Programme evaluation guide and self-study questionnaire...

Primary Years Programme

Programme evaluation guide and self-study questionnaire:

Primary Years Programme

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Language A teacher support material: Example interim objectives © International Baccalaureate Organization 2010

Primary Years Programme Programme evaluation guide and self-study questionnaire: Primary Years Programme

Published November 2010

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Programme evaluation guide and self-study questionnaire: Primary Years Programme

Guide to programme evaluation

Aims of the programme evaluation process Programme evaluation is both a requirement and a service provided by the IB Organization to IB World Schools. The aim is for the IB to ensure on a regular basis that the standards and practices of the programmes are being maintained.

The Programme standards and practices is the foundational document used by schools and the IB to ensure quality and fidelity in the implementation of its programmes in IB World Schools. The IB is aware that for each school the implementation of an IB programme is a journey and that the school will meet these standards and practices to varying degrees along the way. However, it is expected that the school makes a commitment towards meeting all the standards, practices and programme requirements.

This process allows the IB to work closely with schools in their ongoing development of the programmes. It does not seek to appraise or assess individual teachers or students. It is a process of formal reflection involving all stakeholders within the school community.

Schools have found this process to be the source of new dynamism and momentum within the school and have incorporated it as a natural dimension of the school life, implemented continuously beyond the IB-specific requirement. It provides an opportunity to pause and reflect honestly on achievements and new initiatives in order to enhance the implementation of the IB programme. It has also proved to be an opportunity for increased communication within the school.

Within this process, there are certain expectations for the school and for the IB, which are described below:

The school is expected:

• to determine its own assessment of the implementation of the programme, according to the Programme standards and practices and programme requirements

• to identify major achievements during the period under review and to identify practices that need further development.

The IB is expected:

• to analyse and evaluate the school’s implementation of the programme, according to the Programme standards and practices and programme requirements

• to commend schools on practices that address the Programme standards and practices in ways that solve challenges faced by the school and/or show outstanding implementation

• to provide guidance on enhancing the implementation of the programme in the school

• to point out areas within a school’s practice that, if not addressed immediately, will jeopardize the integrity of the programme and thus the school’s entitlement to be considered an IB World School.

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Overview of the evaluation process Schools should consider programme evaluation as an ongoing process of action and reflection that aims to enhance the implementation of the programme. This process is supported by the school’s ongoing action plan, which is based on the Programme standards and practices. The IB evaluation process should be considered as a verification of this ongoing process in the school. This is shown in the diagram below.

* If the report includes matters to be addressed, the school will be asked to respond to these matters as mentioned below.

The role of the school’s action plan Whilst completing the applications for candidacy and authorization, the school was asked to submit an action plan based on objectives drawn from the Programme standards and practices. Once the school is authorized, the IB expects the school to continue developing the programme at the school, refining and further developing its practices in order to achieve the standards, in accordance with the Programme standards and practices. To this end, the school is expected to continue updating the action plan in line with the priorities set out by the school, which should include the IB recommendations from previous evaluation or authorization processes.

At the time of evaluation, the school is expected to incorporate the results of its self study into the action plan. This plan is submitted as part of the supporting documentation.

After evaluation, the school is expected to incorporate the IB recommendations from the evaluation report into the action plan for the new five-year cycle. However, responses to matters to be addressed will be required within a time frame set by the relevant IB office. This will be separate from the action plan.

The action plan will help the school to define its objectives and to monitor its progress towards achieving these. It will also help to ensure that a culture of ongoing reflection and improvement permeates the school.

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Frequency The evaluation process occurs four years after authorization and every five years thereafter.

The relevant IB office provides information about timelines and procedures for submission of the self-study questionnaire and supporting documents, as well as date of the evaluation visit.

Professional development requirements at evaluation Over the period under review, the school must have a plan that will ensure its compliance with the following requirement related to IB-recognized professional development: all heads (or designees) and teachers hired during the period under review are required to participate in IB category 1 or category 2 workshops, as applicable.

In addition to the above-mentioned requirement, the IB expects the school to provide further opportunities for staff to attend IB-recognized professional development activities as evidence of its ongoing commitment to professional development and in support of the continuing implementation of the programme.

Steps of the programme evaluation process

Planning the self study The self-study process is the most important aspect of the entire process of programme evaluation.

When planning the self study, consider what the school should do in order to successfully comply with this requirement. Specifically, the school should take the following steps.

• Consider that the self study will take place over at least 12 months because all those involved in the organization and implementation of the programme should contribute to this process: members of the governing body, administrators, teaching and non-teaching staff, students and parents. It involves looking at all aspects of school life that are affected by the programme.

• Identify who will be responsible for organizing the process. Normally, the IB programme coordinator fulfills this role in close collaboration with the pedagogical leadership team.

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• Ensure that the leader in charge of organizing the process has the time and resources necessary to organize and coordinate the activities that the process entails.

• Determine who will be responsible for the completion of each section of the self-study questionnaire and the gathering of required documentation.

• Define the support that the teams will receive in order to carry out the activities (financial resources, clerical/technical support, and so on).

• Define descriptors for levels of implementation of practices.

• Determine the means by which feedback of stakeholders will be gathered (for example, surveys, face-to-face meetings). Define objectives and contents.

• Reserve significant formal meeting time to carry out this process. Meetings need to be carefully organized, allowing time for reflection, discussion and collating of evidence, if applicable.

• Further clarify aspects of the process to those who will be contributing to the study, including:

– overview of the aims of the process

– importance of understanding the Programme standards and practices

– explanation of the descriptors to be applied when deciding on levels of implementation of practices to ensure consistency

– importance of identifying and analysing school evidence to justify levels of implementation

– importance of presenting evidence in order to verify conclusions

– need for reflection on the gathered evidence in order to decide whether a standard shows satisfactory development or needs significant attention

– guidelines and timelines for the completion of the sections of the questionnaire.

• Inform the wider school community about the process in order to gain their support.

• Analyse all the findings and discuss outcomes with those involved in the process, as appropriate.

• Finalize the self-study questionnaire and action plan for submission.

• Verify the collection of supporting documents.

• Submit the questionnaire and supporting documents electronically to the IB by the specified date, signed and agreed by the head of school.

Gathering evidence

The self study should be evidence based, drawing on existing school documentation and reflecting actual practice in the school during the period under review—normally five years.

Documents related to the self-study questionnaire—including surveys and reflections—that are not explicitly required as part of this process by the IB should be kept at the school in case they are needed to inform aspects of what was submitted.

As part of the self study, the school is required to include a response to the IB recommendations from the previous evaluation or authorization report.

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Deciding on the levels of implementation of each practice

When completing the self-study questionnaire, the school should indicate the level of implementation of each practice described in the document.

The self-study questionnaire section of this document contains tables that outline the PYP standards and practices. Indicate the level of implementation in the four columns to the right of each practice. The school must develop descriptors showing gradation from low level of implementation to high level of implementation. In order to ensure consistency it is essential that all participants in this process have a common understanding of these descriptors.

Meeting the standards

After carefully analysing the practices currently in place at the school and the evidence that was gathered to show their implementation, the school must carry out a reflective process to decide whether it is meeting the standards and how it will plan the next five-year period based on the outcomes of the evaluation process that has taken place.

Submission of the self-study questionnaire and supporting documents

The relevant IB office will provide schools with details on how to submit the self-study questionnaire and supporting documents electronically.

The evaluation visit

Upon submission of the self-study questionnaire, a visit to the school will be carried out to verify the school’s assessment of its implementation of the programme.

The purpose of the visit is to verify this assessment in order to ensure that the standards and practices on which the IB programme is founded are maintained and furthered. A description of the visit can be found in the following pages of this document.

The findings of the visit will inform the final evaluation report sent to the school.

The evaluation report

After analysis of the self-study questionnaire, the supporting documents and the findings of the school visit, the IB will send a final report to the head of school, which will reflect on the self study submitted by the school, including the process and the conclusions that the school reached. It is the head’s responsibility to share the findings of this report with the school community.

The report may include:

• Commendations: These relate to school practices that address the Programme standards and practices in ways that solve challenges faced by the school and/or outstanding implementation.

• Recommendations: These provide guidance for the school on further developing the programme.

• Matters to be addressed: These are areas within a school’s practice that, if not addressed immediately, will jeopardize the integrity of the programme and thus the school’s entitlement to be considered an IB World School.

Response to matters to be addressed

If the report includes matters to be addressed, the relevant IB office will prescribe a deadline by which the school is required to submit a response to these. The response will include evidence that the matters have been addressed or that an acceptable plan has been made for their accomplishment, as applicable. The pertinent articles from the Rules for IB World Schools: Primary Years Programme will apply when schools do not fulfill these requirements.

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The evaluation visit

Once the school has submitted the self-study questionnaire and its supporting documents, an IB visiting team will conduct a visit to the school.

Aims of the visit The visit will verify the school’s self assessment as reflected in the self-study questionnaire.

For this purpose, the visiting team will:

• gather evidence and describe findings with regard to the progress of the implementation of the programme in relation to the Programme standards and practices since the last evaluation process or since authorization

• identify practices that are beyond the requirements and those whose further development will contribute to the effective implementation of the programme.

The aim of the visit is not to appraise or assess individual teachers or school administrators. It is an aspect of the evaluation process that seeks to ascertain the effectiveness of the programme implemented in the school as described in the school’s self study.

Description of the visit When and how long? The IB will arrange the visit with the school at an appropriate time. Each visit normally lasts two to three days, but the IB may decide on a greater length depending on the size of the school.

Who is involved? The IB visiting team

Composition The IB visiting team normally comprises two to three experienced IB educators who have been duly trained according to global IB policies to become site visitors. The IB may decide on a greater number according to the size of the school. The team is selected by the appropriate IB office.

