At AISC, our mission and vision set the direction for everything we do. They express our collective aspirations for student learning and community life. Our core values—Purpose, Belonging, Wellbeing, Discovery, and Responsibility— anchor our beliefs and guide daily decisions in classrooms and across the school.
Our Vision
A community where diverse paths meet, learners innovate, and we make meaningful change together.
Our Mission
Together, we nurture learners who chart their unique paths, transforming curiosity into purpose, challenges into growth, and knowledge into action.
#Discovery
#Wellbeing
#Responsibility
#Purpose
#Belonging Our Values
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Learning is a transformative, re ective process of building understanding, empowering learners to think deeply, innovate, collaborate, and act with purpose.
Learning at AISC is not simply about the acquisition of content. It’s about the development of capacity, curiosity, and character.
“Learning is a transformative, reflective process of building understanding. It empowers us to think deeply, innovate collaboratively, and act with purpose.”
This shared definition informs our curriculum planning, instructional practices, and approaches to assessment.
All learners at AISC develop the core strength needed to thrive in a complex world. These are embedded throughout the learning experience and are used to plan, teach, assess, and reflect on learning.
These six core strengths are:
Resilient Learners
Embrace challenges, persist through di culties, learn from feedback, and adapt to new situations.
E ective Collaborators
Collaborate with empathy while learning from and with each other.
Critical Thinkers
De ne, analyze, evaluate, and solve complex problems.
Change Makers
Transfer and apply skills, knowledge, and understanding to make a di erence locally and globally.
Skillful Communicators
Communicate clearly and purposefully across diverse contexts and media.
Digital Navigators
Leverage technology creatively, responsibly, and ethically.
At AISC, we recognize that variability is the norm. Universal Design for Learning (UDL) is a framework that helps us proactively design inclusive, equitable learning experiences by anticipating and planning for learner diversity.
UDL is aligned with our Core Values and New Futures plan. When planning for learning it asks us to:
• Set clear, meaningful learning goals
• Offer flexible pathways for engagement, understanding, and expression
• Eliminate barriers before they arise
UDL’s Three Core Principles:
Multiple Means of Engagement – Provide options that spark motivation and purpose.
Multiple Means of Representation – Offer content in varied formats to support access and understanding.
Multiple Means of Action & Expression – Give students different ways to demonstrate what they know.
We support all teachers in integrating UDL into lesson planning and unit design. See CAST UDL Guidelines for practical strategies.
This reflective tool is designed to support your thinking when planning for learning. If your reflections highlight areas where you’d like support or collaboration, please reach out to the Office of Teaching and Learning or the BRIDGE Council.
English is the primary language of instruction at AISC. While we celebrate our linguistic diversity, we use English to support inclusive, academic dialogue across disciplines.
Our approach includes:
• Explicit academic language development
• Support for home languages through translanguaging practices
• Modeling “language courtesy” to ensure all are included in conversations
Students are encouraged to maintain and develop their home language, as strong foundational literacy supports additional language acquisition.
See AISC Language Philosophy for more information.
Wellbeing at AISC is embedded across systems, classrooms, and relationships. Our framework, represented visually as a Kolam, honors the ripple effect of small, intentional acts that contribute to a thriving community.
All learners are expected to:
• Integrate wellbeing into daily routines, relationships, and the curriculum
• Model and reinforce habits that support physical, emotional, and social health for all learners
• Create inclusive, safe, and supportive environments where every learner feels seen, valued, and heard
Curriculum
AISC provides a guaranteed, viable, and dynamic curriculum aligned to international standards and best practices. Our approach is rooted in Understanding by Design (UbD) and informed by student needs, school mission, vision, values and definition of learning.
Curriculum Review (Strategic): Disciplines undergo deep reflection and research on a 5–7 year cycle.
Curriculum Design (Ongoing): Teachers and teams regularly update unit plans to stay responsive and relevant.
Together, these tracks ensure our curriculum remains coherent, responsive, and future-focused, continually improving through structured reflection and intentional design.
