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									Internationals Network for Public Schools
ALLIANCE FOR EXCELLENT EDUCATION The Civil Rights Working Group

May 24, 2006 FORUM

200 State Street, Boston, MA 02109

“Opening

Doors to the American Dream”

Internationals’ Mission and Vision

The mission of Internationals Network for Public Schools is to provide quality education for recent immigrant students by developing a network of small, public high schools based on the Internationals Approach

The Internationals Approach to Educating English Language Learners: • Heterogeneity and Collaboration
Heterogeneous and collaborative structures that build on the strengths of every individual member of the school community optimize learning

• Experiential Learning
Expansion of the 21st century schools beyond the four walls of the school building motivates adolescents and enhances their capacity to successfully participate in modern society

• Language and Content Integration
Language skills are most effectively learned in context and emerge most naturally in purposeful, language-rich, experiential, interdisciplinary study

• Localized Autonomy and Responsibility
Linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential

• One Learning Model for All
All learners, faculty and students participate in similar collaborative learning and work structures which maximize their ability to support one another
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Internationals Schools Are Spread Throughout the NYC Boroughs
• In 2006, Internationals plans to open one additional school in NYC, in the Bronx

Source: Internationals Network for Public Schools Website

509GATE010_032 3

History Internationals Has a 20 Year History of Success in NYC

1980

1990

2000

1985: First International High School launched; Founded on the campus of LaGuardia Community College in Queens, New York City and named The International High School at LaGuardia Community College

1994: Brooklyn International High School opens

2001: Bronx International High School opens

2006: International Community High School will open in Fall 2006 in the Bronx

1993: Manhattan International High School opens as the second International High Schools in New York City

1995:
Staff from the three schools form a committee to facilitate collaboration among the International High Schools. The committee is named the Internationals Schools Partnership

2004:

July 2004: Internationals Network for Public Schools (“Internationals”) is formed as a non-profit organization, formalizing the network among the existing schools and working to develop more Internationals to serve more immigrant students
September 2004: Flushing International High School opens in Queens; The International High School at Prospect Heights opens in Brooklyn

2005: Internationals opened its second school in the Bronx, The Kingsbridge International High School and its third school in Brooklyn, the International High School at Kingsborough Community College

Source: Internationals Internal Data

4 509GATE010_032 4

Student Demographics Internationals Students Represent an Overwhelming CrossSection of Immigrants from a Variety of Countries…
• The majority of Internationals students are new immigrants (in the United States for three years or less), arriving from over 100 countries

Percent of New Immigrant Students (2003)

Country of Origin

80%

75% 68%
Percent of Total (%)

100%

100% Other (90 countries)

60
Percent of Total (%)

60%

61%

80

Peru France Guinea

Yemen Bangladesh Haiti

60

Other Spanish Speakers

Poland

40

Colombia Mexico 40 Ecuador Dominican Republic China 0 Internationals Students

20
NYC Public Schools = 11%

20

0

Bronx Brooklyn International HS International HS

IHS at LaGCC

Manhattan International HS

Source: Internationals Student Profiles Data; ATS

509GATE010_032 5

Student Demographics Race and Ethnicity of Internationals Students Vary by School, Reflecting Diverse Borough and Neighborhood Demographics
• Internationals students represent a variety of backgrounds that differ greatly from national public school demographics

Internationals Student Demographics (2004)
100%
Asian
Latino
Black

Asian

Black
White White

80
Percent of Total (%)

White

Black

Asian Asian
Latino

60

40
White Latino

20

Latino

Black

0

National Public Schools

Urban Public Schools

All IHS at LaGCC Internationals

Manhattan International HS

Flushing International HS

Bronx International HS

IHS at Prospect Heights

Brooklyn International HS

Source: NCES; NYC Department of Education; DOE School Report Cards

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Student Demographics

…with a High ELL and Low Income Student Population
• • The majority of Internationals students are English Language Learners - vastly higher than the NYC Public School average In addition, the percent of Internationals students receiving free lunch benefits is considerably above the city average

Percent of ELL Students (2003)

Percent of Students Receiving Free Lunch Benefits (2003)

100% 87% 80 71%
Percent of Total (%)

100% 86% 81% 72%
Percent of Total (%)

89% 80

92% 85% 87% 80% 71% 60
NYC Public Schools = 51%

71%

60

40

40

20

NYC Public Schools = 13%
Bronx International HS Brooklyn International HS IHS at LaGCC Manhattan International HS IHS at Prospect Heights* Flushing International*

20

NYC Public Schools = 13%
Bronx International HS Brooklyn International HS IHS at LaGCC Manhattan International HS IHS at Prospect Heights* Flushing International*

0

0

*International at Prospect Heights and Flushing International is 2004 data Source: NYC Annual School Report Cards 2002-03 and 2003-04

509GATE010_032 7

Internationals High School Students Outperform City ELL Averages on Regents Tests…
• In addition, Internationals student performance on the English and Math Regents is comparable to overall city averages and has demonstrated a successful performance increase