Staff from the school being visited cannot be members of the visiting team. Normally, members of the team may not visit schools where they have recently taught or with which they otherwise have, or have had, a close relationship. If it presents a potential conflict of interest, team members should not visit a school in close proximity to their own.

Responsibilities of the visiting team Members of the visiting team are aware of the aims of the visit and should follow specific procedures for conducting the visit. They have read the documents related to the school they visit.

The school community

The visiting team will have meetings with different members of the school community (members of the governing body, leadership team, IB coordinator, IB teachers, students and parents), will visit the school facilities and will observe classes.

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How is it organized? School’s responsibilities

• Defining an agenda with the IB.

• Funding the visit, according to IB procedures established for this purpose.

• Providing the IB with information about nearby hotels to book for site visitors or making hotel reservations, if applicable.

• Providing transportation for site visitors from and to the airport and from and to the school, if applicable.

• Making available, in the school, a room for the use of the team throughout the visit where all necessary documentation required by the team will be available. As meetings will normally take place in the allocated room, it is the school’s responsibility to see that it is quiet and conducive to private conversations.

• Providing meals during the school day.

• Providing the assistance of an external translator if meetings need to be conducted in a language other than the IB working language identified by the school as its language of communication with the IB (English, French or Spanish).

IB’s responsibilities

• Providing the school with dates for the visit, with enough time for the school to organize it.

• Appointing the members of the visiting team and informing the school of their names in a timely manner.

• Approving the final agenda, after consultation with the school. This will normally be carried out by the leader of the visiting team.

The agenda for the visit

The visiting team leader decides which visiting team members and representatives of the school should attend which meetings.

The agenda will be drafted to ensure that the different stakeholders will be able to attend at specific times. Decisions about school staff attending meetings outside normal school hours are left to the school: the IB cannot insist that the staff attend.

Any visits to classes will be carried out with the consent of the teacher(s) concerned.

Agenda items

The agenda for the visit will normally include the following items:

• Formal interviews with the school administration, governors/board members (if applicable), the IB programme coordinator, the school pedagogical leadership team, teachers, librarians, groups of students, parents and others who are involved in the programme. These interviews will be individual and in groups, as decided by the visiting team leader, and will adhere to the local legal framework.

• Informal dialogues with teachers, students, administrators and other staff members who are involved in the programme.

• Observation of classes.

• Tour of school facilities emphasizing the areas that support the implementation of the programme (library and so on).

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Details of the agenda are determined and confirmed before the visit. The precise agenda will depend on factors such as the size of the school and the information provided by the school prior to the visit. Sample agendas are available electronically.

The visiting team leader may revise the agenda slightly on site if the need arises and if the school is able to accommodate the request.

Exit interview

At the end of the visit, the visiting team will conduct an exit interview with members of the school administration. Based on the visit and school documentation submitted for the evaluation process, the team will orally communicate the observations made during the visit. The team will take this opportunity to check their facts and to ensure that the subsequent report that they have to write and submit to the IB relevant office accurately depicts the findings.

At this time the visiting team will not provide the school with a response regarding the evaluation, as the visit is but one part of a larger process, the outcome of which will be notified to the school by the IB.

The visiting team will continue discussions among themselves after the visit, and adjustments to their oral report may be made. The visiting team will then complete a written report to be submitted to the relevant IB office.

SUBMIT TO THE IB THE FOLLOWING SECTIONS ONLY

Note to the user

• This questionnaire and supporting documentation must be submitted in one of the IB working languages: English, French or Spanish. Translations of official documents should be duly certified.

• The self-study questionnaire should be completed electronically and submitted along with supporting documentation following the guidelines and deadlines provided by the relevant IB office.

• Insert your responses in the boxes provided for each question. The boxes will expand as you type your responses. Add rows as necessary.

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Self-study questionnaire

School presentation 1. Update of school information

1. CONTACT DETAILS

Name of school IB school code

The International School 7652

Legal registered name of school (if different from above)

Postal address (include city, state, country and postal or zip code)

025 SW Sherman Street Portland Oregon 97021

Street address (if different from above) (include city, state, country and postal or zip code)

Telephone (include country and area codes) 503-226-2496 Fax (include country and area codes) 503-525-0142

Title (Mr, Mrs,

Ms)

Name Position (2) Email address

Head of school (1) Mr Robert Woods Head of School [email protected]

Head of section where the PYP is implemented (if different from above)

Mrs.

Mr.

Maria Abad Robert Woods

Head of Early Childhood Head of grades 1-5

[email protected]

PYP coordinator Mrs. Teresa Wirsching PYP Coord [email protected]

School public website intlschool.org

1. Head of school (director/principal in some systems) is the person who leads and supervises the daily operations of the school, ensuring that the policies of the governing body are put into practice.

2. Position: Name of the post of employment at the school

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2. SCHOOL INFORMATION

09 1990

Date school founded or opened

month year

Legal status of the school

Note:

• A government/state/publicly funded school is a government or national school where the employees are paid by the state either at a local or national level; usually there are no tuition fees (as distinct from examination or other fees).

• A private school is an independent (not-for-profit or for-profit) institution whose main revenue comes from tuition fees; they may or may not have government subsidies but these are only part of their income.

Government/state/publicly funded

Private x Other

(specify)

Yes x No Indicate whether the school is recognized as such by the local educational system.

Include school’s accreditation status with other organizations, if any (eg CIS, WASC).

NWACS accreditation; Member of PNAIS- accreditation 2014; Member of NAIS; International Spanish Academy; Confucius Classroom

Does the school belong to a group of schools gathered in a foundation, district or common project in relation to the IB? If this is so, identify the group/project.

Type of school

Boys Girls Coeducational x

Additional information (eg coeducational in primary, boys and girls in secondary)

Boarding only Day only x Boarding and day

Academic year dates (indicate month only)

Starts August Ends June

Age range of students across the whole school

From 3 years old

To 11 years old

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2. SCHOOL INFORMATION

Name the grades or years that comprise the different sections of the school and indicate the total number of students in each.

Name of the section in the school (eg kindergarten, primary)

Grades/years as identified in

the school

Age range of students Total number of students in each section

Early Childhood PreK, LowK , K 3-6 216

Primary Gr 1-5 6-11 269

Total number of students in the whole school

What other IB programmes does the school currently implement or plan to implement?

MYP Candidate school

IB World School authorized to offer the programme

(add IB school code if you know it) (add IB school code)

DP Candidate school

IB World School authorized to offer the programme

(add IB school code if you know it) (add IB school code)

What educational programmes are currently taught in each section of the school? (eg national syllabus, AP)

Name of the section Educational programme

Name of qualification(s) or credential(s) a student can gain upon graduation from the school

Language(s) of instruction at the school (language through which the curriculum is taught at the school)

Chinese, Japanese and Spanish; students take mother tongue maintenance English classes 60 mins per day beginning in grade 1

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2. Write brief paragraphs that describe the following aspects of the school and its community, and highlight any changes that have taken place during the period under review:

a. The major characteristics of the school that make it attractive for students and parents

Full language and cultural immersion from 3 years old to grade 5 with a choice of three languages. A multicultural environment. The medium of teaching and learning is the Primary Years Programme and the inquiry approach. A downtown urban school with access to many aspects of city life for learning.

b. The context in which the school is located: socio-economic and cultural aspects of the surrounding community, interactions of the school with it

TIS is located on the edge of downtown Portland and attracts a culturally and socio-economically mixed group of students from all over the greater metro area. Students and teachers interact with the community regularly through field trips and guest speakers which are part of every unit of inquiry. Classes use the Portland Streetcar, city buses, school buses and parent carpools to learn about local businesses, museums, government offices and open spaces. School parents, local performance groups, authors and other community members bring their stories and crafts to the school.

c. Student body and staff, including their national, cultural and linguistic backgrounds

The school’s 78 staff members come from 19 different countries, with all homeroom teachers from Japan, China, Taiwan, or the Spanish-speaking world. The students are mostly American-born with a significant mix of ethnicities thought to be greater than the city of Portland as a whole.

3. Identify any changes to the school legal entity that occurred in the period under review.

none

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Self-study The subsequent questionnaire follows the structure of the Programme standards and practices, with programme requirements for the PYP.

Section A: Philosophy Standard A

The school’s educational beliefs and values reflect IB philosophy.

1. Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part of the questionnaire

(eg leader, contributors)

Robert Woods Head of School contributor

Alfonso Orsini Former Head of School contributor

Scott Kerman Trustee contributor

Linda Bonder Marketing Director contributor

Maria Abad Head of Early Childhood contributor

Kirsten Lee Parent Network President contributor

Grade Level Teams Faculty contributor

Teresa Wirsching PYP Coordinator contributor

2. Transcribe the school’s mission statement.

The International School inspires children to become global citizens by providing a rigorous and comprehensive education within a nurturing, student-centered environment of full immersion in multiple languages and cultures.

3. Has the school revised its philosophy/mission statement since authorization/the last evaluation? If yes, describe the process by which this was done and who was involved.

No

4. Include a brief summary of the perceptions of the parent community regarding the implementation of the programme at the school and its impact on their children.

The PYP is an important part of the identity of The International School. Our parents subscribe to the PYP philosophy and the constructivist approach to teaching and learning.

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In May 2012 fifty-five percent of parents (258 parents) with enrolled children responded to our annual all-parent survey.

93% said that the IB is an important attribute of our school (31% said “most important”, 45% said “very important”, 17% said “somewhat important”).

In science, social studies and math, over 62% felt their child was learning through inquiry-based techniques “most of the time”, and over 17% “some of the time”. These percentages were higher in the elementary grades (over 73% “most of the time”) and lower in preschool (over 57%). We believe that is because parents of preschoolers don’t see homework and hear less about what actually happens in class.

In the language of instruction (Chinese, Japanese or Spanish), 83% felt their child was learning through inquiry-based techniques “most of the time”, and 10% “some of the time”.

90% said their child’s school experience is “helping him/her develop critical thinking skills”.

