2024 WASC Self-Study Report

TAS Board of Directors

TAS Administration

Mr. Jay Cheng (Chair)

Dr. Grace Lee (Vice Chair)

Mr. Bruce Aitken (Treasurer / M&R Committee Chair)

Ms. Lydia Lim (Secretary)

Dr. Steven Quay (Governance Committee Chair)

Mr. Larry Wasylin (Audit Committee Chair)

Ms. Carolyn Clark (AIT Representative)

Mr. John Chen

Ms. Shelley Chia

Mr. Michael Fei

Ms. Amy Hsu

Dr. Paul Hsu

Ms. Evelyne Estey, Interim Head of School

Dr. Liz Gale, Deputy Head of School

Mr. Larry Kraut, Chief Operating Officer

Ms. Caroline Baugh, Chief Advancement and External Relations Officer

Ms. Carol Chen, Human Resources Director

Ms. Amanda Jacob, Dean of Teaching and Learning

Ms. E-chieh Lin, Director of Inclusion and Wellbeing

Dr. Leanne Stanley Rainbow, Interim Director of Technology, Director of Instructional Technology

Ms. Cathy Hsu, Controller

Mr. Michael O’Neill, Director of Admissions

Dr. Tara Simeonidis, Lower School Principal

Mr. Rick Rabon, Lower School Associate Principal

Ms. Becky Klar, Lower School Associate Principal

Mr. Josh Budde, Middle School Principal

Dr. Lori Richardson Garcia, Middle School Associate Principal

Ms. Karisti Cormier, Middle School Associate Principal

Ms. Becky Read, Upper School Principal

Dr. Jill Fagen, Upper School Associate Principal

Dr. Evelyn Chen, Upper School Associate Principal

TERM

GLOSSARY OF KEY TERMS

MEANING

AIT American Institute in Taiwan

AP Advanced Placement

BOD Board of Directors

CAS Community Action Service

CASEL Collaborative for Academic, Social, and Emotional Learning

COO Chief Operating Officer

CRC Curriculum Review Cycle

DEIJ Diversity, Equity, Inclusion, Justice

DHOS Deputy Head of School

DOTL Dean of Teaching and Learning

DP Diploma Programme

EAL English as an Additional Language

ELA English Language Arts

EARCOS East Asia Regional Council of Schools

ED Team Educational Leadership Team

FG WASC Focus Group

FGC WASC Focus Group Chair

FOL Focus on Learning

HL Higher Level

HOS Head of School

IASAS Interscholastic Association of Southeast Asian Schools

IB International Baccalaureate

ISCA International School Counselor Association

LS Lower School

MLL Multilingual Learner

MS Middle School

MTSS Multi-tiered System of Supports

NAIS National Association of Independent Schools

NASP National Association of School Psychologists

OP Team Operational Leadership Team

PTA Parent Teacher Association

PD Professional Development

PSAT, SAT Preliminary SAT, SAT

RULER Recognizing, Understanding, Labeling, Expressing, and Regulating

SL Standard Level

SLO Schoolwide Learning Outcome

SLT Senior Leadership Team

SSS Social Support Services Team

TAS Taipei American School

TASCC Taipei American School Cultural Connections

TOC Table of Contents

TYPA Taipei Youth Program Association

UbD Understanding by Design

US Upper School

WASC Western Association of Schools and Colleges

WIDA World-class Instructional Design and Assessment

PREFACE

PREFACE

In anticipation of an April 2024 visit by the WASC Visiting Committee, Taipei American School’s (TAS) self-study process commenced in September 2022, with the objective of ensuring meticulous preparation, and active engagement of all stakeholders within the school community Notably, TAS’s self-study process was structured to provide a comprehensive and accurate portrait of the school’s present state. This endeavor drew upon the 2020 ACS WASC Focus on Learning Accreditation Manual, serving as both a guide for the self-study process and the foundational structure for the resulting report. Spearheaded by an appointed TAS WASC Self-Study Coordinator, in collaboration with faculty-led Home Groups, Focus Groups, and Administrative Advisors, the TAS WASC Focus on Learning self-study epitomized a unified effort.

The inclusivity of the TAS self-study process was underscored by the composition of Home Groups and Focus Groups that involved all 322 TAS faculty, and the 19 members of the TAS Administrative team. In addition, the TAS Board of Directors, members of the parent and student body, as well as staff representatives across departments were called upon to contribute to Focus Group efforts through formal and informal means aimed at school evaluation against the WASC criteria. As such, the overarching objective of the TAS self-study process and corresponding report is to accurately capture the strengths and areas for growth of Taipei American School at this moment in time, as well as provide the foundation through which the school will prioritize immediate and future strategic directions.

THE SELF-STUDY PROCESS

INITIAL PREPARATION, TRAINING, AND COMMUNITY AWARENESS

The initial phase of the WASC self-study preparation and training took place from September to December 2022. It was during this period that Taipei American School embarked on a strategic and collaborative journey to align and deepen the community’s understanding of TAS’s mission and schoolwide learning outcomes in the context of the WASC Self-Study process. Beginning in September 2022, through faculty Professional Development (PD) sessions, and subsequent parent and student workshops, the initial phase of the self-study was designed to foster a collective understanding of TAS’s mission (revised in 2021) and its pivotal role within all aspects of organizational and operational practices across the school. This not only emphasized the mission’s importance, but also aimed to ensure that all stakeholders, including faculty, staff, students, parents, administrators, as well as the Board of Directors, were collectively aligned with the school’s core objectives and values.

Further intensifying this endeavor, on September 16, 2022, the TAS Board of Directors and Senior Leadership Team underwent comprehensive ACS Self- Study training led by Dr. Marilyn George, WASC Executive Vice President, and Dr. Margaret Alvarez, Director of International Accreditation Services. This training was crucial in equipping TAS Leadership with knowledge and insights surrounding the importance of the accreditation process. Following this, a retreat for the Board of Directors on September 24, 2022, was organized, to provide an overview of TAS’s history with the WASC accreditation process including what it means to be a mission-driven institution.

In October 2022, the self-study timeline was introduced to the TAS Senior Leadership Team, marking a significant step in planning, coordination, and highlighting the evaluation of TAS’ mission, schoolwide learning outcomes, and values through the self-study process. The engagement was extended to include students and parents through feedback sessions held

between October and November 2022. These sessions played a central role in facilitating meaningful dialogue, gathering valuable insights, and fostering a deeper understanding of the community’s current expectations, as well as their aspirations surrounding the future of learning at TAS. Furthermore, the sessions were instrumental in incorporating the perspectives and preferences of students and parents into the refinement of the mission definitions, the schoolwide learning outcomes, and the cultivation of a sense of shared ownership and community involvement in the WASC self-study process.

The Educational Leadership Meeting on November 29, 2022, signaled a move towards more tangible objectives, initiating Tasks #1 and #2 of the WASC Self-Study process. These tasks concentrated on reflecting upon and evaluating TAS’ achievements since the 2018 self-study and 2021 Mid-cycle report, and refining the student and community profile, thereby laying a foundation for an evidence-based approach. In December 2022, this approach was further solidified through the development of a schoolwide evidence collection platform and a dedicated self-study SharePoint folder. This infrastructure was pivotal in organizing and managing the extensive data and insights gathered through the self-study process.

COMMUNITY ENGAGEMENT AND EVIDENCE COLLECTION

The second phase of the self-study was a robust period of community engagement and thorough evidence collection. In February 2023, a schoolwide faculty communication was distributed that provided a detailed overview of the self-study process and solicited interested faculty members to serve as Home Group and/or Focus Group Chairs. This set the stage for active faculty participation and underscored the importance of faculty leadership throughout the self-study process.

During the months of February and March 2023, the TAS Senior and Educational Leadership Teams continued to engage in preliminary work surrounding Tasks 1 and 2 of the self-study process including reflection on progress made since the 2018 self-study, as well as collection and analysis of student achievement data, perception data, and demographic data as a starting point for refining the student and community profile. This work gained further momentum during the March 24 full faculty Professional Development Day during which all faculty members were provided with an overview of Tasks 1-5 of the WASC self-study process. This was followed by all faculty participating in analytical discussions surrounding Tasks 1 and 2 during which faculty identified significant developments since the last full WASC visit in 2018 that have contributed to program growth and overall organizational improvement. Driven by the objective of articulating specific achievements, analyzing progress made, and evaluating the impact of certain developments on student learning, faculty were able to determine the extent to which TAS has followed through with the critical areas for follow-up as outlined in the 2018 and 2021 WASC visiting committee reports.

Similarly, Task 2 prompted faculty to collectively engage in a schoolwide reflection on the core identity and values of TAS – ‘Who are we? What do we believe?’ Through this task faculty thoughtfully examined student and community profile data while contemplating the implications of the collected data on student performance. This exercise led faculty to further identify the critical learning needs of students and strengthen their understanding of the relationships of these findings with TAS’ mission, schoolwide learning outcomes, values, and academic standards.

In subsequent months, Home Group Chairs engaged in training sessions led by the WASC Coordinator to ensure a comprehensive understanding of the components of Task 3 in preparation for leading their group members effectively through an analysis and evaluation of their assigned criteria. Parallel to the Home Group Chair training, an interest survey was

distributed among faculty to determine their preferred areas of participation for a Home Group (subject specific), a Focus Group (WASC Category specific), and /or a policy review team, leading to the development of self-study groups and policy review teams according to faculty interests. During March and April 2023, all faculty were assigned to a Home Group and a Focus Group or Policy Review Team.

The Professional Development Day on May 1, 2023, served as a platform to review the work accomplished surrounding TASK 1 and 2, as well as provide an overview of the objectives for Home Groups as they engaged in their first meeting for Task 3 focused solely on collection, analysis, and assessment of the quality of the school’s programs in relation to the criterion in Category B: Curriculum, Instruction, and Assessment. The work of Home Groups continued into the new school year (2023-2024) with additional meetings on September 8, 2023, and October 11, 2023, aimed at collecting and evaluating evidence that demonstrates the school’s ability to effectively implement curricular practices in alignment with the assigned criteria. Home Groups culminated their work using the data gathered, along with the WASC indicator framing questions to crystallize their findings surrounding the impact of TAS curricular practices on student learning while pinpointing the major strengths and areas for improvement in relation to curriculum, instruction, and assessment. Collectively, the Home Groups' work represented a concerted effort to examine the current state of educational practices at TAS, aiming to inform and shape strategic improvements in teaching and learning

By November 2023, the self-study process remained in full swing with all faculty deeply immersed in a cross-divisional Focus Group or Policy Review Team, further intensifying the collaborative nature of the TAS self-study process. Focus Groups were tasked with following a series of steps that would lead them to accomplish Task 3 of the self-study for Category A, C, or D of the WASC Criteria. Faculty working in policy review teams were tasked with the critical examination, review, and development of key K-12 policies. This systematic effort was aimed at ensuring that the school’s policies were robust and comprehensive, consistently documented and implemented across divisions.

The work of Focus Groups and Policy Review Teams continued throughout December 2023 and January 2024. Focus Group meetings were dedicated to finalizing their criterion-specific inquiries, culminating in the completion of a summary of findings template, while Policy Review Teams worked to ensure policies were reflective of research-based best practice and in alignment with TAS’ mission, schoolwide learning outcomes, and values. Following the final Focus Group meeting on January 8, 2024, Focus Group Chairs consolidated their groups insights into a comprehensive report that outlined the strengths and areas for continuous improvement directly related to the criteria assigned. Furthermore, Focus Group Chairs were charged with presenting potential action steps for the school’s revised strategic action plan, aiming to reinforce the desired student outcomes.

REPORT COMPILATION, SUBMISSION, AND VISIT PREPARATION

The final stage of the self-study process involved the WASC Self-study Coordinator working in collaboration with the Home Group Chairs, Focus Group Chairs, and the WASC Leadership Team to compile the findings and develop an initial draft of Chapter 3 of the self-study report. Simultaneously, the Educational Leadership Team revisited the major student learner needs that emerged as a result of Task 2 and engaged in an additional analysis of the student profile data against the self-study findings to ensure that the identified needs were not only based upon profile data, but also on the lived experiences and findings from the Home Groups, Focus Groups, and other members of the TAS community. Building on this, the Leadership Team collaborated to reach a consensus on the critical learning needs and self-

study outcomes to support the prioritization of initiatives and effective allocation of resources, ensuring that the development of the resulting action plan would be targeted and meaningful.

The subsequent drafting of Chapter IV once again represented a collaborative effort with members of the WASC Leadership Team contributing their perspectives to ensure a wellrounded summary of findings. This chapter was pivotal as it outlines the school’s strategies for addressing the identified student needs and the mechanisms for improvement. As the process progressed to mid-February, the Educational Leadership Team began revising the comprehensive schoolwide action plan. This involved defining specific targets, both for the school as a whole and for subgroups within the student body, while also establishing an ongoing follow-up process to monitor the implementation and accomplishment of the objectives set forth.

The culmination of these efforts was the submission of the final self-study report and revised action plan to the WASC Visiting Team, thereby marking a significant milestone in the selfstudy process, transitioning from an internal review to external evaluation.

TAS WASC SELF-STUDY PROCESS TIMELINE

September 2022 – December 2022

Semester 1 - SY: 2022-2023

Month / Date Event / Focus

• Whole School Faculty Professional Development focused on “Defining Our Why: Unpacking the TAS Mission and the Role it Plays in the Community.”

September 12, 2022

September 16, 2022

- The goal of this faculty professional development was to begin to develop a shared understanding of the revised (2021) TAS mission and the role of each community member in achievement of the mission.

- Because the school’s mission is central to the WASC self-study process and provides the foundation for establishing schoolwide learning outcomes and academic standards at TAS (which drive the instructional program of the school), it was paramount that prior to officially launching the self-study process, that faculty and administration were provided with an opportunity to develop a shared understanding of the revised mission.

- Link to “Defining Our Why” Presentation

• ASC Self-Study training sessions with the TAS Board of Directors, as well as the TAS Educational and Operational Leadership Teams led by Dr. Marilyn George and Dr. Margaret Alvarez.

- Link to ACS WASC Presentation to TAS Board of Directors

- Link to ACS WASC Presentation to TAS Educational and Operational leadership Teams

September 24, 2022

October 11, 2022

• TAS Board of Directors Retreat focused on establishing an understanding of the accreditation process and cycle of quality. In addition, Board members deepened their knowledge of past TAS WASC accreditation processes and outcomes.

- Link to TAS Board of Directors Presentation on TAS’s Mission and the WASC Self-Study led by the TAS WASC Coordinator

• Whole School Faculty Professional Development focused on “Defining Our Why – Part II: Shaping our Future as a Mission-driven School.”

• The goal of this faculty professional development was to build upon the work from the full faculty meeting on September 11th and collectively define key words / phrases within TAS’ mission, as well as to clarify “the Portrait of a TAS Graduate” through identification of the skills and character attributes TAS learners must develop to live the mission in-and-outside of TAS.

- Link to Faculty Presentation focused on Defining TAS’s Mission and Revising the Schoolwide Learning Outcomes

• Introduction of TAS Self-Study timeline to the Senior Leadership Team. The presentation included:

October 18, 2022

October –November 2022

- An explanation of the ACS WASC accreditation process along with its benefits to the school community.

- A brief overview of the Focus on Learning self-study process.

- A simplified overview of the TAS self-study timeline.

- Link to Senior Leadership Team Presentation

• Throughout the months of October and November several meetings took place between students across divisions, as well as parents to gather feedback surrounding the revised TAS mission and the central role it plays within the implementation of programs, practices, and policies across the organization. During these sessions, parents and students were also provided with a preliminary introduction to the WASC self-study process.

November 29, 2022

- Link to Student Presentation (Defining Our Why)

- Link to Parent Presentation (Defining our Why) and Portrait of a Graduate

- Link to the results of the Mission Statement brainstorm (Wordles) for Parents, Students, and Faculty

- Link to portrait of a graduate parent results (Wordles)

• Educational Leadership Meeting focused on beginning Task #1 of the WASC self-study process by:

- Identifying what has been achieved since the TAS 2018 full self-study, as well as the TAS 2021 mid-cycle visit.

- Analyzing and reflecting upon the school’s progress and the impact on student learning since the previous self-study.

- Reflecting upon the TAS Strategic Plan to determine alignment against previous self-study recommendations, as well as progress made.

• Educational Leadership Meeting focused on beginning TASK #2 of the WASC self-study process by:

- Determining what evidence currently exists to refine the student and community profile based on the analyzed and disaggregated data.

- In addition, the Educational Leadership Team reflected upon stakeholder feedback surrounding the TAS mission and skill development and began to revise the “Essential Capacities” through the development of new schoolwide learning outcomes.

• Senior Leadership Team meeting with Dr. Margaret Alvarez, WASC Director of International Accreditation.

December 12, 2022

December, 2022

• The focus of the meeting was to engage in a discussion surrounding action planning, implementation, and progress monitoring based on the submission of the SY 2021-2022 TAS WASC Annual Report.

• Development of schoolwide evidence collection platform and WASC selfstudy Share-point folder to store self-study documents and evidence.

• Creation of a schoolwide Focus on Learning (FOL) Table of Contents.

January 2023 – June 2023

Semester 2 – SY: 2022-2023

Month / Date Event / Focus

February, 2023

February 21, 2023

• Schoolwide Faculty Communication introducing the WASC Self-Study process and soliciting faculty members interested in serving as a Home Group and/or Focus Group Chair.

- Link to Faculty Communication that was posted in the Employee Digest

• Senior and Educational Leadership Team to continue with TASK #2 of WASC Self-Study Process in preparation for the March 24th Full Faculty Professional Development Day through:

- Compilation of evidence in order to define who we are and what we believe based upon Student Achievement Data, Perception Data, and Demographic Data.

- Refinement of the student/community profile based on analyzed and disaggregated data.,

- Further refinement of the schoolwide learning outcomes.

• Educational Leadership Team members to solidify their WASC Focus Group Advisory role and begin evidence brainstorm and collection.

• Confirmation of TAS Focus and Home Group Chairs

• Creation of WASC Focus Groups and Home Groups, as well as identification of WASC Focus Group Chairs for each Criterion and Home Group Chairs for each Subject Area. Focus Groups and Home Groups to include cross-divisional representation.

March – April, 2023

March 24, 2023

• Between March 6 – 10: Focus Group and Home Group Chairs will receive information surrounding an overview of their roles / responsibilities, as well as the general self-study process.

• Between March 13- 17: All TAS faculty will be reintroduced the IB/WASC Selfstudy process via an article posted in the Employee Digest.

- Link to Faculty Communication via the Employee Digest

March 24 Schoolwide Professional Development Day

• Schoolwide all faculty presentation to introduce / launch the self-study process and provide an overview of Tasks 1-5 as well as the TAS timeline for completion.

- Link to March 24 Faculty Presentation

• TAS Faculty to engage in discussions surrounding Task 1 and Task 2 of the WASC self-study. In addition, faculty will be asked to consider any significant developments that have had a major impact on the school and /or specific curricular programs since the last full visit.

• Overview of Tasks:

- What (if any) significant developments have had a major impact on the school and/or specific curricular programs since the last full visit in 2018?

- Task #1: What have we achieved? Groups will analyze and reflect upon the school’s progress and the impact on student learning since the previous full self-study and mid-cycle visit.

- Link to compilation of Faculty Feedback From Task 1

- Task #2: Who are we? What do we believe? Groups will refine the student and community profile based on analyzed and disaggregated data. Home Groups may begin to brainstorm evidence based upon selected criterion.

- Faculty to consider the following based upon the data:

o What are the implications of the data with respect to student

March – April, 2023

May 1, 2023

performance?

o What critical learning needs does the data present? What is the correlation to the schoolwide learner outcomes?

o What important questions are raised by analysis of the student performance and demographic data?

- Link to Data Analysis Protocol and Data Analysis Template for all Faculty

• TAS Home Group Chairs to participate in WASC Self-Study training with WASC Self-Study Coordinator focused on their role as a Home Group Chair, as well the timeline for completion of Task 3.

- Link to Home Group Chair Training Presentation

- Home Group Chair Introductory Email

• A faculty interest survey to be distributed surrounding their preferred Home Group, Focus Group, and/or Policy Review Team area of participation. Following completion of the survey, Home Groups, Focus Groups, and Policy Review Teams will be developed.

May 1 Schoolwide Professional Development Day

• All faculty presentation to review self-study process and timeline.

- Link to May 1 Faculty Presentation

• Home Groups to meet to begin evidence collection in relation to the ACS WASC Criteria for Category B. Homegroups will analyze the quality of the school program in relation to the criteria and the schoolwide learner outcomes.

- Link to Home Group Information Overview

• Home Groups will aim to get through steps 1 and 2 of Task III.

- Step 1: Discuss in detail the criteria, indicators, and prompts for the assigned criteria category and develop a shared understanding of what each indicator / prompt means in relation to one or more aspects of Curriculum, Instruction, and Assessment at TAS.

- Step 2: Discuss / decide / record what is already known based upon the groups’ experience at TAS and determine what information and/or evidence is needed to evaluate the effectiveness of current practice.

- Link to Home Group SharePoint Folders

September 2023 – December 2023

Semester 1 – SY: 2023-2024

Month / Date Event / Focus

August 7, 2023

August 10, 2023

• New faculty presentation on developing a shared understanding of TAS’ mission as well as the role of various stakeholder groups in achievement of the mission. Additionally, new faculty members will be introduced to the WASC self-study process and develop an understanding of their role in the self-study.

- Link to New Faculty Presentation

• All faculty welcome session that includes schoolwide updates and information on the WASC Self-study process, as well as an introduction to the newly adopted professional teaching standards.

- Link to August 10 all Faculty Presentation

Week of August 28 –September 1

September 4, 2023

• WASC Coordinator to meet with Home Group Chairs to review the tasks for the September 8 professional development day. Home Group Chairs to be provided with the following information:

- Overview of tasks for completion

- Links to folders with task templates

- Room location and updated faculty lists

- Link to Home Group Chair Communication

• Employee Digest Post informing faculty of the work they will be doing on September 8 with their Home Group.

- Link to all Faculty Communication in preparation for September 8

• In addition, faculty will be asked to re-submit their preference for their WASC Focus Group participation or communicate that they would like to be part of a policy review team.

• Home Group Chairs to continue to lead their Home Group in Task #3 of the WASC Self-study process by analyzing the quality of the school program in relation to one or more of the criteria from Category B: Curriculum, Instruction and Assessment.

- Link to September 8 Home Group Agenda

- Link to September 8 Video focused on Task 3

• Each Home Group will consider the following questions when analyzing data in relation to B1, B2, B3, B4, and/or B5:

- What currently exists in relation to our aspirations for students?

September 8, 2023

- How do we know what is effective for all students’ learning and wellbeing?

- What needs to be changed to continuously improve all students’ learning and wellbeing?

• Home Groups to complete the following steps in Task III:

- Step 4: Review the list of areas to analyze and examine for each criterion to assist with the discussion surrounding evidence.

- Step 5: Collect and review evidence that supports the school’s ability to effectively implement practices in support of each individual indicator and prompt.

- Step 6: Analyze and synthesize the information, documentation, and data collected.

October 3, 2023

October 11, 2023

• Fall retreat with TAS Board of Directors to reflect on Criterion A2, Governance. This training will be led by the WASC Coordinator in collaboration with the Focus Group Chair for Governance.

- Link to October 3 Board Presentation

- Link to Agenda for Board Retreat focused on Task 3 – Criterion A2

• Home Groups to complete Task 3 for their subject area / department surrounding one or more aspects of Category B: Curriculum, Instruction, and Assessment.

- Link to October 11th Home Group Meeting Agenda

• During this meeting, Home Groups will aim to complete the following steps:

- Step 7: Use the prompts to summarize the analytical findings and determine how the school’s curriculum within the subject area affects the impact on student learning.

- Step 8: For the assigned criteria, identify major areas of strength and prioritized growth areas that show a direct correlation with the written findings and supportive evidence.

Week of

October 16 – 20, 2023

Week of October 30 –

November 3, 2023

• Home Group Subject Area / Department Chairs to meet to work together on developing one subject area / department report that outlines Strengths and Growth Areas for Continuous Improvement related to the Curriculum, Instruction, and Assessment criteria.

• Home Group Chairs to identify important steps the school will need to take with regards to the schoolwide strategic action plan that will strengthen the desired outcomes for students.

• WASC Coordinator to meet with designated Focus Group Chairs to review Task III of the WASC self-study process and ensure Focus Group Chairs understand the work they will lead with their focus groups.

- Email Template for Focus Group Chairs

- Link to the Focus Group Chair Introductory Session Presentation

• Focus Group Advisors to support with gathering of preliminary evidence to support their assigned Focus Group.

• Focus Groups to meet to begin TASK III work specific to the focus group criterion. Focus Groups will be composed of cross-divisional representation, as well as those representing a range of subject areas and grade levels.

- Link to November 10 Focus Group Meeting Agenda

• For this first meeting Focus Groups will aim to complete steps 1-6 of TASK III.

- Step 1: Discuss in detail the criteria, indicators, and prompts for the assigned criteria category and develop a shared understanding of what each indicator / prompt means in relation to each indicator framing question.

November 10, 2023

- Step 2: Discuss / decide / record what is already known based upon the groups’ experience at TAS and determine what information and/or evidence is needed to evaluate the effectiveness of current practice.

- Step 3: Based upon the criteria / indicators / prompts, decide what data / information / evidence is needed to determine what currently exists and its effectiveness.

- Step 4: Review the list of areas to analyze and examine for each criterion to assist with the discussion surrounding evidence.

- Step 5: Collect and review evidence that supports the school’s ability to effectively implement practices in support of each individual indicator and prompt.

- Step 6: Analyze and synthesize the information, documentation, and

November –December, 2023

data collected.

• Policy Review Teams to meet to review / revise the following schoolwide policies. Policy Review Team Leaders to be supported by the Dean of Teaching and Learning

o Language Policy

o Assessment Policy

o Inclusive Education Policy

o Academic Honesty Policy

o Admissions Policy

o Acceptable Use Policy (to include social media)

o Data Retention Policy

• WASC Self-study Coordinator to meet with Focus Group Chairs to review progress and discuss next steps regarding the January 8 Meeting. - Link to Focus Group Chair Information Session #2

• Senior and Educational Leadership Team to review preliminary findings from Home Groups surrounding Category B: Curriculum, Instruction, and Assessment.

• WASC Coordinator to work with Home Group Chairs, as well as the Educational Leadership Team to begin Chapter 3 draft for Category B.

January 2024 – March 2024

Semester 2 – SY: 2023-2024

Month / Date Event / Focus

• Focus Groups to meet to conclude TASK III specific to the focus group criterion culminating in the completion of the summary of findings template.

- Link to January 8 Agenda for Focus Groups

• For this meeting Focus Groups will aim to complete steps 7 and 8 of TASK III.

January 8, 2024

January, 2024

• Step 7: Use the prompts to summarize the analytical findings and determine how the school’s curriculum within the subject area affects the impact on student learning.

• Step 8: For the assigned criteria, identify major areas of strength and prioritized growth areas that show a direct correlation with the written findings and supportive evidence.

• Focus Group Chairs to work with WASC Coordinator and Focus Group Advisors to develop their group’s section of the final report that outlines Strengths and Growth Areas for Continuous Improvement related to the focus group criterion.

• Focus Chairs to identify important steps the school will need to take with regards to the schoolwide strategic action plan that will strengthen the desired outcomes for students.

• Senior, Educational, and Operational Leadership Team to review the self-study report draft for Chapter 3.

• Link to Agenda for February 6 Review and Confirmation of Findings

January –

February, 2024

February 19-23, 2024

February 25, 2024

March, 2024

April 7 – 11, 2024

May 3, 2024

• Educational Leadership Team to summarize the identified major student learner needs based on the profile, progress, and home / focus group findings.

• Teams to develop consensus on identified critical student learning needs.

• Draft chapter IV for WASC self-study

• Home Group and Focus Group Chairs to provide input into summary of findings (Chapter 4)

Educational Leadership Team to complete the following:

• Revise the comprehensive schoolwide action plan.

• Define schoolwide and subgroup growth targets.

• Establish an ongoing follow-up process to monitor implementation and accomplishment of schoolwide action plan.

• Submit final report and action plan to WASC Visiting Committee

• Confirm schedule for Visiting Committee

WASC Visiting Team to TAS

Whole School faculty meeting to:

• Review / Revise the schoolwide action plan incorporating feedback from the Visiting Team

• CELEBRATE and review feedback from the visiting team while reflecting upon modification of strategic action plan.

COMMUNITY INVOLVEMENT

During the self-study process at TAS, deliberate steps were taken to ensure the inclusion and engagement of all key constituencies in the TAS community. To this end, beginning in the Fall of 2022, TAS established a systematic approach to collecting feedback by implementing a series of experience surveys tailored to different segments of the community. These surveys included: a Community Experience Survey, a Faculty Experience Survey, A Student Experience Survey, an Operational Staff Experience Survey, as well as a Support Staff Experience Survey. These surveys were instrumental in gathering comprehensive stakeholder feedback on all operational and organizational practices across the school. Likewise, the surveys provided an analytical lens for scrutinizing data across stakeholder groups, painting an organization-wide picture that would ideally reveal trends over time related to perceived strengths and areas for improvement within the following areas:

• TAS General Experience

• TAS Mission

• Community

• Communication

• Operations/Services/Facilities

• TAS Leadership

• Divisional Specific Questions

• Student Support Services (EAL, Learning Support, etc.)

In addition, TAS actively engaged with stakeholders through targeted focus groups designed to delve deeper into the survey data, providing an opportunity to discuss perceived strengths and areas for growth. The focus groups and reflection sessions that occurred with parents, support staff, operational staff, and students were essential in both validating the survey findings and identifying actionable steps the school can undertake to address the findings and enhance the educational environment and overall experience for various stakeholder groups.

Similarly, members of the TAS parent community were extended an invitation to actively participate in the work of Focus Groups, and as a result several parents joined key groups that concentrated on critical aspects of the school’s operations and student welfare, including school purpose, support for student personal and academic growth, school environment, and child protection. By engaging parents in the Focus Group discussions, the school was able to integrate valuable insights and perceptions from the parent community into the self-study process further ensuring a collaborative approach.

In conclusion, throughout the WASC self-study process, TAS actively promoted stakeholder engagement by adopting a wide array of communication strategies. These encompassed consistent updates in the weekly Parent Post, the dissemination of crucial information during various parent education and information sessions held throughout the school, the facilitation of small group gatherings aimed at nurturing meaningful dialogue and soliciting feedback, and the ongoing communication channels established through monthly meetings with both the Parent Teacher Association (PTA) and the TAS Board of Directors. This multifaceted approach underscores TAS’ unwavering commitment to fostering inclusive participation from all stakeholders throughout the TAS self-study journey

Ms. Evelyne Estey Interim Head of School

A2. Governance Focus Group Advisor

Dr. Grace Cheng Dodge Former Head of School Political and Social Science Home Group Advisor

Dr. Liz Gale Deputy Head of School

Mr. Larry Kraut Chief Operating Officer

Ms. Caroline Baugh Chief Advancement and External Relations Officer

Ms. Carol Chen Human Resources Director

Ms. Amanda Jacob Director of Teaching and Learning

Ms. E-chieh Lin Director of Inclusion and Wellbeing

Dr. Leanne Stanley Rainbow Interim Director of Technology, Director of Instructional Technology

Ms. Cathy Hsu Controller

Mr. Michael O’Neill Director of Admissions

Dr. Tara Simeonidis Lower School Principal

Mr. Rick Rabon Lower School Associate Principal

Ms. Becky Klar Lower School Associate Principal

English Home Group Advisor

A1. School Purpose Focus Group Advisor

A6. Adequate and Sufficient Resources and Resource Management

Focus Group Advisor

A7. Resource Planning Focus Group Advisor

D3. Parent / Community Involvement Focus Group Advisor

A4. Staff Focus Group Advisor

Library / Information Literacy Home Group Advisor

Assessment Policy Review Team Leader

World Languages Home Group Advisor

Inclusive Educational Policy Review Team Leader

Computer Science, STEAM, and Robotics Home Group Advisor

Library / Information Literacy Home Group Advisor

Acceptable Use Policy Review Team Leader

A6. Adequate and Sufficient Resources and Resource Management

Focus Group Advisor

A7. Resource Planning Focus Group Advisor

Admissions Policy Review Team Leader

Counseling and EAL Home Group Advisor

A3. School Leadership Focus Group Advisor

Performing and Visual Arts Home Group Advisor

D3. Parent / Community Involvement Focus Group Advisor

Mandarin Home Group Advisor

D1. School Environment Focus Group Chair

Mr. Josh Budde Middle School Principal

Dr. Lori Richardson Garcia Middle School Associate Principal

Ms. Karisti Cormier Middle School Associate Principal

Ms. Becky Read Upper School Principal

Dr. Jill Fagen Upper School Associate Principal

Dr. Evelyn Chen Upper School Associate Principal

Mathematics Home Group Advisor

A5. School Improvement Process Focus Group Chair

Student Support Services Home Group Advisor

Child Protection Policy Review Team Leader

Health and PE Home Group Advisor

D1. School Environment Focus Group Chair

History and Social Studies Home Group Advisor

C1. Support for Student Personal and Academic Growth Focus Group Advisor

Extra-Curricular Home Group Advisor

College Counseling Home Group Advisor

D2. Child Protection Focus Group Advisor

Science Home Group Advisor

Academic Honesty / Integrity Policy Review Team Leader

Rosanna Graf Grade 2 Homeroom Teacher Science Home Group Chair for Criterion B1

Emily Poland Middle School Science Science Home Group Chair for Criterion B2 and B3

Alex Dezieck Upper School Science Science Home Group Chair for Criterion B4 and B5

Leandro Lopez Upper School Mathematics Mathematics Home Group Chair for Criterion B1

Katie O’Gorman Lower School Mathematics Coach Mathematics Home Group Chair for Criterion B2 and B3

Bill Fillbach Middle School Mathematics Mathematics Home Group Chair for Criterion B4 and B5

Owen Lipsett Upper School English English Home Group Chair for Criterion B1

Stacey Johnsen Lower School Literacy Coach English Home Group Chair for Criterion B2 and B3

Carrie Tenebrini Middle School English Department Chair English Home Group Chair for Criterion B4 and B5

Peter Stanley Middle School History Department Chair History / Social Studies Home Group Chair for Criterion B1

Erin Wouters Grade 4 Homeroom Teacher History / Social Studies Home Group Chair for Criterion B2 and B3

Erika Soublet Upper School History Department Chair History / Social Studies Home Group Chair for Criterion B4 and B5

Angela Sheu Upper School Mandarin Mandarin Home Group Chair for Criterion B1

Julia Lin Lower School Mandarin Mandarin Home Group Chair for Criterion B2 and B3

Caroline Hsu Lower School Mandarin Coordinator Mandarin Home Group Chair for Criterion B4 and B5

Andrea Dethy Middle School Performing Arts Performing Arts Home Group Chair for Criterion B1

Marissa Brits Lower School Music Performing Arts Home Group Chair for Criterion B2 and B3

Cheryl Lagerquist K-12 Dance Coordinator Performing Arts Home Group Chair for Criterion B4 and B5

Michelle Lawgun Middle School Health and PE Health and PE Home Group Chair for Criterion B1

Lisa Salo Lower School PE Team Leader Health and PE Home Group Chair for Criterion B2 and B3

Brian Mutschler Upper School Health and PE Health and PE Home Group Chair for Criterion B4 and B5

Jason Thornberg Middle School Counselor Counseling Home Group Chair for Criterion B1 and B2

Ryan Haynes Director of Upper School Personal and Academic Counseling Counseling Home Group Chair for Criterion B3, B4, and B5

Giles Northover Middle School Academic Support Teacher Student Support Services Home Group Chair for Criterion B1 and B2

Irish Farley Upper School Academic Support Teacher

Student Support Services Home Group Chair for Criterion B3, B4, and B5

Michelle Kao Upper School Visual Arts Visual Arts Home Group Chair for Criterion B1 and B2

Joel Jayamohan Middle School Visual Arts

Alfredo Papaseit Lower School Educational Technology Coach

Matt Fagen K-12 Tech Cube Director

Visual Arts Home Group Chair for Criterion B3, B4, and B5

Computer Science, Robotics, and STEAM Home Group Chair for Criterion B1 and B2

Computer Science, Robotics, and STEAM Home Group Chair for Criterion B3, B4, and B5

Mayuko Perkins Lower School EAL Teacher EAL Home Group Chair for Criterion B1 and B2

Virginia Blais Lower School EAL Coordinator EAL Home Group Chair for Criterion B3, B4, and B5

Cassy Lee Upper School Librarian

Jen Kagohara Lower School Educational Technology Coach

Chase Williams Upper School Social Sciences

Darby Sinclair Upper School Social Sciences

Brandon Maguire US Dean of Student Life

Lisa Casarrubias US World Languages Department Chair

Melanie Hamre Head of College Counseling

Library / Information Literacy Home Group Chair for Criterion B1 and B2

Library / Information Literacy Home Group Chair for Criterion B3, B4, and B5

Political and Social Science Home Group Chair for Criterion B1 and B2

Political and Social Science Home Group Chair for Criterion B3, B4, and B5

Extra-Curricular Programs Home Group Chair for Criterion B1, B2, B3, B4, and B5

World Languages Home Group Chair for Criterion B1, B2, B3, B4, and B5

College Counseling Home Group Chair for Criterion B1, B2, B3, B4, and B5

Alfredo Papaseit Lower School Educational Technology Coach Focus Group Co-Chair for A1. School Purpose

John Hegelson Middle School History Focus Group Co-Chair for A1. School Purpose

Nick Simeonidis Upper School Social Sciences Focus Group Chair for A2. Governance

Pana Asavavatana Lower School Educational Technology Coach Focus Group Co-Chair for A3. School Leadership

Dustin Rhoades Grade 2 Homeroom Teacher Focus Group Co-Chair for A3. School Leadership

Brooke Burns Assistant Director of Communications Focus Group Co-Chair for A4. Staff

Owen Lipsett Upper School English Focus Group Co-Chair for A4. Staff

Joel Jayamohan Middle School Visual Arts Focus Group Co-Chair for A5. School Improvement Process

Allan Bayntun Upper School Computer Science and Robotics Focus Group Co-Chair for A5. School Improvement Process

Ting Fan Upper School PE / Health

Eleanor Haynes Middle School History

Caleb Lott Upper School Head Athletic Trainer

Kevin Held Upper School Performing Arts

Jennifer Fisher Lower School Counselor

Maneesha Maingot Middle School Academic Support

Focus Group Co-Chair for A6. Adequate and Sufficient Resources and Resource Management

Focus Group Co-Chair for A6. Adequate and Sufficient Resources and Resource Management

Focus Group Co-Chair for A7. Adequate and Sufficient Resources and Resource Management

Focus Group Co-Chair for A7. Adequate and Sufficient Resources and Resource Management

Focus Group Co-Chair for C1. Support for Student Personal and Academic Growth

Focus Group Co-Chair for C1. Support for Student Personal and Academic Growth

Irish Farley Upper School Academic Support Focus Group Co-Chair for C1. Support for Student Personal and Academic Growth

Erin Wouters Grade 4 Homeroom Teacher Focus Group Co-Chair for D1. School Environment

Betty Chang Middle School Performing Arts Focus Group Co-Chair for D1. School Environment

Breeanna Caudill Lower School Counselor Focus Group Co-Chair for D2. Child Protection

TK Edwards Upper School Assistant Athletic Trainer Focus Group Co-Chair for D2. Child Protection

Austin Farwell Upper School Performing Arts Focus Group Co-Chair for D3. Parent / Community Involvement

Diane Prophet Middle School English and Dance Focus Group Co-Chair for D3. Parent / Community Involvement

Darby Sinclair Upper School Social Sciences Focus Group Co-Chair for D3. Parent / Community Involvement

NAME OF HOME GROUP HOME GROUP CHAIR(S)

College Counseling

Melanie Hamre

Computer Science, Robotics, and STEAM I

Computer Science, Robotics, and STEAM II

Counseling (Academic and Personal) I

Counseling (Academic and Personal) II

Alfredo Papaseit

Matt Fagen

Jason Thornberg

Ryan Haynes

English as an Academic Language (EAL) I

Mayuko Perkins

TAS WASC HOME GROUPS

LOWER SCHOOL

MIDDLE SCHOOL

UPPER SCHOOL

Dabina Gim

John Gursky

Shanice Kok Kamibeppu

Sonali Hutchison

Allan Bayntun

Becky Maguire

Alfredo Papaseit

Pana Asavavatana

Rebecca Schiff

Breeanna Caudill

Bridget Hall

Jennifer Fisher

Amy Usner

Donna Copel

Lulu Chen

Mayuko Perkins

Melissa Lin

Angela Mackenzie

Michaela Stevens

Dan Robinson

Alex Tam

Jacqui Brelsford

Jason Thornberg

Becca Budde

Mata, Carlos Delgado

Nick Steckler

James Cloos

Jason Kiang

Matt Fagen

Parth Patel

Sherri Grande

Song Han

Tim Mulligan

Ryan Haynes

Sean Huang

Shirley Peng

Tim Sheu

English as an Academic Language (EAL) II

Virginia Blais

Rhoades, Verna Sorge

Stacey Ward

Tamara Hull

Virginia Blais

Dustin Rhoades

Erik Johnsen

Andrew Crawford

David Montgomery

Leslie Abernethy

English I

Owen Lipsett

Jennifer Paradis

Nicky Robinson

Athena Au

English II

Stacey Johnsen

Denise Bord

Paul Jacob

Stacey Johnsen

Phil Lindert

Madeline Horan

Owen Lipsett

Patrick Young

Jei-Jei Tan

Lee Trumpore

Mike Nicholaides

Savanna Kuisle

Jessica Bywater

Meagan Frazier

Shawn Kang

English III

Carrie Tenebrini

TAS WASC HOME GROUPS CONTINUED

Julia Lee

Marcus Wolak

Robert Kowalec

Extra-Curricular Program

Brandon Maguire

Health and Physical Education I

Health and Physical Education II

Health and Physical Education III

History and Social Studies I

History and Social Studies II

History and Social Studies III

Library/Information Literacy I

Library/Information Literacy II

Mandarin I

Michelle Lawgun

Lisa Salo

Brian Mutschler

Yvonne Tan

Brett Blain

Lisa Salo

Ernie Smith

Matt Lakin

Benjamin Thompson

Carrie Tenebrini

Dephanie Jao

Katy Crawford-Garrett

Sherry Boyle

Debbie Huang

Robert Espinal

Michelle Lawgun

Mitchell Carter

Rock Hudson

Judy Fung

Julian Thornbury

Anthony Joe

Gregory Garrison

Eleanor Haynes

UPPER SCHOOL

Abigail Chen

Brenda Lin

David Gabriel

Jacqueline Lovelace

Jodi Thompson

Brandon Maguire

Kim Kawamoto

Richard Arnold

Ron Reduta

Sophie Tsai

Taylor Stevens

Carl Lochrin

Terry Lagerquist

TK Edwards

III, Trey Mitchel

Shane Lawson

Ting Fan

Brian Mutschler

Caleb Lott

Christy Coniglio

Conrad Bauer

Jim Farley

Peter Stanley

Matt Parenteau

Nina Keller

Erin Wouters

Kristian Brodie

Erin Wouters

Janessa Van Schooneveld, Tulsi Griffiths

Cindy Lopez

Johanna Tan

Erika Soublet

Cassy Lee

Jen Kagohara

Angela Sheu

Maria Peters

Tim Martin

Brianna Pannell

Mandy Friedman

Rose Lai

Carlee Kowalec

Jen Kagohara

Grace Heebner

Karen Wang

Ling Hung

Liwen Chao

Peter Stanley

Jr, John Helgeson

Naden Rowe

Weston Cooper

Joe Peotto

Todd Ferguson

Jordan Brown

Kristin Rowe

Dante Benson

Jen-Ching Kao

Scott Berry

Erika Soublet

Jim Boyle

Liz Albert

Carol Youssif Cassy Lee

Kiley Little

Shirley Chao

Yi-Wen Kao

Liz Warrick

Amy Cheng

Angela Sheu

Fenny Lin

Ya-yi Weng

TAS WASC HOME GROUPS CONTINUED

NAME OF HOME GROUP HOME GROUP CHAIR(S)

Mandarin II Julia Lin

LOWER SCHOOL REPRESENTATIVES

Amanda Hsiao

Ivy Fong

Julia Lin

Pearl Lin

Rachel Wang

Caroline Hsu

Clarabelle Lin

Rosalind Lin

Mandarin III

Caroline Hsu

Mathematics I Leandro Lopez

Mathematics II Katie O'Gorman

Mathematics III

IV, William Fillbach

Performing Arts I

Andrea Dethy

Performing Arts II Marissa Brits

Ruu-Ki Chang

Tracy Hsueh

Trisha Lu

David Bullio

Kathy Sandler

Kelsey Alexander

Michael Dethy

Zach Jones

Andrew Stewart

Chienchi Liu

Heather Barrus

Irene Fang

Jimmy Campbell

Katie O'Gorman

Andrew Orth

Gwen Brewer

James Couch

Laurie Hsu

Nicky Yeung

Chris Campbell

Nicola Fader

Tony Huang

Marissa Brits

Palmer Mathews

Ting-Fang Wang

Vivian Huang

MIDDLE SCHOOL REPRESENTATIVES

UPPER SCHOOL REPRESENTATIVES

Alice Chuan

Andy Lee

Roxanne Cho

Wendy Linett

Dawn Loo

Shannon Hsu

Hua-Mei Liu

Miki Kuo

David Matlock

Hway Anichowski

Aaron Sorensen

Chris Hoffman

Leandro Lopez

Peter Hua

Ying-Chie Chen

Dileep Mathews

Esther Wong

Wei Hua

Melinda Berry

Nyoli Connor

Ann Ho

IV, William Fillbach

Sam Poland

Andrea Dethy

Georgina Christou

Avery Waite

Ruth Lin

Betty Chang

Dave Albert

Gabriel Castro

Nathan Paxton

Austin Farwell

Stella Chang

Stephen Abernethy

Andy Taylor

Chris Bryant

Kevin Held

Cheryl Lagerquist

Jessica Huang

Performing Arts III

Cheryl Lagerquist Amy Hsieh

Diane Prophet

Jennifer Anderson

Kendra Ing

Luke DallaGrana

Political and Social Science I

Political and Social Science II

Chase Williams

TAS WASC HOME GROUPS CONTINUED

LOWER

MIDDLE SCHOOL REPRESENTATIVES

UPPER SCHOOL REPRESENTATIVES

Chase Williams

Lawrence Zhou

Heath Green

Darby Sinclair

Science I

Rosanna Graf

John Andersen

Katarina Safradin

Rosanna Graf

Travis Biasca

Laura Biasca

Ian Hopkins

Anisha Vinod

Paul Brocklehurst

Peter Johnsen

Micah Cook

Nick Simeonidis

Anthony Ives

Dale Hutchison

Darby Sinclair

Sanders McMillan

Divya Sharma

John Heslar

Jonathan Hsu

Peter Morgan

Steve Anderson

Adrian Nolin

Annemarie Costello

Blake Pattenden

Carol Yeung

Science II

Emily Poland

Morgan Boepple

Susie Mutschler

Emily Poland

Zoe Bates

David Iverson

Edward Hillmann

Sarah Peters

Alex Dezieck

Jeff Laufer

Julie Kozak

Science III

Alex Dezieck

Kate Reynolds

Stefan Fisher

Elisabeth Loeck

Justin Prophet

Vani Mathews

Nicholas Ward

Rafael Garcia

Ross Olson

Stephanie Hsieh

Student Support Services I

Student Support Services II

Visual Arts I

Visual Arts II

Giles Northover

Irish Farley

Michelle Kao

Joel Jayamohan

Joanna See

Michael Grande

Diana Rehfeldt

Sherry Fu

Stephanie Lee

Amanda Thornberg

Ramses Youssif

Giles Northover

Maneesha Maingot

Amber Strellis

Rhonda Pottorf

Tina Tsai

Cesar Reyes

Matt King

Joel Jayamohan

Pei Lee

Douglas Chee

Irish Farley

Adrian Town

Brett Barrus

Michelle Kao

Mike Leu

Andre Huang

David Badgley

David Morris

World Languages (Spanish, Japanese, Greek and Latin) I

Lisa Casarrubias

TAS WASC HOME GROUPS

TAS FOCUS GROUPS

Javier Silva

Kim Dang

Sandy Blodgett

Juliana Martinez

Lisa Casarrubias

Manuel Cerpa

Mizore Yoshida

Moises Gutierrez

Sunny Lin

Wells Hansen

A1. Organizational for Student Learning: School Purpose

Alfredo Rodriguez Papaseit

John Helgeson Jr

Alfredo Rodriguez Papaseit

Heather Barrus

Johanna Tan

Nicky Robinson

Robert Kowalec

Stacey Ward

Ting-Fang Wang

Travis Biasca

Pearl Lin

Jennifer Anderson

John Helgeson Jr

Katy Crawford-Garrett

Zoe Bates

Andrew Crawford

Dale Hutchison

David Matlock

Leandro Lopez

Richard Arnold

Ron Reduta

Sophie Tsai

Stella Chang

Edward Hillmann

Leslie Liao

A2. Organizational for Student Learning: Governance

Nick Simeonidis

Rosanna Graf

Ruu-Ki Chang

Tamara Hull

Dustin Rhoades

Jimmy Campbell

Katarina Safradin

Emily Poland

Julian Thornbury

Tim Sheu

Liz Albert

Nicholas Ward

Nick Simeonidis

Steve Anderson

Trey Mitchell III

Adrian Nolin

Brandon Maguire

Dabina Gim

A3. Organizational for Student Learning: School Leadership

Dustin Rhoades

Pana Asavavatana

Laura Biasca

Mayuko Perkins

Pana Asavavatana

Sherry Fu

Tulsi Griffiths

Carrie Tenebrini

Erik Johnsen

Kiley Little

Dante Benson

Divya Sharma

John Heslar

Mike Leu

Shane Lawson

Stephen Abernethy

NAME OF HOME GROUP HOME GROUP

A4. Organizational for Student Learning: Faculty/Staff

A5. Organizational for Student Learning: School Improvement Process

Brooke Burns

Owen Lipsett

LOWER SCHOOL

Brooke Burns

Stefanie Peng

Carlee Kowalec

Denise Bord

Kate Osborn

Lulu Chen

Tony Huang

Trisha Lu

Verna Sorgee Rhoades

Andrew Stewart

Clarabelle Lin

Julia Lin

Joel Jayamohan

Allan Bayntun

Matt Lakin

Michaela Stevens

Rachel Wang

Ramses Youssif

Amanda Hsiao

MIDDLE SCHOOL

UPPER SCHOOL REPRESENTATIVES

Andy Lee

Dephanie Jao

Mike Nicholaides

Ruth Lin

Sam Poland

Heath Green

Joel Jayamohan

Robert Espinal

Todd Ferguson

Cesar Reyes

Annemarie Costello

Jodi Thompson

Owen Lipsett

Sanders McMillan

Sarah Peters

Abigail Chen

Adrian Town

Allan Bayntun

David Badgley

Patrick Young

Taylor Stevens

Brian Mutschler

Carl Lochrin

A6. Organizational for Student Learning: Resources

Ting Fan

Julie Kozak

Marcus Wolak

Marissa Brits

Amy Hsieh

A7. Organizational for Student Learning: Resource Planning

Caleb Lott

Kevin Held

Caroline Hsu

Chris Campbell

John Andersen

Mandy Friedman

Athena Au

David Bullio

Gwen Brewer

C1. Support for Student Personal and Academic Growth

Jennifer Fisher

Maneesha Maingot

Jennifer Fisher

Kathy Sandler

Ling Hung

Lisa Salo

Rosalind Lin

Susie Mutschler

Dawn Loo

Eleanor Haynes

Pei Lee

Wei-Lun Hua

Liz Warrick

Matt Fagen

Ting Fan

Ying-Chie Chen

Brett Barrus

Caleb Lott

Dave Albert

Carol Youssif

Shannon Hsu

Jessica Huang

Kendra Ing

Kevin Held

Kim Kawamoto

Amber Strellis

Jason Thornberg

Lee Trumpore

Maneesha Maingot

Rhonda Pottorf

Tina Tsai

Conrad Bauer

Gabriel Castro

Irish Farley

Kristin Rowe

Ryan Haynes

Shirley Peng

NAME OF HOME GROUP HOME GROUP CHAIR(S)

D1. School Culture and Environment: School Environment

D2. School Culture and Environment: Child Protection

Erin Wouters

LOWER SCHOOL REPRESENTATIVES

Amy Usner

Benjamin Thompson

Donna Copel

Erin Wouters

James Couch

Karen Wang

Kristian Brodie

Nicky Yeung

Soo Kim

Breeanna Caudill

Bridget Hall

Chienchi Liu

Breeanna Caudill

TK Edwards

D3. School Culture and Environment: Parent/Community Involvement

Diane Prophet

Darby Sinclair

Diana Rehfeldt

Ivy Fong

Laurie Hsu

Matt Parenteau

Rebecca Schiff

Tim Martin

Connie Ma

Katherine Wang

Amanda Thornberg

Julia Lee

Melissa Lin

Michael Dethy

Stefan Fisher

Stephanie Lee

Tracy Hsueh

MIDDLE SCHOOL REPRESENTATIVES

UPPER SCHOOL REPRESENTATIVES

Amy Cheng

Brenda Lin

Andrea Dethy

Betty Chang

Jacqui Brelsford

Matt King

Rock Hudson

Becca Budde

Giles Northover

Justin Prophet

Roxanne Cho

David Gabriel

Hua-Mei Liu

Hway Anichowski

Lisa Casarrubias

Luke DallaGrana

Scott Berry

Miki Kuo

Peter Morgan

Sherri Lee Grande

Tim Mulligan

TK Edwards

Avery Waite

Becky Maguire

Debbie Huang

Diane Prophet

Paul Brocklehurst

Vani Mathews

Weston Cooper

Anthony Ives

Austin Farwell

Carlos Delgado Mata

Cheryl Quek

Darby Sinclair

Michelle Kao

Academic Honesty / Integrity Policy Review Team

Evelyn Chen

Yvonne Tan

Zach Jones

Blake Pattenden

Javier Silva Rivera

Peter Johnsen

Sandy Blodgett

Admissions Policy Review Team

Assessment Policy Review Team

Michael O'Neill

Kelsey Alexander

Esther Chu

Joe Peotto

Ann Ho

David Iverson

David Montgomery

Dileep Mathews

Jei-Jei Tan

Jordan Brown

Meagan Frazier

Moises Gutierrez

Parth Patel

Shawn Kang

Sunny Lin

Wells Hansen

Andre Huang

Jen-Ching Kao

John Gursky

Nathan Paxton

Shanice Kok

Carol Yeung

Erika Soublet

Jacqueline Lovelace

Ian Hopkins

Katie O'Gorman

Amanda Jacob

Stacey Johnsen

Mitchell Carter

Peter Stanley

Savanna Kuisle

Sherry Boyle

Jim Klar

Data Retention Policy Review Team

Samuel Quek / Melanie Hamre

Kyndal Cheng

Brianna Pannell

Morgan Boepple

Chris Hoffman

Judy Fung

Phil Lindert

Jeff Laufer

Jim Farley

Lawrence Zhou

Melinda Berry

Nyoli Connor

Peter Hua

Alex Dezieck

Jonathan Hsu

Melanie Hamre

Nick Steckler

Terry Lagerquist

Inclusion Policy Review Team E-chieh Lin

Language Policy Review Team

Virginia Blais

Child Protection Policy Review Team Lori Richardson Garcia

Cindy Lopez

Elisabeth Loeck

Irene Fang

Nicola Fader

Calibri Nina Keller

Palmer Mathews

Andrew Orth

Grace Heebner

Jenessa Van Schooneveld

Jennifer Paradis

Liwen Chao

Maria Peters

Rose Lai

Virginia Blais

Vivian Huang

Grace Wang

Mayumi Shibata

Victoria Tsai

Brett Blain

Ernie Smith

Joanna See

Michael Grande

Paul Jacob

Acceptable Use Policy Review Team Leanne Rainbow Jen Mendes Kagohara

Alex Tam

Anisha Vinod

Gregory Garrison

Michelle Lawgun

Kim Dang

Shirley Chao

Yi-Wen Kao

Aaron Sorensen

Anthony Joe

Georgina Christou

Cassy Lee

Chase Williams

David Morris

Douglas Chee

Jessica Bywater

Micah Cook

Ya-yi Weng

Alice Chuan

Angela Kao

Fenny Lin

Juliana Martinez

Madeline Horan

Manuel Cerpa Marquez

Mizore Lee

Wendy Linett

Andy Taylor

Christy Coniglio

Rafael Garcia

Sean Huang

Sonali Hutchison

Song Han

Chris Bryant

James Cloos

Dan Robinson

Naden Rowe

William Fillbach IV

Jason Kiang

Jim Boyle

Ross Olson

Stephanie Hsieh

CHAPTER I

Progress Report

Well-Balanced Individuals

CHAPTER 1 PROGRESS REPORT

SIGNIFICANT CHANGES SINCE 2021

Taipei American School continually strives for improvement and excellence within our school community. As a result, change is expected. The following information and subsequent timelines capture major organizational and curricular changes since the submission of the 2021 Mid-Cycle Report. While the timeline is comprehensive, it is not exhaustive.

LEADERSHIP AND GOVERNANCE

School Year Key Actions / Events

• The Upper School welcomed two new Class Deans following the departure of the previous Deans. Additionally, the Upper School appointed Dr. Evelyn Chen as the new Upper School Associate Principal following the retirement of John Vandenboom

2021-2022

• Schoolwide, an important transition within the Senior leadership Team as Dr. Grace Cheng Dodge assumed the role at the 15th Head of School at Taipei American School following her tenure as Interim Head of School (2020-2021), as well as the previous Deputy Head of School during the 2019-2020 school year.

• The Upper School welcomed one new Class Dean due to the departure of the previous Class Dean.

• Schoolwide, E-chieh Lin was hired as the Director of Inclusion and Wellbeing, a new position focused on ensuring an ongoing commitment to diversity, equity, inclusion, and justice across all aspects of the school. This role also encompasses the management of wellbeing initiatives and service-learning programs.

2022-2023

2023-2024

• Additionally, Amanda Jacob officially assumed the role of Director of Teaching and Learning following a year in the position as an interim. The overarching aim of the Director of Teaching and Learning is to standardize and ensure alignment of research-based curricular practices across the school.

• Samuel Quek assumed the role of Director of Information Technology, while Leanne Stanley Rainbow was appointed to the role of Associate Director of Information Technology, as well as Director of Instructional Technology schoolwide.

• Lastly, Liz Gale assumed the role of Deputy Head of School following the Departure of Adam Nelson, who formerly held the position in an interim capacity.

• The Middle School welcomed two new Associate Principals, Lori Richardson Garcia, and Karisti Cormier following the departure of Gary and Megan Pettigrew, the previous Associate Principals for Middle School.

• Additionally, in anticipation of the 2024-2025 school year, a Middle School Dean of Student Life position has been established to further enrich the student experience.

• At the Upper School level, Becky Read assumed the role of Upper School Principal, following the departure of Andrew Lowman, the previous Upper School Principal.

• Caroline Baugh assumed the position of Chief Advancement and External Relations Officer, replacing Kathy Limmer, the Assistant Head of School for Advancement.

• At the Board and Senior Leadership Level, Grace Cheng Dodge took early retirement as the Head of School in August 2023, and the Board of Directors appointed Evelyne Estey to serve as the Interim Head of School. Simultaneously, the Board of Directors announced the appointment of David Frankenberg as the 16th Head of Taipei American School commencing in July 2024.

• Looking forward the school is actively recruiting for the following leadership positions for the 2024-2025 school year: Chief Financial Officer (CFO), Assistant Director of Advancement, and a Director of Student Support Services (to begin during the 2025-2026 school year).

• Lastly, the Board of Directors has been working to integrate Board policies that are operational in nature into the school administrative and faculty policies, thereby streamlining governance processes and school management.

RESOURCES, FACILITIES AND OPERATIONS

School Year Key Actions / Events

• Within the Lower School significant upgrades were made surrounding the renovation and modernization of furniture in all fourth-floor classrooms (Grades 4 and 5) within A and B Block. These improvements were aimed at enhancing the learning environment for students.

• In the Upper School enhancements were made to student facilities, creating new spaces for Upper School students to gather and interact. These gathering spaces are spread throughout the 1st, 2nd, 3rd, and 4th floors of H Block, as well as the 4th floor of B Block.

2021-2022

2022-2023

• The facilities in B Block were also improved for safety, specifically through the addition of fire doors.

• Schoolwide, the technological infrastructure began a 2-phase enhancement through a mass Wi-Fi replacement project.

• Lastly, the track and artificial field turf was replaced to ensure a highquality experience for physical education and athletic events.

• It should be noted that fundraising efforts were temporarily suspended due to the pandemic.

• Within the Lower School renovations continued with the modernization of furniture in all second and third floor classrooms (Grades 1, 2, and 3) within A and B Block. These improvements were aimed at providing contemporary and engaging learning environments

2023-2024

• The Upper School saw the renovation of the Information Commons (USIC) which currently boasts study rooms featuring flexible, modular furniture and walls that enhance the space’s adaptability. Additionally, improved collaborative learning spaces have been designed to facilitate group work and interactive learning.

• Similarly, interactive display boards were installed in all upper school classrooms, fostering a more engaging and dynamic educational experience.

• The school also embarked on Phase II of the Wi-Fi replacement project, ensuring robust and reliable internet connectivity across the campus.

• Furthermore, the school invested in the safety and well-being of the community by renewing the school fire sensor and notification system, a critical upgrade to the school’s emergency response infrastructure.

• Additionally, the following replacements occurred: Elevator replacement for B and C Blocks, replacement of the Lower School Tree House netting, and resealing of the rooftop waterproofing on B and C Blocks.

• Fundraising efforts continued to be suspended due to pandemic recovery.

• Within the Lower School, the Lotus Lounge, a commonly used faculty meeting space was relocated and expanded. This allowed for expansion of Mandarin classrooms on the first floor in A Block.

• Likewise, furniture enhancements for Grades 1, 2, and 3 were carried out providing updated learning environments for students.

• In the Middle School, a strategic move was made to cluster classrooms by academic departments such as English, History, and Mathematics. This reorganization aimed to foster subject-specific collaboration among teachers and students.

• Schoolwide, several key developments took place, including the launch of a purpose-built website in the fall of 2023 aimed at enhancing communication and engagement with the school community. In line with digital safety, a new content filter was installed, offering parental options to further safeguard students’ online experiences.

• Similarly, a laptop program review was initiated by the IT Department to assess program effectiveness while exploring potential opportunities for improvement.

• After a pause due to the pandemic, fundraising efforts were reinstated, including the introduction of an unrestricted Annual Fund. This initiative marked a renewed focus on resource development and community support for the school’s programs and facilities.

CURRICULUM AND PROGRAMS

School Year Key Actions / Events

• Within the Lower School, all administrators and counselors were trained in the implementation of the RULER approach, an evidencebased program for social and emotional learning.

• In addition, the development of leveled classroom libraries and books for Mandarin Language Learners support the newly developed assessment tools for language acquisition and literacy.

• Within the Middle School, monthly wellness surveys were initiated in an effort to allow the school to assess and respond to student wellness trends proactively.

2021-2022

• In the Upper School, the option to take AP World History for Grade 9 students was removed, with all ninth graders now enrolled in a standard History of Asia course ensuring a common experience and knowledge of the history of our region of the world With this change, Grade 9 students are no longer permitted to take Advanced Placement (AP) courses, ensuring an appropriate academic progression.

• The implementation of Pamoja IB online courses was launched offering IBDP candidates the opportunity to access a wider range of subjects and flexible learning opportunities.

• Schoolwide, a concerted commitment to providing professional development focused on diversity, equity, inclusion, and justice was initiated. This was supported through book clubs in the Lower and Middle School, promoting dialogue and reflection for faculty

• Additionally, Affinity Groups were developed for faculty and staff members, offering spaces for shared experiences and support.

• Child safeguarding training for all employees was implemented, underscoring the school’s commitment to creating a safe and protective environment for the entire community.

• In the Lower School the RULER program has been fully implemented across all classrooms, marking its first year of integration into the curriculum. Similarly, the Lower School Counseling Department adopted the International School Counselor Association (ISCA) model to better serve students’ needs.

2022-2023

• The Lower School also embraced new literacy units for Grades K-5 and developed a new KA schedule with updated explorations in literacy and mathematics, tailoring learning experiences to be more effective and engaging for the school’s youngest learners.

• Professional development sessions with Andrea Honigsfeld and Virginia Rojas were provided to Lower School Faculty emphasizing the message that “we are all Language Teachers,” in effort to support multilingual learners across the Lower School.

• In Middle School, the most advanced mathematics track for students was discontinued, reflecting a pedagogical shift towards a more inclusive and developmentally appropriate curriculum.

2023-2024

• Additionally, cross-grade level teachers have been added in all departments in the Middle School to enhance teaching and learning. Moreover, the Middle School collaborated with the Upper School to revise the public speaking standards, establishing a common set of standards for Grades 7-12.

• Within the Upper School, all administrators, and department chairs completed the four-day Adaptive Schools foundation seminar as part of an ongoing commitment to implement more effective collaboration strategies.

• Schoolwide, the community engaged in defining the key words and phrases within TAS’s mission, while also undertaking a process through which the former Essential Capacities were revised into the new Schoolwide Learning Outcomes.

• Also, a six-year Curriculum Review Cycle was launched ending the decade long absence of K-12 curriculum review across the school.

• Simultaneously, a comprehensive review of the K-12 social studies curriculum was initiated, along with the formation of a task force aimed at developing a comprehensive overview of teaching and learning at Taipei American School.

• Led by the Director of Inclusion and Wellbeing, the school adopted the CASEL Framework for Social and Emotional Learning (SEL), as well as the Learning for Justice Social Justice Standards furthering a commitment to holistic education.

• In addition, the school solidified a 3-year contract with Teacher Growth and Evaluation expert, James Stronge to revise the Professional Growth and Evaluation system for administrators, classroom teachers, educational specialists, and support staff at TAS.

• Lastly, the school has committed to ensuring all faculty are trained in Adaptive Schools, with two cohorts of faculty and administrators completing the 4-day training during the Spring and Fall of 2023.

• In the Lower School, the removal of the EAL fee for Grade 4 and 5 identified students solidified the school's shift to implementing a comprehensive and embedded support model for multilingual learners. EAL specialists are now working closely with grade level teams to develop language scaffolds and language targets.

• Additionally, the integration of educational technology across all content areas from kindergarten to Grade 5 has led to the end of stand-alone technology classes. Educational Technology coaches are now actively collaborating in classrooms with homeroom teachers.

• Likewise, the instructional coaching model, encompassing literacy, math, and EdTech has been redefined to enhance teacher support and student learning outcomes.

• Moreover, the resumption of the overnight Camp Taiwan experience for Grades 3-5 marks the return of this enriching outdoor educational program post-pandemic.

• In the Middle School, Performing Arts classes for grades 7 and 8 have been adjusted to single periods, and “X” periods have been added for these grades to ensure that there is one every day, providing students

with additional flexible learning time.

• Similar to Lower School, the EAL fee for grades 6-8 has been removed, reflecting a more inclusive approach to language learning support.

• The formation of an Upper School Advisory Program task force has led to a revision of the Upper School Advisory Program to focus more on social-emotional learning and mental health.

• Also, the addition of an Add/Drop deadline at the end of the first quarter has helped to provide a clear timeframe for students to finalize their academic choices for the year.

