Chart 5: Overview of standard C

Transcription

1 Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table below. Include the levels of achievement included in the self-study. C1 C2 C3 C4 Requires significant attention Shows satisfactory development Requires significant attention Shows satisfactory development Requires significant attention Shows satisfactory development Requires significant attention Shows satisfactory development General (as declared in the self study to be submitted to the IB) X X X X Language A/Languages and literature X X X X Language B/Language acquisition X X X X Humanities/Individuals and societies X X X X Science X X X X Mathematics X X X X Arts X X X X Physical education/physical and health education X X X X Technology/Design X X X X 82

2 Chart 6: Action plan Update on action plan Schools are required to use this template to submit their plan in order to continue implementing the programme for the next five years. It is organized according to the headings of the IB Programme standards and practices. Include objectives drawn from the outcomes of the self-study. All recommendations from the authorization or previous evaluation must be addressed in the action plan. Indicate clearly which objectives address recommendations. In addition, if the school has continued efforts to improve in an area in which they received a Matter to be addressed in the authorization or previous evaluation, this should be indicated. Add rows as necessary. For partnerships: The action plan needs to be completed by all partner schools together. Within the plan, identify the actions that individual partner schools need to do on their own. 83

3 A: Philosophy The school s educational beliefs and values reflect IB philosophy. Objective Actions Date to be A2:The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy. A2: Continue to educate, Academic Support Committee, parents, and teachers on the IB MYP. This will be done through official IB training, in-house training, PTO meetings, newsletters, distributions, and established expectations at hiring. Ongoing Hiring protocols by 2/2016 Training costs, professional development days Training attendance Newsletters s Hiring protocols A3: The school community demonstrates an understanding of, and commitment to, the programmes(s). Continue systematic approach to building the program: Year 1 ( ): Focus on cohort training (in house training before & after official IB training); build fidelity to IB criteria, Key Concepts, and Global Contexts. Ongoing Training costs, professional development days Unit planners Training agendas Year 2 ( ): Focus on support for cohorts leading colleagues; peer observations; build fidelity to IB criteria, inquiry statements, Related Concepts, and Approaches to Learning. A3: The school community demonstrates an understanding of, and commitment to, the programmes(s). A5: The school promotes responsible action within and beyond the school community. A3, A5: We will develop induction & graduation ceremonies to reinforce IB MYP at our school PTO $5,000 Ceremony documentation 84

4 A5: The school promotes responsible action within and beyond the school community. A5: Continue to support restorative practices & seek out additional training and time for teachers & administration to support restorative circles. Map ATLs in planning matrix for full Advisory curriculum. Track student mindsets through STeP Survey, student involvement in community events, extracurricular activities, projects. August 2016 Discipline rates Advisory curriculum & fidelity checks STeP Survey Club/community activities Project participation A8: The school participates in the IB world community. A8: Establish intentional global connections and relationships to support teacher growth in IB and foster more global mindedness amongst students. Use OCC more effectively: global forums, teacher resources. Participate in Tennessee IB Association (TIBA). OCC logins Unit plans A8: The school participates in the IB world community. A8: will visit at least 2 schools with similar demographics with a history of effectively implementing whole school MYP. Gather ideas for implementation & support, and present select strategies with faculty. Travel costs. Travel documentation 85

5 B: Organization B1: Leadership and structure The school s leadership and administrative structures ensure the implementation of the Middle Years Programme. Objective Actions Date to be B1.2, 6: The school has developed a governance and leadership structure that supports the implementation of the programme(s). B1.2, 6: Plan for better teacher retention after official IB training: minimize turnover losses. Enforce district 3-year retention policy for training. August 2016 MNPS Director of Advanced Academics MNPS Lead Coach for Advanced Academics District policy Training budget B1.6: The school has systems in place for the continuity and ongoing development of the programme(s). B1.5a: The school has developed and implements a language policy that is consistent with IB expectations. B1.5a: Request faculty/budget allocations to meet IB requirements in Language Acquisition & Arts. August 2016 Teacher salary Master schedule B1.5b: The school has developed and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school s admissions policy. B1.5b: Communicate school s IB Special Education Policy and work to support struggling learners more effectively and purposefully through the intentional planning for Approaches to Learning. It is currently located on our school website. Ongoing. Special Education Department Chair Unit plans B1.5c: The school has developed and implements an assessment policy that is consistent with IB expectations. B1.5c: Investigate how the district s assessment policies and reporting can more seamlessly merge with MYP. Ongoing. MNPS Director of Advanced Academics MNPS Lead Coach for Advanced Academics Reporting of IB grades 86

