AISC's Learning Models Framework 2021-2022

Learning Models Framework 2021-2022

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

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Introduction

Looking Ahead to the 2021-2022 School Year Dear AISC, Looking ahead to the 2021–22 school year and beyond, AISC is committed to the highest standards of student health and wellbeing and to providing a world-class academic and learning experience for our students. Within the context of keeping our students, faculty, staff, and community safe and abiding all local directives, AISC will exercise abundant caution when considering reopening our campus.

AISC will continue to be nimble and responsive. AISC will continue to be prepared to move between different learning models according to whether we can be on campus or must continue in virtual with limited disruption to the educational experience.

The development of this Framework is being guided by six organizing principles: ● Abide by AISC’s Mission, Core Values, and Vision for the AISC Learner. ● Prioritize student, faculty, staff, and community member health, safety, and wellbeing by abiding by government directives and global safety protocols. ● Seek to optimize the academic and learning experiences of our students within the COVID-19 context. ● Learning is better when we are together on campus. We will return to campus according to government permission and safety protocols. ● Ensure safety, health, and hygiene policies and procedures are research-based and aligned with local and international norms and standards. ● Enact policies and procedures to reduce risk of virus transmission and support our capacity to be responsive and nimble when facing changing health circumstances.

Through this Framework, we outline optimal, mission-driven learning models within our challenging COVID-19 context. This work has been practiced and informed by the experiences during the 2020–2021 school year and since this pandemic struck in March 2020.

Thank you, students, for your patience and adaptability; thank you, parents, for your engagement and support; and thank you, faculty, for your courage, commitment, and professionalism.

Sincerely,

Andrew Hoover Head of School

“AISC will continue to be nimble and responsive, and continue to be prepared to move between different learning models— according to whether we can be on campus or continue virtually.”

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

We have designed this Learning Models Framework with the assumption that COVID-19 will continue to be a social and health concern for the foreseeable future. At the same time, we embrace the opportunities for us to leverage the advantages of virtual learning experiences to build the foundations for flexible learning models that will best meet the holistic educational needs of our students in the coming year and beyond.

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Overview

Our Big Ideas Matter

Our Mission, Values, Vision for the AISC Learner, and statement on Internationalism provide the School and our community members with a coherent vision to connect the past with the present and future, and connect what seem like disparate parts to a familiar and aspirational whole.

Our Big Ideas remind us of our true north and of the interconnectedness of our community members.

Further, they inform our decisions and actions.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Our Big Ideas matter—especially when our traditional ways of doing and being are so fundamentally challenged as they have been through the global pandemic.

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Overview

Shared Expectations & Responsibilities We carry the greatest respect for the emotional and physical wellbeing of all community members. During the COVID-19 pandemic, there will be significant emphasis on the safety and health of all community members.

Responsibilities

We will need to continue to adapt and change. Our ability as a community to be successful through this depends on each of us practicing our core values of respect, responsibility, excellence, integrity, and appreciation of diversity.

Each of us will participate in a safe and healthy return to campus.

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The possibility of exposure to COVID-19 is real and adaptations to routines, facilities, programming, and protocols have been made to ensure every reasonable precaution is taken.

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Each of us will comply willingly with all COVID-19 protocols, rules, and policies designed to keep our community members safe.

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Each of us will seek to be respectful and compassionate in our interactions with others.

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We cannot blame the COVID-19 pandemic on anyone.

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We will follow all RaptorSafe Guidelines, including but not limited to not coming to campus when symptomatic of any illness.

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We will wear face masks, wash and disinfect hands frequently, practice social distancing norms, and strive to stay in well-ventilated areas.

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We will follow all campus entry protocols.

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We will interact safely with each other and support efforts to maintain a healthy environment.

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We will treat all staff members—security, gardeners, maintenance, cafeteria workers, office staff, nurses—with respect, remembering that everyone must practice safety.

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We will comply with all government and quarantine rules.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Expectations

The decisions regarding the opening of campus will be based on whether the School can open legally and safely in accordance with local government directives and regulations, and with international standards and guidelines (including but not limited to InternationalSOS, WHO, and the Center for Disease Control and Prevention), and aligned with best practices and procedures in use at schools locally and globally.

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What Matters at AISC

AISC’s value proposition is composed of the six core commitments that set AISC apart from other learning institutions. No matter what the learning model, we flourish in these dimensions of the learning experience at AISC.

Wellbeing

Environmental Responsibility

Our focus on Holistic Education will transcend our choice of learning model, but it may appear and feel different while we are moving through the models. Access to, and engagement with, academic, artistic, athletic, and community-based aspects of our School, and the choices abound within them, will be a priority. This access may need to be online, and home-based in the Virtual Model, and will become more campus focussed in safely modified spaces as we move into a Hybrid Model. Only when it is safe to do so, will we return to the fullest range of experiences framed by our five realms of learning—academics, arts, athletics, community, and play/choice.

