Goals of INTLP
Through INTLP, ISA intends to demonstrate that supporting students to develop a core set of non-cognitive skills, behaviors and attitudes related to academic achievement in conjunction with developing their content knowledge and core academic skills produces high school graduates that are prepared for college and career success. INTLP aims to achieve the following goals:
- To improve students’ key non-cognitive skills, behaviors and attitudes associated with academic success;
- To increase the number of students who graduate from high school within four years;
- To increase the number of students who apply to and enroll in college;
- To increase the number of students who enroll in college without needing remediation courses.
- To increase the number of students who graduate from college.
INTLP reflects ISA’s commitment to continuous knowledge-building with its partner schools and support for incorporating current research and evidence-based practices. ISA envisions that over the long term, all ISA partner schools will embed INTLP into their educational program. We also envision using a blended delivery model (both in-person and electronic) to distribute INTLP as a standalone set of services and resources to a broader network of interested high schools and districts.
To achieve the INTLP goals, ISA will support schools to change their instructional practices and to redesign their learning environments to facilitate the implementation of a whole school approach to developing core non-cognitive skills in the following ways:
- INTLP will build school capacity to embed (not isolate) the teaching and learning of non-cognitive skills into the school culture and core academic program. ISA will support schools to integrate non-cognitive learning into the instructional core through the direct teaching of key non-cognitive skills; the use of assignments and rubrics that require student application of these skills; focusing grade level and/or department team meetings on student non-cognitive skill development; including non-cognitive factors in school-wide professional development; and including student non-cognitive development as part of on-going student and school assessment processes.
Over the grant period, ISA will focus on supporting the INTLP pilot schools to embed the following key non-cognitive factors into schools’ culture and academic core:
- Growth Mindset: Research demonstrates that among the most effective levers for increasing students’ persistence with academic tasks and improving academic performance is supporting students to develop positive academic mindsets. This includes developing a growth mindset in students, which is the belief that ability and competence grow with effort.
- Metacognition and Goal Setting. Research suggests that non-cognitive factors must engage a student’s cognitive factors in order to affect learning and academic performance. Among the learning strategies associated with improved learning and academic performance are metacognition, which refers to students’ knowledge of and control over their cognition or knowing how to monitor their own understanding and goal setting, which entails students setting personal learning goals and dedicating time in class to reviewing progress toward those goals on a regular basis
- INTLP will build faculty capacity to collect and use valid and reliable data on student non-cognitive development to drive instructional practice. In addition to developing student non-cognitive skills in the area of growth mindset, metacognition and goal setting, INTLP will focus on nine additional non-cognitive skills assessed by High School Success Navigator (HSSN), an online, non-cognitive skill assessment and data management and reporting tool, developed and field tested by ETS. The additional nine non-cognitive factors are as follows:
ISA will provide the three INTLP pilot schools with access to HSSN and training in its use. The Project will support the participating schools to administer a baseline HSSN assessment to students of participating teachers and use these data to inform organizational and instructional practices.