PYP Requirements Slides Prepared by: Dr. Quail Middlebrooks: - - PowerPoint PPT Presentation
North Atlanta Cluster PYP Requirements Slides Prepared by: Dr. Quail Middlebrooks: Coordinator, Gifted and Talented Kasele Mshinda: Coordinator, 6-12 Mathematics John Denine: Coordinator, College and Career Readiness Charter System
Prepared by:
Kasele Mshinda: Coordinator, 6-12 Mathematics John Denine: Coordinator, College and Career Readiness
2
Domain
Autonomy Now (now-2017) Future Autonomy (2017-2018…Pending Budget) Future Autonomy (2018+)
Personnel
Flexibility to convert positions to dollars or other positions Change the number and type of staff Hire candidates of choice and redefine/expand roles Interview and make final selections for hire Modify staffing models to adjust class size Pay for additional work days for staff (i.e. stipends) Waivers from traditional teacher certification requirements Modifications to the teacher contract based on schools needs (eg. teacher workday or work year)
Finance & Resource Allocations
Move general fund budget allocations to where resources are needed Cluster and signature funding allocations to support priorities and needs Transition funding flexibility (turnaround schools only) Funding consolidation for all budgets Changes to the budget funding model Consolidation of general and federal funding (pilot schools
Additional updates and changes to the funding models
Curriculum
Make adjustments to school resources based on signature program and cluster plan EIP/REP model flexibility Gifted Delivery Model flexibility Media specialist scheduling Choice of student interventions Ability to add and design courses to meet student needs (SBS) Ability to apply for flexibility and autonomy outside of the district’s standards of service (SBS) Choice of extended learning time model (turnaround schools
School Improvement and Operations
Develop and approve innovations aligned with the school strategic improvement plan School calendar changes to meet school needs Can apply for flexibility and autonomy to support school
Managing the school day calendar and all
Jackson Mays North Atlanta Therrell Douglass South Atlanta Washington BEST/CSK Carver Grady
The NAHS Cluster will implement IB with depth and fidelity for all students in order to develop inquiring, knowledgeable and caring young people who will graduate ready for college and career.
A high performing cluster where students, educators and families work together to create a better and more peaceful world through intercultural understanding and respect.
(Color and boldface added for emphasis)
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international
education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB Students Are:
Rigor? Whole Child? Social Emotional Learning? 21st Century Skills?
drive program
and higher-order thinking skills
awareness, communication
PYP MYP CP/DP
Transdisciplinary Interdisciplinary Disciplinary
within another.”
between them and beyond them, for the emergence of new and broader perspectives and for deeper understanding of the interrelatedness of complex issues.”
—The Primary Years Programme as a model of transdisciplinary learning (2010)
Quotes from The Primary Years Programme as a model of transdisciplinary learning (2010)
(Color and boldface added for emphasis)
“coherence of learning” (p.15) “learning in a highly integrative manner” (p.15) “relevant to the real world” (p.5) “transdisciplinarity forces a paradigm shift” (p.5) “the PYP is not business as usual” (p.5) “inclusivity” (p.15) “mixed ability grouping” (p.16) “within class flexible grouping” (p.18) “grouping and regrouping” (p.16) “differentiation through grouping” (p.16) “learning to accommodate the range of abilities and perspectives” (p.16) “one student’s learning is not at the expense of another” (p.16) “learning as a member
(p.16) “learning is a social act” (p.16) “a value embedded in the principles and practices of the PYP” (p.16)
(Color and boldface added for emphasis)
—The Primary Years Programme as a model of transdisciplinary learning (2010)
(Color and boldface added for emphasis)
Launch of PYP focused on Transdisciplinary teaching and learning
1000 IB World Schools
PYP Committee requires core classes to be taught by the classroom teacher
Launch of IB Learner Profile
Garden Hills, Smith become authorized IB World Schools
2000 IB World Schools
Rivers, Brandon, Jackson become authorized IB World Schools
3000 IB World Schools
Bolton, Deerwood become authorized IB World Schools
Beecher Hills becomes authorized IB World School
IBO changes Programme Evaluation documents and procedures
4000 IB World Schools
—Developing a transdisciplinary programme of inquiry (2008)
Programme standards and practices
visit
authorization
Jackson, Morris Brandon, E. Rivers
Matter to be Addressed # APS Schools Receiving Matters to be Addressed
Pullout Gifted (Resource Model)