The AISC Wellbeing Framework will continue to guide and enhance the health of our school. From Self-Awareness and Management, to Positive Relationships, we will support students and community members in making healthy habits and choices. The Virtual Learning model requires frequent, synchronous communication in order to maintain wellbeing, and we believe that even as we move towards Hybrid models, the online connections between students, teachers, and each other is vital to maintain.

Our environmental outlook is as robust as ever, having celebrated our virtual Earth Weeks in 2020 and 2021. Students and faculty remain passionate advocates and spokespeople for environmental responsibility. In the areas of Human Experience, Transportation, Waste Water and Energy, we continue to strive for sustainable pathways to the future. So if we can have environmental rallies and community events, we will do so safely, and we will continue to make our environmental impact known in a virtual world.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Holistic Education

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What Matters at AISC, Continued Experiences and Exposure

Well-Resourced Learning

Each student will have access to world-class learning, regardless of location or timing constraints. Our learning models will ensure that if your student is virtual there are developmentally appropriate instruction, connection and scheduling to support them. The learning models have been designed to accommodate personal contexts and schedules, whether you are on campus or otherwise. Our continued efforts in harnessing learning and assessment data will support teachers in providing personalized and timely support.

Our commitment to learning about service and the value of experiential learning remains strong. We will provide students with the means to make experience-centered connections and feel the benefits of offering service to others. The learning models embrace this, while realizing that these experiential opportunities may look different, depending on our context.

Virtual experiences and home-based service have already been designed and we will continue to innovate our programmes and projects to capitalize on experience-based learning.

Our facilities are world-class and we look forward to using them in any capacity that our safety situation allows. We are committed to the safe and responsible use of our campus and the variety of learning spaces we have developed. We have also invested heavily in our online facilities, with bespoke and developmentally appropriate online Learning Management Systems, child-friendly resource libraries, and technology support structures that help students stay connected. Whether on campus or virtual, our facilities will support student learning to the fullest.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Personalized Learning

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Three Models for Learning

Intentional Planning with Flexibility in Mind In anticipation of ongoing and evolving challenges associated with the COVID-19 pandemic for the foreseeable future, AISC has developed three models for learning. Our experience with Virtual Learning has also helped us to see that there are opportunities to enhance and transform our approaches to teaching and learning through this experience. The juxtaposition of the Three Models of Learning presumes the centrality, relevance, and necessity of a robust virtual learning home for every learner. While the commitment to each student’s classroom home remains paramount, the virtual learning home empowers our teachers and students to move with flexibility between the models of learning. Across all three models, our commitments to providing a holistic education and personalized learning, sustaining wellbeing, engaging environmental responsibility, learning from experiences and exposure to differences, and taking advantage of the resources of our community are unwavering.

HYBRID LEARNING

VIRTUAL LEARNING

Students on campus, students in virtual

ON-CAMPUS LEARNING 100% on campus

HYBRID LEARNING Students on campus, students in virtual learning

VIRTUAL LEARNING 100% virtual

Conditions dictate that the AISC campus can be open at normal capacity levels, health risks are low, and our student body is local.

Conditions dictate that campus can be open and that some students and faculty can be safely on campus.

Conditions dictate that AISC’s campus must be closed.

Our campus is closed and school remains open through virtual learning experiences. Students attend school virtually through synchronous and asynchronous lessons, activities, and projects.

Collaboration and engagement is virtual. Courses and classes will be modular, scheduled, and students will engage with developmentally appropriate digital instruction, both face-to-face and through virtual artifacts. Student schedules will be personalized and dependent on location and time zones.

Technology and Digital Literacy support will be rich and varied, ensuring both access and empowering online agility for our students and families.

This is the AISC learning experience with all students, faculty, and staff attending school in-person five days a week, according to our daily schedules and annual calendar. The learning that happens outside of the school day is mostly homework, reading, projects, and extension activities to name a few. Many co-curricular activities may be able to take place. Widespread vaccinations, preventative health measures, realistic physical distancing guidelines, as well as routine hygiene policies and procedures are implemented on campus. The risk of exposure to the virus that causes COVID-19 is considered low enough that student density in classrooms and shared facilities is appropriate.

Students and faculty in Chennai can be on campus, if they choose to be so.

Perhaps some students or faculty cannot be on campus because they are away from Chennai.

Conditions could also dictate that not all students or faculty can be safely on campus at the same time due to social distancing.

This model offers the opportunity of on-campus learning along with teacher-directed virtual experiences.

This model introduces physical distancing and density reduction on campus as key strategies to further reduce exposure within our community, while at the same time maximizing in-person and synchronous interactions between students and teachers.

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AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

ON-CAMPUS LEARNING

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Learning Model Comparison VIRTUAL LEARNING

Campus Access Daily Schedule

Instruction Productive Communication and Collaboration

ON CAMPUS LEARNING

Campus Closed

Campus open or partially open. Reduced capacity spaces.

Campus fully open

Flexible virtual schedule, weekly modular outline. Scheduled synchronous instruction, office/class hours, meetings and recreation.

Socially distanced classroom schedule supported by parallel virtual schedule, in accordance with safety guidance. Staggered entry, egress and recreation, matched to daily schedule.

