Implementation of INTLP
INTLP is ISA’s research-based solution for increasing underserved high school students’ non-cognitive and academic outcomes. INTLP aims to support changes in educators’ instructional practices and in redesigning learning environments to allow schools to implement whole school approaches that embed the teaching and learning of non-cognitive skills into the school culture and academic core. ISA is requesting funding from Carnegie Corporation to support a five-month planning and initial piloting of INTLP in the following three New York City public high schools: (1) Harvest Collegiate High School in Manhattan; (2) Bronxdale High School in the Bronx; and (3) Academy for Young Writers in Brooklyn.
These three ISA partner schools were selected according to the following criteria: 1) they demonstrate high implementation of and fidelity to the ISA model, 2) they demonstrate strong commitment to student-teacher relationships, advisories, and multiple mechanisms for students’ social, emotional, and academic development and support, 3) they implicitly but not formally embed some non-cognitive factors in their educational program, and 4) they demonstrate diverse levels of sustainability with Harvest having had one graduating class; Bronxdale, two graduating classes; and Academy for Young Writers, seven graduating classes. These criteria make these schools valuable sites for learning about the implementation process and effects of INTLP as well as student responses. The principals received and reviewed a written copy of the proposal and are fully aware of the project’s objectives as well as the expectations for the pilot schools. All three principals have confirmed their interest in and commitment to participating in the INTLP pilot.
During the course of the grant period, ISA will carry out activities under four main areas of work: (1) Project Planning and Identification and Development of Curriculum and Instructional Strategies and Resources; (2) Building School Knowledge and Capacity for Integrating the Teaching and Learning of Non-Cognitive Skills into the Academic Core; (3) High School Success Navigator Implementation and Training; (4) Community of Practice Website Development. Each work strand is described in greater detail below.
- Project Planning and Curriculum and Instructional Resources Identification and Development. (August-September 2016). The first phase of the grant period will focus on developing curriculum and instructional strategies and resources for the project and planning the pilot implementation in the three schools. Activities will include:
- Meetings with five ISA coaches—one for each of the four core academic areas and a leadership coach—who have interest in, knowledge of, and experience in coaching in non-cognitive areas, and will work with the three INTLP pilot schools.
- Identifying and developing INTLP curricula and strategies for explicitly teaching the key non-cognitive skills as well as for integrating them into core contact areas, including identifying products, materials and services to implement the curriculum
- Meetings with school principals to outline INTLP implementation and identify six lead teachers in math, science, and literacy for the INTLP pilot, and to introduce ISA coaches and the pilot.
- Building School Content Knowledge and Capacity to Implement Strategies and Practices for Integrating the Teaching and Learning of Non-Cognitive Skills into the Academic Core. (September -December 2016). This strand of INTLP will focus on supporting the three pilot schools to develop the content and pedagogical content knowledge and strategies necessary to effectively implement and monitor INTLP. Activities will include:
- ISA leadership coaches meet with school leaders to set up the calendar for launching INTLP at the school.
- ISA leadership coaches will work with principals on implementing, monitoring, and sustaining the organizational structures and instructional shifts required for integrating non-cognitive teaching and learning.
- ISA content area coaches and subject specialists will work with the pilot teachers to teach non-cognitive skills and embed opportunities for students to learn and apply key non-cognitive skills in their content area classes. They will provide coaching to lead teachers including co-designing and co-planning units, lessons, curriculum tasks, activities and projects that provide students with opportunities to learn, apply and practice these key non-cognitive skills. Coaches will observe teachers’ instruction in non-cognitive skills and provide actionable feedback and problem solving support for implementation challenges.
- High School SuccessNavigator Implementation and Training (October-December 2016). This strand of the grant period will focus on building school capacity to analyze and use HSSN data to inform organizational and instructional practices. Activities will include:
- ISA will provide schools with access to HSSN and training in its use.
- Schools will administer a baseline HSSN assessment to students in participating teachers’ classrooms.
- ISA coaches and school faculty will analyze the baseline HSSN data and identify the implications for instruction.
- Community of Practice Website Development. (August-December, 2016)
ISA will design and develop the INTLP Community of Practice (CoP) website to support schools to implement INTLP, as well to foster cross-site collaboration and knowledge and idea sharing. The CoP website will include the following features:
- Curriculum and Instructional Resources. ISA will provide curriculum, instructional and organizational resources and strategies for successfully embedding non-cognitive learning into the academic core; a repertoire of strategies and assessment rubrics; a set of tools, processes, and protocols to facilitate effective school-wide implementation; and a collection of useful professional texts for building knowledge on non-cognitive factors.
- Threaded Discussions and Real-Time Collaborative Sessions. The CoP website will have features that will foster cross-site INTLP collaboration to learn from one another and share knowledge, strategies, tools, protocols, strategic plans, and templates that are useful in integrating non-cognitive teaching and learning.