IB+Standards+and+Practices+Self-Evalation+Intro+-+KG+School

Collaborative planning and reflection supports the implementation of the IB programme(s).
 * Standard C1: Collaborative planning **

// a. The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff. // || √  ||   || a. //There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.// ||   ||  √  || a. //The school provides for easy access to completed Primary Years Programme planners.// || √  ||   ||
 * ** Practice ** |||| ** A school must show the following to become an IB world school offering the PYP ** ||
 * ^  || ** In Place ** || ** Implemen-tation is in progress ** ||
 * 1. Collaborative planning and reflection addresses the requirements of the programme(s). ||  ||  √  ||
 * ** Requirements for the Primary Years Programme **
 * b. Planning at the school makes use of the Primary Years Programme planner and planning process across the curriculum and by all teachers. ||  ||  √  ||
 * c. Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme. ||  ||  √  ||
 * 2. Collaborative planning and reflection takes place regularly and systematically. || √  ||   ||
 * 3. Collaborative planning and reflection addresses vertical and horizontal articulation. ||  ||  √  ||
 * ** Requirements for the Primary Years Programme **
 * b. The school ensures balance and articulation between the transdisciplinary programme of inquiry and any additional single-subject teaching. ||  ||  √  ||
 * 4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences. || √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * b. //The school ensures that Primary Years Programme planners are coherent records of student learning.// ||  ||  √  ||
 * 5. Collaborative planning and reflection is based on agreed expectations for student learning. || √  ||   ||
 * 6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles. || √  ||   ||
 * 7. Collaborative planning and reflection is informed by assessment of student work and learning. || √  ||   ||
 * 8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. || √  ||   ||
 * 9. Collaborative planning and reflection addresses the IB learner profile attributes. ||  ||  √  ||

Collaborative planning and reflection supports the implementation of the IB programme(s).
 * Section C: Curriculum**
 * Standard C1: Collaborative planning**

a. Be consistent in weekly planning meetings b. consistency in referrinf to PYP unit planners c. All grade levels follow the same planning structure 2. Continue to collaborate regularly and systematically 3. Collaborating between grade levels and collaborative planning from beginning of year to end a. Collaboratively create a systematic approach to each program of inquiry b. Find clearer ways to display student learning ||  ||
 * **Action that will need to be taken** ||  **How and when this can be achieved**  ||
 * 1. Collaborating within grade level teams as well as with specialist teachers

Collaborative planning and reflection supports the implementation of the IB programme(s).
 * Section C: Curriculum**
 * Standard C1: Collaborative planning**

a. PYP team meetings with Glenn weekly b. Referring to unit planners c. Some grade levels are planning differently eg. PreK - Overview/warm up - Breakdown - Wrap up of UOI 2. Weekly team and PYP meetings 3 Similar transdisciplinary themes run throughout the grades. Coordinators meetings fed down to the team? a. See answer c (above) b. 4. Anecdotes and observations a. All on the K-drive b. Work samples, behavior planner 5. PYP meetings/team meetings 6. Planning activities to deliver the same goal but to the student’s learning styles 7. COR 8. Anecdotal notes and observations ||  ||
 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1. Regular meetings with PYP Coordinator and regular weekly team planning meetings to discuss ideas and collaboration with specialists

The school’s written curriculum reflects IB philosophy. 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”.// ||  ||   || 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.// ||  ||   || a. //The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging// ||  ||   || 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.// ||  ||   || 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.// ||  ||   ||
 * Standard C2: Written curriculum **
 * ** Practice ** |||| ** A school must show the following to become an IB world school offering the PYP ** ||
 * ^  || ** In Place ** || ** Implemen-tation is in progress ** ||
 * 1. The written curriculum is comprehensive and aligns with the requirements of the programme(s). ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * b. //The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.// ||  ||  √  ||
 * c. //The Primary Years Programme exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme.// || N/A  ||   ||
 * d. //There is documented evidence that the curriculum developed addresses the five essential elements of the Primary Years Programme.// ||  ||   ||
 * 2. The written curriculum is available to the school community. ||  ||   ||
 * 3. The written curriculum builds on students’ previous learning experiences. ||  ||   ||
 * 4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * b. //The overall expectations of student achievement in the school’s scope and sequence doc- uments are aligned with those expressed in the Primary Years Programme scope and sequence documents.// ||  ||   ||
 * 5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others. ||  ||   ||
 * 6. The written curriculum incorporates relevant experiences for students. ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 7. The written curriculum promotes students’ awareness of individual, local, national and world issues. ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. ||  ||   ||
 * 9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 11. The written curriculum fosters development of the IB learner profile attributes. ||  ||   ||

The school’s written curriculum reflects IB philosophy.
 * Section C: Curriculum**
 * Standard C2: Written curriculum**


 * **Action that will need to be taken** ||  **How and when this can be achieved**  ||
 * 1 d: Planners/Daily schedules indicate 5 essential elements. Plan collaboratively with KG2