• In the Fall 2023, the Upper School IB Diploma Programme successfully completed its reauthorization.

• Looking ahead, the Upper School will be adding a full time Instructional Coach to the faculty for the 2024-2025 school year to further enhance teaching and learning practices throughout the Upper School.

• Schoolwide, the K-12 Social Studies curriculum review has continued, and a K-12 Science curriculum review has been initiated, reflecting an ongoing and systematic commitment to curricular improvement, as well as vertical and horizontal articulation across the school.

• The schoolwide task force focused on defining the school’s beliefs about teaching and learning has completed the research and data collection phase, resulting in a crafted philosophy statement and set of essential agreements that will be reviewed by faculty.

• A second cohort of K-12 teachers has participated in professional development focused on deep learning experiences to ignite a shift towards more learner-centered classrooms.

• All KA-12 teachers are required to participate in a series of 5 workshops led by the Director of Inclusion and Wellbeing focused on DEIJ skills

• Lastly, the school is developing a K-12 scope and sequence based on the CASEL Framework to support the development of socialemotional skills within the curriculum across all grade levels.

CRITICAL AREAS FOR FOLLOW UP

As a result of the 2018 self-study and 2021 WASC report, the following critical areas for followup were identified by the Visiting Team. Since the 2018 visit, as well as the 2021 mid-cycle visit, Taipei American School has taken the following actions to address the visiting team critical areas for follow up.

As a high performing school, TAS (the school board, leadership, and faculty) ensure there is congruence and alignment of the mission with all programs and practices across the school.

Recognizing the critical importance of wellness to the school’s mission, the board and leadership team continue to build upon and monitor the school’s comprehensive wellness and character education programs, intentionally and meaningfully integrating these programs further into the life of the school.

TAS recognizes that the interplay between academic achievement and personal wellbeing is pivotal for nurturing well-rounded individuals. Historically, Taipei American School has grappled with the challenge of integrating a focus on well-being into the curriculum –a struggle that has been candidly acknowledged in past WASC self-studies. Nonetheless, the revision of the school’s mission statement in 2021 marked a turning point by ensuring that cultivating an enduring commitment to personal wellbeing was incorporated into the mission thereby solidifying the school’s dedication to holistic education, emphasizing not just academic excellence but also the mental and physical health of its students as fundamental to overall success. This commitment to personal wellbeing has been addressed in a variety of ways since the 2021 WASC Mid-cycle visit in effort foster a learning environment where mental, physical, social, and emotional health are not just supported but actively nurtured, reflecting a school that learns, adapts, and evolves in the pursuit of holistic excellence.

A cornerstone in the integration of wellness into the curriculum at TAS has been the establishment of a clear and commonly held definition of what personal well- being means within the TAS community. This definition serves as the foundational piece to ensure an enduring commitment to personal well-being is not only articulated but also actively pursued within the school’s educational framework. The inclusive process involving faculty, students, parents, staff, and the Board of Directors in defining wellbeing has helped to cultivate a collective vision and shared understanding of this dynamic concept within the school community. This participatory approach ensures that the definition and indicators of personal well-being, as outlined below, resonate with the entire TAS community fostering a unified effort towards achieving this goal.

At TAS personal wellbeing is defined as: mental, physical, social, and emotional health that fosters a sense of purpose, fulfillment, growth and belonging.

To operationalize this definition, TAS has developed a set of indicators that articulate the school’s belief that personal well-being is nurtured in a community where learners are provided with opportunities to:

• feel known, valued, cared for, and connected to others.

• be challenged to reflect, explore, and take action to keep oneself well.

• feel supported with finding a healthy balance.

• recognize, understand, and reflect upon emotions to manage feelings.

By defining and implementing the above indicators, TAS has begun to develop a solid framework through which the school can ensure personal well-being becomes an integral and enduring component of the curriculum and school culture. It is this foundational groundwork that sets the stage for the application of innovative and evidenced-based wellness initiatives.

Building on this framework, TAS is working to foster a culture where feeling valued and connected is ingrained in daily interactions and learning experiences. The Lower and Middle School’s adoption of the Responsive Classroom Approach, as well as the purposeful implementation of RULER within the Lower School exemplify this commitment by translating the school’s defining statements into tangible educational practices that promote self-reflection, emotional management, and the establishment of a healthy balance between various aspects of student life. As of the 2023-2024 school year, all counselors in each division have been trained in RULER and MTSS.

Recognizing the essential role that educators play in student well-being, TAS has invested in professional development for teachers and teaching assistants. Training provided by experts such as Jessica Minahan, Sarah Ward, and Kendall Zoller helped to support educators in creating an environment conducive to well-being. Furthermore, the establishment of the recent partnership with the Truman Group is meant to support the development of consistent practices for Counselors and Academic Support Teachers, in effort to enhance their ability to address mental health concerns effectively, while tracking student progress over time.

Additionally, TAS has made a concerted effort to extend the conversation about well-being to parents, involving them through educational parent events, counselors’ coffee mornings, and book clubs. These initiatives, led by school administrators and counselors, highlight TAS’s acknowledgement of the critical role families play in supporting the wellbeing of students.

Similarly, the establishment of a Well- being Task Force reflects a strategic approach to align well-being efforts across all divisions. This task force has spearheaded the adoption of the CASEL Framework, while also focusing on the exploration of platforms such as the MARIO Framework to track student well-being across the school. The use of well-being surveys and community experience surveys provide data-driven insights that inform the school’s continuous improvement efforts in this domain.

Lastly, TAS hired an additional comprehensive counselor in the Upper School which underscores the school’s proactive stance in addressing the well-being needs of students, ensuring that the support structure for mental health is robust and effective.

TAS has responded to the critical importance of wellness with a holistic, inclusive, and data-informed approach that is aimed at permeating every aspect of school life. Through ongoing strategic curricular initiatives, professional development, community engagement, and partnerships, TAS has and will continue to demonstrate a commitment to nurturing an environment where personal well-being is at the forefront of its educational mission.

With the school’s mission as its foundation, each division further its efforts to design and redesign Tech Cube and STEAM programs to promote student learning that embodies creativity, design thinking, and innovation within the curriculum. Since the 2021 Mid-Cycle visit, TAS has embarked on several initiatives to integrate creativity, design thinking, and innovation across the curriculum, leveraging opportunities to embrace and purposefully incorporate STEAM principles into programs. These efforts are underpinned by a robust framework of the ISTE standards for technology integration, ensuring that technology use is purposeful, responsible, and aligned with educational best practices.

The Lower School has made significant strides in integrating technology into the curriculum, particularly by enhancing Lower school technology projects to align more closely with the science curriculum. The integration of the Next Generation Science Standards (NGSS) includes engineering practices that are assessed as part of the science curriculum, fostering a seamless learning experience that encourages students to apply technological skills in scientific contexts. Further, the Lower School Ed Tech Coaches, trained in student-centered coaching, collaborate with teachers to design and co-teach lessons that integrate technology, while the Lower School Technology and Design meeting minutes reflect ongoing strategic planning in this domain.

In addition, the introduction of the Lower School and Upper School mentoring programs fosters a collaborative, student-driven, and interest-based learning environment, encouraging younger students to engage deeply with technology and STEAM subjects through mentorship from older peers. Similarly, the EXTREME STEAM event for students in Kindergarten through Grade 5, designed and led by Upper School student leaders, serves as a platform for experiential learning, showcasing the potential of student-led initiatives in fostering a culture of innovation and problem-solving.

The Middle School’s approach to STEAM and technology integration is evident in the enhancements made to the Grade 6 Skills for Success course, which now includes a more integrated STEAM and tech/laptop curriculum. This course serves as an orientation to the Tech Cube, preparing students with the foundational skills required for innovative design and problem-solving. Moreover, the Design the Difference course embodies the school’s commitment to real-world learning, connecting students with “clients” within the school community to solve actual problems, thereby nurturing a practical understanding of design thinking and community service.

Additionally, the adoption of the VEX curriculum benchmarks for robotics has helped to ensure that students are meeting high standards of technological literacy and competence. Similarly, other Middle School initiatives like the MS Faculty Technology Resources Canvas course and Tech Tip Mondays, further embody the school’s commit ment to real-world learning and the upscaling of teachers’ technological proficiency. These initiatives help to ensure that educators at TAS are not only adept at incorporating technology into their teaching practices but are also continuously developing new skills and methodologies that can be translated into more effective, innovative, and engaging learning experiences for students.

The Upper School has introduced and expanded several initiatives to deepen students’ engagement with STEAM. Events like STEMania, specifically designed for Grade 4 students, showcase the commitment to inspiring younger students through dynamic and interactive learning experiences. The focus on Computer Science, Robotics, and STEAM education is further supported by a rigorous course selection, documented in the course

catalog which includes pre-requisites for each course and tracks the increasing number of students taking Robotics and Computer Science courses. The FIRST ethos in robotics design and competition, coupled with real-world applications tied into assignments, such as AI projects and self-published games, contribute to a culture of innovation and problem-solving.

The above efforts have been complemented by the schoolwide adoption of the ISTE standards, ensuring that all students at TAS are engaging with a curriculum that is aligned with global benchmarks for educational technology and innovation. This standardization supports the development of digital citizenship, facilitates the mastery of essential skills for the digital age, and fosters an educational environment conducive to innovation, creativity, and critical thinking across all grade levels. By making a concerted effort to foster an environment where technology and STEAM are seamlessly integrated into the learning experience, TAS is working to ensure that all students are not only adept at using technology but are also capable of thinking critically, solving problems creatively, and innovating with their communities and beyond. This is further enhanced by the ongoing professional development on developmental levels of students at different ages, providing teachers with the knowledge to support the diverse needs of students. The integration of technology in classrooms, mentoring, and co-curricular opportunities such as the Computer Science Team, are crucial in preparing students for a future where they will be problem-solvers and innovators.

In alignment with the school’s mission the schoolwide leadership team continue to clarify and facilitate the further development of a standards-based, documented, vertically aligned KA-12 curriculum.

Since the 2021 Mid-cycle visit, TAS has developed a comprehensive curriculum review process to address this area for improvement, specifically surrounding the development of a standards-based, documented, and vertically aligned KA-12 curriculum. This process is structured into the following four phases outlined below.

Phase 1: Study

In the initial phase, TAS’s Educational Leadership Team meets to outline what changes are possible within the curriculum, considering constraints like course offerings and resources. Next, a core team is established, consisting of teachers from various divisions, principals, and other educational leaders, who come together to establish working norms and determine research questions that will guide the curriculum review. This phase involves extensive literature and research review to align current practices with best educational practices, the drafting of a new philosophy statement, and essential agreements that reflect the school’s mission and values. Surveys, focus groups, and data collection methods are employed to assess the current state of the curriculum and identify areas for improvement.

Phase 2: Develop

Based on the findings from the first phase, the core team analyzes data to craft recommendations that address the identified needs. This involves revising the curriculum to bridge gaps between current practices and the desired standards-based approach. The team then solicits feedback on their recommendations from faculty and administration, revising them as necessary. An action plan is then created, outlining steps for immediate and future implementation, including timelines and necessary resources.

Phase 3: Implement

The immediate recommendations are put into action by the faculty teaching the subject under review. Teams are formed to explore more complex recommendations requiring additional investigation. Throughout the year, curriculum maps and resources are updated, and assessments revised in line with the new recommendations. Progress is monitored, and adjustments are made as necessary.

Phase 4: Improve

This ongoing phase involves the continuous refinement of the curriculum to ensure alignment with the school’s mission, DEIJ commitments, and educational best practices. Regular meetings and professional development sessions ensure that faculty are supported in implementing the changes. The effectiveness of the implemented changes is reviewed annually through reflections and assessment data analysis to ensure continuous improvement and alignment with the school’s strategic goals.

Throughout the four phases, collaboration across divisions is emphasized, and regular evaluation, reflection, and adjustments to the curriculum to ensure it remains a dynamic, living document that meets the evolving educational standards and needs of students. The new curriculum review process is methodical and inclusive, involving various stakeholders in the community to ensure that the curriculum not only aligns with the

school’s mission but also addresses the unique needs and well-being of its students.

In addition to the above, the formation of the Educational Leadership Team in the 20222023 school year is aimed at systematizing and aligning K-12 curricular practices in alignment with the school mission. This team is tasked with engaging in critical dialogue and discussions concerning the overarching processes, practices, policies, and decisions related to the educational programs at TAS. This team focuses on enhancing collaboration across divisions and departments, strengthening communication, and promoting planning and strategizing surrounding curricular aspects of the schoolwide action plan. The team also reflects on past and current practices to identify strengths, priorities, needs, and weaknesses in curricular implementation across divisions, which is crucial for the continuous development of a standards-based, documented, vertically aligned KA-12 curriculum.

Similarly, the adoption of the following K-12 standards across various areas within the school is helping to ensure the implementation of a standards-based and vertically aligned program:

• Public Speaking: The school has been working to revitalize its public speaking classes, an Upper School graduation requirement, by aligning course content with a revised set of public speaking learning standards. This initiative has helped to ensure students are equipped with the essential communication skills to not only fulfill the graduation requirement but also to succeed in diverse settings, from academic debates to real-world scenarios, enhancing their confidence and ability to articulate their thoughts clearly and effectively.

• Information Literacy Standards: Following a two-year development process, TAS Librarians are utilizing these standards to ensure that students across the school develop critical research and information evaluation skills across subject areas.

• Social Justice Standards: Under the guidance of the Director of Inclusion and Wellbeing, the school has adopted the Learning for Justice Social Justice Standards. Currently an audit is being conducted by the schoolwide DEIJ committee to identify where these standards are currently being applied, ensuring that these standards are effectively integrated into the school curriculum.

• International Society for Technology in Education (ISTE) Standards: The Educational Technology Team has embraced these standards, incorporating lessons into Lower School classes and the Middle School Skills for Success courses. The implementation of the ISTE standards has helped to ensure that students develop responsible online behaviors and digital literacy from an early age.

Following the 2018 and 2021 WASC Visiting Team report, TAS has significantly worked to advance curriculum development to ensure a comprehensive, student-centered learning approach. By systematically implementing a four-phase curriculum review process and establishing the Educational Leadership Team, TAS has fortified a commitment to implementing a standards-based, vertically aligned KA-12 curriculum. Through dedicated collaboration, opportunities for continuous reflection, and adherence to research-based educational standards, TAS has and will continue to work towards providing an innovative and consistent student learning experience across the school.

To further the school’s mission the leadership team with divisional and departmental leadership further review, assess and enhance systems to develop faculty and staff while monitoring the effectiveness of professional development initiatives.

TAS has implemented a series of strategic initiatives aimed at advancing the professional development of faculty and staff, furthering the school’s mission. These initiatives demonstrate a comprehensive approach to reviewing, assessing, and enhancing systems for faculty and staff development, while acknowledging areas for future improvement

The first of these initiatives, and perhaps the most impactful, is the work that TAS has done with Dr. James Stronge and his associates surrounding the development of the Teacher Professional Pathways (TPP) Model. This systematic approach is designed to enhance teacher performance and student learning outcomes. The model emphasizes growth, accountability, and continuous improvement, aligning with the school’s strategic goals. It includes a multi-tiered evaluation system, distinguishing between new and cont inuing teachers, and utilizes various data sources like observations, documentation logs, and student surveys for comprehensive teacher evaluations. The TTP, as well as the Educational Specialist Professional Pathways (ESPP) Model and the Leadership Professional Pathways (LPP) Model aim to optimize student learning, improve instructional quality, and contribute to the achievement of the school’s mission by fostering a collaborative environment for professional growth and appraisal. Throughout the 2024-2025 school year the school will continue to work with Stronge and Associates to ensure successful implementation of the TTP, ESPP, and LPP, as well as the development of the Staff Professional Pathways Model.

In addition to putting forth substantial financial and personnel resources surrounding the development and implementation of the Professional Pathways Model, TAS has also developed a comprehensive Professional Development Handbook that provides clear guidelines for faculty surrounding TAS’s professional development philosophy, procedures, and practices. More specifically, the purpose of the Professional Development Handbook is to:

• clarify TAS’s professional development philosophy practices, and procedures.

• communicate schoolwide and divisional professional development priorities.

• ensure professional development time and resources are used equitably and effectively.

• ensure alignment of professional development with school initiatives, TAS’s professional growth and evaluation process, and individual goal-setting – fostering collaboration when possible.

• provide opportunities for the development of shared understanding of researchbased best practices in alignment with TAS’s mission, schoolwide learning outcomes, values, and the Strategic Action Plan

In alignment with the TAS Professional Development Handbook, TAS has also revised the professional development request form to include specific alignment with the school’s strategic goals and WASC recommendations, detailing how the proposed professional development experience will support the schoolwide objectives, enhances professional capacity, and/or is aligned to individual goal setting. The revised professional development request form helps to ensure that all professional development activities are directly contributing to the school’s mission and continuous improvement of the educational programs.

TAS is also committed to providing targeted professional development for administration

and faculty focused on developing a meaningful and effective approach to collaboration across the school. Through the Adaptive Schools Foundation Seminar, TAS is working to enhance team effectiveness and personal leadership skills as the training equips participants with tools for facilitation and group development, promoting a collaborative environment essential for the continuous cycle of team and individual improvement. Through the foundation seminar, TAS administrators and faculty have gained skills in initiating and sustaining high-functioning groups, navigating group dynamics, and fostering a common focus beyond consensus, effectively implementing the principles of professional learning communities for enhanced teaching and learning outcomes. Currently, over 120 TAS administrators, faculty, and support staff have undergone the Adaptive Schools Foundation Seminar Training, with an additional 60 personnel participating annually until all faculty members have received the training.

Additionally, the school’s commitment extends to the Cognitive Coaching Foundation Seminar for administrators and faculty, aiming to create self-directed individuals and stronger organizational teams. These initiatives align with the school’s goal of ensuring adaptive teaching methods, reflective practice, and continuous improvement. The Cognitive Coaching Foundation Seminars are aimed at developing trust, autonomy, community, and interdependence among teachers through structured conversations and problem-solving techniques, thereby building the skillset and capacity of educators while enhancing the educational environment significantly.

Similarly, the adoption of a student-centered coaching model in the Lower School is a clear indication of TAS’s commitment to enhancing student learning through targeted teacher support. The Lower School has also committed to training Teaching Assistants to ensure these valuable members of the educational community are fully equipped to ensure a consistent approach to instructional practices within the Lower School.

Lastly, TAS has made strategic efforts to align professional development days with the overarching educational goals of the school, thereby enhancing the relevance and impact of these sessions towards the achievement of identified areas for growth across the school.

Self-Directed Learners

CHAPTER II: STUDENT / COMMUNITY PROFILE AND SUPPORTING DATA AND FINDINGS

SCHOOL PROFILE

NATURE OF THE SCHOOL

Established in 1949, Taipei American School (TAS) is a non-profit, independent coeducational day school offering a distinctive American-based educational program enriched by a global perspective. TAS serves students from Kindergarten A (age 4) to Grade 12 (age 18), and more than thirty-five nationalities make up the student body. TAS is financially supported primarily through tuition and fees, supplemented by contributions from the advancement program. The first semester of the academic calendar takes place from early August to mid-December, while the second half of the school year extends from early January to early June.

SCHOOL PURPOSE (MISSION, VALUES, SCHOOLWIDE LEARNING OUTCOMES):

TAS Mission Statement

Taipei American School’s mission is to cultivate an enduring commitment to learning, personal well-being and service. We provide a broad American-based education with a global perspective that develops students of character who are committed to making the world a better place.

TAS Values

The TAS community of learners – including faculty, staff, administrators, family, and students strive to live according to the following values:

• Honesty: We will be honest with ourselves and others in all our endeavors, including academic pursuits. We tell the truth even if it is difficult and may not benefit us. Being truthful builds trust and units us.

• Kindness: We are considerate, compassionate, and care for each other and ourselves. We practice empathy and help others in need even without expectation of any return.

• Respect: We embrace differences in opinions, identities, and backgrounds. Our actions and words always represent consideration and appreciation of each other and ourselves.

• Courage: We stand up for what we believe is right. We encourage each other to express different viewpoints and to take risks, especially when it is neither easy nor popular. We are not afraid of challenges or failure because we are resilient.

• Responsibility: As part of a broader community, we strive to be trustworthy, reliable, and accountable to ourselves, others, and our environment. We take ownership and accept the consequences of our words and actions. We uphold all TAS values.

ACCREDITATION AND AUTHORIZATION

Celebrating its 74th year, TAS adheres to the rigorous standards set by the Western Association of Schools and Colleges (WASC), holding full accreditation since 1972. Additionally, TAS is authorized to offer the Diploma Programme (DP) of the International Baccalaureate Organization (IBO). TAS is also a member of the National Association of Independent Schools (NAIS) and the East Asia Regional Council of Schools (EARCOS). In addition, TAS is a member of the Interscholastic Association of Southeast Asia (IASAS), and the Council of Administrators of Taiwan Expatriate Schools (CATES).

GOVERNANCE

TAS is officially incorporated in Delaware as the Taipei American School Foundation, and it operates under the governance of a hybrid Board of Directors compromising up to 14 members, split between 9 elected and 5 appointed individuals. This structure includes one appointed representative from the American Institute in Taiwan (AIT), ensuring a balance between direct community representation and external expertise. Elected Board members are current TAS parents, contributing to the school’s governance with t hree-year terms, while appointed Board members, offering external perspectives or specialized knowledge, serve four-year terms.

All board members engage actively in various standing committees and ad hoc task forces to ensure thorough oversight and innovative planning in key areas. These committees, which include the Management and Resources Committee, the Governance Committee, the Audit Committee, and various ad hoc task forces are instrumental in driving the school’s strategic initiatives. They consist of board members along with individuals from the school’s administration, faculty, staff, and even other parents, ensuring a comprehensive approach to governance and decision-making.

OWNERSHIP

TAS is an educational institution owned and operated by Taipei American School Foundation that is dedicated to delivering an American-based education with a global perspective to the international community in Taipei, Taiwan, including children of expatriates such as business professionals, technicians, academics, and missionaries. TAS is characterized by a unique partnership with the American Institute in Taiwan, which underpins its foundation and ongoing operations.

TUITION

TAS is funded primarily through tuition revenue. Tuition is collected in NTD and provides TAS with a Taiwanese-based income stream. Additional fees include a non-refundable enrollment deposit, EAL fees for applicable grades, and additional mandatory costs such as building and capital fees. Optional fees include transportation and food services. Additional charges apply for after-school programs and insurance.

STUDENT ENROLLMENT AND DEMOGRAPHIC INFORMATION

Taipei American School enrolls students representing 36 nationalities, with the largest contingents being United States, Canada, Korea, and Australia. Over the last five years, Taipei American School has not experienced any significant changes in enrollment numbers. The largest enrollment change occurred between 2019 to 2020 with a 3% growth, a change that is explained by COVID and many families from around the world moving to Taiwan where schools remained open. After this growth, Taipei American School implemented a controlled decrease in enrollment to align student enrollment with facility space. In 2023, an increase in ROC military service to one year resulted in higher-than usual attrition in Upper School, resulting in a faster-than-expected enrollment reduction of 2368.

The school recently implemented two significant admission policy changes, which is expected to impact the enrollment and student demographics. First, the school chose to end its long-standing policy of not accepting investment passports (passports obtained through investments in a foreign country) as a criterion for enrollment because this practice is in line with the school’s founding documents, legal requirements, and common practice among other international schools in Taiwan. Second, the school reduced its priority categories from 6 categories to 3 categories to align with founding document criteria.

TOTAL ENROLLMENT

Taipei American School’s enrollment has been, for the most part, relatively steady over the last five years, except for a 3% increase in 2020. The decline in enrollment in the subsequent years has been intentional, with the 2023-2024 decrease of 1.7% slightly higher than anticipated. This increase in attrition is attributed to changes in the military conscription laws. A more detailed analysis is provided below.

ENROLLMENT BY GRADE LEVEL

Within the Lower School enrollment has remained relatively stable, with a slight increase from 903 in 2019-2020 to 908 in 2023-2024. Enrollment in the Middle School shows a slight decrease from 636 in 2019-2020 to 618 in 2023-2024, with a peak at 663 during the 2020-2021 school year. At the Upper School level, an increase was seen in enrollment from 820 in 20192020 to a peak of 875 in 2021-2022, followed by a decrease to 842 during the 2023-2024 school year. As stated above, this decrease is likely attributed to a change in conscription laws for high-school aged males.

Overall, Taipei American School has maintained relatively stable enrollment figures with slight fluctuations across different grade levels. The most significant changes are seen in Middle School, as well as through the recent decline in Upper School enrollment.

ENROLLMENT BY NATIONALITY

The student body represents 37 nationalities. The United States is the most represented nationality, compromising 66.9% of the student body (1,583 students). This significant proportion can be attributed to the school’s educational programs, college matriculation track, and an admission priority system that favors U.S. passport holders. The second most represented nationality, with 12.7% of the student body (300 students is Canada, indicating a strong North American presence in the school’s demographic. Australia holds the third highest percentage with 4.1% (96 students), reflecting the school’s appeal in the Pacific region as well. Other countries show less representation demonstrating a wide, but uneven spread of nationalities across the school. The diversity within the student population supports a multicultural and multilingual learning environment, promoting international perspectives and opportunities for cultural exchange among students.

STUDENT GENDER DISTRIBUTION

At Taipei American School there is a balanced gender distribution among students, with males compromising 51% and females 49% of the student body.

STUDENT LANGUAGE PROFILE

Based upon the student survey data that was distributed to grades 3-12, English is the most spoken language in the home environment, followed closely by Mandarin. The data suggests that TAS is a predominantly multilingual environment, where in addition to Mandarin and English, languages like Spanish, Korean, and Japanese are present, though they constitute smaller percentages. The data highlights the need to ensure educational resources and support are available to cater to the diverse linguistic backgrounds of the student body. This could include pedagogical shifts, language support services, and cultural competency training for faculty to effectively address the varied needs of students and to promote an inclusive and supportive learning environment.

Grades 3-5

Grades 6-12

Primary Language Spoken (in the home)

Primary Language Spoken (in the home)

STUDENT RETENTION

The retention rates at Taipei American School over the past five years (2019-2024) illustrate an overall pattern of high student retention. The rates have consistently been within the top range of the school’s typical retention spectrum, starting from 93.7% in the 2019-2020 academic year and peaking at 95% in the 2020-2021 academic year. Although there is a slight fluctuation, with a minor drop to 94.2% in both the 2021-2022 and 2022-2023 academic years, these figures still align with the high standards noted by the school. However, there is a slight decline in the 2023-2024 school year, where the retention rate has dropped to 93.2%, the lowest in the observed period but still within the typical range. The recent decline has prompted a review of several factors including parent satisfaction, market competition within the early years, and the change in conscription laws. Despite this, the overall trend confirms the school’s very strong retention record, aligning with the high levels of parent satisfaction as evidenced by the community experience survey, low market competition, and the deep-rooted Taiwanese cultural connections of enrolled families.

CORPORATE AND ORGANIZATIONAL SPONSORSHIP

There has been a subtle shift in the tuition payment landscape at Taipei American School over the past five years. While the majority of families continue to directly pay for tuition, the proportion has incrementally increased from 79% in the 2019-2020 school year to 81% in the 2022-2023 and 2023-2024 school years. Conversely, the percentage of tuition covered by company sponsorship has slightly decreased from 21% to 19% over the same period.

This trend indicates a gradual shift towards a higher dependency on families paying out-ofpocket as opposed to corporate or organizational sponsorship. Although the change is slight, it is consistent over the observed period, which could reflect broader economic, corporate, or demographic shifts affecting the school community. The data suggests that while the balance between self-paid and company sponsored tuition has been relatively stable, there’s a slow but steady increase in the proportion of families assuming direct financial responsibility for educational expenses.

In terms of corporate sponsorship, notably Taipei American School itself, as well as the American Institute in Taiwan are the leading sponsors of school tuition during the past five years. From the 2019-2020 to 2023-2024 school years, Taipei American School has consistently sponsored a large number of students, with the count slightly fluctuating but remaining high, peaking at 145 students in the 2022-2023 school year, before slightly decreasing to 136 students in the 2023-2024 school year. The American institute in Taiwan has also maintained a strong presence, although its numbers slight decreased from 104 students in the earlier years to stabilizing around 92-93 students in the later years.

Other companies such as Corning, Intel, LG, Micron, Samsung, and SK Hynix also contribute, but to a lesser extent of corporate sponsorship. Noteworthy, is the fluctuation in the number of students sponsored by these companies, with LG for instance, showing an increase to 22 students in the 2023-2024 school year, contrasting Corning, which shows a significant decrease from 34 students in the 2019-2020 school year to only 8 students in the 2023-2024 school year.

The trends reflect how corporate support for education can vary slightly over time due to factors such as changes in company policies, financial health, or strategic priorities.

ADMINISTRATION, FACULTY, AND SUPPORT STAFF INFORMATION

TAS ADMINISTRATION

Taipei American School is led by a Head of School, with the academic divisions: Lower School (Grades KA-5), Middle School (Grades 6-8) and Upper School (Grades 9-12) managed by respective Principals and two Associate Principals. The Administration extends beyond divisional leadership to include the Deputy Head of School, the Chief Operational Officer, the Chief Advancement and External Relations Officer, the Director of Human Resources, the Director of Teaching and Learning, the Director of Inclusion and Well-being, the Director of Information Technology, the Associate Director of Information Technology / the Director of Instructional Technology, the Director of Admissions, as well as the Controller. This group of 19 individuals help to ensure a comprehensive support structure for the school’s operational, educational, and technological needs.

The administrative team at TAS showcases a mix of long-standing tenure and recent appointments, with service ranging from 1-15 years. Significant leadership experience is demonstrated, with several administrators holding over a decade of commitment to the school. Recent organizational changes have occurred, with multiple new appointments happening over the past 2 years, indicating a phase of transition and renewal within TAS’s leadership structure.

FACULTY AND STAFF INFORMATION (SY 2023-2024)

SUPPORT STAFF FTE ALLOCATION (2019-2024)

The below table outlines Full-Time Equivalent (FTE) allocation for support and operational staff at Taipei American School. A consistent trend across the years is the school’s commitment to maintaining or increasing the support staff FTE to cater to various departmental needs. Notable increases are observed in the Advancement and Communications Department where FTE allocation grew from 4.0 in SY2019-2020 to 7.0 by SY2021-2022 and remained constant thereafter, suggesting an increased focus on school development and alumni relations. The Business Office and Operations / Facilities departments have seen gradual increases in their FTE counts, reflecting expanded operational complexity and facilities management. Overall, the FTE allocation trends at TAS suggest a strategic approach to staffing, aiming to meet evolving departmental needs while also adjusting to the broader institutional objectives and changes in the school environment. The total support staff FTE increased from 270.675 in SY2019-2020 to 282.675 by SY 20232024, indicating a general trend of growth and investment in the school’s operational backbone.

FACULTY OVERVIEW 2019-2024

The below table presents faculty allocation assignments and student-to-faculty rations over five academic years at Taipei American School, segmented by Lower School, Middle School, and Upper School divisions, along with an overall aggregation.

From the SY2019-2020 to SY2023-2024 academic years, there has been a steady increase in FTE totals across all divisions, indicating growth in faculty numbers to accommodate program expansion and improve educational quality. Specifically, the Lower School saw a slight growth in faculty numbers, while the Middle School experienced a more noticeable increase in faculty, especially from the 2019-2020 to the 2020-2021 academic years. The Upper School shows a consistent increment in faculty numbers, highlighting a continuous investment in educational support for older students.

The FTE student / faculty ratio provide insight into the relative class sizes and teacher availability. Lower School rations have remained the highest, indicating a stable teacher-tostudent dynamic. The Middle School has seen a significant improvement in its ratio, which decreased from 9.46 to 8.32, pointing to potentially smaller class sizes and more personalized attention. The Upper School’s ratio has also improved, suggesting enhanced student support.

Overall, TAS has successfully reduced the student-to-faculty ration from 8.31 to 7.92 over a five-year period, indicating a strategic effort to provide a more supportive and effective learning environment.

*FTE Student/Faculty Ratio: number of students enrolled (as of September 1) divided by allocated faculty FTE.

**Upper School FTE: Several non-upper school employees are, for convenience’s sake, assigned nominally to Upper School; for example, most of the athletics personnel (Athletic Director, Athletic Trainers, etc.) are included in upper school FTE.

10-YEAR HISTORICAL FTE DATA

The following three graphs encapsulate a decade’s worth of comprehensive data surrounding FTE by categories of employment, the relationship between FTE and studentfaculty ratios, as well as the correlation between FTE and student enrollment. Over the past decade, a steady increase in FTE has paved the way for a notable expansion in program offerings, aligning TAS more closely with the evolving needs and aspirations of our students.

FACULTY AND STAFF TENURE AT TAS

The data from TAS regarding faculty and staff tenure presents an insightful overview of the school’s workforce stability and retention rates, which is particularly notable within an international school context. The average faculty tenure at TAS stands at 9.4 years, significantly surpassing the international school norm. This higher average suggests that TAS has been successful in retaining its faculty members, which contribute to a stable and consistent learning environment for students. The distribution across different tenure brackets shows a substantial number of faculty members in the mid-range tenure (6-10 and 11-15 years), indicating a seasoned and experienced teaching force. However, there is also a notable influx of newer faculty members with 1-2 years of tenure, suggesting more recent departures, many of which were likely correlated to implications stemming from the COVID pandemic with some long-term faculty making the choice to return home or leave Taiwan However, the presence of faculty members with more than 20 years of tenure further emphasizes the school’s ability to maintain long-term relationships with faculty, contributing to deep institutional knowledge and culture.

In comparison the average support staff tenure at TAS is even higher than the faculty average at 11.5, underscoring a strong sense of loyalty and commitment from mostly local personnel. The largest group of staff falls within the 6–10-year range, similar to faculty, yet there is a higher proportion of staff with over 20 years of tenure.

FACULTY TENURE AT TAS (SY 2023-2024)

STAFF TENURE AT TAS (SY 2023-2024)

FACULTY AND SUPPORT STAFF EDUCATIONAL BACKGROUND

For faculty, a significant majority (76%), hold a master’s degree as their highest qualification, indicating a strong emphasis on advanced education within the teaching faculty. This is substantially above typical expectations and demonstrates the school’s commitment to a highly educated faculty to enhance student learning outcomes. Fifteen percent of faculty possess a bachelor’s degree, which aligns with the standard requirement for teaching positions but is less common at TAS. Notably 9% of the faculty have attained an Ed.D, Ph.D. or JD, underscoring the school’s access to highly specialized expertise and its potential impact on curriculum development and student engagement.

In contrast, the support staff’s educational background is diverse with 35% of staff possessing a diploma as their highest qualification to 49% holding a bachelor’s degree. Sixteen percent of the support staff have a master’s degree, showcasing a notable level of advanced education for support roles at the school.

FACULTY EDUCATIONAL BACKGROUND (SY

SUPPORT STAFF EDUCATIONAL

(SY 2023-2024)

FACULTY NATIONALITIES

The majority of faculty at TAS (57.9%) are from the United States, reflecting a strong American influence in alignment with the school’s curriculum and educational standards. This is followed by a significant representation from Taiwan, with 21.2% indicating a substantial local influence and integration within the school’s faculty. The mix of nationalities among the faculty enhances the global educational experience and provides students with varied cultural perspectives. The significant number of American and Taiwanese faculty members suggest a blend of international and local educational influences aimed at facilitating a comprehensive and globally oriented learning environment while still considering local culture and context.

SUPPORT STAFF NATIONALITIES

Support Staff at TAS are predominantly Taiwanese, highlighting a strong local presence within the school’s operational framework. This significant majority underscores the school’s integration and reliance on the local community for support roles, which facilitates communication and cultural integration within the school’s broader ecosystem.

FACULTY PROFESSIONAL DEVELOPMENT

The below table demonstrates a positive trend towards increasing faculty engagement in professional development over the past 8 years, indicating the implementation of targeted strategies to boost faculty participation in PD and further emphasize a school culture that values professional growth and development.

The chart below illustrates the percentage of individual participation in at least one individual or small group professional development experience by division during the 2022-2023 school year. Within the Lower School approximately 40% of faculty engaged in individual or small group PD, while Middle School participation is markedly lower, around 20%. Upper School faculty participation is higher, around 60% indicating a need for more individualized or small

group PD. Overall, the chart suggests varying levels of PD engagement across different divisions, with administrative and non-teaching staff showing higher rates of participation.

During the 2022- 2023 school year, participation in professional development varied significantly across the divisions. The Lower School shows a participation rate of over 70%, indicating that more than half of Lower School faculty engaged in at least one PD experience. In contrast, the Middle School has a significantly lower participation rate, at roughly 35%. The Upper School division has slightly higher participation than Middle School, at approximately 40%. While Admin and Staff demonstrate a strong commitment to professional development, with the majority participating in at least one PD experience.

SCHOOL PROGRAM / CURRICULUM

Taipei American School offers an American-based education with a global perspective combining standards and benchmarks from the United States with an understanding of and appreciation for global cultures, societies, and perspectives.

LOWER SCHOOL

The Lower School curriculum at Taipei American School is designed to cultivate a nurturing, inclusive environment that celebrates diversity and fosters a deep-seated love for learning. By integrating key curricular areas with specialty subjects such as Mandarin, Technology and Design, Art, Music, and Physical Education, the program ensures a holistic development approach. This approach is underpinned by an American curriculum aligned with common core standards and a standards-based reporting structure, ensuring clarity and consistency in educational goals and student assessments.

Central to the Lower School ethos is the social-emotional development of students, complemented by a rich academic program that nurtures creative thinkers, self-directed learners, effective communicators, and positive collaborators. This philosophy is materialized through various curricular initiatives such as Camp Taiwan for Grades 2-5, which emphasizes team building, outdoor skills, and personal growth through diverse activities.

In addition to the core curriculum, the Lower School employs the RULER approach from the Yale Center for Emotional Intelligence, focusing on recognizing, understanding, labeling, expressing, and regulating emotions. This method along with tools such as The Class Charter, and The Mood Meter, help to enhance self-awareness, and emotional intelligence, in alignment with the school’s commitment to Diversity, Equity, Inclusion, and Justice. The Responsive Classroom approach complements these efforts, creating a structured yet empathetic environment where students engage in Morning Meetings and Closing Circles, fostering a community of respect, kindness, and active learning. This method reinforces positive behavior and academic performance while promoting the essential CASEL 5 competencies.

Within the Lower School, students are immersed in an engaging, supportive atmosphere where curiosity is encouraged, and learning from mistakes is seen as an opportunity for growth. Through this nurturing approach, students emerge as eager readers, creative writers, proficient mathematicians, critical thinkers, and sensitive artists, equipped to take on challenges with care and resilience.

MIDDLE SCHOOL

The Middle School offers a comprehensive American-based curriculum tailored for academic success and holistic development of students. The program is carefully crafted to foster independence, adaptability, and resilience among learners. Emphasizing a balanced approach, it integrates traditional assessment methods with innovative, hands-on activities, simulations, and projects, encouraging students to demonstrate their knowledge and communication skills while making meaningful connections across subjects.

Within the Middle School, students undergo a dynamic educational journey, highlighted by a rich variety of required and elective courses that cater to diverse interests and skill levels. These range from visual and performing arts to world languages, robotics, and debate, ensuring a well-rounded educational experience. The daily life of a Middle School student is

characterized by a rotating schedule encompassing eight different classes. This structure allows students to interact with a broad spectrum of educators and peers, promoting a wealth of positive working relationships and friendships.

Central to the TAS Middle School experience is the emphasis on personal growth and social development. The curriculum includes ten curricular areas, each designed to meet the evolving needs of emerging adolescents. These areas aim to ignite student interest, uncover passions, and bolster strengths as they transition from Lower School to Middle School. Additionally, the Homeroom structure provides a nurturing space where students can build strong, caring connections with teachers and classmates, while also providing an environment that intentionally supports well-being through wellness and DEIJ lessons that empower students to voice their opinions and questions confidently.

Experiential learning is another focus of the Middle School, exemplified by the Middle School Camp. This four-day trip offers students in Grades 6-8 unique opportunities for hands-on learning and class bonding outside of Taipei. Similarly, complementing the academic program, TAS Middle School offers many extracurricular activities including sports, student clubs, Model United Nations (MUN), and debate. These opportunities are designed to help students discover their interests and build confidence, rounding out their education and preparing them for the challenges ahead.

UPPER SCHOOL

The Upper School program at TAS is designed to foster balance, exploration, and community among students. Emphasizing the importance of making good choices and taking healthy risks, the program encourages students to maintain perspective on their lives and learning journeys. TAS nurtures this balance through a range of supportive frameworks including student advisory, Personal and Academic Counseling, and grade-level bonding experiences, ensuring students receive holistic support as they navigate the complexities of Upper School life.

Students in the Upper School are offered a diverse and flexible program, including a variety of options such as Advanced Placement (AP), International Baccalaureate (IB) course, the AP Capstone program, and the full IB Diploma, alongside the option to receive a traditional American High School diploma. With over 200 courses available for students in Grades 9-12, including opportunities for independent research and online offerings through the Global Online Academy, TAS provides a broad array of educational paths. This extensive course selection allows for hundreds of course combinations, enabling students to tailor their fouryear academic experiences according to their interests and future aspirations.

The Upper School’s commitment to flexibility and rigor prepares students thoroughly for their future endeavors beyond TAS. Counseling services in the Upper School are proactive and personalized, focusing on academic and emotional support, life planning post-TAS, and personal development. Counselors develop deep, long-term relationships with students, guiding them through their high school years and into the college application process. Under the mentorship of experienced college counselors, students explore universities that align with their goals and passions, receiving individualized support and attending specialized college counseling classes starting in Grade 11.

In addition to academic pursuits, the Upper School offers a vibrant extracurricular program featuring over 100 student-led clubs and more than twenty athletic teams, enriching student life and providing avenues for personal growth and exploration. Advisory classes, which meet

weekly, play a crucial role in creating a welcoming and safe environment where students can form strong bonds and openly discuss various topics related to well-being.

The Upper School operates on a block scheduling system, incorporating a daily FLEX period that allows for one-on-one interactions with teachers, advisory group meetings, and participation in club and class gatherings. This schedule, alternating on A/B Day rotation, maximizes instructional time and aims to enhance the learning experience.

ENGLISH AS AN ACADEMIC LANGUAGE (EAL)

The English as an Academic Language (EAL) Program at TAS embodies a commitment to multilingualism, offering a robust support to multilingual learners in both Lower and Middle Schools. This program is designed to foster confidence in developing linguistic abilities in students, ensuring they can fully participate in the classroom and beyond.

In the Lower School, the celebration of multilingualism is evident in the adoption of researchbased best practices and a sheltered immersion model for English language development. This inclusive approach allows multilingual learners of varying English proficiency levels to engage in the same learning experiences, ensuring equal access to the curriculum. The dynamic classroom environment benefits from the linguistic diversity of the student body, enhancing the educational experience for all. EAL Specialists in the Lower School collaborate closely with classroom teachers to provide language-rich materials and resources, tailoring support to meet the individual language needs of each student through continuous monitoring and assessment.

The Middle School EAL program is crafted to address the unique needs of multilingual learners, assisting them in acquiring the necessary language skills to access the full curriculum. Recognizing the importance of academic English proficiency for success, the program includes an EAL immersion option for students who are close to reaching gradelevel proficiency but still require additional language instruction. These students receive specialized academic language support from an EAL Specialist in lieu of world language classes, ensuring they do not fall behind in core subjects and electives. The program operates on a six-day cycle with students receiving instruction for five periods, thereby maintaining comprehensive exposure to the academic curriculum.

TAS conducts holistic evaluations at the end of each semester, which include analysis of test scores, work samples, and teacher observations, to determine the appropriate placement of each student for the subsequent semester. In line with TAS’s commitment to making support accessible to all multilingual learners, the school is implementing a plan to eliminate the EAL fee by the 2025-2026 school year, reflecting a dedication to fostering an inclusive and supportive learning environment.

ENGLISH AS AN ACADEMIC LANGUAGE DATA

Even though most students at TAS are multilingual learners, there is a noticeable trend of decreasing percentages of EAL students in both Lower School and Middle School over the past five years. The Lower School has a higher percentage of EAL students compared to the Middle School, and the school has made concerted effort to ensure Lower School students have appropriate language support, and teacher have received adequate professional development to ensure that students are successfully able to access the curriculum and fully participate in the academic and social aspects of school life.

Lower School (Grades 1-5)

Middle School (Grades 6-8)

SY: 2023-2024

59 students

15 students

STUDENT SUPPORT SERVICES

The Student Support Services Program at TAS is designed to meet the diverse needs of students from Kindergarten-A through Grade 12. This program underscores TAS’s commitment to nurturing the academic, social, and emotional development of every student, facilitating a supportive environment where each child can thrive.

Academic support is available across all grades, focusing on students with mild to moderate learning differences. The Academic Support Team offers tailored individual and small group instruction aimed at enhancing academic abilities, executive functioning skills, and selfadvocacy. These services are complemented by alternative instructional strategies and testing accommodations based on thorough internal and external assessments. This student-centered approach ensures that learners receive the support they need at various stages of their educational journey, while actively involving teachers, advisors, and families in the process.

The Lower School segment of the program emphasizes a solid academic foundation through skill and concept development. Moving into Middle School, students continue to enhance their executive functioning skills and foster independence, with the Learning Support team providing dedicated class time for this purpose. In the Upper School, the focus shifts towards refining skills and promoting self-advocacy, supporting students in achieving academic, social, and emotional success.

Students Receiving English as an Academic Language Support Services

Percentage of EAL Students G1-G8

Lower School Middle School LS + MS (Gr. 1-8) Total Gr. KA-12

Additionally, TAS offers speech and language therapy from Kindergarten through Grade 12, supporting students in articulation, voice, fluency, social communication, and language skills. This service is integrated seamlessly into the student’s day and is crafted through a collaborative effort involving speech and language pathologists, classroom teachers, and parents, following a comprehensive evaluation. Importantly, there is no additional fee for these essential services.

The counseling model at TAS is built on a collaborative partnership between parents, school personnel, and the community. The program spans all school divisions, offering classroom lessons, small groups, individual meetings, and family sessions to foster students’ social, emotional, mental, and academic competencies. In the Lower School, counselors play a vital role in integrating new students and families into the community, while Middle School counselors address the unique challenges of adolescence, supporting students through this period of significant growth and change.

Upper School counselors focus on proactive and personalized planning, guiding students through their final years at TAS and preparing them for the future. This includes academic and emotional support, college and career planning, and personal guidance.

Complementing the counseling services, TAS psychologists work across all divisions to support learning, behavior, interpersonal relationships, and mental health. They provide counseling, facilitate problem-solving, and help to promote resilience among students, while also offering educational opportunities for families. School psychologists also conduct evaluations to understand students’ needs better, contributing to the development of effective support and communication plans.

The distribution of Student Support Services personnel at TAS reveals a strategic allocation tailored to the varying needs across Lower School, Middle School, and Upper School. The Lower School, with the highest enrollment of 908 students, allocates 10 FTE towards student support, resulting in a student to support staff ratio of approximately 91:1. This level emphasizes both emotional and academic backing with equal numbers of school counselors and academic support teachers. The Middle School maintains a ratio of approximately 82:1 with 7.5 student support personnel, reflecting a balanced but scaled-down support system compared to Lower School. The Upper School, accommodating 842 students, offers the most

robust support with 13.5 FTEs, translating to a student to support staff ratio of roughly 62:1, indicating a substantial investment in student support, especially in counseling and college preparation, despite a reduced emphasis on academic support. This distribution underscores a strategic focus on developmental stages, with significant emphasis on counseling and future planning for Upper School students, while maintaining essential support services across all levels to cater to the diverse needs of the student population.

INSTRUCTIONAL TECHNOLOGY

The Instructional Technology (IT) program at TAS is integral to the educational framework, reflecting the school’s belief in the transformative power of technology in enhancing teaching and learning. The program is designed to integrate information technology seamlessly across all disciplines, thereby supporting the curriculum and enabling students to engage in collaboration, innovation creative expression, and exploration.

The IT program provides an integrated experience through its division-specific approach, where Technology and Design coaches collaborate with classroom and subject-level teachers. This collaboration aims to embed technology effectively into the curriculum, ensuring that students from all divisions benefit from a coherent and comprehensive digital learning experience. The Tech Cube stands as a testament to TAS’s commitment to cuttingedge educational technology, offering students a unique, purpose-built environment for technology and design education, unparalleled in Asia.

The school adopts a 1:1 device policy, ensuring that each student from Kindergarten through Grade 12 has individual access to technology. Younger students in Kindergarten through Grade 2 utilize iPads, while those in Grades 3-5 are equipped with Surface Go devices. These tools are provided by the school to support interactive and engaging learning under educators' guidance As students progress to Grades 6 through 9, they transition to using laptops, which are procured through a streamlined process facilitated by TAS, including oncampus delivery and onsite support from a designated local vendor. In the final years, Grades 10 to 12 students have the option to continue with the school’s laptop program or opt for a Bring Your Own Device (BYOD) model, with guidance provided on the necessary specifications to ensure a seamless transition and compatibility with educational requirements.

Central to the program are the core technology platforms: SeeSaw for Grades KA-5 and Canvas for Grades 6-12, which support classwork and curriculum delivery. PowerSchool is utilized across all grades to facilitate communication between families and teachers regarding student information, grades, and reporting. In addition, the integration of Google Suite and Microsoft platforms ensures that students are proficient with essential digital tools and services, further enriching their learning experience.

TAS SIGNATURE PROGRAMS

ROBOTICS AND STEAM

At TAS, the Robotics and STEAM programs offer a dynamic and inclusive educational experience, fostering innovation, teamwork and problem-solving skills across all school levels. From national competitions to community engagement, students from kindergarten through Upper School are empowered to explore and excel in technology and science. During the 2022- 2023 school year, Upper School students mentored 65 Grade 5 students in a robotics club, participating in First Lego League challenges. While the EXTREME STEAM

event returned (post-COVID) and welcomed 227 families from KA to Grade 5, with 14 students from Grade 5 and the Upper School leading STEAM activities.

Additionally, Extreme STEAM hosted 227 families from KA to Grade 5 for the annual event held in November. Fourteen Grade 5 students and fourteen Upper School students collaborated in planning and facilitating the STEAM challenges.

In the Middle School VEX robotics has also emerged from the COVID-19 hiatus with 53 students on 14 teams working together to generate bots to compete in the 2023 Spin-Up challenge. Over a quarter of the participating students were girls and included two all-girl teams.

In the Upper School, our students competed on VEX and FRC teams and supported other teams in Taiwan during the 2022-2023 school year. For the 13th consecutive year, one of the VEX teams qualified for the World Championship. Working in 11 different teams, 60 students competed in seven competitions. FRC Robotics brought in 131 students. Two teams were formed – one for Grade 9 and 10 students and another for Grade 11 and 12 students. Participation by girls continues to grow, accounting for over 50% of the Grade 9 children and 46% of the total group. One of our VEX teams won the prestigious Community Award sponsored by Google for contributions to STEM across Taiwan.

MODEL UNITED NATIONS (MUN)

Students in grades 5-12 continue to participate in Model United Nations as pages, press team members, delegates, chairs, and in other leadership roles. With TASMUN 2023 in person this year, TAS hosted 600 students from Taiwan and around Asia. The Middle School MUN teams saw 96 students participate in PASMUN, STMUN, HSINMUN, and TASMUN. Upper School students serve as mentors to the MS participants, volunteering after school and during events. Upper School students planned and ran the annual TASMUN conference. Around 100 US students participated in nine conferences last year with six on-island, two off-island, and one online.

DEBATE

In the Middle and Upper Schools, public speaking is a required course. Additionally, both divisions offer opportunities to participate in speech and debate activities and competitions. The Middle School hosts a debate club during all four activities blocks, with 45 students attending across the 2022-2023 school year. Students participate in public forum debate, declamation, and impromptu speaking during two yearly tournaments.

The Upper School debate program continues to grow with between 70-80 Upper School students participating in debate across the 22-23 year, and 45 of those students competing regularly in 19 different tournaments.

DRAMA

The 2022-2023 Lower School musical, The Phantom Tollbooth JR. gave 34 aspiring Grade 5 performers and 11 crew and ticket members the chance to rehearse after school and share their production with families and teachers in the spring.

The Middle School One Play Performance Club, with its no-cut policy, brought 25 middle schoolers to the stage to perform School Daze on October 12, 2022. The play’s theme, understanding the experience of being a new student, resonated with our Grade 6, 7, and 8

performers and audience members. Approximately 100 Middle School students participated in the musical Annie JR In addition to acting on stage, students helped with lighting and construction, managing tech, applying make-up, and perfecting the sound.

The Upper School production of Macbeth brought 45 students together to set Shakespeare’s play in 1960s Taiwan. They worked with Action Dragons, a professional fight choreography company, to block the fight scenes. In the spring, Upper School students took audiences through a series of first-person monologues/accounts from survivors of the Russian invasion of Ukraine with the play Our ResponsAbility. After a three-year pause, ten drama students traveled to Kuala Lumpur for the 2023 IASAS Cultural Convention

DANCE

In the 2022-2023 Fall Dance Showcase, 123 Grades 7 and 8 dancers and 20 Dance Lab dancers were supported by 11 Middle School tech crew members and six Upper School Dance Honor Society Officers. In December, 36 Grade 6 dancers and 20 Dance Lab dancers took to the stage with the support of six Middle School crew members.

The fall dance production for the Upper School consisted of 60 dancers supported by a crew of 12 performing Beautiful Dreamer. No one is cut during auditions; this is an opportunity for experienced dancers to mentor Grade 9 and 10 dancers. Sixty dancers auditioned for the spring IASAS season.

MUSIC

In the Lower, Middle, and Upper Schools, 858 students are involved in 35 curricular music ensemble classes from Grades 3-12. These classes performed in 25 concerts for our community throughout the 2022-2023 school year. For the Middle and Upper Schools, the 2022-2023 school year culminated with a visit from the guest conductor and composer Kirt Mosier.

SCIENTIFIC RESEARCH

The scientific research program at TAS continues to grow and improve, with ten elective classes taken by 10% of our Upper School students each year. In addition to the work these learners do in their elective science classes, some students conduct independent research off-campus at local institutions such as National Taiwan University and Academia Sinica, participate in external competitions and conferences, and share their research in peerreviewed journals and preprint repositories. All students participate in the annual TAS Scientific Research Symposium, showcasing their research projects to friends, parents, and teachers through posters and oral presentations.

ATHLETICS

In athletics, TAS offers hundreds of student athletes an opportunity to participate in thirteen sports across Middle and Upper School. During the 2022-2023 school year, 83 teams were formed across divisions engaging in a broad range of local and international tournaments and competitions.

During the 2022- 2023 school year, 370 Middle School students participated in the Fall Season of sports, while the winter season had 224 students.

The Upper School has three competitive sports seasons. During the 2022-2023 school year 175 athletes participated in the three season one sports. In season two, 205 athletes participated in four different sports. Season three saw 219 athletes participating in an additional four sports.

To ensure our athletes are healthy, 250 baseline neurocognitive tests were administered, and 22 post-injury neurocognitive tests were given. Seventy-six coaches for Middle and Upper School athletics are certified in CPR + AED, with the goal of having all faculty trained within two years. TAS has historically demonstrated exceptional achievement with the athletics program, most recently with 22 IASAS teams receiving medals in their respective competitions during the 2022-2023 academic school year.

EXTRA-CURRICULAR ACTIVITIES

Beyond Athletics, the TAS Lower School provides students with opportunities to participate in extra-curricular activities such as musical theater productions, Chinese Culture Club, Green Club, Swim Zone, and the Tigersharks Swim Team, among others. These activities are designed to enrich the students’ educational experience, promote cultural understanding, and foster environmental awareness.

Middle School clubs and activities are organized on a block schedule, offering a mix of “dropin” and “commitment” clubs, ranging from Competitive Bots and Dance Lab to Model United Nations and Speech and Debate. These clubs provide students with opportunities to explore their interests, develop new skills, and engage in meaningful team projects. Middle School faculty offer 22 different clubs across the year with 555 student participants joining a club in one or more of the four quarters. Additionally, the Student Wellness Action Group (SWAG), run by grade-level leaders and teachers and involving 25 children per grade level, takes time to reflect on what is happening at school and sets children up to be agents for positive change. The group’s activities include planning random acts of kindness for the grade (e.g., leaving positive notes on lockers) and creating opportunities for fun, like dodgeball and basketball tournaments. They also collect feedback from classmates about homeroom lessons and wellness work to get the students’ perspectives and adjust as needed.

In the Upper School, clubs are formed by students, who reach out to faculty members to serve as advisors. This year, there are 105 active clubs involving about half of the student body. Clubs can be interest-based, like the Archivists or the Film Club, or service-based, like Baking a Change or Indigenous Impact. One of the new clubs launched this year, Tiger Minds, brought together several clubs focused on mental health awareness. This group works with counselors and teachers to provide the US Academic and Personal Counseling department with advisory lesson ideas and to plan Tigers Care Day. Throughout the year, clubs host a variety of fun events for their peers. Some 27 events already hosted this year have included class nights, Tiger Cares Class Band performance, karaoke events, a limbo contest, the Language Society night market, and the Rise Up Summit.

CLASS SIZE

The comparison in class size between Taipei American School and the National Association of Independent Schools median demonstrates that while TAS maintains smaller class sizes for higher grade levels (9-12), there is room for improvement in reducing class sizes for younger students to better align with NAIS standards and optimize educational outcomes.

LOWER SCHOOL SECTIONS AND CLASS SIZE

Over the past five years, the total number of sections within the Lower School has seen a slight increase, moving from 45 sections in 2019-2020 to 47 sections in the subsequent years, indicating a mild increase in enrollment to manage student numbers effectively. Additionally, the Lower School’s total average class size has decreased from 20.1 students per class in the 2019-2020 academic year to 18.88 in the 2023-2024 academic year, indicating a minor decline in enrollment. However, the smaller class sizes offer more manageable class environments and increased opportunities for personalized instruction that favor lower student-to-teacher ratios.

MIDDLE SCHOOL SECTIONS AND CLASS SIZE

From the 2019-2020 school year to the 2023-2024 school year, there has been an upward trend in the total number of sections for most subjects in the Middle School, indicating a strategic decision to increase program opportunities and reduce class sizes. Notably, the Mathematics and World Languages departments have seen a significant increase in sections, suggesting a focus on expanding course offerings in these areas. Regarding the average class size, there is a consistent decrease across all subjects from 2019-2020 to the 2023-2024 academic years. English classes reduced from an average of 18 students to 15.8, Mathematics from 18 to 15.5, Science from 18 to 15.8, History and Social Studies from 17 to 16.2, and World Languages from 17 to 14. The overall trend in the Middle School shows a decrease in average class size from 16.9 to 15.5 students per class, paralleling the increase in total sections.

UPPER SCHOOL SECTIONS AND CLASS SIZE

Throughout the observed period, there is a noticeable increase in the total number of sections, especially significant in the 2023-2024 academic year across subjects like Mathematics, Science, and most notably in the Computer Science and Robotics, as well as Political Science and Forensics departments. This expansion in sections reflects evolving curriculum priorities within the Upper School. Average class sizes show varied trends across subjects. English, Mathematics, Science, and History and Social Studies generally see a reduction in average class size of the years, aligning with the increased total sections and suggesting a deliberate move towards smaller, more manageable classes that are aimed at fostering additional engagement and individualized instruction.

Overall, the increasing total sections within the Upper School combined with the strategic reduction in average class sizes across most departments underscore Taipei American School’s commitment to providing personalized learning experiences in a manageable environment. The significant changes in Computer Science and Robotics, as well as within Political Science and Forensics reflect evolving educational trends and the school’s adaptability to new academic demands.

UPPER SCHOOL COURSE OFFERINGS AND STUDENT COURSE ENROLLMENT

In the 2022-2023 academic year, TAS had 274 active courses, which certainly reflects a robust curriculum designed to cater to a wide range of student interests and academic needs. The following year saw a slight decrease to 269 active courses in which students were enrolled. However, for the coming school year, the school is offering 311 possible course options for students. The number of course offerings within the Upper School reflects active evaluation and adaptation of the curriculum to meet educational goals and student demands.

10 YEAR HISTORY OF UPPER SCHOOL COURSE OFFERINGS (HONORS, AP, IBDP)

Over the ten-year span, there is a clear upward trend in the total number of courses offered within the Upper School, rising from 231 courses in 2014-2015 to 311 in the 2024-2025 academic year. This significant increase reflects the school’s commitment to broadening its educational offerings and providing students with a diverse array of learning opportunities. Once again, the data illustrates TAS’s ongoing expansion and adaptation of its course offerings to meet the evolving educational needs and interests of students. The growing number of total courses, combined with consistent offering of Honors and the gradual

increase in AP courses, highlights TAS’s dedication to academic excellence and providing a robust, challenging educational environment

UPPER SCHOOL HONORS, AP, AND IBDP COURSE ENROLLMENT

The course enrollment figures specifically comparing Honors Courses with AP and IBDP courses indicates that Honors courses have the highest enrollment which is due to the fact that students are able to take honors courses starting in Grade 9, while advanced placement courses are available to students in Grades 10, 11, and 12, with IB DP courses only available to students in Grades 11 and 12. Overall the data suggests a strong academic orientation among students.

NUMBER OF AP, IB, AND HONORS COURSES TAKEN BY STUDENTS (SY: 2022-2023)

The below data surrounding Honors, AP, and IBDP course enrollment by grade level suggests a clear trend. As students advance through grades, they increasingly enroll in more AP, IBDP, and honors courses, reflecting an escalation in academic ambition and preparedness. This progression from Grade 9 to 12 illustrates a growing engagement with challenging coursework, likely driven by college preparation and academic growth objectives.

LOWER SCHOOL READING ASSESSMENT ANALYSIS

The provided graphs represent the Lower School Reading Assessment Data for Taipei American School from Kindergarten through Grade 5, spanning from March 2020, 2021, 2022, and 2023. The assessments categorize students’ reading levels from A to W, with spec ific grade-level expectations set for each grade by March of each academic year. Over the years, there is a trend that demonstrates a significant portion of students meet or exceed the expected reading levels for their respective grades. However, there are variations in performance across different grades and years.

Over the past four years, there have been fluctuations in reading levels within each grade over the four-year period, likely reflecting the impact of various factors, including disruptions due to the COVID-19 pandemic. However, despite the fluctuations, consistent effort is being made to ensure students are achieving grade level reading standards.

GRADE 5 AND GRADE 8 COMPREHENSIVE TESTING PROGRAM (CTP) DATA

All TAS Grade 5 and Grade 8 students take the following sections of the Comprehensive Testing Program (CTP): Verbal Reasoning, Reading Comprehension, Writing Concepts and Skills, and Quantitative Reasoning.

In the area of Verbal Reasoning, TAS Grade 5 students scored slightly below the independent school median. This suggests that while the students are performing well, there is a slight gap compared to their peers at other independent schools, indicating a potential area for curriculum enhancement or targeted instruction to improve verbal reasoning skills. Conversely, TAS students outperformed the independent school median in Reading Comprehension, Writing Concepts and Skills, and Quantitative Reasoning. The notable lead in Reading Comprehension and Writing Concepts and Skills suggest a strong emphasis on literacy and effective instruction in this area, which is crucial for students’ academic success across all subjects. The performance in Quantitative Reasoning also stands out, with TAS students significantly surpassing their independent school counterparts. This indicates a robust mathematics program at TAS that not only meets but exceeds the standards set by other independent schools.

In terms of Grade 8 performance, TAS students outperformed their peers from independent schools in all four tested areas. In terms of Verbal Reasoning, TAS students show a slightly higher median score than that of the independent schools. Overall, the CTP data reflects positively on TAS, suggesting that the curriculum and teaching methods are effectively enhancing students’ verbal, reading, writing, and mathematical skills beyond the levels achieved by students in other independent schools. This is likely indicative of the strong academic program, implementation of effective teaching strategies, and a student body that is highly motivated or has access to additional resources for learning and development.

TAIPEI AMERICAN SCHOOL PSAT, SAT, AND ACT DATA

PSAT DATA

TAS students significantly outperform their global counterparts in both Evidence-Based Reading and Writing (ERW) and Math sections across Grades 10 and 11. Specifically, TAS Grade 10 students exhibit commendable scores with an average of 588 in ERW and 596 in Math, which notably increase in Grade 11 to 639 and 656, respectively. This progression illustrates not only an effective educational or preparatory system within the school but also an impressive student ability to enhance performance over time. The PSAT data highlights the superior academic environment at TAS, especially in fostering advanced reading, writing, and mathematical skills compared to the global standard.

SAT DATA

Like the PSAT Data, TAS students outshine their global counterparts across Evidence-Based Reading and Writing (EBW) and Mathematics sections. TAS students achieved remarkable average scores of 689 in EBW and 731 in Mathematics, surpassing the worldwide averages of 520 and 508 This substantial performance gap is further highlighted in the total scores, with TAS students attaining an average of 1420 compared to the global average of 1028. These discrepancies not only underscore the superior academic capabilities and preparation of TAS students but also suggest a robust educational framework and SAT preparatory system at TAS that markedly exceed global standards. The remarkable difference of nearly 400 points in the total scores between TAS students and the worldwide average reflects the exceptional educational quality and student dedication at TAS, emphasizing their proficiency in both verbal and quantitative skills at a level far about the global norm.

ACT DATA

Once again, TAS students demonstrate superior performance in all sections of the ACT. Specifically, TAS students achieved an average score of 29.6 in English, significantly higher than the global average of 18.6. In Math, TAS students outperformed with an average score of 31.2, compared to the worldwide average of 19. Furthermore, in the Reading section, TAS students scored an average of 28.3, again surpassing the global average, which stood at 20.1. The Science scores reveal a similar trend, with TAS students achieving an average of 30.5, well above the world average of 19.6. The composite scores, which represent the overall performance, show TAS students with an average score of 30, significantly outpacing the global average of 19.5. The significant differences in scores across all sections suggest that TAS provides an educational environment that fosters thorough understanding and proficiency in a wide range of academic areas, substantially surpassing the global benchmarks.

2023 ADVANCED PLACEMENT (AP) RESULTS

Based upon the data, TAS students have generally outperformed the global averages in nearly all AP subjects, indicating a strong academic performance and preparation. In disciplines such as Biology (4.55), Calculus BC (4.96), Chemistry (4.54), and European History (4.59), TAS students significantly exceeded the world averages, reflecting their exceptional strengths in science and humanities. Particularly noteworthy is the near perfect score in Calculus BC, highlighting exceptional mathematical proficiency.

However, there are exceptions to this trend, most notably in Chinese Language and Culture where TAS students scored 3.83, below the global average of 4.09, and in Latin where TAS students scored notably lower than the global average (2.5 vs. 2.79). In technical subjects like Computer Science A (4.54) and the Physics series, TAS students again outperformed their global peers, especially in Physics 1 where TAS scored 4.32 compared to the worldwide average of 2.55, demonstrating strong analytical and problem-solving skills. The humanities and social sciences also saw strong performances from TAS students, with scores like 4.12 in English Language and Composition and 3.92 in both Macroeconomics and US History, significantly above the global averages.

Overall, the data indicates that Taipei American School provides a robust educational foundation across a broad spectrum of AP subjects, enabling students to achieve high levels of academic success. While there are areas for improvement, the general trend is one of significant academic achievement above global standards.

