create personal connections between the learning in DCIS2 and their next steps after DCIS2. Part of this process is to prepare for their Senior Portfolio Presentation in the Spring semester of students’ senior year. Other Courses and Structured Learning Experiences World Languages

• All students will be required to take world language instruction at every level. • Instruction would be age appropriate, but would also take advantage in the earliest grades of the

different, more intuitive modalities younger children have for language learning. • K-3 language instruction would establish rituals, rhythms, and sounds by drawing on cultural-

based language games and songs. Such strategies for these early grades would develop a comfort level among the students to try what is unfamiliar, and to vocalize in ways that will support much higher expectations of articulation in later grades. The instruction would follow a structured and scheduled plan among all the classes at these grades that provides for language teachers to work with every class approximately fifteen minutes in the morning. Instruction will be supported by upper level secondary students who will rotate from their own language classes, reinforcing those students’ investment in their language learning.

• Students in grades 4 and 5 would have a scheduled time for world language instruction in half-hour blocks, scheduled into language teacher’s secondary block schedule and organized in collaboration with the 4th and 5th grade teachers.

• At the secondary level each students will be enrolled in a world language class every semester. • The goal for every student would be to remain with one language the throughout their DCIS2

secondary experience and to become fluent in that language; however, options would allow a


student to apply to switch languages once in grades 6-8 and once in grades 9-12. A switch would be allowed based on the student’s circumstances and on whether or not there is room in a class for the new language.

• Content classes at the junior and senior levels will be offered in the target world languages to be developed in partnership with area universities and colleges as a way to support college readiness, articulation with college world language programs, and college enrollment in languages they offer. Current efforts are underway at DCIS to develop this initiative with the University of Colorado at Denver.

• Languages to be offered in the new school will be Spanish, Chinese, and Arabic. Depending on staffing and community input, two additional languages will be considered, including Swahili and an additional European language. (Cf. the current DCIS menu of languages, which includes Spanish, French, Italian, Chinese, and Japanese).

International Passages An overlay of International Passages throughout course-based curriculum will complement and intensify learning experiences from the classroom environment. Leveled guidelines for International Passages (see Appendix 9) will be developed for every level of the school. These yearly interdisciplinary projects will be directed at developing global competencies (Appendix 6) according to the Graduate Profile, and application skills expected of standards-based courses. Each project at the elementary levels will be facilitated within each student’s classroom. At the secondary level the project will focus in one discipline as a part of one class, but the student must incorporate skills from each discipline. Grade level teacher teams will determine the ways students can choose the class, but by a method the team devises to spread the load out across all classes. The grade for the project will go to the Advisement class in the secondary level. Students’ presentations of the projects at the secondary level will occur both in Advisement (see “Advisement Program” below) to stimulate the academic aspect of Advisement and in the class to which the project is attached. By a student’s senior year, the level of sophistication of the projects will reflect the systematic learning over the years for planning internationalized learning objectives, organizing a project, asking good questions to inform the project, creating a solid focus for a project, excellent use of resources and collaborative synergy, and strong skills for presenting the completed project. A student’s committee for each Passage in the junior and senior year will require one member to be a community mentor that has a connection to the focus of the Passage (see Appendix 10 for a pacing guide for the first Passage, the product of which is a major research paper in which students practice the project development process for later experiential learning Passages). Presentations of students’ International Passages will be set on specific days in both semesters with a special schedule for the day so that other students, parents and community members can attend. Advisement Program An Advisement program will be a central feature in DCIS2’s curriculum (see Appendix 11 and 12). Advisement groups will be established by grade level, but each advisement group will have a partner group at another grade level Students at all levels will meet daily for the following purposes:

• Discussions, learning activities, reflection, and voice to Advisement Council regarding the development and improvement of the school’s culture and students’ individual responsibilities and roles in it.

• Understanding assessment data from current classes as well as Benchmark and CSAP tests. • Setting goals for achievement in coming assessments. • Developing self-monitoring processes that will help in achieving those goals. • Development of a personal learning portfolio with artifacts from all classes that characterize

learning; discussion and written reflection on those artifacts to explain their significance in the learning for the class from which the artifact came; relating the artifacts to the graduate profile.


• At elementary levels, the development of service learning projects that connect to both content curriculum and community needs, using DCIS’s Earth Force partnership to teach students project development. This learning will support students’ understanding of project development for their International Passages.

• Cross-level meetings with partner Advisement groups to develop relationships across grade levels, support younger students’ awareness of expectations in later grades, and develop leadership, mentorship, and articulation skills in older students as they work with younger students.

• Consolidation of advisement strategies into specific college readiness activities, including: college searches and scheduling of college visits; preparation for ACT and other college admission exams; and college entrance applications, essays, and scholarship applications

Physical Education (PE) and Art The instructional delivery of Physical Education and Art will require some waivers from the form in which DPS traditionally gives credit. Both are important aspects of DCIS2’s design, but due to budget limitations resulting from staffing the new school’s required additional social studies and world language classes, the alternative delivery form will be necessary. Students will meet the requirements of these disciplines in the following ways:

• At all levels both PE and art will be infused into content curriculum. • School partners (e.g., Harmony Project and Arts Street) will facilitate the infusion by teaming

with teachers at every grade level. • After-school programs in art and PE will be available on an extended day basis, offered by school

partners. • Focus of art and PE activities will relate to the various elements of the school’s international

focus as related in the Graduate Profile. • Activities will be standards-based to ensure students are meeting expectations in these areas. • At ninth grade and above the school will request a waiver from the PE and art requirements as a

specified transcript course. DCIS2 will arrange record-keeping of standards-based activities and assessment of those activities so that students’ transcripts can show that the graduation requirements have been satisfied, just as students’ PE requirement can be fulfilled by participation in interscholastic sports. Activities that would apply toward fulfillment of the graduation requirement include classroom infusion activities, participation in DCIS after-school programs, and verification of outside classes and club sports.

• Alternatives to this plan to satisfy PE and art graduation requirements include the school’s intention to apply for Perkins funding for Career and Technology Education

(CTE) classes for the first three years of the school’s development with the intention to retain them under district Student Based Budgeting thereafter. This would be an alternate for the art requirement.

students’ option to participate in their home or nearest comprehensive high school’s interscholastic sports programs or marching band.

Advanced Placement Classes Advanced placement options for students will be included in secondary offerings. Scheduling strategies to increase the access to students in the limited scheduling framework of the new school’s small size will include alternate year offerings. For example, in science every other year AP Physics would be offered to juniors and seniors, and in alternate years AP Chemistry would be offered. This insures that classes are full, making efficient use of teacher time and cost, while still giving students full access to the upper level AP classes.


Post-Secondary Education Post-Secondary Education Options (PSEO) will enhance secondary options for students in the upper grades. Because of the small school format of DCIS2 these opportunities will help to complement the school with additional rigorous options for students and increase college readiness experiences for them. Students will be provided with these PSEO options for a variety of reasons, including filling for classes they can’t take at school because of schedule conflicts, wanting the challenge of higher level classes not available at DCIS2, particularly in math and science, and taking advantage of specialized learning experiences that would serve as a part of an International Passage. 4. Special Populations Special Needs Students DCIS2 will continue DCIS’s strong commitment to serving students with special needs by giving them the opportunities to explore their individual interests, take an active role in school leadership, gain confidence and self-advocacy skills through an advisement program that focuses on relationship building and increasing academic skills, and to explore post-secondary school and career options in order to meet transition goals. DCIS2 will be committed to meeting the requirements, as well as the spirit, of the federal government's Response to Intervention mandate, while expecting students with special needs the opportunity to access as fully as possible the general education curriculum. Students are fully supported through a comprehensive consultation program between the special education teachers and the general education teachers. This focus on consultation allows teachers to foresee difficulties that may be encountered by specific students, curriculums to be modified when necessary in order to meet a student at his/her instruction level, and models the collaborative culture that is an integral part of the school by providing many opportunities for co-teaching and support. This model has worked well for the students with special needs at DCIS. A commitment to rigor and high expectations, as well as a focus on individual student needs has resulted in increases in students with special needs reaching proficiency on the CSAP. From 2008 to 2009, the number of middle school students with special needs scoring in the proficient range increased 22% in reading, 29% in math and 12% in writing. The number of high school students with special needs increased proficient scores by 8% in reading, 23% in math and 11% in writing during the same period. DCIS2 will operate with a three-tiered intervention model that is unique to the school (see Appendix 13). The interventions specified in this model will allow students with special needs to participate as fully as possible in the general education curriculum, while also providing support and options that allow them to achieve success. The K-12 model will provide additional opportunities for students with special needs to learn the necessary skills and habits that will lead to success. By realizing what the expectations and end result will be, the elementary and middle school Mild/Moderate teachers, intervention teachers and general education teachers will work collaboratively to focus on early intervention, early identification and careful monitoring of all student skills in order to adequately prepare them for the academic rigor and self-directed learning expected at the high school level. With the Graduate Profile as the guiding document, students at all levels will be given the skills and the intervention necessary to allow them to meet the expectations of a graduating senior. In order to provide this level of support for our students, certain systems must be put in place to assure adequate information and monitoring of skill levels at all grades. In the elementary school, reading progress will be monitored using a combination of DIEBELS, AIMSWEB and DRA for benchmark data and progress monitoring. AIMSWEB will also be used to assess the skill level of middle school students.


Ninth graders will enter high school with AIMSWEB information from their 8th grade year, and will be monitored using district benchmark criteria, curriculum based measurements and CSAP data. Staffing will also play an important role in assuring that students with special needs are fully supported. With expected projections for DCIS2, two mild/moderate special education teachers will be needed to staff the elementary school. This will allow one teacher to work with students from K-2, as well as consult and co-teach with the general education teachers in those grades, and another M/M teacher will work with students in grades 3-5. These teachers can also support each other in developing and maintaining access to the interventions in the model. If M/M budget allows, a separate intervention teacher would provide a powerful support at the elementary level, providing both short- and long-term intervention classes targeting specific skill deficits. At the elementary school this might be Foundations, with Wilson and/or Language! for the upper elementary students. Step Up to Writing techniques will be used as well. This latter teacher, or paraprofessional if the separate teacher could not be afforded, would also collaborate with the gifted/talented teacher for accelerated and “twice gifted” students. At the secondary level at full school enrollment there will be one M/M teacher responsible for consultation, advisement, and case management. There will also be an intervention teacher, or paraprofessional, to support specific interventions, and transition activities such as job shadowing, campus visits, etc. At Risk Students At risk students will be well served in a small environment that emphasizes individual students. 504 plans will be implemented and monitored by grade level teacher teams with oversight by administration at the elementary school level and counselors at the middle/high school level. Students will also benefit from the advisement program by having a key teacher that is invested in their success. A schoolwide strategy of monitoring at-risk students will include teachers’ monitoring of specific students identified at the beginning of the school year with data and reflection binders that include tools such as the DCIS Response to Intervention Plan (see Appendix 14 and the RtI section below).

Gifted and Talented (GT)

Gifted and Talented plans will be overseen by the gifted and talented teacher. Based on current middle school enrollment of 100+ GT students a full time GT teacher should be allocated to the school to serve the entire population. This teacher will support students in creating and monitoring their Advanced Learning Plans, International Passages, portfolio development, and their participation in special opportunities unique to the school. These include projects in which DCIS gifted students have participated, including Mathletics, Science Fair, History Day, World Affairs Challenge at the University of Denver, and Shakespeare Festival.

English Language Learners (ELL)

ELL students will benefit from strong differentiated teaching that is based on best practices for each discipline and incorporates sheltered techniques to support. Modeled for ELLs, similar to Special education, students in elementary school will be pulled out of classes in collaborative planning with classroom teachers for extra support/curriculum to build their language skills with the goal of getting them ready for the rigor of the high school curriculum. Intervention teachers would be vital in serving the ELL population as well. A limited but targeted range of strategies will be developed to serve this population. It will be clear to potential applications to DCIS2, however, that DCIS will not be a formal ELA school.