Full on-campus schedule, with ASA programming on site. Socially distanced if guided, and full scheduled rotation of classes.

Learning Management Systems (Powerschool, SeeSaw), and developmentally appropriate virtual platforms.

Flexible location. Learning in physical spaces for on campus students, supported and structured through Learning Management Systems (Powerschool, SeeSaw)

On-campus learning, most learning in physical learning spaces, supported and structured through Learning Management Systems (Powerschool, SeeSaw)

Modular, scheduled digital instruction, both face to face and through digital Modular combination of Digital and on campus instruction, enhanced wherever artifacts. Students personalised schedule, with scheduled instructional support. All possible with developmentally appropriate physical learning tools and artifacts. digital instruction Online communication expectations are developmentally appropriate, and guided by teachers. Office hours and synchronous connections are scheduled.

Online and on campus communication expectations are developmentally appropriate, and guided by teachers. Office hours and synchronous connections will be scheduled, according to needs and safety guidelines.

Full instructional use of campus. Learning Management Systems stores courseware, instruction is according to learning space, physical learning tools, and group opportunities.

Teachers establish classroom communication and feedback to students that is positive and supportive, through online and physical means.

Positive Classroom Cultures

Positive teacher-student relationships form the foundation of the on-campus and Positive teacher-student relationships form the foundation of the online learning online learning environment. Teachers establish classroom routines and online environment. Teachers establish online norms to support learning and create a safe norms to support students and create a safe and inclusive environment for and inclusive environment for learning. learning.

Positive teacher-student relationships form the foundation of the classroom, and other learning spaces. Teachers establish learning routines to support students and create a safe environment for growth.

Clubs and Sports

ASAs, clubs, and sports are virtual. AISC will commit to a robust selection of clubs and activities for students online. New clubs, activities and sports may be introduced to provide greater selection or opportunity for student participation online.

ASAs, clubs, and sports will operate if possible adhering to health and safety guidelines. Clubs and activities move to virtual modes to provide access for students on campus and online. Clubs and activities (plays, bands, art, etc) may be modified so that students can participate regardless of access to campus.

ASAs, clubs, and sports will operate fully, and as on-campus, according to latest health and safety guidelines. Facilities and travel will be considered in line with this guidance.

Learning Support Services

Students will receive individualized instruction and virtual support through weekly video conferencing sessions with a learning support specialist. Parents will receive regular updates on their child’s progress. In virtual accommodations will be also provided to students.

Individualized support that addresses each student’s unique learning needs will be provided either on campus or virtually. Parents will receive regular updates on their child’s progress. In class and virtual accommodations will be also provided to students.

Students with identified learning needs receive specialized instruction through a “push-in” model within the classroom setting or in a separate space via a “pull-out” model. A written plan is developed for each student and their progress is frequently monitored.

Language Schools will be hosted on their own virtual platforms.

Language Schools will operate on campus, in accordance with health and safety guidance. This may prohibit the use of the Chennai campus spaces, and involve alternative learning spaces.

Language Schools will operate on campus, in accordance with health and safety guidance, within the Chennai campus learning spaces.

Whole-school focus on digital tool usage, and virtual student support for digital engagement. Virtual digital literacy curriculum.

Flexible and design specific digital tool training, in combination with on-campus support. Mixed virtual and on-campus digital literacy curriculum.

Full on-campus and virtual support for digital tool use, full technology integrator on-site support. Mixed virtual and on-campus digital literacy curriculum

Grades 3 to 12 will continue to be BYOT, and our youngest learners will have access to short term loans of devices, in line with our CIC lending guidelines.

Families will continue to have access to our virtual Help Desk.

Grades 3 to 12 will continue to be BYOT, and our youngest learners may have access to short term loans of devices, in line with our CIC lending guidelines, and dependent on deployment in classrooms. Families will continue to have access to our virtual/on-campus Help Desk.

Grades 3 to 12 will continue to be BYOT, and our youngest learners will have access to devices in classrooms. Families will continue to have access to our virtual/on-campus Help Desk, with on-campus, online and phone support for technology and device issues.

Language Schools Digital Literacy

Access to Technology

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Learning Location

HYBRID LEARNING

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Flexible Learning Highlights As we enhance learning models to accommodate the need for increased responsiveness and resilience, we can also appreciate the benefits that AISC’s flexible learning system will offer. These affordances are many and diverse, but broadly split into three categories. As a technologically adaptable faculty and well-resourced facility, we can take advantage of this new setting, while remaining committed to the teaching and learning principles we hold dear.

Personalization

Each student will have access to world-class learning, regardless of location or timing constraints.

Anywhere, anytime learning is built to accommodate personal contexts and schedules.

Students and families choose what leads to success for the individual student, in their individual context.

Enhanced assessment data and student connectivity will increase learning personalization.

Responsiveness

● If you are unsure where you will be, or have to make rapid decisions, we will be there for you. ● Our flexible learning model allows us to cater to students’ learning needs, through demanding and disruptive times. ● Enhanced mobility for families, while learning and development is protected.