2023 IB DIPLOMA PROGRAMME (IBDP) RESULTS

In terms of the IBDP exam results, TAS students have shown exceptional performance in certain subjects such as Mandarin AB, SL, and Japanese B HL, with perfect scores of 7.0, surpassing world averages significantly. Similarly, in subjects like English A: Language and Literature SL, Chinese B – Mandarin SL, and Global Politics SL, TAS students have scored notably higher than the world averages, indicating strong capabilities in language and social sciences. However, there are areas where TAS students lag behind the global averages, notably in Greek HL and Chemistry SL, where TAS scores are lower than the world averages.

TAS students have performed exceptionally well in several subjects where the worldwide averages are typically lower, such as Economics HL, Global Politics HL, and History of the Americans, HL, suggesting that TAS provides a particularly strong program in humanities and social sciences. Additionally, high scores in Dance HL and Music HL reflect a robust arts program.

Overall, the IB results once again indicate a well-rounded educational approach, with significant achievements in many subjects, especially in language, arts, and social sciences. Nonetheless, the data also highlights areas for potential improvement.

COLLEGE COUNSELING AND STUDENT MATRICULATION DATA

Throughout the 2022-2023 school year, Taipei American School Seniors achieved outstanding admissions success, surpassing numerous university acceptance rates and broadening their application reach across various countries and institutions. The class of 2023 received over 1,000 admissions offers from more than 200 institutions across 10 countries. On average, each student from the 2023 cohort enjoyed the privilege of selecting from four college acceptances, mirroring similar past acceptance rates. Notably there was a significant increase in early commitments, with 51 students securing their spot through binding Early Decision – 42 in ED1 and 10 in ED2 – marking a 24% increase over the past two years. Furthermore, 91% of seniors participating in the senior survey, 58 students (28%) reported acceptance into their first-choice institution. Additionally, 79% of respondents (163 students) gained admission to at least one of their top five preferred colleges. The increase in the number of student applications submitted as outlined in the table below reflects a more competitive college admission landscape.

TAS COMMUNITY EXPERIENCE SURVEY DATA

During the 2022- 2023, as well as during the 2023-2024 school year TAS conducted a series of schoolwide experience surveys to gather data on various stakeholder perspectives related to all aspects of curricular, organizational, and operational implementation. Prior to the 20222023 school year, stakeholder feedback was not collected, analyzed, and reported on in a systematic way.

An experience survey handbook was established outlining the process and timeline of survey implementation. The intention is that survey development, revision, and distribution will follow the below annual timeline.

Survey Group

Community Experience Survey (parents / guardians)

Faculty Experience Survey (Administration, Teaching Faculty)

Development, Revision, and Distribution Timeline

• Development / Revision in September

• Distribution in October

• Development / Revision in September / October

• Distribution in October / November

• Development / Revision in November

• Distribution in November / December

Sent From

• TAS Advancement and Communications Office

• Head of School or Deputy Head of School Support Staff & Operational Staff Experience Surveys

Student Experience Survey (Grades 3-12)

• Development / Revision in November

• Distribution in November / December

• Director of HR

• Divisional Principals

For the 2022-2023 school year five experience surveys were developed targeting the following groups: the TAS parent / guardian community, TAS administration and faculty, TAS Support Staff, TAS Operational Staff, and TAS students in Grades 3-12.

Surveys examined perceptions and ratings of effectiveness and included questions on the widest possible scope of academic and administrative processes. Along with divisional and program specific questions, the Community, Faculty, Support and Operational Staff, and Student Experiences Surveys include responses related to adequacy, accessibility, and quality of:

a) The TAS Mission, Values, and Schoolwide Learning Outcomes

b) Curriculum, Teaching Effectiveness, Assessment and Resources

c) Support Services

d) Facilities and Operations

e) Leadership

f) Special Programs (i.e., extra-curricular activities, etc.)

g) Communication

h) General Resources

To measure the ability of multiple organizational aspects to deliver positively on the TAS Mission survey heat maps were created to show the overall mean score for each area based upon targeted demographic data.

• The color indicates how the average score of a certain demographic compares with other scores.

• Red = Lower Score (with 1.0 being the lowest possible score) to Green = Higher Score (with 5.0 being the highest possible score)

• The numbers in the table indicate the average score for each demographic segment.

TAS COMMUNITY EXPERIENCE SURVEY

ANALYSIS (SY: 2023-2024)

Areas of Strength

Based on the community experience survey results, the following areas were found to be the perceived strengths of Taipei American School.

Quality of Teachers and Faculty:

Facilities and Resources:

Academic Excellence:

Extracurricular Opportunities:

Community and Diversity:

Within the qualitative data, the quality of teachers was by far the most frequently mentioned strength. Many comments praise the teachers for being dedicated, passionate, creative, professional, and caring.

Within the qualitative and quantitative data, the school's facilities and resources are frequently highlighted, including its infrastructure, technology, resources for curricular and extracurricular activities, and the overall educational environment.

Many qualitative comments noted the strong academic focus of the school, including its curriculum, the range of courses offered (especially at the upper school level), and the preparation for college admissions

There is significant support for the variety and quality of extracurricular activities offered, including sports, arts (music, drama), clubs, and other after-school programs.

The school's community, including the involvement of parents, students, faculty, and staff, is often mentioned positively.

Areas for Continuous Improvement

Based on the community experience survey results, the following areas were found to be the perceived areas for growth of Taipei American School.

Communication and Transparency:

Focus on Student Wellbeing and Mental Health:

Quality of Teaching and the Curriculum:

School Operations and Administration:

Diversity, Inclusivity, and Curriculum Content:

Survey comments indicate a need for better communication and transparency between the school and its community, including parents and students.

There is a strong call for the school to place more emphasis on student well-being, including mental health support, balanced workloads, and less academic pressure. This includes concerns about excessive homework and the stress it causes.

Qualitative comments point to the need for improvement in teaching quality, curriculum design, and the range of academic options offered. This includes more support for advanced students and a review of teaching methodologies (i.e., memorization-based testing).

Issues related to school operations, including administrative decisions, coordination among departments, and logistical issues like were mentioned. There's also a call for more stability with leadership.

Concerns about how diversity and inclusivity topics are handled in the curriculum are noted. Some parents suggest a more balanced and ageappropriate approach. Additionally, there's a desire for more integration of local and global cultural elements into the curriculum.

• The color indicates how the average score of a certain demographic compares with other scores.

• Red = Lower Score (with 1.0 being the lowest possible score) to Green = Higher Score (with 5.0 being the highest possible score)

• The numbers in the table indicate the average score for each demographic segment.

TAS FACULTY

EXPERIENCE

SURVEY ANALYSIS (SY: 2022-2023)

Areas of Strength

Based on the faculty experience survey results, the following areas were found to be the perceived strengths of Taipei American School.

Facilities and Resources:

Supportive Community:

Professional Development and Growth:

Student Attitudes and Behaviors:

Mission and Values

Alignment:

Both qualitative and quantitative survey results reveal that faculty consistently mention the abundance of resources and top-notch facilities available at TAS. This includes libraries, classroom materials, security, and support staff, as well as specific areas like the Tech Cube and diverse program offerings. The school is well resourced both in terms of materials and personnel, which supports a wide range of educational activities and enhances the learning environment.

The supportive nature of parents, students, and colleagues is frequently highlighted. This includes a collaborative and caring faculty, respectful and hardworking students, and parents who actively support teachers and value education. According to faculty, TAS fosters a strong sense of community, mutual respect, and support among all stakeholders.

There is a strong emphasis on professional development and opportunities for faculty to grow in their practice. Faculty appreciate the school’s investment in PD, the access to professional learning resources, and the collaborative culture that supports ongoing improvement and innovation in teaching.

Faculty positively mention the students’ attitudes towards learning, their respectfulness, and their readiness to learn. The students are described as motivated, engaged, kind, and respectful, creating a positive and conducive learning environment.

Faculty feel aligned with the school’s mission and values. There is a clear sense of purpose and dedication to student learning and well-being, both academically and social-emotionally.

Areas for Continuous Improvement

Based on the faculty experience survey results, the following areas were found to be the perceived areas for growth of Taipei American School.

Communication and Transparency:

Professional Development and Growth:

Student Wellbeing and Academic Pressure:

Inclusion, Diversity, and Community Building

Faculty members have highlighted the need for better communication and transparency from the administration. This includes the need for more streamlined channels, timely updates, and clarity in decisions affecting the school community. Faculty also express a desire for more inclusive dialogue where faculty feedback is sought, valued, and responded to appropriately.

There is a call for a more meaningful professional growth, evaluation, and development process, as well as opportunities that align with individual needs and current educational trends.

Concerns surrounding the intense academic pressure and competition among students were repeatedly expressed in the faculty survey comments. Faculty suggest reevaluating aspects of the curriculum including grading practices, scheduling, and extra-curricular demands to prioritize student well-being, mental health, and a holistic approach over mere academic success.

Some faculty comments point out a desire for stronger initiatives surrounding the school’s approach to diversity, equity, inclusion, and justice that are reflective of the school’s needs. They also advocate for efforts to strengthen the school community, enhance faculty-student relationships, and foster a more inclusive and respectful environment for all.

Curriculum and Instructional Improvements

Many faculty members expressed concerns via the survey about the school’s approach to curriculum and instruction. Moving away from a scripted curricula and a one-size-fits all teaching model to a more inquirybased student-centered learning environment was mentioned from faculty across divisions. Additionally, there is a call for greater autonomy in teaching, encouraging creativity, critical thinking, and allowing teachers to tailor instruction to better meet the diverse needs of students. Additionally, there is a desire for better KA-12 alignments and integration across different grades and divisions, ensuring that the curriculum is relevant, challenging, and supports all learners effectively.

TAS STUDENT EXPERIENCE SURVEY ANALYSIS (SY: 2022-2023)

Areas of Strength

Based on the student experience survey results, the following areas were found to be the perceived strengths of Taipei American School.

Academic Excellence and Curriculum Diversity:

Resources and Facilities:

Supportive Environment:

Extracurricular Opportunities:

Safety and Well-being:

Within the survey results, students frequently mention TAS’s strong academic program, wide variety of classes, and the availability of both IB and AP courses. There is a consistent appreciation for the school’s academic rigor and the breadth of subjects available, allowing students to explore diverse interests and academic disciplines.

Many comments from students highlight the abundance of resources and state-of-the-art facilities and equipment, including the Tech Cube, sports facilities, libraries, and classrooms.

Student comments frequently mention the supportive and inclusive community at TAS, where teachers are described as understanding, kind, and helpful.

Students appreciate the variety of sports, clubs, and extracurricular activities available, allowing them to pursue interests beyond the traditional curriculum. This includes opportunities in arts, athletics, robotics, and various clubs, contributing to a well-rounded student experience.

Safety and mental health are highlighted as priorities at TAS. Students feel safe and cared for, mentioning the school’s efforts to prioritize mental health over competition.

Areas for Continuous Improvement

Based on the student experience survey results, the following areas were found to be the perceived areas for growth of Taipei American School.

Academic Pressure and Curriculum Structure:

Mental Health and School Environment:

Food Services and Pricing:

Communication and Student Involvement:

Facilities and School Hours:

Through the Student Experience Survey students expressed concerns about the intense focus on academics, high workload, and pressure to perform. They suggest making the workload more manageable, providing more options for academic difficulty levels (such as regular classes, honors, AP, and IB), reducing the number of mandatory flex meetings, and having fewer tests and homework. Recommendations include balancing academic rigor with student wellbeing, offering more support for struggling students.

There is a call for more support regarding mental health, suggesting that the school’s current focus on this area is perhaps not enough. Through the comments, students are asking for a healthier social environment, less toxic competition, and more genuine care for their well-being. Suggestions include more mental health awareness programs, accessible counseling services, and creating a more inclusive community.

Many students expressed unhappiness with the cafeteria’s food quality, variety, and pricing. Students are requesting cheaper, better-quality food, more variety, and improvements in the snack bar offerings. There’s a repeated call for lowering food prices and providing healthier options.

Students feel that the administration could improve communication and take their opinions into account more frequently. They request more transparency and involvement in decision-making processes, suggesting that changes are often made without student input.

Student concerns were raised through the survey surrounding the school’s infrastructure, such as air conditioning issues, the need for more lockers, and the conditions of some sports facilities. Additionally, many students requested increasing the number of Late Start Days or starting school later to allow for more sleep, suggesting that current start times are contributing to student fatigue and affecting overall well-being.

• The color indicates how the average score of a certain demographic compares with other scores.

• Red = Lower Score (with 1.0 being the lowest possible score) to Green = Higher Score (with 5.0 being the highest possible score)

• The numbers in the table indicate the average score for each demographic segment.

TAS SUPPORT AND OPERATIONAL STAFF EXPERIENCE SURVEY ANALYSIS (SY: 20222023)

Areas of Strength

Based on the support and operational staff experience survey results, the following areas were found to be the perceived strengths of Taipei American School.

Diverse Environment

Well Resourced

Opportunities for Students

Values Oriented

Global View

Survey data reveals that support and operational staff believe TAS fosters a multicultural and inclusive environment that respects and celebrates diversity among students, staff, faculty, and the wider community.

Support and Operational Staff believe TAS is well equipped with the necessary resources, including educational materials, technology, and facilities, which support a high-quality work environment.

The school offers a variety of opportunities for students to engage in academic, extra-curricular, and leadership activities.

The school emphasizes the core values of respect, honesty, courage, kindness, and responsibility. Additionally, professionalism and courtesy are upheld.

Reflecting on the diverse makeup of the school, many operational and support staff feel that students, faculty, staff, and parents possess a global perspective.

Areas for Continuous Improvement

Based on the support and operational staff experience survey results, the following areas were found to be the perceived areas for growth of Taipei American School.

School Lunch is Too Expensive

More Opportunities for Professional Development

More Fair and Equitable Practices

More Opportunities for Upward Feedback

Staff members find the pricing of school lunches to be excessively high, which may be burdensome for those on tighter budgets.

There is a desire among staff for more opportunities for professional growth and skill enhancement. By offering additional training sessions, workshops, and professional development courses, TAS can help staff stay current with educational trends, improve their skill set, and feel more valued and invested in their roles.

Support Staff would like to see a review of salary structures to ensure that compensation is fair and competitive. Also, staff members are calling for communication improvements and communication channel options to ensure concerns are heard and contributions are acknowledged.

Staff members would like to see more opportunities to provide upward feedback, such as regular meetings, suggestion boxes, or feedback sessions.

SUMMARY OF TAS COMMUNITY PROFILE DATA AND IDENTIFICATION OF STUDENT LEARNING NEEDS

In March 2022, all teaching faculty, and administrators at Taipei American School (TAS) participated in a comprehensive data analysis session. This session involved a detailed examination of various data sets, including demographic information, student percept ion data, and student achievement metrics, as outlined in Chapter II. The analysis conducted by faculty, coupled with subsequent in-depth discussions with the TAS Leadership Teams, led to the identification of several key themes. These themes pertain to the current critical student learning needs at TAS and provide insights into areas requiring focused attention and improvement.

• Student Achievement Database: At Taipei American School there is a robust practice across divisions and departments of gathering student performance data. However, there emerges a critical need for the implementation and ongoing management of a comprehensive and centralized database for student data. This database should be aimed at improving student learning outcomes through the systematic collection and rigorous analysis of student performance metrics, thereby informing, and optimizing curricular and instructional planning. Moreover, it is essential to broaden the data collection framework to systematically include and analyze metrics related to student well- being and mental health. This expanded approach is crucial for fostering a holistic understanding of student needs, enabling the development of more nuanced and effective educational strategies and support systems.

• Support for Multilingual Learners: Given the data indicating that most students at Taipei American School are bilingual or multilingual, there is a compelling need to enhance the support structure for multilingual learners. This entails ensuring that all educators are equipped with the requisite skills and knowledge to effectively cater to the diverse linguistic needs of students. Increased focus on providing professional development across divisions to deepen teachers’ understanding of multilingual education strategies, cultural sensitivities, and language acquisition processes is recommended. Additionally, it is crucial to establish robust support systems for both students and teachers, including access to language specialists, multilingual resources, and tailored instructional materials.

• Focus on Mental Health and Well-being: Community survey data from parents, students, and faculty at TAS highlight the need to enhance the school’s approach to supporting student wellbeing and mental health. Addressing this need requires a multifaceted strategy, starting with equipping all teachers with the necessary skills and knowledge to integrate social-emotional learning (SEL) into their daily interactions and instructional practices. Professional development opportunities should be provided to faculty to deepen understanding of mental health issues and to develop strategies for fostering resilience, emotional intelligence, and healthy relationships among students. Moreover, it is essential to reevaluate and adjust divisional schedules, as necessary to ensure there is sufficient time dedicated to teaching and practicing SEL skills.

CHAPTER III

Self-Study Findings

Creative and Critical Thinkers

CATEGORY A: ORGANIZATION FOR STUDENT LEARNING

A1. SCHOOL PURPOSE CRITERION

TAS has established a clear mission that closely aligns with the school’s core beliefs and philosophy. This mission is further elaborated through the Schoolwide Learning Outcomes (formerly referred to as the Essential Capacities) that serve as the bedrock of the educational program for all students. The Schoolwide Learning Outcomes encompass a range of global competencies and academic skills, reflecting the institution's commitment to fostering wellrounded individuals prepared for a rapidly changing world. For instance, the outcomes emphasize students’ capacity to understand diverse cultures, promote collaboration, and demonstrate higher order thinking skills, thereby encapsulating TAS’s dedication to a holistic education that prepares students to thrive in a global context.

A1.1. CLEAR AND COHERENT STUDENT-FOCUSED PURPOSE STATEMENT INDICATOR FRAMING QUESTIONS:

To what extent has the school established a clear, coherent purpose statement that is student focused and impacts the development of the schoolwide learner outcomes and the identified global competencies?

To what extent is the purpose statement congruent with a belief that all students can learn, demonstrate global competencies, and are prepared for postsecondary opportunities?

Findings

Taipei American School (TAS) has taken significant steps since the previous self-study to ensure that its mission (purpose) statement is not only student-focused, but also understood and embraced by the entire TAS community. The current mission statement, revised by the TAS Board of Directors as a result of the 2021-2026 Strategic Planning process, is particularly noteworthy in this regard.

The current TAS mission statement, presented to the community in the Fall of 2021 is, “to cultivate an enduring commitment to learning, personal well-being, and service. We provide a broad Americanbased education with a global perspective that develops students of character who are committed to making the world a better place.”

The key phrase within the revised mission statement, “to cultivate an enduring commitment to learning, personal well-being, and service,” encapsulates the school’s core values and aspirations for students. This statement emphasizes the importance of not only academic excellence, but also personal growth and character development, closely aligning with the belief that all students can learn, demonstrate global competencies, and be prepared for postsecondary opportunities.

Furthermore, the inclusion of the phrase “a broad American-based education with a global perspective” underscores TAS’s commitment to providing a well-rounded education that equips students with the skills and perspectives needed in a diverse and interconnected world. This diverse perspective is essential for students to become global citizens who are prepared to make a positive impact on the world.

Supporting Evidence

TAS Mission Statement, Beliefs and Values

TAS Mission Statement

Definitions of Key Words and Phrases

TAS Mission Video

TAS Schoolwide Learning Outcomes

Lower School Monday Musings

Additionally, TAS’s mission explicitly highlights the goal of developing “students of character who are committed to making the world a better place.” This commitment to character development and service aligns with the belief that education should not only prepare students academically, but also instill in them the values and qualities necessary to contribute positively to society.

In sum, TAS’s current mission statement is a testament to the school’s dedication to providing a holistic, student-centered education. It reflects a strong belief that all students can learn and develop global competencies, and it underscores the school’s commitment to preparing students for an interconnected world while instilling in them the values of life-long learning, well-being, and service.

The key words and phrases within the mission statement, which have been explicitly defined by the TAS community have had a profound impact on the development of the new schoolwide learning outcomes, aligning them closely with the school’s educational goals and aspirations for all learners.

A1.2. SCHOOL PROGRAM CONSISTENT WITH SCHOOL PURPOSE

INDICATOR FRAMING QUESTIONS:

To what extent are the school’s programs, systems, policies, and practices consistent with the school purpose, the schoolwide learner outcomes and identified global competencies?

Findings

Ongoing refinements in TAS’s programs, systems, policies, and practices demonstrate that significant effort is being made to ensure alignment with the school’s mission, Schoolwide Learning Outcomes, and values across all three divisions: Lower School, Middle School, and Upper School. The supporting evidence listed reflects the school’s commitment to nurturing an enduring commitment to learning, personal wellbeing, and service, while also highlighting the need for greater alignment and consistency in achieving the mission and schoolwide learning outcomes across divisions.

The following examples provide a glimpse of the direct alignment between the school’s purpose and its programs. In the Lower School, Middle School, and Upper School, these initiatives and practices showcase the institution’s commitment to nurturing well-rounded, globally minded learners. However, these are just a few instances among many that exemplify how TAS’s programs, systems, policies, and practices are closely attuned to the mission and overarching educational objectives.

Within the Lower School, the emphasis on well-being is evident through the implementation of programs such as Responsive Classroom and daily routines like morning meeting that are aimed at creating a safe, joyful, and engaging classroom community. Similarly, the adoption of RULER, an evidenced-based approach to social and emotional learning supports Lower School students with understanding the value of emotions, building the skills of emotional intelligence, and being active contributors to a respectful and

Supporting Evidence

Link to SEL curriculum overview

Link to STEAM and tech curriculum or documents

Link to LS library website or other resource to show global perspectives

MS Athletics Mission, Overview and Philosophy

Athletics Mission, Overview and Philosophy

KA Service Project

positive school climate. Additionally, the evolving STEAM (science, technology, engineering, arts, and mathematics) program is purposefully designed to promote critical and creative thinking through intentional integration of technology and design throughout the curriculum, as well as ensure an emphasis on cross-curricular connection among content areas. Likewise, the shift to a more conceptually based mathematics framework has empowered students to think critically by encouraging them to solve complex problems in a variety of ways, and actively engage in generating possible solutions, while fostering a natural curiosity that drives them to ask questions.

Deeper learning projects such as the Grade 2 project exploring the benefits of invertebrates, have materialized as a result of the ongoing professional development with consultant, Kyle Wagner who has led a small group of K-12 faculty through the process of planning and implementing deep learning experiences Also, collaborative projects such as the Syrian Earthquake relief effort, the self-directed Grade 5 fieldtrip, and the cross divisional efforts to learn about climate change further demonstrate that a concerted effort is made to develop the skills associated with each learning outcome and elements of the mission throughout the Lower School program.

In Middle School, the mission and schoolwide learning outcomes are evident in programs such as Model United Nations, various wellness initiatives, homeroom lessons, and the variety of electives and extracurricular activities offered.

Similarly, within the Upper School, there is a consistent effort made to challenge students across subject areas to demonstrate the schoolwide learning outcomes through class assignments, as well as extracurricular offerings. Student well-being as emphasized in the mission is addressed through Class Nights, awareness campaigns, and Advisory Classes, although concerns remain surrounding the extent to which students can maintain personal well-being amidst the academic rigor and seemingly limitless access to curricular and extracurricular offerings.

At the schoolwide level there is concerted effort to promote crossdivisional collaboration through initiatives such as extreme STEAM and the Upper School Robotics Mentorship course which provide students with opportunities to work collaboratively on interdisciplinary projects. Moreover, high levels of faculty participation in the Adaptive Schools training and implementation of practices from the Thinking Collaborative have further emphasized the demonstration of the schoolwide learning outcomes at the faculty level, thereby fostering effective collaboration practices and creating a more supportive learning environment. Additionally, TAS is currently undergoing a transformation in its approach to professional growth, evaluation, and development through the creation of “Professional Pathways.” This new approach to professional growth, evaluation, and development is designed to cultivate an enduring commitment to professional learning among educators by providing a structured framework to enhance their instructional practices and expertise.

The formation of schoolwide committees focused on learning, service, wellbeing, and DEIJ reflects the school’s dedication to

understanding current practices while laying the foundation for the systematic implementation of consistent and cohesive researchbased approaches throughout each division. These committees serve as a vital platform for sharing best practices and aligning efforts across the school, ultimately enhancing the overall educational experience for TAS students to be in better alignment with the school’s purpose.

While these initiatives are commendable and demonstrate the school’s dedication to aligning its programs and practices with the mission and schoolwide learning outcomes, there is shared recognition of the importance of articulating and clarifying how these principles and practices are implemented consistently across divisions to ensure greater fulfillment of the mission and ultimate educational goals for students.

A1.3. SCHOOL COMMUNITY INVOLVEMENT IN DEVELOPMENT, REVISION AND REFINEMENT OF THE PURPOSE STATEMENTS

INDICATOR FRAMING QUESTIONS:

How effective are the processes for engaging the entire school community in the development, revision and refinement of the school’s purpose, schoolwide learner outcomes, and global competencies?

Findings

In 2021, as a result of a Board-led strategic planning process, TAS took significant steps in revising the mission to ensure the establishment of a clear and coherent purpose statement that was student-focused and profoundly impacted the direction of the school. This strategic shift not only strengthened the school’s commitment to a set of foundational principles, but more importantly, the revision of the mission has also had a profound influence on how TAS regardless of division or grade level, seeks to prepare students for success in their post-secondary education and beyond.

Upon introducing the revised mission to the community, members of the TAS Leadership Team implemented a process through which various stakeholder groups (faculty, students, parents, staff, and the Board of Directors) collectively unpacked and defined the key words and phrases in the mission. This effort aimed to ensure clarity, as well as a shared understanding within the community regarding the implementation of the mission throughout all aspects of curricular, organizational, and operational practices at the school. Through a series of community gatherings, schoolwide professional development meetings, and student reflection sessions, clear definitions and accompanying indicators were developed that illustrated the ways in which the revised mission would become a living and guiding document, fostering a sense of communal ownership and pride in a collective purpose.

The collaborative effort within the TAS community to clearly define the key words and phrases in the mission statement led to the development of new Schoolwide Learning Outcomes, previously referred to as The Essential Capacities. The new outcomes are not only skills-based and less value-laden than the previous Essential Capacities, but they are in direct alignment with the revised mission,

Supporting Evidence

TAS Schoolwide Learning Outcomes

TAS Faculty Presentation: Defining our Why Part I –September 2022

TAS Faculty Presentation: Defining our Why Part II –October 2022

TAS Community (Faculty, Students, Parents) Mission Wordles – Defining our Mission

TAS Student Presentation: Defining our Mission – Oct.Nov. 2022

Parent Education Presentation: Defining our Why – Oct – Nov 2022

Link to information on the Schoolwide Learning Outcomes via the TAS Website

as well as the school’s educational objectives and aspirations, ensuring that students are equipped with the skills, perspectives, and competencies to thrive in an ever-changing world.

By emphasizing and promoting a holistic, student-centered education that focuses on learning, well-being, and service, TAS is on the path to creating a conducive environment for students to thrive academically and personally, thereby fulfilling its mission, and positively impacting the achievement of learning outcomes.

A1.4. COMMUNICATING AND UNDERSTANDING THE SCHOOL’S PURPOSE STATEMENTS AND SCHOOLWIDE LEARNER OUTCOMES

INDICATOR FRAMING QUESTIONS:

How effective are the school’s communication approaches to ensure all members of the school community are knowledgeable of the school’s purpose and the schoolwide learner outcomes?

To what extent are students, parents, and other members of the school and host community able to demonstrate an understanding and commitment to the school’s purpose?

Findings

The imperative of effective communication surrounding school purpose within an educational setting is paramount as it serves as the bedrock for aligning the various stakeholders within the community to the school’s mission and learning outcomes. Upon the revision of the TAS mission, a strategic approach was implemented aimed at invigorating the community through opportunities to unpack, understand, and explore the ways in which the mission and schoolwide learning outcomes are realized.

At the core of this strategy was a collaborative effort, spearheaded by members of the Senior Leadership Team in conjunction with the Advancement and Communications Department in the fall of 2022, which was fundamental in developing an awareness and understanding of the school’s mission. This collaborative effort was further reinforced through engaging diverse stakeholder groups in professional development sessions, parent education events, and student gatherings that were designed to deepen stakeholders’ understanding of the mission’s key terms and phrases and to put forward actionable steps aimed at mission achievement.

A similar process was instituted for the revision of the schoolwide learning outcomes during which faculty, the Board of Directors, as well as groups of parents, students, and staff were asked to consider the current and future learning needs of students in effort to prepare them to be globally competent citizens. Stakeholder groups were asked to reflect on the following questions whose responses were analyzed, summarized, and crafted into a revised set of learning outcomes aimed at replacing the essential capacities and providing direct alignment to the revised mission.

• What are the current and future learning needs of students?

• What does it mean to be an educated person?

Supporting Evidence

Lower School Handbook

Middle School Handbook

Upper School Handbook

Schoolwide Learning Outcomes - Taipei American School (tas.edu.tw)

Portrait of a Graduate Presentation (Part of Defining our Why: Part II)

TAS Faculty Presentation –May 2023 (Portrait of a Graduate Continued and Revision of the TAS Essential Capacities)

REMINDER: FEEDBACK

REQUESTED on Revised TAS Schoolwide Learning Outcomes, Fri., Nov. 3 and Tues., Nov. 7 | Parent Post Announcements

Understanding TAS' Mission Definitions, Revised Essential Capacities, and Next Steps | Parent Post Announcements

• What is the most effective preparation of students for their future?

Similarly, the mission statement has become a cornerstone in all communitywide meetings, ensuring that parents, guardians, and employees are regularly reminded of the foundational principles that guide TAS. Additionally, families are provided with the mission statement during the enrollment and re-enrollment processes, signing an affirmation to uphold the mission, values, and strategic direction of the school.

To bridge language barriers, TAS has also developed unique icons that symbolize key components of the mission, values, and learning outcomes. These icons serve as visual anchors, aiding in fostering a universal understanding among all community members.

Acknowledging the linguistic diversity of the TAS community, official translations of the mission, values, and schoolwide learning outcomes are available in Traditional Chinese, which is instrumental in engaging our multilingual community and ensuring inclusivity in our communications.

In addition to the intentional steps taken to involve the TAS community in deepening their knowledge and understanding of the school’s purpose and the schoolwide learner outcomes, the Advancement and Communications Office has instituted an ongoing communication strategy that ensures that the essence of the mission and schoolwide learning outcomes are continuously reinforced through school communications, social media platforms, the TAS website, and in visible locations throughout the school. With that said, the school has recently undergone an extensive rebranding project that targets the communication of the many ways in which the mission components and schoolwide learning outcomes are achieved through the learning experiences provided.

Given the above efforts, recent community experience survey results have revealed an overall .173 increase in community perceptions surrounding mission attainment between 2022-2023 and 2023-2024 as evidenced by the following:

• 88% of parent respondents said they are familiar with the mission of TAS.

• 90% of parent respondents said the mission of TAS is consistent with their own educational philosophy.

• 79% of parent respondents said the mission is referenced regularly throughout school communication.

In light of the robust initiatives set forth by TAS to infuse the mission and schoolwide learner outcomes into the fabric of the community through purposeful engagement and communication platforms, the increase in community perceptions regarding mission attainment is both commendable and indicative of the strategic efforts’ efficacy.

However, to build upon this momentum surrounding engagement and understanding, it is imperative that a long-term plan is developed to ensure that the mission and schoolwide learning outcomes are not only communicated but consistently understood by all community members. This plan should be comprehensive, evolving, and reflective of the diverse voices within the TAS community. In addition, it should leverage the power of ongoing

Wellness parent education year in review

dialogue, incorporate feedback loops, and utilize various platforms for communication to cater to the different segments within the community. By doing so, TAS will further cultivate a deep-seated communal buy-in and steadfast commitment, ensuring that the mission is not only an inscription on the school walls, but a living, breathing aspect of the daily experiences and aspirations for all learners.

A2. GOVERNANCE CRITERION

The governing authority (a) adopts policies which are consistent with the school’s mission and vision and support the achievement of the schoolwide learner outcomes, i.e., global competencies, (b) delegates implementation of these policies to the professional staff, and (c) monitors results.

A2.1. SELECTION, COMPOSITION, AND DUTIES OF APPOINTED/ELECTED BOARD (ONLY FOR APPOINTED OR ELECTED BOARDS)

INDICATOR FRAMING QUESTIONS:

How clear are the policies and procedures regarding the selection, composition, and specific duties of the governing board?

Findings

The policies and procedures concerning the selection, composition, and specific duties of the governing board are multifaceted, involving a range of processes as outlined in the Bylaws and election booklet, and as evidenced in additional documentation, such as Board minutes.

In terms of selection and composition of the board this information is clearly laid out in the aforementioned documents. This is a positive indicator of transparency and clarity in the governance structure. Having these documents readily available and accessible to all stakeholders enhances communal understanding of how board members are chosen and who comprises the board.

The presence and guiding principles of board behavior, as indicated in the Affirmation of Service section of the Bylaws and orientation materials for new board members has ensured that clear guidelines exist surrounding the expected behavior and conduct of board members to ensure both professionalism and board effectiveness.

Regarding the duties of the board there is some ambiguity regarding the scope of the board’s duties, especially related to disciplinary decisions. The bylaws (Article III, Section I) are mentioned as a source of reference; however, it is important to note that board duties are not only limited to Article III, as per Policy 102. This raises potential concern as it may create confusion surrounding the extent of the board’s authority and responsibilities. To remedy this, it is essential to clarify the board’s role and responsibilities comprehensively revising or updating Policy 102 to explicitly define the scope of the board’s duties. Clarity in this area is crucial to avoid misinterpretation or inconsistency in decision-making processes, especially surrounding operational matters.

Supporting Evidence

Bylaws of Taipei American School Foundation

TAS Board of Directors Election Booklet

TAS Board Policy 102 –Duties of the Board

TASF Certificate of Incorporation

TAS Board of Directors Handbook

A2.2. PROFESSIONAL DEVELOPMENT OF POTENTIAL AND CURRENT BOARD MEMBERS

INDICATOR FRAMING QUESTIONS:

To what extent are prospective and current board members provided professional development in the principles of effective boardmanship and knowledge of current research on effective schools and skills essential to effective international school governance?

How effective is the training of the potential and current board members in strengthening their knowledge of international school governance?

Findings

At TAS, the Bylaws of the Taipei American School Foundation mandate a comprehensive orientation for new board members, which is designed to induct them thoroughly into the TAS system and the board’s operation. This orientation includes:

• A buddy system pairing new members with experienced ones, facilitating peer learning and mentorship.

• Meetings with school administration to gain insights into the school’s day-to-day management.

• Reviewing and signing critical documents that outline the ethical and legal responsibilities of board members, including confidentiality, non-disclosure, and conflict of interest agreements.

• Receipt of a Board Orientation Manual, which includes detailed information on the role of the board and the best practices in governance.

• Attendance at the Full Board Retreat at the start of the school year, featuring board training delivered by an external consultant.

While the orientation and professional development initiatives outlined above suggest a structured and comprehensive approach, there is notable absence of data concerning the effectiveness of these processes. The effectiveness of training can generally be measured through various means, such as:

• Feedback and evaluations from the board members themselves post-training.

• Performance assessments of the board’s decision-making and governance after the implementation of training.

• Benchmarking against best practice and standards in school governance.

In conclusion, the TAS foundation has instituted a robust orientation and professional development program for new board members, emphasizing mentorship, legal responsibilities, and best practices in governance. While the structure is in place to provide board members with the necessary tools for effective governance, the lack of available information on the orientation process’s outcomes and the board training’s effectiveness leaves a gap in assessing the effectiveness of these initiatives.

To gain a comprehensive understanding of the impact and to ensure continuous improvement, it is recommended that TAS implements a systematic evaluation mechanism for its board professional

Supporting Evidence

Bylaws of Taipei American School Foundation

TASF Certificate of Incorporation

TAS Board of Directors Handbook

development processes. This could include follow-up surveys, impact assessments, and regular review of the board’s performance in alignment with the training received.

A2.3. WRITTEN POLICIES AND PROCEDURES DEFINING THE BOARD’S ROLES AND RESPONSIBILITIES

INDICATOR FRAMING QUESTIONS:

How effective are the written policies and procedures in defining the board’s roles and responsibilities?

To what extent does the board regularly review its written policies and procedures?

How effective are the processes for communicating the board’s roles and responsibilities to ensure the staff and school community understanding of them?

Findings

As stated in the A2.1 findings, the policies and procedures concerning the specific duties of the governing board are multifaceted, involving a range of processes as outlined in the Bylaws and election booklet, and as evidenced in additional documentation such as Board minutes.

TAS’s board policies including Policy 126 (Governance), Policy 107 (Responsibilities of Individual Board Members), and various fiscal policies, are designed to clearly outline the duties of the Board. These documents establish fiscal policy, delineate the approval process for budget proposals, and set forth guidelines for risk management and fundraising. The Bylaws of the TAS Foundation and Policy 502 (Employment of the Head of School) further define the structure of membership and employment at the executive level.

The comprehensive nature of the Bylaws and accompanying policies suggest a structured and detailed approach to defining the board’s roles and responsibilities.

The regular review of policies and procedures is best practice in governance that ensures relevance and compliance with evolving legal and educational standards. However, the absence of evidence regarding the frequency and process of policy review within the TAS Foundation’s documentation leaves a gap in understanding how current and adaptive these policies are. The frequency of review is integral to maintaining the effectiveness of these policies and their alignment with the school’s strategic plan and mission.

The effectiveness of communicating the board’s roles and responsibilities is key to the staff and community’s understanding of governance structures. The accessibility of board bylaws, policies, strategic plans, and meeting documentation on the TAS website, and the dissemination of information through emails and weekly posts, indicates a commitment to transparency and community engagement.

Events such as “Meet the Candidates” and the availability of meeting times and minutes to community members are proactive steps towards involving the community in the governance process. However, without concrete evidence of the impact of these communications, it is challenging to evaluate their effectiveness in

Supporting Evidence

Bylaws of Taipei American School Foundation

TAS Board Policy 502: Employment of the Head of School

TAS Board Policy 600: Fiscal Policy and Financial Management

TAS Board Policy 602: Reporting and Auditing

TAS Board Policy 603: Risk Management

TAS Board Policy 604: Fundraising

Board Corner on the TAS Website

Governance Committee

Meeting Minutes for 20232024 Documenting a review of all governing documents

Experience Survey

Quantitative Results on the Board of Directors

ensuring a comprehensive understanding among staff and the school community of the role of the board as was evidenced by the 2023-2024 community experience survey results.

The written policies and procedures of the TAS Foundation provide a detailed framework for the board’s roles and responsibilities. While the documentation is thorough and the efforts to communicate these roles are evident, the lack of information on the regular and systematic review of these policies and the tangible effectiveness of their communication suggests an area for improvement. It is recommended that TAS establishes a clear schedule for board policy review and develops metrics to assess the effectiveness of their communication regarding board roles and responsibilities with the community

A2.4. POLICIES AND PROCEDURES TO ENSURE CHILD SAFETY AND WELFARE

INDICATOR FRAMING QUESTIONS:

To what extent does the governing authority/ownership demonstrate commitment to child safety and welfare through a clear and appropriate definition of child abuse and implemented policies, procedures and responsibilities roles to respond appropriately if children are harmed or if allegations of harm to children are made?

To what extent is there clarity about the governing authority/ownership’s responsibilities to ensure child safety and welfare?

To what extent is the training of the governing authority/ownership on child safety and welfare effective?

Findings

TAS has established Policy 405 on Harassment, which underlines the institution’s stance on child safety. The governing body mandates that all TAS employees comply with child safeguarding training, reflecting an intentional commitment to child welfare. The implementation of these policies and the requirement of training for all employees demonstrate proactive steps to ensure that child safety is not just a concept, but an actionable priority.

The mandatory training for TAS employees includes:

• Completion of online safeguarding courses, estimated at 100 minutes, with accompanying assessments.

• Thorough review of TAS’s child protection policy.

• Examination of TAS’s suicide prevention policy.

These requirements highlight the governing authority’s commitment to not only equip school employees with the necessary knowledge and skills but also to uphold a culture where safety and welfare are paramount.

While the requirements for TAS employee child safeguarding training is clearly stated, there is an evident gap in understanding the extent and effectiveness of the training provided to the governing authority of TAS on child safety and welfare. The lack of available information regarding the governing body’s training poses questions about the

Supporting Evidence

TAS Board Policy 405: Harassment

On-going Development of an over-arching Child Safety Framework at the Board Level

depth of their preparedness and capability to respond effectively to concerns related to child safeguarding.

The mandatory child safeguarding training for TAS employees demonstrates that the governing authority of Taipei American School has taken commendable steps in ensuring defined policies and procedures related to child safeguarding are implemented within the school. However, the effectiveness of the governing authority’s own training on child safety remains unclear, pointing to an area where transparency and further development may be required. It is recommended that TAS’s governing body not only undergo regular and thorough training in child safeguarding, but also make the extent and effectiveness of this training transparent to the school community. Such steps would undoubtedly strengthen the trust and confidence of all stakeholders in the governing body’s commitment to child safety and welfare.

A2.5. ROLE OF THE GOVERNING AUTHORITY/OWNERSHIP AND RELATIONSHIP WITH PROFESSIONAL STAFF INDICATOR FRAMING QUESTIONS:

To what extent does the governing authority/ownership limit its actions to policy making and strategic planning, authorizing the administration to implement the decisions?

How does the school leadership determine if there is a clear understanding about the relationship between the governing authority/ownership and the professional staff and how is this maintained and further developed as needed?

How effective is the process to develop and maintain a clear understanding of the role of the governing authority/ownership in contrast to the responsibilities of the professional staff?

Findings Supporting Evidence

The governing authority of Taipei American School (TAS), as defined by the Taipei American School Foundation’s (TASF) Bylaws, holds the responsibility for the proper governance of the school system. The Board of Directors is authorized to manage the activities and affairs of TASF, with complete authority over school affairs within the parameters of the Bylaws. The Board’s duties, deriving from the authority granted by the Certificate and Bylaws, include but are not limited to those indicated in Article III Section (1) which outlines the scope of their responsibilities in policy making and strategic planning.

To ensure clarity regarding the relationship between the governing authority and the professional staff, TAS has implemented a structured orientation for new board members. This orientation includes pairing new members with experienced ones, meeting with key administrative figures, and attending board training sessions. However, without explicit evidence of how this orientation translates to a clear understanding of the relationship between the governing authority and the professional staff, it is difficult to determine its effectiveness.

The Board of Directors is tasked with recruiting, employing, and evaluating a Head of School who supervises and directs the school staff to fulfill the purposes of TASF. The Board delegates the authority to the Head of School for administering approved policies, limiting its

Bylaws of Taipei American School Foundation: Article III, Section I, Power A and B

Affirmation of Service

TAS Board Policy 126

TAS Administrative Risk Assessment (see COO)

actions to oversight consistent with the Bylaws and policies rather than daily operations. This structure supports the principle that while the Board focuses on governance and oversight, the Head of School and the professional staff are responsible for the operational management of the institution.

This process's effectiveness in developing and maintaining a clear understanding of the roles is evidenced through the explicit terms and provisions of the contractual agreement between the Head of School and the Board. The contractual agreements and the structured reporting mechanisms from the Head of School to the Board reinforce the understanding that the Board’s governance should not encroach upon the professional staff’s administrative duties.

A2.6. STAKEHOLDER INVOLVEMENT IN DECISION-MAKING INDICATOR FRAMING QUESTIONS:

To what degree does the governing authority/ownership seek and consider stakeholder input into major decisions that affect the school?

Findings

With the support of the school leadership team and faculty, the governing authority has access to stakeholder input through various channels and at multiple times throughout the academic year.

The annual TAS experience surveys distributed to parents/ guardians, students, faculty, operational staff, and support staff, and the subsequent results demonstrate a commitment to providing stakeholder groups with an opportunity to give feedback to the administration, and starting with 2023-2024, the Board, which is used to reflect upon current practices and make adjustments as needed based upon the trends identified. These recently revised and comprehensive surveys are a testament to the institution’s systematic approach to collective feedback from community stakeholders. Beyond mere data collection, the TAS administration has instituted community survey reflection sessions in recent years (i.e., 2022-2023 and 2023-2024). During these sessions, parents and faculty are invited to actively engage in focus groups designed to unpack the survey data, providing invaluable insights into the strengths and areas needing further attention based upon their individual experiences. Moreover, these sessions offer parents the platform to influence the school’s action plans directly by voicing their concerns and suggesting potential solutions.

In addition to the above, TAS extends multiple opportunities for parental involvement that go beyond traditional parent-teacher meetings. Educational workshops, parent coffee mornings, and book clubs across divisions and departments serve not only as informational avenues but also channels for receiving feedback on the curricular program. These engagements are crucial in identifying ways the school can augment support for both students and parents in line with TAS’s mission.

The school’s proactive approach to stakeholder engagement is further evidenced by regular updates provided to the Board by the Head of

Supporting Evidence

2022 TAS Faculty Experience Survey

2022 TAS Community Climate Survey

2022 TAS Non-Teaching Faculty Support Staff Experience Survey

2022 TAS Operations Support Staff Experience Survey

2022 TAS Student Climate Survey

School. These updates are instrumental in keeping the governing authority informed about ongoing engagement efforts and the feedback received, which plays a significant role in shaping the strategic direction of the school.

Similarly, the partnership with the Parent Teacher Association (PTA) and the involvement of divisional parent liaisons exemplifies TAS’s collaborative spirit. This partnership ensures a seamless feedback loop, where insights and concerns from the school community are communicated effectively to the governing body and integrated into the decision-making process.

During the 2020 strategic planning process, the Board actively solicited feedback from members of the TAS community. This approach ensured that the diverse voices of parents, faculty, staff, and students were not only heard, but also acted upon, reflecting their input in the resultant strategic plan (2021-2026).

The governing authority’s commitment to stakeholder engagement is further highlighted by the involvement of parents in major decisions, such as the Head of School Search in Spring 2023. This involvement is a clear indicator of the value placed on parental input in administrative decisions. Additionally, the Master Facility Design Project led by the COO has incorporated several sessions to gather feedback from parents, faculty, staff, and students surrounding the development of the Master Facility Design Plan, underscoring the importance of community insights in shaping the school’s infrastructure and future.

A2.7. RELATIONSHIP OF POLICIES TO THE SCHOOL’S PURPOSE

INDICATOR FRAMING QUESTIONS:

To what extent do the governing authority/ownership’s written policies and financial/educational plans support the school’s purpose?

To what degree is the governing authority/ownership involved in the regular review and refinement of the school’s purpose to ensure that their written policies and financial/educational plans are aligned to the purpose?

Findings

The governing authority of TAS has shown its support for the school’s purpose through implementing policies that govern management and resources, including development and adoption of budgets, and audit procedures. Policies such as 124 (Management and Resources Committee) and Policy 125 (Audit Committee) reflect a structured approach to ensuring that the school’s financial and educational resources are managed effectively and with integrity, directly supporting the school’s mission and objectives.

The regular review and refinement of the school’s purpose, most recently in 2021 as a result of the strategic planning process, and the alignment of written policies and financial / educational plans with this purpose, are critical to the institution’s ability to adapt and evolve in response to changing educational needs. The governing authority engages in this process through policies that outline the formation of new polices and maintenance of the policy book. Policy 140 (Formulation of Policies and Addendum to Policy 140) and Policy 141

Supporting Evidence

(Policy Book of the Board) ensure that there is a systematic process for reviewing and updating the school’s guiding documents, confirming that they remain relevant and effective in achieving the school’s aims.

The minutes from the Board of Directors meetings, the Management and Resources (M&R) Committee meetings, and the Audit Committee meetings, as well as the quarterly review of the financial report from the COO suggest active oversight and involvement in the school’s financial health and strategic direction. This active engagement ensures that the governing authority’s policies and plans are not only in place but are regularly reviewed and updated to remain consistent with the school’s purpose.

Board M&R Committee Meeting Minutes (see COO)

Quarterly Financial Reports (see COO)

TAS 2021-2026 Strategic Plan with Specific Touch Points for Board Review of Progress

A2.8. INVOLVEMENT OF GOVERNING AUTHORITY/OWNERSHIP IN MONITORING THE SCHOOL’S PROGRESS

INDICATOR FRAMING QUESTIONS:

To what extent is the governing authority/ownership informed about and involved in the monitoring, evaluation, and accomplishment of the Schoolwide Action Plan, the review of student performance, overall school programs and operations, and the operations/fiscal health of the school?

Findings

The governing authority at TAS is periodically involved in the oversight of the strategic action plan through the facilitation of regular reports and updates provided by school leadership and the Head of School. The involvement is rooted in a structured approach where the Board Executive Committee, along with subcommittees such as the Management and Resources (M&R) Committee are provided with regular, detailed reports focused on strategic plan key areas, student achievement data, program effectiveness, operational status, and fiscal health.

Policy 502 – Employment of the Head of School (HOS) further underscores the critical role of the HOS in this ecosystem. The Board’s selection of a qualified HOS, responsible for supervising and directing the school faculty and staff to fulfill the purposes of the TAS Foundation (TASF), is central to the operationalization of the Board’s oversight. The HOS serves as the Chief Executive and Administrative Officer, responsible for administering approved policies in the best interest of TAS and its educational objectives. By presenting monthly HOS updates to the Board, regularly meeting with the Board Chair and Vice Chair, and attending all meetings, the HOS ensures that the governing body is kept abreast of school developments and that the school’s divisions are managed effectively.

The HOS’s responsibilities extend to recruiting and recommending personnel for the administration, subject to Board ratification, thus ensuring that the governance’s strategic vision is translated into administrative action. The HOS also plays a pivotal role in public communication, parent engagement, and the development of educational policies and curriculum, further bridging the gap between governance and operations.

The detailed and regular reporting that takes place between the administration and the Board, coupled with the strategic role of the

Supporting Evidence

TAS Board Policy 502: Employment of the Head of School

TAS Board Corner with Board Meeting Agendas and Minutes

Example of Board Report submitted to the Board from the School Administration

HOS, ensures that the governing body is not only well-informed but also actively involved in monitoring and evaluating the school’s progress and health.

A2.9. EFFECTIVE COMPLAINT AND CONFLICT RESOLUTION PROCEDURES

INDICATOR FRAMING QUESTIONS:

How effective are the governing authority/ownership’s complaint and conflict resolution procedures in addressing all stakeholder issues and concerns?

Findings

The effectiveness of the governing authority’s complaint and conflict resolution procedures can be assessed through the examination of specific policies and protections in place for stakeholders. These procedures are pivotal as they foster a safe and transparent environment where issues and concerns can be addressed adequately.

The Faculty Manual delineates specific provisions such as the Whistleblower Protection (3.30) and mechanisms for addressing Parent Concerns, Complaints, and Grievances (3.13). The Whistleblower Protection policy establishes a framework that allows faculty members to report misconduct without fear of retribution, ensuring that concerns are addressed with confidentiality and integrity. This policy is complemented by the Confidentiality Policy (3.31), which safeguards the identity and welfare of individuals who come forward with information about potential ethical or legal violations.

Furthermore, the school has outlined procedures for parents to voice their concerns through a structured complaints and grievance process as outlined in the divisional parent-student handbooks. This demonstrates the school’s commitment to engaging with and resolving stakeholder concerns proactively.

However, while these policies exist and their framework appears robust on paper, there is no concrete evidence available to evaluate their effectiveness in practice. Effectiveness could be measured by the resolution rate of complaints, stakeholder satisfaction surveys, or follow-up reviews of the grievance outcomes. Without this data, it remains unclear how well these procedures function when Board involvement or action is required.

Supporting Evidence

TAS Faculty Manual

TAS Staff Manual

TAS Administrative Manual

A2.10. EFFECTIVENESS OF THE PROCESSES AND PROCEDURES TO EVALUATE THE CHIEF EDUCATIONAL LEADER OF THE SCHOOL

INDICATOR FRAMING QUESTIONS:

How effective are the procedures used by the governing authority/ownership to evaluate the chief educational leader who oversees the school and reports to the authority?

Findings

The Board of Directors is responsible for the recruitment, employment, and evaluation of the Head of School, ensuring that the individual in this role is well-qualified and capable of supervising and directing the school faculty and staff to achieve the objectives of TASF. The HOS is expected to possess not only the experience and qualifications deemed essential by the board for effective leadership, but also to embody the academic credentials and administrative prowess that command the respect of the TAS community.

The contractual agreement between the HOS and the Board is a critical component of this evaluation process. It ensures that the HOS maintains the dignity and freedom required to lead effectively while adhering to the terms negotiated with the Board. These terms include the responsibility to administer approved policies and accompanying practices or procedures in the best interest of the school and to submit regular reports to the Board on school activities.

The HOS also attends all regular and special Board meetings and committee sessions, providing the governing body with direct insight into the school’s operations and educational programs. This regular interaction facilitates ongoing evaluation of the HOS’s performance and the school’s alignment with its strategic initiatives.

The HOS is responsible for the administrative leadership across all divisions of the school, delegating operational authority while remaining accountable to the Board for the outcomes. The procedures used by the TAS governing authority to evaluate the HOS are structured to ensure that the HOS not only manages the day-today operations effectively but also strategically steer the school towards its long-term goals.

While the thoroughness of the contractual terms of the HOS, combined with the regular reporting and direct engagement with the Board demonstrate components of an effective evaluation process, further consideration should be given to enhance transparency of the HOS evaluation process by disseminating a high-level overview of evaluation metrics and outcomes to the school community, upholding confidentiality, while fostering an atmosphere of trust and open communication. In addition, the implementation of multifaceted feedback mechanisms, inclusive of insights from faculty, parents, and other stakeholders might equip the Board with a well-rounded perspective on the HOS’s performance, supporting informed decisionmaking. Lastly, the Board is encouraged to periodically review and rejuvenate the evaluation criteria to ensure they remain aligned with the evolving educational landscape and the school’s strategic objectives, thereby maintaining the relevance and rigor of the evaluation process. These steps will collectively serve to bolster the effectiveness, credibility, and community support for the HOS

Supporting Evidence

TAS Board Policy 502: Employment of the Head of School

Community Experience Survey Data focused on School Leadership

Board of Directors Head of School Search Committee

Records (see HOS Search Committee Chair)

evaluation protocol, and ultimately the HOS, as well as the administrative team.

A3. SCHOOL LEADERSHIP CRITERION

The school leadership (1) makes decisions to facilitate actions that focus the energies of the school on student achievement of the schoolwide learner outcomes, i.e., global competencies, (2) empowers the staff, and (3) encourages commitment, participation, and shared accountability for student learning in a global environment.

A3.1. RESPONSIBILITIES OF LEADERSHIP AND STAFF DEFINED IN WRITTEN POLICIES AND HANDBOOKS

INDICATOR FRAMING QUESTIONS:

To what extent are administrator and staff responsibilities, operational practices, decision-making processes and relationships clearly defined through written policies, charts, and handbooks?

To what extent are these policies, charts, and handbooks reviewed and understood by leadership and staff?

Findings

The Faculty Manual, Support Staff Manual, and Administrative Manual establish clear guidelines for TAS employees based on their position. All manuals emphasize a collective responsibility to the school and student body. The manuals delineate the necessity for maintaining professional and interpersonal relationships, outlining the roles and expectations for faculty, administrators, and classified employees to function collaboratively within a well-defined organizational structure.

The Human Resources Department plays a pivotal role in providing support and guidance on school personnel policies and procedures. This department is tasked with the interpretation of these policies, working in tandem with school administrators and under the direction of the Head of School. The school’s administrative structure and policies are designed to ensure continuity and compliance with the board’s policies. The digital nature of the handbooks located in the Human Resources tab of the Employee Zone is meant to facilitate easy accessibility and transparency for all TAS employees.

While the Faculty, Staff, and Administrative Manuals provide clear definitions and expectations for employees, there appears to be a discrepancy in the accessibility and familiarity of these documents, as well as decision-making processes articulated within the documents among the general faculty and staff.

Within all divisions there is a level of transparency that exists surrounding the availability of steering committee and/or department chair meeting agendas and minutes, which likely aids in the understanding of decision-making practices and responsibilities. However, further clarification and consistency in communication at the divisional level will lead to less ambiguities in role expectations surrounding decision-making.

The addition of new handbooks, particularly related to professional growth, evaluation, and development for faculty, staff, and administrators is a significant step the school has taken towards standardizing the professional growth, evaluation, and development procedures and expectations for employees. These “professional pathway” handbooks further outline the expectations for employees

Supporting Evidence

Faculty Manual

Support Staff Manual

Administrative Manual

Teacher Professional Pathways Handbook

Educational Specialist Professional Pathways Handbook

Leadership Professional Pathways Handbook

Recruitment Booklet

surrounding various aspects of their role and accompanying responsibilities at TAS.

Ensuring consistent dissemination of faculty handbooks and other relevant materials that outline staff responsibilities, operational practices, and decision-making processes at the beginning of the school year will help to establish a uniform understanding of the school’s operational framework, decision-making processes, and behavioral expectations. This uniformity is paramount for fostering an environment of equity and clarity. In addition, regular review sessions of commonly referenced sections of the handbooks could serve as a proactive measure to prevent misunderstandings and conflicts that can arise from ambiguous or unknown policies or expected practices.

Likewise, it is recommended that the school undertakes a high-level and systematic review and revision of job descriptions that aims to clearly articulate the distinct roles of all school personnel. This is meant to ensure consistency in the articulation of responsibilities for similar roles (KA-12) and alignment to the institution's overarching goals. In conjunction, it is essential that these updated job descriptions are made readily accessible to all employees, ideally through a centralized digital platform. Accessibility to such information will minimize confusion surrounding decision-making and task oversight, ensuring all faculty and staff members are fully informed and can operate within the established school structures.

A3.2. LEADERSHIP RESPONSIBILITIES FOR CHILD PROTECTION

INDICATOR FRAMING QUESTION:

How clearly defined are the leadership responsibilities for child safeguarding and welfare?

How effective is the formal training on child safeguarding and duty of care for the leadership?

To what extent does the code of conduct and written guidelines define appropriate behavior of adults toward children, and children towards other children both on and off school premises, including the use of technology, and is annually reviewed and revised as appropriate?

How effective are the implementation of the child protection policies and procedures by school leadership in the day-to-day operations of the school?

Findings

Taipei American School is steadfast in its commitment to ensuring the safety and well-being of its students. Faculty and staff members are mandated to complete child safeguarding training provided by Safe Schools, fostering a uniform understanding of child safety measures.

In the Lower School, TAS has clearly outlined child protection policies located in the Student and Parent Handbook, ensuring that the responsibilities and expectations are accessible and understandable. Digital safety is emphasized through policies restricting the use of personal devices for photographing students. Additionally, the Lower School enhances student safety through regular parent education sessions, faculty session, clear technology use guidelines, and the organization by school leadership of specific supervision duties during unstructured school times such as recess, lunch, and before and after school hours.

Supporting Evidence

LS Handbook

MS Handbook

US Handbook

Child Safeguarding

Suicide Prevention Policy

Photography, Video, and Social Media Guidelines

In the Middle School, TAS reinforces its commitment to child protection through annual faculty and staff training and policy reviews, ensuring that the knowledge of all faculty and staff as it relates to child safeguarding remains current and comprehensive. At the start of each academic year, faculty meetings led by Divisional Administration and the Counseling Team are conducted to reiterate the importance of child protection policies, highlighting a proactive approach to safeguarding students.

The Upper School continues this robust approach to child protection Policies are in place for off-campus activities, including parental permission slips, and specified methods of communication, thereby enhancing student safety during these activities. The school also has clear policies regarding the taking and sharing of photos within the community. Additionally, there is a strong emphasis on mandatory reporting for child safety, consistently reiterated by the personal and academic counseling department, which underscores TAS’s commitment to student welfare.

The training program TAS has implemented through Safe Schools appears to be an effective tool in ensuring that all faculty and staff across divisions are well-informed and up to date on child protection protocols. This consistency in training contributes significantly to maintaining a high standard of care and awareness among employees.

The professional code of conduct and written guidelines at TAS are comprehensive and encompassing, addressing appropriate behaviors between adults and children, and amongst children themselves. These guidelines extend to the use of technology and are subject to annual reviews and updates. This demonstrates TAS’s commitment to adapting to the evolving challenges in child protection and maintaining a safe environment for all students.

The day-to-day implementation of child protection policies at TAS is effective and evident. There is clear and consistent communication of policies, regular training sessions, and adherence to safety protocols during various school activities and events. Leadership plays a crucial role in ensuring that these policies are not just theoretical but are actively practiced and enforced. Similarly, the TAS Child Protection Policy and accompanying documents (e.g., Suicide Prevention Policy, Photography, Video, and Social Media Guidelines, Policy on Transgender and Gender Nonconforming Students, as well as the NonDiscrimination Policy) are comprehensive and aligned with Taiwanese law. The child protection policy emphasizes the immediate reporting of suspected abuse or neglect, a process managed by Divisional Leadership in collaboration with the Head of School. These policies and the accompanying practices which are systematically carried out when needed emphasize that the school has established clear leadership responsibilities, effective training programs, comprehensive codes of conduct for employees and students, and robust policy implementation strategies to optimize child protection at TAS. With that said, it is recommended that TAS engage in continuous monitoring and periodic policy review to ensure policies remain up-todate and effectively implemented.

Policy on Transgender and Gender Nonconforming Students

Non-Discrimination Policy

First Semester Duty Schedule/Assignments

A3.3. INVOLVEMENT OF STAFF IN SHARED AND COLLABORATIVE LEADERSHIP

INDICATOR FRAMING QUESTION:

How effective are the processes and procedures for involving staff in shared responsibility, actions, collaborative structures, and accountability to focus ongoing improvement on student learning and teaching?

How do the actions of leadership and staff demonstrate a focus on successful student learning?

Findings Supporting Evidence

TAS recognizes that to thrive as an educational community, there must be a focus on building a strong foundation of collaborative efforts and shared responsibilities among faculty members to foster an environment conducive to learning. The processes and procedures established for staff involvement are paramount in ensuring continuous improvement in student learning and teaching effectiveness. Shared responsibility in this sense refers to the collective commitment of staff to student success, while collaborative structures provide the platforms for joint decision-making and action planning.

Within the Lower School, faculty, team, and committee meetings serve as pivotal platforms for disseminating divisional information, goals, and outlining action plans for ongoing improvements. The effectiveness of these meetings can be gauged by their frequency, structure, and the actionable items that emanate from them. Professional development is another cornerstone of the Lower School’s approach, offering an array of training opportunities for various stakeholders (e.g., technology, mathematics, literacy, supporting multilingual learners, etc.). The key to the success for these professional development programs lies in their relevance to the Lower School’s educational goals and the applicability of learned skills for the classroom. A concerted effort has been made by Lower School leadership to ensure parents are also provided ample professional development opportunities hosted by teachers, counselors, and others which suggests a holistic approach to educational improvement that encompasses the wider school community.

The Middle School Leadership showcases a commitment to collaborative structures through a multi-tiered meeting system, including faculty and department meetings, grade level collaborations, and course-specific discussions. The synchronization of these meetings with the school’s six-day cycle and the integration of counselor insights at the grade level leaders’ meetings underscore a structured approach to collaboration that is student-focused. The leadership’s prioritization of schedules to accommodate these meetings demonstrates dedication to share responsibility and establishes a precedent for faculty involvement in decision-making processes.

In the Upper School, the re-establishment of collaborative and shared leadership is evident in the Department Chair and Steering Committee Meetings. The dissemination of meeting minutes to all faculty members and the solicitation of feedback prior to whole group faculty meetings are indicative of transparent and inclusive practices. These efforts reflect a deliberate move towards strengthening collaborative

Team Meetings Committee Meetings

Full Steering Minutes

LS Steering Grades 3-5

LS Steering KA-2

LS Team Leader Job Description

SEL Meetings

Meeting Schedule (grade level and committee)

Science Committee Minutes

Social Studies Committee Minutes

SEL Committee Meetings

23-24 Team Meeting Schedule.url

Memos and Minutes 23-34 Folder.url

23-24 Grade Level Leader Meeting Agendas

MS Faculty Resource Guide

Health Curriculum Review Folder

Science Curriculum Review Folder

Social Studies Curriculum Review Folder

structures and ensuring all voices are heard, thus fostering a sense of accountability and shared ownership over educational outcomes.

At the schoolwide level, the formation of various committees demonstrates a comprehensive strategy for engaging faculty in areas that spark their interest and expertise. The following committees and programs dedicated to various aspects of the school’s functioning and focus on continuous improvement provide multiple avenues for faculty to contribute insights, thereby fostering a culture of shared responsibility and decision-making:

• Curriculum Review Committees: these KA-12 groups offer platforms for subject-specific discourse, ensuring that the curriculum remains relevant, engaging, vertically aligned and up to date with educational standards and student needs.

• Professional Growth and Evaluation: committees for classroom teachers, educational specialists, leaders, and staff have been formed to support the development of a revised professional growth and evaluation system that underpins the school’s commitment to professional excellence and accountability.

• Defining Learning: this KA-12 committee is helping to articulate and standardize what learning should look like across TAS, further ensuring clarity and consistency in practice.

• Deep Learning Cohort and Wellbeing: these committees both tackle essential facets of educational experiences, emphasizing holistic development and mental health.

• Service-Learning Committee: this committee plays a vital role in determining how to integrate service learning into the school curriculum.

• Diversity, Equity, Inclusion and Justice (DEIJ) Committee: this committee stands at the forefront of the school’s efforts to cultivate an inclusive and respectful environment for all members of the school community. The committee’s initiatives are geared towards ensuring that diversity and equity considerations are woven into the fabric of the school’s policies, practices, and curricula.

• Sunshine Committee: this faculty-led committee plays a crucial role in nurturing a positive school climate and faculty and staff morale.

The above committees are instrumental in harnessing faculty insights and expertise, enhancing the school’s multifaceted approach to educational excellence.

Lastly, in effort to streamline and enhance collaboration, the school leadership has embraced the Adaptive Schools framework. This strategic move involves training faculty, administrators, and staff to standardize and improve collaborative practices, focusing on efficiency and impact on student learning.

Thus far, two cohorts, encompassing all administrators, department chairs, and selected, as well as interested faculty and staff have undergone the Adaptive Schools Foundation Seminar training. This training has been pivotal in establishing consistency across collaborative efforts. As a result, common agenda templates have been adopted in different parts of the school, and clear meeting structures and protocols are being used throughout. Moreover, the

regular reference to and use of the Seven Norms of Collaboration in daily practice has helped to refine the way groups interact, ensuring that meeting time is purposeful, engaging, and student focused. Ultimately, the school’s long-term goal is to ensure all faculty are trained in Adaptive Schools practices. Additionally, key leaders are set to participate in the Cognitive Coaching Foundation Seminar in May 2024. This initiative is geared towards reinforcing a consistent culture of supportive, collaborative, and growth-oriented leadership aimed at enhancing student learning and teaching practices, amplifying the overall impact on student success.

A3.4. EFFECTIVE INTERNAL COMMUNICATION PROCESSES AND PROCEDURES

INDICATOR FRAMING QUESTIONS:

How effective are the internal communications processes and procedures to: a) ensure that faculty and staff are informed on a regular basis, b) facilitate planning, and c) address issues and conflicts?

Findings

Ensuring effective internal communication and dissemination of information processes are in place has been an ongoing focus of the leadership team.

Within the Lower School, the communication structures appear to be robust, with weekly updates such as the Monday Musings, Steering Committee meeting minutes, Grade Level Team meeting minutes, as well as meeting minutes from other Lower School committees. These documents consistently keep faculty and staff informed of Lower School events, happenings, and relevant curricular information. In addition, the Social-Emotional Learning (SEL) meetings are also transparently shared with relevant faculty. In terms of conflict resolution, the Lower School follows the formalized process articulated in the faculty manual and has also begun to implement the Support Dialogue structure outlined in the new Professional Pathways Handbook allowing teachers to address issues, concerns, or conflicts directly with the Associate Principal or Lower School Principal.