Teacher Teaming Collaboration is one of the core values of DCIS2, modeled by teachers. This collaborative model among special education, gifted and talented, support staff and general education staff creates the ideal and proven model to serve not only special populations, but all student populations. Teacher teaming provides opportunities for grade level teams to discuss specific students and to generate cross-curricular projects developed by grade level teams. Teachers work in groups to work on priorities as defined by staff. Sufficient shared planning time and professional development is incorporated into the schedule for staff to meet in a variety of configurations. Special professional development days will be set aside for these various team configurations to meet. 5. Response to Intervention (see Appendices 13 and 14) Intervention for the new school will be an annual cycle. In the fall the Data Leadership Team will work with grade level Advisement teacher teams to identify students with data carried forward from the previous year that suggest special instructional strategy needs: students retained who were on an academic contract the previous year but showed effort and improvement by the end of the year; students with low achievement scores from the previous year (see data sources discussed above); and students at the high end of achievement scores that showed no growth from the previous years. A confidential Googledoc grid will be developed that lists all of these identified students, with spaces for any teachers to add comments about the student’s progress through the first quarter. Teachers that may not be a classroom teacher for a student but have academic contact with the student may contribute comments. The grid will be populated with key carry-over data from the previous year for each student. The Data Leadership Team will organize how this task is completed in a timely manner. By the fourth week of the first semester each teacher will select four to six students of concern in their academic classes for whom to develop to develop a data portfolio. Forms provided will assist teachers in developing intervention strategies for each specific student, monitoring these students going forward, reflecting on the success of the interventions, and revising interventions. Teacher-student conferences will be scheduled to work with students to provide targeted help to facilitate students’ self-goal setting, self-monitoring, celebrating successes, and revising goals. Teachers must have positive reinforcement strategies in place throughout the year to celebrate these students’ successes. The Data Leadership Team will be responsible for seeing how completely the list of students in the Googledoc grid is covered by those students selected by teachers for their data portfolios and devise a strategy for making sure any students that are left out are assigned as necessary to teacher portfolios. In both grade level teacher Advisement teams and grade level academic teams (staffing will attempt to make these the same to the extent possible) teachers will share student work, strategies for classroom interventions, and interventions made available beyond the classroom. Parent-teacher conferences will be scheduled in the twelfth week (end of October). Advisement teachers will schedule conferences with parents of each of advisee, and conferences will be student-led. Students will use their developing portfolio as the key tool to guide their conversations around performance. Students will prepare for conducting these conferences in the three weeks prior to the conferences in their Advisement sessions, facilitated by their advisement teachers. By weeks 14-15, teachers will know which students on their initial list that are not responding to interventions, and may have additional students they have added to their data portfolios that are not doing well. Using the Response to Intervention Plan form (Appendix 14), teachers will set up a plan for all students in their data portfolios to prevent those students from going on an academic contract.


In the first week of the second semester students that have fallen below a 2.0 GPA from the first semester will be put on an academic contract (Appendix 15) by their Advisement teachers. Once again, the Data Leadership Teams will be responsible for mapping the level of congruence between the students placed on academic contract and students in the teachers’ data portfolios, and developing strategies to deal with students in the gap between the two. Throughout the first five weeks of the second semester teachers will continue to monitor and meet with students in their portfolios. Parent-teacher conferences will be scheduled throughout the month of February by content teachers for students of concern in their data portfolios, including both students with low achievement and high performing students showing no identifiable growth. Again, conferences will be student-led, using their student portfolios as the guiding tool for the conferences. The conference outcomes will be that each student will identify his/her successes and achievements to celebrate and be proud of; will identify problems, classroom issues, weaknesses or learning gaps in the class, or lack of adequate challenge from the instruction; and will request specific support needed to succeed in the class. The articulation and self-monitoring skills required for a student to lead such a conference are learned; as mentioned above advisement teachers will need to guide students in their preparation for these conferences. It will be important for students to reflect on their progress in these conference skills from one year to the next and include those reflections in their portfolios. Throughout the semester teachers will continue to add comments on the Googledoc grid about students listed there regarding their progress and response to interventions. By mid-February (this can happen any time during the year with substantiating evidence) students can be referred to the School Intervention Team and the second and third tiers of interventions. (Appendix 13). Teachers will continue to implement positive reinforcement strategies to celebrate these students’ successes. After the third quarter grades are posted, content and Advisement teachers discuss with students on academic contract about their progress, celebrating successes, clarifying any concerns about the students’ improvement, and explaining possible implications/consequences if the terms of the academic contracts are not met. Teachers meet after finals to evaluate the overall success of the year’s intervention process and the disposition of students on academic contracts. Assessment and Performance Management 1. Performance Goals School Assessment: ISSN School Performance Goals As a member school of the International Studies Schools Network, DCIS2 will be assessed in its development according to the rubric of the ISSN school design framework (see Appendix 16). The assessment will be conducted by ISSN site visits in the Spring of the first year and the Spring of the third year. The framework will be used in a school self-evaluation every other year thereafter with the support of ISSN. Summary reports will be submitted to the Instructional Superintendent for DCIS2 and will contribute to revisions of the DCIS2 School Improvement Plan and the focuses of professional development for both school administration and faculty. The goal for DCIS2 is to achieve proficiency in all 39 areas of the six categories of the school design. Expected challenges for DCIS2’s development in meeting these goals don’t relate to any one area, but reside more in the understanding, planning, appropriate sequencing, and pacing of school development, and in the engagement of all of the teachers in this process so that they can sustain their work collaboratively as a school as well as individually to their specific areas of instruction. Expectations of


early strengths in the school for the sustaining level include emphasis on world languages and cultures, formal opportunity to deepen global knowledge, portfolio “capstone” projects (senior portfolio presentations), service learning, sustaining a small school, collaborative governance and decision making, student and family engagement, and external partnerships. Energy and momentum from these expected strengths will drive the push for proficiency in all other areas of the rubric. Emerging research and work through ISSN/Asia Society and Stanford on a Global Competencies Framework (Appendix 6) and rubric for it will be integrated into the design framework and rubric in the first year to reinforce the assessment of DCIS2’s strength as an international studies school. School Assessment: Denver Public Schools’ School Performance Framework (SPF) The goal for DCIS2 is that its SPF scores place the school in the upper right quadrant for elementary, middle and high school grades, showing both high achievement and high growth and to have a green stoplight for every element of the SPF framework, with early targets for blue. Because the intentional diversity of school enrollment includes academic diversity (see the Outreach and Enrollment section in Parent and Community Involvement), the challenge will be to bring the lower-performing students to grade level and stimulate growth for the higher performing students that the school will attract. It is expected that in two to three years, during which the development of school culture and academic processes are consolidated and integrated, the school will achieve the stoplight goals. Key in achieving these goals is both training of teachers in the unique approaches embedded in the school design, and developing expectations and strong habits among the students that will be fostered in the school culture. Expected challenges in the SPF goals that need to be targeted from the current DCIS school’s experience relate to students’ math achievement and to achievement gaps (see Instructional Strategies and RtI sections above). Early target areas expected for blue stoplights, from which efforts will grow to expand those areas, are in literacy, graduation rate, college readiness, student engagement, school demand, and parent and community engagement. Individual performance goals for students: International Competencies Key units in each discipline at each grade will have ISSN GPS Performance Frameworks adapted to the units with a rubric to guide proficiency assessment. Sample units for each discipline will assist with the development of these frameworks at every grade level (see GPS overview, sample frameworks and units, Appendix 8 and 17). A library of exemplars will be built to assist both teachers and students to move students towards the “College Ready / Advanced” level of the assessments. The ISSN GPS Performance Frameworks as applied to DCIS will be aligned with the Graduate Profile in terms of the ISSN/Asia Society Global Competencies Framework so that coursework evidence of learning students produce contributes to the students’ fulfilling the profile. With teachers’ help, students will be guided by the GPS Performance Frameworks to produce evidence of learning that will go into their portfolios. In Advisement, students will build their portfolios with these artifacts, reflect on the significance of each artifact in terms of their personal and intellectual growth and international competencies, monitor their progress towards the Graduate Profile, and develop articulation skills around their international learning. In the Portfolios class in their senior year students will edit their portfolios to create a Graduation Portfolio that is their best evidence for graduating with the DCIS Diploma of International Studies. Individual performance goals for students: CSAP and Benchmarks Because of the intentional academic diversity that will be recruited for DCIS2, it is difficult to state achievement and growth goals in specific numeric terms because the school won’t know what


performance achievement the students will bring to the school upon admission. However, the following goals are particularly essential to have as a foundation for the school:

1. The first and most important performance goal is that every student will show at least a year’s growth from one year to the next as measured by the CSAPs. This goal should be met annually beginning with the school’s first year. • Every student to be at least proficient in all areas measured by CSAP and Benchmark

assessments. Each student who shows unsatisfactory or partially proficient achievement in any area will develop an individual learning plan in Advisement with his/her Advisement teacher that will include a catch-up time frame so this expectation is clear to the student and parents.

• A goal is for every student that is proficient in any standard to move to Advanced, and for every student Advanced in any area to remain and grow in the Advanced level of achievement.

2. All students will have constant clear models for what constitute Proficient and Advanced levels of performance in every subject for every standard (see Instructional Strategies above).

2. Data-Driven Instruction (See the RtI section above) Data Leadership Teams DCIS2 will have two data leadership teams; one for elementary and one for middle/high schools. The teams will consist of the members from the administration, support staff (special education and psychologist/social worker), and a representative from each content area (for middle/high school) and each grade level (for elementary). The teams will look at school data that includes CSAP scores (annual), benchmark scores (3X per year), Scholastic Reading Inventory (annual), whole class screenings at 6th and 9th grade from AIMSWEB (3X per year), and Acuity assessments and analysis. Teachers will also be responsible for tracking individual student progress through Infinite Campus, and monitoring students of concern through a portfolio system. Data used will include formal/informal observation, curriculum assessments, conversation, class participation and any other method of data collection used regularly in their class.

The grade level teams will have regular (monthly) meetings to discuss student achievement, share interventions and teaching methods, and develop strategies to improve achievement as a whole grade and with students not making adequate academic progress. Grade level teams will report out to the Data Leadership Teams who will be responsible for collating data for grade levels/content areas in a usable format. Grade level teams decide if/when students need to be presented to the School Intervention Team (SIT) for further analysis and intervention plan.

School Intervention Team The SIT meets monthly and consists of support staff and general education staff. During these meetings the SIT recommends whether a student needs a more intense intervention then the current strategy used. Evaluation for more intense interventions are based on data supplied from the general education grade level team. Support staff and intervention teachers are charged with monitoring how well a student is progressing with the new intervention, and they present follow-up data on student progress in subsequent meetings. Other data used to inform instruction and school evaluation Site visit information provided by ISSN, a site assessment based on different areas of school development and what stage the school is in, is conducted every other year. In addition, the school uses portfolio


assessments, senior presentations, and the Graduate Profile System assessment, a rubric-based assessment of the existing curriculum, to measure how well students are developing international competencies (see Performance Goals above and the introduction to the DCIS2 GPS, Appendix 8). 3. Describe the actions the school will take if it falls short of student academic achievement

expectations or goals at the school-wide, classroom, or individual student level. To keep DCIS2 on track towards its achievement goals, the School Leadership Team (SLT) will meet with the school administrative team in the week before school each year to look at available school performance data to review the previous year’s performance. This will be compared with the faculty’s previous end-of-year evaluation of the school’s intervention and academic contract results, and adjustments will be proposed to the faculty for response and input. Depending on when district support can provide necessary disaggregated data, these recommendations to the faculty will be presented as early in the year as possible. In the event the school does fall short of expected student achievement, the school administrative team will meet with the Instructional Superintendent as soon as such deficiency becomes apparent, which should be at the beginning of the year. A protocol for developing an improvement plan will be devised at that time. The effectiveness and success of the school’s collaborative model will be tested to the utmost in such a situation, but must be utilized to stimulate maximum investment of the faculty in any developed improvement plan. Following this meeting the administrative team will work with the SLT to devise a remediation plan that follows the protocol established with the Instructional Superintendent. The plan is then shared for input with the rest of the faculty, and then submitted for approval to the Instructional Superintendent. Improvement benchmarks will be defined in the plan along with a reporting and conference schedule to the Instructional Superintendent and/or his/her designee. A school coach for the period of improvement will be retained at the recommendation of the Instructional Superintendent to assist the school through the improvement while helping the school to retain and improve its unique international focus as integral to the improvement plan. School Culture 1. Rules, Incentives,and Consequences: Initially rules and policies for the school will be those that currently exist for DCIS. In the development year they will be reviewed by focus groups that include parents, students, teachers, and administrators of the new school before the orientation for new students in May, 2011. Each of these constituencies will have been identified by then, so they will be stakeholders in the policies they will review and for which they may recommend changes. These changes will be ratified by the Collaborative School Committee, which will be put in place before the school opens. The Positive Behavior System (PBS) will be modified to suit the K-12 developmental spread of the students, and a key focus on positive feedback will be emphasized; a committee of teachers and service staff will provide leadership and sustainability to this program. Consequences for infractions will follow the DPS discipline ladder and general rules. Rules and consequences will be aligned and based on the five DCIS core values of Integrity, Diversity, High Expectations, Collaboration, and Reflection. Non-negotiables would pertain to student safety, with an emphasis on mutual respect at all levels (administration, staff, students, and parents). The dress code will be developed by collaborative committee of students, staff, and parents. In general this will be based on a professional atmosphere with international highlights and allowances.


