Issnmatrix

© 2007 Asia Society. All rights reserved. Limited reproduction permission and use is granted to ISSN Schools
ASIA SOCIETY
INTERNATIONAL STUDIES SCHOOL NETWORK (ISSN)
SCHOOL DESIGN MATRIX
TABLE OF CONTENTS
The ISSN Design and Implementation Matrix: An Overview………………………………………………………………. 1-3
Domain I: Vision, Mission, and School Culture….………………………………………………………………………… 4-8
Domain 2: Student Learning Outcomes...…………………………………………………………………………………… 9-11
Domain 3: Curriculum, Assessment, and Instruction..……………………………………......………………………….… 12-26
Curriculum…………………………………………………………………………………………………..…... 12-17
Assessment ……………………………………………………………………………………………...………. 18-21
Instruction …………………………………………………………………………………………………...…... 22-26
Domain 4: School Organization and Governance ……………………………………………………………...…………… 27-34
Domain 5: Professional Learning Communities …………………………………………………………………...……….. 35-38
Domain 6: Partnerships …………………………………………………………………………………………………..…. 39-41
How to Read and Use the ISSN School Design Matrix ……………………………………………………………………… 42-44

2.
The ISSN Design Implementation Rubric is intended to assist educators who are part of the Asia Society’s International Studies Schools
Network throughout all phases of the development of their schools. The Matrix Implementation Rubric:
 Provides a blueprint for schools in planning, designing, and opening an ISSN school
 Guides implementation and supports school wide reflection and self-assessment of implementation progress
 Provides data needed to plan for continued growth and development as a Professional Learning Community from inception to sustaining
a process of continuous improvement; and
 Provides a framework for evaluating the effectiveness of the Asia Society ISSN design principles.
How to Read and Use the School Design Implementation Rubric
The ISSN criteria are not repeated across each level of implementation; rather, everything identified in the BEGINNING level is subsumed in the
EMERGING, PROFICIENT, and EXEMPLARY levels. The criteria are intended to be appropriate to the specific stage of development. There is some
intentional repetition of criteria across domains to ensure internal coherence and consistency across the entire rubric. As you read the ISSN
Design Rubric you will see that the header for each key element also include percentages which are intended as rough guidelines for the expected
level of intensity or depth of implementation of specific criteria across the faculty or student body. You will also find criteria for which the
percentages have no significance. The percentages are a general measurement guideline to be considered only where appropriate.
There are many ways to approach engaging planning teams, faculty and community in reading and understanding the Implementation criteria.
Below is one suggestion.
• Select one domain to focus on for a week or the period of time between professional development sessions. Determine the most
appropriate group to review the domain and participate in follow-up discussion of the school’s progress in that domain. Groupings might
include grade level teams, departments, interest-alike groups, the whole school faculty, or faculty-parent committees. Convene the
appropriate group and:

3.
o Skim the document as a group and discuss any areas that may need clarification for common understanding.
o Assign everyone (or small teams) the task of reading the criteria again in more detail, highlighting those that they feel the school
has mastered to the level of expectation and those where further work must be done.
o Over the designated period of time, ask the participants to observe the work going on in the school looking for evidence that
matches up with these criteria. In the column provided, note observations and cite evidence. If possible, collect the relevant data
and evidence such as test scores, student or parent comments, and etc for review at the next meeting.
o Ask the group to bring their notes and data to the follow-up session where discussion and reflection will occur. Consider the
quality and appropriateness of the data that has been collected, and determine what additional information should be gathered.
When there is adequate information available to make informed judgments, identify areas of apparent success and challenges to
address. Determine next steps and timelines.
o Over the course of the year the entire ISSN Rubric could be discussed in this fashion. Look for connections to other events in the
school. For example, periods of testing might be a good time to make observations and gather evidence on the assessment domain
of the matrix. Or discuss the Family and Community Partnerships domain as the school prepares for Parent Orientations, Back to
School Night, Parent Conferences, or Career Day Events.
In designing Professional Development and support for the school’s use of the ISSN Rubric, ISSN Coaches may ask principals which aspects of
the rubric will be the most challenging. The process of review and backwards planning might then begin with a guaranteed success to build
momentum or begin with an identified challenge to get participants engaged. The decision about where to begin should be guided by the
immediate concerns of the school community, the level of expertise and experience at the school, and the local context so that the ISSN Rubric
becomes a powerful support for growth and development and meeting the specific needs of each school.

4.
VISION, MISSION, AND SCHOOL CULTURE
Key Elements Beginning Emerging
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
1. The school has a clear
and established identity
as an international
studies school.
a. Communications about the
school clearly define its
international vision and the
implications for curriculum and
student learning both within and
beyond the school day.
b. The school’s mission and
values as well as policies and
procedures are shared with
students, families and any
school partners.
c. Student and parent
orientations are conducted prior
to the opening of each school
year to foster understanding of
and inclusion in the school’s
international vision and mission.
d. The school uses multiple
communications channels to
promote its identity as an
international studies school.
e. Parents and students are
attracted to the school because
of its unique international focus
and programs.
f. Students, parents, and staff are
provided a multilingual
handbook in print and on-line
that provides a comprehensive
orientation to the school’s
practices, procedures, policies
and international studies focus.
g. The school’s international
mission is recognized within and
outside the education
community.
h. Students choose the school
because of its international focus
and program.
i. The school has established
contacts and maintains
relationships with other
international schools and global
education programs, and with
international organizations in its
community, region, nation, and
beyond.
j. The school is recognized
throughout the community as a
beacon of positive intercultural
relations, international
awareness, and community
service.
k. The school is recognized as an
international studies school by
other such schools, international
organizations, and universities.

5.
VISION, MISSION, AND SCHOOL CULTURE (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
2. Faculty, staff, students,
and families who
comprise the school
community share a
common vision of and
mission for the school
that is predicated upon
an international focus,
equity of admission,
educational opportunity,
and rigorous standards.
a. School staff collaboratively
develops a unique vision and
mission statement for the school
that articulates its focus on
college readiness and
international understanding.
b. The vision and mission
statement is disseminated
broadly, included in the school
and student handbook and is
posted throughout the school
facility and on the school’s
website.
c. School staff communicates
the vision and mission of the
school to the broader school
community including the
members of the district and
other partnerships.
d. Members of the school
community are able to
communicate the core tenets of
the school’s vision and mission
statement with the larger local
community.
e. School staff and community
have intentional discussions
about the implications of the
school’s vision and mission on
key aspects of school life and
design and implement actions
that are aligned.
f. A formal process is in place
to ensure the vision and mission
is communicated with and
shared by newcomers to the
school community.
g. The school seeks out
community partners who further
international learning for
students both within and outside
of the school day.
h. Students, faculty, and
families can demonstrate that
the school’s vision and mission
are clearly evident in school
policies, culture, and instruction.
i. The vision and mission are
used as the basis of an annual
reflective school assessment and
drive strategic planning for the
school.
j. Students, teachers and
families demonstrate a sense of
belonging and loyalty to the
school community.
k. Essential partners such as
the school district, community
agencies, out of school time and
university partners understand
and support the vision and
international mission of the
school.
l. Faculty members and the
school community consistently
use the vision, mission, and
shared beliefs to guide daily
decisions.
m. A system is in place to
ensure that the school’s mission
and vision statement is
periodically reevaluated.
n. Essential partners such as the
school district, community
agencies, out of school time and
university partners are proactive
and enthusiastic in their support
of the school.

6.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
3. The school has
established a culture
consistent with its
mission as an
international studies
school.
a. Communications about the
school, including recruitment
materials, emphasize that the
international mission is for all
students.
b. The school actively recruits
teachers and students with
experience and interests that
contribute to its international
mission.
c. The school has identified
rituals, routines, activities, and
equitable practices that reflect
and enhance its inclusive
international studies culture.
d. Opening day activities and
on-going celebrations are
designed to clarify expectations,
acknowledge student
achievement and enhance
international awareness.
e. The school uses multiple
communication channels to
promote its values.
f. The school’s international
studies focus is evident in
school-wide activities and
through student work displayed
throughout the facility.
g. The school community has
designed and/or adopted rituals,
traditions, and equitable
practices that reflect and
enhance its inclusive
h. The students, teachers, and
families are engaged in on-going
respectful conversations about
the school culture and ways it
can be enhanced to support
student learning.
i. Opening day activities and on-
going celebrations are well-
planned and communicate
expectations, acknowledge
student achievement and
enhance international awareness.
j. There is broad support in the
school community for rituals,
traditions, and equitable
practices that reflect and
enhance its inclusive
k. The school’s mission to foster
intercultural awareness, equity,
and trust is demonstrated
consistently in key aspects of
school life.
l. The school “thinks globally
and acts locally” through its
ongoing engagement with local
and international communities.
m. There are frequent and well-
established opportunities for the
students, teachers, and families
to engage in on-going respectful
conversations about the school
culture and ways it can be
enhanced to support student
learning.
n. The school’s rituals, routines,
activities and practices reflecting
and enhancing its inclusive
international studies culture are
institutionalized and regarded as
school traditions.
o. Systems exist that ensure that
students and families have a
significant voice in developing
and sustaining the school’s
international focus.