86% said their child’s school experience is “helping him/her develop IB Learner Profile attributes”.

83% said their child’s school experience is “motivating him/her to act on learning from units of inquiry”.

5. Include a brief summary of the perception of the students regarding the implementation of the programme and its impact on them. Include the perceptions of students who have completed the programme if the school has had the opportunity of involving them in the process.

In May 2012, 78% of students in grades 3-5 completed a short survey. Findings indicate that:

96% agreed that “the teacher allows me to choose different ways to show my learning - like a powerpoint, 3-D model, play, poster, or other choices” (80% “most of the time, 16% “some of the time”).

95% agreed that “what I learn in school motivates me to take action to change things for myself and others” (37% “most of the time, 58% “some of the time”).

98% agreed that “the work I do in class helps me to think and to solve problems” (75% “most of the time, 23% “some of the time”).

98% felt that in their PYP units, they are “learning by exploring - for example, exploring with your hands, making things, doing things, researching, or investigating to find your own answers” (83% “most of the time”, 15% “some of the time”).

We were not able to survey program graduates.

6. Complete the chart below with the results of the self-study process.

Level of implementation Practice

Low High

1. The school’s published statements of mission and philosophy align with those of the IB.

x

2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.

x

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Low High

The school community demonstrates an understanding of, and commitment to, the programmes(s).

x

a. The values of the Primary Years Programme as indicated in the curriculum documents have an explicit impact on the decision making and functioning of the school.

x

b. The school as a community of learners is committed to a collaborative approach to curriculum development.

x

c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills.

x

d. The school is committed to the Primary Years Programme as the framework for all planning, teaching and learning across the curriculum.

x

3.

e. The school demonstrates a commitment to transdisciplinary learning.

x

4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

x

5. The school promotes responsible action within and beyond the school community.

x

6. The school promotes open communication based on understanding and respect.

x

The school places importance on language learning, including mother tongue, host country language and other languages.

x

a. The school makes provision for students to learn a language, in addition to the language of instruction, at least from the age of seven. Schools with two languages of instruction are not required to offer an additional language.

x

7.

b. The school supports mother tongue and host country language learning.

x

8. The school participates in the IB world community x

The school supports access for students to the IB programme(s) and philosophy.

x 9.

a. The school implements the Primary Years Programme as an inclusive programme for all students.

x

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7. Conclusions on the standard

a. Complete the table. (Indicate with X.)

Standard A Requires significant attention

Shows satisfactory development

The school’s educational beliefs and values reflect IB philosophy.

x

b. Describe any major achievement(s) related to this standard during the period under review.

At the time of authorization, parents and students had limited understanding of the PYP and how its philosophy shapes learning. As the school grows in its implementation of the PYP, parents and students are modifying their expectations for teaching and learning in our school. Most parents now believe that the PYP philosophy positively contributes to their children’s education. They express commitment to collaboration and inquiry to improve student learning. Many students now expect the opportunity to learn through inquiry. These expectations by parents and students drive the school to improve its implementation of the PYP. Information sessions for parents as well as documentation and promotional materials around the school further reflect the IB philosophy.

c. Describe the progress made with regard to any IB recommendations for this standard from the previous evaluation process or from authorization.

.

No IB recommendations for this standard were made

d. As a result of this self study, describe the current school practice(s) that has/have been identified as in need of further development or improvement.

The school has seen all stakeholders grow in understanding the standards and practices of the PYP. The implementation of the standards and practices is still in process. Targeted areas identified for improvement include improving the collaborative approach to curriculum development, strengthening inquiry-based teaching, and open communication based on understanding and respect. Specifically, the school would like to improve communication between faculty, students, and parents by revising report cards to better reflect IB standards and practices; moving toward parent-teacher-student conferences; and implementing the Student Support Services process. Additionally, the school aims to improve communication internally by reviewing and updating the Employee Handbook, providing IT support to strengthen e-mail communication, and by increasing professional development opportunities through an improved appraisal process.

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Section B: Organization Standard B1: Leadership and structure

The school’s leadership and administrative structures ensure the implementation of the Primary Years Programme.





Robert Woods Head of School contributor

Alfonso Orsini Former Head of School contributor

Scott Kerman Trustee contributor

Maria Abad Head of Early Childhood contributor

Jan Williams Admissions Director contributor



2. Update the following information.

a. Number of students in the programme

Student age Name of grades/years as identified in the

school

Name of school section to which each grade/year

belongs

Number of classes

Total number of students in each PYP

year

3–4 years Pre-Kindergarten Early Childhood 5 52

4–5 years Low-Kindergarten Early Childhood 5 78

5–6 years Kindergarten Early Childhood 5 86

6–7 years 1st Primary 5 77

7–8 years 2nd Primary 5 58

8–9 years 3rd Primary 4 47

9–10 years 4th Primary 4 51

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Student age Name of grades/years as identified in the

school

Name of school section to which each grade/year

belongs

Number of classes

Total number of students in each PYP

year

10–11 years 5th Primary 3 36

11–12 years *

Total number of PYP students 485

* Include this year when it belongs to the school primary section.

Yes No x b. Do IB students have to fulfill other mandated requirements (for example, national, local requirements)?

If the answer is yes, provide the following information:

i. Specify what type of requirements and in which year(s) of the PYP they need to be fulfilled.

NA

ii. If the requirements were introduced or changed in the period under review, how did the school address them in order to comply with them and with the IB requirements?

NA

Yes x No c. Do students have to meet admissions or selection

criteria to be enrolled in the school?

i. If the answer is yes, describe the policy that the school applies.

Students who wish to enter after kindergarten need to pass a language assessment to insure they are on a comparable level with those who have worked in the target language since they were three years old.

ii. Are the current criteria for enrollment of students in the school a result of a change of policy in the period under review? If this is so, explain the reasons for the change.

Enrolment is essentially first come first served as it has always been.

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3. Governance

a. Briefly describe the governance structure at the school and highlight any changes that have been made to it during the period under review.

The Board of Trustees is responsible for establishing and safeguarding the mission of The International School for the long term. The Board sets policies and procedures that are consistent with the mission. The Board is also responsible for overseeing the acquisition of financial resources, facilities, and equipment that enable the school to pursue its mission effectively. Its work also includes short-term and long-term planning and budget review and approval. Four standing committees are Governance, Buildings/Grounds, Development, and Finance. The Executive Committee is comprised of the Board’s annually elected officers.

b. Describe how the governing body (or the educational authorities) is kept informed about the implementation of the PYP.

The Head of School gives regular State of the School reports at Board meetings (every two months) and in the Annual General Meeting. Board members, in addition to families and teachers, receive a weekly communication called In The Know, highlighting learning events in classes, guest speakers, field trips, student led initiatives, etc.

4. Pedagogical leadership

Describe any changes in the structure and responsibilities of the pedagogical leadership team in charge of the implementation of the PYP that have occurred during the period under review and why they were implemented.

Previously we had a Head of School and Primary Principal. The posts overlapped, but the situation was deemed appropriate for two years so the new Head and veteran Principal could work together and reach consensus on many issues. Once a common view was established and policies clarified, the Principal became Head of Early Childhood (EC Head) and the Head of School took on responsibility for grades 1-5 (a fairly even split in numbers and staffing).This division was largely caused by growth in enrolment to 486 students and allowed for a clearer demarcation of areas of responsibility. Also, the Principal had a great deal of expertise in early childhood which the Head of School lacked. The PYP Coordinator’s teaching responsibilities were reduced from half time to teaching only one section of English daily. This current school year the PYP Coordinator position is full-time, with no outside teaching. The Head of School, EC Head and PYP Coordinator work together closely.

5. Policies

Describe the process of revising the language, assessment and special educational needs policies at the school, including who was involved. Indicate when they were last revised.

a. Language policy

The language policy was revised this current school year as part of the self-evaluation process. Teachers reviewed the policy and provided feedback to the PYP Coordinator in collaborative grade level meetings. The PYP Coordinator made edits to the policy under the supervision of the HOS.

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b. Assessment policy

The assessment policy was revised this current school year as part of the self-evaluation process. Teachers reviewed the policy and provided feedback to the PYP Coordinator in collaborative grade level meetings. The PYP Coordinator made edits to the policy under the supervision of the HOS.

c. Academic honesty policy

For the last 2 years, students participating in the Exhibition have received instruction on academic honesty and have signed a commitment to academic honesty. As a result of the self-study process, the school is developing a school-wide policy on academic honesty.

d. Special educational needs policy

The school began formalizing our special educational needs policy around our authorization as an IB School. Through discussions at faculty meetings, the school developed a basic written policy. This year the school formed a Student Support Services committee which is currently revising and improving the process to identify and support students with special educational needs. The committee members include a teacher with specific training in special education, the Lead English teacher, the Head of Early Childhood, the PYP Coordinator, and the HOS. At the time of publication of the self-study, the committee is receiving and incorporating feedback from the faculty on the draft document. The final copy of the policy should be complete in Dec. 2012.



Low High

1. The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s).

x

The school has developed a governance and leadership structure that supports the implementation of the programme(s).

x

a. The responsibility for pedagogical leadership within the school is a shared responsibility, including at least the Primary Years Programme coordinator and the primary school principal.

x

2.

b. The governing body places the responsibility for the implementation of the Primary Years Programme on the pedagogical leadership team.

x

3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

x

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Low High

4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.

x

The school develops and implements policies and procedures that support the programme(s).

x

a. The school has developed and implements a language policy that is consistent with IB expectations.

x

5.

b. The school has developed and implements an assessment policy that is consistent with IB expectations.

x

6. The school has systems in place for the continuity and ongoing development of the programme(s).

x

7. The school carries out programme evaluation involving all stakeholders.

x



Standard B1: Leadership and structure Requires significant attention


The school’s leadership and administrative structures ensure the implementation of the Primary Years Programme.

x


In addition to ongoing professional development for the pedagogical leadership team, the most significant forward movement on this standard relates to refining the pedagogical leadership structure and responsibilities by creating a Head of Early Childhood. Additionally, the school now has a full-time Human Resources director and an IT team that provides direct support to faculty. Within the last two years, the school has reviewed and redefined administrative staffing responsibilities to increase efficiency.