Consequences Consequences will emphasize students making amends to the community. A restorative justice program will be in place and students who commit violations of the school community’s expectations must address the student body at community meetings. Expectations Expectations will be communicated to students throughout the school year during Advisement class, community meetings, and through banners that remind students of the 5 core values. Expectations will be introduced to parents and students beginning with the application process and new student orientation in the spring - before students begin attending. Parents and students will be provided with a handbook outlining key expectations at registration, if not before. 2. Supplemental Programming The character of DCIS2 as an international studies school will be manifested by students, teachers and other constituencies in the DCIS2 community in a variety of ways:

• The substance of the deep school culture will flow out of the academic emphases on international learning and competencies, and applications of these through service.

• The unique aspect of the international school culture will be reinforced by the international and intercultural experiential learning experiences students have, both through teacher-led activities and through opportunities made possible through school partners; these include short field experiences, domestic intercultural experiences, and international travel and student exchanges.

• The Advisement program will be central in guiding students to internalize, articulate, and express the international nature of the school mission, academics, and service through action and presentations of learning. Presentations of international learning will be a key feature of the All-School Community Meetings held twice weekly as a part of the Advisement program.

• Key physical features of the school will portray the focus of DCIS2 both inside and outside, such as international flags, large hall signs and maps, areas of the school named for countries or continents or other reflections of geography, international photography installations, regularly-rotated displays of international issues and service projects, student-designed and painted murals with international themes that incorporate and reflect aspects of the school, and large flat-screen TV monitors that show the International Channel and CNN in the lunchroom and student commons.

• Specific function rooms will highlight the school’s purposes; e.g., the key presentation room will be called the United Nations Hall, and will be outfitted to serve the school’s Model United Nations program, classes, and club; another room will serve as the International Travel Center.

• Key events throughout the year will highlight the character of the school, such as DCIS’s World Café Night, International Festival, Celebration of Cultures, World Affairs Conference, the DCIS Science Department’s “Night of International Pestillence,” Peace Jam, and many other special international events; these events will be sponsored by specific departments, advisement groups, International Passages students, or contributing school partners.

• In addition, clubs and organizations can be initiated by students and supported by school partners. Clubs and organizations with an international component will be encouraged (Interact, UNICEF, Peace Jam, etc.).

• Sports will be offered for Middle School students through the Denver Prep League, and High School students will be encouraged and supported when playing sports for area high schools or home high schools.


• After school tutoring, credit/unit recovery targeted ELL intervention at middle and high school level (all will need to happen outside of the school day) are additional programs offered to students at DCIS2. Funding for extended-day programming will be pursued (e.g., Lights On After School Grants and Tutoring Grants through the Denver Public Schools Foundation, city funding for Safe Schools, etc.). The Kaleidoscope program for childcare for elementary students in the school’s extended day provides service opportunities for high school student.

LEADERSHIP & STAFFING 1. Leadership: Describe the leadership model for the proposed school. Please see leadership section above, in which the leadership philosophy and model is discussed for DCIS2. The leadership staffing as a collaborative process is reflected in the organizational chart in Appendix 18. The development of a collaborative spirit is dependent initially on expectations and clarity in the staffing process (next section) and maintained and nourished as an essential part of the school culture through habits of facilitated collaboration. This facilitation will be provided by an experienced international studies school coach through matching funds from ISSN/Asia Society for the school’s first three years, during which the coach and leadership team will work on structures and protocols that become a part of the school culture itself in a way that can be sustained in later years. 2. Staffing See Appendix 18 for an organizational chart of DCIS2, Appendix 19 for a job description for a teacher in the school and the criteria that a fully qualified candidate should meet, and Appendix 20 for a letter to new teachers that will frame the professional learning community of the new school. 3. Describe your school’s plans for recruiting and retaining a diverse staff of talented

educators who can excel in a multicultural environment, demonstrate cultural proficiency, and meet the needs of Denver’s diverse student population.

Staffing for the new school’s first year will happen early in the spring semester prior to the opening of the school in 2011. In order for the school to start on a firm basis it will be essential that DCIS2 not have any direct placements. All new teachers to the school must be qualified by the criteria in the posting, and, perhaps more importantly, must be motivated by the vision and mission of the school. With the ability to hire from within or outside the school district DCIS2 can attracts excellent matches both locally from DCIS’s reputation, through other local and regional internationally related educational institutions, and from throughout the country through DCIS’s own network as well as the ISSN network. The success of the current DCIS is due largely to its initial hiring; an outstanding core of excellent, highly motivated teachers who were passionate about the DCIS mission and had all been touched by profound international experiences lay the groundwork for the school culture and the enthusiasm for the school’s purposes for its students. The nature of DCIS2 and its intercultural/international mission will assist in attracting a diverse staff. The school’s very mission addresses the virtues of a multicultural environment,


intercultural proficiencies, and a diverse student population as a hologram of the world about which the students are learning. However, concerted efforts to use the networks described above must be made to attract a diverse staff that is highly qualified, both by NCLB standards as well as those of DCIS2 and ISSN. Key to using the school’s networks is gaining assistance in targeting institutions where the ethnic and international diversity might actually be found. Examples of these sources include urban teacher preparation programs, graduates of Teach for America and former Vista volunteers who have gone into teaching, Returned Peace Corps Volunteer organization, and Fulbright teacher exchange connections. Already DCIS has on file a large bank of resumes of teachers representing a very diverse range of ethnic and national backgrounds who have sought to teach at DCIS. One growing source of possible teachers that represents a wonderfully diverse range of backgrounds is the growing number of DCIS (i.e. CIS/West) alumni who have gone into teaching. The selection process from applicants that are determined qualified by Human Resources is extremely important for staffing. The procedure used for DCIS will be put in place for DCIS2 because it has been very successful in selecting the diverse faculty uniquely needed for DCIS with the skills, experience, rigor, and enthusiasm needed for this school. The process follows these steps:

• Once the school has an approved list of candidates, the resumes and application letters of all the candidates are printed out and made available to all existing faculty. In the case of DCIS2 for its first year these materials will be distributed to the design team. The materials are screened for the best fit according to the posting(s) (Appendix 19), and 3-5 candidates are selected as finalists.

• Interviews of the finalists are scheduled. Candidates are instructed to bring a key instructional sample to discuss in the interview.

• An interview team for each posted position is formed by the Personnel Committee. As large a committee as possible that represents the school is formed. Members may include administrators, teachers, students, parents, and community members. Committee members meet prior to the interviews and are oriented to the interview process. Key questions which will be asked of the candidates are assigned to a variety of people on the committee.

• Candidates arrive thirty minutes early for their interviews. When they arrive they are given a packet that includes the DCIS mission statement, a list of pre-interview questions to answer in writing, and a list of the questions that will be discussed in the interview (see Appendix 21).

• The interview for the committee includes all interactions with the candidates from the moment they are greeted by the secretaries in the main office to the time the candidates leave the building and interact with students on the way out. Sometimes the interactions outside the formal conversations of the interview are the most important in selecting candidates.

• For each candidate, every interview team member completes a scoring guide that lists desired qualifications the questions attempt to elicit from the candidate (see Appendix 22).

• After the interviews for each posted position the committee works towards consensus in selecting the teachers for the posted positions. Every team member expresses an opinion and supports it based on his/her observations recorded on the scoring guide. Student


voice is a key part of the process, because often the adults are looking at candidates through their own perspective of how well the candidates interact with them. Students can respond not only to how well the candidates seemed prepared with the unique desired qualifications, but also how well the candidates interacted with and focused on the students.

DCIS has had a remarkably stable faculty, so has had a great experience in retaining its diverse faculty and staff. This experience points to a set of essential characteristics of the work environment for teachers and staff members:

• collaborative investment in school development and decisions that are directed by the school vision and guiding documents

• intense and consistent development of teamwork across grades and disciplines • care to clarify, renew, and nourish the same core values and norms of practice and

interactions among the faculty as those desired of the school’s students • celebration of both individual teacher and collective faculty successes on a regular basis • continual focus on the unique vision and mission of the school and everyone’s part in

fulfilling them • inclusiveness in providing both local, national, and international leadership opportunities

related to professional development and connections • identification of the faculty with the larger enterprise of precollegiate international

education nationally and throughout the world through our school partners, ISSN, exchange organizations, and international school partners

• supportive administration that knows the faculty is capable of the work, and is responsive to faculty concerns and feedback.

One of the most important elements of staffing is the selection, retention, and appropriate succession of a highly qualified principal who is a superior fit for DCIS2, and who can also contribute to the diversity of DCIS2. The above strategies for targeted recruiting are important for principal placement. Particularly the potential for selecting future leadership through the association with ISSN schools, each of which has a vision, mission, and design framework in common with the DCIS schools, presents outstanding promise for sustainability of the DCIS vision and achievement.

4. Professional Development Plans Initial Structures During Development Year

Professional development for the school's leadership specific to the international studies focus will receive strong initial support as well as ongoing support from ISSN and the Asia Society as a direct benefit of the association DCIS2 will have with that network. In the school’s development year this will include the facilitated sharing of start-up professional development plans that have been successfully used by other ISSN schools in their development years; coaching for the principal and design team; three school leaders’ seminars held at existing ISSN schools, and a summer institute for the selected faculty to meet with other ISSN faculties in Washington, DC. In these seminars and the institute the new leaders and faculty learn from their counterparts at other ISSN schools about strategies, practices, and effective approaches to develop and improve their schools, especially in terms of embedding the international studies focus in to academic achievement.


In addition, the new school design team will meet on a regular basis during the development year to prioritize and plan professional development of new staff to be selected in Spring, 2011. The selected faculty members for the new school will meet for a retreat in April prior to opening the school for team-building, initial orientation to the guiding documents, and directions for preparing for the summer faculty workshop prior to opening the school. This will be followed by a week-long retreat in June and another just before the opening of school in August to provide time and guidance for the faculty in coordinating their personal preparation for their assigned classes with the school design. See Appendix 24 for sample professional development plans for the faculty prior to the school’s opening. Ongoing Structures and Opportunities

The following structures and opportunities will be in place in an ongoing basis after the school opens: • International Studies Schools Network (ISSN): Through the school’s membership in this

national network faculty and administrators will be involved in a variety of professional development activities, including additional national seminars and institutes and subject-based workshops. Also as a member school of ISSN, DCIS2 will benefit from having a school coach as a part of the start-up agreement. This coach will work with the SLT, lead teachers, and principal to create these opportunities for teachers to complement the school's professional and school development plan. These opportunities will include Learning and Teaching Labs and individual professional development to support school development. These opportunities can be designed and Professional Development Units for ProComp.

• Designated school professional development times: The schedule and leadership for these sessions in the first year of operation will be planned and facilitated by teacher leaders and the principal, based on the outcomes of the first summer retreat. The plan will be adjusted as necessary in the course of the first year as teacher adjustment, initiative, and participation in the school's development is assessed throughout the year. The emphases, two or three at the most, and a year-long schedule of sessions, will be developed by the end of the first summer retreat. Examples include internationalizing curriculum and instruction, advisement development and facilitation, teacher RtI portfolios (see section on data-driven instruction) and scaffolding for International Passages (see Curriculum Section; see also Appendix 23 for a sample year-long professional development schedule created in this way).