7.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
4. College and post-
secondary readiness is
an expectation for all
students.
a. Student recruitment
materials, hall and classroom
displays, and communications
with parents all reflect a college-
going culture.
b. Staff members have set high
expectations for every student’s
performance.
c. Communications throughout
the entire school community
express high expectations for
student performance.
d. Staff members articulate
high expectations for every
student’s performance and their
capacity to do rigorous work
that will prepare them for
college.
e. School wide conversations
take place to examine practice
that ensures all students have
equitable support in reaching the
goal of college readiness.
f. An intervention system is in
place to identify and address the
needs of individual students
whose academic performance or
behavior puts their high school
graduation and college readiness
goals at risk.
g. Students are provided with
multiple opportunities to visit
college campuses and post
secondary programs during their
school tenure.
h. A system has been established
for informing students and
parents about scholarship
opportunities, financial aid
information and can readily
obtain assistance with college
applications, FAFSA forms, etc.
i. Every student, unless severely
disabled, is enrolled in a course
of study that supports the
knowledge, skills, and
dispositions contained in the
ISSN Graduate Profile and that
meets or exceeds the admission
requirements of the state
university system.
j. Credit retrieval and course
completion opportunities are
provided to students needing
assistance in staying on track for
graduation.
k. The majority of the students
identified for intervention
services improve their academic
performance to the level
required for graduation and post-
secondary success.
l. Students and parents are
regularly apprised of scholarship
opportunities, financial aid
information and can readily
obtain assistance with college
applications, FAFSA forms, etc.
m. All seniors are applying for
college or post-secondary
education.
n. College and/or post-
secondary education attendance
rates exceed 90 percent.
o. All graduates either attend
post-secondary institutions or
obtain employment that offer
opportunities for further growth.
p. The school community
consistently demonstrates a
relentless pursuit of excellence
that move students equitably to
mastery of the local and state,
standards; and national and
international guidelines for
academic performance.
q. Students, while in high
school, have demonstrated the
capacity to do college level
work.
r. School has a system in place
to track and document the post-
secondary education experiences
of their students.

8.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
5. Faculty, staff, students,
and families understand
and use the ISSN
Graduate Profile as an
essential tool to plan for,
guide, and assess student
learning and progress.
a. The ISSN Graduate Profile is
included in the school and
student handbook and is posted
throughout the school facility
and on the school’s website.
b. The ISSN Graduate Profile is
shared and discussed among
school faculty, students, parents,
and partners.
c. Faculty, students, parents and
partners can communicate the
ISSN Graduate Profile.
d. The faculty engages in
intentional conversations about
how key aspects of school life,
especially curriculum,
assessment, and instruction can
help students with the
e. The school faculty
collaborates with out of school
partners to support seamless
international learning during and
beyond the school day.
f. The faculty develops
assignments, projects, lesson
plans, and units of study, and
delivers instruction that is
planned to support the
g. The students and faculty
assess student work using
rubrics that reflect the
h. The students collect evidence
via portfolios to document their
progress on the knowledge,
skills, and dispositions in the
i. The faculty use cumulative
data from portfolio analysis to
modify instruction based on
overall student progress on the
dispositions in the ISSN
Graduate Profile.
j. The ISSN Graduate Profile
becomes an on-going self-
evaluation tool to monitor their
progress during and after their
high school years.

9.
STUDENT LEARNING OUTCOMES
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
1. All students graduate
from school with the global
skills, knowledge, and
dispositions articulated in
the ISSN Graduate Profile.
a. a. The school designs learning
experiences to develop the
knowledge, skills and
dispositions outlined in the
b. The school develops a system
for monitoring each student’s
academic and social
development, provides
advisement and communicates
with students, parents, and
guardians to ensure each student
is progressing towards achieving
the tenets of the ISSN Graduate
Profile.
c. As part of the Graduate
Portfolio System, students
collect and reflect on annual
evidence of their work that
demonstrates progress on the
Graduate Profile.
d. The school implements
learning experiences that
develop the student
competencies described in the
ISSN Graduate Profile and
faculty can make the
connections between the
learning experiences and the
desired knowledge, skills and
Graduate Profile.
e. The school implements a
system for monitoring each
student’s academic and social
development, provides
advisement and communicates
with students, parents and
guardians to ensure each student
is progressing towards achieving
the tenets of the ISSN Graduate
Profile including all
requirements for graduation..
f. The school’s curriculum is
well-established and the
connections between the
learning experiences and the
desired knowledge, skills and
Graduate Profile are well-
understood by faculty, students,
and parents.
g. Students monitor their own
progress toward graduation in
partnership with their advisor /
counselor, and explore post-
secondary opportunities.
h. Every student graduating
from an ISSN school develops a
graduation portfolio that
demonstrates their college
readiness and global
competence.
i. All students meet the tenets of
j. As part of the Graduate
Portfolio System, all students
present and defend their
individual portfolio in a
community exhibition in their
senior year.

10.
STUDENT LEARNING OUTCOMES (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
2. The school implements
an academic program in
which students are
consistently progressing on
a continuum of
achievement that meets or
exceeds local and state
standards; and national
and international guidelines
for academic performance.
a.. The school establishes a
system for monitoring student
progress on standards-based
assessments.
b. The school sets up data
systems that are accessible to
faculty and allow real-time
monitoring of student progress.
c. The school establishes
assessment policies and
procedures that support
formative assessment and
diagnosis of student learning
challenges and instructional
needs.
d. The school collects baseline
data on student achievement and
uses trend results to develop a
plan to address specific
achievement needs.
e. Data reflect that student
performance is comparable to
the student performance in
district schools with similar
demographic profiles and the
school demonstrates progress in
consistently increasing the level
of student academic
performance.
f. Individualized Learning Plans
are created for each student
which provide for annual goal
setting with a process for
frequent monitoring and
interventions as needed.
g. The school disaggregates data
to create a plan to address
performance gaps among
student subpopulations.
h. The majority of students
meets or exceeds the proficient
level of performance on local
and state standards; and national
and international guidelines for
i. The school has established
incentives and opportunities that
encourage students to undertake
challenging academic tasks and
to extend their learning both
during the school day and
beyond.
j. All students are meeting or
exceeding local and state
academic performance, and
there is no demonstrable
achievement gap between
subpopulations.

11.
STUDENT LEARNING OUTCOMES (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
3. Students attend school
regularly and exhibit high
levels of expected school
conduct.
a. The school adopts a goal for
the average daily attendance rate
to meet or exceed the district
average.
b. The school adopts a goal for
school discipline referral rates to
be less than or equal to the
district average.
c. The school collects and
analyzes data on student
attendance rates and discipline
referrals, and uses this to inform
school policies and procedures.
d. Current average daily
attendance rate meets or exceeds
district average.
e. Current out-of-school
discipline referral rates are less
than or equal to the district
average.
f. Longitudinal data indicate
increasing levels of attendance
and decreasing levels of student
discipline referrals at the school.
These data inform policies.
g. Students attend school in high
numbers, meeting or exceeding
state and federal attendance
targets.
h. Current out-of-school
discipline referral rates are less
than the district average.
i. Low discipline referral
numbers allow the school to be
considered a “safe school” under
state and/or federal legislative
guidelines.
j. Students express excitement
and pride to be members of the
learning community. When at
school or representing the
school in the community,
students exhibit exemplary
behavior.
k. Students self-monitor and
monitor each other to maintain a
positive school culture.
4. Once enrolled, students
remain at the school and
graduate with their
entering cohort with well-
articulated post-secondary
plans.
a. The school attrition rate,
including transfers and drop-
outs, mirrors the district
average.
b. The percentage of students
passing examinations required
for graduation meets the district
average.
c. The school actively provides
and discusses college and
employment information with
students and parents, and has
rich information about post-
secondary opportunities posted
throughout the school.
d. The school attrition rate,
outs, is less than the district
average.
e. The percentage of students
for graduation exceeds the
district average.
f. All students make at least one
college visit.
g. The school attrition rate,
outs, is significantly below the
district average.
h. The percentage of students
for graduation is significantly
above the district average.
i. A substantial majority of
students stay “on track” for
graduation, fulfilling annual
grade level expectations of
academic achievement and
course completion.
j. All students attend multiple
college visits and explore other
post-secondary options.
k. Once enrolled, virtually all
students remain at the school
and graduate with their entering
cohort.
l. All seniors complete a high
school course of study that
leaves all options, including
post-secondary education, open
to them.
m. Each student has a well-
articulated post-graduation plan
that has been developed in
partnership with the student,
his/her parent or guardian
(where possible), and counselor,
advisor, or school administrator.