At AISC, we value teacher innovation and creativity, especially in Stage 3 (Learning Plan) of unit design, where teachers have flexibility to personalize learning experiences, choose tools, and embed technology meaningfully. Changes to Stage 1 (Desired Results)—such as modifying Transfer Goals, Essential Understandings, or Priority Standards—require collaboration with the Office of Teaching and Learning to ensure coherence, alignment, and equity across the curriculum.
Common Agreements:
• Toddle and Google Drive are the central platforms for unit documentation.
• Units of Learning are collaboratively developed using UbD.
• Common assessments and exemplars are moderated to ensure consistency.
All units follow a UbD structure (in-depth review of UBD)
• Stage 1: Desired Results (transfer goals, EUs, EQs)
• Stage 2: Evidence of Learning (assessment)
• Stage 3: Learning Plan (instructional sequence, scaffolds, differentiation)
A blank UBD template is found here.
Learning opportunities must be:
• Standards-aligned
• Inclusive (UDL embedded)
• Inquiry-based and competency-driven
Inquiry is central to our teaching philosophy. It invites students to explore, question, and construct meaning actively.
Teachers use AISC’s Inquiry Model and Project-Based Learning approaches to design experiences where learners:
At the center of AISC’s learning culture is inquiry, through which students experience, question, investigate, create, and reflect to make meaningful personal, social and global connections.
• Engage with real-world questions
• Reflect and revise thinking
• Collaborate and communicate outcomes
Resources include: Visible Thinking routines, Culture of Thinking Principles, Essential Questions and Provocations.
Co-teaching pairs a content-area teacher with an EAL teacher to plan and teach together. The Collaborative Teaching Cycle includes:
• Co-Planning: Responsive, data-informed planning
• Co-Instruction: Flexible, supportive delivery
• Co-Assessment: Shared evaluation and reflection
• Co-Reflection: Ongoing improvement of practice
See Co-Teaching Guidelines for the full process.
Working alongside a colleague teaching a similar or identical course is classed as collaboration. The expectation is that you co-plan, assess, and moderate learning together. Please review the tight and loose shared course planning expectations for more information.
Differentiated instruction is proactive and intentional. Teachers:
• Use pre-assessments to identify readiness and needs
• Provide multiple options for accessing and expressing learning
• Adjust pacing and grouping to optimize outcomes
Responsive teaching builds on this by using ongoing assessment and observation to make real-time instructional adjustments. Together, these approaches ensure all students are appropriately supported and challenged.
Tomlinson’s model of differentiated instruction (2001) and UDL principles guide this work.
Assessment at AISC is designed to inform teaching and support learning. We believe:
• Assessment should be aligned with standards and learning goals
• Formative assessment is key to student growth
• Students benefit from clear success criteria and opportunities to selfassess
At AISC, we believe assessment is a continuous, responsive process involving teachers, students and parents. Its purpose is to inform teacher planning, so teachers are able to answer 3 questions:
• Where are our learners going?
• Where are our learners now?
• How do we close the gap?
The four dimensions of assessment are monitoring, documenting, measuring, and reporting.
1. Monitoring of learning aims to check the progress of learning against personal learning goals and success criteria. It occurs daily through a variety of strategies: observation, questioning, reflection, discussing learning with peers and teachers, and well-considered feedback to feed forward for next steps in learning. Tools used for monitoring include open-ended tasks, written or oral assessment, and a learning portfolio.
2. The documentation of learning is the compilation of the evidence of learning in the form of knowledge, conceptual understandings or skills.
3. Learning is measured to provide timely feedback on student growth and achievement, to communicate progress with parents, monitor the
effectiveness of the programme, and to review approaches to teaching.
4. Reporting is used by teachers and the school to communicate progress and learning to students and their parents.
When planning for assessment the following model represents the relative weight given to each dimension of assessment.
The three types of assessment are used to support the learning process and to have a complete understanding of a student’s performance and progress. These practices may be formal or informal and internal or external. Students’ learning is evaluated and future goals are set through a combination of these practices.
• Assessment for learning, also known as formative assessment/ formative check-in’s, is used to inform teaching and promote learning. Students are given ongoing feedback on their learning and teachers use formative assessments to inform their instruction.