• CU Denver partnership: As a Professional Development School (PDS) in partnership with the University of Colorado at Denver, DCIS2 will be able to intensify its professional development through opportunities for teacher release and accountable talk among teachers and teacher candidates. The work with DCIS2's teacher candidates is woven into the school's professional development plan. A DCIS2 serves as a Site Coordinator for this program in collaboration with a CU-Denver Site Professor. These two will work with the school's leadership team to develop plans integrated with the year-long faculty developed foci. This program is currently in place at DCIS, and the results of this program are very strong. Teacher investment in “learning what they teach” to teacher candidates assigned to them is powerful. The arrangement is very different from a traditional student teacher model, because the Clinical Teachers (DCIS cooperating teachers) have a very clear responsibility to nurture the teacher candidates , and are guided in doing so by the Site Coordinator and Site Professor.

• Retreats: The faculty will determine the focus and design of the second summer retreat based on needs and awareness of their own learning and skill development related to the school design during the first year of the school's implementation. The faculty will make these decisions in April and May of 2012, and teacher leaders will be responsible for facilitating the retreat. Teacher leaders from DCIS will play a key role in facilitating and implementing the first retreat. Faculties from both DCIS schools will participate in parts of each retreat.

Implementation Plan


Faculty will be selected with clear reference to the guiding documents and the candidates' related experience, skills and commitment to them. With a common belief and motivation, they will be engaged in a collaborative process to plan the implementation of the guiding documents through collaborative identification of needs, complemented by observations and consultation by the DCIS schools director, school principal and design team. Initial faculty workshops in the development year will focus on team-building around the school's mission and vision, and then charging the faculty to create the definitions and structures at both school and individual classroom level consistent with the guiding documents. 5. Teacher Teams: Describe the types of teacher collaborations and teacher teams that

will be established in the first year of the school and will be present when the school is at capacity. Describe the work of the proposed teacher teams or collaboration.

Another means by which we anticipate the teachers will be able to improve their teaching is through a similar process of collaborative analysis of student work in relation to aligned assessment rubrics done as part of ISSN-wide professional development activities. That is, we anticipate convening teachers from across the network in each academic discipline at least once during the school year to collaboratively review student work in the manner similar to that used in individual schools. Online sharing through blogs and wikis that connect teachers across the region or network who are from the same content areas will be used to enrich content-specific discussions related to scoring and analysis of student work. In the first year of operation the school will form several configurations of evidence teams (data teams) that will continue as an ongoing structure for professional development and improving student achievement. These include grade level teams at all grade levels, department/content teams for vertical integration and planning, grade level Advisement teams (for elementary levels this will be the same as grade level teams).

PARENT & COMMUNITY INVOLVEMENT 1. Outreach and Enrollment

Targeted recruitment will be absolutely pivotal in establishing the diverse enrollment for DCIS2 indicated above. Recruitment strategies will include the following, all of which are currently in place and being improved at DCIS:

• Presentations at meetings of organizations that reflect or have access to the diversity goals of DCIS2, including neighborhood association meetings, church groups, minority alliance organizations, certain service clubs, and cultural clubs and organizations

• Grant-based recruitment projects with refugee organizations. Currently DCIS is working under a grant from DCIS school partner Western Union to develop connections with refugee organizations for targeted recruitment, and DCIS2 will seek to extend that program to its own recruitment.

• Networking with key people in city government, particularly those working in the Denver Office of Cultural Affairs

• Networking with the Denver Consular Corps members; presentations at the meetings of this group

• Networking through local partner organizations that focus on cultural and international issues, such as


• Networking through and presentations at meetings of parents and counselors at schools and other educational organizations, such as Colorado United Nations Association, UNICEF, and Denver Sister Cities, all of whom have office space on location at DCIS; Denver Kids, Boys and Girls Clubs, and neighborhood recreation centers

• Meetings with the DPS special education leaders to inform them of the services, support, and unique opportunities students in their care might have at DCIS2

• Presentations at meetings with school counselors in DPS • Booth presentations at school fairs, such as the DPS school options fair usually held in November • Networking through current DCIS parents whose children currently attend DCIS and who live in

the neighborhoods where DCIS2 will be located • Recruitment through art-based workshops at Title I elementary schools, a program currently

being devised for DCIS in cooperation with DCIS school partner Arts Street. • Fundraising and community events that expose the successes of DCIS2 to community leaders.

Initially these events would use successes and student speakers from the current DCIS until DCIS2 has become established. An example of this is the recent breakfast event DCIS event in April that attracted over 400 educators, parents, non-profit, business, and government representatives, and featured the DCIS Chinese Choir and speakers that included a DCIS (CIS/West) alumna that has become an immigration lawyer, a DCIS senior and Denver Kids mentee, Superintendent Tom Boasberg, and a keynote guest speaker flown in from the American University in Kuwait.

• Open house meetings at the DCIS2 site in the fall of 2010 at which prospective parents and students can attend to hear about the opportunities for enrollment and engagement at the new school

Special promotional materials will be distributed at each of these events and meetings. See Appendix 25 for a sample of a DCIS promotional brochure that will be modified for initial promotion of DCIS2, and a sample of a DCIS Foundation Board report that also has been used in promoting DCIS. In addition, a website for DCIS2 will be created similar to that of DCIS, which can be viewed at www.dcisdenver.org. The website includes information about admissions and an online application during the application window, students and student participation in the school’s wide-ranging educational opportunities related to it international focus, student international travel, the school curriculum, parent information, the faculty, alumni connections, announcements, and the DCIS Foundation. The address for the website will be on all promotional materials for the new school. The admissions process, which will be similar to that used at DCIS, will follow these steps:

• Prospective students/families are encouraged to attend an open house event or options night to learn about the school.

• Prospective students/families submit an application by the first Friday in December for the following year. The application will include the district’s free/reduced lunch application.

• A workshop for applicants and their parents will be held in January to clarify and raise the bar of expectations of parents and students enrolled in the school. The Admissions Agreement to which parents (and secondary students) will be required to sign if offered admission will be presented, and parents will have the opportunity to ask clarifying questions. (See Appendix 26 for the DCIS Admissions Agreement which will be modified for DCIS2.)

• Interviews will be held at the end of January and the beginning of February to qualify students for an admissions lottery. To qualify students and their families must demonstrate that they understand the goals of the school and expectations of the students, and must demonstrate motivation to be full participants in these goals and expectations. Interviews for elementary student admissions will be with the parents with their child in attendance. The first part of


interviews for secondary student admissions will be with the student applicants themselves, and then at the end parents will have the opportunity for input and questions.

• A two tiered lottery will be held for qualified student candidates. One will be for students eligible for the free / reduced lunch program, and the other will be for all other students. This will be a way to insure that DCIS meets its economic diversity targets.

• Student applicants / families will be notified of admission in March by mail and email. See Appendix 27 for a sample admissions letter that will be modified for each level (elementary/secondary) of students admitted. These families will be required to return an acceptance of admission form to secure admission.

2. Parent and Student Engagement: Describe how you will engage parents in the life of the

school. How will the school build family-school partnerships to strengthen support for learning and encourage parental involvement? Describe any commitments or volunteer activities the school will seek or offer to parents.

Parents will be required to volunteer in a variety of ways to support the school. This will be promoted during the recruitment and admissions activities above to plant the seed of expectations for this in the minds of prospective parents right from their first exposure to the school. A parent coordinator will be recruited to facilitate and manage this volunteer work. As a part of the offer for admission parents must indicate their choice of ways to involve or contribute (see Appendix 29 for a DCIS sample that will be modified for DCIS2). Parent involvement will continually be promoted and celebrated at a variety of special events (see Supplemental Programming above for examples). Awards for parent involvement will be given at an End-of-Year Dinner to be held at the school in May, 2012 and every year thereafter. An active PTSA organization will be formed that will take primary responsibility for this. The current DCIS PTSA exemplifies this. 3. Advisory Bodies The DCIS2 Collaborative School Committee will be formed in May and June of 2011, and will serve immediately as a body representative of all DCIS2 stakeholder groups that will have input on developing policies, practices, and decisions for the developing school The current DCIS Foundation, a registered 501(c)3 organization, is both an advisory body and a source of support for DCIS programming. Its board of directors and committees consists of former DCIS/CIS teachers and alumni, parents, community and business representatives and leaders, and other educational entities. In line with 501(c)3 stipulations, no DCIS personnel are voting members, but the DCIS principal, a DCIS teacher, and the DCIS Community Relations Director serve as liaisons to this board. This board will be expanded with membership from DCIS2, and the foundation will serve both schools. The breakfast event mentioned above was a DCIS Foundation event intended to raise funds for the DCIS Community Relations Department. The Foundation also raises funds and provides minigrants for students’ international travel and International Passage projects. 4. Partnerships with Community Based Organizations


Our educational philosophy is founded in the belief that community-based learning is a critical component to student achievement. Establishing partnerships with community organizations, businesses, and institutions of higher education will be a priority in DCIS2’s development as it was with the opening of DCIS. With the input of a Community Relations committee comprised of key stakeholder group representatives, an asset mapping activity will inform strategies for engaging local organizations to meet student and family needs. The goal will be to ensure students’ learning takes place in a seamless ‘classroom’ stretching beyond traditional classroom walls, involving internships, travel, health and wellness programs, service-learning, community lectures, and other activities that reinforce academic rigor, college and career readiness, and global competence. With a diverse student population, there will also be a focus on developing partnerships that support programs to recognize and incorporate families’ rich cultural backgrounds as assets to the school community. It is particularly important to this proposal that partnerships pursued are ones that can support the DCIS2 mission to serve an academically-diverse student population, preparing all students for college regardless of background. Therefore, strategic relationships will be formed with both local and national organizations that can assist students with travel, study abroad, and scholarship opportunities. We are fortunate to already have partners involved with DCIS who are excited to be involved with the development of this new school. Potential partnerships which are currently in place at DCIS include: Foundation for Educational Excellence, Padres Unidos, Urban League of Denver, Pro Logis, Denver International Airport, YMCA, Denver Kids Inc., Institute of International Education, Critical Mass Leadership Education’s Bold Leaders program, World Leadership School, Rotary, University of Colorado Denver, U.S. State Department, and the Orbis Institute. The Coalition for Community Schools, the Search Institute, the Business/Education Partnership Forum and other resource organizations listed below offer excellent general resources that would be used to help develop sound vision, structures, guidelines, policies, and processes. Business/Education Partnership Forum: http://www.biz4ed.org/ Coalition for Community Schools Resources: http://www.communityschools.org/resources/default.aspx Daniels Fund School-Business Partnerships: http://www.danielsfund.org/sevenstrategies/Strategies/ Denver Public Schools Partners Program: http://www.denverspp.org/ Search Institute (Developmental Assets resources): http://www.search-institute.org/developmental-assets Texas Associations of Partners in Education (TAPE): http://www.tape.org/

BUDGET See Appendix B for the budget draft. Pending agreement with ISSN this budget will change, but the basic staffing plan is represented in the incremental budget development for the 5-year plan. This plan will show the focus on staffing for world languages, social studies in the secondary level, and community connections -- all as discussed in the narrative above. The contingency for a 15% cut in available funds would reduce the number of languages offered and funding for the Community Relations Director.

FACILITY NEEDS


1. In which Denver community(ies) do you hope to locate your school? (Please refer to the regions outlined in the RFP). Why?

The far northeast area of Denver that includes Green Valley Ranch, Montbello, and Parkfield based on community need and surveys conducted in the area.

2. 2. What particular needs do you have in terms of facility space? Please provide reasons

for each.

INNOVATION SCHOOL STATUS 1. Our school intends to apply for Innovation Status. X Yes No

2. If you intend to apply for Innovation Status, please briefly describe the types of waivers you will seek in the areas of staffing, scheduling, budgeting and other areas. (more information on Innovation Schools and potential waivers will be provided during the New Schools Creation Workshops).

DCIS2 seeks the following waivers: • Composition of the Collaborative School Committee to include a few additional stakeholder

groups, including representation from the DCIS Foundation and DCIS2 School Partners • School year calendar variations for planning and professional development

The current DCIS has a weekly late start on Wednesdays for professional development sessions and common planning to follow up those sessions. DCIS2 requests that instead of the late start schedule it be allowed to vary from the district schedule and have one full day each month for professional development and follow-up team/common planning.

The district has five approved half-days for professional development. DCIS2 requests that these be consolidated into two full days. The experience of DCIS is that student attendance is weaker on the half days, and the faculty cannot gain the momentum and intensity it needs in separate half days.