12.
CURRICULUM, ASSESSMENT, AND INSTRUCTION
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
1. The school’s curriculum
is coherent, sequenced,
and organized around
local and state
standards, globally
focused enduring
understandings, and
essential questions that
facilitate the acquisition
of the knowledge, skills,
and dispositions of the
a. The faculty explores the
curricular implications of
local and state standards,
national and international
guidelines, and 21st
century
knowledge and skills.
b. The school has created an
initial map of its curriculum
reflective of state
requirements, and begins to
incorporate international
content into each course.
c. The faculty identifies
globally focused enduring
understandings and
essential questions in each
course.
d. The faculty creates a
coherent sequence of
standards-based courses
that facilitates student
learning of the skills,
knowledge, and dispositions
contained in the ISSN
Graduate Profile.
e. The faculty incorporates
local and state standards in
their lesson plans and
teaching.
f. Expectations for what, why,
and how students learn are
visible in each classroom
and are stated in language
accessible to students and
parents.
g. The school sets expectations
for learning that reflect their
analysis of local, state, and
international standards.
h. The faculty begins to use a
conceptual framework for
organizing standards,
curriculum, and instruction
around international enduring
understandings and essential
questions and have mapped a
four to seven year sequence of
courses that facilitates student
learning consistent with the
i. The faculty meets regularly to
plan and develop curriculum
that is aligned vertically in
disciplines and horizontally
across grade levels and themes
and they identify appropriate
materials, resources and out of
school partners to support their
instruction.
j. Faculty is in communication
with parents and partners about
the standards, outcomes and
expectations that form the basis
for student learning.
k. Grade level and/or
multidisciplinary teams
collaborate on interconnected,
standards-based units and use
enduring understandings and
essential questions to emphasize
global perspectives,
international issues, and
discipline-specific content.
l. Virtually all curricula are
aligned with state and national
standards and are organized
around enduring understandings
and essential questions that
emphasize global perspectives,
international issues and
discipline-specific content.
m. Grade level teams,
multidisciplinary teams and/or
individual teachers infuse
globally focused enduring
questions in their daily lessons
and units of study.
n. Each year, grade level and/or
interdisciplinary teams write
new or refine existing course
units to strengthen the global
focus of the curriculum and
deepen its connection to the
o. When appropriate, units of
study integrate standards across
disciplines and around
overarching enduring
questions.
p. Curriculum is standards-based
and uses units that reflect
international perspectives and
understandings are
interconnected across
disciplines, when appropriate,
and organized around enduring
questions.
q. The globally focused
curriculum allows for student
choice within units and courses
when appropriate.
r. Resources and materials that
support learning objectives are
drawn from a wide variety of
international sources.

13.
CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
2. Curriculum is
interconnected across
disciplines.
a. The faculty explores and is
familiar with opportunities
to link their course(s) with
other disciplines and they
develop ways to engage
students in understanding,
synthesizing, and analyzing
these connections.
b. The faculty, in grade
level/multi-disciplinary and
discipline-alike team meetings,
looks for opportunities to design
curricula that authentically
connect across disciplines and
actively involves students in
understanding, synthesizing, and
analyzing the interfaces.
c. The faculty collaborates to
align courses within and across
grade level teams and
disciplines, as well as with out-
of-school time partners, to
provide well-articulated
international connections and
opportunities for
interdisciplinary problem
solving.
d. Student input is solicited to
make connections between
course content and current world
events, and to identify areas for
interconnected research and
study.
e. A comprehensive curriculum
map is created that shows
explicit interdisciplinary,
international experiences at each
grade level.
f. Each year students have
multiple opportunities both
during school and in out-of-
school time to choose projects
that facilitate the application and
demonstration of
interdisciplinary understanding
and problem solving.
3. Curriculum provides
students with multiple
opportunities to engage
in complex, problem-
based projects and
investigations.
a. The faculty explores
opportunities to include
problem-based projects and
student investigations in the
curriculum and in after
school opportunities.
b. The faculty intentionally
designs curriculum for its
course(s) that have a problem-
based, investigative focus.
c. The faculty, in grade
level/multidisciplinary and
discipline-alike teams, designs
curricula that actively involve
students in problem-based
investigation, research and the
generation of potential solutions.
d. Student input is solicited to
identify relevant issues and
problems for study.
e. Students participate in group
interdisciplinary research
projects that address real
problems in their own or the
broader global community.
f. Students initiate individual
research projects that are
supported by the faculty, school,
and out-of-school time
programs, including a
culminating capstone project.

14.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
4. The school has a highly
effective world language
program.
a. All students are engaged in
the study of a world
language and/or English as
a second language.
b. One or more of the
languages offered is an
Asian language.
c. The world language faculty
receives support including
adequate instructional time,
curriculum development,
resource materials, and
professional development.
d. World language coursework
intentionally integrates
learning experiences in both
language and culture.
e. Students are enrolled in
English and at least one other
world language course that
builds toward a measurable level
of language proficiency.
f. The faculty works together,
and with out-of-school time
providers where possible, to
develop interconnected
disciplinary units that provide
cultural background for
language study.
g. A comprehensive long-range
plan highlights the role of world
languages in an international
studies curriculum and how this
plan will be enacted at the
school.
h. The world language program
readily accommodates learners
at multiple levels of proficiency
including heritage language
learners.
i. Student oral and written
proficiency in world language is
consistently assessed, and
results are used to guide
program /instructional
adjustments as needed.
j. Opportunities exist for
students to use their increasing
language skills and intercultural
knowledge in immersive
experiences beyond the world
language classes, including
those provided in collaboration
with out-of-school providers
and other community partners.
k. Students exhibit at least
“intermediate mid” level
proficiency according to the
ACTFL standards in both oral
and written language
communication in their selected
world language.
l. Many students are studying
two languages in addition to
their heritage language.
m. Students possess the
knowledge and ability to
observe and analyze other
cultures, and use cultural
competencies for successful
cross-cultural interactions.
n. Students actively use their
language proficiency and
cultural competencies in
authentic language settings.

15.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
5. Students have a wide
range of learning
opportunities including
electives, after-school,
extracurricular
programs, field trips,
and travel to deepen
their international
a. The school develops a plan
to align student learning
across both in-school and
after school programs or
clubs that builds and deepens
international knowledge and
skills.
b. The faculty begins to
develop internationally-
focused extra-curricular
programs and electives.
c. Students can enroll in at least
one after-school program or club
that has an explicit international
focus.
d. At least one internationally-
focused elective is offered to
students.
e. Students choose from and are
enrolled in a range of after-
school programs or clubs with
an explicit international focus.
f. Multiple electives are infused
with international content and
additional electives are offered
that align with school
curriculum and instruction.
g. Students have access to in-
school electives, online courses,
travel and/or dual enrollment
courses with an explicit
h. Students at each grade level
have the opportunity to take one
or more internationally focused
electives.
i. All students participate in one
or more online courses, travel
opportunities and/or dual
enrollment courses with an
explicit international focus.
j. Students themselves create
and/or lead internationally-
focused clubs or service-learning
opportunities to deepen their
cultural knowledge and language
skills.
6. The school offers well-
designed international
simulations and Model
United Nations
programs in which all
students participate.
a. The faculty develops a plan
for the introduction of Model
United Nations (Model UN)
to the school.
b. An introductory Model U.N.
club is established.
c. Faculty researches and
identifies other forms of
simulation and computer
based activities which align
with their curriculum and
international mission.
d. Model U.N. is offered as an
elective course and/or as an
extracurricular opportunity
available to all students.
e. The faculty experiments with
other forms of simulations and
computer based activities that
align with their curriculum.
f. Model U.N. is incorporated as
a core element of the overall
school curriculum.
g. Other simulations and
computer based activities are
incorporated into the curricular
or co-curricular program.
h. The faculty establishes
partnerships with other schools,
programs, or networks that are
using appropriate regional,
national, or international
simulations.
i. All students participate in
Model U.N. as part of the school
curriculum and have the
opportunity to participate on an
ongoing basis either in-class or
after-school.
j. Model U.N. program is
primarily student-led with
targeted leadership development
instruction provided.
k. Students actively participate in
appropriate regional, national, or
international simulations and host
these simulations when possible.