Percent of Students Meeting Regents Graduation Requirements – English (2004 vs. 2003)
100%
100%

Percent of Students Meeting Regents Graduation Requirements – Math (2004 vs. 2003)

93.0% 80.9% 70.4% 84.2%
City Avg

Percent of Total (%)

Percent of Total (%)

80

76.6% 67.5%

80

76.4%

71.8% 62.8% 62.5% 64.9%

City Avg

60

60

40

Regents Performance (English)

40

ELL City Avg

Regents Performance (Math)

ELL City Avg

20

20

0

0.0% 2004 2003 2004 2003

0.0% 2004 2003

0

0.0% 2004 2003 2004 2003

0.0%

Unavailable

2004

2003
Manhattan International

Brooklyn International

International at LaGCC

Manhattan International

Brooklyn International

International at LaGCC

Note: Bronx International, International at Prospect Heights and Flushing International did not have senior classes in 2002-03 or 2003-04 Source: 2002-03 and 2003-04 Annual School Reports; Update on the Performance of LEP / ELL, New York State Education Department (February 2005)

509GATE010_032 8

…Achieving Higher Graduation and Lower Dropout Rates…
• Internationals High Schools have higher graduation rates than New York City averages for four, five, six, and seven year cohorts Additionally, Internationals schools have consistently lower dropout rates across cohorts

Graduation, Retention, and Dropout Rates – 4-Year Cohort
100% 100% Dropouts 100% 100% 100%

Graduation and Dropout Rates – 7-Year Cohort
100% Dropouts 100% 100% 100%

100%

80

Still Enrolled

80

Percent of Total

60

Percent of Total

60

40
Graduates

Graduates

40

20

20

0

Internationals

Former ELL Students

Never ELL Students

Current ELL Students

0

Internationals

Former ELL Students

Never ELL Students

Current ELL Students

Source: Internationals Network for Public Schools Class of 1998 Longitudinal Report

509GATE010_032 9

…And Attending College at Rates Well Above National, State, and City Averages
Percent of Graduating Seniors Attending College
100% 84% 80
Percent of Students (%)

95% 90%

91%

72% 67% 60

40

20

0

National Average

New York State

New York City Brooklyn IHS

International at LaGCC

Manhattan IHS

Note: Internationals data represent students who are accepted to college and plan to attend Source: NCES, NYC DOE, NY State Department of Education

509GATE010_032 10

Our Students:
•

To be admitted to an International High School, a student must be in the country for four years or less and score at the lowest levels on English language assessments. The vast majority of our students come from low-income families. ~15% of our students have had interrupted formal education due to wars and/or other obstacles to education access in their native countries. ~70% of our students have been separated from one or both parents during their family’s immigration to the United States Our students come from more than 90 countries, and speak more than 52 languages. Our students come to International High Schools often as a way out of large, traditional high schools where they do not get the personalized attention they need to develop the necessary linguistic, cognitive, and cultural skills for success in high school, college and beyond.

•

•

•

•

•

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Our Faculty and Schools:
•

Teachers work in interdisciplinary teams with guidance support Small teams of teachers are responsible for small groups of students (4-5 teachers, 75-100 students) Time for teams of teachers to meet is built into the weekly school schedule, and encouraged through common planning time, lunches, etc. Teachers participate in school governance through a variety of committee structures

•

•

•

•

Teams have autonomy to design instruction and the responsibility for student outcomes.
Leaders have school based autonomy while they work together in a supportive network where best practices are shared, and common dilemmas and challenges are addressed The model for adult learning mirrors that for student learning: collaborative heterogeneous groups
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•

•

Some of the data we look at:
• •

Attendance Scholarship reports (by team/by teacher, by discipline) of course pass rates
-

Mid semester and end of semester

•

Individualized plans by teams for students who are not passing

School-wide performance goals (autonomy zone schools)
- 90% school-wide average daily attendance excluding Long Term Absences - No more than 4% of all students enrolled drop out annually; - 75% annual course pass rate across all students in English, Math, Science, and History - 90% of students in the 9th and 10th grades will be promoted to a higher level - 80% Regents cohort pass rate for ELA and Math Regents exams - Choice of either A) 70% of each cohort graduates after 4 years, or B) 55% of each cohort graduates after 4 years and 75% graduates after 5 years; - 90% of all graduating seniors are accepted to 2 or 4 year colleges.