• Flexibility to require all teacher to have five classes plus Advisement as a sixth class • Designated lead teachers to assist with evaluations as the principal’s designees, in addition to

professional development facilitation and coaching, and support of a peer observation program • Waive PE and Art credit requirements, but with options for satisfaction of graduation

requirements as specified above in the curriculum section • Prohibit direct placement of teachers at the school

3. Please briefly describe how seeking Innovation Status would support the implementation of your proposed school model and what changes, if any, you would need to make to your proposed design if you were not granted Innovation Status.


Appendix A: Facility Planning Scope Questionnaire Directions: Please complete the following questions related to your proposed facility educational needs. OSRI staff will assist you should you have questions in completing aspects of the questionnaire. General Information: School Name: Denver Center of International Studies 2 ________________________________________________________ Primary Contact for Facility Planning: Dan Lutz____________________________________ Phone Number: _720.423.9000____________________ Email: [email protected]_____________________________________ Proposed Opening Year: __x_2010 ___2011 ___2012 School Type:__x_ Performance School ___ Charter School ___ Contract School ___ Other Proposed Grade Configuration: _K-12_____ Total Number of Students Served at Enrollment Build out: _____ Core Classroom Requirements Years 1-3:

Baseline assumption for # of students per classroom ____ Year 1 - # of rooms Year 2 - # of rooms Year 3 - # of rooms

10 20 30

Facility Planning Scope Questionnaire Specialty classroom needs: Please note that specialty rooms may be shared if your program is placed on a shared campus.

• Special Education Room # of rooms __2____

• Science lab(s) # of labs ____2___

• Art Room (with or without kiln) # of rooms ___1_______

• Computer lab(s) # of computer labs___prefer laptop carts_________

• Library Media Center (LMC) __x_Yes ___No

• Performance/Dance Room __x_Yes __ _No # of rooms___2_____

• Auditorium _x__Yes – big enough to hold the entire population of either elementary or secondary enrollment


• Cafeteria - yes

• Other (please list room type and number)

Room Type:Model United Nations / Presentation _ # of rooms___1_____ Room Type:_Student Commons______________ # of rooms____1____ Room Type:__Counseling Center______________ # of rooms____1 ____

Administrative/Support Spaces: Please note that specialty rooms may be shared if your program is placed on a shared campus.

• Main Office __x_Yes ___No

o If Yes, please list approximate # of private offices needed (i.e. principal, AP, etc.) ___4__

• Satellite Office _x__YES ___No

• Work Room/Copy Room __x_Yes ___No

• Supplies Storage _x__Yes ___No

• Teacher Work Room(s) _x__Yes ___No

o If Yes, # of teacher work/planning rooms needed ___1_____

Physical Education/Athletic Requirements: Please note that physical education/athletic facilities may be shared if your program is placed on a shared campus.

• Gymnasium __x_Yes ___No

• Locker Rooms _x__Yes ___No

• Weight Room ___Yes ___No

• Field(s) – soccer/football/multipurpose _x__Yes ___No

• Baseball Field ___Yes ___No

• Softball Field ___Yes ___No

• Other (please list)

Type: _____________________________________________________ Type:_____________________________________________________ Type:_____________________________________________________


Other needs: Playground(s) __x_Yes ___No Large meeting space for class/school assembles (i.e. morning meeting) _x__Yes ___No Spaces not address and/or special considerations ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


APPENDIX C - ALTERNATE TEXTBOOK REQUEST/APPROVAL FORM

Not needed at this point. School Name:

Requestor:

Requestor’s Phone Number:

Department:

Title:

Author:

ISBN Number:

Subject Area:

Grade(s):

Copyright:

Format (click correct box) Hardback Paperback Textbook Non-Adopted Supplementary Text Don’t Know For Supplemental/Elective courses: Briefly explain the reason for ordering this non-adopted supplementary text. For Alternative Core Programs: -What need in student proficiencies does this alternative program address that is not currently addressed in DPS Core materials? -What data support the requested alternative core program? -What funding source will be used to support initial purchase and ongoing material needs? -What is the professional development plan, both initial and ongoing, to support successful implementation of the alternative core program? -How will mobility of students be accommodated into/out of this alternative core program to the DPS core program? -How will mobility of teachers be accommodated into/out of this alternative core program to the DPS core program? -How does this curriculum support your performance school’s mission and vision?


Vendor:

Vendor Contact Name:

Contact Phone Number:

Contact Fax Number:

Email:

Vendor Street Address:

City:

State:

Zip Code:

Price Each:

Quantity:

Subtotal:

Account Number:

Order Number:

Approved by:

Date:

(Principal or Assistant Principal)

Approved by:

Date:

(Chief Academic Officer or designee)


Appendix D: Scope and Sequence Chart

To be submitted.

[dcis 8-15-2006]

Denver Center for International Studies DPS Magnet School for Grades 6-12

574 W. Sixth Avenue Denver, Colorado 80204 Phone: 720-423-9000

DCIS International Passages

Description Passage. . . a journey from one place to another. A passage implies a route, perhaps some transportation connections along the way, and a destination. This image is evoked for a unique feature of Denver Center for International Studies (DCIS) program. Using an outcome-based approach, students develop specific individualized learning goals, and design three "itineraries," or Passages, for achieving those goals. These major projects, which focus on international or intercultural affairs, are developed and carried out primarily in the students' junior and senior years in DCIS. Preparation and skill development needed to complete Passages, however, are embedded in grades 6-10. Passage… a rite or experience that challenges a person to move to a new level in life. DCIS International Passages provide that challenge at the upper levels of the school that return the ownership, responsibility, and rewards of learning to the student. This essential step in the journey towards the DCIS Diploma of International Studies moves a student beyond the external requirements of school and state; it calls on his/her personal interests, experiences, and knowledge and emerging awareness from earlier DCIS classes to create an individual path that has intrinsic meaning for the student. Under the guidance of a faculty proposal committee, a DCIS teacher-advisor, and a community mentor, each student develops and implements a detailed plan for each Passage. That plan must specify how the learning outcome will be manifested. Within the student-developed time line, he or she develops skills, conducts research, studies materials and information, and engages in practical experience required for the fulfillment of the Passage. In addition to teacher, library, and community resources at DCIS, students are guided in the use of the following additional DCIS facilities: computers, networks, telecommunications, resource rooms, audio-visual equipment, and the world language laboratory. To provide direction and focus for each International Passage a student must relate the project to the DCIS Graduate Profile. The proposal must specify to which element(s) of the Graduate Profile the Passage is targeted, and must explain the relevance of the project to that element. Each of the student’s three Passages must be directed at separate Profile elements to encourage breadth in the student’s learning.

-

[dcis 8-15-2006]

A wide variety of outstanding activities and experiences may be included in student Passages, such as:

•Traveling to another country for a conference, tour, or home stay. Time spent abroad ranges from two weeks to an academic year, depending on the specific goals and arrangements made.

•Developing a major art project dedicated to an international issue. •Completing a sophisticated research project. •Creating a video presentation on an intercultural or international concern. •Learning an additional foreign language. •Working for a semester as an intern in an international organization for high

school credit. •Hosting a student or teacher from another country for a semester or a school

year, with specific learning or sharing goals planned for the exchange. Students complete the Passage segment of the program with DCIS Connections, a course which is designed to help students relate their DCIS experiences to their future. The course title extends the “Passages” metaphor with the image of travel connections along the way towards a destination. DCIS Connections works with the knowledge and experience students have gained in the program and prepares them for their next step after high school. The course outcomes include an individual narrative transcript included in the student’s Graduate Portfolio in which each student describes and evaluates his or her learning throughout the program. In the transcript the student also suggests what he or she might do with that background in the future. DCIS alumni, Passage mentors, and other guests involved with international and intercultural work visit the class to help the students achieve the course goals.

© 2006 Asia Society │725 Park Avenue at 70th Street, NY, NT 10021│212-327-9217│www.AsiaSociety.org│InternationalEd.org│www.AskAsia.org 1 of 27

All rights reserved. Limited reproduction permission and use is granted to ISSN schools. 4/15/06

IIINNNTTTEEERRRNNNAAATTTIIIOOONNNAAALLL SSSTTTUUUDDDIIIEEESSS SSSCCCHHHOOOOOOLLLSSS NNNEEETTTWWWOOORRRKKK --- SSSCCCHHHOOOOOOLLL DDDEEESSSIIIGGGNNN MMMAAATTTRRRIIIXXX Asia Society’s International Studies Schools Network (ISSN) School Design Matrix addresses the following six key domains: *Page numbers for each domain are in parenthesis below. • Vision, Mission, and School Culture (1-3) • Learning Outcomes (4) • Curriculum (5-9), Assessment (10 -11), and Instruction (12-15) • School Organization and Governance (16-19) • Professional Learning Communities (20-23) • Family and Community Partnerships (24-25)

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Key Elements Beginning Emerging At Least 50%

Proficient At Least 75%

Sustaining At least 90%

1. Faculty, staff, students, and families in the school community share a common vision of and mission for the school, its underlying philosophy, curriculum, and operational norms.

School staff collaboratively develops a unique vision and mission statement for the school that articulates its global focus. 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. Conversations about International Studies Schools and the underlying philosophy, curriculum, and operational norms occur with faculty, students, families, partners, and community stakeholders.

Members of the school community communicate the core tenets of the school’s vision and mission statements. School staff and community have intentional discussions about the implications of the school’s vision and mission on all key aspects of school life and design and implement actions that are aligned.

The school’s vision and mission are clearly evident in school policies, practices, culture, and instruction. Students, faculty, and families demonstrate their understanding of the school’s vision and mission by indicating how it influences or is manifested in key aspects of school life. Decisions are consistently driven by the school’s vision, mission, and shared beliefs about the school.

Faculty members and the school community consistently use the vision, mission, and shared beliefs to guide daily decisions. The vision and mission are used as the basis of an annual reflective school assessment and drive strategic planning for the school.



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2. Faculty, staff, families, and community members consistently demonstrate high expectations for students.

Staff members know students well. They articulate high expectations for student performance and their capacity for global competency. Staff members identify and build on students’ strengths and address their learning needs in a systematic way.

The school community communicates high expectations for student performance and global competency which is evident throughout the school. School wide conversations are initiated to examine the appropriateness of instruction, assignments, assessment, grading policies and behavioral support systems so all students move equitably toward high performance and global competence.

Staff members consistently use a rich repertoire of instructional and assessment strategies to help all students successfully master the international studies curriculum. School staff collaboratively develops a school grading policy that encourages and rewards effort and provides opportunities for student success. Teacher accountability is based on demonstration of their ability to differentiate instruction and foster high performance by all students.

The school community consistently demonstrates a relentless pursuit of excellence as demonstrated by a continuous improvement model of high quality, rigorous and relevant instruction, ongoing assessment, and learning experiences that move students equitably to mastery of the local, state, national, and international standards Every student, unless severely disabled, is enrolled in a course of study that meets or exceeds the admission requirements of the state university system and enables them to attain the qualities of an ISSN graduate.



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3. The school has a supportive school culture that reflects its mission and identity as a small, international studies school.

Communications about the school, including recruitment materials, emphasize high expectations and a commitment to college readiness for all students within an international studies context. Students, parents, and staff are given a handbook (replicated on the school website) that provides a comprehensive orientation to the school’s practices, procedures, policies and global focus. Student and parent orientation is conducted prior to the opening of each school year to foster understanding of and inclusion in the school’s international studies vision and mission. Opening day activities and on-going celebrations build school culture, acknowledge student achievement and enhance global awareness.

The school’s international focus is evident through student work displayed throughout the facility. The school community engages in rituals, traditions, and practices that reflect and enhance its inclusive, international culture. School wide managerial and communication systems are in place that enable the school to function effectively as a collaborative, nurturing school culture.

The school’s mission to foster intercultural awareness, equity, and trust is demonstrated in key aspects of school life. Students, teachers and families demonstrate a deep sense of belonging and loyalty to the school community. The school “thinks globally and acts locally” by contributing to the well-being of its community through internationally oriented service. The school community is engaged in on-going respectful conversation about the school culture and ways it can be enhanced to support student learning.

Student success is celebrated through new and established community-wide rituals. Students have a significant voice in developing and sustaining the school’s culture, and are empowered to establish and maintain school rituals. The school is recognized throughout the community as a beacon of positive intercultural relations, global awareness, and community service.



LLLEEEAAARRRNNNIIINNNGGG OOOUUUTTTCCCOOOMMMEEESSS Key Elements Beginning Emerging

At Least 50% Proficient At Least 75%


1. Faculty, staff, students, and families understand and use the Profile of an International Studies Schools Network (ISSN) Graduate to frame decisions.

