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  • Preparando a nuestros alumnos para sobresalir

    Formamos ciudadanos del mundo, preparados para ser socialmente responsables y exitosos.

    San Agustín Campus

  • Nuestra Gente

    Contamos con personal y maestros de clase mundial.

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Leadership

Standard 1 banner

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

INDICATORS

1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.

Self-Assessment: Level 4

The process for review, revision, and communication of the school’s purpose is clearly documented, and a record of the use and results of the process is maintained. The process is formalized and implemented with fidelity on a regular schedule. The process includes participation by representatives selected at random from all stakeholder groups. The purpose statement clearly focuses on student success. 

Evidences:

  1. Communication plan to stakeholders regarding the school´s purpose
  2. Documentation or description of the process for creating the school’s Mission and Values including the role of stakeholders
  3. Examples of communications to stakeholders about the school’s purpose 
  4. Minutes from meetings related to the development of the school´s purpose​
  5. Purpose Statements: Past and present 
  6. Survey Results: Mission & Vision Survey and AdvancED Survey Results
  7. Minutes from Celebrating Learning revisiting Mission and Vision statements

1.2 The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.

Self-Assessment: Level 3

Commitment to shared values and beliefs about teaching and learning is evident in documentation and decision-making. This commitment is regularly reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills necessary for success. Evidence indicates a commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. School leadership and staff share high expectations for professional practice. 

Evidences:

  1. Agendas and/or minutes that reference a commitment to the components of the school´s statement of purpose​
  2. Survey Results AdvancED
  3. The school´s statement of purpose
  4. ISR Values and Character Education Model
  5. Agendas of the Values and Character Education Committee
  6. ISR Weekly Newsletters where components of the purpose and direction are fostered
  7. Meritas Academic Plan
  8. ISR RTI Model
  9. ISR Handbooks
  10. ISR Digital Nation Program
  11. Strenghts for Success (S4S) program - Minutes & presentations 
  12. Habits of Mind (HOM) program - Committee agendas and minutes
  13. Evidence of student learning in Personal Learning Plans (PLP)
  14. PLCs focus on student engagement and improving instruction

1.3 The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.

Self-Assessment: Level 4

School leaders implement a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel maintain a profile with current and comprehensive data on student and school performance. The profile contains analyses of data used to identify goals for the improvement of achievement and instruction that are aligned with the school’s purpose. Improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving improvement goals. School leaders hold all school personnel accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders. 

Evidences:

  1. Agenda, minutes from continuous improvement planning meetings
  2. Communication plan and artifacts that show two­ way communication to staff and stakeholders
  3. Survey results
  4. The School Continuos Improvement Plan - ISR Strategic Management Plan
  5. The School Data Profile
  6. Action/lesson plans that exhibit the improvement goal
  7. Teacher Appraisal and Professional Development (TAPD)
  8. ISR Weekly Newsletter and push pages communications where we communicated SIP
  9. Admin PLCs focusing on improving literacy
  10. Weekly Division Meetings focused on improving Tier 1 instruction and Tier 2 interventions
  11. Personal Learning Plan (PLP)

 

Standard 1 - Presentation and Video

 

Standard 1 presentation cover

 

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