16.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
7. All students have
opportunities to earn
college credits through
Advanced Placement (AP),
International Baccalaureate
(IB), and/or dual
enrollment college courses.
a. All students will be
encouraged and supported
to take college level
courses.
b. The school has a plan for
providing college credit
opportunities and has set an
implementation schedule
for the array of AP, IB
and/or dual enrollment
college courses it will offer,
with particular emphasis on
courses that have an
international dimension.
c. AP, IB and/or other college
preparatory courses are
offered at appropriate grade
levels.
d. Students enroll in AP, IB or
college courses and are
provided appropriate
supports by the school to be
successful in these courses
(such as course
discussion/study groups,
exam simulations, after-
school reviews, and test-
taking strategies).
e. Students enrolled in AP, IB,
or dual enrollment courses
reflect the full diversity of
the student population.
f. Faculty who teach AP
and/or IB courses have
received appropriate
professional development
and other required support.
g. Multiple pathways exist that
provide a variety of enrollment
options in college level courses
for all students.
h. Every student takes at least
one AP, IB, and/or dual
enrollment college course
during their high school
experience.
i. Most students who take an
AP, IB, or dual enrollment
courses achieve a level of
performance that qualifies them
for college credit.
j. All faculty members who
teach AP and/or IB courses have
participated in appropriate
professional development and
are expected to do so on an on-
going basis.
k. Almost all students complete
AP, IB, or dual enrollment
courses and achieve a level of
performance on the assessments
that qualifies them for college
credit.
l. Where possible, schools
partner with local colleges or
institutions to offer formal
recognition, such as an
International Studies Certificate
of Mastery, to students for
completing a sequence of
internationally focused college
level courses.

17.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
8. The school’s
curriculum includes an
effective Advisory
Program.
a. There is a school vision and
support for implementing an
effective student advisory
program that focuses on
personal, academic, and
global community voice and
aligns with the knowledge,
skills, and dispositions in the
b. The school schedule
includes sufficient time for a
specified, regular, and
consistent student advisory
time.
c. The faculty is actively
engaged in implementing and
reflecting on the ongoing content
needs of the advisory program.
d. Professional development
that supports the
advisory/advocacy abilities of
faculty and enhances youth
development is provided.
e. Students value the advisory
experience as an opportunity for
personal and social
development.
f. The advisory program is
consistently implemented,
effective, and coherent across
advisors.
g. Advisory provides students
with opportunities to work on
the skills, knowledge and
Graduate Profile.
h. Student voice is demonstrated
within the design and
implementation of the advisory
program.
i. There is an intentional
process by which students
have an active role in
determining and evaluating the
experiences in advisory.
j. Advisory consistently
provides students
opportunities to develop and
express themselves on
personal, academic, school-
wide, and international issues.

18.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
9. The faculty uses multiple
forms of ongoing
assessment, including
authentic and
performance-based
measures that enable
students to demonstrate
mastery of content,
college readiness and
global competence.
a. The faculty begins to
“backwards plan” instruction
(i.e., identify what students must
know and be able to do, and
which assessment strategies will
yield information about student
learning as a precursor to
designing instructional
activities.)
b. The faculty collectively
studies and develops an
understanding and an initial
repertoire of assessment
strategies designed for a variety
of purposes that support the
ISSN Graduate Portfolio System
(GPS).
c. The faculty consistently
“backwards plans” instruction,
linking it directly to the
enduring understandings and
essential questions that guide the
curriculum.
d. The faculty uses a wide
variety of assessment strategies,
and collaboratively reflects on
and refines approaches to
assessment.
e. The faculty and students
begin to use and refine rubrics
or other tools aligned with the
(GPS) to make learning and
assessment explicit for students.
f. Backwards planning is
internalized throughout the
school community; learning
goals and assessment strategies
are in place prior to the design
of learning activities.
g. A variety of assessments are
developed and implemented to
enable students to demonstrate
mastery in multiple ways.
h. The faculty and students
regularly use and refine rubrics
or other tools aligned with the
(GPS).
i. Multiple forms of assessment
are used for all courses, and, as
appropriate, for diverse learning
styles.
j. Whenever possible, students
have a voice in determining how
they demonstrate mastery of
k. The use of ongoing, formative
feedback is a key learning tool
employed by faculty.
l. Data collected from different
forms of assessment is
consistently used to guide
decision-making about
instruction.

19.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
10. Fair, consistent, and
transparent grading
policies and practices
are developed school
wide which support
student growth and
learning and inform
instructional decision-
making and planning.
a. Faculty develop a philosophy
of grading informed by research
on best practices and district /
state guidelines, where
applicable, to document student
progress, provide feedback to
students and families, offer
students opportunities for
revision and redemption, and
inform instructional decisions.
b. Faculty creates a school wide
system of grading policies and
practices based upon their
shared philosophy on grading.
c. The grading system is
transparent, is made clear to
students, and students can
articulate how their grades are
determined.
d. Faculty regularly engages in
shared inquiry on grading
practices, grade distributions for
individuals and groups, and
other assessment data.
e. Students have opportunities to
participate in the design of
criteria used to grade their work.
f. The school’s grading practices
are systematically evaluated in
order to maintain consistency
and fairness as well as
adherence to best practices.

20.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
11. As a requirement of
graduation, all students
successfully complete
an ISSN Graduate
Portfolio that
demonstrates college
readiness and global
competence as reflected
in the ISSN Graduate
Profile.
a. The faculty identifies places
in the curriculum for the
provision of explicit instruction
in reflective thinking and
analysis.
b. The faculty plans for the
implementation of the ISSN
Graduate Portfolio System
(GPS).
c. The faculty provides explicit
instruction to students in
reflective thinking and analysis
as a precursor to the
development of student
portfolios.
d. The faculty begins
implementing and
contextualizing the ISSN
Graduate Portfolio System.
e. The faculty creates scaffolded
performance tasks based on the
GPS rubrics and defines
performance expectations across
the grade levels to progressively
build students’ skills and
capacities.
f. The faculty collaboratively
rates student work using the
GPS rubrics to develop a shared
understanding of student
performance levels and to
establish inter-rater reliability.
g. Each student develops and
annually presents a cumulative
grade-level portfolio (using
elements of the Graduate
Portfolio System) that
demonstrates his/her reflective
thinking, growth, and the skills,
knowledge, and dispositions of
h. School-based systems for the
management of the portfolios
are designed and implemented.
i. The school clearly
communicates the value of
portfolio data in relation to other
performance measures.
j. All seniors successfully
complete an ISSN Graduate
Portfolio.
k. All students participate in a
public, community wide
exhibition of their ISSN
Graduate Portfolios.
l. Students, parents, and teachers
effectively track the
management and assessment of
student portfolios online.

21.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
12. Each student identifies
an international area of
interest and produces a
capstone project that
will be included in the
Graduate Portfolio.
a. Discussions take place at the
school level regarding the
design, implementation and
assessment of the “capstone”
project process.
b. The faculty develops the
expectations and parameters for
capstone projects, align these
with the ISSN Graduate
Portfolio System, and share this
information with students,
parents, out-of-school time
providers, and the school
community.
c. Students have opportunities to
develop skills in and to practice
independent research embedded
in their coursework and after
school opportunities prior to
senior year.
d. Capstone projects are
initiated to develop and
demonstrate students’ expertise
in an internationally-themed
authentic project.
e. Requirements and processes
for the capstone project are
well-specified and are included
in the student handbook.
f. Prior to senior year, the
faculty design and implement
yearly projects that scaffold a
student’s ability to produce a
significant and successful
capstone project.
g. All seniors successfully
complete an internationally-
themed capstone project.
h. School-based systems for the
implementation and assessment
of the projects are in place.
i. All students participate in a
public, community wide
exhibition and assessment of
their internationally-themed
capstone project to demonstrate
the knowledge, skills, and
Graduate Profile.

