Curriculum Alignment with SLOs

• Embedded Schoolwide Learning Outcomes into ATLAS UbD unit planning templates for K–12 coherence

Professional Development Framework

• Published KA–12 PD Handbook clarifying eligibility and processes
• Hosted EduLead Speaker Series featuring Denise Pope, Rosan Bosch, Homa Tavangar, and many

Collaborative School Culture

• Trained a third Adaptive Schools cohort; offered refreshers and standardized meeting norms
• Formed cross-divisional Coaching Task Force to build a TAS Culture of Coaching

Curriculum Repository & Leadership

• Relaunched ATLAS Rubicon as centralized curriculum hub with phased faculty training
• Continued curriculum review cycle; recruiting Middle and Upper School Academic Deans for 2025–26

Strategic Area 3: A Supportive and Personalized and Empowering Student Journey

Inclusion & MTSS Roadmap

• Conducted inclusion audit with Next Frontier Inclusion; created MTSS roadmap
• Deployed August Schools data platform for proactive screening and progress monitoring
• Integrated UDL and MTSS principles into PD offerings

Social-Emotional Learning & Student Success

• Delivered SEL training on inclusive practices and relationship-building
• Appointed first Director of Student Success and Well-being within MTSS framework

Strategic Area 4: A Culture of Safety and Belonging

Child Safeguarding & Bullying Prevention

• Established K–12 Child Safeguarding Coordinator role (starting July 2025)
• Revised Student Bullying Policy; implemented scenario-based ICMEC-aligned training

Digital Safety & DEIB

• Rolled out workshops on responsible online behavior led by Allison Ochs
• Supported divisional DEIB Coordinators; adopted Learning for Justice standards
• Hired Director of Belonging and Social Impact to integrate DEIB and service-learning

Language & Service-Learning

• Restructured MLL program; appointed K–6 MLL Coordinator
• Offered service-learning PD with Cathy Berger Kaye; hosted Upper School Service-Learning Day on Taiwanese heritage

Home-School Partnerships

• Launched Parent & Guardian Partnership Task Force; drafted new engagement commitments and handbook language
• Introduced Wordly AI translation to enhance communication equity

In Development
Strategic Area 5: Operational Excellence and Institutional Sustainability 

Operational Strategy Development

• Convened Operational Leadership Retreat (April 2025) for SWOT analyses and trend-spotting
• Began drafting multi-year departmental action plans and operational strategic objectives with employees across multiple operational areas 

Next Steps

• Finalize objectives, tracking systems, and stakeholder input mechanisms in 2025–26 to formalize area 5 

 

Detailed Summary

STRATEGIC AREA 1: A STRONG FOUNDATION

Under Strategic Objective 1.1, the TAS Strategic Action Plan was revised (based on the 2024 WASC self-study findings) to ensure clarity and alignment with the school’s mission, values, and schoolwide learning outcomes. SMART benchmarks were introduced to track progress across all strategic objectives. In addition, the development of an integrated data dashboard was initiated to support real-time monitoring of strategic goals. This dashboard will serve as a critical tool for facilitating iterative adjustments, promoting transparency, and ensuring accountability against defined timelines and deliverables.

Stakeholder engagement sessions with faculty and parents played a key role in introducing and clarifying schoolwide primary priorities for the school year, including 1.4, 2.1, 2.3, 2.4, and 3.1. These conversations provided valuable insights into community aspirations and priorities and reinforced the importance of the home-school partnership in advancing schoolwide goals.

In support of Strategic Objective 1.3, the 2024–2025 TAS Experience Surveys for parents, faculty, staff, and students were revised and executed in alignment with the TAS Experience Survey Handbook. Follow-up focus groups—attended by many of our engaged parents—ensured that feedback was translated into meaningful action. The Schoolwide Faculty Advisory Council (FAC) was re-established with a renewed structure, including defined roles, membership criteria, and term limits, allowing for more inclusive and sustainable faculty representation.