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. The ISSN Graduate Profile is shared and discussed among school faculty, students, parents, and partners.

The school community communicates the elements of the ISSN Graduate Profile. The faculty engages in planned conversations about how key aspects of school life, especially curriculum, assessment, and instruction can be geared toward helping students meet the ISSN Graduate Profile. The faculty develops assignments, projects, and lesson plans, and delivers instruction that is clearly linked to the knowledge, skills, and habits of mind outlined in the ISSN Graduate Profile.

The faculty develops assignments, projects, lesson plans, and units of study, and delivers instruction that is planned to support student mastery of the ISSN Graduate Profile. The faculty assesses student work using rubrics based on the criteria set forth in the ISSN Graduate Profile. The students collect evidence via portfolios to document their progress toward achieving the requirements of the ISSN Graduate Profile. The faculty uses cumulative data from portfolio analysis to modify instruction based on overall student progress towards meeting the criteria set forth in the ISSN Graduate Profile.

The faculty develops assignments, projects, lesson plans, and interconnected units of study and delivers instruction that provides students with the experiences needed to develop themselves as ISSN Graduates. The faculty and students assess their work using rubrics based on the criteria set forth in the ISSN Graduate Profile. The ISSN Graduate Profile becomes an on-going self-evaluation tool for students, during and after their high school years.

2. All students are consistently progressing on a continuum of achievement that meets or exceeds local, state, and national standards.

Students meet the average local performance benchmarks.

Meet and exceed local, state, and national average performance and are comparable to schools of choice.

Students across all disciplines and sub-populations exceed local and state average achievement.

Students are meeting or exceeding the national and international standards as measured by assessments such as PIRLS, TIMSS, PISO



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1. Local, State and National standards form the foundation of the school’s curriculum which is organized around “big ideas” and essential questions within an international context.

School faculty creates a coherent sequence of standards-based course descriptions with clear objectives and criteria for excellence defined to ensure all graduation requirements are met Staff addresses local and state standards in their lesson plans. Relevant state standards are visible in each classroom to help students focus their learning and are written in student accessible ways.

Faculty understands and begins to use a conceptual framework for organizing standards, curriculum and instruction around “big ideas” and essential questions that emphasize global perspectives and content. Faculty is in communication with parents about the local state and national standards that form the basis for student learning. Grade level and/or interdisciplinary teams collaborate on interconnected, standards-based lessons and use big ideas and essential questions to emphasize global perspectives, international issues, and discipline content.

Virtually all of the curriculum is aligned with state and national standards and is organized around big ideas and essential questions that emphasize global perspectives, international issues and discipline content. Grade level and/or interdisciplinary teams write a yearly framework for standards-based units of study aligned with the ISSN Graduate Profile. When appropriate, units of study bundle standards across disciplines and around overarching big ideas and essential questions that are co-created with students.

The curriculum is standards-based and uses globally themed units of study that are interconnected across disciplines, when appropriate, and organized around big ideas and essential questions. Big ideas and essential questions originate from student interests and have an international dimension. Staff and students demonstrate knowledge of the state and national standards embedded within the curriculum that students are expected to attain.



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2. The school’s curriculum is coherent and consistent in its global focus.

Teachers discuss opportunities to infuse globally focused content into the standards-based curriculum.

Teachers infuse globally focused content in their lesson planning. Faculty meets weekly to plan and develop curriculum that is aligned vertically along disciplines and horizontally across grade levels. Teachers identify appropriate global resources and materials (e.g. articles, biographies, primary sources, original documents, fieldwork) to include in their instruction.

Teachers infuse complex, globally focused content in their lesson planning and units of study. A school wide curriculum plan is used that is horizontally and vertically aligned and provides a learning progression for achievement of the ISSN Graduate Profile. Faculty identifies and uses a shared collection of global resources.

The school curriculum is taught through standards-based units of study that together form a logical, rigorous and sequential progression in the development of the knowledge, skills and habits of mind identified in the ISSN Graduate Profile. Faculty regularly uses resources aligned with the standards and the units of study, and are drawn from a wide variety of global sources (e.g., articles, biographies, primary sources, original documents, fieldwork).

3. Curriculum is interconnected across disciplines and provides students with multiple opportunities to engage in complex, problem-based projects and investigations.

In team meetings teachers look for opportunities to make connections across content disciplines and develop ways to engage students in understanding, synthesizing, and analyzing the connections.

Pairs or small groups of teachers within grade level teams share in lesson/unit development and implementation that reflect complex, problem-based projects and investigations.

The faculty collaborates to align courses within and across grade level teams to provide global learning connections for students. Student input is solicited to identify relevant issues and problems for study.

The faculty and students collaboratively develop globally-focused, interconnected units which are implemented, as is appropriate, for meeting local, state, and national standards and international benchmarks.







4. The school consistently engages students in a study of world languages and cultures.

All students are engaged in the study of a world language and/or English as a second language. One or more of the languages offered are Asian languages. The world language faculty is provided support including adequate instructional time, curriculum development, resource materials, and professional development.

Students begin to use languages other than English across disciplines and beyond the school setting. The school faculty works together to develop interconnected disciplinary units to provide the cultural background for language study. A comprehensive long-range plan highlights the role of world languages in an international education curriculum.

Students are enrolled in English and at least one other world language course that builds toward a measurable level of language proficiency. Student proficiency in world language is consistently assessed, and results are used to guide program /instructional adjustments as needed. There is evidence that students are using their growing language and intercultural proficiency to deepen learning in other subject courses, as well as in community service/service learning, and/or internships.

Students meet or exceed local, state, and national standards for world language proficiency. Many students are studying two languages in addition to their native language. Students demonstrate intercultural competence, particularly in the areas of disposition toward cross-cultural encounters, knowledge, and ability to observe and analyze other cultures, and use cultural competencies for successful interactions with culture bearers. Students actively use their language proficiency and cultural competencies to deepen their understanding of other subjects and in related learning experiences outside of the school including travel.







5. Students have a wide range of learning opportunities including electives, after-school, extracurricular programs, and travel to deepen their global knowledge and language skills.

School develops a plan for globally- focused electives. Faculty begins to develop globally focused extra-curricular programs and electives.

Students can enroll in at least one after-school program or club that has an explicit global focus. At least one globally focused elective is offered.

Students choose from and are enrolled in a range of after-school programs or clubs with an explicit global focus. Multiple electives are infused with global content and additional electives are offered. Students have access to in-school electives, online courses, travel and/or dual enrollment courses with an explicit global focus.

Existing electives contain a global focus or make an explicit international connection. All students participate in one or more online courses, travel opportunities and/or dual enrollment courses with an explicit global focus. Students themselves create globally focused clubs or service-learning opportunities to deepen their global knowledge and language skills.

6. The school has strong global simulations and Model UN programs in which all students participate.

School staff develops a plan for the introduction of Model U.N. An introductory Model U.N. club is established.

Model U.N. is offered as an elective course and/or as an extracurricular opportunity available to all students. Faculty researches other forms of global simulation and computer based activities which align with their curriculum. (e.g., Jason, Interact, Capitol Forum, OAS Simulation, STELLA Modeling tools computer based, Joel Barker’s Implications Thinking software)

Model U.N. is incorporated as a core element of the overall school curriculum. Other authentic global simulations are used by faculty part of their instructional delivery.

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. Model U.N. program is primarily student-led. Students actively participate in other appropriate regional, national, or global simulations.







7. Students have opportunities to earn college credits through Advanced Placement (AP) and/or International Baccalaureate (IB) courses and/or dual enrollment in college courses.

Pre-level AP, IB and/or other college preparatory courses are offered at grade appropriate levels. The school has set targets for the number of students participating in AP, IB and/or dual enrollment college courses.

Students are adequately prepared to take the AP, IB, and/or dual enrollment college courses which are offered. Students enroll in AP, IB or college courses and are provided appropriate supports to be successful in these courses such as exam simulations, after-school reviews, and test-taking strategies.

The school meets or exceeds its target for the number of students participating in AP, IB, and/or dual enrollment college courses and many of the courses have a global focus. Where available students have the opportunity to earn an International Studies Certificate of Mastery through a local institution of higher education

Students have the opportunity to earn up to two years college credit through AP, IB and/or dual enrollment courses while in high school.

8. The school’s curriculum includes an Advisory Program and other designed opportunities in to develop and practice the social skills and habits of mind of an ISSN graduate (e.g. collaboration, respect for diversity, conflict resolution, receptivity to other views, and appreciation of differences).

There is a vision, and support for developing an effective Student Advisory Program. The faculty discusses, designs, and writes an Advisory curriculum incorporating strategies and experiences to achieve the social skills, habits of mind and global perspectives of the ISSN Graduate Profile.

The school schedule includes sufficient time for a specified, regular, and consistent Student Advisory time. Faculty is actively engaged in implementing and reflecting on the ongoing content needs of the Advisory Program.

The Advisory Program is consistently implemented, effective, and coherent across advisors. The school provides students with opportunities beyond Advisory to develop the social skills and habits of mind identified in the ISSN Graduate Profile. Student voice is demonstrated within the design and implementation of the Advisory Program.

The Advisory Program is consistently implemented with fidelity and is effective in creating opportunities for students to develop and practice the social skills and habits of mind of an ISSN graduate. There is an intentional process by which students have an active role in determining and evaluating the experiences by which they develop the skills and habits of mind of an ISSN graduate.

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9. The Faculty uses multiple forms of ongoing assessments, including authentic and performance-based measures, based on rubrics that provide clear expectations for mastery. Data from the assessments are used to guide decision-making about instruction.

Faculty begins to “backwards plan” instruction (e.g., 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). Faculty collectively studies and develops an initial repertoire of assessment strategies designed to reveal evidence of students’ familiarity, mastery and enduring understanding of essential knowledge and skills.

Faculty consistently “backwards plan” from standards to assessments and finally instruction. Faculty uses a wide variety of assessment strategies and collaboratively reflects on and refines approaches to assessment Faculty and students begin to use and refine rubrics to assess student work.

Backwards planning is internalized school wide; learning goals and assessment strategies are in place prior to the design of learning activities. Multiple forms of assessment are developed and implemented. Student mastery is demonstrated through multiple performance measures. Faculty and students regularly use and refine rubrics to assess student work.

Multiple forms of assessment are used for all courses, and as appropriate, diverse learning styles. Students have a voice in determining how their learning will be assessed (e.g. selecting the format for a final project using power point, drama, visual arts, etc.) The use of ongoing, formative feedback is seen as a key learning tool and data collected from different forms of assessment is consistently used to guide decision-making about instruction.







10.Students develop cumulative portfolios showing the development of their learning and progress toward attainment of the ISSN Graduate Profile. During their senior year each student will also produce an internationally themed project as their “capstone.”

The faculty provides explicit instruction in reflective thinking and analysis as a precursor to the development of student portfolios. The faculty has conversations about framing a school wide portfolio process.

The faculty begins implementing and refining a portfolio development process that enables a student to demonstrate his/her reflective thinking and analysis of their learning. Senior year “capstone” projects are initiated to develop and demonstrate students’ expertise in a globally themed authentic project (This may be a stand-alone project, a course requirement, or an interdisciplinary project). Discussions take place at the school level regarding the management and assessment of school portfolios.

Annually, each student develops and presents a portfolio that demonstrates his/her reflective thinking and understanding of world cultures and global systems. The faculty designs and implements yearly projects that scaffold a student’s ability to produce a significant and successful “capstone” project. All senior year students complete a globally themed “capstone” project. School-based systems for the management of the projects are in place.

All senior year students participate in a public, community wide exhibition of both their portfolio and their internationally themed “capstone” project Seniors’ public presentations of their capstone projects and portfolios are organized to demonstrate mastery of the knowledge, skills, and habits of mind outlined in the ISSN Graduate Profile. Parents, students, and teachers effectively track the management and assessment of student portfolios online. The school clearly communicates the value of portfolio data in relation to other performance measures.



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11. The Faculty uses a variety of instructional strategies to engage and meet the learning needs of every student.

The faculty demonstrates a working understanding of how students’ learn and differences in learning styles that necessitate a variety of instructional strategies. The faculty uses inquiry-based instructional strategies that promote research, analysis and synthesis of information within a global context.

The faculty regularly uses inquiry oriented instructional strategies. The faculty demonstrates an understanding of differentiated instruction, and assesses and addresses the needs of individual students using a variety of strategies.

