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 Implementation Domain Autonomy Now (now-2017) Future Autonomy (2017- 2018…Pending Budget ) Future Autonomy (2018+)  Flexibility to convert positions to dollars or other positions  Waivers from traditional teacher certification requirements  Change the number and type of staff  Modifications to the teacher contract based on schools needs  Hire candidates of choice and redefine/expand roles (eg. teacher workday or work year) Personnel  Interview and make final selections for hire  Modify staffing models to adjust class size  Pay for additional work days for staff (i.e. stipends)  Move general fund budget allocations to where resources are  Funding consolidation for all budgets  Additional updates Finance &  Changes to the budget funding model needed and changes to the  Cluster and signature funding allocations to support priorities and  Consolidation of general and federal funding (pilot schools Resource funding models needs only) Allocations  Transition funding flexibility (turnaround schools only)  Make adjustments to school resources based on signature  Ability to add and design courses to meet student needs (SBS)  Ability to apply for flexibility and autonomy outside of the program and cluster plan  EIP/REP model flexibility district’s standards of service (SBS) Curriculum  Gifted Delivery Model flexibility  Choice of extended learning time model (turnaround schools  Media specialist scheduling only)  Choice of student interventions  Develop and approve innovations aligned with the school  School calendar changes to meet school needs  Managing the school School  Can apply for flexibility and autonomy to support school strategic improvement plan day calendar and all Improvement operational needs (i.e. space usage) (SBS) other school and operation needs Operations 2

APS Signature Programs Jackson Douglass Mays South Atlanta North Atlanta Washington Therrell BEST/CSK Carver Grady

Four IB Clusters: • Jackson • Mays • North Atlanta • Therrell

APS FY17 IB Signature Program Budget • $3,641,673.00 • Allocated for: o 35 current and prospective IB programs o At 31 schools o Across 4 clusters • $2,229,790.00 for 26.5 IB Coordinators (salary + benefits) • $673,144.00 for 8 World Language Teachers at Authorized IB schools • $645,042.00 for dues, fees, and local IB workshop registration • $93,697.00 for IB school staff to travel to IB workshops

North Atlanta Cluster Plan Mission Vision The NAHS Cluster will implement A high performing cluster where IB with depth and fidelity for all students, educators and families students in order to develop work together to create a better inquiring, knowledgeable and and more peaceful world through caring young people who will intercultural understanding and graduate ready for college and respect. career.

The IB Mission Statement (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 organizations to develop challenging programmes of 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.

The IB Learner Profile “ The IB Mission Statement in Action ” 21 st Century IB Students Are: Rigor? Skills? • Inquirers • Open-Minded • Caring • Knowledgeable Social Whole • Risk-Takers • Thinkers Emotional Child? Learning? • Balanced • Communicators • Reflective • Principled

Primary Years Programme • Grades PK-5 • A whole-school program • A curriculum framework — PYP units drive program • Transdisciplinary teaching and learning • Inquiry-based: academic challenge and higher-order thinking skills • Second language development (age 7+) • Focus on holistic learning, intercultural awareness, communication

Teach 4 PYP Units in Pre-K Transdisciplinary and K Themes Concept-Based Teach 6 Units, 6-8 Units in Weeks Long Grades 1-5 ELA, Math, 38 Units = Social Studies “ Programme of & Science Inquiry”

What Does “ Transdisciplinary ” Mean? PYP MYP CP/DP Transdisciplinary Interdisciplinary Disciplinary • Interdisciplinary: “Transferring the methods, models, processes, or forms of logic from one learning area and applying these within another.” • Transdisciplinary: “Focus on issues across learning areas, 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)

A Community of Learners Quotes from The Primary Years Programme as a model of transdisciplinary learning (2010) (Color and boldface added for emphasis) “ coherence of “ relevant to “learning in a “ transdisciplinarity learning” the real “ inclusivity ” highly forces a paradigm (p.15) world” (p.5) (p.15) integrative shift ” (p.5) manner” (p.15) “ mixed ability “ grouping and “the PYP is not “ within class “ differentiation grouping” (p.16) regrouping ” (p.16) business as usual ” flexible grouping” through grouping” (p.5) (p.18) (p.16) “learning to “learning as “learning is a “one student’s “a value embedded accommodate the a member social act ” (p.16) learning is not at in the principles and range of abilities and of a group ” the expense of practices of the PYP ” perspectives ” (p.16) (p.16) another ” (p.16) (p.16)

“a value embedded in the principles and practices of the PYP ” (Color and boldface added for emphasis) “The community that the PYP promotes is defined by the IB mission statement, the IB learner profile, the PYP curriculum model with its transdisciplinary dimensions, and the PYP implementation standards and practices .” “ That community is supportive, not competitive ; reflects a broad spectrum of society, not an elite cohort ; is integrated, not stratified ; and is committed to lifelong learning, not learning to address solely summative assessment outcomes .” — The Primary Years Programme as a model of transdisciplinary learning (2010)

A Transdisciplinary Community of Learners (Color and boldface added for emphasis) “ Please note that mathematics, language of instruction, social studies and science need to be the responsibility of the classroom teacher : the teacher with whom the students spend most of their time. Single-subject teaching of these areas is not consistent with the PYP model of transdisciplinary learning — learning that transcends the confines of the subject areas, but is supported by them .” — Making the PYP happen: A curriculum framework for international primary education (2009)

PYP Development Over Time • 1997 Launch of PYP focused on Transdisciplinary teaching and learning • 2001 1000 IB World Schools • 2006 PYP Committee requires core classes to be taught by the classroom teacher “[I]t was decided by the PYP committee in February • 2006 Launch of IB Learner Profile 2006 that mathematics, the language of instruction, • 2006 Garden Hills, Smith become authorized IB World Schools social studies and science need to be the responsibility • 2007 2000 IB World Schools of the classroom teacher — the teacher with whom the • 2007 Rivers, Brandon, Jackson become authorized IB World Schools students spend most of their time.” • 2010 3000 IB World Schools • 2010 Bolton, Deerwood become authorized IB World Schools — Developing a transdisciplinary programme of inquiry (2008) • 2011 Beecher Hills becomes authorized IB World School • 2012 IBO changes Programme Evaluation documents and procedures • 2015 4000 IB World Schools

IB Programme Evaluation • Occurs 4 years after a PYP is initially authorized • Continues to occur every 5 years for the life of the programme • IB schools are evaluated against the IB implementation rubric called Programme standards and practices • 73 IB non-negotiable standards and practices are assessed at every evaluation visit • “Commendations” • “Recommendations” • “Matters to be addressed” • Failure to correct matters to be addressed may result in the loss of IB authorization • Four APS PYP Programme Evaluation visits since 2015: Sarah Smith, Warren T. Jackson, Morris Brandon, E. Rivers

PYP Programme Evaluation Since 2015 # APS Schools Receiving Matters to be Matter to be Addressed Addressed Pullout Gifted 4 out of 4 (Resource Model) Pullout Accelerated Math 4 out of 4 (Resource Model)