Student Success

1. Using our well-established tools and platforms, students are able to capitalize on the virtual opportunities and talents required in these times.

2. New skills, new models of communication, and wider and more diverse audiences will ensure students are prepared for the future.

3. Authentic and rich uses of already embedded technologies, sharing their success to the world.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

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EY, ES, MS, HS, EAL, Athletics & Clubs

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

A Preview of Each Section

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Early Years Learning (EY)

Designed for Creation, Imagination & Play We value your child’s early learning experience and strongly believe in opportunities for young children to move, create, imagine, and play. During these times, we recognize the need to prioritize students’ health and safety and have planned three different scenarios that hold to our values while enriching and supporting the growth and development of our youngest learners.

Regardless of how students are accessing learning at AISC, they will be engaged in play-based learning experiences with an emphasis on children’s growth and development across all developmental areas while also fostering strong relationships with teachers and peers.

HYBRID LEARNING Students on campus, students virtual

Early Years students will closely follow all health and safety guidelines while engaging in an emergent curriculum which builds on children's development and interests. Students will participate in authentic play and class projects, both inside and at the Outdoor Learning Center.

Materials across all EY classrooms will be regularly sanitized.

Students may be on campus or engaged through Seesaw in virtual learning.

Teachers will use a play-based personalized approach to teaching on campus and virtually. We will prioritize wellness, relationship building, and connecting with peers.

VIRTUAL LEARNING 100% virtual Throughout the week, students in EY will participate in small group and individual live sessions as well as engage in some planned learning throughout the day.

Teachers will also focus on providing strategies and supports for parents.

SCHEDULE

An example of our on-campus learning schedule MORNING AFTERNOON Morning Specialist Class Meeting

Outdoor Learning Center

Independent Learning

Closing The hybrid model allows students to be Circle on either schedule.

An example of our virtual learning schedule MORNING AFTERNOON

Live class time with teacher Individual time

SUPPORTS

Class Projects Literacy / Numeracy

Morning Specialist Meeting Class

Planned Learning

Small Planned Small Planned Group Learning Group Learning

Read Aloud

Closing Circle

What guides the design in EY? We’ve designed these models with the following in mind: ● Authentic Play ● Movement ● Social-Emotional Development ● Personalized Learning What does the synchronous time look like for students in another time zone?

Teachers will monitor where students are located. Teacher-student-parent interactions will take into consideration time zones. For young children and their parents, there will be multiple synchronous learning sessions and touch-points throughout the week.

Synchronous sessions will be used to foster children’s developmental skills and nurture interactions with peers. We will work with individual families to support children's needs and development.

What are the expectations of parents?

Knowing that our youngest learners need consistent support and guidance from adults, we are expecting parents to engage with their child in some activities and play.

Parents can utilize shared basic strategies (open-ended questions, modeling, redirection) to help their child grow in all areas, and will be closely supported by EY teachers to apply different strategies and engage in play with their child.

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The Outdoor Learning Center

Parent Support

Videos for Parents

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

DETAILS

ON-CAMPUS LEARNING 100% on campus

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Elementary School Learning (K–5)

Designed for Relationships, Equity & Challenge ON-CAMPUS LEARNING 100% on campus

HYBRID LEARNING Students on campus, students virtual

VIRTUAL LEARNING 100% virtual

Students will be grouped according to health and safety measures by homeroom, where they will connect and learn collaboratively with their peers.

Students will experience a robust regular daily schedule of core and specialist classes focusing on development of foundational skills as well as wellbeing. Students will have access to the playground, the art and design studios, performing art room, as well as other specialized elementary spaces.

Students may be on campus or engaged in virtual learning. Teachers will continue to teach the core content units focusing on the development of foundational skills. We will prioritize wellness, relationship building, and connecting with peers. Live classes will be taught virtually or on campus for both core and specialist classes, through whole class and small group sessions.

Throughout the week, students will engage in live classes and small group lessons in core subject and specialist classes, as well as have the opportunity to watch videos of their teachers and work independently at their own pace. Students will communicate with their teachers and peers through a variety of online platforms and applications including Seesaw. Teachers will continue to teach the core content units focusing on the development of foundational skills while focusing on wellbeing, relationship building, and connecting with peers daily.

SCHEDULE

An example of our on-campus learning schedule MORNING AFTERNOON

Morning Meeting

Core Class (Math, Literacy, Social Studies, Science)

Recess

Individual work time in core subject areas of Math, Literacy, Social Studies, and Science

Core class

Specialist Class

Closing Circle

An example of our virtual learning schedule MORNING AFTERNOON

Live whole class time with teacher Live small group time with teacher

ENGAGEMENT

Small Group

What guides the design in ES?

Morning Meeting

Core Class (Math, Literacy, Social Studies, Science)

Independent Work Time

Small group

Specialist Class

Core Class (Math, Literacy, Social Studies, Science)

Closing Circle

Assessment and feedback provided on learning progress throughout the day

Students will connect with their class during live sessions multiple times a day. Teachers will use this time to teach lessons and support students with the content and skills in the core subject areas.