6 B1.6: The school has systems in place for the continuity and ongoing development of the programme(s). B1.6a: The school s organizational structures support the implementation of all subject groups offered by the school, approaches to learning, service and the personal project (or community project for programmes that end in MYP year 3 or 4). Continue meetings with dedicated time to support IB. Streamline, clarify, & communicate the role of the in support of MYP. Bi-weekly Ongoing None, agendas job description B2: Resources and support The school s resources and support structures ensure the implementation of the Middle Years Programme. Objective Actions Date to be B2.4: The school provides dedicated time for teachers collaborative planning and reflection. B2.4: Revise master schedule or planning calendar to allow for more vertical planning in all subject areas. Include support specialists, exceptional education professionals, and related arts. Master schedule B2.6: The library/multimedia/resources play a central role in the implementation of the programme(s). B2.6: We will ensure that our librarian/media specialist gets IB recognized library training. She is currently invited to all team planning events and co-plans with many teachers. Librarian Training costs. Training documentation 87

7 B2.8: The school provides support for its students with learning and/or special educational needs and support for their teachers. B2.9: The school has systems in place to guide and counsel students through the programme(s). B2.8, 9: We will examine how we support our special needs students through the MYP unit planning, specifically targeting Learner Profile, Approaches to Learning, and differentiation. The school counselor meets with our feeder high school counselor. Ongoing Special Education Department Chair Coteaching collaboration Team meeting notes B2.10: The student schedule or timetable allows for the requirements of the programme(s) to be met. B2.10, 10b, 10c: We will revise our master schedule to allow all students to meet the Language Acquisition requirement. February 2016 Teacher salary Master schedule B2.10b: The schedule or timetable provides the minimum required teaching hours per year for the required MYP subject groups. B2.10c: The schedule or timetable promotes concurrency of learning. B2 (all) B2 (all): Visual Art will be reinstated in the school year, use MYP assessment criteria, and provide students 50+ hours of instruction. August 2016 Teacher salary Master schedule TEAM evaluation B2 (all) B2 (all): The technology/keyboarding/film class will be re-envisioned to become Design and follow the IB Design course frameworks, including the use of MYP assessment criteria. August 2016 Design Teacher Daily rate of pay for additional planning Master schedule Teacher s unit plans & student work 88

8 C: Curriculum C1: Collaborative planning Collaborative planning and reflection support the implementation of the Middle Years Programme. Objective Actions Date to be C1 (all) C1 (all): We will develop a pathways professional learning community structure in which each grade level will jigsaw to become experts in different areas of the MYP and unit planning. This will provide immediate supports during team meetings and encourage stronger ownership of the MYP planning process. with official IB training will become leaders for the pathways. August 2016 Grade Level Chairs Pathways materials Meeting agendas C1.1: Collaborative planning and reflection addresses the requirements of the programme(s). C1.2: Collaborative planning and reflection takes place regularly and systematically. C1.3: Collaborative planning and reflection addresses vertical and horizontal articulation. C1.4: Collaborative planning and reflection ensures that all teachers have an overview of students learning experiences. C1.5: Collaborative planning and reflection is based on agreed expectations for student learning. C1.1, 2, 3, 4, 5: Regular & systematic collaborative vertical & horizontal planning time needs to be provided and protected during school hours. May 2016 Master schedule 89

9 C1.1b: Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-curricular skills and the deepening of disciplinary understanding. C1.1b: on each grade level will ensure that students experience at least 2 interdisciplinary units (designed with the interdisciplinary unit planner) per year. Travel costs. Interdisciplinary unit planners Training documentation We will send 2 teachers to interdisciplinary unit planning training during the school year. These teachers will become leaders for our cohorts and professional learning communities pathways. C1.4: Collaborative planning and reflection addresses vertical and horizontal articulation. C1.4: We will build MYP unit planning days into our summer professional development and pay teachers to continue to collaboratively develop a sustainable written curriculum, including a minimum of 1 interdisciplinary unit per year per teacher. May 2016 daily rate of pay. Unit planners Summer planning days C1.5: Collaborative planning and reflection is based on agreed expectations for student learning. C1.5: Streamline use of assessment criteria vertically & horizontally. Build ways to systematically review student learning expectations & align to assessment policies. Department Chairs Student work Unit planners Teacher planning meeting notes Continue conversations that allow standardization of expectations and calibration of scoring (score common assessments with IB assessment criteria). 90