Pullout Accelerated Math (Resource Model)
plans to correct discrepancies and to upload requested documentation
months)
with school-level plans
Apply for Candidacy Consultant Visit Apply for Authorization Verification Visit Program Evaluation Visit
School IB Finding Matter to be Addressed Evidence to be Submitted to IB APS PYP School #1 “To accommodate students’ different learning needs they have developed a pull out system for mathematics […]. For many students this instruction is provided by a different teacher.” “All classroom teachers […] take responsibility at least for the language of instruction, mathematics, social studies, and science, to support the PYP model of transdisciplinary teaching and learning.” “Statement from the school indicating how it will modify its practices to be in alignment with IB policy.” “Teacher timetables showing fulfillment of the requirement.” APS PYP School #2 “Students in grades 4 and 5 are divided according to math ability levels and travel to different teachers for math instruction.” “All classroom teachers […] take responsibility at least for the language of instruction, mathematics, social studies, and science, to support the PYP model of transdisciplinary teaching and learning.” Note: This is the exact same language as APS PYP School #1 “Teacher job descriptions […] for mainstream classroom teachers, the description should include specifically the teaching of the language of instruction, mathematics, social studies and science.”
School IB Finding Matter to be Addressed Evidence to be Submitted to IB APS PYP School #3 “The school is ability grouping for math instruction for grades 2-5. Students are grouped across the grade and may rotate to a different teacher for this subject area.” The school “demonstrates commitment to transdisciplinary learning.” “The school must provide an action plan that shows how it will restructure math instruction so that it can be incorporated in a transdisciplinary manner.” APS PYP School #4 “From grade 3 to grade 5, classes are departmentalized.” Note: This finding is very
pullouts are an example of this prohibited practice. “All classroom teachers […] take responsibility at least for the language of instruction, mathematics, social studies, and science, to support the PYP model of transdisciplinary teaching and learning.” Note: This is the exact same language as APS PYP Schools #1 and 2. “A statement from the school indicating that the practice of departmentalized instruction will cease.”
moving more quickly deserve thoughtful attention, both to ensure that they are challenged and that they are mastering the full range of mathematical content and skills” (p.81).
that […] the continuity of the mathematics learning progression is not disrupted” (p.81).
Multiple Access Points Start Accel Math in GR9, reach AP Calculus AB by GR12 Very different paths to the same destination Only one path leads to AP Calculus BC Zero NAHS students are enrolled in AP Calc BC 20 NAHS students enrolled in AP Calc AB
Very different paths to the same destination IBDP Math courses may be taken in GR11 and GR12 Regular path Math students reach IB Math Studies by GR12 Start Accel Math in GR9, reach IB Math YR 2 by GR12 AP Calc/Stats may be taken concurrently with IB Math
North Atlanta Bolton Academy Elementary School 25 26 51 581 8.8% North Atlanta
55 43 98 775 12.6% North Atlanta Garden Hills Elementary School 18 14 32 484 6.6% North Atlanta Morris Brandon Elementary School 67 77 144 1059 13.6% North Atlanta Sarah Rawson Smith Elementary School 53 62 115 1094 10.5% North Atlanta Warren T. Jackson Elementary School 31 30 61 826 7.4% 501 4819 10.4% 4 5 Grand Total Accel Math Total Enrollment % Enrolled in Accel Math Cluster School Accelerated Math Students Totals by Grade Level 1 2 3
School IB Finding Matter to be Addressed Evidence to be Submitted to IB APS PYP School #1 “To meet their GATE requirements, identified students are withdrawn
independent enriched programme.” “All classroom teachers […] take responsibility at least for the language of instruction, mathematics, social studies, and science, to support the PYP model of transdisciplinary teaching and learning.” “Statement from the school indicating how it will modify its practices to be in alignment with IB policy.” “Teacher timetables showing fulfillment of the requirement.” APS PYP School #2 “The school has a one full day per week pull out program for gifted and talented students. Gifted and talented teachers follow a prescriptive curriculum provided by the district.” “The PYP is implemented in an inclusive manner, so that all students in the grade/year levels in the school […] are engaged with the PYP to the maximum extent possible.” “Statement of the school governing body and leadership that includes actions taken to integrate the gifted and talented students into the PYP as it is delivered in the regular classroom.”