The Middle School maintains a flow of information to faculty and staff through the Weekly Memo, monthly faculty meetings, the sharing of Department Chair meeting minutes and the Employee Digest. Department Chairs and Grade Level Leaders play a crucial role in disseminating information to specific middle school faculty groups further indicating a structured and functional communication system. In addition, Microsoft Teams is effectively used for sharing specific details surrounding Homeroom lessons and upcoming meetings, which aids in operational planning. Counselors also use Teams for gathering and disseminating appropriate information about students.

However, findings reveal that Middle School identifies addressing issues and conflicts as a potential area for improvement highlighting a lack of clarity surrounding the decision-making process once all voices have been heard and feedback collected.

The Upper School utilizes faculty meetings, and the Week Ahead emails to inform faculty and students about updates and announcements. Although the intent to communicate effectively is

Supporting Evidence

Employee Digest

Week Ahead

Monday Memo

Monday Musings

Full Steering Minutes

23-24 Team Meeting Schedule.url

Faculty Manual

Staff Manual

Teacher Professional Pathways Handbook

Educational Specialist Professional Pathways Handbook

Leadership Professional Pathways Handbook

evident, there is an acknowledgement that the delivery of content could be enhanced for better efficacy.

At the schoolwide level, communication strategies are extensive. Professional Development Days and updates from the Head of School help to ensure that all faculty are provided with information surrounding schoolwide objectives and initiatives. In addition, the weekly Employee Digest provides a section for schoolwide information, opportunities for faculty involvement, and leadership opportunities in terms of participation on various committees.

The faculty and staff manuals delineate clear steps for addressing issues or conflicts, with Divisional Leadership and the Human Resources Director serving as pivotal support resources.

Overall, the internal communication processes based upon the evidence seems to be effective in ensuring regular updates and facilitating planning. However, there are acknowledged areas for growth in addressing issues and conflicts, particularly in the Middle School and to a lesser extent in the Upper School. Enhancing the clarity and effectiveness of conflict resolution processes and decisionmaking procedures could be a focus for future improvement efforts.

In addition, to augment the existing communication strategies and bolster the involvement of KA-12 faculty in schoolwide matters, reintroducing the Faculty Advisory Council (FAC) could serve as a significant measure. The FAC would act as a conduit between faculty and the Senior Leadership Team facilitating more opportunities for deeper engagement with schoolwide issues and initiatives. Furthermore, this council would serve as an additional layer of support to the existing structures, fostering a culture of open dialogue and collaborative resolution that aligns with the school’s values and schoolwide learning outcomes.

A3.5. PROMOTING A GLOBALLY MINDED SCHOOL CULTURE INDICATOR FRAMING QUESTION:

How do school leadership and staff promote a globally minded school culture interconnected to the world and evaluate its effectiveness?

How are all students supported to reach high levels of learning through an equitable and broad-based globally minded school culture?

Findings

TAS School Leadership in collaboration with faculty and staff play a critical role in promoting a globally minded school culture and evaluating its effectiveness. To this end, the Lower School has established a Social Studies Review Committee to ensure the curriculum reflects a global perspective and actively incorporates elements of the Social Justice Standards into unit planning. In addition, the Social Emotional Learning Committee, committed to the implementation of the CASEL Framework and the RULER Program work to share resources and ensure consistent implementation of SEL instruction into the classroom further reinforcing a culture of inclusivity and wellbeing. Similarly, the Student Support Services team within the Lower School with the support of school leadership is

Supporting Evidence

KA-12 Wellbeing Information

Student Support Services Meeting Minutes

Early Years Exchange Conference

Middle Homeroom Lessons

working to implement the Multi-tiered Systems of Support (MTSS) framework to support student achievement in addition to their social, emotional, and behavioral needs from a strengths-based perspective.

Voluntary participation in #pubPDAsia, as well as a robust homeschool communication platform (i.e., Seesaw) foster global connections and engagement. The Early Years Exchange (E.Y.E) conference and Chinese Literacy Symposium hosted by TAS further exemplify the school’s commitment to global mindedness by working to connect educators worldwide in effort to support students to reach high levels of learning.

Middle School Leadership creates time and space for Social Emotional Learning, developing global awareness, and deepening student and faculty understanding of diversity, equity, inclusion, and justice (DEIJ) through targeted lessons delivered during extended Homeroom periods throughout the year. Additionally, the curriculum’s integration of the UN Sustainable Development Goals and the focus on identifying enduring understandings and essential questions are instrumental in supporting the development of globally minded students. Middle School teachers are empowered to develop and deliver content to students that fosters global awareness and international mindedness.

The Upper School Advisory Program features lessons on DEIJ related topics and provides resources for students to engage in extracurricular activities with international exposure such as music, art, Model United Nations (MUN). In addition, regular student exposure to guest speakers on various topics helps to broaden students’ global perspectives.

At the schoolwide level, the recent work done to unpack and define the mission helps to ensure a deep understanding of the school’s purpose including a commitment to a broad, American-based education with a global perspective that ensures TAS learners are provided with opportunities to:

• access a variety of learning pathways.

• explore diverse perspectives.

• develop empathy for and a desire to learn about different cultures.

• make connections surrounding cultural similarities and differences.

• develop the skills to communicate in multiple languages.

Likewise, the school’s commitment to “making the world a better place” as articulated in the TAS mission reinforces the expectation that students are provided with learning experiences that allow them to:

• understand and reflect on the impact of their actions on themselves, others, and their communities.

• engage in meaningful and relevant experiences that promote diversity, equity, inclusion, and justice.

• take initiative, problem-solve, and collaborate to positively contribute.

Lastly, the Director of Inclusion and Wellbeing has led a series of DEIJ workshops, mandatory for all faculty and administration, covering the following topics: Inclusive Language, Understanding Identity, Unconscious Bias, Microaggressions, as well as effective strategies for addressing these issues. This systematic training is crucial for

Extended HR Lessons for Middle School

cultivating an inclusive learning environment that is aligned to the school’s strategic goal of promoting diversity, equity, inclusion, and justice within the curriculum, and overall school culture.

TAS Leadership and Faculty are actively involved in promoting a globally minded culture, as evidenced by various committees, initiatives, and workshops in place. Evaluating the effectiveness of these efforts is an ongoing process, which includes continual professional development and curriculum assessment to ensure alignment with global standards. The school’s commitment to an inclusive, globally connected education is not only articulated in the mission but is also actively pursued through its diverse and inclusive actions.

A4. STAFF CRITERION

Qualified staff and leadership facilitate student achievement of the desired outcomes: student academic standards, schoolwide learner outcomes, global competencies, and major student learner needs. There is a systematic approach to continuous improvement through orientation and ongoing professional learning on student performance data, student needs and research.

A4.1. POLICIES AND PROCEDURES RELATED TO QUALIFIED PERSONNEL

INDICATOR FRAMING QUESTIONS:

How effective and clearly understood are the written employment policies and procedures to ensure proper hiring of current and potential staff for each program according to statutory requirements, position qualifications, and international experience?

How effectively are all the school’s personnel policies consistently adhered to and clearly understood by leadership and all staff to support a positive globally minded culture and environment?

Findings Supporting Evidence

TAS utilizes the recruitment platform SkoolSpot in addition to working directly with international recruitment firms such as Search Associates, International School Services, Schrole, and Carney Sandoe to engage in the initial stages of recruitment. Applicants that apply through SkoolSpot are screened through the Human Resources Department, which ensures that only qualified candidates are shared with Divisional Administration for further consideration. The multi-tier interview process involves administrators, faculty groups, department chairs, and members of the central administration. This layered interview structure aims to assess both the professional qualifications of the candidate, as well as their fit within the TAS community, and their clear alignment with the school mission, curricular programs, and overall ethos.

TAS has a robust array of personnel policies and resources that support the hiring process and are adhered to by the school administration and the Human Resources Department. The employment policies and procedures are designed to be thorough and clear, with detailed procedural documentation available to leadership and incoming faculty and staff. Resources such as the recruitment platform, the recruitment booklet and a recruitment video provide potential candidates with clear information surrounding the qualifications and expectations of TAS employees, as well as the culture of the school and life in Taiwan. In addition, the recruitment and pre-employment process for faculty and staff provide consistency in hiring procedures and candidate experience regardless of position across the school.

With that said further attention should be given to the consistent school-wide application of these detailed procedures across the school. To achieve this, TAS should consider the introduction of training sessions for personnel involved in the hiring process surrounding the following:

• Workshops on implicit bias, cultural competence, and inclusive hiring practices to ensure that all faculty and staff involved in hiring decisions are equipped with the knowledge to support the development of a diverse and inclusive workplace, and workforce

Recruitment Booklet

Recruitment video

TAS Job Opportunities

Section on the Website

Recruitment Process for Professional Faculty and Staff

Recruitment Process for Professional Support Staff

Process for developing position descriptions as per the Administrative Manual

Process for Internal Transfer Request from Support Staff

Employment Services Act of the Republic of China

TAS Administrative Manual

TAS Support Staff Manual

• Refreshers on the statutory requirements and school-specific qualifications to clarify expectations for all roles and reinforce adherence to set standards.

• Debrief sessions throughout the hiring season to assess the effectiveness of hiring practices and ensure consistent and equitable application of hiring policies in effort to support a positive globally minded culture and environment.

Substitute Teacher Manual

A4.2. CHILD PROTECTION SAFEGUARDS IN RECRUITMENT, TRAINING AND A CODE OF CONDUCT

INDICATOR FRAMING QUESTIONS:

How effective are the recruitment policies which include rigorous background screening checks, work policies and procedures, including trainings, to ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults?

How effective are the regular, systematic professional trainings for all faculty, staff, contractors, service providers, volunteers and visitors on student safeguarding, child abuse prevention, recognition, intervention and reporting?

(This includes staff working at boarding facilities, homestay, residential arrangements, and involved in excursions, trips, and student exchanges.)

How effective are the processes for all faculty, staff, volunteers, outside contractors, parents and students to understand and to abide by the written code of conduct?

Findings

TAS has implemented a comprehensive framework of recruitment policies and procedures to ensure the safety and well-being of its students. The effectiveness of these policies, which includes rigorous background screening checks, work policies, and training programs, is vital to ensuring that all employees, volunteers, and other individuals associated with the school are of sound moral character and suitable to work with children and young adults.

TAS’s recruitment policies mandate thorough background checks through Sterling One, including checks from the USA FBI, Taiwan, and other countries as relevant. These checks include various national databases and indicate a robust approach to screening.

In addition, TAS has established regular and systematic professional training for all faculty, staff, contractors, and service providers on student safeguarding, child abuse prevention, recognition, intervention, and reporting. The extent to which this training is effective is difficult to assess, and as such, it is recommended that more in-depth training be provided to ensure faculty and staff are confident in implementing practices within the child protection policy should the need arise.

Similarly, the processes for all faculty, staff, volunteers, outside contractors, parents, and students to understand and abide by the written code of conduct as outlined in the faculty and staff manuals, as well as each divisional Student-Parent Handbook are critical to maintaining a safe environment. The divisional handbooks that support how students should interact with one another are part of this framework. Detailed documents such as the Child Protection Policy

Supporting Evidence

Child protection policy

Child Safeguarding Appendices

Photography, Video, and Social Media guideline

Lower School Student and Parent Handbook

Middle School Student and Parent Handbook

Middle School Faculty Resource Guide

Upper School Student and Parent Handbook

Upper School Resource Guide for responding to Bias Incidents

SterlingOne Background Check Process

TAS

and subsequent Appendices, guidelines on Photography, Video, and Social Media, and the various manuals for faculty, staff, and contracted employees (i.e., substitutes), provide comprehensive guidelines for adult conduct.

Although clear child protection procedures are in place, it is recommended that TAS enhance the current practices in the following ways:

• Extending background checks and/or safeguarding training to include all individuals who may come into regular contact with students, including PTA volunteers.

• Providing differentiated and more in-depth training on child safeguarding for all employees that is specifically tailored to their role within the school.

• Strengthening the understanding of and adherence to the professional code of conduct by implementing regular review sessions, reinforcing training, and ensuring that all new hires, volunteers, and visitors are fully briefed on these expectations.

• Ensuring that incident reporting mechanisms are robust, transparent, and lead to actionable outcomes, with a clear data trail that can be reviewed for continuous policy implementation and refinement.

• Addressing specific issues such as bullying prevention, mental health support, and harassment through targeted training sessions that encompass current best practices and legal frameworks.

Through the implementation of the above recommendations, TAS can further fortify its commitment to creating a safe, supportive, and globally minded educational environment.

TAS Safe Schools Login

TAS Administrative Manual

TAS Support Staff Manual

TAS Substitute Teacher Manual

TAS Training Center Site

A4.3. SUPERVISION AND EVALUATION PROMOTING PROFESSIONAL GROWTH

INDICATOR FRAMING QUESTION:

How effective are the supervision and evaluation procedures to promote professional growth of staff that supports high-quality learning and teaching and prepares students to be globally competent?

Findings

The Teacher Professional Pathways (TPP) (as well as the Educational Specialist and Leadership Pathways) system, developed in collaboration with Dr. James Stronge and Associates, is a comprehensive approach adopted by TAS to promote the professional growth of faculty, staff, and administration, which is crucial for highquality teaching and learning. The system is designed to balance structure with flexibility by providing a framework for accountability in teaching effectiveness while allowing room for individual creativity and initiative.

The TPP aims to optimize student learning and growth, improve instructional quality, contribute to the school’s vision and mission achievement and provide a basis for instructional improvement through professional growth. It fosters collaboration between teachers and evaluators by promoting self-growth and instructional

Supporting Evidence

Teacher Professional Pathways Handbook

Educational Specialist Professional Pathways Handbook

Leadership Professional Pathways Handbook

Lower School Curriculum Coaches and Mentor Roles Descriptions

effectiveness, which are essential for preparing students to be globally competent.

The TPP’s effectiveness lies in its well-defined professional responsibilities, which include six performance standards with multiple performance indicators, enabling both teachers and evaluators to have a clear understanding of job expectations. These standards are assessed using performance appraisal rubrics, ensuring that the evaluation process is transparent and equitable.

The responsibility of the effectiveness of the TPP across TAS lies with the Deputy Head of School, with Principals, Associate Principals, Department Chairs, and other leaders playing a role in its implementation. These individuals help to ensure that the system provides meaningful and timely feedback to users. The TPP utilizes multiple data sources, such as classroom observations, documentation logs, and student surveys, to create a comprehensive performance portrait of each teacher’s practice.

Formative observations, conducted at least bi-annually, are an integral part of the TPP, providing valuable feedback for teachers’ professional development. These observations are documented and maintained throughout the evaluation cycle to track progress and growth.

At the beginning of the evaluation cycle, teachers engage in selfassessment to identify areas for growth and develop professional goals. This goal-setting process is focused on improving instruction and, in turn, student growth, which is vital for fostering global competence in students.

To support teachers in meeting performance standards, the TPP includes tools such as the Support Dialogue and the Performance Improvement Plan. These are designed to provide targeted support and address performance needs, with the intention of being constructive rather than punitive.

In conclusion, TAS’s supervision, professional growth and evaluation system is meant to be an effective mechanism for promoting the professional growth of faculty and staff. Given that TAS is currently in a pilot year, it is difficult to assess the level of effectiveness of this new framework. However, the system’s emphasis on clear expectations, accountability, collaborative evaluation, and continuous feedback aligns with the goal of ensuring high-quality teaching and learning in a way that is also responsive to the needs of teachers and the overarching purpose of the school.

Middle School New Teacher Support Plan

Upper School Instructional Coach Interview Questions

A4.4. STAFF ACTIONS/ACCOUNTABILITY AND COLLEGIAL STRATEGIES TO SUPPORT LEARNING

INDICATOR FRAMING QUESTIONS:

How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs?

How effective are the collegial strategies used to implement innovations and encourage improvement such as shadowing, coaching, observation, mentoring, and professional learning communities?

Findings Supporting Evidence

Involving faculty in shared responsibility, actions, and accountability is crucial for supporting student learning across all programs at TAS. The effectiveness of these processes can be seen through the lens of specific strategies and roles established in the Lower School, Middle School, and Upper School, as well as schoolwide initiatives.

The Lower School employs math, literacy, and educational technology coaches who provide comprehensive support through coaching, mentoring, and observation. This hands-on approach facilitates direct, practical assistance to teachers, enhancing instructional strategies and student engagement. In addition, the mentoring partnership for new teachers is another significant strategy that underscores the commitment to shared responsibility and professional growth, ensuring that new staff members are well integrated and supported from the start.

Regularly scheduled grade level team meetings with clear structures reflect a culture of shared responsibility and productivity, focusing on curriculum and student-related matters. Such meetings are productive and contribute to a cohesive approach to teaching and learning. Additionally, ongoing professional development for teachers and teaching assistants, as well as the implementation of professional learning communities (PLCs) surrounding various teaching and learning topics demonstrate a robust infrastructure for continuous improvement and collaborative learning within the Lower School.

In the Middle School, teaching teams meet regularly to discuss best practice and collaborate on lesson planning, which facilitates curricular coherence and innovation. The involvement of counselors and grade level leaders in meetings to support specific students, including the use of Student Response Teams (SRTs) for individualized action plans, shows a commitment to student-centered strategies that leverage staff collaboration for student support.

This, along with the Middle School Department Chair job description, which also includes ongoing support for individual teachers and department growth, indicates a comprehensive approach to collegial support and shared accountability.

Within the Upper School the creation of an Instructional Coach position (to be implemented in SY 2024-2025), separate from an evaluative role, allows teachers to focus on growth without the pressure of evaluation. This distinction is crucial for fostering a safe space for professional development. Additionally, the implementation

Teacher Professional Pathways Handbook

Educational Specialist Professional Pathways Handbook

Leadership Professional Pathways Handbook

Lower School Grade Level Meeting Minutes - Grade 1 - Grade 2 - Grade 5

Professional Learning Community Documents in the Lower School

Lower School Meeting Schedule

Professional Development with Teaching Assistants

Middle school Department Chair Job Description

Upper School Department Chair Job Description

Guidance for managing a performance improvement plan

of teacher observations of peers for self-growth and community building further enhances the collegial atmosphere, promoting interdepartmental understanding and instructional innovation.

Similarly, the goal-setting component of the Teacher Professional Pathways model encourages practices such as coaching, shadowing, observation, or participation in a professional learning community, highlighting a structured yet flexible approach to professional growth. Likewise, mentoring is embedded in the fabric of TAS’s culture. New or less experienced educators are paired with seasoned professionals within teaching teams and departments, providing guidance and fostering a supportive learning environment for new faculty members. Department Heads and Principals conduct classroom observations regularly, delivering constructive feedback, thereby further contributing to the professional growth of teachers.

Collectively, the above divisional and schoolwide strategies at TAS create an environment where collegiality and shared responsibility are one of the cornerstones of the professional experience at TAS. This ensures that teaching is not only a profession, but a collective journey of constant learning and improvement.

A4.5. SUPPORT AND MEASURABLE EFFECT OF PROFESSIONAL LEARNING

INDICATOR FRAMING QUESTIONS:

How effective is ongoing professional learning in enhancing the capacities and the competencies of the administrators and teachers to design and implement researchbased instructional practices that meet all students’ learner needs?

How effective are the processes to determine the measurable effect of professional learning, support, coaching and mentoring on student learning?

Findings

Ongoing professional learning is pivotal to educational excellence, fostering a continuous improvement culture among educators. At TAS, the commitment to professional development is a testament to the understanding that teacher quality directly correlates with student achievement, making it an indispensable component of educational success. This philosophy is embedded within the school’s multifaceted approach to professional learning, which encompasses the design and implementation of research-based instructional practices tailored to meet the diverse learning needs of TAS students.

Lower School faculty engage in a wide variety of division wide professional development aimed at consistent implementation of best practices to support student needs. Weekly grade level meetings are pivotal in terms of cohesive unit planning based on standards. These meetings are also used as an opportunity to assess the effects of pedagogical practices on student learning through regular moderation and review of student work. The Middle School has recently dedicated time to all faculty professional development on differentiated instruction in the classroom with presentations on supporting Multilingual Learners, and Responsive Classroom Strategies. Similarly, at the Upper School level, professional development days have pivoted towards skill and capacity development focused on teaching and learning, rather than dissemination of information which demonstrates a greater commitment to actionable professional learning outcomes.

The COVID-19 pandemic and strict travel restrictions necessitated a reevaluation of professional development (PD) opportunities, leading TAS to implement a more consistent, adaptable and equitable PD framework. The establishment of a PD handbook, a testament to the school’s commitment to ongoing growth, has standardized access to PD resources across divisions and helped to create clarity and transparency surrounding PD opportunities in alignment with divisional and schoolwide goals. Additionally, the creation of the PD Approval Committee including key administrators ensures a structured and strategic approach to PD across divisions.

TAS’s acknowledgement of the cyclical nature of funding has led to equitable PD opportunity distribution in recent years, ensuring that all educators have access to professional resources. The PD application process, under the purview of the PD Approval Committee has been refined to ensure systematic and equitable consideration of funding

Supporting Evidence

Professional Development Handbook

Teacher Professional Pathways Handbook

Educational Specialist Professional Pathways Handbook

Leadership Professional Pathways Handbook

Coaching Reflection Tool

Research-based Coaching Plan

Professional Development Funding Request

Professional Development Schedule

requests. This broad-based support and varied PD offerings highlight TAS’s dedication to professional excellence and are aligned with the strategic objectives of the school.

During the 2021-2022 school year faculty participation in PD was extensive with attendance at over 98 professional learning events that spanned a spectrum of strategic areas including literacy, suicide prevention and child safeguarding, STEAM, digital literacy, inclusive education, and strategies for multilingual learners. Progressing into the 2022-2023 school year, TAS maintained this momentum with faculty participating in over 89 different professional development events or opportunities including a blend of virtual and in-person workshops surrounding topics such as mindfulness, social justice, collaboration strategies, amongst many others.

The school’s PD initiatives are intricately aligned with the school’s strategic plan focusing on the implementation of research-based instructional practices that are responsive to the multifaceted needs of TAS students. The school’s recent investment in seminars such as Adaptive Schools and consultants such as Cathryn Berger Kay, James Stronge, Derrick Gay, Jennifer Abrams, Sean Truman, as well as others further supports the strategic plan’s aims while fostering an environment of progressive educational strategies.

Although, the school does not yet have explicit data to measure the impact of the many professional development opportunities on student learning, the high engagement levels of faculty in professional development internally and externally imply a positive correlation to student learning. In essence, TAS’s approach to PD exemplifies a concerted effort to elevate teaching and learning, potentially translating to enriched student experiences. Although the connection between PD and student outcomes could benefit from more explicit metrics, the broad range of PD options offered to TAS faculty and staff and the commitment to continuous learning suggest a significant, if indirectly measured, impact on educational quality at TAS.

A5. SCHOOL IMPROVEMENT PROCESS CRITERION

The school leadership facilitates continuous and innovative school improvement to guide the work of the school through (a) implementation of a schoolwide action plan focused on quality learning for all students; (b) involvement of the school community; and (c) collective accountability for implementing and monitoring the schoolwide action plan.

A5.1. SCHOOLWIDE ACTION PLAN ALIGNED TO DESIRED OUTCOMES

INDICATOR FRAMING QUESTION:

To what extent is the schoolwide action plan a) aligned to the student learner needs and the other desired outcomes, i.e., schoolwide learner outcomes, global competencies, and academic standards and b) guides the work of the school community?

Findings

The schoolwide strategic action plan, developed during the 2020-2021 school year was thoughtfully designed to align with the intricate fabric of student needs, comprehensive learning outcomes, and global competencies while simultaneously providing a directional compass for the school community’s efforts. Through a board and administrative led process, the current strategic plan (2021-2026) was the result of a compilation of perception data from various stakeholder groups surrounding targeted questions focused on student learner needs and desired outcomes of the community. The explicit focus on learning, personal wellbeing, and service interwoven throughout the current strategic plan was the impetus for revision of the TAS mission in the Fall 2021.

In the Lower School the key initiatives are driven by the schoolwide action plan. For example, the integration of Social and Emotional Learning (SEL), and explicitly the implementation of the RULER program across kindergarten to grade 5 underscores a commitment to the holistic development of students, prioritizing emotional intelligence alongside academic growth. Additionally, the use of the Seesaw platform enables a transparent and interactive view of each student’s learning journey, allowing for personalized tracking of progress and areas for growth.

Moreover, the action plan’s emphasis on data-driven decision making is evident in the use of reading, writing, and mathematics assessments in the Lower School to support and analyze student’s ability to meet the academic standards for these core subject areas. This analytical approach ensures that interventions and potential supports are targeted at individual learner profiles. Similarly, translanguaging within the Lower School reinforces the global competency of linguistic flexibility, but also validates the cultural and linguistic backgrounds of all students. Recognizing that language is the medium through which learning occurs, the Lower School positions all teachers as language teachers, which amplifies the support provided to learners across the curriculum.

Likewise, the development of professional learning communities through avenues such as Monday meetups, in addition to the implementation of coaching cycles led by the literacy, mathematics, and educational technology coaches fosters a culture of continuous improvement and ensures that pedagogy is both rigorous and aligned with best practices. Furthermore, the incorporation of a service-learning

Supporting Evidence

Strategic plan

TAS Schoolwide Learning Outcomes

Middle School X period schedule and alignment

focus, specifically within the social studies curriculum in the lower school embeds a sense of responsibility in students and is in direct alignment with the desired outcomes outlined in the strategic action plan.

Within the Middle School at TAS, there is an explicit focus on Supporting Student Life (Strategic Area 3), which has included a critical review of student schedules, homework expectations, grading, and technology usage. The recent initiatives to adjust these components reflect an understanding of the unique challenges and needs of middle school students. Additionally, the implementation of the X Period schedule is a prime example of allowing time for additional support where students can receive extra help, make up assignments or assessments, and further develop themselves as self-directed learners as articulated in the schoolwide learning outcomes. Similarly, the recent decision to integrate language support across all classes demonstrates a greater shift towards inclusivity and a more comprehensive approach to language education.

In addition, the alignment of Middle School Homeroom lessons with the major themes of DEIJ and wellbeing illustrate a strategic effort to streamline the goals within the strategic plan within the curriculum. Initiatives such as the Middle School Camp specifically target the opportunity all students have to develop resilience through experiential learning, while the distribution of student wellness surveys and the subsequent sharing of findings at grade level meetings highlight and adaptive and responsive approach to student well-being. This practice enables Middle School faculty to remain attuned to the mental and emotional health of students, a pivotal area of focus within the strategic plan.

Within the Upper School, many program developments are a direct result of the objectives outlined within the strategic plan. For instance, the promotion of standards-based assessments has refocused the lens from mere achievement to a more holistic view of academic growth. Similarly, the Upper School’s commitment to differentiation and personalized learning through the depth and breadth of course offerings demonstrate a focus on individual learning trajectories and supports a student-centered pedagogy, ensuring that teaching methods and curricular design are responsive to the varied learning styles and interests of students.

The Upper School Advisory Program at TAS is a strategic embodiment of the school’s emphasis on well-being and Diversity, Equity, Inclusion, and Justice. By setting aside time for advisory, the program prioritizes socialemotional development and community building, which are pivotal to fostering a supportive and inclusive school environment. This initiative is a direct response to the strategic plan’s commitment to nurturing wellbalanced individuals who can thrive in a diverse community.

As a school, TAS has been focused on determining how to best approach the holistic development of students – socially, emotionally, intellectually, and physically as outlined in the strategic plan – moving beyond traditional academic success metrics to embrace a broader definition of student achievement. For this reason, TAS initiated a revision of the schoolwide learning outcomes to reflect current educational objectives, such as fostering critical and creative thinking, self-direction, collaborative communication, and global mindedness. These revised outcomes, directly in alignment with the mission and

objectives laid out in the strategic plan, are a testament to TAS’s commitment to preparing students as global citizens who can navigate and contribute to the world beyond the TAS community. Similarly, the action plan has been instrumental in guiding curricular work across divisions to ensure greater alignment, as well as schoolwide professional development opportunities that support the implementation of consistent practices across divisions. Direct alignment of divisional and schoolwide initiatives to the strategic action plan can be found in recent reports developed for the Board of Directors.

A5.2. STAKEHOLDER INVOLVEMENT THAT IS BROAD-BASED, COLLABORATIVE AND SHOWS COMMITMENT

INDICATOR FRAMING QUESTION:

To what extent is there broad-based and collaborative involvement and commitment to the schoolwide action plan by the stakeholders, including the leadership, staff, students, and parents?

Findings

The development of 2021-2026 Strategic Action plan was intended to be a broad-based and collaborative process involving representatives from all stakeholder groups (student, parents, faculty, staff, and administration) reflecting a desire to garner widespread commitment. Since the development of the Strategic Action Plan each division has demonstrated a clear commitment to the objectives within the plan as evidenced by the following.

Within the Lower School, the enhanced communication and training from the EAL department to all faculty represents a targeted effort to address the needs of multilingual learners, indicating a recognition of and response to the linguistic diversity within the student body. Also, the SEL-focused monthly meetings underscore the lower school’s emphasis on the holistic development of students, a cornerstone of the strategic plan.

Additionally, engagement with parents is facilitated through Seesaw, where they can stay informed about their student’s learning profiles, as well as receive information about schoolwide updates and initiatives with a specific focus on curricular and SEL initiatives. Additionally, the organization of a variety of parent education events serves as a vital link between home and school and supports the cultivation of a commitment from the parent body with regards to the school’s program. Moreover, the school provides parents with the opportunity to engage with the curriculum through activities such as Extreme STEAM Days and Lower School Field Days. Such initiatives allow parents to engage with the curriculum not just conceptually, but experientially, fostering a deeper understanding of the school’s educational approach.

Within the Middle School, the schoolwide action plan is consistently reinforced by a comprehensive system of collaborative involvement from all stakeholders, emphasizing student-centered learning, diversity education, and continuous communication and relationship-building as pillars of the educational experience.

Supporting Evidence

Strategic plan

Strategic Planning Process

Senior Leadership Meeting Minutes (see DHOS)

Educational Leadership Team Meeting Minutes (see DOTL)

Operational Leadership Team Meeting Minutes (see COO)

The integration of DEIJ topics into the Homeroom curriculum signals a concerted effort to educate students on issues of social justice, heritage, and identity. This approach aligns not only with the school’s strategic objectives, but also is in direct alignment with global trends that prioritize cultural competency and ensures that students are not only academically proficient but also empathetic and informed global citizens. Also, the structured grade level meetings, where teachers, counselors, and administrators gather twice in a six-day cycle, demonstrates a proactive approach to student welfare as outlined in the strategic plan. These meetings allow for the sharing of student successes and the addressing of concerns, creating a responsive environment where action plans can be tailored to support individual student needs.

Moreover, the strategic use of midyear comments for parents reflects a desire to keep families informed and involved in their children’s education. The comments are meant to provide a holistic view of the student’s experience in class including their general feelings, ability to collaborate with peers, engagement level, and academic progress. This approach provides parents with a comprehensive understanding of their child’s development, while also strengthening the home-school connection in allowing parents to support their children’s education more effectively.

In the Upper School, the involvement and commitment to the schoolwide action plan reflect a complex dynamic, where collaborative efforts are both present and in need of further development. The existence of siloed situations within departments and teams indicates challenges in achieving a fully integrated approach to collaboration and resources sharing as outlined in the strategic plan. This compartmentalization can hinder the seamless execution of the action plan, as it may lead to inefficiencies and lack of cohesion in the pursuit of the school’s strategic objectives. For example, there is a discrepancy in the use of Flex periods that suggest a need for better coordination and planning within the school schedule. Additionally, the perception of department resources as being exclusively owned by the department rather than shared across the Upper School speaks to an area where the action plan could encourage a shift in mindset towards more collaborative use of resources in effort to achieve strategic objectives across the division.

As a whole school, the implementation of mandatory DEIJ training for all faculty indicates a proactive approach to professional development in alignment with the strategic plan, ensuring that faculty and staff are equipped with the knowledge and skills to create a culturally competent and supportive educational atmosphere and culture of belonging. Also, the monthly spotlight on different heritage and identity recognitions serves to celebrate diversity and fosters a more inclusive school.

Similarly, the ongoing improvements in collaboration between the admissions office and divisional leadership and faculty suggests strategic alignment that extends beyond the classroom, affecting how the school presents itself to prospective families and integrates new students into the community.

In terms of communication, the Advancement and Communications Office has made tremendous progress in following through with the action plan’s initiative to streamline the school’s communication

channels to ensure clarity and consistency in messaging. Regular updates through the Parent Post and Employee Digest, scheduled to be disseminated on Friday and Monday respectively, have established a routine that stakeholders can rely on for the latest information. This regularity in communication reinforces transparency and trust within the school community, creating a reliable pulse for schoolwide news and initiatives.

The broad-based involvement is further evidenced by the regular dissemination of information regarding both the planning and implementation of schoolwide initiatives. In addition, the use of systematic surveys (for students, parents, faculty, and staff) to gather feedback on the school’s ability to achieve the objectives outlined in the strategic plan, illustrates a commitment to an inclusive approach to data-driven decision making. By actively seeking and acting upon feedback, the school leadership has demonstrated responsiveness to the community’s voice, ensuring that the strategic objectives are not only met, but resonate with the needs and expectations of stakeholders.

Lastly, the recent self-study process undertaken by TAS has exemplified the inclusive nature of the school’s approach to strategic planning. This comprehensive review has actively involved stakeholders from all corners of the community, reflecting a collective endeavor to refine and enhance the school’s direction. The anticipated revision of the current strategic plan is poised to harness this inclusivity, cultivating an even stronger commitment to the school’s vision from all involved parties. By grounding the revised plan in evidence-based findings, and aligning this to research-based best practices, TAS is reaffirming its dedication to meeting the evolving learning needs of its students.

A5.3. ALIGNMENT BETWEEN ALL RESOURCES AND IMPLEMENTING THE SCHOOLWIDE ACTION PLAN

INDICATOR FRAMING QUESTION:

To what extent is the allocation of time/fiscal/personnel/material resources aligned with implementing the schoolwide action plan?

Findings

The strategic alignment of resources, encompassing time, fiscal, personnel, and materials is crucial in the successful implementation of the schoolwide action plan. As such, there was a concerted effort made during the development of the 2021-2026 Strategic Action Plan to align financial resources with each strategic initiative outlined in the school’s strategic plan. This financial commitment is evident in the prioritization of funding for various strategic initiatives.

For example, in terms of personnel resources, the school has demonstrated a strong alignment with the strategic plan through the hiring of the Director of Inclusion and Wellbeing, an Upper School Instructional Coach, and the planned appointment of a Director of Student Support Services. These roles are pivotal in leading and actualizing various aspects of the plan, signifying a strategic approach to human resource management.

Supporting Evidence

Strategic plan

Strategic plan with financial allocations (see DHOS)

Long-Range Resource Plan (see COO)

Operational Budget Documents (see COO)

Senior Leadership Meeting Minutes (see DHOS)

In addition, engaging the recent support of consultants such as Catherine Berger Key for Service Learning, Kendall Zoller for Adaptive Schools, James Stronge and Associates for Professional Growth, Evaluation, and Teacher Effectiveness, Jennifer Abrams for collaborative skill development, Derrick Gay for DEIJ, Andrea Honigsfeld for supporting multilingual learners, and Virginia Rojas for EAL program development amongst others, collectively represents a formidable commitment to achievement of the school’s strategic objectives. The specialized expertise of these consultants not only enriches the school’s resource pol, but also ensures that material investments are directly contributing to specific strategic outcomes.

Also, specific budgetary allotments for technology upgrades, curriculum development, and infrastructure improvements align directly with strategic goals. However, while TAS boasts a healthy operational budget that prioritizes strategic objectives, there is a growing concern and perception within certain departments about budget reductions potentially hindering the realization of specific strategic goals. These concerns primarily stem from the challenges faced in resource-heavy departments where the need for contemporary equipment updates is critical. Several budget changes have led to more stringent resource management, particularly in departments that rely heavily on up-todate technology and equipment.

A5.4. INNOVATION AND TRANSFORMATION OF THE SCHOOL INDICATOR FRAMING QUESTIONS:

Educational Leadership Team Meeting Minutes (see DOTL)

Operational Leadership Team Meeting Minutes (see COO)

How effectively does the school leadership, staff and other stakeholders a) reflect and evaluate what currently exists, b) analyze research and c) determine what programs should be strengthened and/or redesigned to be more creative, forward thinking and responsive to current and future student needs and interests?

How effective and regular are opportunities for leadership, faculty and staff a) to reflect and evaluate their implemented innovative practices b) to assess the impact of innovative practices on students’ learning and well-being and c) to modify and refine practices to increase effectiveness of learning for all students and staff?

Findings Supporting Evidence

The efficacy of school leadership, faculty, staff, and stakeholders in reflecting, evaluating, and innovating educational practices is paramount in shaping a responsive and future oriented learning environment.

In the context of Lower School, this involves a multifaceted approach, encompassing regular meetings, program assessments, and professional development, all aimed at enhancing student learning and wellbeing. Lower School’s approach involves a systematic reflection and evaluation process. Every ten days, meetings with Math and Literacy coaches offer a platform to analyze teaching methodologies through the lens of assessment data. These meetings, concentrate on strengthening and redesigning elements of the school’s program by specifically focusing on unpacking standards and determining how best to deliver learning experiences to students. Furthermore, regular planning days provide an opportunity to retrospectively analyze the program, facilitating necessary changes based upon student needs. In addition,

Examples of Lower School meting minutes around mathematics and SEL

Literacy Committee Meeting Minutes

Mathematics Planning Day Minutes from the Lower School

Monday Meet-ups

MS Chair Meeting Minutes

the ongoing development and refinement of subject area philosophy statements supported by guiding principles is a testament to aligning educational practices to current research findings. This is particularly noteworthy within the mathematics curriculum.

Similarly, the SEL-focused meetings, occurring every ten days with a focus on the implementation of the RULER program, exemplify the lower school’s dedication to student well-being as emphasized heavily within the strategic plan. These sessions prioritize emotional learning, integral to holistic development. Additionally, monthly curriculum committee meetings for various subject areas play a crucial role in adapting and aligning educational practices to meet diverse student learning needs and interests. The Steering Committee meetings, held monthly, also serve as a nexus for planning, goal setting, and celebrating achievements. Monday Meet-Ups, especially designed for faculty development, as well as Late Start Days, where teams concentrate on specific areas of need, further emphasize the school’s commitment to continuous professional growth and reflection.

In terms of Middle School structures surrounding innovation and transformation, the Department Chairs meeting represents an opportunity for leadership and faculty to critically reflect upon and evaluate educational practices that are both innovative and responsive to the needs of students. These meetings involving administration, counselors, and department chairs serve as a crucial forum for reflecting on the effectiveness of current educational practices within the middle school.

Innovation at the classroom level is largely teacher-directed; however, there have been more recent division wide professional development led by teachers or administration that serve as a mechanism for helping to empower teachers to introduce more innovative strategies into their classroom. The assessment of potential innovations is conducted through annual reviews and discussions with department chairs and principals. To further enhance innovation at the Middle School level, it is recommended that regular collaboration with central administration particularly surrounding curriculum alignment, DEIJ, and service learning could be integrated more systematically into meeting structures.

In addition, the complexities of the middle school schedule make it clear that there needs to be ongoing consideration to evaluation and refinement of the schedule to better align with student learning needs. The current scheduling challenges stem from the broad array of course offerings which, while enriching, result in smaller class sizes and a limited selection of electives due to finite scheduling blocks.

Within the Upper School, department meetings are regularly used as a platform to review course content, ensuring that adjustments are made to keep pace with student needs and emerging educational trends. Additionally, the Upper School’s commitment to innovation is evident in its openness to implementing new courses that embody forwardthinking principles and student needs. These learning experiences foster creativity and critical thinking skills that students will need in the future.

The impressive offering of over 300 courses in the Upper School provides students with the autonomy to tailor their educational experience, but

Athletics Program and Resources Coming In

also allows them to explore a variety of disciplines and potential career paths.

Moreover, the Athletic Department and Dean of Student Life’s end-ofseason reflection meetings demonstrate a structured method of reflection and evaluation in alignment with the school’s educational goals and extracurricular philosophy. The Positive Coaching Alliance training and coach roundtable discussions during professional development days further reinforces a culture of best practices, collaboration, and growth, extending the reflective and evaluative approach beyond the classroom.

In terms of schoolwide evaluation and analysis, TAS has crafted an intricate structure of leadership teams dedicated to continual reflection, critical dialogue, and decision-making that are essential for the school’s progressive and responsive educational environment.

• The Senior Leadership Team plays a pivotal role in overseeing the educational and operational programs, ensuring that they remain in line with TAS’s mission, values, schoolwide learning outcomes, and the strategic plan. This team’s purpose is deeply ingrained in fostering a culture of collaboration, transparency, and continuous improvement, which is critical to addressing questions related to efficacy of leadership in reflection and evaluation of current practices, research analysis, and program development.

• The Educational Leadership Team’s objectives revolve around critical discussions pertaining to all aspects of TAS’s educational programs. By focusing on inter- and intra-divisional communication and collaborative reflection on practices, this team effectively examines and enhances curricular policies, and innovations, making significant strides in aligning with student needs and interests.

• Lastly, the Operational Leadership Team complements this approach by delving into the organizational and operational aspects of the school, ensuring the deployment of strategies and resources to support the school’s action plan and response to the ever-evolving educational landscape.

Through the above structure, TAS leadership adeptly addresses the core aspects of reflection, evaluation, and innovation. The structured meeting agendas, focused on providing transparency, and allowing for collective reflection, enable the leadership to assess and refine practices continually in alignment with the strategic plan and student learning needs.

A6. ADEQUATE AND SUFFICIENT RESOURCES AND RESOURCE MANAGEMENT

The resources available to the school are sufficient to sustain the school program and are effectively used to carry out the school’s purpose and desired outcomes: schoolwide learner outcomes, global competencies, academic standards and major student learner needs. The school has developed policies, procedures, and internal controls for managing the financial operations that meet local laws, accepted international practices, and ethical standards.

A6.1. Resource Allocation to Support the School Purpose, Desired Outcomes and the Schoolwide Action Plan

Indicator Framing Question:

To what extent are resources allocated to support the schools’ purpose, desired outcomes and the development and implementation of the Schoolwide Action Plan?

Findings

Resource allocation at TAS is carefully orchestrated to underpin the school’s purpose, achieve desired outcomes, and support the development and implementation of the schoolwide action plan. The annual operating budget preparation process is a testament to this systematic approach. Department chairs, program coordinators, Grade Level Leaders, and Budget Managers with contributions from their teams, commence this process by completing budget workbooks that reflect the financial needs corresponding to their educational objectives. This grassroots level input ensures that the allocation of resources is grounded in the actual, on-the-ground demands of teaching and learning.

Following this initial step, the divisional principals review and vet these budget workbooks, adding a layer of oversight that aligns departmental needs with division and/or schoolwide goals. The subsequent review by the Chief Operating Officer and the Controller further streamlines the requests, ensuring that they are in harmony with the school’s overarching fiscal strategy, before submitting the budget to the Head of School for review and approval

The Controller plays a key role in the budget review process by providing spending history and budget utilization data to the Head of School, Deputy Head of School, and COO to support effective decision making.

The budgeting process also demonstrates flexibility and resourcefulness. When immediate funding constraints limit the allocation, the department chair may seek support from the divisional Principal (funded from divisional contingency funds). If this proves insufficient, the next step is to escalate to the Head of School contingency fund, through a request from the divisional principal for Head of School consideration. If approved, the Controller would assist to execute the project funding.

The annual school operating budget is primarily funded through tuition. In addition, when possible, the school will allocate fundraised monies, subject to donor intent, to provide additional budget support.

Supporting Evidence

Strategic Action Plan with Financial Alignment (see DHOS)

Long Range Resource Pan (see COO)

Management and Resources Committee Minutes (See COO)

TAS Board Policies (see DHOS)

Master Facility Plan Process

Board Financial Policies

Capital budgets are constructed with a long-term perspective, incorporating inputs from all departments and considering the life cycles of physical assets, and develop a 3–5-year plan that forecasts future needs. This strategic forecasting is key to ensuring that the school’s infrastructure remains conducive to learning and operational efficiency.

Finally, the administration-endorsed annual budget proposals undergo review and approval by the Management and Resources Committee of the Board, adding a final layer of governance. This comprehensive, multi-tiered budgeting process ensures that resource allocation is not just a financial exercise, but a strategic endeavor intrinsically linked to the educational vision and practical realities of the school.

A6.2. FINANCIAL PRACTICES, BUDGETING, ANNUAL AUDIT, AND FIDUCIARY RESPONSIBILITIES INDICATOR FRAMING QUESTIONS:

How effective is the school in developing an annual budget, conducting an annual audit (internal, external), and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds?

To what extent does the governing authority/ownership ensure that there are adequate financial resources and reserves to sustain the school in the event of a potential school closure or interruption and/or economic fluctuation and uncertainty?

To what extent are leadership, teachers, and staff involved in the resource allocation decisions?

Findings

The school’s effectiveness in developing an annual budget and conducting thorough audits is evidenced by its comprehensive and detailed financial processes. The development of a Budget Management training program for divisional leadership and department heads, led by the COO and Controller, demonstrates TAS’s commitment to financial literacy and accountability within the various leadership levels at the school. This program is meant to equip budget managers with the knowledge and tools needed to manage their budgets effectively and align their fiscal decisions with the school’s strategic objectives.

The introduction of a budget application tool with guidelines for obtaining comparative quotes ensures that the school engages in cost-effective practices. This due diligence in the procurement process reflects the school’s commitment to quality business and accounting practices, and alignment with Board policy. Furthermore, the allocation of a healthy operational budget for IT and electronic resources for K-12 libraries signifies a strategic investment in educational technology, which is critical for modern learning environments.

The established process for onboarding new resources into the Capital Budget, with clear instruments and appendices, indicates a structured and transparent approach to financial management. This process

Supporting Evidence

Management and Resources Committee Minutes (See COO)

TAS Board Policies

TAS Annual Audit Procedures (see COO)

Board Financial Policies

Business and Purchasing documents for faculty and staff

ensures that all investments are carefully planned and that resources are allocated where they are most needed.

The Business and Operations offices are reputed for their high-quality support, providing the backbone for the school’s daily operations and strategic initiatives. This level of support is crucial for the school’s ability to maintain continuous quality in its services and infrastructure.

Adherence to Board Policy, along with comprehensive manuals governing business and accounting practices, ensures the school operates with integrity and in compliance with legal and financial standards. The investment of school funds in low-risk, principalprotected instruments showcase a conservative and prudent financial strategy, aligning with both school policy and the laws of the Republic of China.

The school’s unwavering compliance with U.S. GAAP and its history of clean audits, verified by reputable firms such as KPMG, Deloitte, and the current auditor, PWC, underscore its financial integrity and robustness. The transition between auditors without any required adjustments speaks to the school’s transparent and consistent accounting practices.

The school’s proactive stance on IT security and financial statement audits, and the practice of benchmarking against NAIS best practices, illustrates a comprehensive approach to financial stability and foresight. The Management and Resources Committee of the Board plays a crucial role in this process, utilizing comparative data to ensure that the school is well-positioned to sustain operations in the face of economic fluctuations and potential disruptions.

In summary, the school demonstrates a high level of efficacy in its financial operations, from budget development to auditing, and from day-to-day accounting practices to long-term fiscal stability. This comprehensive approach, coupled with the involvement of leadership, teachers, and staff in resource allocation decisions, ensures that the school is not only protected against mishandling of funds, but is also poised to adapt to financial uncertainties while sustaining its mission and educational commitments.

A6.3. SAFE, FUNCTIONAL AND WELL-MAINTAINED FACILITIES

INDICATOR FRAMING QUESTION:

How effective are the processes used by the leadership and governing authority/ownership to ensure that the school’s facilities are adequate, safe, functional and well-maintained to support the educational program and provide a positive learning environment?

Findings

TAS demonstrates a high degree of efficacy in maintaining and ensuring that its facilities are not only adequate but also safe, functional, and conducive to a positive learning environment that supports the educational program. This commitment is evident in regular upgrades and renovations across campus reflecting an environment that prioritizes both the quality of facilities and the safety of its community.

Building on the commitment to excellence in educational facilities, TAS has engaged the renowned architectural firm Perkins and Will to spearhead a Master Facility Redesign project. Recognizing the importance of stakeholder input in shaping an environment that truly supports its educational groups, including students, faculty, staff, parents, and administrators. All these stakeholder groups have been included in the work with Perkins and Will; this inclusive approach ensures that the outcomes of the Masterplan will not only reflect the community’s diverse needs but enhance the functionality and aesthetic of the school’s facilities. This initiative as outlined in the strategic plan, illustrates the school’s proactive stance on not just maintaining but continuously improving its infrastructure to advance the quality and effectiveness of its educational programs. By drawing on the community’s insights and aspirations, the school reaffirms its dedication to creating spaces that are innovative and reflective of the collective ambition to provide an exceptional learning environment.

Further ensuring the excellence of facilities, the school has instituted a rigorous and ongoing assessment process led by the Chief Operating Officer, alongside the services and facilities teams. This continuous evaluation routine is aimed at guaranteeing that every aspect of the school’s physical environment is not just up to standard, but optimally conducive to student learning.

Supporting Evidence

CHILD PROTECTION POLICY AND APPLICATION IN FACILITY BUILDING AND DESIGN

INDICATOR FRAMING QUESTION:

How effective are the school’s processes to ensure that the building and facility design, layout and use support child protection and safety and complies with the legal and ethical international requirements within the host country?

Findings

The school’s processes for ensuring child protection and safety in building design and layout are robust, reflecting a comprehensive approach that adheres to Taiwanese building codes while meeting international and American Standards. The COO and his teams play a

Supporting Evidence

Master Facility Plan Process

TAS Tech Cube Overview

A6.4.

pivotal role in this, overseeing compliance and setting a high standard for the school’s physical environment

Access to the campus is tightly controlled through electronic gates (egates) that require ID scans for entry, with all movements tracked and recorded. This system ensures controlled access and provides a digital log that can be referenced for security purposes, and supports our emergency response capability in identifying who is on campus to ensure that we can account for everyone in a crisis. Visitors face a stringent vetting process at the security desk, receiving ID cards and access only after thorough checks, and they are not allowed in teaching areas during school hours unless escorted, thereby maintaining a secure space for students.

The division-specific locking of the Tech Cube floors is a clear testament to the school’s commitment to student safety, ensuring that only those who belong in a particular area can access it. This targeted access control is crucial in minimizing the risk of unauthorized interactions and maintaining a secure learning environment for each age group.

The addition of all-gender bathrooms, along with separate faculty/adult bathrooms, not only addresses child protection but also respects the privacy and dignity of all individuals within the school community. Adjustments such as raised guardrails in the art garden and on higher-level outdoor spaces demonstrate a keen attention to detail in reducing accident potential, making the school environment safer for everyone.

The presence of AEDs and First Aid Kits in multiple locations, coupled with the training of all school employees in their use, ensures that the school is prepared to handle medical emergencies swiftly and effectively. The expansion of the nursing office to include dedicated spaces for Lower, Middle, and Upper School students, as well as the addition of an occupational nurse, enhances the school’s ability to provide immediate and specialized care.

The implementation of the FMX online system for space booking and the use of service requests for the set-up and breakdown of materials indicate an organized and supervised approach to facility use. This is complemented by a maintenance request system that ensures prompt repairs and replacements, thereby maintaining the functionality and safety of school facilities.

In summary, TAS’s processes for building and facility design are intricately woven into its child protection policy, ensuring a secure, well-monitored, and appropriately accessible environment. The meticulous application of safety measures, both in daily operations and in the structural design of facilities, shows the school’s unwavering dedication to creating a protective environment that meets the highest legal and ethical standards. While much work has been done in this area since the last accreditation, improvements are still needed in accessibility for all (universal design) and to improve adult bathroom access in a few areas of the school.

Suicide Prevention Policy

Photography, Video, and Social Media Guidelines

A6.5. SUFFICIENT RESOURCES TO SUPPORT AND RETAIN A WELL-QUALIFIED STAFF

INDICATOR FRAMING QUESTIONS:

To what extent are there sufficient time, personnel, materials, and fiscal resources available to enable the hiring, support, professional learning and retention of a well-qualified staff for all programs, including online instruction?

How effective are the resources used to support professional growth, learning, coaching and mentoring of staff to achieve the desired outcomes for all students?

Findings

At TAS there is a substantial commitment to securing the necessary time, personnel, materials, and fiscal resources to attract, support, and retain well-qualified faculty and staff across all programs. The competitive pay scale and benefits package, which is reviewed annually by administration and adjusted by the Board when necessary, serves as a strong foundation for hiring educators who are not only skilled but also motivated to engage in the school community.

The school’s approach to professional development is comprehensive, as evidenced by the availability of funds for overseas, regional, or online professional development, ensuring that faculty have access to the latest educational resources and training. This is further supported by the invitation of educational experts to present on campus during PD days, and after school sessions providing faculty with ongoing opportunities to enhance their skills and teaching practices.

The evaluation and self-reflection of teaching practices as outlined in the new Professional Pathways handbook indicate a research-based approach to professional growth, although it should be noted that this approach is currently in its pilot year. By undergoing a review and revision of the approach to professional growth, evaluation, and development across the school, TAS demonstrates an ongoing commitment to maintaining a dynamic and responsive PD structure that evolves to meet the changing needs of educators and the educational landscape.

The existence of clear documents such as the Strategic Plan, the Faculty and Staff Manuals, the TAS Recruitment Booklet, the TAS Professional Development Handbook, and the Professional Pathways Handbook exemplify the school’s commitment to structured and strategic professional growth. Additionally, the 2023-2024 TAS Crisis Response Quick Guide further demonstrates the school’s readiness to handle crises effectively, ensuring that staff are well-prepared for a range of scenarios, which is crucial for the stability and safety of the educational environment.

Given the evidence surrounding the combination of competitive compensation, regular professional development opportunities, and the existence of a clear framework for professional growth and evaluation, TAS demonstrates a comprehensive approach to valuing and investing in the professional excellence of its employees, in alignment with the mission of the school.

Supporting Evidence

Strategic Plan

Faculty Manual

Staff Manual

TAS Recruitment Booklet

Professional Development Handbook

TAS Crisis Response Quick Guide

Teacher Professional Pathways Handbook

Educational Specialist

Professional Pathways Handbook

Leadership Professional Pathways Handbook

Professional Development Budget (see DHOS)

A6.6 INSTRUCTIONAL MATERIALS AND EQUIPMENT, ACQUISITION, ADEQUACY AND MAINTENANCE

INDICATOR FRAMING QUESTION:

How effective are the policies/procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials for instruction?

Findings

The policies and procedures for acquiring and maintaining instructional materials and equipment at TAS are highly effective, reflecting a systematic and responsive approach to resource management. Each department or grade level is allocated a dedicated budget specifically for the acquisition, adequacy, and maintenance of educational resources and technologies, which underlines the school’s commitment to providing up-to-date instructional materials.

The school’s services department, including the IT/AV department and the Johanna Nichols Memorial Libraries play a critical role in resource tracking and ensuring availability of a variety of resources that support student learning.

Furthermore, the administration’s collaboration with faculty in identifying material needs signifies a bottom-up approach that values teacher input and guarantees that resource allocation aligns with pedagogical requirements. Divisional Ed Tech Coaches are key in this process, especially for operational technology subscriptions and capital purchases, indicating that decisions are driven by teaching and learning needs rather than top-down budget allocations.

TAS adheres to a clear replacement cycle for technology, ensuring that equipment is up-to-date and functional, while an audit system maintains accountability for assets. General instructional materials are sourced both locally and internationally, with an annual overseas purchase cycle beginning in November based on teacher requests. This process which consolidates orders in the United States and ships them in bulk to Taiwan, showcases the school’s strategic approach to reducing shipping costs and ensuring that teachers have the materials they need for the following school year.

The centralization of purchase order processing by a skilled purchasing staff, coupled with clear purchasing policies, ensures an expedited procurement process, as well as the reduced need for paperwork.

Supporting Evidence

Employee acceptable use policy

Information security policy

School library

Chinese library

Business and Purchasing Information and Forms

A7. Ongoing Resource Planning, Implementing and Monitoring

The governing authority/ownership and the school leadership executive responsible planning to ensure the sustainability of the school’s program and operations in the face of planned and unplanned future needs.

A7.1. BROAD-BASED AND COLLABORATIVE PLANNING FOR LONG-RANGE RESOURCES

INDICATOR FRAMING QUESTIONS:

To what extent does the school’s long-range resource planning ensure the availability of appropriate resources to support the school's purpose, desired outcomes, and the schoolwide action plan?

How effective are the school planning processes to ensure that they are broad-based, collaborative, and foster commitment of all stakeholders to the school’s vision?

Findings

Taipei American School’s long-range resource planning is intricately designed to ensure the continuous availability of appropriate resources that align with and support the school’s purpose, desired learning outcomes, as well as the schoolwide action plan. The school’s robust financial framework and collaborative planning processes reflect a strategic approach to resource allocation.

The school’s well-resourced status is maintained throughout a comprehensive long-range financial plan, involving the Controller, COO, the Head of School, and the Deputy Head of School, as well as the Management and Resources Committee of the Board. This plan demonstrates foresight in managing the school’s finances and allocating resources effectively. The establishment of a master resource plan, along with a procedure for its regular examination led by the COO, ensures that the school adapts to evolving resource requirements to meet its educational objectives.

The financial reserve policy and the maintenance / repair plans are critical components of the school’s strategy to ensure sustainability and preparedness for unforeseen events. The emergency response plan, also overseen by the COO, provides an additional layer of security, underpinning the school’s commitment to safety and continuity.

The long-term resource plan at TAS is not only a testament to prudent financial management but also to the commitment of the Board of Directors and the school administration to uphold the school’s mission. The presence of a plant fund and an endowment fund serves as a financial safeguard to manage facility needs and to provide stability in terms of disaster or economic fluctuations.

Annual budgets are constructed from the ground up, beginning with department heads or grade level leaders and culminating in Board approval. This process is inherently collaborative, with input from various departmental teams being reviewed and prioritized by divisional principals. The consolidation of these financial requirements by the school’s Controller, and their subsequent review by the COO and the Head of School, ensures that all stakeholder perspectives are considered in the allocation of resources.

Supporting Evidence

Long Range Resource Plan (see COO)

Master Facilities Plan (see COO)

Middle School Faculty Resource Guide

Budget Manager Process

Board Financial Policies

Budget Manager Packet

Business and Purchasing Information and Forms

The unexpended Plant Fund, the Emergency Reserve Fund, and the Quasi-Endowment Fund are reflections of the school’s fiscal responsibility and capacity to support future investments and emergencies. The school has experienced growth using the NAIS annual growth in all funds combined principle of best practice. Additionally, the Board’s Management and Resource Committee’s oversight of a 10-year fund balance projection exemplifies vigilant financial stewardship, ensuring that emergency reserves and other funds meet the schools’ long-term needs.

A7.2. ADEQUATE COMPENSATION, STAFFING AND RESERVES

INDICATOR FRAMING QUESTION:

How effective does the governing authority/ownership provide adequate compensation to faculty, administrators and staff while balancing a reasonable accumulation of reserves to take into consideration other unknown contingencies, including longevity of staff?

Findings Supporting Evidence

The governing authority at TAS demonstrates effectiveness in providing adequate compensation to faculty, administrators, and staff, which is crucial in recruiting and retaining high-quality educators who are committed to carrying out the school’s mission. This commitment is evidenced by the recent Faculty Stipend Review initiated by the Human Resources Department to understand and evaluate the current leadership, extra duty, and responsibility stipend structure. This review suggests a proactive approach to ensuring compensation remains competitive, is fairly and equally administered to ensure like pay for like duties and responsibilities, and reflect the contributions of the faculty.

The faculty pay scale, which considers both longevity and the level of degrees, indicates a structured and meritocratic approach to compensation that values experience and educational qualifications. This tiered structure aligns with the school’s strategic plan which emphasizes the goal to recruit and retain dedicated teachers and staff.

With that said, faculty feedback suggests the exploration of reinstating the Faculty Advisory Committee to support ongoing dialogue surrounding fair and equitable compensation. Such a committee could provide valuable insights and recommendations to ensure that the school continues to offer a competitive compensation package that reflects the living standards, the impact of inflation, and the professional demands placed on faculty, administration, and staff.

TASF Tax Filings

Long Range Resource Plan and Financial Statements (see COO)

Board Financial Policies

A7.3. INFORMING THE COMMUNITY AND/OR GOVERNMENTAL AUTHORITIES ABOUT THE SCHOOL’S FINANCIAL PLANS AND NEEDS

INDICATOR FRAMING QUESTION:

How effective are the governing authority/ownership and school leaders at informing the public and/or appropriate governmental authorities of the financial plans and needs of the school?

Findings

The governing authority and school leaders at TAS have established effective protocols for communicating the financial plans and needs of the school to the public and relevant governmental authorities. Transparency and regular communication are key components of these protocols.

The school harnesses clear procedures and channels to keep key stakeholders well-informed about its financial health. Notably, the financial disclosures are made biannually during the Annual General Meeting (AGM), where the Chair of the Management and Resources Committee of the Board delivers a comprehensive overview of the school’s financial status to the parent community. This financial overview has also been recently provided through the Business of TAS presentation that provides clarity on the school’s financial structure and expenditures. This direct engagement with stakeholders not only fosters transparency but also builds trust within the school community.

Likewise, the provision of annual financial data to the American Institute in Taiwan (AIT) is a critical part of the school’s financial transparency, and it plays a significant role in the evaluation process for the State Department Grant.

Through the above measures the governing authority and the school leaders demonstrate a commitment to financial accountability that ensures all stakeholders, including parents, the community, and governmental authorities, are well-informed and can have confidence in the school’s financial stewardship.

A7.4. MARKETING STRATEGIES TO SUPPORT THE SCHOOL

INDICATOR FRAMING QUESTION:

Supporting Evidence

Board Financial Policies

AIT Grants Program

Business of TAS

Presentations (see COO)

How effective are the marketing strategies to promote the school within the greater community and support the decisions to develop new programs and increase student enrollment?

Findings

The marketing strategies of Taipei American School are multifaceted and dynamic, reflecting an evolving approach to promotion within the greater community and to bolstering the development of new programs.

While the Advancement and Communications Office has gone through structural and personnel shifts, the school is developing a clear plan to support its vision and mission through strategic marketing efforts.

Supporting Evidence

TAS Website

TAS Giving and Advancement Office

The decision to recruit and hire an Associate Director of Advancement indicates a commitment to expanding the capacity of the school’s marketing and development efforts. This role will be crucial in implementing strategies that align with the school’s growth objectives, particularly in relation to sustaining enrollment.

Similarly, the launch of the new TAS website and active social media presence on platforms like Instagram, LinkedIn, and Facebook enhances the school’s visibility and outreach. These digital platforms provide a window into the school’s activities, clubs, athletic programs, and curricular experiences, serving as a powerful tool for attracting prospective families and employees, as well as retaining current community members by continuously highlighting the school’s offerings.

The streamlining of communication with the implementation of the Parent Post, The Employee Digest, the Head of School Holiday Headlines, and the Employee and Parent Zone have been instrumental in promoting systematic communication platforms where information is strategically disseminated, reinforcing the school’s commitment to maintaining open channels of communication with all stakeholders.

The alumni program, another facet of the school’s marketing strategy, plays a crucial role in fostering a lasting relationship with graduates. By appointing class agents and hosting global alumni events, TAS strengthens its alumni network, which can be influential for ambassadors for the school, contributing to its marketing outreach.

Category A: Organization for Student Learning Summary

IMPACT ON STUDENT LEARNING

TAS has a clearly defined mission and schoolwide learning outcomes that provide a strong foundation for aligning resources and efforts towards shared educational goals. This unity of purpose ensures that all stakeholders, including faculty, staff, students, and parents are collaboratively engaged in advancing student achievement. Additionally, the school’s recent emphasis on Social-Emotional Learning (SEL) and Diversity, Equity, Inclusion, and Justice (DEIJ) initiatives underscores and educational philosophy that values inclusivity and the holistic development of students. Such a nurturing environment is pivotal in supporting a diverse student body and promoting a culture where every student can thrive.

Professional growth and development has become a cornerstone of TAS’s operational ethos and the Professional Pathways model underlines TAS’s dedication to maintaining high standards of teaching and learning, ensuring that educators are continually refining their pedagogical skills. This commitment to professional growth directly translates to improved instructional quality and student learning outcomes.

Strategic resource management at TAS, characterized by maintaining a clean, safe, and wellresourced facility, further underscores the school’s dedication to creating an optimal learning environment. Access to modern, well-equipped spaces allows for a more effective and engaging learning experience for students.

While TAS boasts these considerable strengths, the school also recognizes crucial areas for growth. Ensuring a strategic direction with collective accountability is paramount. The development and implementation of a strategic plan with clear goals and benchmarks would reinforce the school’s mission, promoting a shared accountability framework that could amplify the impact on and achievement of the schoolwide learning outcomes. Additionally, creating mechanisms for soliciting and applying faculty and staff input would help to foster a culture of support and collaboration, thereby enhancing the educational environment. Lastly, by focusing on facility upgrades and following through with the Campus Master Plan, TAS can provide an infrastructure that supports a broad spectrum of learning styles and methods, which is essential for program growth.

In essence, TAS is organized to support student learning through a comprehensive approach to education that prioritizes a clear direction, inclusive culture, continuous professional development, and strategic resource management. This multifaceted approach to education is indicative of TAS’s dynamic commitment to elevate the quality of learning, ensuring it remains responsive to the evolving needs of its student body and the wider community.

CATEGORY A STRENGTHS

• Clearly and Collaboratively Defined Mission and Schoolwide Learning Outcomes:

Taipei American School has actively engaged the community in shaping the school’s educational direction by implementing a multifaceted approach to clearly defining the school mission and schoolwide learning outcomes to ensure a shared understanding of, and commitment to, the desired results for student learning.

• Comprehensive Governance Policies and Training Practices:

The Taipei American School Board of Directors has ensured that all documents pertaining to selection, composition, and duties of the Board of Directors are easily accessible to all community members, and that governance training and onboarding of new Directors is thorough.

• Advancement of SEL and DEIJ Initiatives:

Taipei American School has demonstrated a schoolwide commitment to enhancing practices related to Social-Emotional Learnings (SEL), as well as Diversity, Equity, Inclusion, and Justice (DEIJ) through professional development, additional personnel, and curricular integration.

• Elevation of Teaching, Learning, and Professional Accountability:

Taipei American School’s investment in developing a systematic professional growth, evaluation, and development process, (i.e., Professional Pathways), based on a comprehensive set of performance standards has provided a structure of continuous improvement and accountability surrounding teaching and learning across the school.

• Strategic Resource Management:

Taipei American school effectively manages operations, facilities, and learning resources through a robust financial strategy that prioritizes the implementation of clean, safe, orderly, and well-resourced learning environment for students.

CATEGORY A GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Ensure Strategic Direction and Collective Accountability:

To maintain educational excellence and mission alignment, the leadership team will need to ensure that TAS is guided by a clear direction outlined in a comprehensive strategic plan that articulates KA-12 shared goals, establishes benchmarks for success, and fosters collective responsibility for outcomes that support achievement of the mission and schoolwide learning outcomes.

• Establish Systematic Structures for Schoolwide Success:

To ensure a consistent and high-quality educational journey, TAS will need to implement systematic organizational structures and processes including KA-12 research-based standards, ongoing and targeted professional development, additional curricular program oversight, as well as a KA-12 scope and sequence for the TAS Schoolwide Learning Outcomes to guarantee a cohesive approach to learning, personal wellbeing, and service across divisions, while ensuring a KA-12 aligned student experience.