22.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
13. The faculty uses a
variety of instructional
strategies to engage
students and meet
their learning needs.
a. The faculty demonstrates a
working understanding of
how students’ learn and
explores the use of a variety
of instructional strategies.
b. The faculty begins to use
inquiry-based instructional
strategies, such as project-
based learning, that
promote active student
engagement.
c. The faculty begins to address
the needs of individual students
by regularly using a variety of
student-centered instructional
strategies.
d. The faculty regularly uses
inquiry –based instructional
strategies such as project-based
learning, simulations, and
hands-on laboratory work that
focus on issues of international
significance.
e. The faculty meets the needs
of diverse learners by using
instructional strategies that
systematically and intentionally
enable students to achieve
learning objectives.
f. Across the school, project-
based learning and other
inquiry-based instructional
strategies are consistently used
and guided by student needs,
interests, and standards to be
met.
g. The faculty provides
opportunities for students to
learn and apply discipline-
specific methods of inquiry.
h. The faculty matches
appropriate instructional
strategies with student needs and
interests, and provide multiple
access points to rigorous
standards-based content.
i. The faculty uses instructional
strategies that enable students to
demonstrate productive habits of
mind, which include problem-
solving, creative and generative
thinking skills, the capacity to
analyze issues of international
significance from multiple
perspectives and the capacity to
direct their own learning.

23.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
14. As part of a
comprehensive
approach to ensuring
student success, the
school assists students
who do not yet meet
standards through a
multi-tiered system of
proactive supports and
interventions.
a. The school has developed a
plan to continuously assess
student performance and to
disaggregate and analyze
assessment data.
b. A variety of instructional
strategies are designed to ensure
that all students learn the
intended content.
c. A multi-tiered system of
interventions, including out of
school learning opportunities, is
designed that includes English
Learners and students with
special needs, with a systematic
plan for implementing its
components.
d. Individual learning plans are
developed for each student and
academic performance is closely
monitored with timely
intervention efforts implemented
consistently throughout the
semester, both in school and out.
e. The school analyzes data on
the effect of interventions and
monitors and adjusts the
intervention process.
f. Communication exists
between intervention providers,
both in school and out of school,
and teachers ensuring a coherent
instructional sequence for
students.
g. Individual learning plans
drive instructional decisions and
ensure appropriate interventions
as needed to facilitate learning
outcomes consistent with the
h. Data demonstrate that
appropriate interventions
accelerate student learning and
increase the number of students
meeting or exceeding standards.
i. Regular meetings increase
coherence among teachers and
intervention providers working
with students.
j. Students share responsibility
for developing and meeting
individual learning plan
outcomes.
k. Implemented interventions
inside and outside the classroom
result in students meeting or
exceeding standards.
l. There is a web of highly
communicative providers and
teachers who plan, implement,
and assess interventions aligned
with classroom instruction and
designed with the acceleration
of student learning as the key
objective.

24.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
15. The faculty uses
instructional strategies
that promote high
levels of student
literacy (in both new
and traditional
literacies) across
disciplines.
a. The school has developed a
school-wide literacy plan that
includes: (1) identification of
students with literacy needs, (2)
roles and responsibilities for
addressing student needs, (3)
communication among teachers
of all disciplines and special
program staff (both in and out of
school), and (4) attention to
discipline-based reading
strategies.
b. The school literacy plan has
been fully implemented and is
annually reviewed and revised
based on the data available.
c. Discipline-based literacy
strategies are used in classrooms
and help students scaffold their
learning to meet rigorous
curriculum expectations.
d. Data are collected, using
multiple measures, to monitor
and adjust the literacy plan.
e. Periodic meetings of faculty
and special program staff take
place to enhance the sharing of
literacy strategies across
disciplines and programs.
f. Instructional strategies
promoting literacy are used
across disciplines and programs
and result in students accessing
more rigorous curriculum.
g. The faculty holds itself
accountable for the literacy
learning of all students and
making literacy strategies
explicit to the students.
h. The data collected from the
multiple measures of assessment
show improved student
performance and are used to
monitor and adjust the literacy
plan.
i. The school’s approach to
literacy is effective with all
students and is demonstrated by
students’ ability to articulate
literacy strategies and apply
them in various academic
contexts.
j. The school’s literacy program
is highly regarded as a model.
k. Teachers and students
consistently use discipline-based
literacy strategies to understand
complex content and meet or
exceed standards.

25.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
16. Faculty and students
use technology and
new media to access
international
resources, connect to
international schools
and organizations,
create new intellectual
products, and support
all facets of the
learning process.
a. An initial audit of existing
levels of technological and new
media integration and teacher
and student competency is
conducted and a technology plan
is developed based on the audit
results.
b. The school collectively
develops a vision of effective
technology integration that
builds teacher and student
capacity to access international
resources.
c. There are initial efforts by
faculty and students to utilize
technology to access
international resources to
support student learning.
d. Faculty and students have
consistent, reliable, and
equitable access to technology
within and outside the
classroom.
e. Data show an increase in
teachers’ use of technology and
new media in classroom
instruction.
f. Students increasingly use
technology and new media in
their development and
production of learning and new
knowledge.
g. The faculty increasingly uses
technology specifically to infuse
the curriculum with
internationally significant
content both in and out of
school.
h. The school technology plan is
implemented with greater
fidelity and data show teachers
are appropriately integrating
technology into instruction.
i. Data show consistency in
teachers’ use of technology and
new media in classroom
instruction.
j. Students demonstrate the
ability to select, analyze,
evaluate, and use international
resources, accessed using
technology, to support their
learning.
k. Students regularly connect
with students and/or adults from
other countries through
technology-based resources
(e.g., i-EARN, Global Nomads,
etc.).
l. Technology and new media is
implemented seamlessly into
teachers’ and students ongoing
learning and production of new
intellectual products.
m. Students graduation
portfolios demonstrate the
effective use of technology and
new media throughout.
n. Students regularly engage in
collaborative learning projects
with students from other
countries facilitated by
technology and new media.

26.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
17. Students engage in
service learning
experiences that
address local, regional,
national, and
international issues
and perspectives.
a. A comprehensive plan for
developing and coordinating
community service and service
learning is created, with
emphasis on internationally-
connected service opportunities.
b. School identifies community
and out-of-school partners to
support service learning and
help provide placements for
service.
c. Students participate in
community service and service
learning activities as assigned by
the faculty.
d. All students participate in at
least 15 hours of service each
year.
e. A system is in place to track
students’ community service
and service learning placements.
f. A system is in place to
integrate service learning into
the curriculum and to align
service learning opportunities
with curricular learning
objectives.
g. All students complete 120
hours of service learning for
graduation and a minimum of 40
hours is internationally-focused.
h. A comprehensive system is in
place to organize, monitor, and
evaluate the quality of service
placements.
i. Students are provided
structured opportunities to
reflect on their service learning
experiences, to integrate them
into the core curriculum and
portfolio, and self-select new
experiences to enhance their
growth and development.
j. Internationally-focused
service learning opportunities
are systematically integrated
into the curriculum.
k. School wide partnerships are
in place with local, national, and
international organizations to
support student service learning
activities.
l. Students actively seek out and
plan local, national, and
international service learning
activities.
18. Students develop
international
knowledge and skills
through substantive
internships and other
career exploration
activities.
a. A comprehensive plan for
developing and coordinating
internationally-focused
internships is created, including
the development of partnerships
with community and / or out-of-
school time partners to support
and help provide internships.
b. Students participate in career
exploration activities.
c. The school provides a range
of internationally-related career
exploration experiences which
are available to all students.
d. Students engage in
internships during the summer
prior to or during their senior
year.
e. Students complete 120 hours
of an internship within or
outside the school day or year.
f. The majority of internships
are internationally-focused.
g. A system for tracking,
monitoring, and evaluating
internships is in place.
h. Students complete 120 hours
of an internationally-related
internship and accompanying
structured reflection activities
before graduation.
i. School-wide partnerships are
in place with local, national, and
international organizations for
student internships and career
explorations.

27.
SCHOOL ORGANIZATION AND GOVERNANCE
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
1. The school is planned,
developed, and
maintained as a small,
school.
a. The local governing agency
develops or commits to a
plan to implement a small
international studies high
school (9-12) of no more
than 500 students or small
grades 6 – 12 middle / high
school of no more than 875
students.
b. A scale-up plan is
implemented to systematically
grow the school to its targeted
capacity.
c. The scale-up plan maximizes
the use of facilities and faculty
allocations to provide a
personalized and internationally-
focused learning environment.
d. The sequenced
implementation of the
international studies school is
complete and a plan is in place
to advocate for and sustain the
organization.
2. Students, representative
of the local
demographics and
achievement levels, are
enrolled in the
school by choice.
a. A student recruitment plan
exists to ensure student
enrollment reflects
informed student and parent
decisions based on
expressed interest in
international studies.
b. School staff develops web-
based and paper enrollment
materials that describe the
international studies focus
of the school.
c. No students are denied
entry based on previous
academic performance or
English language
proficiency.
d. Systems and processes are in
place to ensure the school
represents the racial, ethnic,
socioeconomic, gender, and
academic diversity of the local
school district.
e. A lottery or other method of
student selection ensures a
diverse student body and an
equitable opportunity for all
applicants to attend the school.
f. As the school size increases;
the student population continues
to be representative of the local
demographics.
g. Where imbalance exists,
recruitment strategies are
developed and implemented in
concert with the local
community to encourage a more
representative group of students
to attend the school.
h. The fully implemented school
maintains demographics that
correspond to the local
community profile.
i. If demand for the school
continues to grow and exceeds
the capacity of the school by
more than 100 percent in the
enrolling grade level, the school
will advocate with the district to
develop a plan to open another
international studies school.