School IB Finding Matter to be Addressed Evidence to be Submitted to IB APS PYP School #3 “Gifted students are pulled from their homeroom class for a significant amount of time each week. […] Gifted and talented instructors feel compelled to abide by district requirements which differs [sic] from essential elements
“The PYP is implemented in an inclusive manner, so that all students in the grade/year levels in the school […] are engaged with the PYP to the maximum extent possible.” Note: This is the exact same language as APS PYP School #2 “Statement from the school governing body and leadership that includes actions taken to teach PYP in an inclusive manner so that all students […] are engaged with PYP to the fullest extent possible.” APS PYP School #4 “Single-subject teachers and teachers of the gifted and talented are not using the [curriculum] framework.” The school “demonstrates its commitment to the Primary Years Programme as the framework for all planning, teaching and learning across the curriculum, in particular, by using the planner and the programme of inquiry.” “An outline of how the programme for students identified as gifted/talented is implemented at the school.”
Gifted-endorsed teacher
North Atlanta Bolton Academy Elementary School 5 7 17 13 14 56 581 9.6% North Atlanta
9 23 15 22 35 104 775 13.4% North Atlanta Garden Hills Elementary School 1 10 10 15 36 484 7.4% North Atlanta Morris Brandon Elementary School 19 76 75 87 89 346 1059 32.7% North Atlanta Sarah Rawson Smith Elementary School 13 30 52 49 66 210 1094 19.2% North Atlanta Warren T. Jackson Elementary School 13 27 48 59 55 202 826 24.5% 1177 4819 24.4% Total Enrollment % Gifted Identified Totals Grand Total Gifted Cluster 4 5 School Gifted Identified Students by Grade Level 1 2 3
at each grade level
cohort
competitions and exposure opportunities
teacher and the Gifted Lead Teacher
subjects
met
for FTE purposes
increased Gifted teacher allocations
North Atlanta APS PYP School 19 76 75 87 89 346 1059 32.7% Total Enrollment % Gifted Identified Totals Grand Total Gifted Cluster 4 5 School Gifted Identified Students by Grade Level 1 2 3
62.8 77.8 22.5 32.3 33.0 36.3 5.8 6.8
Non-IB Schools (n=90) IB Schools (n=13) CCRPI Points Earned Average CCRPI Score Average Achievement Points Average Progress Points Average Achievement Gap Points Georgia Avg. CCRPI = 75.5
50 55 60 65 70 75 80 2012-2013 2013-2014 2014-2015
APS Average CCRPI Over Time
Non-IB Schools IB Schools
50 55 60 65 70 75 80 2012-2013 2013-2014 2014-2015
APS CCRPI Compared to Georgia
APS Non-IB Schools APS IB Schools Georgia
AP IBDP
500 1000 1500 2000 2500 2012 2013 2014 2015 2016
AP Students AP Exams (9th-12th) 3+ Scores
200 400 600 800 1000 2012 2013 2014 2015 2016
IBDP Students IBDP Exams (12th) 4+ Scores
10 20 30 40 50 60 70 2012 2013 2014 2015 2016 AP 3+ Percentage (5 Point Scale) IBDP 4+ Percentage (7 Point Scale)
Student-centered Inquiry-based learning Project-based learning Concept-based units Community service Social & emotional learning Real world content Rigorous coursework Business & community engagement Career awareness & exposure Strong Science & Math offerings Strong Arts offerings Career, technology, & life skills Interdisciplinary teaching Student reflection Character education 21st century skills Teacher training IB authorization process IB program evaluation process Core disciplines focus Multilingualism IB Learner Profile International Mindedness Approaches to Learning Action Global contexts STEM certification process STEM Frameworks Science & Math focus Teacher certification Student internships Technology integration STEM-related competitions