10 C1.5: Collaborative planning and reflection is based on agreed expectations for student learning. C1.5: Continue vertical alignment meetings with elementary & high school, with specific focus on transitioning students from PYP to MYP and from MYP at JT Moore to MYP at Hillsboro High School. Ongoing $2,000 for meeting expenses Meeting agendas C1.5: Collaborative planning and reflection is based on agreed expectations for student learning. C1.5: Establish collaborative planning and reflection that ensures all teachers have an overview of students learning experiences by completing peer observations with fidelity. December 2016 Peer observation documentation Share outs C1.8: Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. C1.8: Engage teachers in crosswalk activity between state standards & IB objectives. August 2016 Unit plans C1 (all) Maintain introductory & follow up in-house IB training for teachers: 2 professional days for each cohort. Ongoing $500 Meeting agendas C1 (all) Continue to build storehouse of MYP plans and rubrics. Ongoing Unit plans 91

11 C2: Written curriculum The school s written curriculum reflects IB philosophy. Objective Actions Date to be C2.1b: The written curriculum includes an approaches to learning planning chart for all years of the programme. C2.1c: The written curriculum includes subject group overviews for each subject group offered for each year of the programme. C2.1d: Unit plans are documented according to the MYP unit planning process. C2.1e: The curriculum fosters disciplinary and interdisciplinary understanding. C2.2: The written curriculum is available to the school community. C2.4a: The written curriculum includes the prescribed key concepts and related concepts in each subject group. C2.1b, 1c, 1d, 1e, 2, 4a: Schedule and guard time for monthly vertical planning. Continue to build the written curriculum matrix to include ATLs, Related Concepts, Learner Profile, and statements of inquiry for each unit. Publish this completed document on cluster portal and school website. October 2016 Written curriculum C2.1e: The curriculum fosters disciplinary and interdisciplinary understanding. on each grade level will ensure that students experience at least 2 interdisciplinary units (designed with the interdisciplinary unit planner) per year. Interdisciplinary unit planners We will send two teachers to interdisciplinary unit planning training during the school year. These teachers will become leaders for our cohorts and professional learning communities pathways. 92

12 C2.1e: The curriculum fosters disciplinary and interdisciplinary understanding. C2.3: The written curriculum builds on students previous learning experiences. C2.7: The written curriculum promotes students awareness of individual, local, national and world issues. C2.1e, C2.3, C2.7: We will develop hallmark projects at years 0-2 (5-7 th grades) with elements of the year 3 (8 th grade) project so that the whole school takes ownership of the culminating experiences. We will investigate the uses of the year 3 community project assessment criteria in year 0-2 projects. Grade Level Chairs Project components at each level Increase in percent participation in year 3 (8 th grade) project C2.1e: The curriculum fosters disciplinary and interdisciplinary understanding. C2.3: The written curriculum builds on students previous learning experiences. C2.1e, C2.3, C2.7: We will align the district project expo rubric to the MYP assessment criteria. Aligned assessment criteria/rubric C2.7: The written curriculum promotes students awareness of individual, local, national and world issues. C2.3: The written curriculum builds on students previous learning experiences. C2.6: The written curriculum incorporates relevant experiences for students. C2.7: The written curriculum promotes students awareness of individual, local, national and world issues. C2.3, 6, 7: Engage teachers in crosswalk activity between state standards & IB objectives. Schedule regular reflection time for peer reviewing of unit plans. We will use the Evaluating Unit Planners publications to peer review plans. August 2016 Crosswalk document Peer reviewed plans 93