28.
SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
3. A diverse faculty and
staff is recruited and
hired. All members of
the faculty and staff
work at the school as a
matter of choice.
a. A faculty and staff
recruitment plan exists to
ensure that certified
teachers and staff are drawn
from a broad pool of
applicants within and
outside of the community.
b. Selection of staff is school-
based and in alignment with
negotiated agreement with
local bargaining units.
c. The school seeks to recruit
a diverse faculty and staff
with excellent qualifications
and international interest
and experience.
d. The professional training,
experiences, and interests of the
faculty and staff reflect the
dispositions in the ISSN Teacher
Profile.
e. Processes and procedures are
in place that recruit teachers
broadly and provide the school
access to a diverse pool of
teacher candidates through
sources inside and outside of the
districts.
f. Structures and practices in the
school support and affirm its
cross-cultural composition.
g. The faculty reviews the ISSN
Teacher Profile on a bi-yearly
basis and reflects on the skills
that are needed in teams,
departments, and across the
school to define future teacher
recruitment and professional
development.
h. The school faculty and staff
are diverse and representative of
the various sectors of the
broader school community.
i. The faculty actively recruits
other teachers who have a
demonstrated record of the
dispositions present in the ISSN
Teacher Profile.

29.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
4. The school has an
coordinator who
facilitates the infusion of
international knowledge
and skills into the
learning program and
fosters partnerships to
provide opportunities
for student internships,
enrichment learning
experiences, and
international travel or
exchanges for students
and faculty.
a. A staff member is
compensated to serve as the
coordinator to work with
the staff, students, and the
school community on
enhancing the international
focus of the school.
b. A grant or locally funded
half-time international studies
coordinator is employed to work
with the staff, students, and the
school community on enhancing
the international focus of the
school.
c. A permanent locally funded
half-time international studies
school.
d. A permanent locally funded
full-time international studies
school.

30.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
5. The school is structured
to support the
development of close
adult-student
relationships.
a. Staff and students are
organized in academic
teams by grade level.
b. There is a plan for an
Advisory program and
accompanying professional
development to assist
faculty in addressing
student needs and issues.
c. There is a plan for a
monitoring program to
ensure additional support
when students require it.
d. Administrators and staff are
readily accessible to
students and parents.
e. Advisors and grade level
academic teams are in place and
meet regularly to discuss the
needs of students.
f. Administrators, counselors,
and social workers collaborate
with advisors and teams to
support student learning as well
as mental and physical health.
g. Advisors serve as student
advocates with other staff,
families, and external service
providers.
h. Every student feels that there
is a least one person on staff that
knows him/ her well.
i. Faculty are expected to be
accessible to students at
specified times during the day.
j. Students feel comfortable
initiating meaningful
conversations with their
advisors or other faculty
members.
k. Processes are in place to
systematically assess student
mental and physical health and
to address student needs, and to
establish school-wide physical
and mental health policies and
practices.
l. Counselors and other
professionals develop support
groups to address students’
physical and mental health
issues, as needed.
m. Counselors and other
professionals develop support
groups to address students’
issues, as needed.
n. Students have adults who
know about and care for them
and can readily access them as
needed.
o. There are times and spaces
for students to meet with faculty
to get academic assistance or
address personal needs.

31.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
6. Teachers are organized
into high- performing,
instructionally- focused
teams that have common
planning time within the
contractual day several
times each week.
a. The initial school plan
includes weekly common
planning time, within the
contractual day, for
instructional teams to focus
on curriculum, assessment,
instruction and international
connections.
b. A plan to monitor and
coordinate the use of
common planning time is
developed.
c. As initial school
implementation proceeds, grade
level teams have regularly
scheduled time for instructional
planning, three or more times
per week.
d. Discipline teams have
common planning time at least
once a month.
e. Team meeting time is used to
discuss, analyze, and develop
plans to meet individual or
groups of students’ needs.
f. Processes are initiated to
monitor the use of time and
communicate action steps.
g. Common planning time for
grade level and discipline teams
is fully implemented and teams
are functioning effectively to
improve curriculum, assessment,
and instruction; integrate global
content and perspectives; and
develop plans to meet individual
or groups of students’ needs.
h. Teams engage in a reflective
process to enhance the use of
planning time, completion of
and communication about next
steps and results.
i. Vertical planning and subject-
matter discussions take place
within discipline teams and
across grade level teams.
j. Staff is involved in high-
performing grade level and / or
discipline teams and the
majority of instructional
planning and curriculum
development occurs at the team
level.
k. Strong vertical alignment
across teams is present.

32.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
7. Decision-making
structures support the
efficient functioning of
the school and assure
effective involvement of
stakeholders from the
school community.
a. The school has a multi-
stakeholder site council
(e.g. Site-Based
Decision-Making
committee or School
Improvement Council)
based on district or
state guidelines to
assist the school in
problem-solving and
decision-making.
b. The school leader
coordinates a process
that takes stock of
needs as a basis for
creating organizational
planning structures for
the school.
c. Structures , both
permanent and ad hoc,
are created and take
action to address the
planning and
development needs of
the school including
those that address
professional learning,
parent involvement,
community
engagement to support
the international
mission of the school,
coordination of
community agencies
and school partners,
and post-secondary
access and college
credit opportunities.
d. A system of school
structures works in
alignment to assure the
effective and efficient
operation of the school.
e. There is demonstrable
evidence of the impact
of the school’s
governing structures on
the functioning of the
school and the
outcomes for students.
f. There is an internal
monitoring and
feedback process that
assures the
effectiveness of the
system and its
components.

33.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
8. Students are grouped
heterogeneously for
instruction except for
limited, targeted efforts
to accelerate specific
learning outcomes.
a. Students are assigned to
classes heterogeneously, to
the maximum extent
possible.
b. Instruction matches the
needs and interests of the
students and is consistent
with the skills, knowledge,
and dispositions contained
in the ISSN Graduate
Profile.
c. The faculty develops
interventions and
acceleration strategies to
provide for students who
need concentrated academic
support or enrichment.
d. School schedules and course
offerings are organized to
support responsive learning
environments and student access
to academic support services.
e. School structures allow for
tutoring, counseling, and parent
training programs to support
student learning and student
access to all instructional
offerings.
f. Students have multiple
opportunities to participate in
before-and after-school
intervention and enrichment
programs.
g. School scheduling enables
middle school students to have
access to high school level
courses and high school students
to have access to college level
courses.
h. High expectations are held for
all students and instruction is
rigorous and consistent with the
i. The school systematically
organizes students into flexible,
needs-based groups, as
appropriate, to accelerate
mastery of local and state
j. The school seeks and obtains
additional funds to substantially
enhance academic support for
students, and increases
opportunities for heterogeneous
grouping.