Across the school, inquiry and project-based instruction is guided by student needs, interests, and standards. The faculty anticipates and meets the needs of diverse learners by using differentiated instructional strategies that are systematically and thoughtfully incorporated into learning opportunities to successfully achieve learning objectives. Students know and apply discipline-specific methods of inquiry.

The faculty matches appropriate instructional strategies with student needs and interests and provides multiple access points to rigorous standard-based content. The faculty uses inquiry-based learning, such as simulations, hands-on laboratory work, and project-based lessons that focus on global issues and/or involve people from other countries to engage students. The faculty uses instructional strategies that enable students to demonstrate productive habits of mind, which include problem-solving, creative, and generative thinking skills as well as the capacity to analyze issues from multiple global perspectives.







12. The school provides a variety of effective interventions to prevent students from falling behind and assists students who do not yet meet standards.

The school develops a plan to continuously assess student performance and assessment data are disaggregated and analyzed. Proactive interventions are designed to ensure that all students learn the intended curriculum.

Student performance is closely monitored and initial intervention efforts are implemented. The school analyzes data on the effects of interventions and monitors and adjusts the intervention process. Communication exists between intervention providers inside and outside of the classroom creating coherence for students and faculty.

Data demonstrate that appropriate interventions accelerate student learning and increase the number of students meeting or exceeding standards. Regular meetings increase coherence among programs and providers working with students on necessary interventions.

Implemented interventions inside and outside the classroom result in students meeting or exceeding standards There is a web of highly communicative providers who plan, implement and provide interventions aligned with classroom teachers and designed with the acceleration of student learning as the center.

13. The faculty uses instructional strategies that promote high levels of literacy competence across disciplines, with particular attention to the needs of English Language Learners and students requiring Special Education services.

The school develops a school-wide literacy plan that includes: • identification of students

with literacy needs • roles and responsibilities for

addressing students’ needs • communication among

teachers of all disciplines and special program staff

• attention to discipline-based reading strategies

Discipline-based literacy strategies are used in classrooms and help students scaffold their learning to meet rigorous curriculum expectations. Data are being collected, using the multiple measures, to monitor and adjust the literacy plan. Periodic meetings take place to enhance the sharing of literacy strategies across disciplines.

Instructional strategies promoting literacy are used across disciplines and result in students accessing more rigorous curriculum. The faculty holds itself accountable for the literacy learning of all students. The data collected from the multiple measures of assessment show improved student performance and are used to monitor and adjust the literacy plan.

Teachers and students consistently use discipline-based literacy strategies to understand complex content and meet or exceed standards.







14. Faculty and students use technology to access global resources, connect to international schools and organizations, and support all facets of the learning process.

An initial audit of existing levels of technological integration and teacher and student competency is conducted and a technology plan is developed based on the audit results. The school collectively develops a vision of effective technology integration that builds teacher and student capacity to access global resources.

Faculty and students have consistent, reliable, and equitable access to technology within and outside the classroom. Data are continually collected and show an increase in the integration of technology in classroom instruction and student work. The faculty increasingly uses technology specifically to globalize the curriculum.

School technology plan is implemented with greater fidelity and data show teachers are appropriately integrating technology into instruction. Students demonstrate the ability to select, analyze, evaluate, and use global resources, accessed using technology, to support their learning. Students regularly connect with students and/or adults from other countries through technology-based resources (e.g., iEARN, Global Nomads, etc.).

When appropriate, the faculty uses multimedia presentations, accesses content through a variety of media, and uses global sources to enhance teaching. Students use technology to initiate research into global areas of interest related to their portfolios or “capstone” projects. Students initiate and maintain regular contact with people from other countries using technology.



15. Students engage in service learning experiences that address local, regional, national, and global issues and perspectives.

A comprehensive plan for developing and coordinating service learning is created, with emphasis on globally related service opportunities. Students participate in service learning activities as assigned by the faculty.

The school plan is initially implemented and all students participate in at least 15 hours of service each year. A system is in place to track students and service learning placements. A plan to integrate service learning into the curriculum is developed.

Students complete 120 hours of service learning for graduation and a minimum of 40 hours is globally focused. A comprehensive system is in place to organize, monitor, and evaluate the quality of service placements. Students are provided structured opportunities to reflect on their service learning experiences, to integrate them into the core curriculum, and self select new experiences to enhance their growth and development.

Globally focused service learning opportunities are systematically integrated into the curriculum. Students actively seek out and plan local, national, and international service learning activities.





16. Students have opportunities to develop globally relevant professional knowledge and skills through internships and other career exploration activities.

A comprehensive plan for developing and coordinating globally-focused internships is created. Students participate in career exploration activities.

The school provides a range of globally related career exploration experiences available to all students. Students engage in internships during the summer prior to or during their senior year.

Students complete 120 hours of an internship within or outside the school day or year. The majority of internships are globally-focused. A system for tracking, monitoring, and evaluating internships is in place.

Students complete 120 hours of a globally focused internship and accompanying structured reflection activities before graduation. School-wide partnerships are in place with local and national organizations for student internships and career explorations.



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1. The school is planned, developed and maintained as a small school.

The local governing agency develops or commits to a plan to implement a small international studies high school of no more than 440 students or small 6 – 12 secondary school of no more than 770 students.

A logical phase in plan is implemented to systematically grow the school to its targeted capacity.

The phase in plan maximizes the use of facilities and faculty allocations to provide a personalized and internationally focused leaning environment.

The sequenced implementation of the international studies high school or secondary school is complete and a plan is in place to advocate for and sustain the organization.

2. Students, representative of the local demographics, enroll in the international studies school as a matter of choice.

A student recruitment plan exists to ensure student enrollment reflects an informed choice based on an expressed interest in international studies and small learning communities. No students are denied entry based on previous academic performance or English language proficiency.

School staff develops web-based and paper enrollment materials that describe the international studies focus of the school and allow students to choose the school based on their interest in an international studies education. Systems and processes are in place to ensure the school represents a heterogeneous cross section of the local school region.

As school size increases; student population continues to be representative of the local demographics. Where imbalance exists recruitment strategies are developed and implemented in concert with the local community to encourage other students to attend.

The fully implemented school maintains demographics that correspond to the local community profile. A lottery or other method of student selection ensures a diverse student body and an equitable opportunity for all applicants to attend the school.

3. Faculty and staff are recruited and hired at the school as a matter of choice.

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. Selection of staff is school-based and in alignment with negotiated agreement with local bargaining units.

Faculty and staff are recruited within the context of the ISSN Teacher Profile with an eye towards a broad range of skills and competencies which will contribute to the needs of the school.

Faculty reviews the ISSN Teacher Profile on a 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.

Faculty actively recruits other teachers who have a demonstrated record of the characteristics present in the ISSN Teacher Profile.



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4. Each school has an international studies coordinator who facilitates the infusion of global studies into curriculum, assessment and instruction.

A staff member is compensated to serve as the international studies curriculum, assessment, and instruction coordinator to work with the staff on enhancing the international dimensions of the school.

A grant or locally-funded half-time international studies curriculum and instruction coordinator is employed to work with the staff on enhancing the international dimensions of the school.

A permanent locally-funded half-time international studies curriculum and instruction coordinator is employed to work with the staff on enhancing the international dimensions of the school.

A permanent locally-funded full-time international studies curriculum, assessment, and instruction coordinator is employed to work with the staff on enhancing the international dimensions of the school.

5. The school is structured to support the development of close adult-student relationships.

Staff studies examples and develops a plan for a school wide advisory program. Staff and students are organized in academic teams by grade level. Administrators and staff are readily accessible to students and parents.

Advisors and grade level academic teams are in place and meet regularly to discuss the needs of students. Administrators, counselors, and social workers collaborate with advisors and teams to support student learning and well being.

Processes are in place to systematically assess student health and well-being, to address student needs, and to establish school-wide physical and mental health policies and practices. Counselors and other professionals develop support groups to address students’ physical and mental health issues.

The advisory program is meaningfully connected to school programs. Students have meaningful and if appropriate, confidential conversations with their advisors. Every student feels that there is a least one person on staff that knows him/ her well. Advisors serve as student advocates with others on the staff.







6. Teachers are organized into high performing, instructionally focused teams that have common planning time within the contractual day.

The initial school plan includes weekly common planning time, within the contractual day, for instructional teams to focus on establishing curriculum, assessment and instruction. A plan to monitor and coordinate the use of common planning time is developed.

As initial school implementation proceeds, grade level and / or discipline teams have regularly scheduled time for instructional planning, three or more times per week. Team meeting time is used to discuss, analyze, and develop plans to meet individual or groups of students’ needs. Processes are initiated to monitor the use of time and communicate action steps.

Common planning time for grade level 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. Teams engage in a reflective process to enhance the use of planning time, completion of and communication about next steps and results. Vertical planning takes place within discipline teams and across grade level teams.

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. Strong vertical alignment across teams is present.



7. Students are grouped heterogeneously for instruction except for limited, targeted efforts to accelerate specific learning outcomes.

Students are grouped heterogeneously within classes to the maximum extent possible. The staff develops and begins implementing a plan to bring underachieving students and/or English Language Learners to grade level by the end of their sophomore year, in high schools, or seventh grade year in secondary schools.

Research-based intervention and differentiated instructional strategies are integrated into instruction to accelerate student performance and meet the needs of diverse learners. Tutoring, counseling, and parent training programs are in place to support student learning. Students have multiple opportunities to participate in before-and after-school intervention and enrichment programs.

Students in the 11th and 12th grades perform at levels that enable them to have access to senior and college level courses. Advanced 8th grade students have access to high school level courses. A plan is developed and implemented for teacher-directed peer tutoring.

The school systematically organizes students into flexible needs-based groups, as appropriate, to accelerate mastery of local, state, national and international standards within a global context. The school seeks and obtains additional funds to substantially enhance academic support for struggling students and increases opportunities for heterogeneous grouping.







8. The locus of control on critical school policies and practices is held at the level of the school within the local context.

School leaders and staff have decision-making authority for budget, instruction, scheduling, and discipline in alignment with local initiatives. School leaders and staff develop a plan for collaborative decision making that defines roles, responsibilities and organizational structures.

The school uses its authority, to make decisions regarding budget, scheduling, instruction, and discipline, advocates with local governing agencies as is needed Specific roles, responsibilities and decision making processes are implemented and refined as needed for workability Systems of communication and feedback are established to consult with families and guardians on important decisions.

Decision making authority is implemented at the school level and roles and responsibilities are clearly defined. Governing agencies are kept informed, to the level necessary, of the rational for decisions that may seem to be in contrast to local initiatives. 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.

Evidence exists that schools use of decision-making authority is linked to increased student achievement. Collaborative decision making structures are sustained even during changes in key leadership. Close communication exists between the school and local governing agencies to ensure ongoing support.



9. The school provides opportunities for meaningful decision making by families and students.

Prior to the school’s opening, a committee is established to promote family involvement and awareness. A family-teacher-student organization is created.

A student council and/or student government is established. The family-teacher-student organization plans activities in support of school-wide initiatives, global activities, and enrichment for student learning.

Numerous structured and informal opportunities exist for families to provide input and feedback to the school and interact with staff and administrators. The family-teacher-student organization is an integral part of the school leadership and is an important support mechanism for teaching and learning. Student voice is respected in decision-making, reflection, and developing the school culture.

Families and students are members of a fully functioning school decision-making structure. A permanent coordinator (bilingual where appropriate) acts as a liaison between families and staff. Students are given leadership opportunities to express their voice in important issues that impact their learning.

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1. School leaders, faculty, staff, coaches, and partners define themselves as a Professional Learning Community (PLC) focused on the continuous improvement of teaching and learning within the school.

School leaders, faculty, staff, coaches, and partners engage in collaborative discussions, to establish PLC collaborative norms (e.g., inclusive and respectful communication, value for differing points of view, trust, and a culture of continuous learning). The PLC reads and discusses the ISSN Design Rubric, compares it with National, State, and Local mandates and initiatives, and develops focus groups for implementing the ISSN Key Domains and Graduate profile.

Collaborative norms are used and valued by the PLC. PLC self-selected teams collaboratively study the ISSN Key Domains, assess current level of implementation, analyze how to align National, State and Local initiatives, communicate findings, investigate resources, make recommendations and gather data for improving teaching and learning.