Our commitment to professional growth was further solidified through the implementation of the Professional Pathways Model, developed in collaboration with Stronge & Associates. This initiative, which aligns with Strategic Objectives 1.4 and 1.5, created consistent evaluation processes for teachers, specialists, and administrators. We prioritized professional learning that reinforces well-being and belonging, continuing our investment in Adaptive Schools and Cognitive Coaching. High-impact partnerships with experts in curriculum design, DEIB, and student support enabled strategic alignment between professional development and institutional goals.

TAS also advanced recruitment and retention strategies through the deployment of SkoolSpot, a centralized platform that streamlined hiring workflows and aligned recruitment with strategic staffing priorities. A revised Recruitment and Hiring Handbook, along with improved onboarding processes, supported the integration of new faculty and staff.

Significant progress has been made toward Strategic Objective 1.6: Enhance the Educational Infrastructure through the development and execution of a Master Plan. This objective emphasizes the intentional development of safe, sustainable, and mission-centered learning environments. A key milestone this year has been the formal partnership with Rosan Bosch Studios, a globally recognized leader in innovative educational design. Through the launch of the “Transforming Spaces” initiative, Rosan and her team engaged over 200 TAS stakeholders—including administrators, faculty, students, staff, parents, and members of the Board of Directors—in a series of interactive workshops and focus groups. These sessions invited participants to explore how physical space can shape and elevate the student experience, support well-being, and reflect future-ready pedagogy. This inclusive, research-informed process continues to shape a long-term campus vision rooted in shared values and forward-thinking design.

STRATEGIC AREA 2: AN ENDURING COMMITMENT TO LEARNING

In alignment with Strategic Objective 2.1, the Schoolwide Learning Outcomes (SLOs) were embedded directly into the Understanding by Design (UbD) unit planning template within ATLAS, ensuring curriculum coherence and instructional alignment. This required faculty to align unit goals, essential questions, and learning activities explicitly with SLOs.

Strategic Objective 2.2 was addressed through the launch of a comprehensive KA–12 Professional Development Handbook. This resource clarified PD eligibility and application protocols, ensuring alignment with schoolwide learning priorities. Professional learning experiences throughout the year were intentionally linked to strategic goals, including a robust EDULead Speaker Series featuring renowned thought leaders such as Denise Pope, Rosan Bosch, Derrick Gay, Homa Tavangar, Jennifer Abrams, Allison Ochs, Ochan Powell, and others.

To advance Strategic Objective 2.3, a third cohort of faculty completed Adaptive Schools training. Adaptive Schools refresher sessions were offered to reinforce collaborative norms. Leadership meeting schedules were reviewed and adjusted to prioritize collaborative time, while shared protocols for meetings were standardized to support clarity, equity, and efficiency. A cross-divisional Coaching Task Force also began the development of a TAS-wide Culture of Coaching Framework.

Under Strategic Objective 2.4, ATLAS Rubicon was re-launched as the school’s centralized curriculum repository, with phased training provided to ensure effective use. The curriculum review cycle continued under the direction of the Director of Teaching and Learning, reinforcing vertical and horizontal alignment across subject areas. Recruitment of Middle and Upper School Academic Deans for the 2025–2026 school year will bolster instructional leadership and curriculum fidelity.

STRATEGIC AREA 3: A SUPPORTIVE, PERSONALIZED, AND EMPOWERING STUDENT JOURNEY

Aligned with Strategic Objective 3.1, TAS undertook a comprehensive inclusion audit in partnership with Next Frontier Inclusion led by Kristel Solomon and Kristen Pelletier. The findings informed the development of a Multi-Tiered Systems of Support (MTSS) roadmap. The data platform August Schools was implemented to facilitate proactive screening and real-time student progress monitoring. Universal Design for Learning (UDL) and MTSS principles were incorporated into schoolwide PD.

Strategic Objective 3.2 was supported through targeted SEL training focused on inclusive classroom practices and relationship-building strategies. To address Strategic Objective 3.3, TAS appointed its first Director of Student Success and Well-being. This role has been strategically embedded within the MTSS framework and broader student support services, promoting cross-divisional alignment and a coherent vision for inclusion and wellness.