13 C2.9: The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). C2.9,10: Use leadership team meetings and faculty meetings to update faculty with current IB publications and to review implementation of current policies. Ongoing $1000 for copying/supplies, subscriptions Meeting agendas C2.10: The written curriculum integrates the policies developed by the school to support the programme(s). C2 (all) C2 (all): Intentionally target and develop Visual & Performing Arts, Design, and PE written curriculum, focusing on the use of MYP assessment criteria. August 2016 Training costs. Interdisciplinary unit planners Training documentation C2 (all) C2 (all): Design hallmark projects at each grade level 5-7, with focus on different components of year 3 project so that students have practiced process journals, planning, etc. more formally before 8 th grade. Score elements of hallmark projects using project assessment criteria. August 2016 Grade level chairs Project guides Increased 8 th grade participation, increased quality of project 94

14 C3: Teaching and learning Teaching and learning reflects IB philosophy. Objective Actions Date to be C3.4: Teaching and learning promotes the understanding and practice of academic honesty. C3.4: The school will continue to use Advisory time and lesson plans to address Academic Honesty Policy, and empower students to be more principled and courageous in their decision making. Ongoing Advisory scope & sequence, plans C3.13: Teaching and learning engages students in reflecting on how, what and why they are learning. C3.13: Engage students & parents in student-led conferences to report student achievement of MYP assessment criteria. Include ATL reflection by both teacher & student. December 2016 Conference schedules C3.1b: Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied. C3.6: Teaching and learning addresses human commonality, diversity and multiple perspectives. C3.1b, 6 Continue to build the written curriculum matrix to include ATLs, Related Concepts, Learner Profile, and statements of inquiry for each unit. Publish this completed document on cluster portal and school website. October 2016 Document completed & updated, published 95

15 C3.1a: Teaching and learning at the school uses global contexts as contexts for inquiry. C3.1b: Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied. C3.1a, 1b, 8, 9, 10: Streamline the onboarding/orientation process for new faculty so that IB expectations are clearly communicated and supported. Tie IB expectations to TEAM evaluation professionalism rubric. February 2016 Hiring procedures Orientation events/agendas C3.8: Teaching and learning demonstrates that all teachers are responsible for language development of students. C3.9: Teaching and learning uses a range and variety of strategies. C3.10: Teaching and learning differentiates instruction to meet students learning needs and styles. C3.1b: Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied. C3.1b: Engage students & parents in student-led conferences to report student achievement of MYP assessment criteria. Include ATL reflection by both teacher & student. Ensure that each criteria is graded/scored twice per year minimum. December 2016 Conference schedules 96

16 C3.1a: Teaching and learning at the school uses global contexts as contexts for inquiry. C3.1b: Teaching and learning allows students to meet the MYP objectives in each year of the programme for each subject group studied. C3.1a, 1b, 8, 9, 10: Engage teachers in crosswalk activity between state standards & IB objectives. Communicate these overlaps to our learning community. August 2016 Summer pay for teachers Unit plans C3.8: Teaching and learning demonstrates that all teachers are responsible for language development of students. C3.9: Teaching and learning uses a range and variety of strategies. C3.10: Teaching and learning differentiates instruction to meet students learning needs and styles. C3.10: Teaching and learning differentiates instruction to meet students learning needs and styles. C3.11: Teaching and learning incorporates a range of resources, including information technologies. C3.12: Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students own needs and needs of others. C3.10, 11, 12, 13: Select 3-4 specific teaching strategies (such as Socratic Circle, thinking maps/routines, note-taking conventions) that all teachers will use, so that student competencies increase over the course of four years. Focus teacher training on these strategies. Use these strategies to methodically & purposefully delve deeply into the Global Contexts and provide structures for deeper inquiry. December 2016 Unit plans Peer observations C3.13: Teaching and learning engages students in reflecting on how, what and why they are learning. 97