Learning methods will flex according to specific content area and lesson plans.

Whole Class Instruction

Small Group Instruction/1:1

Independent Work Time

We’ve designed these models so all students: ● Build relationships ● Connect with peers ● Develop academic and digital skills ● Engage in live classes What does the synchronous time look like for students in another time zone?

Teachers will monitor where students are located.

There will be multiple synchronous learning sessions and touch-points throughout the week based on the unique learning needs of the learning and of the learner. Small group meetings and teacher-student interactions will take into consideration time zones.

The asynchronous and independent learning reinforces and applies teaching points from synchronous sessions, and allows children to work at their own pace.

How will teachers ensure children are progressing academically?

We will continue to support all students and their wellbeing through daily lessons and check-ins.

Regular, specific, and timely feedback will be provided. We will integrate digital literacy into our lessons so students develop fluencies using platforms.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

DETAILS

Whether your child is learning with us virtually or on campus, Elementary School (ES) students will be immersed in engaging and challenging learning experiences with an emphasis on student wellbeing and relationship building with peers and teachers. Equity and rigor will be prioritized as well as the health and safety of our students.

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Middle School Learning

Designed for Challenge, Community & Personal Growth

SCHEDULE ENGAGEMENT

ON-CAMPUS LEARNING 100% on campus

HYBRID LEARNING Students on campus, students virtual

VIRTUAL LEARNING 100% virtual

All aspects of our academic program resume with respect to health and safety measures.

Modifications to specific learning activities will be made as appropriate.

In Hybrid Learning, some students will join in learning on campus and others will join virtually. Learning objectives are the same for students on and off campus. Community is maintained through daily advisory sessions and through daily class connection—online or on campus. Co-curricular activities will be available to students on campus and online. Instructional modules allow for continuity of instruction when students are on/off campus.

All students will access learning through the online modules. Advisory and all MS events will move to online formats.

A detailed digital orientation, Raptor Runway, will support students access to online platforms.

SAMPLE DAILY SCHEDULE | Classes follow an A/B Day schedule. Students participate in advisory and engage in 4 classes.

Classes include 30 minutes of structured connection time with their teacher and 45 minutes of individual and/or collaborative learning.

A DAY

Advisory Class 1

Class 2

Class 3

Class 4

B DAY

Advisory Class 5

Class 6

Class 7

Class 8

Live teacher connection points support students with the content and skills in the module.

Student collaboration is used throughout the module to provide peer interaction to reach learning objectives.

What guides the design in the MS? ● Connection with teachers and peers ● Inquiry and choice ● Collaboration, engagement & initiative and preparation What does the synchronous time look like for students in another time zone?

Teachers will monitor student locations. Students join in the live session in real time or via recording.

Learning facilitators for students out of timezone will be used to keep students connected around the world.

How will teachers make sure students are on-track academically?

We will continue to support all students and their wellbeing through daily Advisory sessions and check-ins. Teachers monitor student engagement and progress in each subject to ensure each student is meeting the expectations of the course. 1:1 check-ins and data collection throughout the module informs teachers of individual student progress.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

DETAILS

On campus or in virtual, we are committed to creating an experience that supports students as learners, promotes wellbeing, and builds community. In all of our learning models, on-campus, hybrid and virtual, our program will continue to be rooted in inquiry-based learning, responsive to individual student learning needs, and incorporate English and academic language development for all students. Building positive teacher-student relationships and peer relationships form the foundation of community and learning in the Middle School (MS)—on campus and online. We will maintain the integrity of our academic program by using the same content and assessment standards across all models.

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High School Learning

Designed for Challenge, Connection & Flexibility

SCHEDULE

ON-CAMPUS LEARNING 100% on campus

HYBRID LEARNING Students on campus, students virtual

VIRTUAL LEARNING 100% virtual

All students on campus with health and safety guidelines in place (eg: wearing masks). Community events return with some restrictions.

Students in Chennai may learn on campus with social distancing, possibly in rotation, while classmates abroad learn virtually.

Community is built in-person and online through Discovery Crew meetings, Wellbeing activities and extracurricular opportunities. All students engage in orientation and community building sessions before following a two-week modular instructional plan.

All students learn virtually from home.

Community events take place virtually. All students engage in orientation and community building sessions before following a two-week modular instructional plan.

TWO WEEK MODULES will be rigorous and differentiated with opportunities to personalize and extend while following the rotating block schedule. Through speaking, listening, reading and writing, students will demonstrate proficiency and receive meaningful feedback while leveraging digital tools.

Sample of two week rotation:

DAY

Mon Tues Wed Thurs Fri

LEARNING METHOD

ROTATION Scheduled synchronous learning sessions and touch-points throughout the module based on the unique needs of the curriculum addressed.

A1

B5

A2

B6

A3

Mon Tues Wed Thurs B7

A4

B8

A1

Fri B5

Flexible small group synchronous and asynchronous learning reinforces and applies content and skills from synchronous sessions.