STRATEGIC AREA 4: A CULTURE OF SAFETY AND BELONGING

Strategic Objective 4.1 was advanced through the establishment of a K–12 Child Safeguarding Coordinator role—to begin in July 2025. Our schoolwide Student Bullying Policy was revised and accompanied by scenario-based training aligned with ICMEC best practices. Strategic Objective 4.2 focused on digital safety, with expert Allison Ochs facilitating workshops for students, faculty, and parents on responsible online behavior and digital boundaries.

In response to Strategic Objective 4.3, TAS deepened its commitment to DEIB by supporting divisional DEIB Coordinators and implementing the Learning for Justice Social Justice Standards. Strategic oversight of the K–12 DEIB Committee ensured cohesion across stakeholder groups. Consultants Derrick Gay and Aparna Sundaram provided expertise in professional learning and strategic planning. Additionally, the school has successfully hired a new Director of Belonging and Social Impact who will lead the continued integration of DEIB practices across all areas of school life. This role will also provide strategic leadership in advancing authentic service-learning experiences, helping students connect academic content with real-world challenges and community engagement. Together, these initiatives reinforce TAS’s commitment to fostering a culture of inclusion, empathy, and purposeful action.

Strategic Objective 4.4 saw the continued restructuring of the Multilingual Language Learner (MLL) program and the appointment of a K–6 MLL Coordinator. Under Strategic Objective 4.5, professional development in service learning was provided by Cathy Berger Kaye, catalyzing a noticeable increase in service-learning experiences across divisions. These efforts culminated in an Upper School Service-Learning Day centered on Taiwanese cultural heritage, providing students with meaningful opportunities to engage with local communities, deepen cultural understanding, and apply their learning through acts of service.

To fulfill Strategic Objective 4.6, TAS deepened cultural connections through interdisciplinary partnerships such as the collaboration with Vox Nativa in the Lower School. The school also strengthened bilingual communication channels and hosted culturally immersive events to foster stronger home-school partnerships.

In line with Strategic Objective 4.7, a Parent & Guardian Partnership Task Force was launched in Spring 2024 to develop shared expectations and engagement protocols that reflect TAS’s commitment to meaningful collaboration between home and school. This dedicated group has successfully led the development of the school’s new Parent & Guardian Partnership Commitments and has begun drafting enhanced language for the Parent-Student Handbook to more explicitly articulate the values, behaviors, and structures that strengthen the home-school partnership. The success of this initiative is due in large part to the commitment and thoughtfulness of a small but mighty group of parents who met regularly throughout the second semester to contribute their insights and help shape this important work. We extend our sincere gratitude to this group for their leadership and partnership. In parallel, TAS introduced Wordly, an AI-powered translation tool, to promote equitable access to school communications and further support inclusive engagement.

STRATEGIC AREA 5: OPERATIONAL EXCELLENCE AND INSTITUTIONAL SUSTAINABILITY

TAS operational leadership is in the process of crafting a fifth strategic area to acknowledge the essential role operations play in sustaining the school’s mission. Strategic Area 5 was formally launched through an Operational Leadership Retreat in April 2025, where department heads conducted SWOT analyses, identified strategic trends, and began drafting multi-year action plans.

Strategic objectives are currently in draft phase across all operational departments. This strategic area will continue to evolve in the upcoming academic year, with further refinement of departmental goals, progress tracking, and opportunities for parent and stakeholder input.

LOOKING AHEAD

The 2024–2025 academic year reflects an extraordinary commitment to strategic alignment, professional growth, operational readiness, and student-centered innovation. We are proud of the tangible progress made and excited to build on this foundation in the year ahead. TAS remains resolutely focused on preparing students for the future, strengthening our institutional capacity, and remaining true to our mission.

We thank our community for their unwavering partnership. Here’s to continued excellence and shared purpose in the journey ahead.