34.
9. Decisions about critical
school policies and
practices are made at
the school level and are
informed by data on
student progress and
performance, evidence
of effective practice,
local context and
contractual obligations.
a. School leaders and staff
have decision-making
authority for recruitment
and admissions,, staffing,
budget, instruction,
scheduling, and discipline
in accordance with local
initiatives and policies.
b. School leaders and staff
develop a plan for
collaborative decision-
making that defines roles,
responsibilities, and
organizational structures.
c. A liaison at the Central
Administration level is
identified and serves as a
partner with the school
leadership team.
d. The school uses its authority
to make decisions regarding
recruitment and admissions,
staffing, budget, scheduling,
instruction, and discipline, and
works with the district liaison to
advocate with local and state
governing agencies as needed.
e. Specific roles, responsibilities
and decision making processes
are implemented and refined as
needed for workability.
f. Decision- making authority is
implemented at the school level,
and roles and responsibilities are
clearly defined.
g. Governing agencies are kept
well informed of the rationale
for programmatic decisions and
processes are in place for
negotiating any perceived
conflicts in policy and practice.
h. Structures for ongoing
discussion, collaborative
decision-making, reflection,
refinement of processes,
communication, and leadership
are distributed throughout the
school and involve parents and
students where appropriate.
i. Evidence exists that the
school’s use of decision-making
authority is linked to increased
student achievement.
j. Collaborative decision-making
structures are sustained even
during changes in key
leadership.
k. Close communication exists
between the school and local
governing agencies to ensure
ongoing support.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
10. The school provides
opportunities for
meaningful decision-
making and engagement
by families and students.
a. Prior to the school’s
opening, a committee is
established to promote
family engagement.
b. A family-teacher-student
organization is created.
c. Numerous structured and
informal opportunities exist
for families to provide input
and feedback to the school
and interact with faculty.
d. Multi-lingual support is
available as needed.
e. A student council and/or
student government is
established.
f. The family-teacher-student
organization plans activities in
support of school-wide
initiatives, international
learning, and student
enrichment.
g. Systems of communication
and feedback are established to
engage families and guardians in
important decisions.
h. The family-teacher-student
organization is an integral part
of the school leadership and is
an important support mechanism
for teaching and learning.
i. Student voice is respected in
decision-making, reflection, and
developing the school culture.
j. Families and students are
members of a fully functioning
school decision-making
structure.
k. A permanent coordinator is in
place to promote parents’ and
students’ ongoing engagement
with school life.
l. Families and students are
given leadership opportunities to
engage in important issues that
impact learning.

35.

36.
PROFESSIONAL LEARNING
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
1. School leaders, faculty,
staff, and partners are
continuously focused on
understanding and
implementing the ISSN
school design.
a. The faculty reads and
discusses the ISSN School
Design Matrix, compares it
with National, State, and
Local mandates and
initiatives, and develops
work groups for
implementing the ISSN
Design and Implementation
Matrix and Graduate
Profile.
b. School leaders, faculty,
staff, and partners engage,
as a community, in
collaborative discussions
and establish shared norms
for professional learning.
c. Collaborative norms are
systematically used and valued
by the professional learning
community.
d. Faculty teams use the ISSN
School Design Matrix to gather
data, assess current levels of
implementation, identify and
address gaps or areas of slow
progress, investigate alternatives
or potential improvements,
identify resources, make
recommendations and
communicate findings to the
school community.
e. The professional learning
community, through its shared
leadership and decision-making,
is known for a culture of trust,
respect, inclusion, and producing
results.
f. The faculty develops and
implements one unified school
development plan that aligns the
ISSN School Design Matrix and
Graduate Profile with National,
State, and Local mandates and
initiatives and is viewed as
effective for enhancing teaching
and learning.
g. The faculty implements,
analyzes, reflects, researches,
and uses data to revise and refine
the unified school plan which
results in student achievement
that meets or exceeds local and
state standards; and meets
guidelines for student
performance.
h. The school community serves
as a model for and mentor to
new international studies
schools.
and staff collaboratively
reflects on and analyzes
existing classroom
practices to improve
teaching and learning.
a. The faculty develops shared
norms of practice based on
the school’s mission and
evidence of effective
practices.
b. The faculty engages in
collaborative discussion and
work focused on improving
instruction.
c. The faculty engages in
collaborative discussion and
work that is structured by the use
of tools and strategies including
review of student work, analysis
of student performance data, and
peer observation and protocols.
d. The faculty uses the results of
their collaborative work to
strengthen instruction.
e. Tools and strategies to
structure collaborative work are
detailed, and might include
critical friends groups, lesson
study, walkthroughs, shared
research, and peer mentoring.
f. The faculty shares the results
of their collaborative work and
employs a variety of strategies to
enhance instruction and support
one another across the ISSN.
g. The faculty uses a
sophisticated array of tools, and
strategies to structure
collaborative work including
shared research.
h. The faculty uses evidence of
improved teaching and learning
to guide collaborative work.
i. The faculty is actively engaged
in Communities of Practice
within and across disciplines as
well as within and outside ISSN.

37.
PROFESSIONAL LEARNING (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
staff, and partners
engage in professional
development to acquire,
use, and create new
knowledge of
international studies,
the academic
disciplines, and
pedagogical skills.
a. The school adopts policies
and standards to guide
professional development.
b. The faculty develops
individual professional
growth plans aligned to the
ISSN Teacher Profile.
c. The faculty participates in
professional development to
strengthen discipline
knowledge, international
understanding, and
pedagogical skills, including
that provided through the
ISSN.
d. Teachers are accountable
for demonstrating their
ability to provide responsive
instruction and foster high
performance by all students.
e. School leadership works with
faculty to develop a school-wide
professional development plan
based on student achievement
data and identified needs from
the faculty.
f. Each grade level and/or
department team and individual
has a professional development
plan that aligns with the school-
wide plan.
g. The school community
participates in on-going
professional development,
including that provided through
the ISSN, and uses the
knowledge and pedagogical
skills gained to strengthen
instruction and to broaden their
understanding of internationally
significant issues.
h. The faculty participates in
professional development to
strengthen discipline knowledge,
international understanding, and
pedagogical skills on a monthly
basis, and use this knowledge to
enhance classroom instruction.
i. The faculty formally share
knowledge and materials in
scheduled professional
development activities and
establishes action steps and
timelines to improve teaching
practices.
j. Faculty actively participates in
network-wide activities of the
ISSN, sharing practices and
materials, and working
collaboratively on the
development and refinement of
curriculum, assessment, and
instructional practices.
k. The school shares knowledge
and materials with school
partners, as appropriate.
l. The faculty formally shares
knowledge and materials
acquired from outside sources
with other school staff in
scheduled professional
development activities.
m. The faculty contributes to
professional organizations,
present at conferences, and
publish in the literature based
on professional development
and practice that has produced
positive, measurable results.

38.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
4. Grade level and
discipline-based teams
use student achievement
and other data to inform
decisions about teaching
and learning.
a. The faculty, organized in
teams, periodically analyzes
achievement and other
readily available data to
identify learning gaps and
establish school-wide
priorities for instructional
improvement.
b. The faculty is provided with
training in formative
assessment and each grade-
level and disciplinary team
is expected to identify or
develop tools for formative
assessment.
c. Three or four times per year,
staff, organized in teams,
analyze achievement and other
readily available data to identify
learning gaps and establish
school- wide and team- based
priorities for instructional
improvement.
d. Data from formal assessments
are supplemented by
information collected through
staff- developed formative
assessment measures and
targeted observations.
e. School-wide trends suggesting
achievement gaps among
student groups are analyzed and
appropriate interventions are
implemented at the team level.
f. Teams systematically analyze
assessment and other data at
regular intervals.
g. Readily available data are
supplemented by information
collected through staff-
developed formative assessment
measures, collaborative
discussion and analysis of
student work using protocols
and rubrics, and targeted
observations, including surveys
of parents, students, and other
key stakeholders.
h. Changes in instructional
practice are evidence-based and
informed by data, and made at
the team level.
i. Sharing of data and successful
practices occurs across teams.
Implementation of these data-
driven practices is linked to
increases in student achievement
on local and state standards; and
guidelines for academic
performance.

39.
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
5. The faculty identifies
and uses opportunities
for international travel
and learning.
a. Staff research opportunities
and develop initial plans for
international travel.
b. Staff members travel abroad
during their tenure at the
school and incorporate
travel experiences and
perspectives in their
teaching.
c. Staff members traveling
abroad informally provide
information and materials to
other teachers.
d. At least one teacher and/or
student from outside the
country visit the school each
year.
e. Faculty travel abroad during
their tenure at the school and
incorporate travel-based lessons
effectively in the standards-
based teaching of their
discipline.
f. Staff members traveling
abroad formally provide
other teachers in scheduled
activities.
g. At least one teacher and one
student from abroad spend a
month or more at the school.
h. Faculty travel abroad during
their tenure at the school and
design standards-based units of
study that incorporate travel
experiences international
perspectives, and resources to
expand student experiences.
i. Staff members traveling
abroad formally provide
other teachers and colleagues
outside the school in scheduled
activities.
j. There is a “Visiting Teacher in
Residence” Program in which
one or more foreign teachers
spend at least a semester at the
school.
k. There is a “Visiting Student in
Residence” Program in which
one or more foreign students
spend at least a semester at the
school.