• Assessment as learning supports students in becoming self-regulated learners by teaching them how to monitor and evaluate their own learning process and make learning goals, self-assess their progress, and develop strategies to improve their learning.
• Assessment of learning, also known as summative assessment, is used to evaluate a student’s knowledge, understanding or skills at the end of an instructional unit.
• MAP: Measures student growth across Reading, Language Usage and Math,
• DIBELS: Benchmarks reading progress (ES & MS)
• WIDA: Assesses English language proficiency (K–12 EAL)
• Common Assessments: Developed and moderated by teams to ensure reliability
Reporting practices are section-specific. Teachers should refer to relevant handbooks for assessment and reporting guidelines.
• ES Learning Framework and Course Guide
• MS Learning Framework and Course Guide
• HS Learning Framework and Course Guide
Our Philosophy
Professional growth at AISC is individual, collective, and for the whole school. We believe in:
• Goal-driven learning
• Embedded, job-embedded support
• Collective teacher efficacy
Coaching is a non-evaluative, partnership-based process. It is designed to support continuous improvement and student success. What Coaching Is:
• Purposeful, ongoing, and aligned with goals
• Grounded in trust, respect, and reflection
• Builds teacher capacity and confidence
• Supports curriculum implementation and innovation
• Enhances student outcomes through improved practice
How Coaching Works: Coaches fluidly move between three core stances:
1. Consultant – Offers expert input and advice
2. Collaborator – Co-creates solutions with teachers
3. Coach – Facilitates self-directed reflection and problem-solving
See AISC Coaching Overview for more information.
• PL is ongoing through section meetings, coaching cycles, PL days, and book studies
• Teachers may request external or internal PL using the PL Request Form
• Learning aligns with school priorities, PG&E goals, and individual passions
The Professional Growth for Excellence (PGforE) model integrates coaching. Teachers set annual goals and receive feedback from peers, coaches, and leaders.
All teaching is aligned to adopted standards (e.g. CCSS, NGSS, C3, etc.).
Teams use standards to:
• Plan units and assessments
• Define success criteria
• Track progression across grade levels
• Give students feedback in learning.
A full list of adopted standards here.
AISC is a 1:1 device school from Grade 1, empowering students to use technology purposefully and responsibly to support learning. Students in Grades K–8 use iPads, while Grades 9–12 use MacBooks.
Our core digital tools include:
• PowerSchool for academic reporting and attendance
• Schoology (G6–12) and Seesaw (EY–G5) as learning management platforms
• Google Workspace for collaboration, documentation, and communication
• Toddle for unit planning and curriculum mapping
In addition to these, teachers and students use a wide range of apps that enhance creativity, deepen learning, and promote digital citizenship.
At AISC, we differentiate between IT services and Digital Learning:
• The IT Office focuses on systems, infrastructure, and backend support.
• The Office of Teaching and Learning leads Digital Learning, which centers on how technology supports pedagogy, learning design, and innovation.
We are guided by our evolving AI–Human Framework, which helps our community explore the responsible, purposeful use of AI tools in ways that prioritize human thinking, creativity, and ethical decision-making.
Shared Google Drive structure supports access and organization
Unit plans must be current in Toddle and available for collaboration
AISC provides a range of integrated support services to ensure every student can thrive:
• EAL: Instruction is guided by the WIDA framework and the SIOP model, supporting students in developing academic English across disciplines.
• Learning Support: Follows a Multi-Tiered System of Supports (MTSS) with individualized learning plans (ILPs) to meet diverse learning needs.
• Counseling: Offers academic advising, social-emotional support, college and career guidance, and family consultation.
• Safeguarding: Ensures a safe environment through clear policies, staff training, and a robust reporting system.
AISC offers rich experiences outside the classroom through:
• Co-Curriculars: Athletics (ASIAC, SAISA), Arts, SEVAI
• Advisory Programs: Morning Meeting (ES), Advisory (MS), Crew (HS)
• Overnight Trips: Start in Grade 5 to promote independence and realworld learning
[CAST UDL Guidelines]
[Co-Teaching Guidelines]
[PL Request Form]
[PGforE Planning Tool]
[UbD Overview]
[Curriculum Cycle Visual]
[Coaching Handbook]