What guides the design in HS? We believe that learning is constructed through social collaboration and individual sense-making.

Centered in rigorous academics, students engage in personalized learning while developing greater self-direction, practicing wellbeing, and connecting within the high school community.

What does synchronous time look like for students in another time zone?

Teachers will monitor where their students are located and, when possible, will schedule whole group experiences at an advantageous time in the course rotation. Synchronous lessons will be recorded for anytime viewing. Small group meetings and 1:1 interactions will take time zones into consideration.

How will the School support students socially, emotionally, and academically?

Discovery Crews and wellbeing activities will support connection. Intervention plans will be in place to monitor progress with case managers available for students who are identified as requiring additional focussed support. Students studying virtually who desire more structure may arrange to “log on“ for full blocks to facilitate personal accountability.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

DETAILS

Whether you are on campus or in virtual, the learning experience is equally rigorous and connected. For 2021–22, we will continue using our two-week flexible modular system that provides structure and support, while empowering students to own their learning with courage, confidence, creativity, and compassion. The system aligns with what students have experienced in the classroom before: a combination of teacher-led whole group engagement, student-facilitated small group collaboration and individual application, and sense-making. Modules will dedicate approximately 40% of the time to teacher-directed synchronous learning, 20% to student-directed small group/pair collaboration, and 40% individual asynchronous learning as appropriate to the curriculum at hand.

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English as an Additional Language Intentional Language Development

Regardless of the learning model, academic language development is supported in all sections of AISC through purposeful planning and instruction.

Language targets are identified and embedded into the content units of instruction, providing parity in content and language development. Teachers work together to differentiate instruction that 1) meets the needs of all English language proficiencies, and 2) measures the capabilities of all four language skills (speaking, listening, writing, and reading). EAL teachers monitor all English Language Learners' progress and intervene with additional instruction, as needed.

VIRTUAL LEARNING 100% virtual

WIDA

DETAILS

MODELS

HYBRID LEARNING Students on campus, students virtual

How can I support my student’s language development at home?

Focus on the student’s first language. (L1). L1 is the greatest asset to learning a second language because it provides an established language acquisition support system and reduces affective barriers.

What does the synchronous time look like for students in another time zone?

Teachers develop and deliver various classroom activities that strengthen academic language development for all students. In addition, utilize on-campus resources (e.g. word walls, language posters, non-verbal communication cues) to accelerate student success.

All language development activities that happen on campus or virtually are able to happen in a hybrid model. EAL language support with EAL co-teachers is provided according to section and classroom schedules.

WIDA is administered on campus for enrollment and assessment purposes.

For enrollment and progress assessment, WIDA is given on campus when possible.

Annual MS & HS progress tests are given in February. ES progress tests are given toward the end of the school year.

Based on student need, additional synchronous support will be provided. Each step listed in a learning module is modeled and exemplars are annotated. Video tutorials for online platforms will be provided, along with social-emotional check-ins, as needed.

If a student needs additional synchronous time for language development outside the percentages outlined in the section pages, the student and teacher will work together to find a time that suits everyone’s schedule.

WIDA was administered in 2020–2021 and will be administered on a selective basis in 2021–2022. Language development is also closely monitored through classroom observations, class assignments, whole group and small group engagement, WIDA Can-Do descriptors, and other assessment data.

Language targets are outlined in each unit of instruction with attention to speaking, listening, writing, and reading activities. These language targets provide various opportunities for students to showcase their learning based on their proficiency levels.

How do teachers make sure all four language skills are being supported?

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

ON-CAMPUS LEARNING 100% on campus

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Athletics, Activities, & Clubs The Right Model for the Right Moment

ON-CAMPUS LEARNING 100% on campus

HYBRID LEARNING Students on campus, students virtual

VIRTUAL LEARNING 100% virtual

Student Council and Roots and Shoots will follow safety protocols.

Student Council and Roots and Shoots will follow protocols for students on campus and meet with those off campus virtually.

Student Council and Roots and Shoots will meet virtually.

ASAs may be modified to reduce group size.

HIGH

MIDDLE

Club meetings will follow protocols for safety.

Alternate and modified ASIAC activities, team building, and conditioning will be available.

ASAs will be modified for on-campus students. Virtual ASAs will be offered separately.

Virtual ASAs may have equipment, instrument loans or materials included.

Activities like ASA showcase matches, club trips that go off-campus, students visiting our campus for club activities, or home games will be phased in as possible. Discovery Days in HS and Sevai Days in MS will focus on activities that can be conducted on campus if possible or virtual otherwise. The nature of these activities reaches beyond our campus and community so will require a higher level of confidence in the safety of students.

What about SAISA, ASIAC, ISTA, AMIS or MUN trips?

Hybrid meetings of existing clubs and the creation of new clubs will continue, including alternate ASIAC activities, team building, and conditioning activities.

Virtual MUN conferences will be attended.

Meetings of existing clubs and the creation of new clubs will continue virtually, including alternate ASIAC activities, team building and conditioning activities, and Virtual MUN.