40.
PARTNERSHIPS
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
1. Parents, families, and
guardians are
productively involved in
school life.
a. The staff creates a
welcoming, accessible, and
responsive environment for
parents, families, and
guardians in the school.
b. The school provides
families regular orientations
and materials on the school
program and its
c. Parents, families, and
guardians understand and
support the concept and
importance of the
international focus of the
school.
d. Parents, families, and
guardians are in regular
communication with classroom
teachers and administration
about the progress of their
children.
e. Easily accessible structures
are developed for parents,
families, and guardians to be
involved in school governance
(e.g., School Leadership
Committee, Family, Teacher and
Student Organization, and other
school committees).
f. School leaders and the staff
communicate with parents,
families, and guardians through
a variety of publications, media
and forums and in languages
other than English, as needed.
g. The school has a system in
place for engaging parents,
families, and guardians on a
wide variety of school issues.
h. Systems are in place to
respond to parents, families, and
guardians’ needs in supporting
their child’s academic
achievement and they are invited
to help assess students’ major
project presentations.
i. Systems and referral
mechanisms are in place to aid
parents, families, and guardians
in improving their own skills and
knowledge and to participate in
learning activities within and
outside of the school.
j. Parents, families, and
guardians are actively involved
in school life and their children’s
education.
k. Parents, families, and
guardians regularly participate in
the assessment of students’
major project presentations.
l. Parents, families, and
guardians, in collaboration with
school staff and community
partners, create their own
learning and support community
that provides multiple
opportunities for family
seminars, support groups, etc.
2. The school leaders and
staff respect and
appreciate the cultures,
backgrounds, and values
of their students'
guardians and build on
those assets to
strengthen the school’s
international dimension.
a. The school hosts events that
bring parents, families, and
guardians into the school on
a regular basis, including
events to welcome families
and highlight the
community’s cultural
backgrounds.
b. The school identifies
resources to assist in
communication with
guardians that align with
their cultural and linguistic
background.
c. The school collects data on
guardians’ talents, interests,
and other resources that can
be used to support and
enhance school programs.
d. Parents, families, and
guardians share their
cultural backgrounds with
the school community in
support of the international
studies curriculum.
e. Parents, families, and
guardians systematically
share their cultural heritage
with the school community.
f. Parents, families, and
guardians assist staff and
students in deepening their
cultural awareness of and
sensitivity to the needs and
backgrounds of their diverse
school community.
g. Staff members have a deep
understanding of the
cultures of the parents,
families and guardians, and
value their contributions to
the school.
h. The cultures of parents,
families, and guardians are
considered an asset and are
consistently used as a basis
for enhancing international
understanding.

41.
PARTNERSHIPS (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
3. The school develops key
partnerships with
organizations such as
out of school time
providers, institutes of
higher education,
businesses, and arts and
cultural institutions
which support student
learning and enhance
the school’s
a. The school identifies and
establishes communications
with potential partners to
create shared roles and
opportunities that offer
advisement, access to
resources, internship and
service opportunities,
participation in school
projects, and financial
support to the school.
b. The school establishes a
network of partnerships and
begins to use these
partnerships to provide
opportunities for student
learning within and outside
the school.
c. Structures are provided for
community partners to take
steps toward
institutionalizing school
partnerships (e.g.,
international career fair,
community and service
learning opportunities,
student travel.)
d. Initial partnerships with
community colleges, 4-year
colleges, and other post-
secondary institutions are
established to familiarize
them with the school and to
begin to explore visitations,
dual credit opportunities,
and seminars.
e. The school expands its
network of partnerships and
begins to use these partnerships
to provide opportunities for
student learning within and
outside the school.
f. A system to cultivate and
maintain internationally-
focused partnerships and
student opportunities is
implemented and includes a
designated staff liaison to
oversee the process (e.g.,
school advisory and an
international studies advisory
council).
g. Partnerships with institutes
of higher education provide the
opportunity for students to
enroll in college courses, use
university facilities for
research and recreation, and
participate in academic and
cultural events, creating a
comfort level with the higher
education environment.
h. There is a seamless
integration of learning
experiences for students
provided on and off campus by
key partners.
i. The school has stable and
sustainable partnerships that
provide opportunities for student
leadership, planning, and
initiative.
j. The school has established
partnerships including those
with institutions abroad that
further the international mission
of the school.

42.
PARTNERSHIPS (CONTINUED)
At Least 50%
Proficient
At Least 75%
Exemplary
At least 90%
4. Community-based
family service providers
work in collaboration
with school staff to
ensure students’
physical, social, and
emotional health.
a. The faculty learns about the
needs of students, assesses
trends in students’ health
issues, and begins to
explore partnerships with
community service
providers in support of
students’ needs.
b. Grant opportunities and
other funding mechanisms
are explored to establish
community health
partnerships.
c. The school has a system for
assessing the physical and
mental health needs of students
in collaboration with community
service providers.
d. Partnerships with community
service providers are formed to
address students’ physical and
mental health needs.
e. Partnerships with community
service providers receive
funding from sources outside the
school budget.
f. There is a school committee
made up of multiple
stakeholders from within and
outside the school that provide a
comprehensive safety net of
services to support students’ and
families’ well being.
g. A broad mix of funding
sources provides substantial
“outside” support for community
health partnerships.
h. The school has developed
stable and sustainable
partnerships with community
service providers ensuring a
system of physical and mental
health services for students,
parents, families, and guardians.
i. The school has evidence that
problems have been reduced by
intervention.

43.
The ISSN Design Implementation Rubric is intended to assist educators who are part of the Asia Society’s International Studies Schools
Network throughout all phases of the development of their schools. The Matrix Implementation Rubric:
 Provides a blueprint for schools in planning, designing, and opening an ISSN school
 Guides implementation and supports school wide reflection and self-assessment of implementation progress
 Provides data needed to plan for continued growth and development as a Professional Learning Community from inception to
sustaining a process of continuous improvement; and
 Provides a framework for evaluating the effectiveness of the Asia Society ISSN design principles.
How to Read and Use the School Design Implementation Rubric
Variables: logic…beg to emerging, not every instance has to be there. Preponderance of activity has to be x; *=reaching….; not right
to have progressively higher category. Hold question about whether there are elements we run up against where we need the 50%,
75%, 90%
The ISSN criteria are not repeated across each level of implementation; rather, everything identified in the BEGINNING level is subsumed in
the EMERGING, PROFICIENT, and EXEMPLARY levels. The criteria are intended to be appropriate to the specific stage of development. There is
some intentional repetition of criteria across domains to ensure internal coherence and consistency across the entire rubric. As you read the
ISSN Design Rubric you will see that the header for each key element also include percentages which are intended as rough guidelines for the
expected level of intensity or depth of implementation of specific criteria across the faculty or student body. You will also find criteria for
which the percentages have no significance. The percentages are a general measurement guideline to be considered only where appropriate.
There are many ways to approach engaging planning teams, faculty and community in reading and understanding the Implementation criteria.
Below is one suggestion.

44.
• Select one domain to focus on for a week or the period of time between professional development sessions. Determine the most
appropriate group to review the domain and participate in follow-up discussion of the school’s progress in that domain. Groupings
might include grade level teams, departments, “interest alike” groups, the whole school faculty, or faculty-parent committees.
Convene the appropriate group and:
o Skim the document as a group and discuss any areas that may need clarification for common understanding.
o Assign everyone (or small teams) the task of reading the criteria again in more detail, highlighting those that they feel the
school has mastered to the level of expectation and those where further work must be done.
o Over the designated period of time, ask the participants to observe the work going on in the school looking for evidence that
matches up with these criteria. In the column provided, note observations and cite evidence. If possible, collect the relevant
data and evidence such as test scores, student or parent comments, and etc for review at the next meeting.
o Ask the group to bring their notes and data to the follow-up session where discussion and reflection will occur. Consider the
quality and appropriateness of the data that has been collected, and determine what additional information should be gathered.
When there is adequate information available to make informed judgments, identify areas of apparent success and challenges
to address. Determine next steps and timelines.
o Over the course of the year the entire ISSN Rubric could be discussed in this fashion. Look for connections to other events in
the school. For example, periods of testing might be a good time to make observations and gather evidence on the assessment
domain of the matrix. Or discuss the Family and Community Partnerships domain as the school prepares for Parent
Orientations, Back to School Night, Parent Conferences, or Career Day Events.
In designing Professional Development and support for the school’s use of the ISSN Rubric, ISSN Coaches may ask principals which aspects
of the rubric will be the most challenging. The process of review and backwards planning might then begin with a guaranteed success to
build momentum or begin with an identified challenge to get participants engaged. The decision about where to begin should be guided by

45.
the immediate concerns of the school community, the level of expertise and experience at the school, and the local context so that the ISSN
Rubric becomes a powerful support for growth and development and meeting the specific needs of each school.

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