• Optimize Board Effectiveness:

To optimize the effectiveness of the Board of Directors, TAS should consider developing a robust framework with clearly defined metrics through which board performance can be measured to ensure the effectiveness of onboarding and governance training, understanding of its role and responsibilities by the community, and the effectiveness in execution of its role and responsibilities.

• Regularly Solicit and Apply Faculty and Staff Input:

To cultivate a more engaged and supportive school culture, it is essential to establish and execute a structured system for regular and official communication channels to actively gather, analyze, and respond to faculty feedback, thereby enhancing engagement, addressing concerns, and fostering a collaborative school environment. This system will aim to identify and resolve issues proactively, promote transparency, and ensure that faculty members feel valued and heard within the school community.

• Prioritize the Execution of the 2024 Campus Master Plan:

In the context of Board and Senior Leadership transitions, it remains crucial to maintain the school’s commitment to the 2024 Campus Master Plan. This plan, emphasizing the upgrading of facilities to enhance teaching spaces and collaborative environments, reflecting the mission and schoolwide learning outcomes, as well as improving accessibility, is vital for TAS’s program growth and the improvement of the educational experience for student

Category B: Curriculum, Instruction, and Assessment

B1. What Students Learn Criterion

The school provides a challenging, coherent, and relevant international curriculum for each student that fulfills the school’s purpose and results in student achievement of the desired outcomes: schoolwide learner outcomes, global competencies, academic standards, and major student learner needs.

“Schoolwide learner outcomes are interdisciplinary statements about what all students should know, understand and be able to do by the time they complete the planned program or graduate.” One example: every student will demonstrate higher order thinking skills of application, analysis, synthesis, and evaluation.

B1.1. INDICATOR: COMPREHENSIVE INTERNATIONAL CURRICULUM BASED ON LEARNER OUTCOMES, GLOBAL COMPETENCIES AND ACADEMIC STANDARDS

INDICATOR FRAMING QUESTIONS:

Evaluate the effectiveness of the school’s research-based, comprehensive international curriculum based on academic standards and schoolwide learner outcomes/global competencies.

What current educational research and thinking has had a significant impact on the curriculum and student learning?

Findings Supporting Evidence

In the pursuit of academic excellence aligned to research-based best practice, Taipei American School continues to work towards developing a comprehensive curriculum that aligns with rigorous academic standards and is dedicated to the cultivation of the schoolwide learning outcomes, as well as achievement of the mission. This curriculum is underpinned by a synthesis of best practices based on academic standards such as the Common Core, Ontario Health Standards, the International Society for Technology in Education (ISTE), the Next Generation Science Standards (NGSS), the Learning for Social Justice Standards, WIDA (Lower School), the Standards for Health and Physical Education (SHAPE), as well as internally developed standards for information literacy, and STEAM. In addition, all divisions utilize the CASEL Framework (the Collaborative for Academic, Social, and Emotional Learning) to nurture knowledge, skills, and attitudes across five areas of social and emotional competence thereby ensuring a level of schoolwide consistency in the ways in which we support students’ social, emotional, and academic development. However, each division approaches the implementation of standards and learning objectives in unique ways, reflecting the diverse needs of their respective students, and the structures and processes in place.

Within the Lower School, technology and digital literacy are prioritized through the integration of ISTE standards. The counseling program incorporates both the Ontario Health Standards, and the UNESCO standards, while also implementing the CASEL Framework, the ISCA standards and the RULER program into the curriculum to address social-emotional needs. SEL is co-taught with teachers to ensure shared responsibility surrounding the holistic development of students.

The Literacy curriculum is aligned with the Common Core standards and employs multiple assessment tools through the TCWRP framework to evaluate student reading and phonics progress. Mathematics in the Lower Schools follows the Common Core and NCTM standards for mathematical practice, while also incorporating a variety of assessments to measure student growth and progress.

Additionally, the Lower School Coaching Framework that includes the Literacy, Mathematics, and Educational Technology Coaches provides a structured approach to supporting teachers with ensuring coverage of standards throughout the curriculum.

Middle School continues with the commitment to digital literacy, adhering to the ISTE standards for technology integration, and implementing VEX curriculum benchmarks for robotics and aspects of STEAM.

The Middle School Homeroom Program is based on student needs adhering to the Ontario Health Standards, the Learning for Justice Standards, and in alignment with the Responsive Classroom approach in an effort to foster an environment that addresses social, emotional, as well as academic learning needs. The Homeroom Program is underpinned by the work of the counseling department which is guided by external standards such as ISCA.

Reflecting on current research, the Middle School English Department has partially adopted the workshop model, acknowledging the impact of student voice and choice in learning. In addition, EAL support is strategically integrated into the mainstream curriculum, with a focus on academic language learning needs informed by second language acquisition research. The History Department in Middle School recently adopted the IB model for source evaluation (OPCVL), signifying a shift towards project-based and inquiry-based learning.

Within the Upper School, much of the curriculum design is informed by the principles of backward design by Grant Wiggins, although this is not consistently implemented across departments or teachers.

Many courses are guided by AP or IB requirements, with success measured through course enrollment, standardized exam success, and feedback from alumni. Most Upper School course that are not AP or IB have internal learning objectives.

The integration of FIRST (for inspiration and recognition of science and technology) ethos in robotics and the adoption of ISTE standards within the Upper School reflects a curriculum attuned to research and practical application in STEM fields. Likewise, the Counseling Department is aligned with international standards, including the Ontario Health Standards and ISCA, and is informed by the NASP (National Association of School Psychologists) practice model. The Upper School would benefit from the adoption of external standards for all departments.

Across all divisions, TAS exhibits a commitment to global standards and achievement of the schoolwide learning outcomes, albeit with some areas requiring further alignment and development. The emphasis on grade-level and department meetings across divisions to refine instructional strategies exemplifies TAS’s dedication to a

research-based and globally competent curriculum. Additionally, the Information Literacy Committee’s work on developing K-12 benchmarks as well as the school’s commitment to the Learning for Social Justice Standards, and the implementation of the CASEL framework signify a strategic approach towards a comprehensive, research-informed education that prepares students for the complexities of the global landscape.

B1.2. INDICATOR: PROCESSES FOR IMPLEMENTATION AND EVALUATION OF A CHALLENGING, COHERENT AND RELEVANT CURRICULUM

INDICATOR FRAMING QUESTIONS:

How effective is the implementation and process for evaluating a challenging, relevant, and coherent implemented curriculum?

How frequently and effectively do teachers and leadership determine if the curriculum is appropriately challenging, coherent, and relevant in order to meet the desired outcomes?

Findings Supporting Evidence

TAS is dedicated to delivering a challenging, coherent, and relevant curriculum across all educational levels. The effectiveness of the curriculum is not merely measured by academic rigor, but also by its alignment with the evolving landscape of higher education and student well-being. Ensuring the curriculum is adaptive and reflective of current academic and educational trends stands at the core of TAS’s processes for implementation and evaluation of a challenging, coherent and relevant curriculum as outlined by subject area or department below.

College Counseling

The College Counseling Department within the Upper School implements robust practices which strategically support the school’s commitment to guiding students through the complexities of college admissions. Membership in NACAC (National Association for College Admission Counseling) and IACAC (International Association for College Admission Counseling) ensures the school adheres to global counseling standards, while direct engagement with college representatives provides insights into larger admissions trends. This practice enables the curriculum to remain relevant and challenging, in tune with the requirements of higher education institutions.

Weekly team meetings dedicated to planning the college-counseling curriculum, which is based on student progress, through individual student / counselor meetings, suggest a dynamic approach that can pivot to meet students’ needs. The bi-annual evaluation of the collegecounseling curriculum further contributes to maintaining relevance, addressing larger worldwide trends, or needs within the college application process. Lastly, the annual senior survey acts as a feedback mechanism, gathering essential student perceptions on the effectiveness of college counseling and the support received, thus closing the loop on the evaluation process.

Computer Science, Robotics, and STEAM

In the Lower School, TAS has made significant strides in evolving its Computer Science, Robotics, and STEAM curriculum. The shift from isolated technology classes to an integrated model is indicative of the

Link to B1 Evidence

school’s commitment to embedding technology within the broader educational experience. This approach not only makes the curriculum more relevant, but also ensures that technology is seen as a tool for learning across all subjects. The ongoing K-12 Science Curriculum Review, coupled with the newly formed LS Science Committee, further exemplifies the school’s dedication to maintaining coherence and challenge by aligning with engineering practices and enhancing the curriculum through technology coaching.

At the Middle School level, the team course and unit review discussions serve as a platform for continuous evaluation and improvement. Monitoring course enrollments and proposing course growth ensures that the curriculum not only remains challenging and coherent but also adapts to the evolving educational landscape, as well as student needs and interests.

Schoolwide, the K-12 Tech Cube drive to update the curriculum reflects a commitment to continuous improvement. Informal meetings across divisions facilitate a collaborative approach to curriculum development, ensuring that learning outcomes are current and relevant across all grades.

Counseling and Wellbeing

The Counseling Department at TAS initiates a comprehensive curriculum review process, with bi-weekly team meetings at the Lower School level. The involvement of grade-level partners, administration, and the SEL team in these meetings highlights a multidisciplinary approach to curriculum evaluation. Additionally, the SEL committee meets monthly to identify trends and train staff demonstrating a proactive strategy in maintaining a curriculum that supports student wellness holistically.

In the Middle School, the use of student wellness data and structured weekly and monthly meetings reflect an effective system for determining the curriculum’s relevance to students’ well-being. Consultation from the Student Wellness Action Groups (SWAG) in each grade further supports the curriculum’s alignment with student wellness needs.

At the Upper School level, the use of wellness surveys and counseling progress monitoring data, complemented by weekly and biweekly meetings, indicates a robust process for evaluating and adjusting the curriculum to meet the desired outcomes for student support.

Schoolwide, the K-12 Well-being Committee and the meetings between counselors and psychologists exemplify a commitment to embedding wellness into the curriculum, ensuring it is not only challenging and coherent, but also attuned to the students’ well-being. However, the scaffolding and unified approach to collecting and analyzing K-12 wellbeing data is a work in progress.

EAL and Multilingual Support

TAS’s approach to EAL in the Lower School involves the development of Academic Language Targets rather than a separate curriculum, allowing for a more integrated and coherent educational experience. WIDA proficiency anchor papers and key language uses guide the setting of language targets, ensuring that the curriculum remains challenging and relevant to each grade level’s content.

In the Middle School, the EAL teacher’s collaboration with grade-level content area teachers fosters an environment where student progress and course placements are continuously assessed, reflecting a commitment to a curriculum that is responsive to the needs of multilingual learners.

However, at the schoolwide level, the absence of agreed-upon processes for implementing and evaluating the EAL program signifies a potential area for improvement. The current development of a schoolwide language policy that addresses multilingual learner needs K-12 points towards a strategic direction for enhancing the curriculum’s coherence and relevance across divisions.

English and Literacy

In the Lower School, the Literacy curriculum is dynamically evaluated and improved through bi-monthly meetings with the literacy coaches. The integration of EAL teachers into literacy-focused meetings showcases a collaborative effort to cater to multilingual learners, ensuring the curriculum is both challenging and relevant. Monthly meetings of the Lower School Literacy Committee also contribute to maintaining standards alignment and reflecting on assessments.

Middle School curriculum evaluation is characterized by frequent reflective practices within grade-level curriculum teams, ensuring that units adhere to standards and curriculum expectations. The monthly departmental meetings provide a broader overview and contribute to a comprehensive evaluation of the curriculum’s effectiveness.

The Upper School English Department benefits from individual course reviews and robust evaluations of writing standards, although a more standardized review process could enhance curriculum coherence. The adjustments made in externally assessed classes in response to assessment data also ensure that the curriculum remains relevant and appropriately engaging.

Health and PE

The Health and PE Department at TAS engages in curriculum review with the Dean of Teaching and Learning, and the aid of external consultants, fostering an environment where best practices are continuously integrated into the curriculum. These reviews coupled with department discussions and informal peer observations, provide a multi-faceted approach to curriculum evaluation in the Lower, Middle, and Upper School. This ensures that the curriculum is not only challenging, but also up to date with current health and physical education standards.

Schoolwide, the internal review against standards such as USA Swimming, Red Cross, and Taiwan Swimming in the aquatics program illustrates a commitment to excellence and relevance.

History and Social Studies

In the Lower School, the divisional Social Studies Committee meets monthly to discuss curriculum development in line with the ongoing K-12 Social Studies Curriculum Review. The goal is to ensure a coherent approach to social studies education. Team meetings further facilitate curriculum choices that are relevant and engaging for young learners.

The Middle School history curriculum is constantly refined through regular meetings, with detailed notes, reflection pages, and assessment adjustments acting as tools for effective evaluation. Monthly department meetings address broader themes and instruction methods in history, maintaining the curriculum’s coherence and relevance.

In the Upper School, significant curriculum changes, such as the restructuring of history courses to offer a more international perspective, demonstrate the school’s responsiveness to global contexts. The proposal of new courses and frequent curriculum discussions throughout the year ensure that the history curriculum is not only challenging but also aligned with the school’s educational needs.

Schoolwide the ongoing review of the K-12 curriculum through a 2-year social studies review process aims to determine the most effective content, skills, and strategies, reflecting a commitment to a curriculum that is both coherent and response to the changing educational landscape.

Library

The libraries at TAS play a critical role in supporting the curriculum by providing resources and evaluating programs implementation. At the Lower School, librarians use informal assessments and surveys to collect information, which aids in program evaluation. The development of a language leveled Chinese Library that supports and promotes Mandarin students’ reading proficiencies is an example of the curriculum’s relevance and challenge.

The Middle School Librarian collaborates with the English Department to evaluate content and access to literary materials, ensuring support for the diverse curriculum across grade levels. Although there is no formal Library Skills class, the Librarian’s integration into departmental meetings underscores the role of the library in curriculum support.

At the Upper School, librarians collaborate with teachers on research projects, utilizing surveys and reflections to evaluate the implementation of lessons. This partnership highlights the library’s role in ensuring the curriculum remains challenging and relevant across all subjects.

Schoolwide, a needed focus on a more coherent information literacy curriculum is being addressed through the formation of the Information Literacy Committee, whose efforts have led to the development of K-12 information literacy standards and grade-band benchmarks.

Mandarin

Across all school levels, the Mandarin Department at TAS ensures the curriculum’s relevance and coherence through regular meetings and lesson reviews.

From establishing foundational language skills to addressing advanced learners, the Lower School Mandarin Team employs various strategies such as on-demand writing and reading assessments to maintain a challenging curriculum.

Middle School focuses on unit titles, coursebook selection, and language skill distribution, ensuring a well-rounded and coherent Mandarin education. Regular curriculum meetings and cross-grade student information sessions further support this endeavor.

In the Upper School, discussions on textbooks, writing progression, and cultural festivals, as well as frequent curriculum discussions, highlight the department’s dedication to a curriculum that is both relevant to the students’ experiences and challenging in its academic rigor.

Mathematics

The Lower School’s approach to evaluating the effectiveness of the mathematics curriculum includes regular team meetings and collaborative planning with a math instructional coach. Monthly math committee meetings and cumulative end-of-year assessments provide a comprehensive look at the curriculum’s effectiveness across K-5.

Middle School’s Math Department holds monthly meetings for wholegroup discussions and evaluations of the curriculum. Weekly meetings among teachers of the same course allow for a focused evaluation of the curriculum and student assessment results, ensuring that the curriculum remains challenging and relevant.

In the Upper School, ongoing curriculum reviews occur during monthly department meetings. Teachers assess the level and relevance of each topic post-assessment contributing to a curriculum that is responsive to student needs and learning outcomes.

Performing Arts

The Performing Arts Department at TAS employs various practices to ensure the curriculum Is effective and relevant. In the Lower School, weekly check-ins, and team meetings, along with curriculum development meetings during Late Start Days, facilitate a dynamic evaluation process.

Middle School drama, music, and dance faculty engage in regular updates and reviews of the curriculum, attending professional development, and collaborating across grades to ensure alignment and coherence.

In the Upper School, music and drama departments hold regular team meetings and departmental debriefs to align learning standards and goals. These practices ensure that the curriculum remains challenging and relevant to students’ educational and artistic development.

Schoolwide, the Performing Arts Department integrates DEIJ initiatives into material and content selection, reflecting the school’s commitment to diversity and inclusion within a challenging curriculum.

Science

The Lower School’s integration of STEAM and design thinking into its science curriculum exemplifies TAS’s commitment to a challenging and relevant experience. Despite the use of the outdated FOSS science kits, team meetings and planning are utilized to update the curriculum using UBD (Understanding by Design) planners.

Middle and Upper School Science Departments have the autonomy to evaluate and adapt their curriculum, often basing appropriateness on teacher experience and team dynamics. The need for a more institutionalized approach to evaluating the science curriculum K-12 is recognized and currently a K-12 science curriculum review is in process.

Visual Arts

In the Visual Arts department, daily communication among teachers, learning goals, class discussions, and semester exhibitions are used to evaluate the effectiveness of the curriculum across Lower, Middle, and Upper School levels. Bi-weekly check-ins and monthly department meetings in the Upper School provide opportunities for reflection and evaluation, ensuring the curriculum’s relevance and challenge.

World Languages:

Schoolwide, the World Languages Departments holds annual meetings to discuss course catalogue changes and resource needs, highlighting a commitment to meeting student needs in alignment with educational trends.

In conclusion, TAS employs practices across departments and divisions that demonstrate a commitment to a curriculum that is challenging, and relevant. While many effective strategies are in place, the recommendation and identification in terms of areas for growth suggest a more forward-thinking, proactive, and consistent approach to curriculum development and evaluation across the school. Continual K-12 reflection, evaluation, and adaptation are key to maintaining the curriculum’s alignment with the school’s educational goals and the needs of the student body.

B1.3. INDICATOR: CURRICULUM ALIGNMENT AND VERTICAL/HORIZONTAL ARTICULATION

INDICATOR FRAMING QUESTIONS:

How effective is the horizontal and vertical articulation of the international curriculum across all grade levels, subject areas, courses, and/or programs to meet international standards and desired outcomes in all subjects and at all grade levels?

Findings

TAS recognizes that curriculum alignment and vertical / horizontal articulation of the curriculum are pivotal for ensuring a seamless educational journey that meets international standards and the desired schoolwide learning outcomes. While the integration of these practices surrounding vertical and horizontal articulation of the curriculum vary across departments and divisions there are effective practices in place that support the articulation of the vertical and horizontal curriculum.

College Counseling

The proactive approach of College Counseling begins with presentations to Grade 8 families, setting the stage for the Upper School student journey and college process. This early engagement ensures a vertically aligned understanding of curriculum choices that affect students’ future academic paths. Frequent conversations between Personal and Academic Counselors, the AP/IB Coordinator, and faculty ensure students are making informed and intentional decisions about course selection, beyond just college admission.

Supporting Evidence

Collaboration with specialized departments like Athletics, Drama and Music aids in providing tailored support for students pursuing diverse interests, reflecting a commitment to both vertical and horizontal curriculum alignment that is sensitive to individual student goals.

Computer Science, Robotics, and STEAM

The school’s K-12 Robotics and STEAM alignment in the Lower School, unit ending rubric assessments in the Middle School, and course catalog prerequisites in the Upper School exemplify TAS’s commitment to horizontal and vertical articulation within this rapidly evolving field. Frequent meetings between teachers across divisions further facilitate smooth transitions between courses, reflective effective practices in maintaining a coherent and adaptive curriculum to student progression.

Counseling

Schoolwide TAS acknowledges the need for improved articulation of the counseling curriculum, both vertically and horizontally. The K-12 Counselor Lead meetings are a foundational effort to address this, with the goal of establishing a more cohesive counseling curriculum aligning with the students' developmental stages.

EAL

In the Lower School, the assets and skills of multilingual learners are developed through an integrated approach. Language objectives are clearly defined, and scaffolds are designed in tandem with all content areas, promoting horizontal alignment. The EAL specialists’ collaboration with homeroom teachers and the entire lower school faculty’s participation in professional development around critical strategies for multilingual learners underscore our commitment to coherent and intentional language supports across all content areas. Middle School continues this alignment, with regular meetings to discuss student progress and course placement.

The Middle School is embracing an assets-based approach to multilingual learners as it works to align its program to that offered in Lower School. Coordinators from both divisions are meeting regularly to ensure vertical alignment.

English

TAS’s English curriculum demonstrates strong alignment within divisions. In the Lower School, the Language Arts Committee and Coaches ensure horizontal articulation, while Middle School’s frequent meetings promote a common core curriculum with an international perspective. The Upper School is currently enhancing both horizontal and vertical alignment (9-12) through regular meetings, moving towards a more proactive approach to standardization and collaboration.

Health and PE

The K-10 Health and PE programs are based on common standards The use of consistent assessment skills and the alignment of the aquatics program from K-10 demonstrate a curriculum that progresses logically and coherently through the grade levels.

History and Social Studies

At present, a schoolwide curriculum review team is examining the K-12 social studies curriculum and considering best practices in the field to ensure greater vertical alignment and impactful teaching As a result, each division has audited the current curriculum and conducted student focus groups through the lens of our newly formed philosophy statement and essential agreements to help us understand how we compare to best practice. Next steps include adoption of a coherent set of K-12 social studies standards.

Currently, horizontal alignment in the Lower School is demonstrated by the teaching of common social studies units among grade level homerooms, while Middle School and Upper School initiatives, such as semi-annual meetings and course-specific writing skills development, support both vertical and horizontal articulation.

Library

Efforts to draft information literacy standards and benchmarks (K-12) reflect an ongoing process of both horizontal articulation and vertical curriculum alignment. The schoolwide Information Literacy Committee’s development of articulated benchmarks across key grade bands emphasizes a strategic approach to ensuring that students acquire essential literacy skills throughout their educational journey.

Mandarin

The Mandarin program at TAS shows commitment to alignment with flowcharts and cross-divisional meetings to discuss vertical and horizontal alignment. The annual meetings between grade 5 and 6 and 8 and 9 teachers to discuss transitions between divisions highlight an intentional effort to ensure curriculum continuity and readiness for higher-level language acquisition.

Mathematics

The Mathematics Department’s course stream document and course flow charts, alongside regular curriculum map reviews, indicate robust practices for horizontal articulation. While vertical articulation is less frequent, efforts have been made to align common courses between Middle and Upper School, ensuring a curriculum that builds upon previously acquired skills.

Performing Arts

The Performing Arts Department acknowledges the need for an evaluation of both horizontal and vertical alignment, particularly within the Music curriculum. Efforts to revise standards and benchmarks, and conscious alignment planning in Drama and Dance, highlight a dedication to providing a curriculum that is both sequentially coherent and progressively challenging.

Science

TAS’s Science curriculum exhibits strong horizontal articulation within course groups, with less emphasis on vertical articulation. The need for a more comprehensive K-12 science curriculum that is vertically aligned and based on scientific skills and standards is recognized and being addressed through the current Science Curriculum Review process.

Visual Arts

The Visual Arts Department currently focuses more on horizontal than vertical alignment, with department meetings and student art exhibitions which serve as a platform for evaluating and enhancing curriculum coherence.

World Languages

Schoolwide, the world languages curriculum is aligned with the ACTFL standards, and regular meetings between Grade 8 and 9 teachers ensure a smooth transition between Middle and Upper School, showcasing both horizontal and vertical articulation aligned to international standards.

In conclusion, TAS is in the midst of putting in place processes aimed at strengthening the horizontal and vertical articulation of its curriculum. While current practices indicate an ongoing commitment to cohesion and academic rigor, the school is poised to benefit greatly from the development of more systematic processes for curriculum review and articulation. By intensifying efforts to establish regular, structured meetings across all grade levels and subjects, and by formalizing the documentation of these articulations, TAS will ensure that its curriculum not only meets but exceeds international standards. The strategic initiatives underway, such as the schoolwide Social Studies Curriculum Review Committee, the Science Curriculum Review Committee, and the development of the Information Literacy Committee’s benchmarks, are indicative of a proactive approach to addressing this area. TAS recognizes the crucial need for greater curriculum alignment through which it can ensure that every TAS student is engaged in a learning journey that is both seamlessly integrated and aligned with the outcomes needed for academic and personal success.

B1.4. INDICATOR: ACCESS TO THE CURRICULUM BY ALL STUDENTS

INDICATOR FRAMING QUESTION:

To what extent do all students have access to a challenging, relevant, and coherent international curriculum that addresses their needs and provides a full range of global educational options?

Findings

At TAS, education is envisioned as a gateway to limitless possibilities, where each student is afforded the privilege of navigating through a diverse and expansive curriculum that is deliberately designed to be challenging, catering to the varied intellectual appetite of learners. By offering an array of options surrounding course offerings particularly at the Middle and Upper School level, TAS empowers students to forge their unique paths, addressing their specific interests, while simultaneously cultivating the global competencies required in an interconnected world.

Supporting Evidence

At the Lower School level, the STEAM curriculum is scheduled to ensure that all students take part in a modern, interdisciplinary education. Additionally, the CASEL framework and RULER approach are integrated to support social-emotional intelligence, while Mandarin and EAL teachers work towards universal multilingualism. Workshop teaching and math challenges are designed to provide a low floor and high ceiling, ensuring that all learners are challenged. Link to B1 Evidence

In Middle School, the curriculum is characterized by a wide variety of courses and clubs, catering to a range of interests and abilities. Additionally, the embedded counseling services underscore the school’s dedication to student wellbeing.

Upper School students benefit from a broad array of course options, including IB, AP and Honors, signifying a curriculum that challenges and stimulates academic growth. The structured counseling program and university fair access play a crucial role in preparing students for global higher educational opportunities. Moreover, the increasing enrolment in Robotics and Computer Science courses indicates a responsiveness to student interests and technological advancements.

Across all divisions, students have equal access to health lessons, homeroom or advisory classes, electives, and evidence-based counseling support. This demonstrates the school’s effort to maintain a balanced and supportive educational environment.

While TAS exhibits a staunch dedication to delivering a robust and comprehensive curriculum that is challenging and globally focused, it is recommended that the school adopts a systematic approach to evaluate and refine course content in effort to ensure it is inclusive, equitable, and appropriately differentiated so that every student is positioned to achieve success. Additionally, the school should continually assess its extensive range of course offerings to ensure that each program remains relevant and aligned with the school’s mission. This ongoing evaluative, and systematic process is crucial in ensuring that the depth and breadth of curriculum meet the varied needs of TAS learners.

B1.5. INDICATOR: STUDENT UNDERSTANDING OF STANDARDS-BASED CURRICULUM AND SCHOOLWIDE LEARNER OUTCOMES

INDICATOR FRAMING QUESTION:

How effective are the opportunities for student conversations that demonstrate the understanding of the standards-based curriculum and the schoolwide learner outcomes?

Findings

In the Lower School, students are actively engaged in demonstrating their understanding of the curriculum through various interactive platforms such as Seesaw reflections, as well as partner, small group, and class discussions. The integration of practices like Turn and Talks within lessons and Morning Meetings facilitates a constructive exchange of ideas and provides opportunities to orally rehearse, enhancing comprehension and application of standards. Formative assessments during lessons and individualized conferences provide students with the immediate feedback necessary to understand and meet the established benchmarks. Additionally, events such as Reader’s Theatre and Student-Led conferences exemplify the school’s commitment to fostering articulate and confident communicators from an early age.

In Middle School, student surveys, formative assessments, and peer reflection through projects and presentations further solidify students’ grasp of the curriculum and ability to demonstrate the schoolwide learning outcomes. The application of platforms like the Grade 7 study

Supporting Evidence

document and essential question discussions ensures that students can articulate their learning in relation to the lesson objectives. Furthermore, the implementation of Responsive Classroom and wellness action group discussions serves as a testament to the school’s dedication to a student-centered, reflective learning environment.

At the Upper School level, student feedback surveys and individual goal setting, which encourages students to take ownership over their learning journey. Students enrolled in externally assessed courses (i.e., AP or IB) are well-versed in the exam components and rubrics, with access to exemplary works, promoting a clear understanding of academic expectations.

To further improve and enhance transparency and student understanding of our standards and schoolwide learning outcomes, TAS should work to ensure that students are explicitly aware of the connection between classroom activities, academic standards, and the schoolwide learning outcomes. This is particularly true for non-AP and IB classes. In addition, while evidence demonstrates a variety of effective methods for students to engage with the curriculum and demonstrate their understanding, continuous reflection on and adaptation of curriculum design is recommended to further align and communicate the connections between content, academic standards, and schoolwide learning outcomes.

B1.6. INDICATOR: PERFORMANCE MEASURES TO ASSESS AND MONITOR SATISFACTORY PROGRESS OF STUDENT LEARNING

INDICATOR FRAMING QUESTION:

To what extent does the school identify and define performance indicators in order to assess and monitor satisfactory progress of students’ learning (i.e., schoolwide learner outcomes, global competencies, academic standards, and major student learner needs)?

Findings

TAS has instituted a series of measures across various disciplines to identify, define, and assess performance indicators for monitoring student progress in learning.

In the Lower School, performance indicators are embedded within the SEL and Counseling programs, with tools such as RULER and BASC-3 (Behavior Assessment System for Children) progress monitoring to track emotional development. Teachers also maintain academic language portfolios for EAL students using WIDA rubrics and anchor papers to monitor and assess quarterly progress, ensuring alignment with language proficiency goals. The Lower School STEAM program leverages end-of-unit rubrics and design journals alongside the NGSS standards to measure students’ grasp of engineering concepts, although a formal assessment of STEAM integration with the core curriculum is still developing. The use of the Comprehensive Testing Program (CTP) for students in Grade 5 adds a robust layer of assessment, evaluating students verbal reasoning, reading comprehension, writing concepts and skills, and quantitative reasoning. This complements the reading and writing assessments that are aligned to the TCWRP units of study where conferring with students serves as an informal but vital indicator of their comprehension and communication skills. Mathematics education in

Supporting Evidence

Link to B1 Evidence

the Lower School employs backward design planning, with unit checklists, performance tasks, and end-of-year assessments that ensure students are meeting the expected competencies. In addition, the Mandarin program’s approach includes on-demand writing, cumulative folders featuring in-class work, reading assessments, and high-frequency Chinese character evaluations.

Within Middle School a comprehensive performance evaluation system that includes a combination of formative assessments, summative assessments, and use of rubrics provides ongoing and measurable data. In addition, the implementation of the CTP for grade 8 demonstrates the school’s longitudinal commitment to assessing verbal and quantitative reasoning, as well as reading and writing skills. Fitness skills tests in PE, and regular performances and exhibitions within the visual and performing arts department contribute to a wellrounded assessment approach.

The Upper School focuses on quantifiable performance data through exam results, course formative and summative assessments, and project rubrics, thereby ensuring that progress is measured against learning objectives. Regular unit assessments and externally assessed courses facilitate a clear understanding of academic expectations.

Schoolwide, TAS identifies and defines performance indicators to assess and monitor student progress in various ways. However, TAS would benefit from a more uniform approach to ensuring standardsbased assessments are employed across divisions and departments to systematically track and monitor student progress.

B1.7. INDICATOR: PROGRAMMATIC FOLLOW-UP STUDIES IN RELATION TO IMPACT ON STUDENT LEARNING

INDICATOR FRAMING QUESTION:

How have follow up studies with feeder schools, colleges/universities, and alumni informed the revisions and effectiveness of the curricular program to prepare students for pursuing educational goals, entering the work force, or meeting their personal goals?

Findings

College Counseling initiatives at TAS extend beyond the campus, with various surveys to universities delving into the effectiveness of student recommendations and transcripts, and the regular exchange of best practices with Peer Asia Schools. This external feedback complements internal reflections gleaned from informal alumni meetings and annual surveys, fostering an environment where current students receive guidance on navigating their educational and career pathways.

The school’s Counseling Department, particularly through the “Adulting 101 Program,” reflects TAS’s dedication to preparing seniors for the realities of college life, ensuring a smooth transition to greater autonomy.

Supporting Evidence

In History and Social Studies, the curriculum’s evolution to include a broad spectrum of perspectives and address concerns from alumni focused on incorporating more content related to diversity, equity, inclusion, and justice, underscore the value of alumni insights into curriculum development. Similarly, feedback from the alumni survey Link to B1 Evidence

has prompted the formation of the Information Literacy Committee to ensure a schoolwide commitment to enhancing student research skills.

Feedback from Upper School alumni has also led to the enrichment of the Mandarin program, while the mathematics department’s focus on goal setting and collaborative inter-departmental meetings exemplifies the school’s proactive approach to curricular alignment and responsiveness to student needs. Likewise, the science department recognizes the need for a more formalized feedback system to accurately gauge and respond to alumni perspectives on preparedness for university-level sciences. In the Visual Arts department, interactions with college representatives for portfolio reviews and alumni feedback on program alignment with college standards illustrate a forward-thinking approach to curriculum development.

In summary, TAS’s diverse and multifaceted approach to follow-up studies, encompassing surveys, informal feedback, and collaborative reviews, has formed a strong foundation for opportunities for curriculum enhancement. Nonetheless, the potential for a more systematic, data-driven approach is recommended as a way to not only prepare students for post-secondary education, but for a lifetime of learning and personal achievement.

B2. How Students Learn Criterion: Student Engagement

All students are engaged in challenging and relevant learning experiences to achieve the desired outcomes: schoolwide learner outcomes, global competencies, academic standards, and major student learner needs. Students become advocates for their own needs and interests.

B2.1. INDICATOR; STUDENT UNDERSTANDING OF PERFORMANCE LEVELS:

INDICATOR FRAMING QUESTION:

To what extent do all students demonstrate their understanding of the standards/expected performance levels for each area of study in order to manage, demonstrate, and monitor their own learning and progress toward desired outcomes?

Findings

At TAS, a structured, yet student-centered approach is pivotal in ensuring that learners across all divisions not only grasp but effectively demonstrate and manage their understanding of the selected standards and expected performance levels. From the tactile interactivity of Seesaw digital portfolios in the Lower School to the reflective self-assessments of the Middle School, and the outcomeoriented preparations of the Upper School, TAS students are immersed in a culture of continuous feedback and self-reflection. This culture is intentionally crafted through many practices aimed at empowering students to monitor their own learning trajectory and prepare for the academic challenges ahead. The following paragraphs delve into the specifics of these practices, illuminating the ways TAS equips students with the tools to navigate their educational journey with confidence and self-awareness.

Lower School students demonstrate their understanding of performance standards through various interactive and reflective practices. For instance, the use of Seesaw portfolios in the Lower School allows students to document their learning in real-time, which is particularly effective for younger students as it enables them to visualize and discuss their progress. In English Language Arts (ELA), specific assessments such as running records (Fountas and Pinnell), whole book assessments, and pre-made books for self-assessment in writing facilitate an understanding of the reading and writing standards and support students with tracking their own growth and progress. Moreover, the adaptation of end-of-module mathematics reports into student-friendly language shows a direct effort to make performance standards comprehensible to students. In EAL, the incorporation of the WIDA framework demonstrates a move towards aligning language proficiency with content learning targets, helping students to track their language progress alongside their content knowledge.

Middle school students are more deeply engaged in self-assessment and management of their learning. They demonstrate understanding of standards through rubrics that score summative assessments, reflecting an institutional commitment to transparent and studentcentered evaluation practices. Students in Middle school utilize these rubrics and checklists to self-monitor their progress in reading and writing assignments. Completing reflections after major assignments and prior to parent conferences helps them identify strengths and areas for improvement. For example, in science, the use of Canvas LMS

Supporting Evidence

Link to B2 Evidence

and various reflection and goal-setting activities throughout the year, aid students in managing their own learning. Moreover, the participation in STEAM open houses and class competitions reflects a practical application of their understanding, while also providing a public forum to demonstrate and monitor progress.

Upper School students’ understanding of performance standards is evident through their preparation for college and external assessments. Each student must submit a completed college application before universities’ deadline as a practical application for their cumulative learning. The use of spreadsheets to track progress in computer science, and the completion of design projects, point to a structured and autonomous approach to learning. The regular use of formative assessments, timed writings, and the implementation of performance tasks at the end of units, particularly in IB courses, are indicative of a rigorous and standards-based educational environment. In addition, the practice of self-evaluation and peer evaluation in many classes, as well as the maintenance of writing folders in college prep courses, empowers students to take an active role in monitoring their learning progression.

Across TAS, there is a clear progression in the complexity of tools and strategies employed to ensure that students in all divisions understand and can manage their learning relative to the expected performance standards. This consistency in approach demonstrates that TAS is committed to fostering student autonomy in learning and ensuring that students are well-prepared for each subsequent stage of their educational journey.

B2.2. INDICATOR: RESULTS OF STUDENT OBSERVATIONS AND EXAMINING WORK

INDICATOR FRAMING QUESTION:

To what extent do students demonstrate high-level learning, including critical and creative thinking, problem-solving, knowledge attainment, and transfer and application of knowledge and skills? Support the response through examination of student work, observation of students working and other evidence.

Findings

At TAS, student learning is a testament to the efficacy of instructional methodologies and the integrative design of curriculum across various disciplines. From Lower School to Upper School students are not only acquiring knowledge but are also adeptly applying, analyzing, and creating based on that knowledge. The below findings and supporting evidence reveal the extent to which students demonstrate high-level learning capabilities – spanning critical and creative thinking, problemsolving, and the transfer and application of knowledge and skills. These capabilities are manifested through diverse projects in Computer Science, Robotics, and STEAM, as well as through thoughtful integration of skill development throughout core subject areas and within interdisciplinary collaborations that reflect both academic rigor and the development of emotional and cultural intelligence. The findings delineate the above achievements, drawing from a wealth of evidence including student work, classroom observations, and qualitative data across the spectrum of educational programs offered at TAS.

Supporting Evidence

In the Lower School, students exhibit deep thinking through student projects in Science, Robotics, and STEAM. Implementing RULER supports integration of emotional intelligence skills into the classroom. In Literacy and Social Studies, students transfer knowledge from reading to writing, and engage in critical thinking to solve real-world and historical problems. Mathematics education focuses on applying strategies to solve authentic problems, while in Performing Arts, students demonstrate creativity in music and dance through composition and choreography. Science learning is demonstrated through a project-based approach, while Visual Arts education includes specific vocabulary development and ideation through independent projects that can connect to other content areas to ensure a deeper understanding.

Middle School students continue to build upon these foundational skills. In Computer Science and Robotics, there is a focus on documentation and reflection on student thinking. Classroom teachers with the support of counselors incorporate Responsive Classroom strategies to foster emotional development, self-awareness, and the connection to academic performance. In English, students critically analyze texts, creatively express themselves through various writing forms, and apply problem-solving in non-fiction projects. History and social studies include debates and research projects, fostering critical thinking, evidence-based reasoning, and collaborative communication. Similarly, in science, assignments tackle real-life problems, while students in Mathematics apply their understanding in real world contexts.

At the Upper School level, students engage in advanced applications of their skills. Computer Science and Robotics feature AI projects that begin in the classroom, demonstrating the real-world application of knowledge. In English, analytical writing assessments and major presentations show high-level learning and critical thinking. The History and Social Sciences Departments include sophisticated analysis of primary and secondary sources, with an emphasis on interpretation and evaluation. In Mathematics, students tackle complex problems and projects, especially in advanced courses like AP and IB. The Performing and Visual Arts programs demand students apply prior learning to performances and exhibitions by taking initiative in arranging, leading or curating.

Across all grade levels, qualitative evidence of high-level learning is apparent, as students are challenged to apply their learning in a range of contexts. Students’ abilities to engage in critical thinking, problemsolving, knowledge acquisition, and practical application across various disciplines from Lower School to Upper School is a strength of TAS’s curriculum. However, as we distill form the wealth of data that demonstrates students’ engagement in critical and creative thinking, problem-solving, knowledge attainment, and transfer and application of knowledge and skills, it becomes apparent that these global competencies are not merely aspirational but indeed attainable and evident within all aspects of the curriculum at TAS. For that reason, it is imperative that a more structured framework is developed that helps guide and nurture these competencies systematically. As such, it is recommended that TAS develop a comprehensive scope and sequence document for the schoolwide learning outcomes that serves as a blueprint, articulating explicit expectations for each grade level. This strategic progression would help facilitate a seamless integration

of the schoolwide learning outcomes into the curriculum, fostering a consistent and deep engagement with these critical skills. Additionally, such a scope and sequence would not only specify the schoolwide learning outcome expectations for each grade level but would also suggest methodologies for assessing competency attainment. Moreover, this would help to promote coherence in skill development and transfer across grade levels.

B2.3. INDICATOR: OPPORTUNITIES FOR STUDENT VOICE AND FEEDBACK IN AND BEYOND THE CLASSROOM

INDICATOR FRAMING QUESTION:

How well-integrated are age-appropriate opportunities for all students to develop flexible, effective, and culturally sensitive ways to express their ideas, opinions, and perceptions within the classroom and beyond?

Findings Supporting Evidence

In assessing the integration of age-appropriate opportunities for student expression at TAS, it is apparent that a variety of practices are in place, fostering the development of flexible, effective, and culturally sensitive communication across all grade levels. From the interactive and explorative learning environments in the Lower School to the nuanced, discussion-driven classrooms of the Upper School, students are provided with a variety of opportunities and platforms to articulate their diverse ideas and perspectives. This system of expression transcends the traditional classroom boundaries, extending into extracurricular activities and community engagement.

In the Lower School, the commitment to nurturing student expression can be found in STEAM projects that allow students to explore and communicate complex ideas in engaging ways. The use of Seesaw as a communication tool extends the classroom dialogue to a broader community, enhancing feedback loops between students, teachers, and parents. The Responsive Classroom approach is exemplified through Morning Meetings and SEL classroom time, which are pivotal in fostering a safe and inclusive environment for sharing ideas. Conflict resolution and restorative justice practices encourage students to voice their concerns and actively participate in finding solutions. For literacy, each grade level has an opinion unit of writing where they think about authentic audiences to focus their claim and evidence for writing. Additionally, during literacy, student expression is nurtured during turn and talks, and when learning how to agree or disagree with opinions. The EAL department’s focus on responsive pedagogy includes professional development centered on multilingual ecosystems, translanguaging, and CLIL (Content and Language Integrated Learning), which contributes to a culturally rich communicative environment. Mathematics classes emphasize expression through pair discussions and the sharing of reasoning, which focus on creating a growth-minded atmosphere where every student’s input is valued.

Middle School students benefit from a variety of platforms that promote expression connected to real-world applications, such as client and consultant meetings in STEAM-related electives. Homeroom and SWAG meetings provide structured opportunities for students to share and reflect on personal and academic experiences. English

Link to B2 Evidence

classes incorporate a diverse range of literary works and discussions, allowing students to engage with complex social issues and articulate their responses through guided book club discussions and creative projects, such as TED TALK-style presentations on Sustainable Development Goals. The EAL program’s integration with mainstream classes encourages language development and use across classes, while initiatives like the deep learning unit on Indigenous Cultures and Dance in Taiwan foster cultural sensitivity.

Upper School presents a more sophisticated platform for student expression, with significant emphasis on reflection and critique, particularly through the College Counseling support in essay writing and interview preparation. The Computer Science and Robotics programs not only solicit student feedback but also encourage outreach and co-curricular leadership, exemplifying real-world communication and sensitivity to diverse audiences. In English classes, discussion-based learning is prevalent, with students engaging in Socratic seminars and utilizing digital platforms for collaborative discussions and feedback. The multiplicity of avenues for publishing student work, both within and outside the school, empowers students to voice their ideas and opinions to a broader audience. Health and PE classes involve students in constructing knowledge about their wellbeing and invite them to inquire and learn based on their interests, thereby advocating for their own needs.

Across all levels of the school, it is evident that TAS provides a variety of opportunities for students to develop their voices and contribute feedback. The framework, ranging from Lower School’s responsive classroom practices to Upper School’s diverse platforms for critical discourse, underscores a commitment to nurturing articulate and globally aware individuals. The presence of collaborative projects, opportunities for reflective thinking and sharing, and a culture that values multilingualism, all contribute to a culture that celebrates and enhances student voice. This culture is further enriched by the infusion of real-world contexts and digital tools that invite students to connect their learning experiences with the global community.

B3. How Students Learn: Student-Centered Instruction Criterion

The professional staff a) applies current research-based knowledge about teaching and learning; and b) designs and implements a variety of learning experiences, including technology, that actively engage students at a high level of learning consistent with the desired outcomes: schoolwide learner outcomes, global competencies, academic standards and major student learner needs.

B3.1. INDICATOR: APPLICATION OF RESEARCH-BASED PLANNING PROCESSES AND PROFESSIONAL COLLABORATION

INDICATOR FRAMING QUESTIONS:

How has current educational research and thinking affected the teaching and learning process? How effectively do the schoolwide planning processes and professional collaboration practices use research to support meeting all students’ needs?

Findings Supporting Evidence

The Lower School’s planning processes and professional collaboration are deeply entrenched in research to support diverse learning needs. The comprehensive training in Student-Centered Coaching for instructional coaches is a testament to a strategic, research-based approach that promotes a collaborative culture centered on student learning rather than teacher evaluation. This approach aligns with the philosophy that coaching should enhance the capacity of teachers to meet the needs of all students. Furthermore, the Lower School’s extensive use of RULER within the Responsive Classroom approach for SEL integrates two evidence-based approaches to create a nurturing and emotionally intelligent learning environment. This is a deliberate effort to address the developmental and emotional needs of students in alignment with CASEL’s SEL framework.

Additionally, the EAL department’s adoption of the WIDA 2020 standards and the focused professional development for teachers with experts like Andrea Honigsfeld and Virginia Rojas signifies a structured, research-based approach to multilingual education, ensuring that language instruction is differentiated and accessible. The collaborative efforts, such as bi-weekly literacy meetings and the incorporation of the Science of Reading research, underscore a commitment to evidence-based literacy instruction, ensuring that foundational skills are taught effectively. Similarly, the engagement of teachers in Stanford’s “How to Learn Math for Teachers” course and the involvement in the Science Curriculum Review process reflect a dedication to continuous improvement based on pedagogical advancements.

In Middle School, educational research and thinking are infused into the curriculum albeit more informally. The use of Responsive Classroom techniques is a direct application of research advocating for the integration of SEL into daily practice, which is known to improve student engagement and academic outcomes. The adaptation of Teacher’s College units of study for English to fit the school’s context illustrates a flexible approach to curriculum design based on educational research. Collaboration at the middle school level is present, but less structured, with teachers modifying units to meet student needs during department or grade level meetings. Professional development opportunities have introduced teachers to new research, yet the application of learning is inconsistent. To support all students effectively, there is a recognized need for more unified division-wide planning processes that systematically incorporate educational research into everyday teaching practices.

The Upper School’s application of educational research is more dependent on individual or department initiative. The counseling department’s recommendation for a limit on standardized test-taking is supported by research indicating diminishing returns after multiple attempts, reflecting a data-informed approach to student advising. In digital literacy and computer science education, the ISTE standards show a commitment to internationally recognized best practices. However, the use of research is sporadic across departments, with initiatives like the use of RULER in advisory sessions representing isolated examples rather than a consistent pattern. Evidence suggests there are pockets of research-informed practice; however, a more coherent and collaborative strategy might be needed to effectively meet the needs of diverse learners.

Link to B3 Evidence

At the schoolwide level, professional development on DEIJ, the CASEL framework for SEL, and Adaptive Schools, reflect a strategic application of research to enhance teaching and learning, and collaboration throughout the school. The Wellbeing Committee and the K-12 Counselor Meetings, and the K-12 Student Support Services Meetings indicate an institutional commitment to collaborative practices. The ongoing K-12 Social Studies Curriculum Review, as well as the K-12 Science Review driven by best practices and current research are prime examples of research-based planning.

In conclusion, while the Lower School exhibits strong alignment with current educational research and collaborative practices, there is variability across the Middle School and Upper School in the systematic application of research and professional collaboration. The schoolwide initiatives show a dedication to integrating research into planning processes, but there is room for more cohesive application and structured professional development to ensure all students’ needs are met.

B3.2. INDICATOR: APPLICATION OF RESEARCH-BASED KNOWLEDGE TO INSTRUCTIONAL CONTENT AND LESSON DESIGN AND DELIVERY

INDICATOR FRAMING QUESTIONS:

To what extent are teachers current in the instructional content taught and research-based instructional methodologies, including integrated use of multimedia and technology?

To what extent are lesson design and instructional practices coherent with and aligned to current educational research?

Findings

The pursuit of excellence in teaching necessitates a commitment to staying current with evolving instructional content and pedagogical methodologies. This continual advancement is pivotal not only in the content teachers deliver but also in how they apply the vast, evergrowing body of educational research, including the integration of multimedia and technology into their instructional methodologies. Findings reveal that at TAS there are varying degrees surrounding how much teachers are current in the instructional content taught and the implementation of research-based instructional methodologies.

Within the Lower School teachers actively apply research-based knowledge to their instructional content and methodologies. For example, in science, the use of performance-based assessments, where students engage in hands-on projects, reflects an understanding of the experiential learning theory. When teaching Literacy, teachers utilize student-facing checklists and progressions in writing and reading to foster self-reflection, a strategy recommended by educational psychologists for enhancing learning autonomy. Teachers also incorporate students' interests into lessons and book selections, a practice that aligns with research supporting studentcentered learning. The mathematics curriculum includes more problem-solving and practice-based tasks, shifting away from traditional computation-only assessments. These changes are in response to research findings that emphasize the importance of conceptual understanding in early math education. All Lower school

Supporting Evidence

faculty professional development sessions with Virginia Rojas and Andrea Honigsfeld have helped teachers further enhance their instructional strategies as teachers are expected to scaffold language across curricula, although this is identified as an area for growth. The integration of translanguaging practice and the development of a “Playbook” for EAL instruction underscore a research-based approach to language learning. The incorporation of multimedia and technology is evident particularly through the STEAM program; however, there is a need for a more systematic and authentic approach to fully incorporating multimedia and technology into instructional practices throughout the Lower School.

The Middle School exhibits varying levels of engagement with research-based tools and instructional practices; however, technology integration is a standard in all classrooms. The ‘Tech Tip’ in the Monday Memo, as well as the dedicated Canvas course for faculty technology resources showcase an institutionalized effort to maintain currency in instructional practices. English teachers provide models and rubrics that challenge students to exceed grade-level expectations, a practice that supports differentiated instruction and high-level cognitive development. Various forms of assessments, such as oral presentations and STEAM projects, are used to gauge student understanding, reflecting the research-based trend towards diverse evaluation methods. However, evidence demonstrates there is a need for more systematic professional development to ensure consistency in implementation of research-based instructional methodologies.

Upper School teachers have access to resources such as Technology Education Tutorials and are encouraged to incorporate real-world applications into their curriculum content. However, there is variance in the application of educational research to planning, depending on individual teacher backgrounds and personal professional development. The History Department’s engagement with texts like, “Grading for Equity” and the regular attendance at workshops by AP and IB teachers suggest a strong alignment with current researchbased instructional methodologies for externally assessed courses. Still, the need for a more formalized and consistent professional development across the division is noted to ensure a cohesive approach.

Across the school, there are several instances where the integration of multimedia and technology is evident, such as the use of the American Red Cross resources in Aquatics, as well as the implementation of information literacy benchmarks. The use of multimedia in Performing Arts, with tools like QLab, MakeMusic.com, and Sibelius reflect a sophisticated approach to integrating technology into the curriculum. Mathematics and Visual Arts also demonstrate a concerted effort to embed research-based instructional practices and multimedia tools in their subjects, with technology being used to communicate understanding and enhance learning experiences. Yet, alongside these innovative practices, TAS recognizes the need for further advancement surrounding the systematic implementation of research-based instructional methodologies.

The acknowledgement of ongoing improvement efforts has led to the development of the Teacher Professional Pathways Model (TPP) which is predicated on a performance evaluation system that emphasizes the correlation between professional performance and improved learner

academic outcomes. By focusing on a teacher’s growth and development through well-defined job expectations including their application of research-based knowledge, the TPP ensures that teachers remain abreast of the latest instructional content, while employing methodologies that promote multiple levels of thinking. In essence, the TPP model is a structured, yet flexible framework that enables teachers to continually adapt and refine their instructional strategies in alignment with the evolving educational landscape.

The commitment to educational excellence at TAS is reflected not only in the adoption of research-based instructional methodologies and the integration of multimedia and technology but also in the necessity for a consistent schoolwide approach to professional development focused on research-based instructional practices. As the findings indicate, while there is commendable progress in certain areas, there remains a critical need for more systematic and cohesive implementation of these methodologies across all levels of learning.

To do this and in addition to the TPP, TAS must establish consistent mechanisms for professional development that delve into current research including effective use of multimedia tools, and strategies for integrating technology in the classroom. Furthermore, greater accountability and oversight are required to ensure these practices are not only adopted but also effectively implemented and evaluated. This could involve more frequent peer visits and reviews, enhanced performance metrics, and continuous feedback loops that allow for real-time adjustments to teaching practices.

B3.3. INDICATOR: STUDENT ENGAGEMENT IN HIGHER-LEVEL LEARNING

INDICATOR FRAMING QUESTION:

How effective are the instructional and assessment strategies used by teachers to engage students in higher level thinking and learning?

Findings

Across the school, there are multiple examples of how teachers use instructional and assessment strategies to engage students in higherlevel thinking and learning. However, the efficacy of these strategies, while promising, invites closer scrutiny to ensure uniformity and depth of higher-level engagement across all tiers of the educational spectrum.

In the Lower School, performance-based assessments are prevalent, particularly when integrated with science. This approach allows students to apply knowledge in practical tasks, promoting critical thinking and problem-solving skills. Additionally, the STEAM program provides students with multiple opportunities to engage with scientific and technological concepts actively. However, there are gaps in current practices that suggest a lack of consistency in the opportunities provided to students to engage them in higher-level thinking particularly as it relates to language functions and scaffolds for multilingual learners. Regarding literacy, student-facing checklists and reading inventories are used to self-assess and identify learning paths, which actively involves students in their educational journey and promotes metacognitive skills. In math, teachers observe student performance each day and use that observational data to determine

Supporting Evidence

progress and plan for future teaching and learning. Health and PE classes in the Lower School use cooperative games like Stepping Stones to encourage strategic thinking and teamwork. These games provide a foundation for higher-level cognitive skills by requiring students to work together to solve problems without teachers' solutions.

Within the Middle School, the 'Design the Difference' elective showcases a project-based learning model where students use tools like vinyl cutters and 3D printers to create solutions for real clients, mirroring research that emphasizes the value of authentic learning experiences. This hands-on approach necessitates creative and higher order thinking as students develop practical solutions for their clients. In English and Mathematics, the use of models, rubrics, class discussions, and hands-on activities further indicates a strong alignment with higher-level cognitive engagement. These strategies promote analytical and evaluative thinking, essential in fostering a deeper understanding and application of concepts. Likewise, in History and Social Studies, the reflective nature of assessments provides students with an opportunity to demonstrate a higher level of analysis.

The Upper School demonstrates a diverse application of strategies to engage students in higher-level thinking. Engineering notebooks and the FIRST Robotics Competition are indicative of a pedagogical approach grounded in inquiry and project-based learning, which are research-supported methodologies for engaging students in STEM. In the English department, the move towards diversified assessment methods, such as oral presentations, creative projects, and the inclusion of multimodal texts, reflects a commitment to varied instructional strategies that cater to different learning styles and promote high levels of thinking. The history and science departments emphasize research projects, requiring students to demonstrate higher-level thinking and analytical skills, aligning with research-based expectations for secondary education. Across the curriculum, the integration of information literacy skills and their assessment via library resources underscores a school-wide dedication to instilling researchbased competencies in students.

Schoolwide efforts such as student surveys through the Professional Pathways model and the development of exemplar projects that integrate information literacy standards indicate a commitment to engaging students in higher-level thinking across the disciplines. Similarly, there is a noticeable trend based upon the evidence towards integrating real-world problem-solving into the curriculum, as seen in STEAM activities, project-based learning, and the implementation of diverse assessment methods. These methods not only engage students in higher order thinking but also prepare them for practical application of their knowledge and skills.

However, the evidence also suggests a need for a more cohesive approach to integrating higher-level thinking strategies into the curriculum, ensuring that students receive a consistent experience throughout their education at TAS.

B3.4. INDICATOR: APPLICATION OF LEARNING

INDICATOR FRAMING QUESTIONS:

To what extent are all students able to demonstrate that they can apply acquired knowledge and skills to extend learning opportunities?

How effectively and frequently are students able to analyze, evaluate and synthesize information from multiple perspectives, such as different textbooks, digital resources, community resources, collaborative activities, and library/media resources?

Findings

At TAS, it is acknowledged that a student's educational journey is greatly enriched by their ability to apply acquired knowledge in diverse and innovative contexts, extending beyond rote learning. Across all divisions of the school, there are varying degrees of application, analysis, evaluation, and synthesis of information, encapsulating a move towards the implementation of more real-world learning opportunities.

In the Lower School STEAM classes are designed to dovetail with Homeroom studies, creating rich learning opportunities that span across Science, Social Studies, Math, and Literacy. For instance, projects might be crafted to align with a science unit on ecosystems or a social studies discussion on community roles, thereby reinforcing the concept that knowledge is interrelated and applicable in multiple contexts. The RULER blueprint for conflict resolution exemplifies a practice application of emotional intelligence, illustrating how students are not only learning academic skills but also crucial life competencies. Furthermore, in Literacy, the implementation of units that facilitate analysis, evaluation, and synthesis of information, particularly in the upper grades (3-5), prepares students for higherorder thinking. Mathematics classes extend this by utilizing end-ofmodule assessments that challenge students to apply their mathematical understanding in new and complex ways, often through collaborative activities that foster peer review and critique.

Middle School students are immersed in an environment where application of knowledge is tangible and immediate, exemplified by the ‘Design the Difference’ elective course. In this course, students interact with real clients to solve actual problems, using a suite of tools that range from basic hand tools to 3D printers, engaging in an iterative design process that mirrors professional practices. In English, there is a deliberate selection of literature representing diverse cultures and contemporary issues, promoting a multidimensional understanding of the world. This is supplemented by the integration of digital media and interactions with visiting authors, which enrich students’ perspectives. Additionally, the ‘Skills for Success’ course further supports this integration, teaching library research skills and media literacy, crucial for evaluation information in a digital age. Despite the above, there is a sentiment that opportunities for interdisciplinary learning in the Middle School could be enhanced.

At the Upper School level, with Computer, Science, and Robotics students demonstrate a sophisticated application of knowledge, creating instructional content videos to share their expertise with peers, which not only solidifies their own understanding but also

Supporting Evidence

fosters a collaborative learning environment. Additionally, engagement in the FIRST Robotics and CS Team training exemplifies a hands-on and inquiry-based approach that allows students to fully extend their learning. Likewise, English classes are reflecting a shift towards a more global and diverse curriculum, with the introduction of courses like Honors Asian Literature and a variety of assessment methods that encourage students to synthesize materials from a variety of sources. The counseling department in the Upper School also highlights the personalized application of social and emotional learning as students navigate complex personal and academic landscapes.

Schoolwide, there is a concerted effort to ensure that all students can demonstrate and extend their learning in a variety of contexts. The Aquatics program is structured to let students showcase and further develop their skills through ARC-standardized assessments and advanced skill practices. This philosophy extends into other disciplines too, with History and Social Studies frequently requiring students to engage with many resources, fostering a critical examination of information. Similarly, in World Languages, activities are designed to immerse students in reading, discussing, and producing language outputs, while in science, the infusion of research and analysis projects encourages the application of scientific inquiry to understand new phenomena. Across all disciplines, there is a clear focus on enabling students to not only acquire knowledge, but also to apply and extend this knowledge through practical, creative, and analytical endeavors.

B3.5. INDICATOR: TEACHING AND LEARNING POLICIES ON USE OF DIGITAL TECHNOLOGY AND SCHOOLWIDE INTEGRATION AND IMPLEMENTATION OF TECHNOLOGY

INDICATOR FRAMING QUESTIONS:

To what extent are the school’s teaching and learning policies on using digital technology implemented and assessed for effectiveness?

How effective is the integration and implementation of technology in developing all students’ technological and digital citizenship skills?

Findings

At the Lower School level, digital learning begins with foundational platforms like Seesaw, where Essential Agreements pave the way for establishing basic digital practices. The integration of ISTE standards through learning targets and collaboration with Educational Technology Coaches ensures a structured approach to digital literacy. However, the articulation of these standards into tangible learning outcomes is an ongoing process, indicating a gradual but deliberate implementation strategy. The Lower School’s approach is one that works to balance technology use with more traditional learning, ensuring students get the best of both worlds without overwhelming them with digital interfaces.

Middle School is in the developmental phase of establishing technology integration benchmarks into the curriculum, reflecting a commitment to a structured digital learning environment. The presence of a year-long course, Skills for Success for all Grade 6 students, and the engagement of parents in the mini-Canvas course prior to the 1:1 laptop rollout, underscore a proactive approach to digital education. These efforts demonstrate an understanding that

Supporting Evidence

technological fluency is crucial for both students and the wider school community. Despite this, there is acknowledgement that a consistent level of technology integration across classrooms remains a work in progress, suggesting room for growth in terms of policy implementation and effectiveness assessment.

In the Upper School the 1-to-1 laptop rollout, complete with technology use and safety guidelines, cell phone, and internet filtering policies, underscores a more advanced stage of digital integration. The rollout signifies a policy that moves beyond foundational learning to more sophisticated digital interactions, aligning with the higher cognitive demands at this educational level. The departmental use of digital tools varies, with some courses like Journalism fully embracing technology through podcasts, videos, and social media engagement, while others maintain a focus on analytical writing with less frequent technology integration. This variation points to a diverse but not yet unified approach to technology across the curriculum within the upper school

Schoolwide, collaborative workshops and agreements on digital citizenship align with the aim to establish a coherent digital culture. Yet, the call for clearer policies and expectations around the use and implementation of technology indicates that while steps have been taken toward integration, consistent and effective schoolwide practices are still emerging. Moreover, there is a recognized need for professional development focused on instructional technology use, suggesting that while infrastructure and policies are in place, the pedagogical application needs further support.

In summary, while the school’s policies on digital technology use are being implemented across all levels, the effectiveness and consistency of this integration are areas identified for development. The emphasis on digital citizenship, safe technology use, and the integration of digital tools reflects a commitment to preparing students for the digital age. However, the assessment of these practices’ effectiveness remains an area that requires more systematic attention to ensure that all students are developing robust technological and digital citizenship skills.

B4. How Assessment is Used Criterion: Reporting and Accountability Processes

The school leadership and staff continuously use effective and valid assessment processes to collect, disaggregate, and analyze assessment results. School and student performance data is regularly reported to all stakeholders including student progress toward accomplishing the desired outcomes: academic standards, schoolwide learner outcomes, major student learner needs, and global competencies.

B4.1. INDICATOR: USE OF STUDENT PERFORMANCE DATA AND EFFECTIVENESS OF THE ASSESSMENT PROCESSES

INDICATOR FRAMING QUESTIONS:

How effectively do teachers and leadership collect, disaggregate, analyze, and interpret student performance data?

How effective and valid are the assessment processes used to determine and report students’ progress toward the desired outcomes?

Findings Supporting Evidence

Lower School, Middle School, and Upper School teachers continuously collect, disaggregate, analyze, and interpret student performance data to better meet student needs, determine program effectiveness, and make necessary changes. Each division at TAS employs distinct methodologies to harness this data, shaping it into actionable insights that drive pedagogical strategies and student support mechanisms. The efficacy of these processes, however, varies significantly across disciplines, revealing a mixture of assessment practices.

In the Lower School, the commitment to data-informed instruction is most evident in Literacy and Mathematics. In Literacy, reading and fluency are assessed regularly through Whole Book Assessments and TC Running Records, and phonemic awareness and phonic assessments in Grades K-2. Additionally, Grade 5 students take the CTP4 standardized test, analyzed for longitudinal trends, while providing information that informs individual reading, writing, and math instruction. In Math, the use of performance-based assessments and informal checklists in Grades K-5 allows for a precise understanding of student proficiency in mathematical practices. Within Mandarin, a structured approach to language acquisition is implemented through quarterly formative and summative assessments that monitor students’ linguistic progress, offering a clear picture of proficiency in speaking, reading, and writing in Mandarin Chinese. In the EAL program, the Academic Language Portfolio provides a structured way to track EAL students’ progress. The ELD (English Language Development) level for students is determined by conducting language analysis of authentic writing samples using the WIDA rubric. However, in areas like science, social studies, art, music, PE, and STEAM, there are less structured ways for formal data collection, indicating a potential area for development. Many of the weekly or bi-weekly meetings in the Lower School are aimed at providing educators with an opportunity to analyze student work and assessment results to determine subsequent steps for each learner.

In Middle School, the approach to assessment and use of student performance data is characterized by a diverse and dynamic array of practices tailored to each subject, reflecting a commitment to datadriven instruction and student engagement. Mandarin Language instruction employs a comprehensive assessment system that includes on demand writing / speaking, in class writing, unit tests and projects alongside oral and written tests. This multifaceted approach allows for nuanced tracking of language acquisition, ensuring that teaching is responsive to individual needs. In English, teachers engage in meticulous data analysis, assessing whether assignments meet unit criteria and evaluating student achievements. This process, coupled with norm grading protocols, ensures a consistent and fair assessment of student work. The Math department also utilizes collaborative assessment-writing and item analysis, as well as examination of student work in order to assess whether assignments and assessments meet benchmarks and are assessed consistently. CTP data in math, reading, and writing for Grade 8 further provides an annual benchmark to measure student progress against peer institutions fostering accountability and transparency.

Similarly, Health and PE classes in the middle school utilize observational assessments and end-of-unit skill assessments, with

rubrics applied to health work and data recorded in PowerSchool. The recorded data and student/teacher reflections on video assessments contribute to a holistic view of student performance, which is then discussed during Health and PE team meetings. History and Social Studies departments lead a collaborative review of assessments, with varied types of evaluations like subject knowledge, skills-based, and research assessments, contributing to a comprehensive understanding of student learning. Within Performing Arts, the Middle School employs a variety of assessment techniques. Dance classes involve students in self-evaluation, allowing them to identify their strengths and areas for growth. Music assessments range from recorded sight-reading exercises to reflections on artistic processes, while ongoing feedback is integral to student development. Lastly, in science, teaching teams work collaboratively to evaluate formative assessments leading up to the summative assessment, ensuring that assessments are aligned with the desired learning outcomes. This approach is bolstered by Canvas and PowerSchool gradebooks to identify trends in student performance, resulting in data informed instruction and planning.

At the Upper School level, a meticulous approach to data collection and analysis is apparent across various academic disciplines. The College Counseling Department’s annual analysis of admissions data to top-choice schools exemplifies the strategic use of data to guide students through the college application process. This is complemented by the focus on student performance metrics in Computer Science and Robotics. Similarly, the English Department demonstrates implementation of diverse assessment strategies providing opportunities to collect both qualitative and quantitative data on student performance. In the Health and PE departments, fitness assessments and common unit evaluations offer comprehensive insights into student capabilities, while in History the collaborative use of rubrics fosters consistent and detailed evaluations of student progress.

Subjects such as Mandarin and Performing Arts deploy varied assessment methods, including external exams and performancebased evaluations to gauge student proficiency and growth. These are closely monitored, with Mandarin leveraging external exam data to refine teaching strategies and Performing Arts using a combination of in-class assessments and reflections to track student development. Mathematics faces some challenges with the pacing of curriculum affecting the consistency of assessments, but efforts to maintain evaluation standards through team meetings highlight a commitment to academic rigor.