No IB recommendations for this standard were made.

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This current school year the school is reviewing the leadership structure with a view to expand instructional support and appraisal opportunities to support faculty. The implementation of Student Support Services policy and procedures will continue to be a top priority. The school will create a formal academic honesty policy.

Standard B2: Resources and support

The school’s resources and support structures ensure the implementation of the Primary Years Programme.






Rob Timmons Director of Finance contributor

Casey Ford Human Resources Director contributor

Tamara Fornell Librarian contributor


2. Teachers and other staff who are involved in the implementation of the PYP

Update the following information:

a. Number of staff

Note: When completing the chart, use the following definitions:

• classroom teacher: teachers who take responsibility at least for the language of instruction, mathematics, social studies and science (to support the PYP model of transdisciplinary teaching and learning)

• teaching assistants: teaching staff who assist in the classroom teaching and learning process

• single-subject teachers: teachers with subject-specific expertise or credentials who focus on the teaching and learning process in their specific subject areas (for example, physical education, music)

• other staff involved in the PYP teaching and learning process: practitioners who fulfill roles related to special educational needs, counselling, and so on (it does not include clerical/administrative support).

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Full-time Part-time

Number of classroom teachers 34 1

Number of teaching assistants 11 2

Number of single-subject teachers 9 3

Number of other staff involved in the PYP teaching and learning process 0 0

b. Indicate the subjects taught by the single-subject teachers.

Music, Art, P.E., Library, English

c. Indicate the main roles of other staff members who are involved in the PYP, included in the chart above (for example, counsellors).

NA

d. Maximum PYP class size 19 students

e. Describe the turnover of the staff involved in the implementation of the PYP in the period under review and how the school addressed any challenges in this area.

In the last three years the following teachers departed: one music teacher, one Art teacher, one grade-level Spanish teacher, one Pre K Spanish teacher. The music and art teacher were replaced and the new teachers have fully and readily embraced the PYP. The art teacher was PYP experienced and the music teacher a constructivist by inclination. At the time, the grade 4 Spanish teacher didn’t require a replacement. We hired a new Pre-K Spanish teacher who had worked at a PYP school in Mexico so she was quite familiar with the programme. This year the school added a grade 4 Spanish teacher.

3. Collaborative planning and reflection

Identify types and objectives of pedagogical team leadership meetings, giving details of participants and frequency. Indicate the time scheduled for teachers to meet for collaborative curricular planning purposes. Use the table below.

Name of meeting Who attends Frequency of meeting Objectives

Senior Leadership Team

HOS, Head of Early Childhood, PYP Coordinator

weekly

Student and teacher progress in the PYP, emerging needs of the program

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Name of meeting Who attends Frequency of meeting Objectives

Collaborative Grade Level Team

Grade level teachers with PYP coordinator and Head of Early Childhood

Twice a week:

Once a week grade level teams meet with PYP Coordinator and Head of Early Childhood

Once a week only grade level team members meet

Issues regarding progress of units of inquiry, POI

4. Teaching time

Have there been any changes in the students’ weekly schedule during the period under review?

Yes x No

If the answer is yes, explain its impact on the implementation of the PYP.

The school has made shifts in the music, art, and PE schedules in order to accommodate the growing school population. Music is being expanded to include an introductory class in Pre K. With certain age groups, the specialist teachers now meet with students three times every two weeks rather than twice a week. This decrease in contact time technically does limit time for collaboration with units of inquiry, but the specialist teachers remain committed to making transdisciplinary connections happen within their curriculum.



Low High

1. The governing body allocates funding for the implementation and ongoing development of the programme(s).

x

2. The school provides qualified staff to implement the programme(s).

x

The school ensures that teachers and administrators receive IB-recognized professional development.

x 3.

a. The school complies with the IB professional development requirement for the Primary Years Programme at authorization and at evaluation.

x

4. The school provides dedicated time for teachers’ collaborative planning and reflection.

x

5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s).

x

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Low High

6. The library/multimedia/resources play a central role in the implementation of the programme(s).

x

7. The school ensures access to information on global issues and diverse perspectives.

x

8. The school provides support for its students with learning and/or special educational needs and support for their teachers.

x

9. The school has systems in place to guide and counsel students through the programme(s).

x

The student schedule or timetable allows for the requirements of the programme(s) to be met.

x 10.

a. The schedule allows for in-depth inquiry into the transdisciplinary and disciplinary dimensions of the curriculum.

x

11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s).

x

12. The school allocates resources to implement the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay for all students, depending on the programme(s) offered.

x



Standard B2: Resources and support Requires significant attention


The school’s resources and support structures ensure the implementation of the Primary Years Programme.

x


This standard has received substantial attention over the last three years. The school dramatically increased the Professional Development budget, created grade level teacher resource budgets, and track teacher resource budgets. The librarian is now full-time. The library has dedicated substantial time and resources to develop bins with teaching resources for each unit of inquiry in all four languages. The librarian has also created digital bins with multi-lingual resources for teacher and student use. Library time was restructured to provide the librarian more contact time with homeroom teachers. The 5th grade Capstone trip to a target language country is now closely aligned with the Exhibition. To guarantee that all 5th grade students have access to this experience, the trip costs are now included in the tuition. The school created mobile laptop computer stations and is currently launching an iPad

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initiative, including support from a dedicated part-time technology support specialist for faculty. In accordance with the Campus Master Plan, land for building construction is being purchased this school year.


The school received recommendations suggesting:

The school administration continue to send people to IB training and to encourage teachers to later share their understanding with their colleagues.

The school send teachers to the Level 2 and Level 3 workshops on assessment, inquiry, collaboration, and the written curriculum.

The school continue to build a collection of resources for the library and classrooms to support inquiries, and particularly to increase the number and variety of resources in the languages of the three tracks.

The school maximize librarian/media specialist as a resource to all teachers. With the increase in the PD budget, teachers and the Senior Leadership team have participated in IB trainings. Upon returning from workshops, participants then share out with staff. The librarian is now full-time. Teacher resources and library resources receive substantial budgets each year. The librarian and teachers collaborate in the purchase of materials for the unit bins. The grade level collaborative teams also exercise direct influence over purchases for their classrooms to support teaching and learning.


The effort to build resources in the library and in the classroom in all track languages will continue to be an important focus for the school. The school will continue to support collaboration between the librarian and grade level teams. The school aims to provide additional administrative support for Exhibition teachers by shifting Capstone organizational duties to other school personnel in order to allow teachers to focus on the academic aspects of the trip. The school will continue to implement the Campus Master plan to improve school facilities. Fundraising will continue to target professional development for teachers and student access to technology such as laptops and iPads.

Section C: Curriculum Identify who was involved in the completion of this part of the questionnaire (C1, C2, C3 and C4).




Pre K Collaborative Grade Level Team

(Chisa Terano, Yi Guan, Sandy Jiang, Vicky LaMear)

Faculty contributor

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Low K Collaborative Grade Level Team

(Yu Yen Lee, Junko O’Neill, Jossie Torres-Jurado, Abelid, Veri, Aiyun Yin)

Faculty contributor

Kinder Collaborative Grade Level Team

(Hideko Forzley, Qiong Li, Emily Pan, Adela Pedrosa-Correa, Gilberto Rios)

Faculty contributor

First Grade Collaborative Grade Level Team

(Sophia Antonis, Akiko Grimm, Hu Nan, Ivonne Tellez, Gloria Widdows)

Faculty contributor

Second Grade Collaborative Grade Level Team

(Pilar Arias, Lizette Munoz-Cruz, Jenny Yuzhen Lin)

Faculty contributor

Third Grade Collaborative Grade Level Team

(Jennifer Renzhen Zhu, Shirleen Kuo, Norma Torres-Alonso, Adriana Burrola, Masami Maruki)

Faculty contributor

Fourth Grade Collaborative Grade Level Team

(Maria Lira, Ann Jing Qui Zhu, Taka Fuji, Keiko Buckendahl)

Faculty contributor

Fifth Grade Collaborative Grade Level Team

(Constanza Wilkes, Hong Shentu, Wen Chyou Kuo)

Faculty contributor

English Specialists Collaborative Team

(Cassie Bellamy, Kristie Aloha, Dan Pack, Britt Prince, Lara Fowdy-Drouhard)

Faculty contributor

Music Specialists Collaborative Team

(Peter Musselman, Martha Osborne)

Faculty contributor

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Art Specialists Collaborative Team

(Julie Jensen, Carolina Barros)

Faculty contributor

PE Specialists Collaborative Team

(Rob Briglia, David Platt)

Faculty contributor

Teacher Assistants

(Alejandra Downey, Elizabeth Martinez, Yuko Aizawa, Luzmila Solari, Ayako March, Judith Masjuan, Yin Ping, Jing Jing Song, Jin Zhang, Wendy Wu, Guillermo, Margarita de la Torre)

Staff contributor

Section C Faculty Review Committee

(Adriana Burrola, Jenny Lin, Akiko Grimm, Abelid Verri, Emily Pan, Lara Fowdy-Drouhard, Robert Woods)

Faculty

Teresa Wirsching PYP Coordinator Collaborator

Standard C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the Primary Years Programme.

1. Describe the process for reviewing the programme of inquiry.

The programme of inquiry (POI) is reviewed for horizontal and vertical alignment by the whole faculty during dedicated professional development time at the beginning and end of the school year. Throughout the school year, grade level collaborative teams review their grade level POI during weekly planning meetings.