Hybrid meetings of existing clubs and the creation of new clubs will continue, including a Virtual High School Play, and alternate SAISA, team building, and conditioning activities. Virtual MUN conferences will be attended.

Meetings of existing clubs and the creation of new clubs will continue virtually, including a Virtual High School Play, and alternate SAISA, team building, and conditioning activities.

MUN conferences may be in-person if travel is possible or attended virtually.

Club meetings will follow protocols for safety.

The High School Play will be rehearsed and performed as permitted. Alternate and modified SAISA, team building, and conditioning activities will be available.

What about field trips, club outings, or activities with students from other schools?

Travel for any of these activities may not necessarily happen even if AISC is in On-Campus Learning mode. Activities may include those close to the way we have experienced them, such as a synchronous swim meet, virtual MUN conference, or music that is recorded individually and combined digitally. Some sports might have activities that can be standardized such as a timed free-throw tally or volleyball serving accuracy challenge. Also, new activities for ASIAC and SAISA are being developed that will enable interactions, collaboration, and competition between the schools in our organizations.

What about CLASSROOM WITHOUT WALLS, WEEK WITHOUT WALLS, or DISCOVER INDIA trips?

In order to maximize the chance that these important parts of the student experience take place, dates for CWW, WWW, and DI have been moved to the spring. Stay tuned!

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

ELEMENTARY

The arts, sports, activities, clubs, and other co-curricular programs at AISC will experience a varying degree of modification in order to assure student safety. In addition to physical distancing, face covering, and limited group size considerations for on-campus activities, the effectiveness of virtual participation and need for special facilities or equipment will also be taken into consideration. Below are some sample activities.

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Wellbeing at AISC We believe it is our collective responsibility to intentionally promote wellbeing and empower students to thrive. As a community, we define wellbeing as feeling good and functioning well, knowing and taking care of oneself, making positive choices, and helping others to flourish.

AISC has teachers, counselors, and activities working towards the goal of successful wellbeing for our students, teachers, and staff.

Look to the AISC website for information on wellbeing, organized around the most important areas of the Wellbeing Framework:

https://www.aischennai.org/wellbeing/

The Wellbeing Framework at AISC is comprised of four domains: Healthy Habits, Self Awareness, Self Management, and Positive Relationships.

These domains guide the programming of wellbeing at AISC, which: ● Provides education for students in the four domains ● Creates opportunities for students to enhance their wellbeing ● Embeds a culture of wellbeing throughout the School

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AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Caring for our wellbeing has never been more important as it is during these trying times. AISC recognizes the need for our community to feel good and function well.

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Permissions & Safety Decide the Model Safety is the Top Priority

AISC’s choice of learning model will be contingent on our assessment of safety in Chennai and local directives that would allow us to open. If we are not permitted to open, and we assess safety as LOW, our campus will be closed and we will be in Virtual Learning. If we are permitted to be open for everyone and we assess safety as HIGH, we would open school fully with realistic safety precautions in place. Finally, if we are permitted to allow only a certain number of students on-campus, and we assess safety as MEDIUM, we would function in Hybrid Learning.

SAFETY LEVEL

CONSIDERATION & DRIVERS

LEARNING MODEL

Government mandate for schools to close Guidance from CDC, WHO, InternationalSOS and trusted authorities indicates low safety High degree of medical uncertainty Infection rates locally are rising and/or remaining at concerning levels and/or testing is unreliable Widespread known infections within AISC community AISC is not confident it can effectively mitigate risk and ensure safety School benchmarking indicates many regional schools have closed their campuses

Virtual Learning

Medium

❏ ❏ ❏ ❏ ❏ ❏

Government directives allow for on-campus work/study Guidance from CDC, WHO, InternationalSOS, and trusted authorities indicates risk Degree of medical uncertainty exists Infection rates locally are confined and/or traceable AISC is confident in its ability to mitigate risk with enhanced measures School benchmarking indicates regional schools are opening with precautions

Hybrid Learning

High

❏ ❏ ❏ ❏ ❏ ❏

Government directives allow for on-campus work/study Guidance from CDC, WHO, InternationalSOS, and trusted authorities indicate low risk Degree of medical certainty, including easy access to reliable testing Infection rates locally are declining and traceable AISC is confident in its ability to mitigate risk when school is fully open School benchmarking indicates most schools opening their campuses fully

On Campus Learning and/or Hybrid Learning

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

Low

❏ ❏ ❏ ❏ ❏ ❏ ❏

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Glossary 4-section vs 2-section: Two classes per grade level. For example, in Elementary School, four Grade Three homeroom classes vs two Grade Three homeroom classes.

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Asynchronous Learning: Occurring independently and in any time zone

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Classroom culture: The feel of the classroom, the classroom community, and relationships

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Daily rotation: The Middle and High Schools follow a rotating block schedule of “A Day” for Blocks 1–4 and “B Day” for Blocks 5–8. This rotation can be found in the community calendar.

