AWE is Global

  • AWE_Global

    AWE Is Global!


    The world is becoming more interconnected.  In the coming years, the best-prepared graduates will be those that have the ability to communicate, cooperate, and compete with counterparts, not just from North Carolina or the United States, but also from around the world. Alamance County is connected to the world in many ways, and Alexander Wilson Elementary School has recognized the need to prepare its students with these global competencies. AWE's global perspectives approach to instruction helps students gain the knowledge and skills they need to be active and engaged citizens in an interconnected, 21st Century world. The Global Passport Program centers on developmentally-appropriate geographic literacy and cultural connections across the curriculum. The program results in students who are able to understand global events within a meaningful context. 


    Did you know that Alexander Wilson is in our 4th year of "Going Global"? As a specialized Global school in our district, our students and teachers have numerous opportunities to learn about the world around them while mastering their grade level, North Carolina standards. We like to think of Global Education as the "plate" on which our curriculum sits. Global Education exposes students to competencies that help them understand our world in a unique way and provides them with opportunities to take action in making their world a better place. How does "Global" affect our day-to-day and year-to-year opportunities? Each year we choose a theme to inspire our students to realize that they are part of something bigger; that no matter how small or young they are, what their background is, that they can make a difference in this world.


    This year our them is: The World is in Our Hands. We are using the book: We've Got the Whole World In Our Hands as a mentor text to encapsulate this theme. Additionally, in order to hold our school/system program accountable, we have system-wide goals that we work towards in order to ensure that our program adds to our students total experience including growth and proficiency. For more information on our system-wide goals, please visit the ABSS Global Goals tab. 

Global Goals

  • Do you want to know more about our system-wide Global Goals? As a specialized program, our administration regularly meets with the other Global Schools principals and our district director to determine next steps and ensure progress. Our Global School Goals are two-fold to include expectations for our entire school and for our Dual Language Program cohort. If you have any questions about these goals or our progress towards these goals please email: These goals are reviewed quarterly and adjusted to best meet the needs of our learners in an aim to provide a specialized program that motivates and enriches our total student experience.


    Programmatic Goals

    Global Schools

    • Content: In all classrooms, Global Competencies are integrated with the North Carolina Standard Course of Study as appropriate.
    • School Culture: In the Global Schools, district-wide regions of study are evident in classrooms and throughout the school building.
    • Professional Development: In the Global Schools, there will be evidence of direct professional development experiences related to the six components of a global school. 
      • An intentionally global school culture
      • Experiential professional learning
      • Globally integrated curriculum
      • Collaborative leadership
      • Student-centered instruction
      • Connections to larger learning communities
    • Overall Implementation: All global schools will receive a rating of Strong or Higher on the annual Global Schools Status Report completed by Participate. 


    Dual Language

    • Overall Implementation:The Dual Language Program in all the schools will be rated strong or higher on the End of Year Status Report completed by Participate.
      • Measures will be as follows:
        • Language Allocation Model
        • Percentage Use of Target Language
        • Separation of Languages
        • Literacy Block in Target Language
        • Use of Dual Language Curriculum Map
        • Use of Appropriate Dual Language Materials
        • Teachers Planning & Collaboration
        • Teachers’ Use of Target Language
        • Students’ Use of Target Language
        • Assessments
        • Staff Quality & Professional Development
        • Stakeholder Involvement
    • Spanish Acquisition: By the end of grade 5, 90% of the students who have been enrolled in Dual Language Classes from 1st through 5th grade will score at the intermediate low level or higher in the four domains (interpersonal listening and speaking, presentational writing, interpretive reading, interpretive listening) on the AAPPL Assessment.
    • Academic Goals
      • The academic goals for the Global Schools/Dual Language Programs are directly linked to individual school improvement goals.
      • The Dual Language Cohort will demonstrate proficiency in proportion or higher to their grade level peers.