2. Describe the role of single-subject teachers in the development of the units of inquiry.

Single subject teachers participate in the development of units of inquiry during whole faculty professional development days and throughout the school year by participating in grade level collaborative team meetings. In collaboration with homeroom teachers, single subject teachers choose 1 unit of inquiry per grade level with which to make a strong transdisciplinary connection.

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Low High

Collaborative planning and reflection addresses the requirements of the programme(s).

x

a. The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.

x

b. Planning at the school makes use of the Primary Years Programme planner and planning process across the curriculum and by all teachers.

x

1.

c. Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme.

x

2. Collaborative planning and reflection takes place regularly and systematically.

x

Collaborative planning and reflection addresses vertical and horizontal articulation.

x

a. There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.

x

3.

b. The school ensures balance and articulation between the transdisciplinary programme of inquiry and any additional single-subject teaching.

x

Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.

x

a. The school provides for easy access to completed Primary Years Programme planners.

x

4.

b. The school ensures that Primary Years Programme planners are coherent records of student learning.

x

5. Collaborative planning and reflection is based on agreed expectations for student learning.

x

6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

x

7. Collaborative planning and reflection is informed by assessment of student work and learning.

x

8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.

x

9. Collaborative planning and reflection addresses the IB learner profile attributes.

x

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4. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs, identify the differing views and how the consensus was reached.

The review committee took a look at question one. We discussed the difference between being efficient planners versus just using the planner. We acknowledged that all teachers use the planners when working on units of inquiry. We also determined that there is a difference between meeting regularly and being efficient when we meet.



Standard C1: Collaborative planning Requires significant attention


Collaborative planning and reflection supports the implementation of the Primary Years Programme.

x


School-wide Achievements:

As a result of increased collaboration in the grade level teams, students across tracks are receiving a more uniform educational experience through shared lesson planning, shared field trips and guest speakers, and unified teaching of subject areas. The school has formalized the collaborative process for vertical and horizontal articulation of the POI. Teachers received training in their track languages on how to use our curriculum mapping system to help make the planner easier to use. Through practice and training, teachers feel increasingly comfortable collaborating to develop the different sections of the planner. The school’s curriculum mapping program, Atlas, has been reorganized to aid teachers in fully completing all sections of the planner.

Team-specific Achievements:

Pre K: Teachers are now sharing lesson plans and getting ideas from each other to use in the planning process.

Low K: Key concepts are becoming a central focus to their weekly planning.

Kinder: Through collaboration, teachers strengthened the organization and timing of the units of inquiry.

First Grade: Teachers are unifying their approach to teaching subject areas such as math as a result of increased collaboration.

Second Grade: Collaboration has produced more diverse activities in the planners and has increased understanding of how to teach the units in general.

Third Grade: Collaboration has helped teachers unify learning experiences across tracks.

Fourth Grade: Collaboration has improved sharing of ideas and materials for classroom activities.

Fifth Grade: Collaboration has increased understanding of the essential elements of the PYP.

English: Teachers are better aligning scope and sequence documents to support units of inquiry.

Art: Collaboration is occurring through exchanging lesson plans and attending collaborative

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grade level team meetings.

Teacher Assistants: Classroom activities have become more student-oriented.


The school received recommendations suggesting: That staff participate in vertical planning The school now has regularly scheduled time at the beginning and end of the school year to review the POI as a faculty. The school also participated in the pilot for the PYP programme of inquiry review service. Feedback from this review aided the school in furthering the POI vertical alignment. That administration provides regular time during the school day for specialists to

collaboratively plan with grade level teams. The school provides a regular, one hour weekly meeting time in which specialists and grade level teachers can collaborate on units of inquiry. This year collaborative planning time is tight due to obligations for a school-wide accreditation process. As a result of the self-study process, this year the school initiated a formal collaborative sharing time for specialists and grade level teams during the school’s professional development week before classes began.


School-wide targets:

Faculty have identified the need to strengthen the essential elements in planning. Specialists will improve articulation between their curriculum and the POI by developing and revising their scope and sequence documents. Language tracks will complete mapping and aligning their language scope and sequence documents. The school will continue to foster PYP attitudes in tandem with the Learner Profile through collaborative planning on student assemblies and library time. The school will improve differentiation by providing professional development to faculty.

Team targets:

Pre K: Teachers will improve age-appropriateness of POI.

Low K: Teachers will strengthen the 5 essential elements, especially attitudes and action.

Kinder: Teachers will draw upon unit reflections from the previous year to strengthen planning for the current year. Teachers will also stress differentiation.

First Grade: Teachers will improve the assessment process and the use of the learner profile.

Second Grade: Teachers would like more language resources.

Third Grade: Teachers will develop language scope and sequence documents.

Fourth: Teachers want to notice and register the attitudes and actions happening in the classroom and at home.

Fifth: Teachers would like to strengthen collaborative planning with specialists.

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Art: Teachers would like to strengthen collaboration with homeroom teachers in all areas of planning, including formation of central ideas where appropriate.

English: Teachers would like to strengthen quality of activities connected to the units of inquiry.

Standard C2: Written curriculum

The school’s written curriculum reflects IB philosophy



Low High

The written curriculum is comprehensive and aligns with the requirements of the programme(s).

x

a. The programme of inquiry consists of six units of inquiry—one for each transdisciplinary theme—at each year/grade level, with the exception of students who are 3–5 years, where the requirement is at least four units at each year/grade level, two of which must be under “Who we are” and “How we express ourselves”.

x

b. The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.

x

c. The Primary Years Programme exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme.

x

1.

d. There is documented evidence that the curriculum developed addresses the five essential elements of the Primary Years Programme.

x

2. The written curriculum is available to the school community. x

3. The written curriculum builds on students’ previous learning experiences.

x

The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.

x

a. The school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each Primary Years Programme subject area.

x

4.

b. The overall expectations of student achievement in the school’s scope and sequence documents are aligned with those expressed in the Primary Years Programme scope and sequence documents.

x

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Low High

5. The written curriculum allows for meaningful student action in response to student’s own needs and the needs of others.

x

6. The written curriculum incorporates relevant experiences for students.

x

a. The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging.

x

The written curriculum promotes students’ awareness of individual, local, national and world issues.

x 7.

a. The programme of inquiry includes the study of host or home country, the culture of individual students and the culture of others, including their belief systems.

x

8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.

x

The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).

x 9.

a. There is a system for regular review and refinement of the programme of inquiry, individual units of inquiry and the subject-specific scope and sequences.

x

10. The written curriculum integrates the policies developed by the school to support the programme(s).

x

11. The written curriculum fosters development of the IB learner profile attributes.

x


Question two provoked conversation about sharing the written curriculum with parents. The group decided that, even though the formal documentation is not usually shared with parents, teachers share what is going on in each subject area through weekly parent e-mails. Differing points of view were expressed on question nine. The POI and the units are regularly reviewed, but it was decided that, because we don’t regularly check the POI against the scope and sequence documents, that we should mark it lower. We also discussed the meaning of the word policies. We decided that we need to update the language and assessment policies in order to be further implementing this practice.



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Standard C2: Written curriculum Requires significant attention


The school’s written curriculum reflects IB philosophy. x


School-wide achievements:

Over the last three years, the school has made great strides in meeting the requirements for a coherent POI. The school participated in the pilot for the PYP programme of inquiry review service. The school used feedback from this service to improve the central ideas, key concepts, lines of inquiry, and subject-area connections. The whole faculty now meets twice a year to review the horizontal and vertical alignment of the POI. In addition to the units of inquiry, teachers write weekly lesson plans that they share with their grade level team members. Since authorization, the school has participated in two exhibitions and all exhibition teachers have received IB training in the exhibition. The exhibition is now connected to the Capstone trip, where students spend two weeks living and learning in another country where the target language is spoken. This link strengthens the intercultural dynamic of the written curriculum.

Team-specific achievements:

Pre-K: Teachers now use previous lesson plans and unit reflections to improve the units of inquiry.

Low-K: Units of inquiry now better reflect the transdisciplinary themes and the five essential elements. POI is now better aligned both vertically and horizontally.

Kinder: The written curriculum now better reflects the learner profile attributes.

First Grade: The units of inquiry are now better connected to the learner profile and to other cultures and traditions.

Second Grade: The planner is a more complete and efficient documentation of learning.

Third Grade: The units of inquiry clearly fit the transdisciplinary themes and the related concepts.

Fourth Grade: Teachers developed an age appropriate and challenging math curriculum.

Fifth Grade: The units of inquiry are now more transdisciplinary, open, and address standards.

Art: Teachers have created a written art curriculum for both early childhood and primary grades.

English: Teachers have made strides connecting their curriculum standards to the units of inquiry.

Teacher Assistants: The units of inquiry better reflect the transdisciplinary themes.


The school received recommendations suggesting: Administrators, grade level teachers, and specialists discuss and clarify the school's scope

and sequence documents. The school has unified the math scope and sequence documents across the tracks. Now the tracks are in the process of mapping the track language arts curriculum. Specialists are now in the process of mapping their curriculum as well. The school is providing set planning time for

35


this mapping initiative. The school is also developing professional development opportunities for staff in curriculum mapping. Teachers recognize student-initiated action and record them in the unit planners. Teachers from different track languages attended an IB workshop on action and then shared their learning with the faculty. Teachers are now consciously developing units of inquiry that provide opportunities for student action. Through school assemblies, students are taking actions and sharing them with their peers. The school is using school publications to share student actions with all stakeholders.



The school will continue to develop and review the POI with the goal of strengthening the vertical and horizontal alignment. As subject-specific scope and sequence documents are developed, the school will provide professional development time to work on alignment of these documents with the POI. The units of inquiry will also be aligned with standards. The school will continue to hold school assemblies that highlight the action cycle. These opportunities will be shared with the broader school community.

Team-specific targets:

Pre-K: Teachers will continue to align units of inquiry in the POI.