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Digital literacy: The ability to use information and communication technologies and platforms to find, evaluate, create, and communicate information, requiring both cognitive and technical skills

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Framework: Our models that illustrate an AISC “on-campus” to "virtual schooling" continuum

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Group rotation: Depending on the number of students physically present in Chennai, grade levels may be split into two groups in order to alternate physical attendance on campus in order to ensure social distancing

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Hybrid Learning: Conditions dictate that not all students can be safely on campus and/or that some students cannot be on campus and/or that some students are unable to be in Chennai or students choose not be on campus because of safety concerns

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Individual students transition back to campus: Students moving from not being local to being in Chennai. After quarantine, how students return to campus 19

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

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Glossary Continued Individualized Learning: Please see Personalized Learning below

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Learning Management System (LMS): A software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development programs. AISC’s LMS is PowerSchool.

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On-campus Learning: Conditions dictate that the AISC campus can be open at normal capacity levels, health risks are low, and our student body is based in Chennai

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Parent involvement: Recognizing parents are key stakeholders alongside teachers to educate their children

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Personalized Learning: Individualized; tailored to the needs of individual students

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Safe physical distancing or social distancing: Refers to the preventative measure of maintaining a distance of at least 6 feet/1.8 meters away from other people to help slow the spread of COVID-19

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Synchronous Learning: Occurring at the same time or in the same location

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Teacher presence: Evidence of teacher interaction with individual students and students’ work

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Virtual Learning: Conditions dictate that AISC’s campus must be closed and school remains open through online learning experiences

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Wellbeing: Feeling good and functioning well. AISC’s Wellbeing Framework contains four domains: Healthy Habits, Self-Awareness, Positive 20 Relationships, and Self-management.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

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Resources A Learner Centered Culture Includes Educators, Too (October 13, 2017). Retrieved from https://www.nextgenlearning.org/articles/a-learner-centered-culture-includes-educators-too

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Compassion, Equity, Rigor: GOA’s Review of Grading Policies for Learning Online from Global Online Academy (April 14, 2020). Retrieved from https://globalonlineacademy.org/insights/articles/compassion-equity-rigor-goas-review-of-grading-policies-for-learning-online

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Five Traps That Will Kill Online Learning (And Strategies to Avoid Them) (May 1, 2020). Retrieved from https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2020-05-01-5-traps-that-will-kill-online-learning-and-strat egies-to-avoid-them

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How the Coronavirus Pandemic Will Transform Teaching (May 9, 2020). Retrieved from https://www.axios.com/coronavirus-teachers-school-education-85ba24a3-bb5c-4d4f-bf0d-90b0a20056d2.html?utm_campaign=organic& utm_medium=socialshare&utm_source=twitter

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Preparing Students for a Lifelong Disruptive Future: The 60 Year Curriculum (May 19, 2020). Retrieved from https://evolllution.com/revenue-streams/extending_lifelong_learning/preparing-students-for-a-lifelong-disruptive-future-the-60-year-curricu lum/

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Successfully Taking Offline Classes Online. Retrieved from http://www.ascd.org/publications/educational-leadership/summer20/vol77/num10/Successfully-Taking-Offline-Classes-Online.aspx

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AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

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Resources Supporting Guidance for M21/N21. IB Covid19 Guidance for M21/N21. (May 2021). Retrieved from https://drive.google.com/file/d/1uXiBA348wd5jJ1L5ZJqF9zftyNYVBV-B/view?ts=5ed6f458

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What the Shift to Virtual Learning Could Mean for the Future of Higher Ed. (2020). Retrieved from https://hbr.org/2020/03/what-the-shift-to-virtual-learning-could-mean-for-the-future-of-higher-ed

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Why Distance Learning Should Not Replicate School. Retrieved from https://www.transcendeducation.org/playlist-blog/distance-learning?j=3291465&sfmc_sub=638433375&l=84250_HTML&u=188603719& mid=7303351&jb=284

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Why Are Some Kids Thriving During Remote Learning. Retrieved from https://www.edutopia.org/article/why-are-some-kids-thriving-during-remote-learning

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American School in Japan (2020). Roadmap for Reopening.

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Graded School (2020). Eagles Reunite: A Plan to Reopen Grade’s Campus.

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The Mount Vernon School Reunite Plan (2020). Reunite August 2020.

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

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The Learning Models Experience We Are Here For Our Families

The Learning Models Framework was designed by a 15-member task force in June 2020. During the 2020-2021 school year, our community exercised and practiced the ideas and models contained herein. This Framework forms the foundation of what holistic learning at AISC will endeavour to be in the coming year and beyond as we engage with a local and global pandemic with courage, confidence, creativity, and compassion.

To see how we have made our campus Raptor Safe, CLICK HERE!

HYBRID LEARNING

VIRTUAL LEARNING

To see our commitments to families for the coming year, CLICK HERE!

Here’s what our community has accomplished in the 2020–2021 year.

CLICK HERE to watch now!

AISC’S LEARNING MODELS FRAMEWORK 2021 - 2022

RAPTOR SAFETY

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