509GATE010_032 13

Assessment of English Language Learners

• Multiple measures of assessment for English language learners - These must extend beyond the use of a single set of test scores, including
 portfolio

assessment

 opportunities

for students to demonstrate their abilities in their Native Languages

 Nuanced

Understanding of oGrowth vs. Mastery oDeveloping English proficiency and academic proficiency
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Growth vs. Mastery

Importance of Growth vs Mastery in Student Assessment by Grade
100% 80% 60% 40% 20% 0% Grade 9 Grade 10 Grade 11 Grade 12 Mastery Growth

509GATE010_032 15

Dimensions of growth

• Primary - Academic English - Academic content knowledge and skills

• Additional dimensions
- Native language - Ability to work in teams - Ability to operate within a new culture and system

509GATE010_032 16

Internationals Student Database: Variables


Student Identification/Demographic Data: including place of
birth, ethnicity, home language, free lunch status

  

Entry/Exit: including information about schooling in home country Program Participation: college, summer, evening, etc Performance Data:
 

Attendance: Cumulative Attendance, Cumulative Tardiness In-School Performance: Cumulative GPA, Cumulative Credit,
Portfolio, Beyond School



Regents: By test, first attempt, highest attempt




English language proficiency (NYS test)
Colleges: acceptances, confirmed reply, SAT, TOEFL, social security

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Appendix

509GATE010_032 18

Heterogeneity and Collaboration

Heterogeneous and collaborative structures that build on the strengths of every individual member of the school community optimize learning.
- Our beliefs:
 

Individuals learn best from each other in heterogeneous, collaborative groupings The most successful educational programs are those which emphasize high expectations coupled with effective support systems.



Students arrive with both linguistic and conceptual knowledge.

- Our practices:
 

Our schools give prestige to what is normally stigmatized (i.e., being an immigrant). Students are mixed by age, grade, academic ability, linguistic proficiency, native language, prior schooling although some classes are organized by grade/age. Students, teachers and leaders work collaboratively on projects to produce common and individual products.



509GATE010_032 19

Experiential learning
Expansion of schools beyond the four walls of the school building motivates adolescents and enhances their capacity to successfully participate in modern society.
- Our beliefs:


Experiential learning enhances student growth and outcomes: academically, linguistically, and culturally. In addition to academic progress, faculty must focus on social/emotional growth of the students.



- Our practices:


Teacher participate in interschool networks, professional conferences, and other external activities which provide significant opportunities for growth. Principals’ participate in networks, retreats and other external opportunities and are supported and challenged to lead their schools to high levels of student success Students are involved in internships, community service, and service learning.





509GATE010_032 20

Language and Content Integration

Language skills are most effectively learned in context and emerge most naturally in purposeful, language-rich, experiential, interdisciplinary study.
- Our beliefs:


Our students require the ability to understand, speak, read and write English with near-native fluency to realize their full potential within the United States and in the global economy. In an increasingly interdependent world, proficiency in a language other than English is a resource for the student, the school and the society.



- Our practices:


Students learn language through content through activity-based learning and a variety of assessment/end products. Project-based learning requires extended class periods of 60 minutes or more. Every teacher is a language teacher.

 



Students make oral presentations often, starting early in their career and culminating in portfolio presentations at key junctures in their academic paths.
Since English is the lingua franca, English language is fostered through collaborative student work on projects. Native language is fostered through project based work among students sharing a language and through inclusion of native language products in varying forms. The locus of control for language use is the student, mediated by the context.
509GATE010_032 21







Localized autonomy and responsibility
Linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential.
- Our beliefs:


The most effective instruction takes place when teachers actively participate in the school decision making process, including instructional program design, curriculum development, assessment processes and materials selection. The most effective learning takes place when students are offered choices and responsible for their own learning.





Shared governance structures with responsibility for outcomes promote more effective learning environments for all members of the school community.

- Our practice:


Small groups of faculty work in interdisciplinary teams and are responsible for designing and implementing curriculum, instruction and teacher assessments for a small group of students over time. (1 – 2 years) School-based faculty personnel committees are responsible for hiring teachers, supporting them, and developing processes for teacher assessment. New principals are selected by principals in their network. Faculty committees in each school are responsible for overseeing key areas, such as curriculum, assessment and professional development. Collaborative school leadership teams govern with participation and buy-in from all stakeholders in the school community. Support is provided for faculty through team and committee structures, as well as mentoring. Peer mediated instruction with teacher facilitation fosters independent learning.
509GATE010_032 22



 



 

One learning model for all

All learners, faculty and students participate in similar collaborative learning and work structures which maximize their ability to support one another - Our beliefs:
  

Adult work and student work and learning mirror each other. Learning must build on strengths. Scaffolding learning supports growth.

- Our practices:
   

Teachers work collaboratively in interdisciplinary teams and on school committees. Principals work collaboratively across schools (within our network) Students work collaboratively in small groups. All members of the community are publicly accountable for their work, and participate in processes where they evaluate themselves, their peers evaluate them, and representatives of the larger community evaluate them. We focus on supporting areas of strength and scaffolding and developing areas for growth.



509GATE010_032 23

Contact Information
• Claire Sylvan, Ed.D. - Executive Director • Camille Rodríguez – Director of New School Development • Daria Witt – Chief Academic Officer • Sunghee Ahn – Academic Support Associate • Sharon Lungrin – Director of Business & Operations • Martha Perera – Executive Office Assistant and Visit Coordinator • Liliana Vargas – Director of California School Development

• Internationals Network for Public Schools • 151 West 30th Street, 10th floor • New York, NY 10001-4007 • T: 212.868.5180 F: 212.868.5188 • www.internationalsnps.org • info@internationalsnps.org

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