Low-K: Teachers will improve alignment of the POI with scope and sequence documents.

Kinder: Teachers will meet regularly with specialists.

First Grade: Teachers will improve and update units by sharing materials and teaching ideas.

Second Grade: Teachers feel that someone knowledgeable should review the units of inquiry.

Third Grade: Teachers will review track specific curriculum and align them more with the POI.

Fourth Grade: Teachers will develop language scope and sequence documents.

Fifth Grade: Teachers will work with IB Coordinator to better align units with standards and to include more activities on the planner regarding differentiation.

Art: Teachers will strengthen horizontal alignment of art scope and sequence documents.

English: Teachers will collaborate further with homeroom teachers to integrate English curriculum with homeroom units of inquiry.

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Standard C3: Teaching and learning

Teaching and learning reflects IB philosophy.



Low High

Teaching and learning aligns with the requirements of the programme(s).

x

a. The school ensures that students experience coherence in their learning supported by the five essential elements of the programme regardless of which teacher has responsibility for them at any point in time.

x

b. The classroom teacher takes responsibility at least for the language of instruction, mathematics, social studies and science, to support the Primary Years Programme model of transdisciplinary teaching and learning.

x

1.

c. The school ensures that personal and social education is the responsibility of all teachers.

x

Teaching and learning engages students as inquirers and thinkers.

x 2.

a. The school ensures that inquiry is used across the curriculum and by all teachers.

x

Teaching and learning builds on what students know and can do.

x 3.

a. Teaching and learning addresses the competencies, experiences, learning needs and styles of students.

x

4. Teaching and learning promotes the understanding and practice of academic honesty.

x

5. Teaching and learning supports students to become actively responsible for their own learning.

x

6. Teaching and learning addresses human commonality, diversity and multiple perspectives.

x

7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue.

x

8. Teaching and learning demonstrates that all teachers are responsible for language development of students.

x

9. Teaching and learning uses a range and variety of strategies.

x

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Low High

Teaching and learning differentiates instruction to meet students’ learning needs and styles.

x 10.

a. The school provides for grouping and regrouping of students for a variety of learning purposes.

x

11 Teaching and learning incorporates a range of resources, including information technologies.

x

12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and needs of others.

x

13. Teaching and learning engages students in reflecting on how, what and why they are learning.

x

Teaching and learning fosters a stimulating learning environment based on understanding and respect.

x

a. The school provides environments in which students work both independently and collaboratively.

x

14.

b. Teaching and learning empowers students to take self-initiated action as a result of the learning.

x

15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.

x

16. Teaching and learning develops the IB learner profile attributes.

x


Questions nine and ten provoked many discussions, both in the grade level groups and the review committee. Teachers decided that they are using a lot of different teaching strategies to teach, but need more training in differentiation. They are now differentiating during the summative assessment in terms of learning styles. There was also quite a bit of conversation about the use of the learner profile. While the learner profile may be used in classrooms, the school itself was not promoting the attributes as much as it could. This situation is changing now that the school highlights a learner profile each month in its weekly assemblies.

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Standard C3: Teaching and learning Requires significant attention


Teaching and learning reflects IB philosophy. x



Teachers now have a greater range of resources in all four languages for each unit of inquiry. The librarian has also created digital bins with multi-lingual resources for teacher and student use. The school created mobile laptop computer stations and is currently launching an iPad initiative, including support from a dedicated part-time technology support specialist for faculty. The 5th grade Capstone trip to a target language country is now closely aligned with the Exhibition in order to better address human commonality and multiple perspectives.


Low-K: Teachers now recognize student actions as a result of learning.

Kinder: Teachers now use many strategies for teaching and learning.

First Grade: Teachers now share ideas and teaching materials.

Second Grade: Teachers are using more inquiry based strategies.

Third Grade: Teachers have improved differentiation, like with the summative assessments.

Fourth Grade: Teachers post and use the inquiry cycle in class.

Fifth Grade: Students are more engaged in the learning process, especially through the exhibition.

Teacher assistants: Students have more resources for their learning and they value diversity more.


The school received recommendations suggesting: The school continue to foster and develop a deeper understanding on the part of students

and teachers of inquiry-based learning. The school sent several teachers to the IB Inquiry workshop. Additionally, teachers have been attending local workshops by a well-known math trainer which is helping inquiry teaching become more pervasive throughout teaching and learning. This year the math trainer is providing targeted grade level support to 2nd through 5th grade teachers. Kinder and First grade teachers are receiving monthly training on using centers in the classroom. The school administration continue to send people to IB training and to encourage

teachers to later share their understanding with their colleagues. The school has invested substantial resources in sending almost all of our full-time teachers to IB workshops since authorization. When staff returns, they then share with faculty during professional development days, faculty meetings, or collaborative planning time. Teachers need to focus on the Learner Profile and Attitudes as a pervasive component of

instruction. The school commit to developing the qualities, attitudes, and characteristics of the IB

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learner profile making it the central focus of the PYP throughout the school. The school has taken several steps to make the learner profile a central focus of the school. Teachers now post the learner profile and attitudes in the classroom so that it is part of the students’ learning environment. Throughout the school, the learner profile is posted in all four languages. School assemblies serve as a unifying vehicle for highlighting and learning about the learner profile. Each month student assemblies focus on one attribute. Students be encouraged to initiate action as a result of their learning at school and in the

community. Teachers from different track languages attended an IB workshop on action and then shared their learning with the faculty. Teachers are now consciously developing units of inquiry that provide opportunities for student action. Through school assemblies, students are taking actions and sharing them with their peers. The school is using school publications to share student actions with all stakeholders.



The school will continue to promote understanding by teachers and students of PSPE as a subject area through continued collaborative planning and reflection on the unit planners. The school will continue to fundraise through the Special Appeal to increase student access to information technologies. This current school year the school is reviewing the leadership structure with a view to expand individualized support for differentiation and inquiry-based teaching and learning strategies for faculty. The implementation of Student Support Services policy and procedures will help the school meet the individual learning needs and styles of students. The creation of a formal academic honesty policy will help promote the understanding and practice of academic honesty.


Pre-K: Teachers will improve use of the target language in teaching and learning.

Low-K: Teachers will use more strategies to differentiate for struggling learners.

Kinder: Teachers will include more differentiated activities on the planner and teach via inquiry throughout the day.

First Grade: Teachers want more advice and support from the PYP Coordinator. Teachers want more resources, thoughtful suggestions, and constructive opinions from the coordinator.

Second Grade: Teachers will work on grouping and collaborative work strategies for the classroom. Teachers will also focus on attitudes and action in their teaching.

Third Grade: Teachers will work on grouping and organizing students for optimal learning.

Fourth Grade: Teachers will target differentiation, student action, and student reflection.

Fifth Grade: Teachers will work on differentiation and on encouraging student action.

English Specialists: Teachers will provide more opportunities for action and student reflections.

Teacher Assistants: They will differentiate more to allow students to develop according to their own abilities.

40


Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.



Low High

Assessment at the school aligns with the requirements of the programme(s).

x

a. Assessment at the school is integral with planning, teaching and learning.

x

b. Assessment addresses all the essential elements of the programme.

x

1.

c. The school provides evidence of student learning over time across the curriculum.

x

2. The school communicates its assessment philosophy, policy and procedures to the school community.

x

3. The school uses a range of strategies and tools to assess student learning.

x

4. The school provides students with feedback to inform and improve their learning.

x

5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).

x

The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).

x 6.

a. Student learning and development related to all attributes of the IB learner profile are assessed and reported.

x

The school analyses assessment data to inform teaching and learning.

x 7.

a. The school ensures that students’ knowledge and understanding are assessed prior to new learning.

x

8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

x

9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered.

x

41



The review committee discussed the difference between systems for recording and reporting. The school has developed systems for recording but decided that we still do not have strong ways for reporting information. We also discussed the need to develop rubrics to create uniformity in report card grading.



Standard C4: Assessment Requires significant attention


Assessment at the school reflects IB assessment philosophy. x



The school sent teachers from each language track for an IB workshop on assessment. This information was shared with faculty during faculty meetings and collaborative grade level team meetings. Teachers have participated in a series of in-house trainings on formative assessment. As a result of these trainings, teachers developed essential agreements on student portfolios. These portfolios are now helping teachers identify writing exemplars for each grading term. Grade level teams have also unified end-of year math assessments. Collaborative grade level planning meetings have focused on creating summative assessments that differentiate for learning styles and provoke higher level thinking. The school has had two exhibitions and all 5th grade teachers have received exhibition training. The Spanish track is now using the Developmental Reading Assessment to assess reading skills. The English specialists have expanded the variety of assessment instruments and are using this data to drive instruction.


Pre-K: Teachers are using more anecdotal records.

Low-K: Teachers have developed rubrics and varied assessment methods.

Kinder: Assessments include higher level thinking questions.

First Grade: Teachers have unified unit summative assessments.

Second Grade: Teachers now collaborate in developing rubrics and assessments.

Third Grade: Teachers are more aware of the importance of formative assessment.

Fourth Grade: Teachers have unified student portfolio expectations.

English Specialists: Teachers use a wider variety of reading assessments and use assessment data to guide instruction.

Teacher assistants: Teachers and teacher assistants are working more closely in the assessment process.

42



Staff members gain a greater understanding of the role of assessment in guiding and evaluating student learning.

Teachers develop assessment tools for evaluating the summative assessment tasks. Teachers create summative assessment tasks that focus on the development of

concepts rather than discrete skills. The school sent teachers from each language track for an IB workshop on assessment. This information was shared with faculty during faculty meetings and collaborative grade level team meetings. Teachers have participated in a series of in-house trainings on formative assessment. As a result of these trainings, teachers developed essential agreements on student portfolios. These portfolios are now helping teachers identify writing exemplars for each grading term. Teachers are more experienced in creating performance tasks that require students to analyze, evaluate, or create. Teachers write rubrics and some are including students in the creation of the rubrics. Teachers continue to develop the action cycle in units of inquiry.