17 C3.1: Teaching and learning aligns with the requirements of the programme(s). C3.13: Teaching and learning engages students in reflecting on how, what and why they are learning. C3.14: Teaching and learning fosters a stimulating learning environment based on understanding and respect. C3.16: Teaching and learning develops the IB learner profile attributes. C3.1, 13, 14, 16: The leadership team will select monthly articles to use during Advisory as a foundation for discussions of IB requirements, Global Contexts, Key & Related Concepts, and Approaches to Learning. This will empower both students and teachers to engage in more activities to promote intercultural awareness and global mindedness. Ongoing beginning February 2016 $1000 for printing supplies Advisory lesson plans Unit plans C3.12: Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students own needs and needs of others. C3.12: Students will continue to feel intellectually and emotionally empowered to investigate & invest in projects that impact our community and the world, as evidenced by our project-based learning & MNPS Project Expo. May 2016 Grade Level Chairs PTO JTM & MNPS project expo Calendar Student participation The school will build community service opportunities aligned to student interests into the school day through service learning. C3.10: Teaching and learning differentiates instruction to meet students learning needs and styles. C3.11: Teaching and learning incorporates a range of resources, including information technologies. C3.10,11: The school will investigate ways to more effectively differentiate instruction to meet students learning needs and styles. We will consider more blended learning models, and reenvision existing physical space to support small group differentiation. December 2016 Special Education Department Chair Unit plans Student achievement 98

18 C4: Assessment Assessment at the school reflects IB assessment philosophy. Objective Actions Date to be C4.1 Assessment at the school aligns with the requirements of the programme(s). C4.1a: The school uses the prescribed assessment criteria for each subject group in each year of the programme. C4.1b: standardize their understanding and application of criteria before deciding on achievement levels. C4.1, C4.1a, C4.1b: The school will offer three assessment training sessions to support teachers in the use of MYP assessment criteria. May 2016 Meeting agenda & sign-ins C4.1a: The school uses the prescribed assessment criteria for each subject group in each year of the programme. C4.1a: The school will participate in IB Building Quality Curriculum. The school currently trades unit planners for review with other MYP schools. Building Quality Curriculum costs (?) Feedback from IBO C4.1a: The school uses the prescribed assessment criteria for each subject group in each year of the programme. C4.1a: The school will continue to send staff to IB training, post assessment criteria in classrooms, incorporate in-house professional development on assessment criteria at faculty and data meetings. Training costs Training records Meeting agendas We will tie IB planning to the TEAM evaluation professionalism rubric. C4.1a: The school uses the prescribed assessment criteria for each subject group in each year of the programme. C4.1a: Score school-based common assessments using MYP assessment criteria. IB grades 99

19 C4.2: The school communicates its assessment philosophy, policy and procedures to the school community. C4.2: We will continue to use EVRITS (mass distribution) and the school newsletter to distribute information regarding our IB Assessment Policy and rubrics. We will continue to engage parents in these conversations through our Academic Support meetings and PTO meetings. Ongoing EVRITS records Parent surveys Meeting agendas C4.3: The school uses a range of strategies and tools to assess student learning. C4.8: The school provides opportunities for students to participate in, and reflect on, the assessment of their work. C4.3, C4.8: The school will encourage the keeping of interactive notebooks & portfolios as a means of assessment over time. Additionally, we will be seeking out opportunities to transition toward student-led conferences, requiring reflection and articulation of students own growth on MYP assessment criteria and ATLs. Ongoing, Student-led conferences begin August 2016 $1000 for student materials Portfolios follow students to rising grade Notebooks show evidence of reflection & growth C4.6: The school provides opportunities for students to participate in, and reflect on, the assessment of their work. C4.6: The school will to develop clear, consistent, non-duplicate processes for recording & communication of MYP assessment criteria through student-led conferences. District expectations and current grading software program (GradeSpeed) do not allow for holistic scoring on a 1-8 scale, and a new platform is coming soon (TBA). August 2016 MNPS Director of Advanced Academics MNPS Lead Coach for Advanced Academics $1000 for printing supplies IB report card 100

20 C4.9: he school has systems in place to ensure that all students can demonstrate a consolidation of their learning through the completion of the PYP exhibition, the MYP personal project (or community project for programmes that end in MYP year 3 or 4), the DP extended essay and the C reflective project, depending on the programme(s) offered. C4.9: We will increase the percent of students participating in the 8 th grade IB Community Project through stronger mentoring, clearer digital tools, more frequent adult support during school hours (Advisory), and more celebratory exhibitions that include the current 7 th graders to create stronger anticipation and preparedness for the project. 8 th Grade $1000 for student materials & incentives % students participating in project Mentoring plans Exhibitions We will designate a projects cocoordinator to support the implementation. Approved by Dr. Gary Hughes Position Executive Principal () 101