The PLC is known for a culture of trust, respect, inclusion and producing results. The PLC develops and implements one unified school plan that synthesizes the ISSN Key domains with National, State, and Local mandates and initiatives and is effective for enhancing teaching and learning.

The PLC is a model for and mentors beginning ISSN schools. The PLC 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, state, national and international standards.

2. The faculty collaboratively reflects on and analyzes existing practices to improve teaching and learning.

The faculty engages in collaborative discussion and work focused on improving instruction.

The faculty engages in collaborative discussion and work that is structured through the use of a repertoire of tools and strategies including peer observation and protocols to look at student work. The faculty uses the results of their collaborative work to strengthen instruction.

Tools and strategies to structure collaborative work are detailed and strategies and structures include critical friends groups, lesson study, walkthroughs, and peer mentoring. The faculty shares the results of their collaborative work and employs a variety of strategies to enhance instruction and support one another across ISSN schools.

The faculty uses a broad, sophisticated array of tools, strategies and protocols to structure collaborative work including action research. The faculty uses evidence of improved teaching and learning as a basis for their collaborative work. The faculty is actively engaged in Communities of Practice within and across disciplines as well as within and out of the network of ISSN schools.



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3. School leaders, faculty, staff, coaches, and partners engage in professional development to acquire, use, and create new knowledge of global studies, the academic disciplines, and pedagogical skills.

The PLC collaboratively develops a school wide professional development plan based on student achievement data and identified needs in the faculty. The faculty develops an individual professional growth plan that helps them reach the ISSN Teacher Profile. The faculty participates in professional development to strengthen discipline knowledge and pedagogical skills.

Each grade level and/or department team and individual has a professional development plan that aligns with the school wide plan. The staff participates in on-going professional development and uses the knowledge and pedagogical skills gained to strengthen instruction The PLC informally shares knowledge and materials acquired from inside and outside sources.

The faculty participates in professional development to strengthen discipline knowledge and pedagogical skills on a monthly basis and use this knowledge to enhance classroom instruction. The PLC formally shares knowledge and materials in scheduled professional development activities, and establishes action steps and timelines for implementation with students.

The faculty collaboratively celebrates the knowledge, skills and dispositions that they have gained and implemented through professional development. The faculty formally shares knowledge and materials acquired from outside sources with other school staff in scheduled professional development activities. The faculty publishes in the literature, contributes to professional organizations and present at conferences, based on the professional development experiences they have experienced and implemented within their own setting.







4. Grade level and discipline-based teams use student achievement and other data to inform decisions about teaching and learning.

The staff, organized in teams, annually analyzes achievement and other readily available data to identify learning gaps and establish school-wide priorities for improvement in instruction.

Two or three 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 improvement in instruction. Readily available data are supplemented by information collected through staff- developed multiple assessment measures and targeted observations. School-wide trends pointing to achievement gaps among student groups are analyzed and appropriate interventions are put in to place at the team level.

Teams systematically analyze assessment and other data at regular intervals. Readily available data are supplemented by information collected through staff- developed measures (e.g., collaborative discussion and analysis of student work using protocols and rubrics) and targeted observations, including surveys of parents, students, and other key stakeholders.

Changes in instructional practice are linked to data- based analysis and decision making at the team level. Sharing of data analysis and successful practices takes place across teams. Implementation of these data driven practices is linked to increases in student achievement on local, state, national and international benchmarks.







5. The staff identifies and uses opportunities for international travel and learning.

The staff researches opportunities and develops initial plans for international travel.

Staff members travel abroad during their tenure at the school and incorporate travel experiences and perspectives in their teaching. Staff members traveling abroad informally provide information and materials to other teachers. At least one teacher and/or student from abroad visit the school.

The faculty travels abroad during their tenure at the school and incorporates travel-based lessons effectively in the standards-based teaching of their discipline. Staff members traveling abroad formally provide information and materials to other teachers in scheduled professional development activities. At least one teacher and one student from abroad spend a month or more at the school.

The faculty travels abroad during their tenure at the school and designs standards-based units of study that incorporate travel experiences, global perspectives, and resources to expand student experiences. Staff members traveling abroad formally provide information and materials to other teachers and colleagues outside the school in scheduled professional development activities. There is a “Visiting Teacher in Residence” Program in which one or more foreign teachers spend at least a semester at the school. There is a “Visiting Student in Residence” Program in which one or more foreign students spend at least a semester at the school.



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1. Parents, families, and guardians are productively involved in school life.

The staff creates a welcoming, accessible and responsive environment for parents, families, and guardians in the school. The school provides families regular orientations and materials on the school program and its International Studies focus. Parents, families, and guardians understand and support the concept and importance of International Studies.

Parents, families, and guardians are in regular communication with classroom teachers and administration about the progress of their children. 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). School leaders and the staff communicate with parents, families, and guardians through a variety of publications, media and forums.

The school has a system in place for providing information and soliciting feedback from parents, families and guardians on a wide variety of school issues. 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. 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.

Parents, families, and guardians are actively involved in school life and their children’s education. Parents, families, and guardians regularly participate in the assessment of students’ major project presentations. Parents, families, and guardians, in collaboration with school staff, create their own learning and support community that provides multiple opportunities for family seminars, support groups, and etc.

2. The school leaders and staff respect and appreciate the cultures, backgrounds, and values of their students' parents, families, and guardians and engage them in strengthening the school’s international dimension.

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. The school identifies resources to assist in communication with parents, families, and guardians that align with their cultural and linguistic background.

The school collects data on parents, families, and guardians’ talents, interests and other resources that can be used to support and enhance school programs. Parents, families, and guardians share their cultural backgrounds with the school community in support of the international curriculum.

Parents, families, and guardians systematically share their cultural heritage with the school community. Parents, families, and guardians assist staff in deepening their cultural awareness of and sensitivity to the needs and backgrounds of their diverse school community.

Staff members have a deep understanding of the cultures of the parents, families and guardians, and value their contributions to the school. The cultures of parents, families, and guardians are considered an asset and are consistently used as a basis for enhancing international learning and understanding.



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3. The school develops key partnerships with institutes of higher education, businesses, cultural institutions, and community organizations.

The school develops initial key partnerships and begins planning work with partners for financial support, internships, community service, service learning opportunities, and participation in school projects.

The school expands its network of partnerships and begins to use these partnerships to provide opportunities for student learning within and outside the school. Structures are provided for community partners to take steps toward institutionalizing school partnerships (e.g., international career fair, community and service learning opportunities).

A system to cultivate and maintain globally oriented partnerships and student opportunities is implemented and includes a designated staff liaison to oversee the process (e.g., school advisory and a global studies advisory council). 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.

There is a seamless integration of learning experiences for students provided on and off campus by key partners. The school has stable and sustainable partnerships that provide opportunities for student leadership, planning, and initiative. The school has established internationally focused partnerships including with institutions abroad that support the various dimensions of global studies.

4. Community based family service professionals work in collaboration with school staff to ensure students’ physical, social, and emotional health.

Staff members learn about the physical and mental health needs of students, assess trends in students well being, and begin to explore partnerships with community agencies in support of students’ needs. Grant opportunities and other funding mechanisms are explored to establish community health agency partnerships

The school has a system for assessing the physical and mental health needs of students in collaboration with community agencies. Partnerships with community agencies are formed to address students’ physical and mental health needs. Agency partnerships receive funding from sources outside the school budget.

There is a school committee made up of multiple stakeholders from within and outside the school that prove a comprehensive safety net of physical and mental services to support students’ and families’ well being. A broad mix of funding sources provides substantial “outside” support for community agency partnerships.

The school has developed stable and sustainable partnerships with community agencies providing a system of physical and mental health services for students, parents, families, and guardians. The school has evidence that physical and mental health problems have been reduced by early intervention.

Sample Professional Development Session Plans Focuses • Important to note that professional development of DCIS2 is not just for teachers to

learn effective pedagogy and improve on their skills in this regard, but to work collaboratively together on an ongoing basis in developing the school as a whole around the vision and mission of the school.

• Key initial professional development topics DCIS Vision, Mission, and Design (Guiding documents) DCIS Assessment; Graduate Portfolio System (GPS) Planning backwards at the curriculum and classroom level from overall school

targeted outcomes (Graduate Profile) DCIS pedagogy

Sample Professional Development Lesson Plan 1: DCIS Vision, Mission, and Design Date: April 2011 retreat during the first district release day or half day following the hiring of the new school's teachers for school year 2011-2012. Time: Half day Preparation: Prior to this scheduled workshop all new faculty members will be sent the guiding documents (vision narrative, mission statement, school design matrix, core values) and be required to read and study them before the retreat. Desired outcomes: All new teachers will • get to know each other and why they committed to DCIS2. • gain a clear understanding of their collaborative role in the success of DCIS2 • acquire a foundational knowledge of the vision, mission, and design framework of the

new school • know the beginning expectations of initiative required for teachers in DCIS2, and how to

prepare for the coming summer retreat Materials: Teachers are to bring their copies of the guiding documents with them to the workshop, a notebook, and their calendar. Handouts • Faculty contact list • June retreat information Activities: 1. Welcome and ice breaker / conversation starter 2. Interview activity - interview pairs and introduction of interviewee to large group 3. New faculty one-on-one with current DCIS1 students: 4. Teacher to student questions:

Why did you want to be in DCIS? What stands out in your mind about your experience in DCIS? What one thing would you like to see that would improve your experience in DCIS1

(e.g. greater challenge, more help with math, easier access to an international or intercultural travel experience...)

5. Student to teacher questions prepared by the students 6. Sharing out what teachers heard from students 7. Orientation topics

Process is to first have teachers develop questions about the topics they think are important and pertinent to understanding the context of DCIS2 and their role in it; this is to be done in pairs.

Emphasize metacognitive awareness of instructional technique Topics: CIS to DCIS history; expectations of the school's leadership, and

expectations of faculty's role in interaction with the school's leadership Review of guiding documents

8. Closing information: Preview of the June retreat Input from teachers for the retreat (discussion to help with exit ticket): What is at

the top of your list of things you are excited about in starting the new school? What is at the top of your question and confusion list?

Instructions for the retreat: Date and time: what to bring; what creative thinking to do between this workshop and the retreat

9. Exit ticket: Simple workshop evaluation, including one thing respondent wants to be sure is included in the retreat

Sample Professional Development Lesson Plan 2: Graduate Portfolio System Date: Session during August, 2011 Faculty Workshop Time: 4 hours Preparation: Prior to the workshop teachers will be given the GPS background information and developed sample units to study. They will also have a copy of the DCIS2 Graduate Profile. The facilitator of the session will invite two alumni from the DCIS graduating class of May, 2011, to give their portfolio presentations to the teachers. Desired outcomes: Teachers will know what GPS is, what a Graduate Portfolio looks like, and how to draft a unit using GPS. Materials: Teachers are to bring their copies of the GPS background materials, sample GPS units, and the DCIS2 Graduate Profile, and any materials from the curriculum of one of their classes to which they would need to refer in modifying a unit with GPS. Activities: 1. Introductory activity: Backwards planning

• Have teacher pairs discuss how they would get to a specific address in Lackawanna (New York… but don’t share this with the teachers, even if they know this.)

• Debrief the process they used, leading to the point that they had to know where they were going as exactly as possible, map out how they would go, etc.

2. Introduce the concept of the Graduate Portfolio 3. Introduce the two DCIS graduates, and have them give abbreviated versions of their

portfolio presentations. Pass around their portfolios. 4. Invite teachers to ask alumni about their portfolio development and presentation

experiences. 5. Thank the DCIS alumni for their time and presentations, and excuse them. 6. Discuss the concept from the GPS information about how the portfolio artifacts that

come from courses are developed as evidence of learning in the context of the Graduate Profile, and how the artifacts are vetted with a rubric.

7. Introduce the “milestones” version of the Graduate Profile for 5th grade and 8th grade, and how those apply to the younger grades.

8. Have teachers work in teams of two to draft a GPS unit for a level at which they teach. Work for one hour on this, then come together to share and question, then work another hour.

9. Exit assessment questions: • What do you understand are the key components and purposes of GPS? • What strengths do you see in the system? • What questions and concerns to you have in developing and incorporating a GPS unit

into each semester in your courses/instruction? • What similarities and differences do you see in developing the GPS in comparison to

the portfolios and portfolio presentations you saw from the alumni?

ProposalforaNew* DenverCenterforInternationalStudies...

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