Teachers from different track languages attended an IB workshop on action and then shared their learning with the faculty. Teachers are now consciously developing units of inquiry that provide opportunities for student action. Through school assemblies, students and teachers are learning more about the action cycle.

Teachers continue to build in time for student self-reflection in all areas of the PYP. Teachers have begun to include opportunities for student self-reflection. Many teachers involve students in self-reflection on summative assessments. Some teachers encourage self-reflection using the learner profile. Some teachers are encouraging students to participate in conferences. Most grade level teams feel that they need to increase opportunities for more student self-reflection and this desire is reflected in the team-specific targets listed below.



The school will create a committee to revise student report cards and conferences so that they better assess all essential elements and so that they better reflect the assessment philosophy of the programme. The school will continue to develop its bank of writing exemplars to better align grading within the language tracks. The language tracks will develop internal assessment tools to measure progress in reading in the track language. The school will create a committee to review options for standardized testing that will better inform teaching and learning.


Pre-K: Teachers will incorporate more visual and tactile materials into the assessment process.

Low-K: Teachers will improve student self-reflection.

Kinder: Teachers will improve student self-reflection.

First Grade: Teachers will seek more training in assessment and will include students in making rubrics.

Second Grade: Teachers will make student self-reflection a priority.

Third Grade: Teachers will use assessment data to inform teaching.

Fourth Grade: Teachers will align rubrics to unify reporting on report cards.

43


Music: Teachers will strengthen connections to Capstone and the Exhibition.

English: Teachers want to be intentional about sharing assessment, using assessment to drive planning, and tracking student progress over time.

Teacher Assistants: They will improve communication about student progress with the teacher.

Conclusions of the self-study process After analysing the outcomes of the self-study process, the school has established the priorities used to create the school action plan included with this questionnaire (see Chart 5).

We agree that this electronic questionnaire, whether signed electronically or not, and supporting documents will be understood by the IB Organization to have been read and endorsed by the head of school, without a signed hard copy being necessary.

Name of head of school

Robert Woods

Signature Date

Nov. 30, 2012

Name of head of section where PYP is implemented (if different from head of school)

Maria Abad

Signature Date

Nov. 30, 2012

Name of PYP coordinator

Teresa Wirsching

Signature Date

Nov. 30, 2012

44


List of supporting documents to attach to this form Place an X in the box to indicate that you have attached the document to the form.

Self-study process

A description of the self-study process implemented in the school, including x

• timeline

• means used to gather feedback from the different stakeholders

• meeting schedule for the self study

• the school-developed descriptors for assessing the practices

Philosophy

x School brochure and promotional literature produced by the school concerning the implementation of the PYP

Organization

x School organization chart showing the PYP pedagogical leadership team situation (including the PYP coordinator) and reporting lines

x Job description of the PYP coordinator, including all additional responsibilities besides the PYP coordination. Indicate the percentage of the coordinator’s weekly schedule that is devoted to complying with the coordination responsibilities.

Job description of the primary school principal x

Language policy x

Assessment policy x

Special educational needs policy x

Sample class schedules (include one per year/grade level) x

Curriculum

PYP programme of inquiry x

Three completed unit planners (stages 1–9) for each year/grade level x

Examples of school reports to parents from three different grade levels x

45


A description of how the exhibition is organized and managed in the school, to include: x

• the structure in place to ensure coordination of the exhibition

• a description of how students and mentors are briefed

• the process for assessment

• a description of the previous year’s exhibition, indicating the type of projects involved

Documentation to be available at the school at the time of the evaluation visit

Samples of work completed by students (this should be student work that indicates the process of/progress in learning, includes teacher feedback and student reflection and self assessment, and reflects learning within and outside of the transdisciplinary programme)

A current version of the school’s programme of inquiry

Updated and newly developed planners for all transdisciplinary units of inquiry for each year/grade level, including planners for the current unit of inquiry at each year/grade level

Unit planners for each year/grade level from outside of the programme of inquiry

Subject-specific scope and sequence documents

Samples of completed report cards from each year/grade level

Any policies/essential agreements regarding the implementation of the programme the school may have adopted or developed, if appropriate

Samples of exhibition portfolios (four samples is sufficient)

Complete the charts that appear in the following pages.

Chart 1: Update of organization of teaching time

Total teaching time in hours per week/cycle

Year/grade

Length of cycle: weekly

Percentage of teaching time with classroom teacher

Percentage of teaching time with single-subject teachers *

Other

(assemblies, special events)

3–4 years 2250 minutes 1135 minutes 90 minutes 1025 minutes

4–5 years 2250

1180 120 950

5–6 years 2250

1285 165 800

6–7 years 2250

1345 505 400

7–8 years 2250

1345 505 400

8–9 years 2250

1322.5 527 400

9–10 years 2250

1322.5 527 400

10–11 years 2250

1322.5 527 400

11–12 years

* This percentage includes teaching time with teachers in charge of specific subjects such as physical education, music or other subjects.

46


Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development • IB-recognized professional development is activities as listed on the IB events calendar on the IB public website (http://www.ibo.org) or in-school professional development activities

organized by the relevant IB office.

• Location: In the chart below, indicate where the training took place.

– For IB regional workshops attended name the city.

– For IB workshops organized in the school use “IS”.

– For IB online workshops, use “Online”.

• Add rows as necessary.

IB-recognized professional development attended during the period under review

Teacher/role Name Qualifications of each teacher

(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)

IB activities in which teacher is or has been involved in period

under review

(eg workshop leader, site visitor, contributor to IB curriculum

development)

Location Date Workshop name and category

Year/grade 3–4 years

Yi Guan Bachelors Degree GuangDong South of China University Major: Chinese Language and Literature

5 FT Participant San Diego June 14-17 2012

play based learning

Category 3

Celina Gutierrez Bachelors Degree Berta Von Glumer University Major: Early Childhood Education

1 FT Participant San Diego June 14-17 2012

play based learning

Category 3

Sandy Jiang Master of Arts Eastern Michigan University Major: Early Childhood Education Bachelors Degree Tamkang University Major: History

4 FT Participant Portland 11/12 3 to 5 yr. olds

Category 3

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48




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Vicky LaMear Bachelors Degree Universidad de Montemorelos Major: Education and Psychology

12 FT Participant Los Angeles 10/21/11 3- to 5- year olds

Category 3

Keiko Peffley Bachelors Degree Oregon State UniversityMajor: Human Development and Family Sciences Associate Degree Kanazawa Women’s College Major: English


Category 3


Yu Yen Lee Bachelors Degree Shih Chien University Major: Business Administration Associate Degree Portland Community College Major: Early Childhood Education

9 FT Participant

Participant

San Diego

Portland

June 14-17 2012

2/11

play based learning

Category 3

Teaching and Learning

Category 2

49




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Junko O’Neill Bachelors Degree Kyoto Sangyo University Major: English

6 FT Participant

Participant

Los Angeles

Portland

10/21/11

2/11

3- to 5- year olds

Category 3

Teaching and Learning in the PYP

Category 2

Jossie Torres-Jurado Bachelors Degree Universidad de Puerto Rico Major: Math Applied to Computers


Category 3

Abelid Verri Bachelors Degree Portland State University Major: CommunicationsAssociates Degree Portland Community College


Category 3

Aiyun Yin Bachelors Degree Wuhan University Chinese Language and Literature


Category 3


Hideko Forzley Bachelors Degree Kasei Gakuen University Major: Literature

13 FT Participant Salt Lake 3/10 Assessment

Category 2

50




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Qiong Li Bachelors Degree Harbin Normal University Major: Industrial Arts Decoration and Design


Category 3

Emily Pan Masters Degree George Fox University Major: Education Bachelors Degree Christ’s College Major: English

4 FT Participant

Participant

San Diego

Portland

June 14-17 2012

2/11

play based learning

Category 3


Category 2

Adela Pedrosa-Correa BA in Education with specialty in Geography & History from Granada University.

BA in Psychology. MA in Psychology and Education from Granada University; Pre-School.

Teaching certificate from Granada

6 FT Participant Portland 2/11 Math in the PYP

Category 3

Gilberto Rios Bachelors Degree University of GuatemalaMajor: Elementary Education

2 FT Participant

Participant

Kansas City

Portland

4/13/12

2/11

Inquiry

Category 3


Category 2

51




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)



Sophia Antonis Bachelors Degree Fu Jen Catholic University Major: English

12 FT Participant Kansas City 4/13/12 Inquiry

Category 3

Akiko Grimm Masters Credits – 25 Portland State University Bachelors Degree Portland State University Major: Speech Communication and TESL


Category 3

Hu Nan Teaching Degree from Teacher Education College, Tianjing, College;

Certificate from Beijing International Chinese College for overseas language teachers

6 FT Participant

Participant

Kansas City

Portland

4/13/12

2/11

Inquiry

Category 3

Math in the PYP

Category 3

Ivonne Tellez Bachelors Degree Universidad Nacional Autonoma de Mexico Major: Education

Pedagogy license from Escuela Nacional de Estudios Profesionales Aragon

12 FT Participant Portland 2/11 Teaching and Learning

Category 2

52




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Gloria Widdows Bachelors Degree Pontifica Catholic University in Temuco Chile Major: Early Childhood Development

4 FT Participant online 10/12 Teaching and Learning

Category 2


Pilar Arias M.A. in Curriculum and Instruction at Portland State University, Phi Kappa Phi

Summer Camp Director Certificate by ISM (Independent School of Management) October 2007.