The Upper School’s collective commitment to data-driven instruction is further evidenced in Visual Arts, where rubrics and peer feedback sessions encourage critical thinking and creative expression. Science classes balance standardized scoring with teacher-developed assessments to meet both external goals and internal curriculum standards, ensuring that students are meeting expected benchmarks. World Languages’ continuous assessments stored in PowerSchool facilitate informed decisions regarding student placement and support.

Schoolwide, the Student Support Services team implements various practices surrounding data collection and use of data to determine

and report student’s progress towards desired outcomes. With that said, each division has allocated time for analyzing data surrounding students of concern and those receiving support services to monitor progress and adjust support strategies as needed.

Throughout each division at TAS, there is a clear dedication to harnessing student performance data to enhance educational outcomes. The Lower School demonstrates this through structured literacy, math, and science assessments, and in monitoring Mandarin proficiency. Additionally, instructional coaches in literacy and math continue to review student performance data to inform teaching and learning. However, there are subjects that lack a standardized approach to data collection. Middle school educators employ many subject-specific practices, fostering a rich understanding of student progress. This is mirrored at the Upper School level, where data informs not only college counseling, but also the tailored strategies in most subject areas. Across the school, while there are exemplary instances of data analysis and utilization, the methods of reporting and storing this valuable data, as well as their systematic use in informing instructional practices, present opportunities for improvement. The implementation of a cohesive data storage and analysis platform could greatly enhance the school’s ability to perform a holistic and systematic evaluation of educational strategies, ensuring that every student’s learning journey is optimized. By achieving greater consistency in these processes, TAS can further refine its instructional methods and support for students, leading to an even more effective and personalized educational experience.

B4.2. INDICATOR: CONSISTENCY IN DETERMINING, MONITORING AND REPORTING STUDENT PROGRESS AND PERFORMANCE LEVELS WITHIN AND ACROSS GRADE LEVELS

INDICATOR FRAMING QUESTIONS:

How consistent are the procedures and practices the teachers use to determine and report students’ performance levels and progress toward the desired outcomes within and across grade levels?

How effective are the systems and practices the teachers and leadership team use to monitor, evaluate and report students’ performance so teachers, students and parents are informed about what the students know and what they do not yet know?

Findings

Ensuring consistent and effective practices schoolwide for assessing, monitoring, and reporting student progress across various grade levels is a cornerstone of a cohesive and viable curriculum. As the findings reveal, TAS has implemented a range of strategies to track and communicate student achievements to various stakeholders.

In Lower School, a comprehensive approach to monitoring student performance is implemented. Literacy coaches meet biweekly with teachers to discuss reading and writing practices, ensuring consistency in assessments across grade levels. Standardized assessments for reading and phonics are employed, along with peer scoring to maintain uniformity in grading. Progress is tracked via “Pass on” folders containing key literacy and numeracy data, which follow the child across grades promoting continuity and transparency. Additionally, parents are formally informed through Seesaw posts, biannual parent conferences, and semiannual report cards. For subjects like STEAM, parents stay connected through platforms like Seesaw, although there are no specific practices for monitoring and reporting student progress. The Math Committee and grade level math meetings play a pivotal role in aligning performance levels and progress, with end-of-module tests providing data on student achievement. Monthly parent newsletters provide families with updates on program goals.

Middle School practices reflect a structured and consistent evaluation system. Regular reporting through quarterly report cards, mid-quarter progress reports, and narrative comments create a robust feedback loop for students and parents. Tools such as Canvas allow for real-time updates on assignments, contributing to transparency in student progress. In subjects like English, rubrics are aligned with the spiraling of skills across grades, ensuring consistency. Regular meetings between teachers and counselors, as well as the use of tools such as Microsoft Teams to track student performance ensure that there is consistent communication about students in real time. Parentteacher-student conferences facilitate direct communication about student performance, while student self-reflections promote selfassessment and accountability.

In the Upper School, a clear and consistent method of reporting is evident, with all graded assignments required to be posted on Canvas, proving a centralized platform for tracking student progress. The use of standardized rubrics and assessment moderation across courses ensures uniformity in assessment. Regular communication, including report cards, progress reports, parent-teacher conferences and direct

Supporting Evidence

Link to B4 Evidence

emails from counselors for college-bound students, facilitates a transparent dialogue regarding student achievement and areas for growth.

Across all school levels, there is an evident trend of employing digital platforms for communication and progress tracking, with tools like Seesaw, Canvas, and PowerSchool being regularly used. Parentteacher conferences and direct communication via emails are common practices, ensuring that parents remain involved and informed. A strategic focus on internal communication among counselors and regular meetings within departments indicate a commitment to consistently monitoring student progress. However, there is inconsistency of practice as it relates to progress monitoring and reporting across subject areas and departments. Providing schoolwide professional development focused on assessment literacy for teachers will help to ensure all teachers are equipped to consistently and effectively evaluate student progress and communicate these findings.

B4.3. INDICATOR: USE OF ASSESSMENT RESULTS TO INFORM CONTINUOUS SCHOOLWIDE IMPROVEMENT, SCHOOLWIDE DECISIONS AND ALLOCATION OF INSTRUCTIONAL RESOURCES

INDICATOR FRAMING QUESTIONS:

How effectively do the teachers, leadership team, and board/owner use assessment results to support continuous schoolwide improvement, make schoolwide decisions, such as program modification, professional development, and allocation of instructional resources?

How have the assessment-based decisions significantly contributed to the development and refinement of the schoolwide action plan and to the continuous improvement process?

Findings

The strategic utilization of assessment results is a fundamental component for driving schoolwide improvement and optimizing the allocation of resources. Through careful analysis of student data (demographic, perception, and achievement), TAS looks for opportunities to tailor instructional strategies, refine the curriculum, and enhance the overall learning experience in effort to better meet student needs.

At the Lower School, the intricate analysis of student performance data, including digital documentation via Seesaw creates a rich data set that directly influences teaching methodologies. For instance, the nuanced feedback from these platforms informs real-time lesson adjustments, allowing for a responsive and adaptive curriculum that aims to meet the diverse needs of students. The strategic decision to reduce the EAL Specialist Full-Time Equivalent (FTE) from 8.0 to 7.0 based on student assessment results and research-based best practice exemplifies a targeted approach to resource allocation.

The Middle School demonstrates the use of assessment data to make strategic decisions in various ways. For example, student survey data on wellness and DEIJ efforts has led to a concerted effort to enhance the homeroom curriculum to explicitly focus on these two areas.

Supporting Evidence

Within the Upper School, professional development, tailored by the results of IB examinations, signifies a direct link between student performance and teacher training, ensuring that educators are equipped with the latest pedagogical tools to address identified learning gaps.

At the schoolwide level, the annual budget cycle and capital budget process incorporate various assessment data to validate programmatic or structural changes within the physical plant to better meet student needs. Additionally, the deployment of professional development funds and the organization of internal and externally attended workshops are influenced by the collective assessment results of student performance, also informed by the teachers’ evaluation and growth needs

B4.4. INDICATOR: SECURITY SYSTEMS FOR MAINTENANCE OF THE INTEGRITY OF THE ASSESSMENT PROCESSES

INDICATOR FRAMING QUESTION:

How effective are the systems designed to maintain the integrity of the assessment process and the assessment results? (e.g., the use of proctors, security systems for text documents, physical security, and technological security)

Findings

At a school like TAS where academic achievement is highly valued, the integrity of the assessment process is paramount, ensuring that the results truly reflect student understanding and abilities. The effectiveness of the systems designed to maintain this integrity is critical, involving measures such as proctoring, secure document handling, and robust technological safeguards.

At the Lower School level, various measures are in place to safeguard the integrity of assessments. The use of Seesaw, a platform that maintains ownership of student data and keeps it unsearchable, prevents external interference and unauthorized access. Furthermore, most assessments are not sent home and instead communicated through parent-friendly module reports, minimizing the risk of compromise. Additionally, the EAL Coordinator’s review of files with the Admissions Officer and the use of anchor papers and WIDA rubrics ensure standardized and secure evaluation of English Language proficiency levels for prospective and current students.

The Middle School’s approach to maintaining assessment integrity involves a combination of physical and digital strategies. There are explicit lessons on Academic Integrity at all grade levels to educate students. Proctored ISEE testing, the use of individual project journals in Robotics, and Canvas’s protected domain exemplify the commitment to security. Handwritten journals are employed in English classes to mitigate plagiarism, and PowerSchool’s security features protect grade reporting. History and Science teachers utilize in-class handwritten assessments and closely monitor students during exams. Multiple test forms are also employed to prevent the sharing of questions across classes.

In the Upper School, the presence of a full-time Testing Coordinator and the use of consistent proctors under the College Counseling

Supporting Evidence

Link to B4 Evidence

department underscore a professional and systematic approach to the supervision of standardized tests Advanced Placement (AP) and International Baccalaureate (IB) classes adopt a stringent physical document control and special scheduling for simultaneous exams to prevent leakage. Computer Science projects are designed to be plagiarism-resistant, and systems like Turnitin are used in Health and PE classes to check the originality of student writing.

Across the school there are protocols and technology security measures overseen by the Director of Educational Technology to protect student and teacher data on platforms like Canvas and PowerSchool. The use of various assessment methods demonstrates an effort to use formats that naturally resist academic dishonesty. Schoolwide, there is a concerted effort to educate students on ethics and the importance of academic integrity while also ensuring consistency in practice through the development of a K-12 Academic Honesty Policy.

The school’s layered approach to maintaining the integrity of the assessment process reflects a robust commitment to upholding academic standards. A combination of pedagogical strategies, technological tools, and administrative policies work in concert to protect the reliability of assessments, as well as student results. Nevertheless, there are areas for improvement, such as the need for greater consistency in the use of plagiarism checkers and the enhancement of academic integrity policies to ensure uniformity across departments and divisions. Strengthening these areas would further solidify the trustworthiness of TAS’s assessment outcomes.

B5. How Assessment Is Used Criterion: Continuous Assessment by Students and Teachers

Teachers and students frequently integrate a variety of continuous assessment strategies into the ongoing learning/teaching process. As a result, students understand what they know and what they need to know; and teachers are able to modify instruction to improve student progress toward the desired outcomes: schoolwide learner outcomes, global competencies, academic standards and major student learner needs.

B5.1. INDICATOR: IMPLEMENTATION OF APPROPRIATE CONTINUOUS ASSESSMENT STRATEGIES

INDICATOR FRAMING QUESTION:

To what extent are the implemented assessment strategies appropriate so that what is assessed is aligned with the learning targets and other desired outcomes?

Findings Supporting Evidence

In the Lower School, a comprehensive approach to assessment is evident across disciplines, with strategies carefully aligned to suit the developmental stages and learning objectives of younger students. For subjects like STEAM in the upper grades (3-5), checklists and student rubrics are employed to foster self-assessment, while lower grades make use of Seesaw to document and share the learning process in alignment with desired outcomes. In counseling, tools such as STAR training for academic progress and the BASC Flex form for behavioral and social-emotional learning are introduced to monitor student development holistically in alignment with developmentally appropriate social-emotional benchmarks.

The EAL program aligns its assessments with content rather than language standards utilizing a range of tools from Academic Language Portfolios to the WIDA rubric, ensuring a consistent measurement against established benchmarks. English Literacy assessments including Whole Book Assessments and formative conferencing, are intertwined with the Common Core standards providing clear evidence of reading and writing competencies. A similar alignment is seen in Mandarin through various assessments aimed at different aspects of language acquisition, from character recognition to oral fluency. In other core subjects like Mathematics, Science, and Social Studies, assessments are designed to reflect grade-specific learning outcomes, with tools ranging from performance-based tasks to standardized end-of-module or unit assessments.

The integration of the arts into the Lower School curriculum includes age -appropriate rubrics in Dance and adherence to NAfME (National Association for Music Education) standards in Music, recognizing the importance of personal growth and artistic expression. However, some areas like Library are still in the nascent stages of formalizing assessments to align with learning targets. Across all disciplines in the Lower School, there is an evident focus on implementing assessments aligning with learning objectives and academic standards. This strategic approach to assessment in the Lower School lays a strong foundation for continuous learning and development.

Through the implementation of project rubrics and reflective practices embedded in the curriculum, Middle School students regularly engage

in self-assessment and peer assessment, directly connecting their efforts with the established learning objectives. Such practices not only enhance student autonomy but also provide educators with insightful data to inform teaching strategies. In English, the strategy of backward planning ensures that all assessments are intricately linked to the unit’s end goals, fostering a learning pathway that is intentional and goal oriented. Similarly, in History, standardized rubrics and a consistent lexicon are utilized to promote uniformity in evaluating students’ analytical skills, encouraging a deep engagement with historical thinking.

In subjects like Mandarin and Mathematics, assessment strategies are tailored to respect the level of content difficulty and the nuances of language and numerical understanding. Proportional grading and a rigorous table of specifications for major assessments guarantee that students’ progress is monitored with precision and fairness against the desired learning outcomes. These assessments serve as both reflective and directive tools, mapping out student proficiency and pinpointing areas for continued growth. The Science Department further exemplifies this approach to standard-aligned assessment, while Dance and Music prioritize personalized progress, with the latter integrating NAfME standards to ensure that individual achievements contribute to the collective outcome of the ensemble.

Collectively, the assessment methods in middle school form a cohesive framework that values the depth of understanding and mastery of essential skills. Middle school assessment strategies and the approach to assessment are not singularly focused on endpoint evaluations, rather it is viewed as an ongoing process that supports and enhances the learning experience.

In the Upper School the assessment framework is tailored to meet the advanced educational needs of students across a diverse range of subjects and course offerings. In Computer Science and Robotics, assessments are purposefully aligned with AP learning objectives, where AP tests aim to measure students’ understanding against rigorous standards. The use of Engineering notebooks further reinforces this, providing a structured method for students to document their learning journey. English classes in the Upper school emphasize skill-based assessments that focus on the development of students’ writing abilities, thereby fostering critical thinking and effective communication skills in alignment with AP and IB expectations.

In Health and PE, the curriculum’s alignment with IB standards is evident through clearly stated outcomes on assessments, ensuring that students are well-prepared for both internal and external evaluations. This clarity enables students to understand the expectations and work towards specific health and physical education goals with a clear sense of direction. Visual Arts education at the Upper School level is similarly intentional, with assessments designed to promote inquiry, experimentation, and design skills. The AP showcase and IB Art Exhibition provide an avenue for students to display their artistic explorations and the depth of their understanding in alignment with AP and IB criteria.

Additionally, in subjects like History, assessments are designed to foster historical thinking and are aligned with both externally set

criteria for AP and IB classes, as well as internally developed rubrics that focus on research and writing skills. Science subjects continue this trend of rigorous assessment, with tests and lab reports closely aligned with unit outcomes, and quizzes aimed at checking comprehension of smaller, more digestible content segments.

Overall, Upper School assessments are deliberately crafted to challenge students and to measure their academic growth against predetermined learning outcomes and academic standards, ensuring that students are not only prepared to excel in standardized testing, but are also equipped with the essential skills required for lifelong learning and problem-solving.

Across TAS the assessment strategies implemented showcase an impressive array of methods, finely tuned to the diverse learning targets and outcomes at each educational level. From the Lower School’s use of Seesaw for documenting learning processes in alignment with unit objectives to the Upper School’s rigorous AP and IB assessments, there is a clear commitment to aligning assessments with the desired educational standards and learning objectives. These strategies, whether they are project rubrics, backward planning, or proportional grading, demonstrate the school’s dedication to fostering a supportive environment where student assessments are appropriately developed in alignment with learning targets and desired outcomes.

However, despite this variety and commitment to alignment, it is evident that the school’s approach to assessment and planning is not systematic, with the documentation of assessments captured in a myriad of ways on different platforms. To elevate TAS’s assessment practices, it is recommended that a more systematic approach is employed, one that embraces research-based best practice and results in the establishment of a unified framework for assessment planning, longitudinal monitoring, and documentation. Implementing a more streamlined approach to assessment planning and review would not only enhance the ability to use assessment data more effectively for continuous improvement, but it would also ensure coverage of curricular content and skills development. By adopting such a systematic approach, TAS can better ensure the implementation of comprehensive and innovative assessment strategies that are aligned with the learning targets and other desired outcomes, thereby ensuring the holistic development of each student.

B5.2. INDICATOR: MULTIPLE ASSESSMENT MEASURES TO INFORM STUDENTS AND TEACHERS ABOUT STUDENT PROGRESS TOWARD DESIRED OUTCOMES

INDICATOR FRAMING QUESTION:

How consistently and effectively do teachers implement multiple assessment measures to inform themselves and their students about each student’s progress toward the desired outcomes?

Findings

Across TAS, the implementation of multiple assessment measures stands as a testament to the school’s commitment to a holistic and adaptable curriculum. The following paragraphs and subsequent evidence demonstrate a concerted effort to provide students with various opportunities to demonstrate their understanding and inform that about their progress, while also reflecting on the effectiveness of instructional methodologies.

In the Lower School, assessment measures are employed to inform both students and teachers about student progress towards desired outcomes. The STEAM program fosters opportunities for project-based evaluations, though these are occasionally hindered by limited instructional time, suggesting a potential need for modified assessment designs. Counseling in the Lower School utilizes observational data, teacher input, checklists, and referral forms which feeds into Student Referral Meetings, providing a multifaceted view of a student’s social and academic development. For EAL learners, the WIDA rubric and quarterly assessments on language proficiency anchor the assessment process. While Running Records, and Whole Book Assessments for Literacy allow for nuanced insights into students’ literacy abilities. Mathematics sees formative assessment woven into daily practice with exit tickets and module tests that are reflective of students’ understanding, all documented within tools like Seesaw for self-reflection and goal setting. The Visual Arts department has students conduct peer reviews and self-reflections, enabling students to understand their creative process and outcomes critically. Meanwhile, homeroom teachers rely heavily on science notebooks and performance checklists to assess student thinking, particularly during investigations that foster a culture of continuous inquiry in alignment with the NGSS standards.

Middle school builds upon the foundations laid in Lower School, enhancing the complexity and variety of assessments. In Computer Science, Design, and Robotics, students maintain design journals, receiving iterative feedback that fosters a growth mindset. The English Department extends the repertoire of assessments beyond traditional tests to include creative expressions like podcasts and responsive paragraphs, which allow students to demonstrate their understanding in various formats. History teachers balance concrete knowledge assessment through multiple-choice questions with the development of analytical skills via written assessments and class discussions. These methods are crucial in preparing students for a more advanced historical understanding and civic engagement. In Mathematics, a sequence of formative assessments via entry tasks, complemented by mid-unit quizzes and comprehensive unit assessments ensures that the learning trajectory is closely monitored and adjusted as needed. Science classes employ a blend of assessments, including checks for understanding, lab reports, and unit tests, which cater to different

Supporting Evidence

Link to B5 Evidence

learning styles and ensure a robust understanding of scientific principles.

Upper School’s assessment measures are sophisticated and closely aligned with higher education. In Computer Science the Project Portal Engineering Documentation and interactive Canvas platforms provide a dynamic environment for feedback and student reflection on their progress. In subjects like English, History, and Political and Social Science, the adoption of the AP and IB assessment frameworks introduces students to a variety of assessment types, including document-based questions and long essays, which are instrumental in honing students critical thinking and writing skills. The Health and PE curriculum, particularly in the IB Sport Science track, includes a combination of quizzes, lab activities, and subjective affective scoring, enabling students to appreciate the multifaceted nature of health education. Mathematics teachers employ various assessments including quizzes and tests that incorporate previous material to reinforce cumulative learning. These varied assessments across the Upper School indicate an assessment system that informs teachers and students on student progress towards internal learning objectives and prepares students for post-secondary education rigors

At TAS, evidence demonstrates that the school embraces a broad spectrum of evaluative practices that celebrate student achievement and support teacher instructional methods. However, there remains a need for the systematization of assessment practices to ensure consistency and adherence to the most current research-based best practices in assessment. The goal is not to merely evaluate student learning, but to do so in a way that is deeply rooted in pedagogical research and tailored to the needs of the 21st century learner. As such, schoolwide professional development becomes a critical avenue through which TAS can refine our assessment practices to ensure that every tool and method employed within the classroom is both purposeful and impactful.

Moving away from more traditional assessment paradigms and towards project-based performance tasks invites a paradigm shift that requires comprehensive support and training for educators. This shift, pivotal in its potential to enhance critical thinking and real-world problem-soling skills, must be supported by a structured approach to professional development, as well as systematic implementation and continuous oversight.

B5.3. INDICATOR: ASSESSMENT PROCESSES TO MODIFY INSTRUCTIONAL DESIGN AND DELIVERY

INDICATOR FRAMING QUESTION:

How effective are the assessment processes, including the examination of student performance/work, teachers use to modify and revise the design and delivery of their instructional practices based on student progress toward the desired outcomes?

Findings

While varying assessment processes exist across Lower School, Middle School, and Upper School, findings show effective practices are in place in terms of the extent to which teachers use student performance / work to modify and revise the design and delivery of their instructional practice.

Within the STEAM program in Lower School, teachers utilize projectbased assessments, where the results provide valuable insights for refining lessons in subsequent years.

Literacy in the Lower School employs a range of assessment practices, including working closely with literacy coaches to reflect on unit effectiveness and making recommendations for the following year. Daily work samples and test results inform small group instruction, while tracking reading scores and phonics data guides instructional projections. Within the Middle School, English focuses on unit reflections, consistent narrative feedback, and the workshop model to adapt instructional practices. In the Upper School, post assessment lessons and narrative comments further reinforce learning and address gaps in student understanding.

In Mathematics, Lower School teachers use daily exit tickets to inform teaching by forming small groups based on student performance. In Middle School, entry tasks provide daily feedback, and teaching teams meet to discuss trends and adjust lesson plans accordingly. Upper School math includes assessment corrections or retakes and spiraling unit tests to encourage ongoing mastery.

Health and PE assessments in Middle School involve data analysis through department and team meetings to modify and revise assessments as needed. In the Upper School, student feedback is solicited through surveys, and assessments are collaboratively modified based on this feedback and input from teachers.

History and Social Studies assessments vary across divisions. Middle School focuses on guiding students through the review process, updating test items based on student performance, and aligning assessments with established skills frameworks. In the Upper School, AP and IB teachers ensure that unit assessments mirror exam sections, and common rubrics are used for non-external assessment to maintain consistency.

The Performing Arts including music, dance, and drama feature effective assessment practices across divisions. In Dance, benchmarks and real-time feedback allow students to revisit challenging skills, while Music leverages online tools for continuous improvement.

Supporting Evidence

Link to B5 Evidence

Political and Social Science in the Upper School adapt assessments based on student presentations and teacher observations, promoting a very dynamic and flexible learning environment. While in Science, teacher meetings and formative assessments inform curriculum adjustments at all levels, ensuring alignment with desired outcomes across divisions.

Visual Arts also incorporates real-time feedback through student reflections and discussions in the studio. Upper School emphasizes external measurement, portfolio preparation, and exposure to various perspectives to align with desired outcomes.

World Languages in the Middle and Upper School utilize postassessment lessons for reteaching language usage fostering nuanced vocabulary, grammar understanding, and error correction. Overall, these comprehensive assessment processes effectively guide the modification and revision of instructional practices to ensure alignment with desired outcomes across diverse subjects and divisions.

In conclusion, while assessment practices serve as essential tools for modifying instructional design and delivery, there are notable differences both across and within divisions. Some of the differences reflect the evolving needs and expectations of students as they progress through their educational journey. However, other differences simply point to inconsistent implementation of assessment processes and the ways in which assessment is used to modify the curriculum in order to better meet student needs. Greater alignment and oversight in this area is recommended to ensure that students at all levels reach high levels of success in achieving the desired learning outcomes.

B5.4. INDICATOR: IMPACT OF TEACHER FEEDBACK TO SUPPORT STUDENTS’ MANAGING AND MONITORING THEIR OWN PROGRESS

INDICATOR FRAMING QUESTION:

How effective is the teacher feedback (i.e., timely, specific and descriptive) so that all students are able to manage and monitor their own learning and progress toward desired outcomes?

Findings

In Lower School, teachers prioritize oral feedback during classes to actively engage students and support their learning needs. This immediate form of feedback allows for real-time scaffolding of student understanding, crucial in early education. Similarly, when teaching literacy, teachers confer with students regularly, offering instant feedback that fosters an immediate understanding of the concepts taught. This approach is complemented by assessments to set personalized goals with students, enhancing their ability to manage and monitor their progress effectively.

For instance, in Visual Arts, real-time feedback is emphasized and is shown to be effective through the public display of artworks, which serves as a motivational tool for students. Similarly, in PE, feedback during activities is vital in developing core skills and competencies, illustrating the importance of immediacy in feedback to facilitate learning in a tangible manner.

Supporting Evidence

Link to B5 Evidence

Feedback in Middle School is both oral and, in written form depending upon the project or assessment, which supports the monitoring and managing of individual learning paths. In English classes, the provision of immediate, specific, and consistent feedback enables students to reflect on their performance continuously, thus fostering a skillbuilding environment that prepares them for summative assignments.

In subjects like Mathematics, daily goals and entry tasks coupled with timely test returns and corrections facilitate an environment of consistent progress review. Similarly in History, the use of standardized rubrics and self-reflection practices enables students to gauge their comprehension and performance independently.

Upper School students benefit from more structured feedback systems, such as bi-weekly goal setting meetings, which enable students to set clear targets for their learning journey. Additionally, weekly engineering documentation and peer reviews further contribute to a culture of self-regulation and progress tracking.

In subjects like English, students engage in self-reflected feedback mechanisms which encourage autonomy in the evaluation of their academic work. The use of common rubrics across classes facilitates a unified understanding of learning objectives and outcomes, allowing students to self-assess and take ownership of their learning process.

Across the school, the emphasis on real-time, specific, autonomous feedback underscores TAS’s commitment to nurturing self-directed learners capable of managing and monitoring their progress. However, more consistent and systematic approaches to providing feedback, as well as the implementation of structures to measure the effectiveness of feedback are recommended.

CATEGORY B: CURRICULUM, INSTRUCTION, AND ASSESSMENT SUMMARY

IMPACT ON STUDENT LEARNING

Taipei American School stands at the forefront of educational innovation and academic excellence. With a commitment to nurturing well-rounded, critical, and creative thinkers, and socially responsible students, TAS has embraced many educational practices across subject areas and disciplines. The following paragraphs are aimed at synthesizing the findings and evidence from Category B to evaluate the influence of these practices on student learning.

Curriculum, Instruction, and Assessment practices at TAS are multifaceted and strategic, designed to positively impact student learning by ensuring students are challenged in a robust and holistic learning environment. The STEAM program at TAS exemplifies a cuttingedge approach, integrating technology and project-based learning from Lower School to the Upper School, ensuring that students develop critical 21st century skills. Students are assessed through performance tasks and real-world projects, which not only cater to the diverse ways students learn but also reflect their understanding in a practical context.

The English as an Additional Language program within the Lower School adopts an assetbased ecological model, where multilingualism is seen as a benefit to the educational environment. The shift from a deficit model to one where language resources are deve loped collaboratively and used to leverage learning is a significant step towards inclusivity and equity in educational practices at TAS.

Within English Language Instruction, TAS employs regular assessments, aligned to the Common Core Standards to systematically monitor student progress at the Lower and Middle School level. Within all divisions, there is emphasis on authentic choice and reflection in learning which fosters student engagement and personal investment in their literacy journey. The libraries across the school support this pedagogical infrastructure by fostering a love of reading and providing access to extensive resources, further contributing to the development of self- directed learners.

Similarly, Mathematics education at TAS offers a diverse program that allows for passion-led exploration and personalized feedback. While Science instruction across the school provides varied opportunities for students to participate in active, hands-on, and real-world learning experiences.

The Health and Physical Education curriculum is guided by research-based standards, with clear, progressive learning outcomes that are assessed to inform instruction and further curriculum development. While Performing and Visual Arts, utilize a progressive skill development approach to ensure students build upon prior knowledge, enhancing their critical and creative thinking skills. Both the Visual and Performing Arts programs at TAS are well funded, allowing students to explore various materials, and ensuring that all students have access to art education.

The Mandarin and World Languages curriculum at TAS is focused on relevance and real-life problem-solving, aiming to cultivate lifelong learning and the ability for students to be collaborative communicators in multiple languages.

Each program at TAS, while distinct in its approach, collectively contributes to a comprehensive educational experience that prepares students for future academic and personal success.

As indicated, there are many strengths surrounding curriculum, instruction, and assessment at TAS that positively impact student learning. Self-study findings and perception data confirm that TAS implements a broad range of resource rich programs that support learning and provide students with opportunities to utilize a variety of materials to enhance their experience. Additionally, TAS students have access to a diverse array of programs, allowing them to delve into various interests while developing critical and creative thinking skills which are paramount to academic and personal success. The school’s commitment to research-based curricular practices supports the implementation of contemporary and effective instructional strategies which offer an increasingly stimulating learning environment. Similarly, the schoolwide emphasis on teacher collaboration supported through professional development initiatives like the Adaptive Schools Foundation Seminar and the Cognitive Coaching Foundation Seminar promote and ethos of continuous improvement, reflective practice, and shared accountability.

In terms of growth areas, TAS must continue to develop a systematic approach to professional development aligned with schoolwide initiatives to ensure the implementation of a consistent and cohesive curricular framework. This ensures that all faculty remain at the forefront of pedagogical advancements, maintaining continuity in the delivery of educational strategies. Furthermore, making a concerted effort to ensure the implementation of a guaranteed, viable, documented, and horizontally and vertically aligned curriculum is another area where TAS can grow. Such alignment would provide a seamless learning experience across grade levels and divisions ensuring coherence and continuity in students’ educational journeys.

Promoting transfer or transdisciplinary learning is also essential for TAS to consider. Integrating a more integrated approach would allow students to make connections across subject areas and disciplines, which is a critical skill in today’s interconnected world.

Lastly, the systematic collection and use of data is recommended for TAS to make informed decisions that cater to the diverse needs of students. Implementing a comprehensive data analytics structure would enable the school to track progress and tailor instruction to improve educational outcomes.

CATEGORY B STRENGTHS

• Broad Range of Resource-Rich Programs that Support the Learning Objectives:

Taipei American School goes beyond the conventional classroom setting to provide a comprehensive and immersive educational experience that leverages the abundance of curricular resources available. The depth and breadth of program supports a robust learning environment where students are provided with opportunities to explore a wide range of interests, build personal confidence, and develop their unique talents and identities. The extensive resources available at TAS across disciplines ensures students have access to a rich tapestry of educational experiences, preparing them to be critical thinkers and active contributors to society.

• Utilization of Research-based Curricular Practices:

The utilization of research-based practices can be seen across divisions and disciplines at TAS. The implementation of KA-12 curricular committees such as the Curriculum Review Committees, the KA-12 Well-being Committee, the Schoolwide DEIJ Committee, the Service-Learning Committee, as well as the Defining Learning Task Force, and the Professional Pathways cohort have begun to address systematic challenges, align instructional strategies with contemporary educational research, and foster a more inclusive, effective, and holistic learning environment for all students.

• Encouragement of Teacher Collaboration:

While time constraints exist, concerted efforts have been made to bolster collaboration efforts across the school including the integration of targeted professional development initiatives, notably the Adaptive Schools Foundation Seminar and the Cognitive Coaching Foundation Seminar. By focusing on the development of high-functioning groups, effective facilitation, and reflective practices, TAS is working towards fostering an environment of collaboration and continuous improvement.

• Opportunities for Students to Engage in Higher-Level Thinking and Learning:

Curricular evidence demonstrates a concerted effort to provide opportunities for students to be challenged through complex problem-solving, critical analysis, and creative thinking. Through project-based (deep learning) initiatives, students are compelled to synthesize cross-disciplinary knowledge and apply it in innovative ways, fostering an environment where active learning and intellectual risk-taking are encouraged.

CATEGORY B GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Develop a Systematic and Well-funded Approach to Professional Development in Alignment with Schoolwide Initiatives: Evidence demonstrates an ongoing need for schoolwide professional development to ensure all faculty are keeping pace with the constantly evolving landscape of pedagogy, and that there is consistency in approach to the pedagogical strategies implemented. As educational strategies and technologies advance, there is a need for continuous professional development opportunities, and adequate funding to support these initiatives.

• Actively Nurture a Consistent Culture of Collaboration:

It is recognized that TAS must place a greater emphasis on ensuring collaboration takes place within and across divisions. Such interdisciplinary collaboration not only breaks down silos but also creates a vibrant community of educators who are collectively invested in the development and implementation of curriculum that meets the highest educational standards. Community, Student, and Faculty Experience survey results and self-study findings indicate a need for a review and modification of current schedules, particularly at the Middle School and Upper School level to provide structured, regular, and dedicated time for teachers to meet, plan, and share ideas effectively.

• Ensure the Implementation of a Guaranteed, Viable, Documented, and Horizontally and Vertically Aligned Curriculum:

A clear area for growth at TAS lies in the articulation and alignment of the curriculum. Adopting a centralized curriculum repository would be a significant step forward, as would adopting consistent KA-12 standards in each discipline. Enhancing curriculum development and alignment would help ensure that all students benefit from a well-

structured and unified approach to learning. Likewise, adding divisional curriculum coordinators would help to ensure systematic curricular oversight and coherence.

• Promote Transfer Learning:

The current curricular program at TAS is notably siloed and compartmentalized, which stands in contrast to current research-based best practices in education. Evidence demonstrates a more integrated or transdisciplinary approach to learning can provide substantial benefits to students as it allows them to make conceptual connections and effectively transfer skills, especially those articulated within the schoolwide learning outcomes, and knowledge across content areas.

• Develop Processes for the Systematic Collection and Utilization of Data:

While there are a variety of assessment practices being implemented across the schools and various ways in which the data (achievement, perception, demographic) is being used to inform instruction, it is recommended that TAS implement a robust system for the systematic collection and utilization of data across the school. Having a schoolwide data dashboard with comprehensive data analytics software will support TAS in making data-informed decisions to better meet the needs of students.

Category C: Support for Student Social-Emotional and Academic Growth

C1. Student Social - Emotional and Academic Support Criterion

Students are provided with a system of support services that meet their academic and socialemotional needs. Students are also provided with activities, opportunities and/or programs within the school and community that further accomplish the desired outcomes: schoolwide learner outcomes, global competencies, academic standards, and major student learner needs.

C1.1. INDICATOR: SUPPORT FOR THE SOCIAL-EMOTIONAL AND LEARNER NEEDS OF ALL STUDENTS

INDICATOR FRAMING QUESTIONS:

How effective are the school’s strategies to review both schoolwide and individual student learner needs and to provide appropriate services and programs?

How adequate and effective are the personalized social-emotional and career/academic programs to support all students in such areas as health, career and personal counseling, and academic assistance?

Findings

Understanding and supporting the social-emotional and learner needs of students is paramount for their academic and personal success. TAS’s comprehensive approach, while varied across divisions, aims to tailor services and programs to nurture each student’s well-being and academic journey.

In the Lower School, the counseling structure is both dynamic and student centric. Four dedicated counselors are assigned to specific grade clusters and loop with students, ensuring a focused and longitudinal approach to social-emotional learning (SEL). The counselors’ practice of progressing with their students into higher grades helps to maintain continuity and deepen the understanding of individual needs. The RULER framework, now in its fourth year of implementation, begins each class with some students conducting a self-assessment on their emotional state, fostering an environment where students feel seen and understood. The implementation of RULER is in a constant state of review and improvement as counselors work closely with classroom teachers to recognize the emotions of their students and adjust their instructional practices accordingly

All lower school teachers are Responsive Classroom trained. Each day begins with a Morning Meeting where children are greeted and welcomed into a safe and caring classroom environment. Teachers have read and implemented practices from the book The Power of our Words as they use language to redirect, respond and model inclusive ways to communicate and provide foundational classroom management strategies.

The effectiveness of the SEL approach in the Lower School is reinforced through a well-structured meeting system. Bi-weekly team meetings with Counselors, Administrative check-ins, and monthly SEL committee meetings and SEL team meetings every two weeks ensure

Supporting Evidence

Lower School Student Reporting Form

Math Cliff Notes with Language Outcomes

Language-focused morning meeting example

Lower School Individual Learning Plan

SEL Committee Agendas

CASEL Framework

Middle School Tier 1

Problem Solving Template\

Middle School Student Support Services Short Term Intervention Plan

Middle School MultiPurpose Referral Form

Middle and Upper School

Individualized Learning Plan (ILP)

Middle and Upper School

Individualized

Accommodation Plan (IAP)

that the Lower School is proactive to the social-emotional needs of students.

Also, done through a collaborative approach, the Lower School places a strong emphasis on identifying and addressing academic learning needs in a systematized manner. Student Support Teachers work in close collaboration with classroom teachers to provide targeted interventions and personalized learning strategies, ensuring that students who may struggle with the curriculum receive the support they need to achieve grade level expectations. Structured referral and consultation processes, and regular student support meetings indicate a system designed to determine ways to effectively meet student needs.

In addition, the Lower School acknowledges the importance of supporting multilingualism. EAL specialists are deeply integrated within the academic framework, attending team meetings, and adding language outcomes and scaffolds to shared documents. The use of WIDA standards to assess multilingual learners’ academic language proficiency and the provision of small group language support across classrooms demonstrates a concerted and targeted commitment to fostering a multilingual environment that respects and promotes linguistic diversity. Similarly, the restructuring of the Kindergarten Mandarin program also demonstrates a strategic move to embed social and emotional learning within the language curriculum, meeting both academic and developmental standards.

Within the Middle School support for social-emotional learning needs are informed by student wellness data, captured through surveys that provide insight into the student body. Regular documented meetings, including those for Grade Level Leaders and Counselors, are held to review and strategize around this data. The integration of the Student Wellness Action Group (SWAG) in consultations ensures that the strategies remain relevant and holistic. Like Lower School, all Middle School teachers are Responsive Classroom trained and begin the day with a Morning Meeting.

Additionally, Counselors loop with students, offering students and families a stable support system as they navigate the complexities of adolescence. Interventions are discussed in dedicated meetings, and if standard approaches prove insufficient, the Problem-Solving Model is employed to document and address issues systematically, ranging from Tier 1 to Tier 3 interventions. This structured approach indicates a responsive and adaptive system, speaking to the school’s strategies’ effectiveness in providing adequate support.

In the Middle School, academic learner support is provided through small group settings and curriculum assistance to ensure students meet their learning goals. The Academic Support Teachers not only offer pull-out support, but also integrate into classroom settings, providing assistance that allows students to access the broader curriculum. This approach reflects a deep understanding of diverse learner needs, including those of multilingual students. With the forthcoming 2024-2025 school year, the EAL program will adopt a new support model focusing on instructional support within the core content classrooms. This shift will move away from the existing paradigm of small group instruction, which typically takes the place of a world language class, towards a model that embeds support directly

within the mainstream educational experience. The middle school is actively refining its approach to best meet the learning needs of Multilingual students, coordinating closely with the Lower School to ensure a unified and coherent approach to student support and experience.

The Upper School builds on the support systems put in place within the Lower and Middle School with personal, academic, and college counselors, ensuring that students receive guidance tailored to their developmental stage and social-emotional needs. This is bolstered by the presence of academic support teachers and a full-time school psychologist. Weekly counseling department meetings and biweekly Student Support Services meetings showcase a commitment to continuous evaluation and improvement.

Despite the comprehensive support, the absence of EAL services is a notable gap. While the robust infrastructure for academic support implies the school may be adept at identifying and filling in learning gaps through the student services department, it is recommended that the school continue to monitor how the needs of multilingual learners are being effectively addressed across the curriculum in the Upper School.

Across all school divisions, the wellness of students is a paramount concern. The formation of a K-12 Wellness Committee and regular K-12 Counselor and School Psychologist meetings aim to address schoolwide concerns and ensure consistency in student-well-being. However, developing a cohesive and consistent framework for Student Support Services, along with a uniform approach to how student wellbeing is nurtured, documented, and tracked is an area for significant improvement. The impending introduction of a Director of Student Support Services in the 2025-2026 school year indicates a commitment to developing a more unified and systematic model that includes consistency in the roles and responsibilities of all members of the student support services team.

C1.2. INDICATOR: PERSONALIZED APPROACHES AND STRATEGIES

INDICATOR FRAMING QUESTION:

How effectively are the schoolwide and personalized approaches to learning implemented by leadership and staff so that ALL students’ progress in achieving the desired outcomes?

Findings

Across the school, TAS has implemented a varied framework that embodies both schoolwide and personalized learning strategies designed to cater to the individual needs of students. Small class sizes, diverse course offerings and rigorous but varied academic pathways further reinforce this commitment. The concerted effort to ensure differentiated instruction, implementation of individual learning plans when appropriate, and regular assessment feedback loops reflect a purposeful strategy that promotes achievement and personal growth, culminating in a culture that strives to prepare students for the challenges of higher education and beyond.

Supporting Evidence

Lower School Individual Learning Plan

SEL RULER CURRICULUM

Grade level Math Planning Meeting Agenda and Minutes

Lower School SRT Meeting Agenda Template

Within the Lower School there is a systematic approach to curriculum design and unit planning ensuring a cohesive and sequential approach to content and skill progression. The well-articulated curriculum calendars enable teachers to plan coherent learning journeys that are both age-appropriate and aligned with developmental milestones. Within the curriculum, the emphasis on integrating social-emotional learning units is particularly noteworthy, illustrating a holistic approach to education.

Collaboration among grade-level teachers, literacy, mathematics and educational technology coaches, counselors, and specialists in planning and executing learning experiences supports the development of student-centered and personalized learning to ensure that all students are being challenged and supported appropriately based on learner needs. The Student Support Services team including counselors, academic support teachers, the Speech and Language Pathologist and Educational Psychologist, as well as the EAL Specialists play a pivotal role in ensuring that students’ diverse needs are taken into consideration when unit and lesson planning. Additionally, the Student Review Team (SRT) process is also a testament to the Lower School’s commitment to personalized attention. This process allows for the identification and support of students’ unique learning needs, ensuring that interventions are targeted and effective.

The method for assessing student academic growth through a combination of formative and summative assessments is also key to personalized learning in the Lower School, as is the implementation of the workshop approach, which is inherently personalized and differentiated. This method is particularly effective in meeting students where they are on their reading and writing journey. Within the workshop model, students engage in a mixture of whole-class instruction, small group work, and individualized learning tasks. This structure allows teachers to tailor instruction to the specific learning levels and interests of each student, thereby ensuring that all students progress at a pace that suits their individual needs. The workshop approach fosters a love for reading and writing by giving students voice and choice in their learning, thereby enhancing engagement and intrinsic motivation. Students learn to set personal goals and receive targeted feedback, further personalizing their learning experience.

Additionally, mathematics instruction in the Lower School is characterized by its provision of multiple access points, ensuring that each students finds a pathway to success with problem-solving that aligns with their current level of understanding and skill level. Through hands-on activities, visual representations, and digital tools, teachers present concepts in multiple formats The focus on providing a range of entry points to mathematical understanding not only supports students at their individual levels but also builds confidence. This confidence is key to encouraging students to take academic risks, an essential skill for deep learning and problem solving. As students experience success in mathematics through personalized pathways, they develop a more positive attitude towards the subject which is crucial for their engagement as they progress into Middle School and beyond.

Lower School Assessment for Mathematics

Middle School Homeroom Lessons Curriculum Folder

Middle School MultiPurpose Referral Form

Middle and Upper School

Individualized Learning Plan (ILP)

Middle and Upper School Individualized

Accommodation Plan (IAP)

Middle School Kid Talk Template

Middle School

Personalized Instruction Example

Upper School Course Catalog

Upper School Curriculum Guide

Within Middle School, strategies for personalized learning are developed through collaboration between educators, counselors, and academic support teachers. The bi-cycle (2x / per 6 days) meetings for discussing student progress and concerns create a continuous feedback loop that is essential for timely interventions and support. The problem-solving model document facilitates a structured approach to addressing ongoing challenges, ensuring that student support is systematic, and evidence based The collaborative 6-day cycle meetings enable teachers, counselors, and academic support teachers to strategize over student progress, initiating Tier 1 interventions through the structured Problem-Solving Model for those facing academic hurdles. Persistent challenges trigger a multi-person referral, activating a deeper Student Support Services review, which may lead to Tier 2 interventions or the development of an Individualized Learning Plan (ILP) and/or Individualized Accommodation Plan (IAP) for sustained support. Classroom accommodations, including breaks, preferential seating, and tailored assignment structuring, cater to diverse learning needs, ensuring equity and access to the curriculum.

The use of OneNote for maintaining detailed records of grade level student meetings, updates, progress, challenges, and next steps is an intentional approach that provides a platform for monitoring students and personalizing the support they receive to ensure they are able to achieve success. Likewise, the daily communication that occurs through Microsoft Teams among teachers and counselors about student updates underscores a culture of collaboration and shared responsibility for student outcomes. Additionally, academic support teachers facilitate small group sessions to address specific learning objectives, supplementing this with classroom integration for direct curricular access and reinforcement. Persistent challenges trigger a referral activating a deeper Student Support Services review, which then may lead to the implementation of Tier 2 interventions, including the Short-Term Intervention Plan (STIP) for students who have not demonstrated progress after Tier 1 strategies. This phase uses data to determine if a comprehensive evaluation, involving criterionreferenced and norm-referenced assessments, is needed to better understand the student’s profile. Such evaluations can lead to the development of Individualized Learning Plans (ILPs) and Individualized Accommodation Plans (IAPs) for sustained support. Classroom accommodations, including breaks, preferential seating, and tailored assignment structuring, cater to diverse learning needs, ensuring equity and access to the curriculum.

In addition to academic scaffolding, Middle school employs technology and various instructional strategies to enhance learning autonomy and critical thinking. Tools such as speech-to-text, audiobooks, and the Canvas learning management system are instrumental in supporting different learning styles and tracking academic progress. Study strategies, curriculum reteaching, and the provision of exemplars further solidify understanding. Moreover, testing accommodations are employed to remove barriers that may prevent a student from demonstrating their knowledge, ensuring assessments truly reflect student learning. This personalized approach extends to formal evaluations for testing accommodations, with detailed records kept surrounding the effectiveness of interventions.

At the Upper School level, personalized learning becomes increasingly sophisticated with a focus on preparing students for post-secondary success. The collaboration between Student Support Services, teachers, and counselors to provide individualized support through SSS and SRT (Student Response Team) meetings is indicative of a mature, responsive approach to personalized learning. The ability for students to propose and undertake independent study with administrator approval empowers them to take ownership of their learning, encouraging self- directed and inquiry-based learning experiences. Additionally, central to the Upper School philosophy is the guarantee that any upper school student with an Individualized Learning Plan (ILP) or Individualized Accommodation Plan (IAP) has unrestricted access to a broad spectrum of classes across various disciplines, accommodating a range of academic rigor, as well as personalized support. This inclusive philosophy is further supported by a longitudinal advisory program, where students grow with a consistent cohort over four years, fostering an environment conducive to personal expression and reflection on classroom experiences.

The availability of various pathways to achieve graduation credit including AP, IB, and a mix of alternative course offerings, provides students with the flexibility to pursue academic interests and goals in a way that best suits their strengths and future aspirations. The emphasis on small class sizes facilitates a more personalized learning environment where teachers are better able to focus on individual student needs. The monitoring of student progress is a comprehensive system involving progress reports, quarterly grades, and active engagements such as Family-Teacher-Conferences (FTCs) and one-onone review sessions. Teachers play a proactive role, particularly in instances where students may be struggling, ensuring that challenges are met with immediate and supportive responses. The collaborative process of creating and adjusting ILPs and IAPs is a testament to the Upper School’s commitment to student agency, requiring student participation and agreement to ensure plans are both effective and personally relevant. Accommodations such as extra time, small group settings for assessments, alongside classroom strategies like sentence stems and technology supports like speech-to-text, ensure that each student’s needs are met in a way that complements their learning style.

Additionally, regular classroom observations and consultations between academic support staff and teachers foster a coherent support system, while the adoption of strategic learning resources aids in developing essential study skills. Evaluation tools such as the Woodcock Johnson and WIAT, and for speech and language, the CELF or GFTA assessments are utilized to ensure that interventions are grounded in solid educational research. This structured yet flexible approach to personalized learning empowers every student in the Upper School to progress confidently towards their academic goals and post-secondary aspirations.

The culmination of personalized learning strategies at TAS has engendered an educational environment where each student’s progress and success are not left to chance but are the products of deliberate and thoughtful design. From the systematic approach to curriculum design and implementation in the Lower School, which intertwines academic rigor with social-emotional growth, to the Middle School’s collaborative interventions, and the Upper School’s advisory

structure and the implementation of ILPs and IAPs when appropriate, the pathways supporting personalized learning are apparent across the school. The integration of diverse instructional strategies, accommodations, and the thoughtful use of technology speak to a culture that honors individual learner needs.

However, the journey towards an even more refined personalized learning experience at TAS calls for the systematization of these approaches and the development of a cohesive schoolwide philosophy that unifies these efforts. Implementing data tracking mechanisms that utilize multiple data points will be crucial in ensuring that all students' performance is systematically monitored and leveraged to further enhance educational outcomes. By tightening coordination across the school divisions and investing in data-driven decisionmaking, TAS can ensure that the tailored pathways it offers continue to evolve and meet the emerging needs of the student body, particularly for those students who have more diverse social-emotional or academic learning needs. Additionally, practices and systems for tracking data need to be aligned with the Schoolwide Student Support Services Team.

C1.3. INDICATOR: ALIGNMENT OF CURRICULAR AND CO-CURRICULAR ACTIVITIES

FRAMING QUESTION:

To what extent are the curricular and co-curricular activities aligned with academic standards, schoolwide learner outcomes as well as local and/or global actions and service opportunities?

Findings

The Lower School at TAS exemplifies a robust integration of curricular and co-curricular activities, fostering both academic and personal growth. The Camp Taiwan experience for grades 2, 3, 4, and 5 aligns with environmental and physical education standards, offering students an outdoor learning experience that complements the science curriculum. Likewise, various field trips for each grade level provide real-world connections to classroom learning, such as the visit to the visually impaired school during Mandarin class, which enhances language skills, while promoting empathy and community service, central to the school’s values and mission.

TAS-sponsored after school clubs such as the Chinese Culture Club and Robotics extend learning beyond the classroom, with the Robotics Club, in particular aligning with STEAM initiatives and technological competencies. Service activities tailored for different grades ensure that students are engaged in actions that contribute to local communities or other areas of the school, as evidenced by the Kindergarten Christmas sing-along, which cultivates cultural awareness and performance skills.

Middle School at TAS continues to build on the foundation set in the Lower School with a comprehensive program of curricular and cocurricular alignment. The sports program is inclusive, offering participation to all students, thus promoting physical education and team-building skills. The block schedule of clubs allows for diverse interests to be explored. Commitment Clubs such as VEX Robotics,

Supporting Evidence

An overview of Activities and Clubs at TAS

On a Mission to Learn and Serve: Examples of Service Learning Across TAS

Activity Offerings for Lower School, Middle School, and Upper School

Lower School Mood Meter

Middle School Athletics

Offerings

Off Campus Learning Opportunities

Blue and Gold Student Publication

Summer Academy

MUN, Drama, MS Musical, Dance Lab, AMIS Music, Math Counts, ISTA Drama, Speech and Debate, among others require consistent attendance, fostering responsibility and deep learning

Field trips like the Grade 6 Art visit to Yingge and the Grade 8 field trip to the Astronomy Museum directly support the art and science curricula, providing context and enhancing understanding. SWAG (Student Wellness Action Group) focuses on student wellness and leadership, aligning with health standards and personal development goals.

Middle School students also participate in Middle School Camp, a fourday week without wall. Community building, personal challenge, and service are components of these outdoor learning trips.

The Upper School has over 100 clubs, including the Orphanage Club, Tiger Minds, and World Vision that extend academic and service opportunities. The process of enabling students to create clubs based on their own interests fosters entrepreneurship and leadership, important outcomes for today’s learners. Likewise, the IASAS Cultural Convention, Music Festivals, and international debate tournaments offer platforms for students to apply their learning in real-world settings, demonstrating high academic and performance standards. The TAS Summer Academy program focuses on offering co-curricular classes that extend learning beyond the traditional academic year and offer students the ability to earn additional credit. Interested students are also connected to summer internships in the community

Field trips such as those to the National Palace Museum and the Oslo Freedom Forum complement Asian history and international relations curricula, while research internships and the Robotics programs extend learning in science and technology.

TAS’s schoolwide initiatives demonstrate a commitment to holistic education. Music activities, and theater and dance performances from grades 3-12 support the arts curriculum and offer performance and technical skill development. Service opportunities and extracurricular events, such as Middle School Camp, promote communal engagement and environmental stewardship. The provision of resources and space for extracurricular activities indicates institutional support for a comprehensive approach to education.

TAS offers an extensive range of curricular and extracurricular activities, competitions, and performances across the school, engaging students in authentic assessment. However, there is little data available on the impact of these activities on the overall student learning experience. Athletic and arts coaches / directors undergo assessment through observation. However, a more systematic approach to evaluating the outcomes of co-curricular engagement on student learning would help to further strengthen programs

C1.4. INDICATOR: STUDENT INVOLVEMENT IN CURRICULAR/CO-CURRICULAR ACTIVITIES

INDICATOR FRAMING QUESTION:

How effective are the school’s processes for regularly evaluating student involvement in curricular/cocurricular activities, such as projects on global issues, joining networks, service learning, and exchanges?

Findings

TAS provides a breadth of curricular and co-curricular activities through which students have opportunities to participate in projects that address global issues, engage in service learning, as well as cultural exchanges. Participation rates across the school and within Middle School and Upper School are extensive as evidenced by student engagement and extra-curricular student participation data.

In the Lower School, opportunities for students to engage with global issues and partake in service learning are subtly integrated into the fabric of their co-curricular activities. For instance, the Green Club immerses students in environmental stewardship, cultivating not just a balcony garden but also a sense of responsibility towards the planet. This hands-on approach aligns with service-learning principles, as students learn about sustainability while actively contributing to waste reduction within their school community. The Music Program, which is a curricular requirement, may not directly address global issues, but offers a stage for cultural expression, setting a foundation for greater global awareness. Feedback from students and their continued participation provides data to evaluate these activities.

Within the Middle School, clubs like Model United Nations (MUN) and Speech and Debate provide platforms for students to delve into global issues, diplomacy, and public speaking, which are fundamental aspects of service learning. Participation in these clubs involves preparation for regional and international tournaments and competitions, which are indicative of the clubs’ alignment with global issues and exchanges. Feedback from students, such as reflections after trip participation provide qualitative data on the personal and educational value of these experiences. Moreover, these clubs involve international travel and offer direct exchange experiences where students represent TAS on a global stage, with the effectiveness of these programs potentially reflected in student testimonials and the continuation rate of participants in successive years

Upper School extra-curricular activities at TAS display a strong orientation towards global citizenship and service. Clubs such as Amnesty International, Doctors without Borders, and AARF are clear examples of student engagement with global issues and humanitarian efforts. These clubs’ ranging from raising awareness to human rights to promoting animal welfare, align with service learning by enabling students to apply academic knowledge to real-world problems. The effectiveness of these clubs is evaluated through the outcomes of their projects and initiatives (e.g., funds raised, awareness campaigns, and community impact). Moreover, clubs that involve international travel, such as MUN and VEX Robotics, offer direct exchange experiences where students represent TAS on a global stage, with the effectiveness of these programs potentially reflected in student testimonials and the continuation rate of participants in successive years.

Supporting Evidence

Lower School, Middle School, and Upper School Clubs and Activities Offered

Learning Beyond Our Campus – Examples of off campus learning experiences

Tiger Athletics page with student involvement numbers

Schoolwide performing and visual arts program information

To understand the full impact of curricular / co-curricular activities, TAS could employ longitudinal studies tracking students’ engagement over time, correlating this with academic outcomes and personal development milestones. This data could inform future resource allocation and professional development programs. Additionally, evaluation of the school’s curricular and extra-curricular activities at all divisions could benefit from a more structured approach, incorporating direct feedback from students, as well as quantitative data on participation rates and project outcomes to measure their impact more effectively.

C1.5. INDICATOR: EMPOWERING STUDENT VOICE AND STUDENT SELF-ADVOCACY

INDICATOR FRAMING QUESTIONS:

To what extent do students have the opportunity to deepen their sense of self and make personal and community connections that are meaningful and relevant and become advocates for their own needs and supports within a culture of student safety and well-being?

How effective is the school in responding to student thoughts, perceptions, and experiences to modify and enhance student support services, programs, and activities for all students?

Findings

Empowering student voice and self-advocacy at TAS plays a critical role in cultivating students’ sense of self and their ability to make meaningful personal and community connections.

Within the Lower School, the Student Ambassador program, as well as the implementation of a Student Leadership structure for grades 3, 4, and 5 are pivotal in nurturing early leadership skills and providing students with a platform to voice their ideas, as well as concerns, and take action with the appropriate support. Students in the Lower School are encouraged to take on roles that involve decision-making and peer support, fostering a sense of agency. The Big Brother Program paired younger students with older mentors, promoting empathy, collaboration, support, and social skills. Additionally, morning meetings and the responsive classroom approach serve as a daily forum for students to express their thoughts and feelings, enhancing communication skills and community belonging. These elements collectively create a supportive environment that encourages students to articulate their needs and opinions confidently.

In the Middle School wellness surveys are instrumental in gauging student well-being and adjusting support services accordingly. The Skills for Success Class in Grade 6 equips students with essential life and school skills that help to promote self-reliance and resilience. Additionally, the Student Wellness Action Group (SWAG) and Rainbow Tigers are programs that address the unique needs of different student groups, validating their experiences and fostering a sense of belonging and inclusion. The structure of Homeroom and Extended Homeroom periods provides a consistent space for students to reflect and engage with peers and faculty, ensuring ongoing dialogue and support. These programs' effectiveness lies in their ability to adapt dynamically to the diverse and changing needs of the student body.

Supporting Evidence

Lower School Student Leadership Planning Document

Example of Student Wellness Survey for Middle School

Example of SWAG sign-up Form for Middle School

An overview of Activities and Clubs at TAS

At the Upper School level, students are afforded various avenues for self-advocacy and participation through Reach Out, Student Government, and the Advisory Program, which empower students to have a say in school policies and culture. Creative platforms like The Blue and Gold and Expressions Magazine offer students’ expressive outlets to share perspectives and cultivate their interests. Student and Alumni Surveys, along with Senior Lunches with the Head of School, foster direct communication channels between students and administration. Regular counselor meetings ensure individualized support, emphasizing the school’s dedication to addressing each student’s unique journey. These opportunities are critical in shaping an educational environment responsive to student voices.

The school’s commitment to a safe and inclusive environment is further exemplified through a concerted focus on teaching students about diversity, equity, inclusion, and justice, while fostering an environment that explicitly values these ideals throughout policies, practices, and programs. As such, lessons focused on various aspects of DEIJ are interwoven throughout the curriculum to promote an understanding of these concepts. These lessons are a fundamental part of the school’s mission to prepare compassionate and informed global citizens.

Annually, students in grades 3-12 participate in an anonymous Student Experience survey, which serves as a reflective tool for the school and students. The survey asks for feedback on a broad spectrum of school life including alignment with the mission, schoolwide learning outcomes, the effectiveness of teaching and learning practices, resource availability, as well as the overall sense of community and belonging. Students can provide candid feedback on these areas and more, which is then collated and reviewed by administration and faculty, before being communicated to students. This transparency in communication is crucial, and the subsequent discussion on potential improvements demonstrates the school’s commitment to continual evolution based on student insights.

In summary, TAS’s dedication to student voice and self-advocacy is evident across all school levels, fostering a nurturing environment for students to grow as confident individuals and active community members. The school adeptly incorporates student feedback from programs like Student Government, and mechanisms like the Student Experience Survey into actionable improvements, demonstrating a commendable responsiveness to student welfare. Through a curriculum that is enriched with DEIJ principles and a culture that prioritizes safety, and wellbeing, TAS works to ensures that students are not only heard but empowered to become compassionate, informed global citizens who can confidently advocate for themselves and effect positive change within their communities

Category C: Support for Student Social-Emotional, and Academic Growth Summary

IMPACT ON STUDENT LEARNING

TAS boasts a well-resourced student support services team that is integral to the school’s focus on providing comprehensive support for student’s academic and social-emotional development. This team, comprising of counselors, psychologists, academic support teachers, and speech and language pathologists, operates in close collaboration with classroom teachers and administrators. The partnership is pivotal in creating personalized learning experiences and ensuring that each student’s unique needs are met. However, there is an identified need for greater KA-12 coordination within student support services as the current lack of a unified approach may lead to variations in student experiences as they transition between divisions, potentially impacting the continuity of support received.

Furthermore, the school’s approach to nurturing student social-emotional development could benefit from a more cohesive methodology. The absence of such a strategy has resulted in inconsistencies in how students’ social-emotional needs are addressed across different classrooms and divisions. To address this, a consistent development of an environment that fosters a sense of belonging and well-being is essential. By prioritizing the methods and practices across all divisions and investing in schoolwide professional development focused on inclusion and belonging, TAS can ensure that each classroom becomes a personalized and nurturing space conducive to every student’s growth and success.

While there are already a multitude of opportunities for students to participate in curricular and extra-curricular activities, additional opportunities for student voice and agency in the academic curriculum will enhance student engagement and investment in their own learning journey.

CATEGORY C STRENGTHS

• Responsive and Adaptive Support Systems:

TAS employs structured programs such as RULER in the Lower and Upper School, Responsive Classroom in the Lower and Middle School, and is working towards the implementation of the CASEL framework across the school Additionally, there are regular meetings to proactively address social-emotional learning, while members of the student support services team (counselors, academic support teachers, psychologists, EAL specialists, and speech and language pathologists) collaborate closely with administrators and classroom teachers to address the academic and social-emotional needs of students.

• Cultivation of Community and Student Well-being through Non-Academic Student

Contact Time:

In recent years, TAS has put forth a dedicated effort to fostering the building of a welcoming community through the systematic emphasis on Morning Meeting (in Lower School), Homeroom and Extended Homeroom lessons (in the Middle School), and Advisory sessions (in the Upper School). These important periods create a structured yet nurturing environment for students that transcend traditional academic interactions and instead focus on cultivating a sense of community and belonging.

• Available Counseling Support for Students and Trusted Adult Contact:

TAS works hard to ensure all students can identify a trusted adult from whom they can seek guidance and/or support if desired. The practice of having counselors loop with students in all divisions offers a stable support system and comprehensive understanding of each student’s social-emotional and academic developmental history at TAS.

• Commitment to a Holistic Approach to Education:

The integration of a breadth of curricular and co-curricular activities, including leadership opportunities greatly contributes to the development of well-rounded students who are provided with opportunities to personalize their learning journeys and explore a broad range of interests.

• Dedicated time for KA-12 Student Support Services Collaboration:

The school has made a concerted effort through Late Start Days to ensure there are opportunities for KA-12 Student Support Services collaboration. This has helped to foster a cohesive team approach and ongoing dialogue surrounding consistency in practice as it relates to supporting students social-emotional and academic learning needs.

CATEGORY C GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Develop and Execute a Process that Ensures the Systematic Implementation of Multitiered Systems of Support (MTSS) across KA-Grade 12:

The schoolwide implementation of MTSS will foster a proactive approach to student success by promoting consistent identification of academic and social-emotional needs and ensuring that students receive timely and appropriate interventions, leading to improved student outcomes. As MTSS relies on data collection and analysis, educators will be able to make informed decisions about personalized instructional strategies that will better meet the academic and social-emotional needs of students.

• Provide Targeted Professional Development and Evaluative Measures Surrounding Social-Emotional Learning:

To better meet the social-emotional needs of all students and ensure wellbeing across the student body, comprehensive professional development needs to be provided that equips faculty and administrators with the skills to support student wellbeing consistently and effectively. Additionally, TAS needs to develop mechanisms through which student wellbeing is consistently measured to ensure the effectiveness of our approaches and revise as needed.

• Clarify the Role and Responsibilities of the Student Support Services Department:

To ensure cross-divisional consistency in practice and clarity and transparency among faculty, TAS needs to streamline and define clear roles and responsibilities within the student support services team to facilitate effective collaboration and support that includes tailored interventions for students’ social-emotional and academic needs.

• Ensure KA-12 Implementation of the CASEL Framework:

To ensure the establishment of a cohesive KA-12 approach to social-emotional learning TAS would be well poised to systematically organize, implement, and improve the adoption of the CASEL Framework to ensure that all students benefit from a consistent, research-based strategy for developing competencies in self-awareness, selfmanagement, social awareness, relationship skills, and responsible decision-making.

Category D: School Culture, Child Protection, and Parent/ Community Involvement

D1. School Environment Criterion

The school has a safe, healthy, nurturing environment that reflects the school’s purpose and is characterized by respect for differences, equity, a commitment to child protection, trust, caring, professionalism, support, and high expectations for ALL students.

D1.1. INDICATOR: COLLABORATIVE CULTURE OF MUTUAL RESPECT, EQUITY, CARING, AND CONCERN FOR ALL STUDENTS

INDICATOR FRAMING QUESTION:

How effectively does the school demonstrate mutual respect, equity, caring, concern for students, faculty, staff, parents and the community in an environment that honors individual and cultural differences?

Findings

At TAS the implementation of a collaborative culture that upholds mutual respect, equity, caring, and concern is not only an ideal, but also necessary for nurturing well-rounded students of character who are committed to making the world a better place. TAS’s commitment to honoring individual and cultural differences, while fostering a supportive environment for students, faculty, and staff, parents, and the community is indicative of the school’s desire to foster a culture of belonging and acknowledged through the TAS DEIJ Community Commitments.

Within the Lower School a culture of mutual respect and caring is cultivated through various initiatives that prioritize student well-being and embracing diversity. The school implements programs such as RULER and Responsive Classroom to ensure that emotional intelligence and a supportive, student-centered learning environment are consistently nurtured.

Additionally, the Lower School demonstrates a commitment to building a collaborative culture by hosting various Parent Coffee Mornings, Parent Education Workshops, and Book Clubs focused on deepening parents understanding of the ways they can support the development of students’ wellbeing including encouragement of emotional expression and use of positive language and discipline strategies.

In terms of cultural awareness and understanding of difference, the K5 Mandarin program signifies a step towards inclusivity and appreciation for the host country as all students are afforded the opportunity to immerse themselves In Mandarin, and subsequently Taiwanese culture. Likewise, events such as the Lunar New Year and Mid-Autumn Festival celebrations help students explore and celebrate the richness of Taiwanese traditions while also fostering intercultural friendships and understanding.

The Lower School’s shift to an asset-based language approach for multilingual learners highlights the value it places on each student’s background as an asset rather than a challenge to overcome. This

Supporting Evidence

RULER program

TAS Personal Wellbeing Statement

Rainbow Tigers Bulletin Post

Student Wellness Check-in Survey for Middle School

Middle School SWAG Documents

Lower School Student and Parent Handbook

Middle School Student and Parent Handbook

Upper School Student and Parent Handbook

The Courtyard Courier

Social Justice Standards

Policy on Transgender and gender non-conforming students from Handbook

Social Justice Standards

Policy on Transgender and Non-conforming Students

Employee Digest

paradigm shift recognizes that students who speak multiple languages bring a unique set of skills that enrich the learning environment for all.

Lastly, cross grade level, as well as cross divisional activities that bring students together such as reading and writing celebrations, math games, Lunar New Year activities, and the Big Buddies Program further strengthen the Lower School’s culture of inclusivity and mutual support.

The Middle School’s approach to creating a respectful and equitable environment is evident through its commitment to using programs such as Responsive Classroom to underpin pedagogical practice. In addition, student-centered wellness initiatives. SWAG (Student Wellness Action Group) and Rainbow Tigers showcase how the school empowers students to take an active role in fostering a supportive and empathetic community. Through structures such as the Kid Talk channel on Teams, as well as regular Kid Talk meetings, teachers are provided with a consistent and reliable platform to discuss students and monitor their academic progress and emotional well-being in a holistic manner. This setup not only facilitates open communication regarding classroom challenges but also serves as a pulse check on the students’ overall mental health, ensuring timely support and intervention when needed.

