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The ISP Way (1 pager) Overview At ISP, our mission is to inspire and challenge every learner to reach their full potential and become curious, independent, and compassionate citizens of the world. The purpose of the “ISP Way” is to explicitly outline how our mission, values, and principles of learning inform teaching and learning practices. By implementing research-based practices in the way we design learning experiences at ISP, we align and create clarity for teachers, students and our larger community. This includes implementing practices of inquiry, and blended learning by providing multiple means of engagement, representation, and action and expression. By framing how we learn and work together, we create a strong community where all learners feel safe, respected, and represented at our school. ISP defines learning as a journey of authentic discovery to develop understanding, skills, and character, including the four principles of learning: iterative, exciting, meaningful and social. We stay aligned with our ISP values when making decisions and interacting with others. We view the “ISP Way” through an equity lens with consideration to all learners, regardless of background, learning abilities, social and emotional needs, and language and any other factors that represent the diversity of our school. Universal Design for Learning (UDL) provides the design framework to ensure equity by removing barriers, creating pathways for learner variability and maintaining high expectations for all learners. Our goal is to have expert learners who are purposeful & motivated, resourceful & knowledgeable, and strategic & goal-directed. 1 We are a community of professionals. At ISP we commit to excellence. This means we are a school of professionals who treat each other with compassion and integrity, understanding that our strength comes from our diversity and our innovative spirit. These values drive how we collaborate, communicate and make decisions. Mindset ● We commit to giving our best and commit to high levels of deep learning. ● We are solution oriented. We reflect, reset, move forward after setbacks, ask questions, and reach out for help. ● We believe all students are OUR students. ● We value intercultural competency. Communication ● We communicate with respect, kindness, and empathy, using objective language. ● We listen with an open mind to understand all perspectives. ● We assume the most positive interpretation of others’ intentions, words, and actions. ● We manage concerns constructively and directly. 2 Proactive and progressive practices ● We are learner-centered educators with a UDL lens knowing: ○ variability is the rule, not the exception. ○ learners vary in their learning path and pace while working towards the same firm goals and grade-level standards. ○ all learners WILL become expert learners if barriers are removed. ● We collaboratively approach situations and problems with curiosity and open-mindedness. ● We are willing to try new things, even though the outcome might be uncertain. ● We apply and connect ideas across disciplines, building upon the contributions of others. Collaboration ● We learn together, share resources, and encourage collaboration. ● We advocate and act courageously for ourselves and others. ● We create a safe & inclusive space for all individuals within our community. Sustainability ● We share space, resources, and support. ● We are conscientious about our individual and collective impact on the environment and take steps to minimize our footprint. ● We make decisions and take actions as a community in the best interest of our planet. 3 We ensure inclusion and belonging. We know that the foundation of strong teaching and learning starts with creating a learning environment where all learners, regardless of abilities, preferences, background or social-emotional and learning needs, feel welcome and are part of the community. This means all teachers work to build strong relationships with their students, provide predictable routines and structures, and create a classroom environment that removes barriers to learning. Routines and structures ● We co-establish, teach and reinforce classroom expectations. ● We implement and practice structured classroom routines. ○ Warm welcome, engaging middle, optimistic ending and effective transitions. ● We communicate clear expectations for learning and behavior for each lesson. 4 Inclusive environment ● We establish a consistent, organized, and respectful learning environment. ● We prepare for students to be learning ready (e.g., materials, mindset, remove distractions, executive functioning, etc.). ● We create flexible learning spaces in the classroom. Optimize relevance, value, and authenticity ● We develop units, lessons, and assessments that are: ○ socially and culturally relevant and responsive. ○ age and ability appropriate. ○ appropriate for a multicultural school setting. ● We personalize and contextualize learning experiences to learners’ lives. Student relationships ● We know our students by using multiple means (e.g., surveys, assessments, community building, etc.) of information to learn about their strengths and needs, interests, and background. ● We create an environment where every student feels valued and represented by: ○ ensuring student voice and agency are present. ○ providing structures for peer cooperation and collaboration. ○ acknowledging appropriate behaviors with high frequency. 5 We are an effective teaching and learning community. Learning at ISP is a journey of authentic discovery to develop understanding, skills, and character including learning that is meaningful, exciting, social, and iterative for all students. To ensure that we provide access, maintain high expectations, and meet the needs of all of our learners, we commit to common research based practices across the school to make sure that all students have access to the “ISP Way.” Backwards design process ● We plan and communicate what students must know, understand, and be able to do. ● We create authentic assessments that match the skills and content standards. ● We create lessons and experiences guided by Universal Design for Learning principles: ○ plan for variability and flexible pathways. ○ remove barriers in the curriculum. ○ provide multiple ways for students to demonstrate learning. ● We embed explicit instructional practices (e.g., mini-lessons, modeling, specific feedback, etc.). ● We plan inquiry-based learning experiences. 6 ● We plan for transfer and generalization of learning. Engaging lessons ● We provide frequent interaction opportunities for learners to be engaged at least 90% of the time. ● We use flexible grouping and collaborative learning structures. ● We engage learners through inquiry, choice, relevance, and authentic experiences. ○ We guide learners to create connections and transfer understanding and skills between concepts and content areas. ○ We provide multiple entry points to a lesson and optional pathways through content (e.g., exploring big ideas through dramatic works, arts and literature, film and media). ● We utilize scaffolding and differentiation techniques. ● We provide opportunities for students to process and visualize information to maximize transfer and generalization. Data and Feedback ● We use data to inform our teaching practices and personalize learning. ● We guide learners to set goals, manage information and monitor their own progress. ● We provide students with multiple opportunities to apply feedback, reflect, and put learning into practice. 7 Content and Language Integration ● We promote understanding across languages and content areas to increase accessibility and interaction: ○ We provide opportunities to read, write, speak and listen across content areas. ○ We activate or supply background knowledge. ○ We explicitly teach vocabulary and sentence structures. ○ We provide learners with options to access information through multiple forms (visually, written, auditory). ● We provide multiple tools for communication, construction, and composition; including practice and performance opportunities with graduated levels of support.