B.A. in Elementary Education from Playa Ancha University, Valparaiso, Chile

B.A. in Secondary Education in ESL (English as a second language) from The Catholic University, Temuco, Chile

12 FT Participant

Participant

Kansas City

Portland

4/13/12

2/11

Inquiry

Category 3

Math in the PYP

Category 3

Jenny Yuzhen Lin BA Chinese Linguistics from East China Normal University

4 FT Participant Portland 3/2/12 Action

Category 2

53




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Masami Maruki Masters Degree Japan Women’s University Major: Education

Bachelors Degree University of Connecticut Major: Rehabilitation Services

Teaching certificate in Advance class certificate in El. Ed. by Kanagawa Prefecture


Category 2

Lizette Munoz-Cruz Masters Degree Portland State University Major: Education Bachelors Degree Southern Oregon University Major: Psychology


Category 3

54




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Jennifer Renzhen Zhu Bachelors Degree University of Fujian Major: Mathematics

Associates Degree Portland Community College Major: Computer Information Systems

Teaching certificate from East China Normal University


Category 3


Adriana Burrola Masters Degree Portland State University Major: Education and Curriculum Instruction

Bachelors Degree Universidad Autonoma del Estado Major: Teaching English as a Second Language

5 FT Participant Salt Lake 3/10 Assessment

Category 2

55




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Shirleen Kuo Bachelors Degree Tunghai University Major: International Trade

Teaching Certificate Pingtung Teachers College Major: Early Childhood Education Graduate Credits – 6 Elementary Curriculum and Instruction

7 FT Participant

Participant

Kansas City

Portland

4/13/12

2/11

Inquiry

Category 3

Math in the PYP

Category 3

Norma Torres-Alonso Bachelors Degree Felix Varela Pedagogical Institute Major: Exceptional Education

2 FT Participant

Participant

Portland

Portland

3/2/12

2/11

Action

Category 2

Teaching and Learning in the PYP

Category 2


Paola Gagliardo Bachelors Degree Universidad San Franciso de Quito Major: Chemistry

.5 FT Participant online 10/12 Making the PYP Happen

Category 1

56




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Maria Lira Masters Degree Portland State University Major: Spanish Bachelors Degree Universidad Central de Venezuela Major: Education

10 FT Participant Los Angeles 10/10 Inquiry

Category 2

Ann Jing Qui Zhu Bachelors Degree East China Normal University

Teaching Certificate Training from Shanghai Teachers University; Chinese Teaching Certificate

5 FT Participant

Participant

Kansas City

Salt Lake

4/13/12

3/10

Inquiry

Category 3

Assessment

Category 2


Taka Fuji Bachelors Degree Soka University Major: Economics

3 FT Participant Kansas City 4/13/12 Exhibition

Category 3

57




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Hong Shentu Masters Degree Peking University Major: Literature

Masters Degree Boston University Major: Bi-lingual Education

Bachelors Degree Inner Mongolia University Major: Chinese Language and Literature

TOEFL testing & Teaching Certificate from Capital Normal University, Beijing China

7 FT Participant Kansas City 4/13/12 Exhibition

Category 3

Constanza Wilkes Bachelors Degree University of San Buenaventura Major: Elementary Education

13 FT Participant Austin 7/10 Exhibition

Category 3


58




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Head of section/ principal

Robert Woods Lifetime Teaching Certification in Elementary Education State of California

Administrative Certification - State of California

Master Degree University of Redlands Major: Elementary Education Bachelors Degree Chapman College Major: Drama and Speech

.5 FT

59




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Head of Early Childhood

Maria Abad Bachelors Degree La Pontificia Universidad Catolica Del Ecuador Major: Teaching, History and Geography

18 FT Participant

Participant

Participant

Participant

Kansas City

Vancouver

New York

Los Angeles

4/13/12

4/11

2/10

1/13

Pedagogical Leadershipt

Category 3

Programme Evaluation

Continuum

Inquiry

Category 3

Assessment in the Early Years

Category 2

PYP coordinator Teresa Wirsching Masters Degree University of Idaho Major: Family & Consumer Education

Bachelors Degree Gonzaga University Major: Political Science

4 FT Participant

Participant

Participant

Participant

Vancouver

Austin

Austin

Salt Lake City

4/11

7/10

7/10

3/10

Programme Evaluation

Continuum

Exhibition

Category 3

Pedagogical Leadership

Category 2

Assessment

Category 2

60




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Others

(physical education, music, administrators)

Japanese Language and Math teacher

Keiko Hoshi Bachelors Degree Nishogakusha University Major: Education for high school and teaching Japanese as a second language

Associates Degree Kyoritsu Women’s Junior College Major: Japanese Literature


Category 3

English Specialist Kristie Ahola Masters Degree Southern Oregon University Major: Teaching

Bachelors Degree Oregon State UniversityMajor: Human Development and Family Science

4 FT

61




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


English Specialist Cassie Bellamy Masters Degree Portland State University Major: Education Leadership and Policy

Bachelors Degree Linfield College Major: Elementary Education

Oregon Teaching License


Category 2

English Specialist Lara Drouhard Masters Degree Portland State University Major: Education

Bachelors Degree Lawrence University Major: Anthropology

Oregon Teaching License – Early Childhood, Elementary, Multiple Subjects

5 FT

62




(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


English Specialist Dan Pack Masters Degree University of Alaska Southeast Major: Teaching

Bachelors Degree University of Missouri Major: Journalism

Oregon Teachers License

3 FT

English Specialist Britt Prince Masters Degree George Fox University Major: Teaching

Bachelors Degree Eastern Oregon University Major: Sociology

Oregon Teachers License

4 FT

Art Specialist Julie Jensen Bachelors of Fine Arts University of Dayton Major: Art

2 FT

Art Specialist Carolina Barros Masters of Teaching Degree Lewis and Clark CollegeMajor: Art

Bachelors Degree College of Charleston Major: Art and Theatre

2 PT Participant Portland 2/11 The Role of Arts

Category 3

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(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Music Specialist Peter Musselman Masters Degree Mills College Major: Electronic Music and Recording

Bachelors Degree Southern Oregon University Major: Music

Bachelors Degree Franklin and Marshall College Major: Geosciences Minor: Music

2 FT Participant Los Angeles 10/21/2011 The Role of Arts

Category 3

Music Specialist Martha Osborne Masters Degree Notre Dame College Major: Education

Bachelors Degree Boston University Major: Music Education

1 PT

PE Specialist Robert Briglia Bachelors Degree Cal State University Major: Psychology

8 FT Participant Los Angeles 10/21/2011 Personal, Social, and Physical education

Category 3

PE Specialist David Platt Masters Degree Paris 8 – Universite de St. Denis Major: American Literature

Bachelors Degree Dowdoin College Major: English

6 PT

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(degrees, diplomas)

Number of years at

this school

Full/ part-time

(use FT/PT)


under review


development)


Librarian Tamara Fornell Masters in Library Science Texas Women's University Major: Library Science

Bachelors Degree University of Goteborg, Sweden Major: English

Course work post graduate school: 4 credits from University of Washington: Children's Materials

5 FT Participant online 10/12 Librarian

Continuum

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Chart 3: Update of school facilities that support the implementation of the PYP Describe the changes that the school has made, if any, during the period under review, regarding its physical resources (for example, sports fields) to support the implementation of the PYP. Indicate the areas that are still in the process of improvement. Add rows as necessary.

Resource Changes since authorization/last evaluation Developments under way/future development (if applicable)

Library/multimedia centre

Purchased new shelving units to allow for more books; created a system of creating inquiry unit bins of books in various languages that can be taken on site to classrooms at the start of the units; purchased perhaps 2000 more volumes since the last visit.

A campus master plan has been completed by an architect for expansion of the campus. We are in negotiations to purchase some of our currently leased buildings and properties.

Arts provision Plans for expanded arts facilities are also in the master plan.

Information technology provision

The school has gone from 0 to 45 macbooks for classroom use; purchased 4 more projectors; procured a large, movable touch screen monitor for presentations from the Han ban of China; has purchased 30 ipads and cases for 1:1 student implementation; purchased educational iPad apps for language learning and reinforcing educational objectives; purchased 3 iPads for administrative use for teacher observations and data collection; procured a new sound system and projector for presentations in the gym; purchased new speakers for all of the classroom iMac computers. We have also added and upgraded wireless hubs for classrooms and added additional memory to all computers under 2GB. Tech leaders have attended a series of state educational technology workshops to increase technology use and enhance curriculum. Implemented Google Forms to perform informal teacher observations.

TIS will add an additional 40 macbook computers for student use this year, as well as an additional computer charging station.

Other (identify)

Creation of 2 more classrooms; purchased classroom furniture including shelving, desks, and bulletin boards for all classrooms to improve functionality and uniformity

Plans for expansion in master plan

Rental of offices off campus to house non academic staff and free up campus space.

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Chart 4: Update of implementation budget

Indicate the currency the school uses. If possible, use USD, GBP, CHF or CAD. USD

USD = US dollars GBP = Great British pounds CHF = Swiss francs CAD = Canadian dollars

IB World School

current year

Year 2 after evaluation




Academic year 2012-13 2013-14 2014-15 2015-16 2016-17

Annual school fee $13,650 @14,330 @14,900 @15,645 @16,420

Resources

(specify)

books $25,000 $25000 $25000 $25000 $25000

Classroom resources

$$65,000 $$68,000 $72,000 $78,000 $80,000

Field trips $14,500 $14,500 $15,000 $15,500 $16,000

Cultural festivals $11,750 $11,750 $12,000 $12,500 $13,000

Miscellaneous pyp classroom supplies

$7,200 $7200 $7800 $8000 $9000

IB professional development

(specify)

Workshops(incl travel hotel eyc)

$20,000 $20,000 $20,000 $20,000 $20,000

Other

Track language reading books and materials

$14,000 $16,000 $16,000 $16,000 $16,000

TOTAL $182,450 $187,450 $195,800 $205,000 209,000

Approved by Position

Robert Woods HOS

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Programme evaluation guide and self-study questionnaire...

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Transcript of Programme evaluation guide and self-study questionnaire...