The Bulletin Boards in the Counseling Office and the MS Landing serve as a resource for students to stay informed and connected to wellness and topics related to diversity, equity, inclusion, and justice. Similarly, a Homeroom curriculum which starts with trust and relationship building activities create safe spaces for students includes lessons on DEIJ topics like identity and social issues, while quarterly student wellness surveys help to gauge student needs and overall sentiments.

A notable policy reflected in the Student-Parent Handbook prohibits discussions about grades, shifting the focus from competition to personal growth and learning. Also, Counselor led Parent Education workshops help ensure parents and guardians are kept abreast of how the school is honoring the individual needs of students and addressing cultural differences, as well as how parents can support their child at home. In addition, Middle School makes a concerted effort to include simultaneous interpretation in all parent meetings and conferences when needed.

Lastly, the celebration of faculty and students’ birthdays in school notices, as well as the celebration of cultural heritage months, contributes to a culture of caring and recognition of individual significance.

At the Upper School level, parent and guardian education events are often provided in multiple languages demonstrating an inclusive approach to family engagement. Additionally, the existence of various student-led committees including culture clubs, during FLEX time shows the school’s support for student initiatives and cultural expression. Monthly culture focus groups enable students to delve deeper into different cultures, promoting understanding and appreciation.

Additionally, the Upper School regularly hosts guest speakers (e.g., Laura Gao) and hosts events where students have an opportunity to reflect on their own identity, while also learning about the unique identities of others.

On a schoolwide scale, the hiring of a Director of Inclusion sand Wellbeing underscores the school’s dedication to fostering an environment where every member of the TAS community feels valued and supported, with a clear focus on nurturing a sense of belonging and mental health across the entire school. Through the work of the Schoolwide DEIJ Committee, every faculty member is required to attend five professional development workshops focused on implementation of the Learning for Justice Standards (LFJ SJ). These workshops are to support the community develop a baseline understanding for DEIJ and a DEIJ mindset.

Similarly, the commitment to a collaborative culture of respect and equity is evident through initiatives such as the formation of affinity groups that provide a supportive space for faculty and staff to explore shared experiences, discuss diverse perspectives, and strategize on how to foster a more empathetic and culturally responsive school environment. Additionally, the adoption of the Learning for Justice Social Justice Standards has provided a road map for anti-bias education focused on identity, diversity, justice, and action at every stage of K-12. It should be noted that the school is in the initial stages of adopting the LFJ SJ standards. Formal implementation across disciplines will follow in the 2024-2025 school year. Lastly, the Schoolwide K-12 DEIJ Committee led by the Director of Inclusion and Wellbeing involves faculty, staff, parents and guardians, and administrators in a concerted effort to integrate these values into every facet of school life. By actively engaging in diverse group of stakeholders, the school exemplifies a deep respect for every individual’s voice, demonstrating a genuine commitment to nurturing a community where everyone is cared for and where each person’s unique background and experiences are honored and celebrated.

In addition, the Monthly Sunshine Committee Events and the Sunday Campus availability foster a sense of belonging and community among the TAS family. Also, the visuals (e.g., posters) located in the main lobby and other bulletin boards are aimed at celebrating the ten cultural heritage months.

The school’s policy on Transgender and Gender Non-conforming Students, along with facilities such as all gender bathrooms, are clear indicators of the school’s dedication to creating a safe and welcoming environment for all community members. Also, community experience surveys, parent teacher conferences, along with the Parent Post and Employee Digest, encourage feedback and open communication with various stakeholder groups. The school’s active presence on social media and through Parent Post articles also helps to create an engaged and informed community that upholds the school’s values of mutual respect, equity, caring, and concern for all.

Finally, the school’s implementation of an Employee Assistance Program (EAP) reflects its holistic commitment to the well-being of the community. By providing a comprehensive support system for employees, the EAP exemplifies the school’s recognition of the complex, interwoven challenges faced by faculty and staff both within

and outside of the educational environment. With services extending to mental health, counseling, and emergency support, the EAP embodies the school’s dedication to caring for its community members in a manner that is equitable and sensitive to individual and cultural differences.

D1.2. INDICATOR: STUDENT SOCIAL-EMOTIONAL WELL-BEING

INDICATOR FRAMING QUESTION:

How effectively does the school support and foster student social-emotional well-being to strengthen positive relationships and emotional connections in the learning process and help develop a range of skills for school and life?

Findings

The Lower School’s initiatives to support and foster student socialemotional well-being are proactive and targeted towards nurturing a harmonious environment conducive to learning and personal growth. The strategies implemented seek to strengthen positive relationships, enhance emotional connections, and develop essential life skills in students.

Central to these efforts are student wellbeing surveys which provide a critical assessment of the students’ social-emotional health. The data collected serves as a guiding light for implementing effective interventions and proactive skills that promote a student-centered and supportive experience.

The provision of four dedicated counselors ensures that the school can offer more individualized support for students, ensuring that each child is able to receive the attention and support they need. This ratio is particularly beneficial for identifying and addressing the unique social and emotional challenges that children face at this early stage of development.

The integration of RULER is a cornerstone of the Lower School’s approach, equipping students with the skills to recognize and manage their emotions effectively. This emotional intelligence program is complemented by the Responsive Classroom model, which includes morning meetings and helps provide a consistent routine for students to connect with their peers and teachers, fostering a sense of safety and community. These morning meetings, alongside the implementation of Restorative Justice Circles, are also an opportunity for students to practice conflict resolution and build positive relationships in a structured and safe setting.

The implementation of student leadership roles is also a strategic component of the Lower School’s approach to strengthening socialemotional wellbeing by encouraging students to take initiative and participate actively in the community. These roles are pivotal in teaching responsibility, teamwork, and leadership skills from a young age, setting a foundation for future academic and personal success.

In addition, the access that students have to express themselves through the Performing Arts, Visual Arts, and Physical Education is instrumental in boosting self-confidence, empathy, and even resilience. Within PE, the implementation of Field Days, which focuses

Supporting Evidence

Lower School, Middle School, and Upper School Student Survey Results

Responsive Classroom Approach

Middle School Wellness Check-in Survey

Responsive Classroom Approach

TAS Video Hub showcasing student learning experiences.

TAS Art Innovation and Student Experience

Positive Coaching Alliance that Outlines Athletics Coach Approach

on team building and non-competition, and the preparation leading up to Field Day helps to promote a sense of school spirit, while encouraging healthy physical activity, team building, and a sense of belonging within the community.

As students transition to Middle School, they encounter new challenges that require a continued concerted focus on student wellbeing. Within the Middle School, strategies are designed to support students through this critical period by strengthening positive relationships, enhancing emotional connections, and developing essential life skills that will benefit them in school and beyond.

Within Physical Education, Health classes play a key role in the Middle School curriculum, by providing students with important information about physical, mental, and social health. These classes are tailored to address the specific challenges of early adolescence, equipping students with knowledge and skills to understand and manage changes they are experiencing. This understanding is integral to developing self-awareness and empathy, which are key components of the CASEL framework and of emotional intelligence.

The homeroom classes help to serve as a touchstone for students, offering a consistent space to connect with teachers and peers while fostering a sense of stability and belonging. Similarly, lessons focused on DEIJ are a core component of the Middle School Homeroom curriculum. These lessons encourage students to appreciate diversity and cultivate a sense of justice and fairness, which are essential for building healthy relationships in a diverse society. Special events such as Center Court and Spirit Week allow students to learn more about members of their community and contribute to a sense of belonging.

The Counselor distributed Wellness Surveys are a valuable tool for assessing the students’ social-emotional wellbeing overall. By utilizing these surveys, the school can identify trends and individual needs, allowing for targeted interventions. The presence of three counselors (one per grade level in the Middle School), who loop with students, ensures continuity in support and a personalized understanding of each student’s development.

Clubs, sports, and a robust elective program are integral to the Middle School’s strategy for cultivating social-emotional development. These opportunities provide students with a chance to explore interests, build teamwork skills, and form friendships outside of the academic setting. These activities are important for students’ self-esteem and for finding their niche within the school community.

Performing Arts Performances and Visual Arts Events offer creative outlets for students to express themselves and gain confidence. These classes along with a variety of electives classes, allow students to pursue their passions and discover new talents, which is fundamental for emotional growth and engagement.

As students reach Upper School, they require a more sophisticated level of support for their social-emotional well-being to prepare them for the complexities of life beyond school. The Upper School has developed a series of strategic initiatives designed to support students' growth, encourage positive relationships, and strengthen their emotional resilience.

The student experience survey is a critical feedback mechanism that allows the school to monitor the pulse of the student body’s wellbeing. These surveys are instrumental in understanding the evolving needs of students as they progress through Upper School and ensuring that the support provided remains relevant and effective.

Upper School spirit week and field days are more than just a tradition; they are instrumental in fostering a sense of school spirit and camaraderie among students. These events are carefully orchestrated to encourage inclusivity, build community, and create a positive shared school experience that supports students’ social-emotional wellbeing.

Advisory lessons provide regular, structured opportunities for students to discuss various topics related to personal development, social issues, and academic guidance in a supportive environment. Complementing these are fun flex activities that offer students a break from the academic rigor to engage in enjoyable and relaxing pursuits, further contributing to their overall wellbeing.

Events such as Frolic, Prom, and grade level events, play a significant role in the Upper School student experience. These events create lasting memories and provide a platform for students to strengthen social bonds, develop interpersonal skills, and celebrate milestones together.

The allocation of an advisor / counselor who follows the students throughout all four years of the Upper School ensures consistent support and guidance. Consistent with the Middle School division, counselors send wellness surveys to assess students’ social-emotional wellbeing overall. Information is presented to the US divisional administration as needed to share trends and individual needs. This continuity allows advisors to build strong, trusting relationships with students, which is essential for effective emotional and academic support.

The Upper School also offers many clubs and extracurricular activities to students, providing them with many avenues to explore their interests, develop new skills, and form social connections outside the regular classroom This variety helps to ensure that every student can engage with the community in a manner that aligns with their passions and interests.

In synthesizing the initiatives from Lower School to Upper School it becomes evident that the school has established a robust and forwardthinking framework for nurturing student social-emotional wellbeing at the divisional level. However, greater attention is needed to ensure there is a cohesive continuum of care that is strategically designed to evolve with students as they advance through each educational stage ensuring that the support provided is both age appropriate and adaptive to their growing needs This consistency is crucial, as the thread of social-emotional learning must be woven seamlessly into the fabric of students’ daily experiences, from the nurturing beginnings in Lower School to the more autonomous realms of Upper School. Such a unified approach would further affirm the school’s commitment to the well-being of students and ensure the stability of the emotional and social scaffolding aimed at supporting their academic and personal growth. It is through a well-orchestrated synergy of programs,

practices, and policies that TAS will be able to effectively lay down a solid foundation for emotional intelligence, resilience, and interpersonal skills. By ensuring that each level builds upon the previous one with deliberate and thoughtful transitions between divisions, the school can create a harmonious journey for students –where each step forward can be taken with confidence, knowing that the path has been thoughtfully and intentionally crafted to guide students towards success in school and in life.

D1.3. INDICATOR: CULTURE OF TEACHER INNOVATION AND SUPPORT

INDICATOR FRAMING QUESTIONS:

To what extent does the school demonstrate a culture which supports and encourages teachers to use innovative approaches which enhance student learning?

How effective is the leadership at promoting a positive culture at the school amongst staff and faculty?

Findings

As an institution, TAS believes in ensuring a culture of innovation and support where teachers are empowered to explore new strategies to enrich student learning and foster an adaptable, forward-thinking community.

Within the Lower School, the commitment to innovation is reflected in the STEAM program. This program symbolizes an interdisciplinary approach that prepares students for future challenges by merging creativity with technical and critical thinking skills. Similarly, the redefined roles of the Educational Technology Coaches indicate a strategic shift towards greater technological integration into the classroom, ensuring that students benefit from a curriculum enhanced through technology.

Further illustrating the Lower School’s support for innovation is the Chinese Literacy Symposium, which fosters collaboration among homeroom teachers, administrators, staff, and coaches. This synergy enriches the curriculum and models collaborative practices between language teachers and homeroom teachers around student-centered instruction through a workshop approach. Likewise, opportunities for teachers to engage with instructional coaches in literacy, math, and technology demonstrate the school’s dedication to ongoing professional development, enhancing the faculty’s ability to receive support in implementing research-based best practices and innovative teaching methodologies.

The encouragement of teachers to explore and request support for enhancing their practice shows an adaptive culture that is responsive to the evolving educational landscape. This is complemented by the wide array of professional development opportunities that extend beyond the school walls, indicating an institution that values new perspectives and growth.

The Lower School leadership’s effectiveness in nurturing a positive school culture is represented in tangible support provided to faculty and staff. By offering breakfast, lunch, and snacks before holidays, student events, or during professional development days, the Lower School leadership team underscores its recognition of the importance

Supporting Evidence

LS Sunshine Committee Agenda

Employee Digest with Professional Development Opportunities

Upper School Faculty Meeting PPT Example

Faculty Session with Dr. Scott Poland

TAS Video Hub Site with Examples of Parent and Faculty Information Events

Employee Mental Health Resources

Information on the Employee Assistance Program

Employee Assistance Program Overview

of comfort, acknowledgement, and wellbeing as a foundation for a positive working environment. Faculty and staff updates and class events are also highlighted weekly through text and photographs in the Lower School Monday Musings. In addition, the establishment of a Lower School Sunshine Committee represents a thoughtful initiative aimed at enhancing staff morale and fostering community spirit. Such gestures contribute significantly to a school culture that values and supports its teachers.

Within the Middle School it is acknowledged that a school that cultivates a culture which supports and encourages teachers to adopt and develop innovative methods can greatly enhance student learning. The Middle School is supportive of teachers pursuing professional development opportunities in order to continually refine and stay abreast of the latest educational research and trends.

The implementation of Responsive Classroom training is another strong indicator of a commitment to professional growth and consistency in implementing research-based practices. This evidencebased approach to teaching focuses on the integration of academic and social-emotional skills, which is fundamental in the holistic development of Middle School students. The Middle School Leadership’s commitment to ensuring all faculty have training in Responsive Classroom demonstrates an understanding of the multifaceted nature of student learning and a commitment to creating an engaging and supportive classroom environment.

Similar to the Lower School, the emphasis on STEAM (Robotics and Design) in the Middle School indicates a commitment to a hands-on, inquiry-based approach to learning that is central to innovation in education. Providing teachers with access to many AV and IT resources will help them deliver a more cutting-edge curriculum, thereby preparing students with opportunities to develop higher levels of critical thinking and creative problem-solving.

The Middle School also encourages collaboration among teachers through peer visits, teacher-to-teacher workshops, and peer-to-peer sharing during grade level, department, and full faculty meetings. These platforms not only serve as a conduit for sharing best practices but also foster a sense of community and support among faculty. Additionally, the middle school’s encouragement of teacher autonomy helps to foster a positive work environment.

In the Upper School it is recognized that the establishment of a culture that endorses pedagogical innovation and professional support is essential to meeting the complex demands of contemporary education. The recent changes in divisional meeting structures to include adaptive school's protocols and collaboration sharing strategies demonstrate a commitment to teacher innovation and consistent implementation of best practice. By altering traditional meeting formats to focus more on the exchange of teaching ideas and strategies, the school ensures that faculty members are not working in solos but are part of a dynamic, collaborative community. This structure allows for the continuous flow of innovative ideas and practices among teachers, which can significantly impact student learning experiences.

The creation of the new Upper School Instructional Coach position (for the 24-25 school year) represents an investment in dedicated support for teaching staff. This role is designed to provide personalized professional development and pedagogical support to teachers, assisting them in enhancing their instructional practices. The instructional coach is meant to serve as a catalyst for innovation, guiding teachers through adopting new methodologies and integrating them into the curriculum.

The requirement for faculty to observe other teachers’ classes twice per year is a practical approach to professional development. This practice promotes reflective teaching and allows educators to learn from one another, fostering an environment of open-mindedness and continuous improvement. Observations offer a window into diverse teaching styles and classroom management techniques, providing teachers with new insights and ideas that they can adapt to their own teaching repertoire.

The inclusion of the deep learning cohort involving some Upper School faculty underscores the school’s dedication to deepening teachers’ understanding of complex educational concepts and strategies. Such comprehensive training ensures that faculty members are equipped to deliver a rich educational experience that promotes critical thinking and problem-solving skills. Additionally, the provision of suicide prevention workshops, facilitated by experts like Scott Poland, indicates the school’s recognition of the importance of mental health awareness and its impact on community wellbeing.

Lastly, the Upper School Leadership Team’s responsiveness to the needs of the school community is apparent in the changes made to reduce homework. This decision stems from a recognition of the need for balance in students’ lives and aligns with broader educational trends prioritizing student wellness and effective learning over outdated rote homework assignments.

Schoolwide, a significant effort has been made to foster a culture that encourages and supports innovative teaching and learning. As an organization, it is acknowledged that when the entire school is engaged in such a culture, the potential for educational excellence increases tremendously.

The organization and implementation of the Adaptive Schools Foundation Seminar is a testament to the school’s commitment to nurturing a culture of collaboration which serves as a bedrock for a culture of innovation, where shared ideas, diverse perspectives, and collective problem-solving become the driving forces behind educational advancement and student success. This training intended for all faculty focuses on developing a collective identity as collaborators and communicators. Likewise, it signals a forwardthinking approach where teachers are not just recipients of knowledge but active participants in shaping the school’s culture through their actions and interactions with community members.

Similarly, TAS is making great strides in reestablishing itself as a professional learning hub post-Covid by engaging an impressive array of educational consultants, such as James Stronge on effective teaching, Kendall Zoller on communicative intelligence and adaptive schools, Jennifer Abrams on collaboration and having hard

conversations, Derrick Gay on diversity and inclusion, the Truman Group on mental health, Kyle Wagner on project-based learning, Catherine Berger Kay on assessment, James Roussin on Cognitive Coaching, Kirt Mossier on music education, and Doug Goodkin on Orff and music pedagogy, as well as many others. Each of these individuals has brought specialized expertise to TAS to enhance the multi-faceted approach to professional development at the school.

In addition to hiring external consultants, TAS also provides opportunities for teachers to lead and participate in professional development presentations in and outside of the school. This initiative empowers teachers to share their expertise and innovative practices, which can inspire others and lead to schoolwide improvements in teaching and learning. It also fosters a sense of agency among teachers, as they contribute to the professional learning community.

Similarly, Late Start Days were instituted during the 2022-2023 school year to provide teachers more time to collaborate within and across grade levels and divisions. This time has been essential for sharing experiences and enhancing the cohesiveness of the curriculum from a holistic educational perspective.

Finally, there are several schoolwide committees facilitated by the Director of Teaching and Learning, the Director of Inclusion and Wellbeing, and the Deputy Head of School that enable faculty to directly engage with helping to develop a shared vision surrounding areas such as Deep Learning, Defining Learning, Professional Growth and Evaluation, Curriculum Review, DEIJ, Wellbeing, and ServiceLearning. By providing opportunities for leadership in these areas, the school demonstrates a commitment to teacher empowerment and shared leadership which can drive innovation.

Throughout TAS, there is an undeniable culture of growth and excellence. The commitment to professional development and fostering a positive culture of risk-taking is evident, as educators are encouraged to pursue professional growth opportunities as an avenue to improve student learning outcomes.

D1.4. INDICATOR: SAFE, CLEAN, AND ORDERLY ENVIRONMENT

INDICATOR FRAMING QUESTIONS:

How effective are the school’s existing policies and procedures to continually ensure a safe, clean and orderly environment that nurtures learning, including effective operating procedures for internet safety?

Findings

TAS’s ability to ensure a safe, clean, and orderly environment is certainly a strength as evidenced by the clear processes and procedures surrounding safety, security, and school maintenance, as well as the positive affirmations revealed through the community, faculty, staff, and student experience surveys.

At the Lower School level, the deployment of teaching assistants throughout the school day, including before and after school hours, provides a continuous adult presence that enables a proactive

Supporting Evidence

approach to safety Children are consistently monitored, and any potential issues are swiftly addressed.

Similarly, the Lower School playgrounds, including the Tiger Garden and the KA playground, are pivotal in providing a safe and controlled space for physical activity. Regular maintenance and safety checks ensure that these areas are free from hazards, allowing children to enjoy their playtime without compromising their wellbeing. The play areas are designed to be age appropriate, ensuring that the physical challenges are suitable for the students’ developmental stages.

The incorporation of a safety day within the PE swimming unit in the Lower School exemplifies the school’s proactive approach to equipping students with the knowledge and skills related to water safety.

The efficiency of the car pick-up system managed by security is a testament to the school’s ability to handle high-traffic situations with a focus on student safety. The system is designed to prevent congestion, reduce waiting times, and ensure that students are handed over to their parents or guardians in an organized manner. In addition, all school buses are staffed by monitors who report daily to the Transportation Office and work directly with Lower School Associate Principals should issues of safety arise.

Lastly, internet safety within the Lower School is addressed through regular technology updates including the installation of firewalls and child-protection software. Such precautions are vital in ensuring that technology remains a tool for learning, not a source of risk. All students are taught Digital Citizenship and must adhere to the school’s Acceptable Use Policy.

The Middle School’s strategy for maintaining a safe, clean, and orderly environment is structured around educational initiatives and operational protocols that promote responsibility and wellbeing among students. The effectiveness of these policies and procedures is multi-dimensional, focusing on both the physical and digital realms of student experience.

The integration of digital citizenship into the homeroom and Skills for Success lessons is a proactive step towards educating students on the responsible use of technology. These lessons are crucial in helping students understand the importance of maintaining a safe online presence, which in turn contributes to a secure learning environment. Concerning internet safety, TAS has protocols for blocking inappropriate or unsafe resources. With that said, there is feedback suggesting a need for improved communication with faculty when changes occur.

Additionally, wellness lessons targeting emotional safety represent the Middle School’s acknowledgement that safety extends beyond the physical environment. By addressing the mental and emotional wellbeing of students, the MS creates an environment where students feel supported and understood.

The Middle School’s encouragement of students cleaning up after themselves in various spaces such as the art room, cafeteria, and classrooms instills a sense of personal responsibility and respect for shared environments. This policy not only helps to keep the school

Lower School Student and Parent Handbook

Middle School Student and Parent Handbook

Upper School Student and Parent Handbook

TAS Safeguarding Information

TAS Security Protocols

clean but also develops students’ self-discipline and organizational skills, which are vital components of the “Skills for Success” program.

The Lower, Middle, and Upper School Faculty Handbooks are an invaluable resource that provides faculty members with guidelines and protocols to support the school’s ethos of maintaining a safe and orderly environment.

Schoolwide, the approach to ensuring a safe, clean, and orderly environment is comprehensive and detailed, incorporating a range of policies and procedures that cover physical security, digital protection, staff training, and emergency preparedness.

The implementation of campus card access is a frontline defense in controlling entry to the school premises. This system ensures that only authorized individuals can enter, maintaining a secure environment for students and staff. Fire doors provide an additional layer of safety, contributing to the school’s readiness to handle fire emergencies effectively.

Internet security is a significant concern for TAS and the school addresses this through stringent internet security protocols and faculty training.

Regularly scheduled Code RED, earthquake and fire drills are implemented to ensure the school community is prepared for potential emergencies. These drills, combined with mandatory CPR / AED training for faculty and staff, ensure that all individuals are equipped to handle various emergencies.

Additionally, mandatory child safeguarding training at the beginning of each school year underscores the school’s dedication to child welfare and the importance of a secure environment. The presence of athletic trainers and concussion specialists at sporting and school events ensures that students’ physical health is monitored, and any injuries are promptly and professionally addressed.

Having nurses available for all divisions throughout the school day and during after-school events demonstrates the school’s commitment to the health and safety of students. In addition, one nurse is employed to attend to the needs of faculty and staff.

Finally, the Acceptable Use Policy for all students and staff serves as a governing document that sets clear expectations for behavior and use of school resources, particularly digital ones. This policy is integral to maintaining an orderly environment where resources are used responsibly and ethically.

TAS’s existing policies and procedures are highly effective in creating a safe, clean, and orderly environment that nurtures learning. From robust security measures to comprehensive emergency preparedness and digital safety protocols, the school has established a strong foundation that prioritizes the wellbeing of its community.

D2. Child Protection Criterion

The school has an effective child protection program that includes a clear definition of child abuse, policies and practices, training for stakeholders, and reporting procedures within the legal and cultural context of the host country.

D2.1. INDICATOR: DEFINITION OF CHILD PROTECTION

FRAMING QUESTIONS:

How aligned is the school’s definition of child abuse including physical, emotional, or sexual abuse, sexual exploitation, neglect and commercial exploitation, inappropriate behavior of children towards other children and online child protection, with internationally recognized child protection standards as found in the resources of the International Centre for Missing and Exploited Children (ICMEC)?

To what extent is the school cognizant of the legal context of the host country?

Findings

Taipei American School outlines its commitment to child protection through a comprehensive policy that identifies various forms of abuse, including physical, emotional, and sexual abuse, neglect, and boundary violations. This policy is aligned with the International Centre for Missing and Exploited Children’s (ICMEC) broad definitions and standards, emphasizing the need for immediate reporting and intervention when abuse or neglect is suspected. However, TAS’s definitions, while similar, are noted to be less extensive compared to ICMEC’s, particularly in areas such as sexual exploitation, online sexual abuse, and exploitation. This discrepancy highlights a potential area for TAS to expand its definitions and include more detailed explanations and examples, thereby enhancing its alignment with ICMEC standards.

TAS includes “Boundary Violations” as a form of abuse, a category not explicitly defined by ICMEC. This inclusion is significant as it addresses the nuanced and often overlooked aspect of inappropriate emotional relationships between school employees and students, reflecting TAS’s commitment to addressing a broad spectrum of child protection concerns. On the other hand, the exclusion of detailed definitions around sexual exploitation and online abuse – areas of growing concern in the digital age – suggests a gap in TAS’s policy that could be addressed to ensure a more comprehensive approach in line with ICMEC recommendations.

The policy demonstrates clear awareness of and adherence to the legal context of Taiwan, underlining the obligation of TAS employees to report suspected abuse or neglect in accordance with the Protection of Children and Youths Welfare and Rights Act and other relevant local laws. This legal cognizance ensures that TAS’s child protection efforts are not only aligned with international standards but are also rooted in the legal requirements of the host country. The procedural details outlined for reporting, intervention, and coordination with local authorities illustrate a structured approach to legal compliance and active engagement with the legal framework governing child protection in Taiwan.

While TAS’s child protection policy aligns closely with ICMEC’s internationally recognized standards, there are areas for enhancement, particularly in adopting more extensive definitions and examples for

Supporting Evidence

Child Protection Policy

Policy on Transgender and Gender Nonconforming Students

Child Protection Policy

Appendix 1-3

Suicide Prevention Policy

Photography, Video and Social Media Guidelines

Divisional Student Handbooks

Lower School Acceptable Use Policy

Employee Acceptable Use Policy

Link to school-wide policies and appendices

Ministry of Health of Taiwan – Department of Protective Services

certain types of abuse. The inclusion of boundary violations represents a commendable effort to address all potential risks to children, though the policy could benefit from incorporating more detailed guidance on sexual exploitation and online safety. TAS’s attentiveness to the legal obligations within Taiwan showcases a comprehensive approach to child protection that is both globally informed and locally compliant. Addressing the identified gaps could further strengthen TAS’s policy, ensuring a holistic and robust child protection strategy that safeguards the wellbeing of all students.

D2.2. INDICATOR: POLICIES, PRACTICES, AND WRITTEN GUIDELINES FOR CHILD PROTECTION

INDICATOR FRAMING QUESTIONS:

To what extent are the school’s policies, practices and the written guidelines (code of conduct) for appropriate and inappropriate behavior of adults towards students, students towards adults, and students towards other students understood and followed by all?

To what extent are the school’s policies and practices followed to ensure the safety and welfare of all students, including, excursions, trips and student exchanges and, if applicable, within boarding facilities, homestay and residential arrangements boarding?

Findings Supporting Evidence

Taipei American School stands on a foundation of comprehensive child protection policies and a culture of safety. While the school has developed a series of policies and codes of conduct aimed at creating a secure and safe environment for all, there is room to enhance the systematic training and educational outreach. Strengthening these efforts across the board – for faculty, students, and parents alike – could further engrain safety awareness and child protection into the school’s ethos.

Within the Lower School child protection and safety are embedded into many educational practices. A cornerstone of this is the personal body safety lessons, which are integrated into the curriculum for all grade levels. These lessons are designed to empower students with knowledge and skills to recognize and report inappropriate behavior. The school’s values as outlined in the student handbook, underpin these practices, emphasizing respect, honesty, and responsibility, fostering a culture where students are taught to value their own and other’s personal boundaries.

In Middle School, the commitment to student welfare is evident through administrative practices and proactive measures. Regular “kid talk” between counselors and students helps to ensure that no students “fall through the cracks.” Faculty meetings and memos reinforce the urgency of reporting any evidence of abuse immediately, creating a vigilant environment that prioritizes student safety. While a formal code of conduct may not be explicit, the TAS Values and Courtesy Guidelines provide a foundational framework for appropriate behavior. Student curricula around boundaries and positive relationships further support student empowerment. The annual Middle School Camp experience exemplifies TAS’s dedication to safety, where accommodations and activities are thoroughly vetted by trip

Link to school-wide policies and appendices

Child Protection Policy

Policy on Transgender and Gender Nonconforming Students

Child Protection Policy

Appendix 1-3

Suicide Prevention Policy

Photography, Video and Social Media Guidelines

Divisional Student Handbooks

TAS Athletics Handbook

leaders and administrators, ensuring a secure environment conducive to learning and growth.

Upper School continues to safeguard student well-being with specific attention to maintaining appropriate boundaries. When the school learns of student concerns that are deemed reportable by Taiwan’s Ministry of Education and Department of Education, the Upper School Personal and Academic Counseling office works in close collaboration with the Upper School Administration to ensure that school policies are actively adhered to. Often, the team leans on the School Compliance Officer to ensure that we are following both the legal practices of Taiwan and the school’s policies. The focus at this level shifts towards creating an atmosphere of respect and maturity, where students are increasingly treated as young adults preparing for the wider world. Upper School students are supported by their grade level counselor, administrator, and other relevant members of the student support services team when a Child Safeguarding Report is filed. Careful attention is paid to communicating relevant and appropriate information to a child’s teachers and coaches when additional support and/or flexibility is necessary here at school.

Across all divisions, TAS employs comprehensive training programs through Vector Solutions K-12 Safe Schools Training which includes modules on child abuse identification, boundary understanding, and youth suicide prevention. The TAS Child Protection Policy and TAS Suicide Prevention Policy are integral components of the school’s commitment to student safety. Moreover, the emphasis on professional conduct within faculty contracts, including criminal record checks as a condition of employment, reinforces TAS’s dedication to a safe learning environment.

Accusations of mistreatment are taken seriously, with a protocol in place for reporting to the Ministry of Education and internal authorities. This systematic approach to child protection is rooted in the school’s values and is reflected in the consistent practices across all levels of the institution.

As TAS continues to prioritize the safety and wellbeing of its students, it’s evident that while robust policies and procedures are in place, there is a valuable opportunity to enhance these measures. To further solidify the culture of safety, TAS should consider implementing more indepth training programs designed to reach all members of the community including parents, students, and employees to ensure a comprehensive understanding of and adherence to child protection protocols. Continuous education and training can reinforce best practices, keeping TAS at the forefront of child safety in education. Regular reviews and updates of these training modules could also ensure that the school stays aligned with the latest in safety and welfare standards.

D2.3. INDICATOR: INTERNATIONAL NORMS OF CHILD PROTECTION

INDICATOR FRAMING QUESTIONS:

To what extent does the school understand and adapt to international norms of the families it serves as well as the community in which it resides?

To what extent does the school comply with the international legal and ethical expectations and requirements regarding child abuse within the country in which it resides?

Findings Supporting Evidence

TAS demonstrates a comprehensive understanding of and adaptation to international norms, fulfilling the needs of the families it serves and the wider community. TAS’s compliance with Taiwanese laws, which are in alignment with international and U.S. laws and ethical standards, ensures that the school meets international legal expectations regarding child abuse. The education provided to parents through enrolment contracts, parent coffee mornings, and workshops reinforce the community’s awareness and understanding of these norms.

The school’s child protection policy is a hybrid of Taiwanese child protection laws, U.S. best practices, and expert safeguarding guidance. The safeguarding reporting protocol at TAS requires immediate reporting of suspected abuse to a supervisor, counselor, or divisional principal, ensuring a prompt and coordinated response. The suicide prevention policy further underscores the commitment to student welfare, embedding educational content across all school levels to foster recognition of warning signs and encouraging help-seeking behavior.

Harassment and bullying policies at TAS are expressly prohibitive of any form of discrimination or unwarranted interference in a student’s education, whether based on sex, race, religion, sexual orientation, or any legally protected status. This zero-tolerance stance is communicated through accessible channels such as the Parent Zone, ensuring transparency and understanding among stakeholders.

For excursions, trips, and student exchanges, TAS maintains stringent policies and practices to safeguard the welfare of students. These policies are communicated clearly to students, parents, faculty, and staff, ensuring that everyone is aware of their responsibilities and the expectations placed upon them to uphold the highest standards of student safety.

The school’s non-discrimination policy, especially concerning transgender and nonconforming students, highlights TAS’s commitment to fostering a safe and inclusive environment. The support provided to students questioning or transitioning their gender identify is a testament to the school’s adherence to not only legal requirements, but also ethical standards of inclusivity and respect.

Additionally, TAS emphasizes the importance of digital citizenship, expecting students to use technology ethically and responsibly. The guidelines for use of student images, the protection of personal data under Taiwan’s Personal Data Protection Act (PDPA), and the administration of the school network underscores TAS’s commitment to privacy and responsible use of technology.

Link to school-wide policies and appendices

Child Protection Policy

Policy on Transgender and Gender Nonconforming Students

Child Protection Policy Appendix 1-3

Suicide Prevention Policy

Photography, Video and Social Media Guidelines

Divisional Student Handbooks

TAS Athletics Handbook

TAS Safeguarding Information

Ministry of Health of Taiwan – Department of Protective Services

In conclusion, TAS exhibits a thorough understanding and effective adaptation to international norms, catering to the multifaceted needs of its diverse community. The school’s compliance with Taiwanese legislation, which mirrors the principles of U.S. laws, ensures adherence to global legal standards concerning child protection. This compliance is reinforced through detailed parent education via enrollment contracts, informative sessions, and workshops, promoting a deepened communal grasp of these standards and school expectations surrounding child safeguarding.

The school’s explicit policies against harassment and bullying affirm an unwavering zero-tolerance approach to any discrimination within the educational environment, which is effectively communicated and understood across the community. In addition, the policies governing off-campus activities such as excursions and student trips further attest to the school’s diligence in student safety assurance.

Collectively, the policies and practices showcase TAS’s comprehensive approach to meeting and often exceeding international norms of child protection, legal compliance, ethical conduct, and the creation of a secure, inclusive and respectful learning environment for all students.

D2.4. INDICATOR: CURRICULAR PROGRAMS FOR CHILD PROTECTION

INDICATOR FRAMING QUESTION:

How appropriate are the school’s age-appropriate programs and activities that focus on childprotection including topics such as bullying, personal safety, physical abuse, manipulation, grooming, online safety, healthy sexual behavior, neglect and negligent behavior, self-harm, safety away from home, commercial exploitation, and disclosing abuse as defined by the United Nations Convention on the Rights of the Child and/or the International Center for Missing and Exploited Children (ICMEC) www.icmec.org/education- portal/.?

Findings

Taipei American school has taken significant strides in implementing curricular programs that are designed to educate and safeguard students against a spectrum of risks, including bullying, personal safety, physical abuse, and online threats. These programs align with the principles outlined by the International Center for Missing and Exploited Children (ICMEC).

In the Lower School, TAS has integrated Social and Emotional Learning (SEL) lessons to address bullying and foster a greater sense of belonging and inclusion. The RULER program, which focuses on recognizing, understanding, labeling, expressing, and regulating emotions, is employed to ensure that every student feels safe, welcome, and valued. The development of class charters creates a foundational agreement amongst students that promotes a collective responsibility for emotional well-being and establishing a nurturing environment where students can thrive both academically and socially.

Online safety is prioritized at the start of the school year, with Homeroom Teachers and Educational Technology Coordinators spearheading education on safe internet practices, reinforced through lessons on use of iPads, tablets, emails, and online research

Supporting Evidence

Link to school-wide policies and appendices

Child Protection Policy

Policy on Transgender and Gender Nonconforming Students

Child Protection Policy

Appendix 1-3

Suicide Prevention Policy

Photography, Video and Social Media Guidelines

Divisional Student Handbooks

TAS Athletics Handbook

School counselors in the Lower School work in collaboration with Homeroom Teachers to co-teach SEL classes that cover personal safety, physical abuse, and human growth and development, providing students with the knowledge to protect themselves and understand their development.

The Mandarin curriculum also contributes to safety education, focusing on physical safety during field trips and interactions with strangers, and broader topics like home and traffic safety.

Within the Middle School, the ethos of inclusion and kindness is reinforced in Homeroom lessons, while the Grade 6 Skills for Success program emphasizes digital citizenship and online safety.

In line with the Ontario Health Curriculum, health classes from Grades 6-8 address critical topics such as healthy relationships, consent, and personal safety. The curriculum’s scope regarding self-harm, commercial exploitation, and physical abuse is comprehensive, ensuring a well-rounded education in personal safety and wellbeing.

Additionally, monthly wellness check-in surveys provide insights into student health and allow students to voice any concerns, ensuring a proactive approach to student welfare.

For Upper School students, PE and Health classes also follow the Ontario Health Curriculum providing education on consent, personal safety, substance abuse, social media, and mental health.

College Counseling leads several workshops for grade 12 students with the goal of equipping seniors with the knowledge and skills to successfully transition out of high school and into the next chapter of their lives. These workshops, incorporated in their college counseling classes, underline the importance of personal boundaries, consent and healthy relationships, and understanding how to avoid microaggressions.

Regular check-in surveys by counselors help monitor student wellbeing and enable timely responses to any concerns raised by students.

Across the school, TAS has established comprehensive policies against harassment, bullying, and discrimination. Additionally, the school has set clear reporting mechanisms for students who experience or witness harassment, bullying, or sexual harassment.

To protect students' privacy, TAS has put in place guidelines for the safe use of student images. These guidelines dictate how faculty and non-school employees may capture and use student imaginations, emphasizing respect for individual privacy and the proper channels for sharing student achievements and moments.

The Child Protection Policy at TAS mandates that any suspicion of abuse or neglect be reported immediately, without the need for proof. TAS takes a proactive stance in educating its employees on child protection annually, ensuring they are well-prepared to recognize and respond to any signs of abuse or neglect.

TAS Safeguarding Information

Ontario Health Standards for PE

In summary, the curricular programs at TAS reflect a targeted approach to fostering a secure, inclusive, and emotionally intelligent school environment, where students are equipped with the skills to navigate various situations to ensure their preparedness and safety.

D2.5. INDICATOR: REPORTING OF CHILD PROTECTION DISCLOSURES

INDICATOR FRAMING QUESTIONS:

How effective are the school’s structured procedures for reporting suspected or disclosed maltreatment or abuse?

To what extent do reporting procedures include identifying actions to be taken by specific individuals, including informing appropriate authorities?

Findings Supporting Evidence

Taipei American School has implemented a structured and methodical approach to reporting suspected or disclosed maltreatment or abuse, reflecting a high degree of effectiveness in its procedures. The effectiveness of TAS’s approach is multifaceted, encompassing clear protocols, mandatory training, and a defined chain of command that ensures reports are managed with both urgency and care. This comprehensive framework is crucial in fostering a secure environment for students and instilling confidence among faculty, staff, and parents regarding the school’s commitment to student welfare.

From the onset, TAS underscores the importance of immediate action through mandatory professional development sessions and follow-up faculty meetings that reinforce the critical nature of child protection. The provision of a referral flow chart at each division further exemplifies the school’s dedication to clarity and efficiency. This tool serves as a visual and practical guide, ensuring that all faculty members are aware of the exact steps to follow when a concern arises. The school’s culture of mandatory reporting is established clearly through these practices, ensuring that any level of concern is promptly escalated.

Schoolwide, the hierarchy of reporting from counselors to Principals, followed by the Head of School and Compliance Officer, ensures that there is a clear and actionable line of responsibility. This systematic reporting is not only in line with internal policy but also adheres to legal requirements with mandatory reports made to the Ministry of Education and Child Protective Services as necessary. These measures demonstrate TAS’s understanding of the importance of integrating their procedures with broader legal frameworks and authorities.

Furthermore, the Child Protection Policy clearly outlines the steps for immediate intervention and confidentiality, showing a comprehensive approach to handling disclosures. The immediacy with which staff are required to report suspicions highlights the school’s proactive stance on child protection. Actions to be taken by specific individuals are welldocumented and communicated

However, the school’s commitment extends beyond reporting, with measures for risk assessment and mitigation embedded within the policy. Safe recruiting practices such as background checks and authenticity verification of qualifications, serve as a preventative measure against potential abusers. Annual training for all TAS

Middle School Referral Chart

Upper School Referral Chart

Ministry of Health of Taiwan – Department of Protective Services

Child Protection Policy

Policy on Transgender and Gender Nonconforming Students

Child Protection Policy Appendix 1-3

Suicide Prevention Policy

employees, as well as ongoing education for the school community, further exemplifies the holistic approach TAS takes toward child safety.

Overall, TAS’s structured processes for reporting suspected or disclosed maltreatment or abuse are effective. The comprehensive nature of policies, the specificity of actions required by individuals, and the integration with external authorities show a deep and structured commitment to child protection. The school’s approach aligns with best practices and legal mandates, indicating a strong institutional capability to protect its students and respond to any concerns that arise.

D3. Parent/Community Involvement Criterion

The school leadership employs a wide range of strategies to ensure that parental and community engagement and involvement is integral to the school’s culture and established support system for students.

D3.1. INDICATOR: CONSISTENT PARENT INVOLVEMENT

INDICATOR FRAMING QUESTIONS:

In order to build a culture of collaboration, how effective are the strategies and processes for the consistent and appropriate involvement of parents as active partners in the student learning process and understanding the desired outcomes?

How effective are these strategies and processes for involving non-English speaking parents and/or online parents?

Findings

The Lower School at TAS has implemented a range of practices aimed at fostering meaningful parental involvement. One of the standout features is the provision of interpretation services for conferences. Teachers and Administrators take proactive steps by contacting the Language Support Office (LSO) to arrange interpreters for key meetings such as Hopes and Dreams sessions, Fall and Spring conferences, Parent Coffees / Workshops, and other ad hoc meetings. This service is particularly valuable as it encompasses languages such as Chinese Korean, and Japanese, ensuring that non-English speaking parents can actively participate in discussions about their child’s education. This demonstrates a clear commitment to inclusivity and accessibility.

Additionally, the Lower School “Extreme STEAM” family event goes beyond the traditional classroom setting, involving families directly in their children’s educational experiences. It serves as a hands-on opportunity for parents to explore STEAM alongside their children, fostering a sense of engagement and collaboration with the learning process. Similarly, Field Day hosted by the PE Department provides parents with an opportunity to actively engage in PE related activities with their child, further fostering a sense of community and collaboration.

Furthermore, the Lower School regularly invites parents to attend various Performing Arts events including the Fifth Grade Musical, strings concerts, end of unit celebrations, and guest artist-led performances. Parents and guardians also join grade-level ‘Informances’ where they can learn alongside their children. Parents can subscribe to the performing arts calendar to ensure they remain well-informed about school events.

The involvement of parents extends to various activities, including field days, class parties, student led assemblies, and reader’s theater. The PTA’s role in organizing homeroom liaisons for each class further strengthens communication and engagement among parents, creating a sense of shared responsibility for students’ well-being and education. Back to School Night, where parents are invited into the classrooms to meet teachers and gain insights into the curriculum further enhances the home-school partnership. Similarly, the Lower School conducts information sessions for English as an Additional Language (EAL) and the Mandarin programs at the beginning of the year. These sessions provide

Supporting Evidence

Parent Post Archived Announcements with multiple examples of consistent parent involvement opportunities

Tech Program Overview with Parent Involvement Opportunities

TAS Calendar of Events

School Conference Manager

Upper School Arts Highlights

Parent Involvement –PTA and TASCC

Tech Program including parent involvement

parents with essential information about language acquisition in the Lower School

Moreover, the Lower School places a strong emphasis on celebrating students’ achievements and talents. Parents are invited to attend various performances and sessions to celebrate student learning across the curriculum. These events not only showcase student accomplishments but also create opportunities for parents to be actively involved in celebrating their children’s talents.

Seesaw uploads of student work examples shared with parents create transparency in the learning process and provide parents with a tangible understanding of their child’s progress. Additionally, Lower School actively involves parents in organizing cultural celebrations such as Halloween, Chinese New Year, and end-of-the-year festivities. These celebrations, coordinated by the PTA Homeroom Liaisons and parents, help highlight holidays and provide opportunities for parents to contribute to the school community.

Lastly, the PTA Book Fairs, held twice a year, further engage Lower School parents, and strengthen their connection with the school while supporting a love of reading in TAS’s youngest learners

Within the Middle School, a comprehensive set of strategies and processes are in place to foster parental involvement and engagement in their child’s education. For example, end-of-semester academic celebrations are a significant highlight, encompassing various subjects such as Visual Arts, STEAM, and Performing Arts. Invitations are extended to parents to attend these events and witness their child’s growth. These events provide a platform for parents to gain a deeper understanding of their child’s academic progress, allowing them to appreciate the tangible results of their educational experience.

Middle School’s Back to School Night gives parents an opportunity to meet with their child’s teachers and understand key aspects of the curriculum their child will be immersed in over the school year. Similarly, to maintain an open line of communication, mid-year comments are sent from all teachers to parents. These comments not only offer assessments of students’ progress, but they also provide constructive suggestions for improvement. This practice further promotes collaboration between parents and teachers in addressing students’ academic needs effectively.

Similarly, within the first three weeks of the school year, homeroom teachers make personal phone calls to new student families. This welcoming gesture is meant to establish a warm and supportive connection between home and school and provide new families reassurance that the school is committed to ensuring all new students have a smooth transition. This beginning of the year communication is followed by personalized comments that are sent to new students at the end of the first quarter to ensure parents are well informed of their child’s experiences in their new school environment.

The Middle School also proactively addresses academic concerns by providing progress reports to parents of students receiving a C- or below. This practice ensures that parents are promptly informed about their child’s performance and can work collaboratively with teachers to implement necessary interventions and support strategies.

To keep parents well-informed about their child’s involvement in extracurricular activities, the school maintains regular weekly email communication from coaches to athlete families. These updates include information about practice schedules, game outcomes, and other relevant details. This ensures that parents are actively engaged in their child’s extracurricular pursuits and can offer support as needed.

The Middle School Principal’s direct communication with parents through “A Message from the MS Principal” that is in the Parent Post provides insights into the Middle School’s vision, policies, and important updates. This regular communication helps to establish transparency and ensures parents are informed about overarching matters pertaining to the Middle School.

Utilizing Canvas as a platform for academic posts ensures that parents have access to up-to-date information about assignments and due dates. This online resource allows parents to stay involved in their child’s day-today academic responsibilities fostering a collaborative approach to time management and academic success.

The school year concludes in Middle School with an end-of-the-year email to parents from Homeroom Teachers. This communication summarizes the student’s progress, highlighting achievements and providing insights into growth areas. It offers parents a comprehensive perspective on their child’s academic journey and helps to set the stage for collaboration in the coming year.

Schoolwide, a noteworthy practice is the organization of parent coffees for each grade level at the beginning of the year by the Parent-Teacher Association (PTA). These gatherings provide a platform for parents to network, share experiences, and build relationships with one another. Such community-building events contribute to a sense of belonging and partnership among parents.

Similar to the other divisions, the Upper School at TAS offers an extensive range of opportunities to foster parent participation and involvement in the life of the school.

Upper School maintains a strong tradition of Back to School Night inviting parents to engage with teachers and gain deeper insights into their child’s academic journey. This event serves as an opportunity for parents to meet teachers, understand classroom dynamics, and establish early connections with the school community. It is a pivotal moment for parents to become acquainted with the school’s educational vision and expectations.

Parent Conferences in the Upper School are structured to help parents understand more about their child’s academic progress and individual learning path. These conferences serve as crucial checkpoints for parents to understand their child’s academic journey and collaborate with teachers and counselors to set goals and plan for the future. Similarly, TAS adopts a proactive approach to addressing academic concerns. Progress reports are specifically designed for students who are experiencing academic challenges, ensuring they receive immediate attention and support. These reports are comprehensive, highlighting specific areas where improvement is needed and offering practical strategies for parents to collaborate with teachers in addressing these concerns effectively. Likewise, the school communicates academic progress

through regular quarter and semester grades. This system keeps parents informed about their child’s performance throughout the academic year, allowing timely interventions if needed.

The Upper School also recognizes the importance of involving parents in crucial decisions about course selections. Course Selection Night provides parents with a platform to gain a comprehensive understanding of the available courses, curriculum pathways, and academic planning. Parents can actively participate in shaping their child’s educational journey by supporting them with making informed choices in alignment with their goals and aspirations.

Beyond academics, the Upper School places a strong emphasis on nurturing students’ artistic talents. Parents are actively encouraged to attend various performing arts events including music concerns, theater productions, and dance performances. These events showcase students’ creativity and dedication, providing parents with opportunities to celebrate their child’s talents and artistic achievements. Additionally, the Upper School actively involves parents in the Visual Arts through art openings and auctions. These events allow parents to witness their child’s creativity on display.

The Upper School extends its engagements with parents to the realm of technology and innovation through Open House events for Robotics, as well as on campus VEX tournaments.

In athletics, parents are actively engaged through attendance at Season 13 games and IASAS (Interscholastic Association of Southeast Asia Schools). These competitions provide opportunities for parents to support their child’s athletic pursuits and foster a sense of school spirit and community as parents come together to cheer for their teams.

Model United Nations and Speech and Debate events invite parents to witness their child’s public speaking and debating skills in action. These competitions not only showcase students’ talents but also offer parents the chance to engage in intellectual discussions and dialogue.

The Upper School extends parental involvement to opportunities such as NOVA, Shark Tank Parent Panel, TEDX talks, AI Café, and Jazz Supper Club.

As a whole school, TAS has implemented a variety of strategies and processes to encourage parent involvement in the educational journey of their children. The school’s approach encompasses a blend of traditional and digital methods to ensure consistent and appropriate engagement.

TAS utilizes a multi-faceted communication approach, integrating its website, email newsletters, the TAS App, TAS social media accounts, amongst other avenues to keep parents informed about school news, events, and happenings. The Parent Zone on the website and the Parent Post, a weekly communication, are central to disseminating information. Additionally, the Head of School weekly blurbs and the Holiday Headlines, with translations in Mandarin, cater to the linguistic diversity of the parent community. These tools are effective in providing timely and accessible information, though the limited translation of the Parent Post could be a barrier for some non-English speaking parents.

Additionally, TAS promotes parent engagement through various events and activities, including Parent Coffees and Book Clubs, Parent

Conferences (with Zoom options and translator availability), and Parent Affinity Groups. These initiatives are commendable for fostering a sense of community and providing platforms for active participation. The school also facilitates direct involvement through Room Parent and Grade Level Parent Volunteers, who play a crucial role in liaising information and organizing gatherings.

Furthermore, the Business of TAS presentations play a pivotal role in ensuring financial transparency, as they offer parents and guardians comprehensive insights into the school’s budgeting, including the results of fundraising efforts, thereby cultivating an atmosphere of trust and open dialogue with the community.

Likewise, the TAS Cultural Connections Group highlights the school’s efforts to promote inclusion, transparency, and inclusivity. While the Parent Teacher Association fosters collaboration and communication between educators and parents, ensuring that all voices are heard. Additionally, the PTA sponsors engaging schoolwide initiatives that enrich the educational and social experience for students, parents, faculty, and staff.

Taipei American School has demonstrated a clear commitment to nurturing a culture where parental involvement is actively facilitated across all school levels. The school’s strategies which seamlessly blend digital and traditional forms of communication are commendable for their inclusivity, especially in the translation services that cater to the diverse linguistic needs of the TAS community.

Moreover, the PTA’s dynamic involvement in organizing events and acting as grade level liaisons reflects a shared responsibility between the schools and families. This partnership is vital in creating an educational environment where students can thrive, supported by a united community that values collaboration, transparency, and mutual respect.

D3.2. INDICATOR: USE OF COMMUNITY RESOURCES

INDICATOR FRAMING QUESTION:

How effective is the school’s use of community resources, such as professional services, partnerships, service learning, speakers etc., of the host country and beyond to support student learning?

Findings

Community resources play an essential role in enhancing educational outcomes by providing real-world experiences and expert knowledge that complement in-class learning.

In the Lower school, the variety of field trips to local sites such as the National Concert Hall, the Shung Ye Museum of Formosan Aborigines, and the School for the Visually Impaired in Tian Mu extend the classroom boundaries, offering immersive educational experiences. These excursions align with curricular themes and provide students with direct exposure to cultural and historical knowledge.

Guest performances and cultural events, like traditional dances during Lunar New year, bridge the gap between what is read and what is experienced. The empathy-building unit for Grade 5 students fosters

Supporting Evidence

Parent Post Archived Announcements with multiple examples of consistent parent involvement opportunities

Camp Taiwan Information

Wind Energy Parent Visit Recording

social responsibility and emotional intelligence through interactions with the visually impaired demonstrating the school's commitment to character education.

Additionally, community service activities through the flea market initiative and the Green Club instill in students a sense of civic duty and environmental stewardship, promoting a practical understanding of philanthropy and sustainability.

The Middle School takes a hands-on approach to integrating community resources through the involvement of parent experts, like the offshore wind power generation lesson, which exemplifies the direct application of parental professional experience to student learning.

Cultural events and food drives signify the school’s dedication to cultural competence and social consciousness. The dance and entertainment performances during Lunar New Year, supplemented by homeroom discussions, enrich students’ understanding of Taiwanese culture.

Clubs and off-campus trips, such as visits to the Astronomical Museum and the zoo, expand learning beyond the traditional curriculum, fostering curiosity and a passion for exploration.

Within the Upper School practices leverage advanced learning opportunities through PTA grants and masterclasses. These initiatives bring real-world expertise to the students, facilitating specialized skill development. Collaboration with local organizations like “Do You a Favor” homeless shelter integrate service learning, while internships and research opportunities provide practical career-oriented experiences.

The Performing and Visual Arts programs, aided by local musicians and international guest artists, elevate the artistic endeavors of students, while the Talent Access Program underscores the importance of professional mentorship in refining students' talents.

Schoolwide, the PTA grants process helps to provide educational resources and experiences that elevate students’ learning experiences.

Additionally, the Alumni Office plays a vital role in connecting past students with current ones, providing a network of support and guidance through events like Career Day through which students have an opportunity to explore potential interests and career paths, receive mentorship, and gain insights into professional fields directly from individuals who share a common educational background.

TAS has partnered with the neighborhood Community Services Center to offer six counseling sessions to faculty and students. These counseling sessions are free of charge.

TAS has a robust Summer Academy internship program that partners with local businesses, companies, and research labs, and each year the school can match about 35 students with organizations that align with their strengths and interests.

While TAS has made great efforts in utilizing community resources to extend learning beyond the classroom, it must be acknowledged that there is significant room for growth in this area. Currently, the school’s engagement with the community, though beneficial, does not sufficiently

TAS Summer Academy Experiences

PTA Grants Process

TAS Gala Ball

incorporate service learning into teaching and learning across the school. To truly embody the school’s commitment to service learning, the school needs to systematically integrate authentic service-learning opportunities into both curricular and extra-curricular programs. By doing so, students will not only learn about local and global issues, but also engage in actions that contribute to the welfare of the community, thus fully actualizing TAS’s mission of cultivating an enduring commitment to service.

Category D. School Culture, Child Protection, and Parent/Community

IMPACT ON STUDENT LEARNING

The practices surrounding school culture, child protection, and parent and community involvement at TAS significantly influence the impact on student learning. Such practices are essential to creating a nurturing environment that is conducive to the educational and personal growth of students.

The strengths identified at TAS, such as the ongoing emphasis on wellbeing, schoolwide commitment to DEIJ, student engagement in extracurricular activities, and multiple avenues for parent involvement are commendable. The focus on wellbeing ensures that students are supported holistically, which is crucial for their development and academic success. Additionally, a strong commitment to DEIJ creates an inclusive atmosphere that respects and celebrates diversity, fostering a sense of belonging and empowerment among all community members. Student engagement in extracurricular activities not only enriches the school experience but also builds essential life skills. Parental involvement is a key factor in supporting student learning and when parents are actively engaged, the partnership between home and school can significantly enhance the educational experience and outcomes for students.

However, areas for growth also present opportunities for TAS to enhance its educational impact. Strengthening child protection policies and practices, especially in terms of facility alignment, is critical. By ensuring all faculty and staff members are thoroughly trained and the physical environment reflects a steadfast commitment to child safety, TAS can provide a secure learning atmosphere. Additionally, implementing a digital safety plan is another essential step, as it equips the school community to navigate digital realms safely and responsibly. Addressing this area will protect and prepare students for the complexities and possible dangers of the online world.

Advancing equity, inclusion, and multilingualism across the school is vital in meeting the diverse learning needs of the student body. It’s not enough to recognize diversity; the school must actively work towards embedding inclusive practices into every facet of school operations. Similarly, embedding authentic service learning into curricular and extracurricular programs can significantly enrich students' educational experiences by integrating real- world problem-solving and community engagement into their learning.

Finally, incorporating deeper connections to Taiwan and Taiwanese culture into the curriculum can greatly enhance students’ global perspective and cultural understanding, fostering respect and appreciation for the host country’s heritage. Additionally, increasing opportunities to strengthen parent partnerships is instrumental in building trust and enhancing communication. Developing resources, such as a parent handbook can ensure clarity and mutual understanding, which is fundamental to creating a collaborative environment that supports students’ learning and wellbeing.

CATEGORY D STRENGTHS

• Ongoing Emphasis on Wellbeing:

TAS recognizes the importance of holistic development and as such, has prioritized the implementation of wellness initiatives, and social-emotional learning across all divisions. Each division does its utmost to ensure that students receive support for their emotional and psychological development, alongside academic learning.

• Schoolwide Commitment to Diversity, Equity, Inclusion, and Justice (DEIJ):

TAS has made concerted efforts to integrate DEIJ into curriculum, extracurricular activities, and community engagement efforts to ensure a welcoming and supportive atmosphere for all community members.

• Student Engagement in a Diverse Range of Extracurricular Opportunities: Active involvement in extracurricular activities and vibrant celebrations of school life promote positive relationships and a sense of community among students, faculty, and parents. These activities provide opportunities for students to explore interests, develop new skills, and foster healthy social relationships during and after the school day.

• Multiple Opportunities and Avenues for Parent Involvement:

TAS’s active engagement with parents and the community, through regular communication, the PTA, and community enrichment activities, play a crucial role in enhancing student learning and professional experience. Regular opportunities for parent feedback through targeted focus groups, comprehensive parent surveys, and interactive sessions have further strengthened this relationship.

CATEGORY D GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Enhancement of Child Protection Policies and Practices: (facility alignment)

A key area for growth involves addressing gaps within the TAS Child Protection Policy to make it more comprehensive and effective. This includes revising the policy to incorporate detailed definitions and real-world examples of sexual exploitation and online abuse, thereby enhancing preventative measures, and promoting a safer educational environment. Furthermore, strengthening professional development surrounding child safeguarding is essential to ensure that all staff share a comprehensive understanding of the policy’s content, processes, and procedures. By doing so, TAS can foster a unified approach to child safety, empowering educators and staff with the knowledge and skills necessary to identify, report, and manage incidents of abuse and exploitation, aligning with best practices in child protection and welfare. In addition, it is imperative to ensure that the physical environment of TAS reflects the institution’s commitment to child protection and aligns with best practices.

• Implement a Comprehensive Digital Safety Plan:

To ensure students are well-equipped with the knowledge and skills needed to navigate digital spaces responsibly and ethically, TAS needs to further develop and implement a structured a holistic program that educates and empowers students, parents, faculty and staff in developing a shared understanding of internet safety protocols, understanding digital footprints, respecting online privacy, and recognizing and responding to cyberbullying.

• Advance Equity, Inclusion, and Multilingualism Across the School:

Ensuring equity, inclusion, and a consistent approach to supporting multilingualism and diversity across the school is an area for growth at TAS. Ensuring equitable access to the curriculum and extracurricular programs for all students necessitates a deepened awareness of the various needs present within the student body. Such an approach involves not only recognizing and catering to these varied needs but also embedding principles of inclusion into every aspect of the school’s operations, from pedagogy to policy. Likewise, the deliberate integration of the Social Justice Standards across disciplines must be prioritized to ensure DEIJ concepts are appropriately taught at each level.

• Ensure Authentic Service Learning is Embedded into Curricular and Extracurricular Programs:

This area for growth focuses on integrating genuine service-learning opportunities within the school’s academic and extracurricular activities. By implementing structured curricular frameworks, the goal is to ensure that service- learning experiences are an integral part of the educational journey for students across all divisions of the school. To do this effectively, the school should consider establishing dedicated service-learning coordinators for each division, who would be responsible for the oversight, continuity, and evaluation of these initiatives in alignment with the school mission to ensure an enduring commitment to service.

• Incorporate Deeper Connections to Taiwan and Taiwanese Culture into Educational Programs:

To broaden TAS students’ perspectives and deepen their cultural awareness TAS is encouraged to increase opportunities to form authentic connections with Taiwan and Taiwanese culture within curricular and extracurricular programs. This initiative is designed to enhance students’ understanding and awareness of Taiwan and Taiwanese culture, helping to foster a global perspective, and respect for cultural diversity among students.

• Increase opportunities to strengthen parent partnerships:

Continue to explore opportunities to strengthen trust and communication with the parent community by working in partnership with the Parent Teacher Association (PTA). Consider developing a parent handbook that will help to ensure clarity, consistency, and mutual understanding between schools and families. This will help to create a collaborative and transparent environment, promoting positive engagement and reinforcing the shared responsibility in fostering a supportive educational atmosphere for students.

Collaborative Communicators

CHAPTER IV: SUMMARY OF ANALYSIS OF IDENTIFIED CRITICAL LEARNING NEEDS

SUMMARY OF AREAS OF STRENGTH AND GROWTH BY CATEGORY

Category A: Organization for Student Learning

SUMMARY OF KEY STRENGTHS

• Clearly and Collaboratively Defined Mission and Schoolwide Learning Outcomes:

Taipei American School has actively engaged the community in shaping the school’s educational direction by implementing a multifaceted approach to clearly defining the school mission and schoolwide learning outcomes to ensure a shared understanding of, and commitment to, the desired results for student learning.

• Comprehensive Governance Policies and Training Practices:

The Taipei American School Board of Directors has ensured that all documents pertaining to selection, composition, and duties of the Board of Directors are easily accessible to all community members, and that governance training and onboarding of new Directors is thorough.

• Advancement of SEL and DEIJ Initiatives:

Taipei American School has demonstrated a schoolwide commitment to enhancing practices related to Social-Emotional Learnings (SEL), as well as Diversity, Equity, Inclusion, and Justice (DEIJ) through professional development, additional personnel, and curricular integration.

• Elevation of Teaching, Learning, and Professional Accountability:

Taipei American School’s investment in developing a systematic professional growth, evaluation, and development process, (i.e., Professional Pathways), based on a comprehensive set of performance standards has provided a structure of continuous improvement and accountability surrounding teaching and learning across the school.

• Strategic Resource Management:

Taipei American school effectively manages operations, facilities, and learning resources through a robust financial strategy that prioritizes the implementation of clean, safe, orderly, and well-resourced learning environment for students.

SUMMARY OF GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Ensure Strategic Direction and Collective Accountability:

To maintain educational excellence and mission alignment, the leadership team will need to ensure that TAS is guided by a clear direction outlined in a comprehensive strategic plan that articulates KA-12 shared goals, establishes benchmarks for success, and fosters collective responsibility for outcomes that support achievement of the mission and schoolwide learning outcomes.

• Establish Systematic Structures for Schoolwide Success:

To ensure a consistent and high-quality educational journey, TAS will need to implement systematic organizational structures and processes including KA-12

research-based standards, ongoing and targeted professional development, additional curricular program oversight, as well as a KA-12 scope and sequence for the TAS Schoolwide Learning Outcomes to guarantee a cohesive approach to learning, personal wellbeing, and service across divisions, while ensuring a KA-12 aligned student experience.

• Enhance Board Effectiveness:

To optimize the effectiveness of the Board of Directors, TAS should consider developing a robust framework with clearly defined metrics through which board performance can be measured to ensure the effectiveness of onboarding and governance training, understanding of its role and responsibilities by the community, and the effectiveness in execution of its role and responsibilities.

• Regularly Solicit and Apply Faculty and Staff Input:

To cultivate a more engaged and supportive school culture, it is essential to establish and execute a structured system for regular and official communication channels to actively gather, analyze, and respond to faculty feedback, thereby enhancing engagement, addressing concerns, and fostering a collaborative school environment. This system will aim to identify and resolve issues proactively, promote transparency, and ensure that faculty members feel valued and heard within the school community.

• Prioritize the Execution of the 2024 Campus Master Plan:

In the context of Board and Senior Leadership transitions, it remains crucial to maintain the school’s commitment to the 2024 Campus Master Plan. This plan, emphasizing the upgrading of facilities to enhance teaching spaces and collaborative environments, reflecting the mission and schoolwide learning outcomes, as well as improving accessibility, is vital for TAS’s program growth and the improvement of the educational experience for students.

Category B: CURRICULUM, INSTRUCTION, AND ASSESSMENT SUMMARY OF KEY STRENGTHS

• Broad Range of Resource-Rich Programs that Support the Learning Objectives:

Taipei American School goes beyond the conventional classroom setting to provide a comprehensive and immersive educational experience that leverages the abundance of curricular resources available. The depth and breadth of programs supports a robust learning environment where students are provided with opportunities to explore a wide range of interests, build personal confidence, and develop their unique talents and identities. The extensive resources available at TAS across disciplines ensure students have access to a rich tapestry of educational experiences, preparing them to be critical thinkers and active contributors to society.

• Utilization of Research-based Curricular Practices:

The utilization of research-based practices can be seen across divisions and disciplines at TAS. The implementation of KA-12 curricular committees such as the Curriculum Review Committees, the KA-12 Well-being Committee, the Schoolwide DEIJ Committee, the Service-Learning Committee, as well as the Defining Learning Task Force, and the Professional Pathways cohort have begun to address systematic challenges, align instructional strategies with contemporary educational research, and

foster a more inclusive, effective, and holistic learning environment for all students.

• Encouragement of Teacher Collaboration:

While time constraints exist, concerted efforts have been made to bolster collaboration efforts across the school including the integration of targeted professional development initiatives, notably the Adaptive Schools Foundation Seminar and the Cognitive Coaching Foundation Seminar. By focusing on the development of high-functioning groups, effective facilitation, and reflective practices, TAS is working towards fostering an environment of collaboration and continuous improvement.

• Opportunities for Students to Engage in Higher-Level Thinking and Learning:

Curricular evidence demonstrates a concerted effort to provide opportunities for students to be challenged through complex problem-solving, critical analysis, and creative thinking. Through project-based (deep learning) initiatives, students are compelled to synthesize cross-disciplinary knowledge and apply it in innovative ways, fostering an environment where active learning and intellectual risk-taking are encouraged.

SUMMARY OF GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Develop a Systematic and Well-funded Approach to Professional Development in Alignment with Schoolwide Initiatives:

Evidence demonstrates an ongoing need for schoolwide professional development to ensure all faculty are keeping pace with the constantly evolving landscape of pedagogy, and that there is consistency in approach to the pedagogical strategies implemented. As educational strategies and technologies advance, there is a need for continuous professional development opportunities, and adequate funding to support these initiatives.

• Actively Nurture a Consistent Culture of Collaboration:

It is recognized that TAS must place a greater emphasis on ensuring collaboration takes place within and across divisions. Such interdisciplinary collaboration not only breaks down silos but also creates a vibrant community of educators who are collectively invested in the development and implementation of curriculum that meets the highest educational standards. Community, Student, and Faculty Experience survey results and self-study findings indicate a need for a review and modification of current schedules, particularly at the Middle School and Upper School level to provide structured, regular, and dedicated time for teachers to meet, plan, and share ideas effectively.

• Ensure the Implementation of a Guaranteed, Viable, Documented, and Horizontally and Vertically Aligned Curriculum:

A clear area for growth at TAS lies in the articulation and alignment of the curriculum. Adopting a centralized curriculum repository would be a significant step forward, as would adopting consistent KA-12 standards in each discipline. Enhancing curriculum development and alignment would help ensure that all students benefit from a wellstructured and unified approach to learning. Likewise, adding divisional curriculum coordinators would help to ensure systematic curricular oversight and coherence.

• Promote Transfer Learning:

The current curricular program at TAS is notably siloed and compartmentalized, which stands in contrast to current research- based best practices in education. Evidence demonstrates a more integrated or transdisciplinary approach to learning can provide substantial benefits to students as it allows them to make conceptual connections and effectively transfer skills, especially those articulated within the schoolwide learning outcomes, and knowledge across content areas.

• Develop Processes for the Systematic Collection and Utilization of Data: While there are a variety of assessment practices being implemented across the schools and various ways in which the data (achievement, perception, demographic) is being used to inform instruction, it is recommended that TAS implement a robust system for the systematic collection and utilization of data across the school. Having a schoolwide data dashboard with comprehensive data analytics software will support TAS in making data-informed decisions to better meet the needs of students.

Category C: SUPPORT FOR STUDENT SOCIAL-EMOTIONAL AND ACADEMIC GROWTH SUMMARY OF KEY STRENGTHS

• Responsive and Adaptive Support Systems:

TAS employs structured programs such as RULER in the Lower and Upper School, Responsive Classroom in the Lower and Middle School, and is working towards the implementation of the CASEL framework across the school. Additionally, there are regular meetings to proactively address social-emotional learning, while members of the student support services team (counselors, academic support teachers, psychologists, EAL specialists, and speech and language pathologists) collaborate closely with administrators and classroom teachers to address the academic and social-emotional needs of students.

• Cultivation of Community and Student Well-being through Non-Academic Student Contact Time:

In recent years, TAS has put forth a dedicated effort to fostering the building of a welcoming community through the systematic emphasis on Morning Meeting (in Lower School), Homeroom and Extended Homeroom lessons (in the Middle School), and Advisory sessions (in the Upper School). These important periods create a structured yet nurturing environment for students that transcend traditional academic interactions and instead focus on cultivating a sense of community and belonging.

• Available Counseling Support for Students and Trusted Adult Contact:

TAS works hard to ensure all students can identify a trusted adult from whom they can seek guidance and/or support if desired. The practice of having counselors loop with students in all divisions offers a stable support system and comprehensive understanding of each student’s social-emotional and academic developmental history at TAS.

• Commitment to a Holistic Approach to Education:

The integration of a breadth of curricular and co-curricular activities, including leadership opportunities greatly contributes to the development of well-rounded students who are provided with opportunities to personalize their learning journeys and explore a broad range of interests.

• Dedicated time for KA-12 Student Support Services Collaboration:

The school has made a concerted effort through Late Start Days to ensure there are opportunities for KA-12 Student Support Services collaboration. This has helped to foster a cohesive team approach and ongoing dialogue surrounding consistency in practice as it relates to supporting students social-emotional and academic learning needs.

SUMMARY OF GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Develop and Execute a Process that Ensures the Systematic Implementation of Multi-tiered Systems of Support (MTSS) across KA-Grade 12:

The schoolwide implementation of MTSS will foster a proactive approach to student success by promoting consistent identification of academic and social-emotional needs and ensuring that students receive timely and appropriate interventions, leading to improved student outcomes. As MTSS relies on data collection and analysis, educators will be able to make informed decisions about personalized instructional strategies that will better meet the academic and social-emotional needs of students.

• Provide Targeted Professional Development and Evaluative Measures Surrounding Social-Emotional Learning:

To better meet the social-emotional needs of all students and ensure wellbeing across the student body, comprehensive professional development needs to be provided that equips all faculty and administrators with the skills to support student wellbeing consistently and effectively. Additionally, TAS needs to develop mechanisms through which student wellbeing is consistently measured to ensure the effectiveness of our approaches and revise as needed.

• Clarify the Role and Responsibilities of the Student Support Services Department:

To ensure cross-divisional consistency in practice and clarity and transparency among faculty, TAS needs to streamline and define clear roles and responsibilities within the student support services team to facilitate effective collaboration and support that includes tailored interventions for students’ social-emotional and academic needs.

• Ensure KA-12 Implementation of the CASEL Framework:

To ensure the establishment of a cohesive KA-12 approach to social-emotional learning TAS would be well poised to systematically organize, implement, and improve the adoption of the CASEL Framework to ensure that all students benefit from a consistent, research-based strategy for developing competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decisionmaking.

CATEGORY D: SCHOOL CULTURE, CHILD PROTECTION, AND PARENT / COMMUNITY INVOLVEMENT

SUMMARY OF KEY STRENGTHS

• Ongoing Emphasis on Wellbeing:

TAS recognizes the importance of holistic development and as such, has prioritized the implementation of wellness initiatives, and social-emotional learning across all divisions. Each division does its utmost to ensure that students receive support for their emotional and psychological development, alongside academic learning.

• Schoolwide Commitment to Diversity, Equity, Inclusion, and Justice (DEIJ):

TAS has made concerted efforts to integrate DEIJ into curriculum, extracurricular activities, and community engagement efforts to ensure a welcoming and supportive atmosphere for all community members.

• Student Engagement in a Diverse Range of Extracurricular Opportunities:

Active involvement in extracurricular activities and vibrant celebrations of school life promote positive relationships and a sense of community among students, faculty, and parents. These activities provide opportunities for students to explore interests, develop new skills, and foster healthy social relationships during and after the school day.

• Multiple Opportunities and Avenues for Parent Involvement:

TAS’s active engagement with parents and the community, through regular communication, the PTA, and community enrichment activities, play a crucial role in enhancing student learning and professional experience. Regular opportunities for parent feedback through targeted focus groups, comprehensive parent surveys, and interactive sessions have further strengthened this relationship.

SUMMARY OF GROWTH AREAS FOR CONTINUOUS IMPROVEMENT

• Enhancement of Child Protection Policies and Practices:

A key area for growth involves addressing gaps within the TAS Child Protection Policy to make it more comprehensive and effective. This includes revising the policy to incorporate detailed definitions and real-world examples of sexual exploitation and online abuse, thereby enhancing preventative measures, and promoting a safer educational environment. Furthermore, strengthening professional development surrounding child safeguarding is essential to ensure that all staff share a comprehensive understanding of the policy’s content, processes, and procedures. By doing so, TAS can foster a unified approach to child safety, empowering educators and staff with the knowledge and skills necessary to identify, report, and manage incidents of abuse and exploitation, aligning with best practices in child protection and welfare. In addition, it is imperative to ensure that the physical environment of TAS reflects the institution’s commitment to child protection and aligns with best practices.

• Implement a Comprehensive Digital Safety Plan:

To ensure students are well- equipped with the knowledge and skills needed to navigate digital spaces responsibly and ethically, TAS needs to further develop and implement a structured a holistic program that educates and empowers students, parents, faculty, and staff in developing a shared understanding of internet safety protocols,

understanding digital footprints, respecting online privacy, and recognizing and responding to cyberbullying.

• Advance Equity, Inclusion, and Multilingualism Across the School: Ensuring equity, inclusion, and a consistent approach to supporting multilingualism and diversity across the school is an area for growth at TAS. Ensuring equitable access to the curriculum and extracurricular programs for all students necessitates a deepened awareness of the various needs present within the student body. Such an approach involves not only recognizing and catering to these varied needs but also embedding principles of inclusion into every aspect of the school’s operations, from pedagogy to policy. Likewise, the deliberate integration of the Social Justice Standards across disciplines must be prioritized to ensure DEIJ concepts are appropriately taught at each level.

• Ensure Authentic Service Learning is Embedded into Curricular and Extracurricular Programs:

This area for growth focuses on integrating genuine service-learning opportunities within the school’s academic and extracurricular activities. By implementing structured curricular frameworks, the goal is to ensure that service-learning experiences are an integral part of the educational journey for students across all divisions of the school. To do this effectively, the school should consider establishing dedicated service-learning coordinators for each division, who would be responsible for the oversight, continuity, and evaluation of these initiatives in alignment with the school mission to ensure an enduring commitment to service.

• Incorporate Deeper Connections to Taiwan and Taiwanese Culture into Educational Programs:

To broaden TAS students’ perspectives and deepen their cultural awareness TAS is encouraged to increase opportunities to form authentic connections with Taiwan and Taiwanese cultures within curricular and extracurricular programs. This initiative is designed to enhance students’ understanding and awareness of Taiwan and Taiwanese culture, helping to foster a global perspective, and respect for cultural diversity among students.

• Increase opportunities to strengthen parent partnerships: Continue to explore opportunities to strengthen trust and communication with the parent community by working in partnership with the Parent Teacher Association (PTA). Consider developing a parent handbook that will help to ensure clarity, consistency, and mutual understanding between schools and families. This will help to create a collaborative and transparent environment, promoting positive engagement and reinforcing the shared responsibility in fostering a supportive educational atmosphere for students.

SUMMARY OF CRITICAL LEARNING NEEDS

Three key themes emerged from the analysis of data presented in Chapter 2 and were further validated through the self-study findings present in Chapter 3.

• Student Achievement Database: At Taipei American School there is a robust practice across divisions and departments of gathering student performance data. However, there emerges a critical need for the implementation and ongoing management of a comprehensive and centralized databased for student data. This database should be aimed at improving student learning outcomes through the systematic collection and rigorous analysis of student performance metrics, thereby informing, and optimizing curricular and instructional planning. Moreover, it is essential to broaden the data collection framework to systematically include and analyze metrics related to student well-being and mental health. This expanded approach is crucial for fostering a more holistic understanding of student needs, enabling the development of more nuanced and effective educational strategies and support systems.

• Support for Multilingual Learners: Given the data indicating that the vast majority of students at Taipei American School are bilingual or multilingual, there is a compelling need to enhance the support structure for multilingual learners. This entails ensuring that all educators are equipped with the requisite skills and knowledge to effectively cater to the diverse linguistic needs of students. Increased focus on providing professional development across divisions to deepen teachers’ understanding of multilingual education strategies, cultural sensitivities, and language acquisition processes is recommended. Additionally, it is crucial to establish robust support systems for both students and teachers, including access to language specialists, multilingual resources, and tailored instructional materials.

• Focus on Mental Health and Well-being: Community survey data from parents, students, and faculty at TAS highlight the need to enhance the school’s approach to supporting student wellbeing and mental health. Addressing this need requires a multifaceted strategy, starting with equipping all teachers with the necessary skills and knowledge to integrate social-emotional learning (SEL) into their daily interactions and instructional practices. Professional development opportunities should be provided to faculty to deepen understanding of mental health issues and to develop strategies for fostering resilience, emotional intelligence, and healthy relationships among students. Moreover, it is essential to reevaluate and adjust divisional schedules, as necessary to ensure there is sufficient time dedicated to teaching and practicing SEL skills.

STRATEGIC FOCUS AREAS AND OVERARCHING GOALS

Reflecting on the comprehensive evaluation of critical learner needs identified in Chapter II, alongside the strengths and areas for continuous improvement highlighted in the self-study findings within Chapter III, four strategic focus areas and overarching goals have been developed. These form the core of the revised strategic action plan, which is detailed in Chapter V. These focus areas and goals are crafted to guide Taipei American School’s future initiatives and operational strategies, ensuring a cohesive and forward-thinking approach to the educational experience and learning environment at Taipei American School.

Strategic Area 1: A Strong Foundation

Goal 1: To strengthen foundational structures through the implementation and assessment of systematic, clear, and mission-aligned practices, ensuring the delivery of a world-class education and achievement of the schoolwide learning outcomes.

Aligned to: WASC Category A: Organization for Student Learning

Rationale: To ensure the continued existence of a strong foundation that allows for the delivery of a world-class education, TAS must implement and evaluate, clear, systematic, and mission-aligned practices. This involves further establishing structured, researchbased organizational and operational processes that foster a culture of shared commitment and collective accountability across all areas of the school.

Strategic Area 2: An Enduring Commitment to Learning

Goal 2: To cultivate an enduring commitment to learning through exceptional curricular and pedagogical practices.

Aligned to: WASC Category B: Curriculum, Instruction, and Assessment.

Rationale: To reinforce an enduring commitment to learning, TAS must adopt a comprehensive approach encompassing the systematic development and documentation of curriculum, coupled with the strategic collection and analysis of student data to enhance teaching effectiveness and inform educational strategies. By investing in robust professional development opportunities aligned with evolving pedagogical landscapes and fostering methods for divisional and cross-divisional collaboration, the aim of Goal 2 is to ensure that all students experience a cohesive, research-driven educational journey supported by the implementation of a vertically and horizontally aligned curriculum and underpinned by data-driven decision-making.

Strategic Area 3: A Supportive, Personalized, and Empowering Student Journey

Goal 3: To ensure every student’s academic and social-emotional needs are proactively identified and addressed.

Aligned to: WASC Category C: Support for Student Social-Emotional and Academic Growth

Rationale: To ensure a systematic and schoolwide approach to identifying and supporting the academic and social-emotional needs of each student, TAS should implement the Multi-tiered Systems of Support (MTSS) Framework, as well as the CASEL Framework to establish a cohesive and integrated model that encompasses both academic interventions and social-emotional learning. This approach will be reinforced by targeted professional development for faculty, as well as clearly defined roles and responsibilities of members within the Student Support Services Department, both of which will help to ensure consistent, personalized interventions for students. By doing so, TAS commits to fostering a nurturing environment where all students are empowered and supported to reach their fullest potential.

Strategic Area 4: Culture of Safety and Belonging

Goal 4: To nurture a secure, inclusive, and engaging learning environment.

Aligned to: WASC Category D: School Culture, Child Protection, and Parent / Community Involvement

Rationale: To nurture a culture of safety and belonging, it is essential that TAS enhances policies and practices related to child protection, digital safety, DEIJ, multilingualism, service learning, and parent engagement, as well as providing opportunities for students to develop stronger connections with Taiwan and Taiwanese culture. These measures, collectively, will help to create a secure, inclusive, and engaging learning environment where every community member experiences a sense of belonging.

CHAPTER V

Schoolwide Action Plan

Taipei American School Strategic Action Plan

Strategic Area 1: A Strong Foundation

Goal 1: To strengthen foundational structures through the implementation and assessment of systematic, clear, and missionaligned practices, ensuring the delivery of a world-class education and achievement of the schoolwide learning outcomes.

Aligned to: WASC Category A: Organization for Student Learning

Rationale: To ensure the continued existence of a strong foundation that allows for the delivery of a world-class education, TAS must implement and evaluate, clear, systematic, and mission-aligned practices. This involves further establishing structured, research-based organizational and operational processes that foster a culture of shared commitment and collective accountability across all areas of the school.

STRATEGIC OBJECTIVES ACTION STEPS

1.1 Ensure Strategic Direction and Collective Accountability:

Ensure TAS is guided by a clear and comprehensive strategic plan that articulates KA-12 shared goals, establishes benchmarks for success, and fosters collective responsibility for outcomes that

1. Revise the 2021-2026 TAS Strategic Action Plan to ensure clear articulation of objectives, benchmarks for success, and strategies for fostering collective responsibility.

2. Establish Benchmarks for Success.

- Define specific, measurable, achievable, relevant, and timebound (SMART) benchmarks aligned with each strategic goal.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Completion of the strategic plan document with the inclusion of clear, measurable goals and benchmarks.

• August 2024: Finalization of Strategic Plan

• Potentially an external consultant to assess the TAS strategic action plan and support with designing a framework for implementation and evaluation.

Board of Directors

Head of School Central Leadership Team

support achievement of the mission and schoolwide learning outcomes.

3. Communicate Strategic Plan and Benchmarks

- Organize meetings, workshops, and presentations to share the strategic plan and benchmarks with various stakeholder groups within the school community to increase awareness and understanding of the school’s strategic direction.

4. Foster Collective Responsibility

- Implement systems for regular feedback and progress tracking across the school.

5. Monitor and Evaluate Progress

- Engage in systematic assessment of progress made against benchmarks through data collection and analysis.

- Make informed decisions regarding the continuation, adjustment, or cessation of strategies outlined.

6. Adjustment of strategies based on evaluation.

- Revise strategies and actions based on

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Community Engagement Sessions

• The percentage of school community reached. Feedback collected surrounding understanding and support of the strategic plan.

• September –November 2024: Communication and Rollout of the Revised Strategic Action Plan to the Community

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Support required from Advancement and Comms Office

• Progress Monitoring / Tracking Plan with timeline.

• December 2024: Finalization of Progress Monitoring / Tracking Plan

• Progress Monitoring / Tracking Plan with timeline.

• Evidence of progress made against benchmarks.

• Evidence of meeting minutes indicating the continuation, adjustment, or cessation of strategies outlined in the strategic plan

• January 2024: First round of monitoring, evaluation, and strategy adjustment

• Ongoing: Implementation of Progress Monitoring / Tracking Plan

Head of School Central Leadership Team Comms Office

• Divisional and Schoolwide time to meet in alignment with strategic objectives. Operational Leadership Team Educational Leadership Team

• Potentially an external consultant to assess the implementation of TAS strategic action plan

Board of Directors

Head of School Central Leadership Team

STRATEGIC OBJECTIVES ACTION STEPS

evaluation findings and stakeholder feedback

1.2 Optimize Board Governance for Continuous School Improvement:

Develop and continuously evaluate the governance framework for the TAS Board of Directors, incorporating clearly defined metrics to measure board performance, and enhance the effectiveness of board structure, processes, onboarding, and training to ensure alignment with the school’s evolving needs, as well as clarity of role and responsibilities.

1. Review Governance Framework

- Through the Governance Committee develop a process through which there is a focus on evaluating board structures, onboarding processes, and training.

2. Define / Develop a set of standardized performance metrics for evaluating board performance and effectiveness.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED

PERSON(S) RESPONSIBLE

• Governance evaluation framework.

• Policy Review Timeline September 2022June 2025 (ongoing) Consultant Governance Committee

3. Implementation of systematic onboarding and training programs to ensure an enhanced understanding and execution of board roles and responsibilities

• Clearly defined governance performance metrics

• Community Experience Survey Board of Directors Section

Board Self-evaluation finalized SY 20242025 Governance Committee Chair

Executive Committee to oversee Experience Survey Question Formation in Collaboration with HOS / DHOS

• Completion rate of onboarding training.

• Assessment mechanisms to evaluate the effectiveness of the training.

• Consistent collection of board member feedback Ongoing Consultant Fee Governance Committee

STRATEGIC OBJECTIVES ACTION STEPS

4. Communicate Roles and Responsibilities of the Board of Directors with the Community.

- Explore various avenues to clearly communicate the roles and responsibilities of board members to the school community in effort to improve community understanding and support board functions.

- Explore opportunities to involve parents and/or additional community members on Board Committees

5. Continuously Improve Governance Practices:

- Use the evaluation outcomes to refine board practices, structures, and training.

- Provide ongoing professional training to ensure continuous improvement in board governance practices and effectiveness.

KPIs / MEASUREMENTS OF SUCCESS

• Board communication helping to clarify the roles and responsibilities of the Board of Directors

• Community Experience Survey results indicating a level of community understanding of board roles and responsibilities.

• Documentation surrounding exploration of opportunities for parent / community member involvement in Board Committees

• Evaluations surrounding Board effectiveness.

IMPLEMENTATION TIMELINE

Ongoing

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Executive Committee and Committee Chairs in collaboration with HOS and Chief Advancement Officer

• Documentation of Board training. May of each school year.

Ongoing

Governance Committee

1.3 Implement Structures for Ongoing Faculty and Staff Input:

Establish and execute a structured system for regular and official communication channels to actively gather, analyze, and respond to faculty and staff feedback, thereby enhancing engagement, addressing concerns, and fostering a collaborative school environment.

1. Develop an inventory of current communication channels and opportunities for the collection of faculty / staff feedback (e.g., surveys, meetings, etc.).

2. Establish additional platforms / opportunities for regular feedback, including consistent implementation of adaptive school’s protocols to ensure collective voice.

3. Establish consistent and transparent structures to review, analyze, and share the feedback with relevant stakeholders.

4. Determine mechanisms through which the feedback can be evaluated, prioritized, and acted upon (e.g., leadership meetings, faculty meetings, etc.)

5. Implement changes and initiatives by developing action plans based on feedback. Assign responsibilities and deadlines for implementing change.

6. Evaluate and adjust the outcomes of

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Inventory of communication channels and feedback mechanisms.

• December 2024

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Potential alignment of Financial resources to implement additional communication / feedback channels if deemed necessary.

Operational Leadership Team

Educational Leadership Team

• Engagement rate including the percentage increase or decrease of faculty and staff utilizing feedback channels.

• Feedback response rates: the percentage of collected feedback that is acknowledged or responded to within a set timeframe.

• Documentation of feedback results to various community stakeholder groups.

• Documentation of

• Ongoing with a commitment to follow-through with a process for analyzing, sharing, and acting upon feedback from the four community experience surveys.

• Potential investment in feedback / survey platforms Head of School

Deputy Head of School

Operational Leadership Team

Educational Leadership Team

STRATEGIC OBJECTIVES ACTION STEPS

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

implemented changes and adjust strategies as needed based on effectiveness and additional feedback. changes implemented as a result of collected feedback.

1. Re-establish a schoolwide Faculty Advisory Committee with a clearly defined purpose and objectives.

2. Determine the committee’s structure, including size, roles, and membership criteria.

3. Establish regular committee meetings while developing a mechanism for faculty and staff to submit issues, concerns, and suggestions.

4. Conduct regular reviews of the committee’s effectiveness and progress towards its goals.

• Faculty Advisory Committee Overview that explains the structure, size, roles, and responsibilities of the committee.

• Establishment of FAC meeting dates

• Meeting Agendas and Minutes shared with faculty.

• Faculty Feedback Mechanisms

• August –September 2024 –Establishment of FAC

• Ongoing assessment of committee meeting and effectiveness of the structure

RESOURCES / SUPPORT REQUIRED

PERSON(S) RESPONSIBLE

• Faculty support and time commitment. Head of School

Deputy Head of School

1.4 Establish Mechanisms to Enhance and Assess and Effectiveness of Professional Growth, Evaluation, and Development Initiatives for Faculty, Staff, and

1. Continue consultancy work with Stronge and Associates to develop and/or revise a Professional Pathways model for teachers, educational specialists, administrators, and support staff.

• Completion of the Professional Pathways Handbooks for Teachers, Educational Specialists, Administrators, and Support Staff

• By June 2025

• Financial implications regarding consultancy fees for Stronge and Associates

• Potential adoption of software to house data.

Deputy Head of School Director of Teaching and Learning

STRATEGIC OBJECTIVES

Administration:

Foster a culture of continuous improvement and alignment with institutional goals by ensuring that faculty are equipped with current skills and knowledge in researchbased, developmentally appropriate pedagogical practices and methodologies.

ACTION STEPS

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED

PERSON(S) RESPONSIBLE

2. Develop a plan for ongoing professional development (including new faculty / staff onboarding) surrounding the implementation of the Professional Pathways Model to ensure that all employees have an understanding of the process and expectations. In addition, ensure that supervisors and evaluators possess the skills and knowledge necessary to carry out the steps outlined in Professional Pathways.

3. Ensure consistency in implementation of the professional pathways model across divisions and departments. Develop structures and processes for continual reflection and evaluation in terms of model effectiveness.

• Completion of professional pathways model professional development plan for all relevant stakeholders including new faculty / staff.

• Feedback surveys surrounding effectiveness of training sessions.

• By June 2025 to be implemented in the 2025-2026 school year.

• Time for training sessions for teachers, and evaluators.

• Professional trainers or facilitators

Director of Teaching and Learning

Divisional Principals

• Number of consistency checks built into Educational leadership meetings over the course of the school year.

• Feedback surveys focused on the consistency and effectiveness of the implementation process.

• Ongoing • Tools and/or platforms for collecting feedback.

Deputy Head of School

Director of Teaching and Learning

Divisional Principals

Educational Leadership Team

1.5 Recruit and Retain exemplary faculty who are committed to carrying out TAS’s mission, values, and schoolwide learning outcomes.

4. Utilize the outcomes from the implementation of Professional Pathways to provide targeted feedback on identified areas for pedagogical growth across the school.

KPIs / MEASUREMENTS OF SUCCESS

• Yearly analysis and report of professional pathways outcomes based upon those evaluated. A comprehensive overview of divisional and schoolwide strengths and areas for growth as identified through the implementation of the model.

1. Enhance the Recruitment Process by developing targeted recruitment campaigns frequented by top educators. Review and revise job descriptions to ensure they align with the school’s mission and schoolwide learning outcomes.

- Implement a structured interview process that includes teaching demonstrations and team interactions.

2. Develop a comprehensive induction program that covers the school’s history, teaching methodologies, and administrative processes.

- Pair new hires with mentor teachers and

• Updated position descriptions for all positions

• Comprehensive induction process with feedback mechanisms.

• Professional Development participation rates.

• Teacher satisfaction surveys

IMPLEMENTATION TIMELINE

• Ongoing.

• Yearly (May/June) report on professional pathways outcomes

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Deputy Head of School

Director of Teaching and Learning

• SY 2024-2025 (review / revision of position descriptions and updating of induction process).

• Budget allocation for advertising.

• Training for HR staff and administrators

• Budget for ongoing professional development

Human Resources Director

Senior Leadership Team Members

STRATEGIC OBJECTIVES ACTION STEPS

schedule regular check-ins while providing regular feedback loops.

3. Implement Continuous Professional Development including workshops, seminars, and enrollment in courses relevant to the school’s curriculum and teaching strategies. Engage faculty to present learning and practical applications in classroom settings.

4. Establish Clear Career Progression Pathways - Define clear pathways and criteria for progression. Offer leadership training and opportunities for teachers to lead projects or initiatives. Regularly discuss career goals during evaluation meetings.

5. Continue to look for opportunities to Foster a Supportive and Inclusive Culture by implementing initiatives that promote DEIJ and creating spaces for teachers to share and collaborate.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

1.6 Enhance the Educational Infrastructure through the Execution of the 2024 Campus Master Plan:

1. Finalize Campus Master Plan focusing on safety, sustainability, academic enrichment, and alignment with TAS’s mission and schoolwide learning outcomes.

• Percentage of Master Plan completed on schedule.

• Budget adherence: percentage of projects completed

• 2024 – until completion

• Budget allocation for planning, construction, and renovation.

• Project Managers, architects, construction teams,

COO Board of Directors Head of School

STRATEGIC OBJECTIVES

Prioritize the development and optimization of facilities to ensure safe, sustainable, and academically enriching learning environments. This commitment is essential for program growth and elevating the educational experience through improved teaching spaces and collaborative settings.

ACTION STEPS

2. Develop detailed architectural designs for new or renovated facilities incorporating opportunities for community feedback.

3. Engage in construction and renovation by selecting and contracting a construction firm and ensuring the firm adheres to plans, budgets, and timelines.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

within the budget.

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Stakeholder satisfaction rates. etc.

Taipei American School Strategic Action Plan

Strategic Area 2: An Enduring Commitment to Learning

Goal 2: To cultivate an enduring commitment to learning through exceptional curricular and pedagogical practices.

Aligned to: WASC Category B: Curriculum, Instruction, and Assessment.

Rationale: To reinforce an enduring commitment to learning, TAS must adopt a comprehensive approach encompassing the systematic development and documentation of curriculum, coupled with the strategic collection and analysis of student data to enhance teaching effectiveness and inform educational strategies. By investing in robust professional development opportunities aligned with evolving pedagogical landscapes and fostering methods for divisional and cross-divisional collaboration, the aim of Goal 2 is to ensure that all students experience a cohesive, research-driven educational journey supported by the implementation of a vertically and horizontally aligned curriculum and underpinned by data-driven decisionmaking.

STRATEGIC OBJECTIVES ACTION STEPS

2.1 Ensure the Mission and Schoolwide Learning Outcomes serve as the foundation of the curricular and extracurricular programs. Develop and implement a detailed approach for integrating the mission and SLOs into all aspects of the educational and activity offerings, along with considerations for

1. Conduct an initial review of curricular and extracurricular programs to assess current alignment with TAS’s mission and SLOs.

2. Develop a scope and sequence document for the progression of skills outlined in the SLOs. This document should outline the progression of learning objectives within grade-bands. Ensure that documents are comprehensive, covering all grade levels and programs.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Scope and Sequence of Schoolwide Learning Outcome Progression from KA-12.

• Implementation Plan for KA-12 SLO Scope and Sequence

• SLO Assessment Plan

• SY 2024-2025: Development of Scope and Sequence for SLOs

• SY 2025-2026: Implementation of Scope and Sequence

• SY 2026-2027: Development and implementation of plan to assess SLOs K-12

• Potentially curriculum experts and/or professional development

Deputy Head of School Director of Teaching and Learning

Educational Leadership Team

STRATEGIC OBJECTIVES

scope and sequence documents which outline the progression of the Mission definitions and Schoolwide Learning Outcome indicators.

ACTION STEPS

3. Embed the SLOs into Assessment and Reporting by using the scope and sequence documents to guide the development of assessment tools and criteria ensuring they measure progress towards the mission and SLOs.

4. Engage parents and other community stakeholders about the importance of the mission and SLOs, and how they are integrated into all school programs. Seek feedback and encourage community involvement.

2.2 Develop a Systematic and Well-funded Approach to Professional Development in Alignment with Schoolwide Initiatives:

Ensure all faculty are keeping pace with the constantly evolving landscape of pedagogy promoting greater uniformity in teaching strategies through schoolwide professional development aligned with TAS curricular initiatives.

1. Develop a comprehensive schoolwide professional development plan that articulates the needs of each division, as well as schoolwide focus areas and ensures a balance of time spent on each.

2. Design, develop, and implement a series of professional development programs focusing on research-based best curricular practices in the written, taught, and assessed curriculum.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED

PERSON(S) RESPONSIBLE

• Annual Professional development plan.

• Percentage of faculty attending professional development sessions.

• Observable shifts in pedagogy based upon professional development learnings as evidenced through Professional Pathways

• Data surrounding the impact of professional development on

• Professional Development plan is developed in April - May of each school year to be implemented in the following year.

• Adequate Funding for professional development (e.g. specific annual allotment per faculty member in addition to substantial schoolwide budget for consultancy work).

• Access to experts or consultants for the development and delivery of training.

• Tools for feedback collection and analysis.

Deputy Head of School

Director of Teaching and Learning

Divisional Principals

STRATEGIC OBJECTIVES ACTION STEPS

3. Ensure adherence to that which is outlined in the professional development handbook to ensure consistency in professional development funding and alignment with initiatives.

4. Implement a system to gather data from faculty on the effectiveness of professional development and use the feedback to make continuous improvements to the program.

5. Develop a system for tracking how professional development is impacting teaching practice and devise processes for sharing external professional development learnings with a wider audience.

KPIs / MEASUREMENTS OF SUCCESS

pedagogical practices (survey data, student achievement data, etc.)

IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

2.3 Actively Nurture a Consistent Culture of Collaboration:

Develop structures to ensure collaboration systematically takes place within and across

1. Continue to ensure that all faculty receive an opportunity to participate in the Adaptative Schools Foundation Seminar training to enhance collaborative practices across the school.

• Percentage of faculty trained in the Adaptive Schools Foundation Seminar – with all faculty trained in Adaptive Schools

• All faculty trained in Adaptive Schools by SY: 2027-2028

• Development of “refresher course” during 2024-25 school year

• Funding for adaptive schools training (25K USD / year)

• Funding for TAS personnel to lead training including monitoring

Deputy Head of School Director of Teaching and Learning

STRATEGIC OBJECTIVES ACTION STEPS

divisions to provide dedicated time for teachers to meet, plan, and share ideas effectively.

2. Develop ongoing structures for collaboration within and across divisions by ensuring effective meeting management, decision-making processes, and sharing of best practice.

3. Review and revise current faculty schedules to allocate dedicated time for collaborative planning within and across divisions and departments.

4. Continually implement collaboration structures, schedules, and processes to ensure meetings are used effectively and efficiently.

5. Provide ongoing support and additional training as needed to address challenges that emerge based upon the enhanced collaborative practices.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

by SY: 2027-2028 with plan for ongoing training for new faculty.

• Annual or BiAnnual Adaptive schools “refresher” course.

• Enhanced Middle School and Upper School schedules to ensure regular and systematic opportunities for collaboration, as well as collaborative Planning Schedules for each division and department.

• Faculty satisfaction survey results surrounding collaborative processes and meeting productivity.

• Evidence of shared practices and initiatives resulting from collaborative meetings (e.g., meeting agenda, meeting minutes and follow-up

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• 2024-2026 – review and revision of schedules implementation and providing support.

• Funding for scheduling consultant to support with optimizing collaborative planning time for each division.

Divisional Principals

2.4 Ensure the Implementation of a Guaranteed, Viable, Documented, and Horizontally and Vertically Aligned Curriculum:

Adopt a centralized curriculum repository and consistent KA-12 standards for each discipline in effort to enhance alignment. Evaluate the need for divisional curriculum coordinators to support systematic curricular implementation and oversight.

ACTION STEPS

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

1. Adoption of a centralized curriculum repository:

- Establish a KA-12 Team to research and select a curriculum management system - Design and implement training program for all faculty on using the new system and UBD planner.

- Migrate existing curriculum documents into the new system.

- Ensure continuous updating, maintenance, and oversight of the curriculum in the new system.

2. Ensure consistent KA-12 Standards for each discipline.

- Through the curriculum review process review and update existing standards for each discipline to ensure KA-12 consistency.

- Develop a plan to train relevant teachers on the updated standards

• Formal adoption of curriculum repository system

• Percentage of completed curricular units.

• Percentage of faculty trained in using the new system and UBD.

• User satisfaction rates

• Adoption of new system by August 2024.

• SY 2024-2025: Faculty training of new curricular documentation tool

• Migration of all curricular documents into curriculum repository by June 2026

• Ongoing updating of curriculum

• Funding for Curriculum Management System – Annual Renewal Fee

• Funding for training consult for UBD and Curriculum Repository System

Director of Teaching and Learning

Divisional Principals

• Curriculum Review Cycle Subject Area reports including recommendations for adoption of KA12 standards.

• Level of teacher proficiency in planning with and applying standards within their unit plans as evidenced

• One full curriculum review cycle should be completed by SY 2027-2028 with all disciplines adhering to a set of common standards.

• Subject matter experts for standards review and implementation.

• Professional Development for teachers.

• Administrative report for monitoring

Director of Teaching and Learning

Divisional Principals

Curriculum Coordinators

STRATEGIC OBJECTIVES

ACTION STEPS

and how to ensure the implementation of a standards based curricular program.

- Develop mechanisms and assign personnel to monitor and support the implementation of a standards-based teaching curriculum for all disciplines.

3. Evaluate the need for Divisional Curriculum Coordinators and Instructional Coaches

- Conduct a needs assessment to determine the necessity and potential impact of curriculum coordinators and instructional coaches.

- Develop position descriptions and hiring criteria.

- Recruit, hire, and train curriculum coordinators if needed ensuring clarity on reporting structures.

- Monitor and evaluate the impact of the curriculum coordinators on curricular implementation and oversight.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

by unit / lesson plans. implementation including additional personnel for curriculum oversight.

• Findings from the needs assessment

• Position Descriptions crafted by the Senior Leadership Team

• Hiring of Divisional Curriculum Coordinators

• Needs Assessment completed by October 2024

• Potentially hiring between 2025-2027

• Budget for additional staffing Director of Teaching and Learning

Divisional Principals

STRATEGIC OBJECTIVES

2.5 Promote Deep Transfer Learning:

Develop a more integrated or transdisciplinary approach to learning to support students with making conceptual connections and effectively transfering skills and knowledge across content areas.

ACTION STEPS

1. Develop and implement an integrated curriculum framework by establishing a task force to define deep transfer learning.

2. Train faculty on the framework and ensure it is reflected in curriculum units.

3. Provide ongoing support and resources for implementing transfer learning in the classroom.

4. Develop assessment tools to measure students’ ability to transfer knowledge and skills across content areas.

5. Analyze assessment data to identify areas for improvement and adjust teaching practices accordingly.

2.6 Develop Processes for the Systematic Collection and Utilization of Data:

Implement a robust data analytics system that allows for the systematic collection, analysis and utilization of data across the school providing increased opportunities to make

1. Establish a Data Management Team

- Form a team with representatives from each division that is responsible for the development, implementation, and oversight of the data analytics system. - Define roles and responsibilities within the team.

KPIs / MEASUREMENTS OF SUCCESS

• Development of Deep Transfer Learning Framework

• Percentage of Curriculum Units where deep transfer learning is represented.

• Increase in student engagement and ability to make connections across disciplines.

• Development and implementation of transfer learning assessment tools.

• Improvement in student performance on tasks over time.

• Data analytics team established with clear roles and responsibilities.

• Selection of data analytics management system.

• Comprehensive list of data points.

• Development and implementation of

IMPLEMENTATION TIMELINE

• SY 2024-2025

• Unit Development

SY 2025-2027

• SY 2027-2028

Transfer Learning Assessment Development and Implementation

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Curriculum specialists and KA12 Educators for the Task Force.

• Professional Development for Teachers.

Director of Teaching and Learning

Educational Leadership Team

Curriculum Coordinators

Department Chairs

• SY 2024-2025 –Establishment of Data Analytics Team

• SY 2025-2026 –Selection of data analytics management system

• Development of data collection procedures – SY 2025-2026

• Additional Funding for data analytics software / management system

• Potentially additional FTE to manage data analytics K-12

• Funding for faculty training and Head of School Deputy Head of School

Director of Teaching and Learning Divisional Principals

STRATEGIC OBJECTIVES

data-informed decisions to better meet the needs of students.

ACTION STEPS

2. Select and implement data analytics / management system.

- Research and evaluate different data analytics systems suitable for TAS and select a system that aligns with the school’s needs and capabilities in terms of input and oversight.

- Implement the system, including installation, configuration, and integration with existing school systems.

- Train relevant faculty / staff on how to use the system effectively.

3. Develop data collection procedures.

- Identify key data points to be collected across different school functions.

- Develop standardized procedures for data collection, ensuring consistency and accuracy.

- Implement data collection procedures with clear guidelines for all staff involved.

4. Establish Data Analysis and Utilization protocols for regular data analysis, including methods, tools,

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

standardized data collection procedures.

• Establishment and implementation of consistent data analysis protocols.

• Professional Development logs surrounding faculty training in data analytics and how to use data to improve student learning outcomes.

• Professional development – SY 2025-2027

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

implementation

STRATEGIC OBJECTIVES

ACTION STEPS

and schedules.

- Create schoolwide guidelines for how data should be used to inform decisionmaking processes and guide instructional practice.

- Provide ongoing training for faculty in data analysis and interpretation.

5. Monitor, review, and refine data practices through regular review of the effectiveness of data collection, analysis, and utilization.

- Solicit feedback from faculty and administrators on the impact of data systems and practices.

- Make adjustments as needed.

KPIs / MEASUREMENTS OF SUCCESS

IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Taipei American School Strategic Action Plan

Strategic Area 3: A Supportive, Personalized, and Empowering Student Journey

Goal 3: To ensure every student’s academic and social-emotional needs are proactively identified and addressed.

Aligned to: WASC Category C: Support for Student Social-Emotional and Academic Growth

Rationale: To ensure a systematic and schoolwide approach to identifying and supporting the academic and social-emotional needs of each student, TAS should implement the Multi-tiered Systems of Support (MTSS) Framework, as well as the CASEL Framework to establish a cohesive and integrated model that encompasses both academic interventions and socialemotional learning. This approach will be reinforced by targeted professional development for faculty, as well as clearly defined roles and responsibilities of members within the Student Support Services Department, both of which will help to ensure consistent, personalized interventions for students. By doing so, TAS commits to fostering a nurturing environment where all students are empowered and supported to reach their fullest potential.

STRATEGIC OBJECTIVES ACTION STEPS

3.1 Develop and Execute a Process that Ensures the Systematic Implementation of Multi-tiered Systems of Support (MTSS) across KA-Grade 12:

Proactively and consistently identify academic and socialemotional needs, while ensuring students receive timely and appropriate interventions, leading

1. Under the direction of the Director of Student Support Services work with the student support services team and a dedicated MTSS subgroup to lead the development and implementation of MTSS. Clearly define roles and responsibilities for team members.

2. Develop a comprehensive MTSS Framework - Define the tiered levels of support and

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Formation of a task force with defined roles / responsibilities.

• Development of strategic MTSS implementation plan.

• Completion of detailed MTSS framework and protocols for each tier of intervention.

• Documentation of

• SY 2025-2027 Development of MTSS implementation plan and framework

• SY 2026-2028 MTSS implementation and faculty training

• SY 2026-2027 Implementation of universal screeners

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• MTSS Consultant

• Administrative FTE for Director of Student Support Services

• Funding for tier one professional development for all faculty

• Funding for KA-12 universal screeners

Deputy Head of School

Director of Student Support Services

Student Support Services Leads

Divisional Principals

STRATEGIC OBJECTIVES

ACTION STEPS

to improved student outcomes. interventions for both academic and socialemotional learning.

- Develop criteria for student identification and movement within tiers.

- Create documentation structures and protocols for interventions and monitoring progress.

3. Provide professional development to faculty on MTSS procedures and strategies.

- Design ongoing professional development for faculty on understanding and applying the MTSS framework.

- Provide specific training to faculty on identifying student needs, implementing interventions (specifically tier 1 and tier 2), and monitoring progress.

4. Implement Systematic Universal Screening and MTSS Monitoring

- Establish regular screening processes (universal screeners) for academic and social-emotional

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

faculty training sessions regarding MTSS

• Adoption and consistent implementation of universal screeners for academic and social-emotional needs.

• Data monitoring and MTSS implementation process adjustment

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

3.2 Provide Targeted Professional Development and Evaluative Measures

Surrounding SocialEmotional Learning:

Equip faculty and administrators with the skills to support student wellbeing consistently and effectively and develop mechanisms through which student wellbeing is constantly measured to ensure the effectiveness of approaches.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED

PERSON(S) RESPONSIBLE needs.

- Implement a data management system for tracking student progress and interventions.

- Develop a consistent protocol for regular review and adjustment of interventions or process based on data.

1. Assess current socialemotional learning practices and needs across divisions.

- Conduct a survey or assessment of current SEL practices and needs among faculty and students.

- Analyze assessment results to identify gaps and areas for improvement.

2. Develop targeted SEL professional development plan.

3. Implement training sessions covering SEL principles, strategies, and interventions.

- Ensure sufficient resources and ongong support.

4. Develop and implement measures for student wellbeing.

• Completion of SEL assessment and identification of specific SEL training needs based on assessment results.

• Percentage of faculty that have completed targeted SEL training and faculty perceptions surrounding confidence and competence in implementing SEL strategies, measured through pre-and postassessments.

• Student wellbeing assessment tools

• Regular and consistent implementation of assessment tool, and analysis of results.

• SEL Assessment SY 2024-2025

• SEL focused professional development –ongoing.

• SY 2025-2026 Student wellbeing measurement tool

• SY 2026-2027 and ongoing – Student, Parent, and Faculty assessment / feedback on effectiveness of SEL practices

SEL experts or consultants to develop and conduct professional development training.

Funding for student wellbeing assessment tool.

Deputy Head of School

Director of Student Support Services

Student Support Services Leads

Divisional Principals

STRATEGIC OBJECTIVES

ACTION STEPS

- Develop tools and procedures for regularly and consistently assessing student wellbeing across all divisions.

- Implement a system for regularly collecting and analyzing student wellbeing data.

- Provide training for faculty on how to use assessment data to better meet the socialemotional needs of students.

5. Review and revise current student schedules to ensure divisional schedules support socialemotional learning and wellbeing and are developmentally appropriate.

6. Create forums for assessing implementation, sharing best practices and collaborative problemsolving in SEL.

7. Gather systematic feedback from faculty, students, and parents on SEL programs and initiatives.

8. Use feedback and data to refine and improve SEL training and practices.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Schedule audit for each division

• Examples of SEL integration in classroom and school practices.

• Student, parents, and faculty feedback via experience surveys on SEL integration and the impact on the learning environment.

• Evidence of adjustments made based upon feedback and data.

3.3 Clarify the Role and Responsibilities of the Student Support Services Department:

Streamline and define clear roles and responsibilities within the student support services team to facilitate effective collaboration and support including tailored interventions for students’ socialemotional and academic needs.

1. Review current job descriptions, functions, and activities of members of the Student Support Services Team to determine if members are working to the top of their license.

- Conduct interviews or surveys with team members and stakeholders to understand current perceptions and expectations.

- Identify overlaps, gaps, and inefficiencies in current roles and responsibilities.

2. Clearly define roles and responsibilities for all members within the student services department based on the assessment.

- Create clear and detailed job descriptions and operational guidelines.

- Ensure alignment with the department’s goals and the school’s strategic objectives.

3. Develop and implement a cross-divisional collaboration framework.

- Establish formal mechanisms for cross divisional collaboration and communication.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Completion of comprehensive review of current roles and responsibilities, as well as documentation of identified overlaps, gaps, and inefficiencies.

• Revised position descriptions to ensure greater alignment KA-12

• KA-12 Student Support Services Meeting Schedule

• SY 2024-2025 Job Description Review and revision

• SY 2025-2026 –consistent meeting implementation of Student Support Services Team

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Tools / Platforms for communication and collaboration.

Time allocated for cross divisional collaboration

Deputy Head of School

Director of Student Support Services

Student Support Services Leads

Divisional Principals

STRATEGIC OBJECTIVES ACTION STEPS

4. Develop a KA-12 teambased approach for addressing student needs, ensuring clear roles in collaborative processes.

5. Implement regular KA-12 meetings and communication channels for ongoing support and collaboration.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

3.4 Ensure KA-12 Implementation of the CASEL Framework:

Systematically organize, implement, and improve the adoption of the CASEL Framework to ensure that all students benefit from a consistent, researchbased strategy for developing competencies in selfawareness, selfmanagement, social awareness, relationship skills, and responsible decision-making.

1. Develop and implement a cohesive CASEL Framework Integration Plan

- In collaboration with the divisional administration, the student support services team to develop a detailed plan for integrating the CASEL competencies across curricula and school activities.

2. Provide targeted professional development surrounding the CASEL framework implementation across all divisions.

- Incorporate regular SEL lessons and activities into daily practices.

- Provide resources and support for implementing SEL

• Overview of professional development provided to faculty.

• Implementation of CASEL framework as evidenced by SEL lesson plans and materials.

• Scheduled time for SEL activities in the schoolwide schedule

• Assessment tools for measuring SEL

• Parent and community engagement events / activities focused on SEL.

• SY 2024-2026 Development of cohesive CASEL Framework Integration Plan KA-12

• 2025-2026: Targeted CASEL professional development (schoolwide)

• Parent Education Events – ongoing (minimum 2x per year per division)

Funding for professional consultants and faculty training.

Funding to purchase relevant CASEL resources and materials for implementation and/or implementation of approved CASEL programs (e.g., RULER)

Deputy Head of School

Director of Student Support Services

Student Support Services Leads

Divisional Principals

STRATEGIC OBJECTIVES ACTION STEPS

practices in classrooms and schoolwide.

- Establish routines and practices that reinforce SEL competencies.

3. Monitor, assess, and report on SEL progress.

- Develop and implement assessment tools to measure student progress in SEL competencies.

- Collect and analyze data on SEL implementation and student outcomes.

- Regularly report to stakeholders with actionable insights.

6. Engage parents and the community in understanding and supporting SEL initiatives.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Taipei American School Strategic Action Plan

Strategic Area 4: Culture of Safety and Belonging

Goal 4: To nurture a secure, inclusive, and engaging learning environment.

Aligned to: WASC Category D: School Culture, Child Protection, and Parent / Community Involvement

Rationale: To nurture a culture of safety and belonging, it is essential that TAS enhances policies and practices related to child protection, digital safety, DEIJ, multilingualism, service learning, and parent engagement, as well as providing opportunities for students to develop stronger connections with Taiwan and Taiwanese culture. These measures, collectively, will help to create a secure, inclusive, and engaging learning environment where every community member experiences a sense of belonging.

STRATEGIC OBJECTIVES ACTION STEPS

4.1 Enhance Child Protection Policies and Practices:

Address gaps within the TAS Child Protection Policy to incorporate detailed definitions and realworld examples and strengthen professional development surrounding child safeguarding to ensure that all employees share a comprehensive understanding of the policy’s content, processes, and

1. Identify gaps in current children protection policy and related documents by conducting a comprehensive review of the existing Child Protection Policy against best practices and legal standards in child protection.

- Work with a review team comprised of cross divisional faculty and key members in the community.

- Organize focus groups and/or conduct anonymous surveys to gather

KPIs

/ MEASUREMENTS

OF SUCCESS IMPLEMENTATION TIMELINE RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Completion of gap analysis (e.g., WASC Self-Study findings)

• Updated Child Protection Policy that incorporates realworld examples and comprehensive definitions.

• Updated Child Protection training module and documentation of additional training sessions

• Percentage of faculty trained, as well as pre-and post-training assessments to evaluate the effectiveness of the training.

• SY 2023-2024 Gap Analysis Completed

• August 2024 Updated Child Protection Policy Completed

• SY 2024-2025 dissemination of new policy to all employees

• SY 2025-2027

Updated faculty training modules, workshops, and/or sessions.

• Child protection consultants (i.e., CIS)

• Ongoing Child Protection Policy Review Team

• Child Protection Training Software Fee

• Legal Counsel to ensure compliance with local laws

Deputy Head of School

Director of Student Support Services

Student Support Services Leads

Divisional Principals

STRATEGIC OBJECTIVES ACTION STEPS

procedures. feedback on the policy’s clarity, relevance, and applicability.

- Compare the current policy against similar policies

- Ensure key concepts and terms are well defined within the policy.

- Incorporate realworld scenarios and examples that illustrate each key term or process, ensuring they are relevant and understandable to all employees.

- Finalize the updated policy document, incorporating all new definitions, examples, and feedback from stakeholders.

2. Develop a communication plan to ensure the updated policy is disseminated effectively to all employees.

3. Provide a platform such as a Q&A session where employees can ask questions or seek clarification of the policy.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

4. Strengthen professional development and training surrounding child protection.

- Update the current child protection training program that covers the updated child protection policy, with a focus on newly defined terms and real-world examples.

- Incorporate various training methodologies, such as workshops, e-learning modules, and role-playing exercises, to accommodate different learning styles.

- Schedule training sessions to ensure all employees an participate without disrupting operational efficiency.

- Develop pre- and post-training assessments to measure employee understanding and application of the policy.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

STRATEGIC OBJECTIVES ACTION STEPS

4.2 Implement a Comprehensive Digital Safety Plan:

Ensure students are well-equipped with the knowledge and skills needed to navigate digital spaces responsibly and ethically, while educating students, parents, faculty and staff in developing an understanding of internet safety protocols, digital footprints, respecting online privacy, and recognizing and responding to cyberbullying.

1. Assess current digital safety knowledge and practices.

- Develop and distribute a comprehensive survey focused on assessing digital safety knowledge and practices to different stakeholder groups: parents, students, faculty, etc.

- Analyze survey results to identify key areas of strength and areas in need of improvement. Gather additional feedback if needed.

2. Enhance Digital Safety curriculum and resources.

- Ensure the ongoing development and implementation of age-appropriate, culturally relevant educational modules and resources.

- Develop engaging content that covers key digital safety topics, including internet safety protocols, understanding digital footprints, respecting online

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Assessment and analysis of current digital safety knowledge and practices.

SY 2024-2025

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Survey tools Director of Instructional Technology Educational Technology Coaches

• Digital Safety Curriculum (Scope and Sequence) as well as accompanying resources for KA-12

SY 2024-2026

Funding for additional digitals safety curriculum materials and/or training software Dean of Teaching and Learning Director of Instructional Technology Educational Technology Coaches

STRATEGIC OBJECTIVES

ACTION STEPS

privacy and responding to cyberbullying. Ensure the development of diverse learning materials.

- Review and revise the curriculum as needed.

3. Conduct training / information sessions with student, parents, faculty, and staff.

- Routinely plan and schedule a series of training sessions throughout the calendar year that are all accessible to all members.

- Collect feedback to gauge understanding and improve future sessions.

4. Establish a clear, confidential, and accessible reporting mechanism for students and community members to report digital safety concerns or incidents.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED

PERSON(S) RESPONSIBLE

• Documentation including the number of training sessions held over the course of the school year for students, parents, and faculty.

• Percentage of community trained

SY 2024-2026 (ongoing)

Training materials Director of Instructional Technology Educational Technology Coaches

STRATEGIC OBJECTIVES

ACTION STEPS

5. Monitor, Evaluate, and Update Digital Safety Measures while promoting a culture of digital citizenship and safety.

6. Establish a schedule for regular monitoring and evaluation of digital safety practices, curriculum effectiveness, and training outcomes.

7. Identify strategies and possible events to highlight the importance of Digital Safety and engage the community in related activities.

4.3 Advance Diversity, Equity, Inclusion, and Multilingualism

Across the School:

Embed the principles of DEIJ into every aspect of the school’s operations, from pedagogy to policy.

1. Establish consistent curricular integration structures and professional development mechanisms:

- Develop divisionwide, moderatelysized and pairfacilitated professional learning communities (PLCs) to unpack the LFJ standards and develop practical examples, and to develop DEIJ skills to be able to

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Evaluation measures including survey results, curriculum audit, and implementation of scope and sequence regarding digital safety skills across divisions

• Evidence of schoolwide awareness campaign surrounding digital safety.

SY 2024-2026

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Evaluation tool

Marketing materials

• Schoolwide understanding of Learning for Justice Social Justice Standards and publicly shared priority standards for each grade band.

• Each PLC will have examples of what the priority standards will look like for each grade band as well as work through places in their curriculum that these standards are explicitly and implicitly taught.

• Monthly personal reflections on PLC dialogues.

SY 2024-2025

SY 2024-2025

SY 2024-2025 ongoing

SY 2024-2026

SY 2025-2026

Dedicated, operational budget funding.

Audit tools

Data analysis protocols

Stipends for DEIJ Leads

Facilitation training for PLC leaders and DEIJ Leads

Curriculum development training for DEIJ Leads

Deputy Head of School

Director of Instructional Technology

Educational Technology Coaches

Director of Inclusion

Divisional Principals

dialogue across differences by practicing them in structured facilitated groups.

- Conduct DEIJ Skills Workshops with all new faculty.

- Develop affinity group leaders’ capacity to lead and grow their affinity group spaces.

- Engage divisions in celebrating the cultural identity months so that they become embedded in the divisions' community building and seamlessly integrated into the curriculum.

- Create and/or hire new leadership positions such as DEIJ Leads – for each grade level in Lower School and each department in the middle and upper school.

2. DEIJ Leads to work with the Director of Inclusion and Director of Teaching and Learning on developing content-

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Yearly five-series DEIJ workshop will be run for new faculty.

• Affinity group leaders attending professional development.

• Number of Affinity group identities offered will grow.

• Divisions will share five-year roll out plan to celebrate and honor the cultural heritage months.

• DEIJ Leads will be hired in each MS/US department and LS grade level by 2026-2027 school year.

• Director of Inclusion will track the DEIJ professional development and curricular changes for grade levels (LS) and departments (MS/US).

• Equity Audits – equityfocused faculty observations - coaching cycle, changes in curriculum and pedagogy

SY 2025-2026

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

SY 2025-2026

SY 2024-2026

SY2025-2026

specific horizontally and vertically aligned DEIJ pedagogical practices

3. Develop a system of accountability for grade-levels (LS) and departments (MS & US) for implementing DEIJ curriculum and pedagogical practices.

4. Parent and Guardian Engagement - Engage with TASCC to develop a threeyear plan for family DEIJ learning and engagement to help further the parent and guardian understanding of DEIJ.

5. Policy and Practices - Finish developing the Inclusion Policy and work with the community on implementation.

- Develop a plan to review all policies and practices.

- Offer recommendations on more inclusive language and practices to all policies.

6. Co-Curricular Programs

- Conduct a self-

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S)

RESPONSIBLE

• A clearly defined three-year family engagement plan that lays out the DEIJ work.

• Increase in participation at DEIJ family events, including PTA members

SY 2024-2025

• Completed Inclusion Policy

• Socialized the inclusion policy with all community constituents.

• Changes in policy and practices based on recommendations from DEIJ policy and practices committee

SY 2024-2027

Funding Director of Inclusion

• Program Audit

• US clubs and co-curricular

SY 2024-2025

SY 2024-2025

SY2024-2026

Auditing protocols Director of Inclusion

Policy and Practices Subcommittee

SY 2024-2025

Audit tools Director of Inclusion

STRATEGIC OBJECTIVES ACTION STEPS

assessment survey/audit of all co-curricular programs and clubs using a modified version of the LFJ Social Justice Standards.

- Work with clubs and programs on LFJ standards they would they like to focus on for each school year.

- Develop a system of accountability for co-curriculum programs and clubs to meet the LFJ standards they have chosen.

4.4 Ensure Authentic Service Learning is Embedded into Curricular and Extracurricular Programs:

Integrate genuine service-learning opportunities within the school’s academic and extracurricular programs by implementing structured curricular frameworks to ensure that servicelearning experiences are an integral part of the educational

1. Track current servicelearning experiences at TAS and provide support, financially and personnel, for the teachers who have integrated servicelearning experiences into their course/class.

2. Develop servicelearning experiences in every grade level by 2030.

- Further develop the service-learning framework.

- Socialize the servicelearning framework with faculty and teaching assistants.

- Hire service-learning

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

programs sharing LFJ standards foci.

• Reflections from club members on how the club developed the LFJ standards foci.

SY 2025-2026

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Deans of Student Life

Co-Curricular Program sponsors

• Tracking document defining classes/courses receiving support.

• Functional and easy-toaccess service-learning framework.

SY 2025-2026

Continual

Tracking tools

Frameworks

Funding

SY 2024-2030

• Present PD on using servicelearning framework in divisional meetings.

• Service-learning coordinator and Mandarin speaking support staff in all divisions.

• MS/US multidiscipline gradelevel, service-learning

SY 2024-2025

SY2025-2026

Director of Inclusion

Director of Teaching and Learning

Divisional Principals

STRATEGIC OBJECTIVES

journey for students across all divisions of the school.

ACTION STEPS

coordinators for each division and Mandarin-speaking staff support to expand servicelearning experiences K-12.

- Use current community service projects as pathways into service-learning experiences, by engaging faculty from different disciplines to build interdisciplinary service-learning experiences for a grade level.

3. Develop a database of organizations in Taiwan categorized on the UN Sustainable Development Goal.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

4. Partner with parents and guardians in developing roles and responsibilities for parents and guardians in service-learning experiences. experience.

1. Curriculum Integration

4.5 Incorporate Deeper Connections to Taiwan and Taiwanese Culture into Educational Programs:

Increase opportunities within

- Conduct a curriculum audit to identify areas for further integration of Taiwanese culture. Maintain a specific focus on subjects such as History, Social

• Active database on Employee Zone

• Written document of divisional roles and responsibilities of parent and guardian service –learning experiences. Parents and guardians are following this document.

SY 2025-2026

RESOURCES / SUPPORT REQUIRED PERSON(S)

RESPONSIBLE

SY 2024-2025

SY 2025-2026

• Curriculum Audit that identifies percentage of curriculum (lessons / units) that incorporate Taiwanese cultural elements into the content.

• Mandarin Program curricular enhancements

• SY 2025-2027

• Funding for hosting speakers, artists, musicians, etc.

• Funding for cultural excursions / field trips Director of Teaching and Learning Director of Inclusion and Wellbeing

STRATEGIC OBJECTIVES

curricular and extracurricular programs to enhance students’ understanding and awareness of Taiwan and Taiwanese culture, helping to foster a global perspective, and respect for cultural diversity among students.

ACTION STEPS

Studies, Literature, Art, etc.

- Explore opportunities to incorporate Taiwanese speakers, authors, musicians, artists, etc. into the curriculum.

2. Enhancement of Mandarin Program

- Evaluate and revise existing Mandarin curriculum to include additional elements of Taiwanese culture.

- Explore opportunities to host events or workshops that highlight Taiwanese traditions and cultural celebrations.

3. Explore opportunities for cultural experiences, field trips, or extracurricular clubs / activities.

- Identify key Taiwanese culture sites, institutions, and events for field trips.

- Develop pre-visit and post-visit educational materials to enhance learning and reflection.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

• Documentation of Extracurricular opportunities focused on Taiwan / Taiwanese culture provided to students at each division ensuring exposure.

• Parent events and feedback

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Personnel assigned to oversee the integration of opportunities to learn about Taiwanese culture intentionally into the curriculum.

4.6 Increase opportunities to strengthen parent partnerships:

Capitalize on opportunities to

- Coordinate with local guides, cultural institutions, and/or local schools to facilitate immersive experiences.

- Potentially recruit instructors or community members with expertise in Taiwanese arts, cooking, music, and/or history to lead extracurricular clubs or workshops.

4. Parent and Community Engagement

- Collaborate with local Taiwanese cultural organizations to host events and provide speakers or resources.

- Create informational posts for the Parent Post and Employee Digest to share information about upcoming events, as well as highlights from past activities.

1. Creation of Parent Handbook

- Form a committee compromising PTA members, school administrators, and faculty to outline the handbook’s content

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

• Parent Handbook with clear communication norms

• Calendar that includes parent education events.

• Parent feedback mechanisms (surveys, focus

• SY 2023-2024: Development of Parent Handbook

• Calendar published at the beginning of each academic calendar year.

• Funding for parent speakers, parent education events, and parent publications. Head of School Deputy Head of School

STRATEGIC OBJECTIVES

strengthen trust and communication with the parent community Work in partnership with the Parent Teacher Association (PTA) to develop a parent handbook that will help to ensure clarity, consistency, and mutual understanding between schools and families.

ACTION STEPS

focusing on school policies, communication protocols, and parental involvement opportunities.

2. Implement ongoing parent engagement workshops.

- Identify key topics for workshops based on parent surveys and school priorities.

- Develop on overview of parent education events and work to ensure events are scheduled at varying times to accommodate different parent schedules.

3. Ensure regular and ongoing communication channels.

- Develop a parent communication plan that outlines the frequency and type of updates provided to parents including academic progress, school events, policy changes, etc.

- Explore the various communication methods and

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

groups, etc.)

• Regular meetings between the PTA, the divisional connections, and administration.

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

Divisional Principals

Chief Advancement Officer

PTA

STRATEGIC OBJECTIVES

ACTION STEPS

evaluate the effectiveness of each.

- Continue to use the community experience survey to assess parent satisfaction with communication and identify areas for improvement.

4. Develop feedback and improvement systems.

- Develop potential mechanisms for parent feedback including online forms, periodic surveys, suggestion boxes, etc.

- Review feedback regularly and determine potential actions that can be taken.

5. Strengthen the partnership with the PTA

- Work with the PTA to identify and plan initiatives that support school goals and address parent and student needs

- Support PTA-led initiatives with school resources, communication channels, and

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

STRATEGIC OBJECTIVES

ACTION STEPS

administrative assistance.

- Celebrate the successes of the PTA initiatives within the school community to encourage ongoing participation and support.

KPIs / MEASUREMENTS OF SUCCESS IMPLEMENTATION TIMELINE

RESOURCES / SUPPORT REQUIRED PERSON(S) RESPONSIBLE

STRATEGIC ACTION PLAN PROCESS FOR FOLLOW UP 2024 - 2027

The revised schoolwide strategic action plan will guide the work of the TAS Leadership Teams comprised of the Senior Leadership Team, The Educational Leadership Team, as well as the Operational Leadership Team* until completion and/or refinement of the action plan.

As part of the Senior Leadership, Educational Leadership, and Operational Leadership Team meetings which occur on a regular basis throughout the year, each teams will systematically review progress made towards the four schoolwide strategic goals and corresponding strategic objectives. Action steps and KPIs will be discussed as needed with relevant stakeholders, and time will be set aside to review progress and record reflections surrounding successes as well as modifications to the action steps.

Subsequently, Divisional Principals in collaboration with Divisional Leadership Teams will develop strategic action plans based upon the strategic goals created as a result of the WASC self-study Divisional action plans will be regularly reviewed as part of divisional leadership meetings and progress will be monitored and recorded.

Progress reports, capturing detailed analyses of outcomes and strategic adjustments, will be shared with the TAS Board of Directors to maintain transparency and foster continued support for the school’s strategic direction The ongoing cycle of evaluation, reflection, and adaptation is crucial for sustaining TAS’s growth and continued long-term success.

LEADERSHIP TEAM OVERVIEW*

Head of School

Deputy Head of School

Chief Operating Officer

Chief Advancement and External Relations Officer

Director of Inclusion and Wellbeing

Director of Teaching and Learning

Lower School Principal

Middle School Principal

Upper School Principal

Deputy Head of School

Director of Inclusion and Wellbeing

Director of Teaching and Learning

Director of Instructional Technology

Lower School Principal

Lower School Associate

Principals

Middle School Principal

Middle School Associate

Principals

Upper School Principal

Upper School Associate

Principals

Head of School

Deputy Head of School

Chief Operating Officer

Chief Advancement and External Relations Officer

Director of Informational Technology

Director of Admissions

Human Resources Director

Controller

TAS

Senior Leadership Team Members

Educational Leadership Team Members

Operational Leadership Team Members

THANK YOU

We extend our deepest gratitude to the entire Taipei American School community for their unwavering dedication and active participation in the WASC reaccreditation process This years-long endeavor would not have been possible without the collaborative efforts of our faculty and staff, parents and guardians, students, and administrators

While the past two years have been highly focused on preparing our self-study report, the work of continuous improvement takes place every day Thank you to our faculty, staff, administration, and Board of Directors, for their consistent, daily commitment to implementing best practices Your work, enthusiasm, and energy have laid the foundation for our school's accreditation success

We are grateful to our students, parents, and guardians, and whose enthusiasm for learning and engagement in the accreditation process showcased the vibrant spirit of our school community

Lastly, we express our sincere appreciation to the WASC visiting committee for their valuable insights, feedback, and commendations, which will undoubtedly guide us in our ongoing pursuit of academic excellence

Together, we celebrate this achievement and reaffirm our commitment to providing a nurturing and enriching learning environment for all members of the Taipei American School community

With gratitude,

The Taipei American School Community