6 a: - We need daily ‘guided inquiry’ which results in ordering more resources which can be used by all and in different rooms/areas. - Change room areas to areas which are relevant to units - We need to add PYP attitudes as lesson focuses (teach them/show them how to be caring) - We need to add PYP lingo to daily routines/schedules || Arabic teachers to be involved in lessons to feed children. Add a table to weekly planning documents that indicates the 5 essential elements of the PYP ||

The school’s written curriculum reflects IB philosophy.
 * Section C: Curriculum**
 * Standard C2: Written curriculum**


 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1 d: Planners ||  ||

Teaching and learning reflects IB philosophy. 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.// ||  ||  √  || // a. The school ensures that inquiry is used across the curriculum and by all teachers. // ||  ||  √  || // a. Teaching and learning addresses the competencies, experiences, learning needs and styles of students. // ||  ||  √  || a. //The school provides for grouping and regrouping of students for a variety of learning purposes.// ||  √  ||   || a. //The school provides environments in which students work both independently and collab- oratively.// ||  ||  √  ||
 * Standard C3: Teaching and learning **
 * ** Practice ** |||| ** A school must show the following to become an IB world school offering the PYP ** ||
 * ^  || ** In Place ** || ** Implemen-tation is in progress ** ||
 * 1. Teaching and learning aligns with the requirements of the programme(s). ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 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.// || √  ||   ||
 * c. //The school ensures that personal and social education is the responsibility of all teachers.// || √  ||   ||
 * 2. Teaching and learning engages students as inquirers and thinkers. ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 3. Teaching and learning builds on what students know and can do. ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 4. Teaching and learning promotes the understanding and practice of academic honesty. || √  ||   ||
 * 5. Teaching and learning supports students to become actively responsible for their own learning. ||  ||  √  ||
 * 6. Teaching and learning addresses human commonality, diversity and multiple perspectives. ||  ||  √  ||
 * 7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. || √  ||   ||
 * 8. Teaching and learning demonstrates that all teachers are responsible for language development of students. || √  ||   ||
 * 9. Teaching and learning uses a range and variety of strategies. || √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 11. Teaching and learning incorporates a range of resources, including information technologies. ||  ||  √  ||
 * 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others. ||  ||  √  ||
 * 13. Teaching and learning engages students in reflecting on how, what and why they are learning. ||  ||  √  ||
 * 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect. ||  ||  √  ||
 * ** Requirements for the Primary Years Programme **
 * b. //Teaching and learning empowers students to take self-initiated action as a result of the learning.// ||  ||  √  ||
 * 15. Teaching and learning encourages students to demonstrate their learning in a variety of ways. ||  ||   ||
 * 16. Teaching and learning develops the IB learner profile attributes. ||  ||   ||

The school’s written curriculum reflects IB philosophy.
 * Section C: Curriculum**
 * Standard C3: Teaching and Learning**

- Written work - Lesson plans/PYP planners 3 a: - Displays - Learner profiles - Anecdotal notes 4: - Teacher comments 5: - Plan/do/review 6: - International staff - Diverse learners 7: - 8/9: - COR - Collaborative planning - Displays - Lesson plans/planners - HighScope strategies 11: - Starfall 12: - Teacher modeling - Speak to children 13: - Review time 14: - Photos - Anecdotal notes - COR ||  ||
 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1 b: - Speaking to children

Teaching and learning reflects IB philosophy.
 * Section C: Curriculum**
 * Standard C3: Teaching and learning**

1 c. Create a school discipline program/guidance/vocabulary 2 a. Change KG1s first unit of inquiry
 * **Action that will need to be taken** ||  **How and when this can be acheived**  ||
 * 1 a. Pre-planning between Arabic, specialists, and teachers to ensure we are all on the same page for next year

6. More collaborative planning 7. Bring in speakers to focus on how to better teach EEL so teachers can gain more knowledge. Have teachers learn basic words in Arabic. 11. Smartboards in all classrooms. A more responsive IT support team. Smartboard training. 12. Create a bank of ideas for each Learner Profile (attribute) and address the LP in the weekly planning 13. More opportunity for self-reflection (list activities to help us reflect) 14. Goes along with ‘create a school-wide plan’ || 1. When students leave this school year

2. Before the start of the 2012-2013 6. Before Summer 7. 2012-2013 *Arabic teacher 30 mins once a week to help teachers

12. Ongoing

13. Include in planning for 2012-2013 ||

Assessment at the school reflects IB assessment philosophy. a. //Assessment at the school is integral with planning, teaching and learning.// ||  ||  √  || a. //Student learning and development related to all of the attributes of the IB learner profile are assessed and reported.// ||  ||  Not in place  || a. //The school ensures that students’ knowledge and understanding are assessed prior to new learning.// ||  ||  Not in place  ||
 * Standard C4: Assessment **
 * ** Practice ** |||| ** A school must show the following to become an IB world school offering the PYP ** ||
 * ^  || ** In Place ** || ** Implemen-tation is in progress ** ||
 * 1. Assessment at the school aligns with the requirements of the programme(s). ||  ||  √  ||
 * ** Requirements for the Primary Years Programme **
 * b. //Assessment addresses all the essential elements of the programme.// ||  ||  Not in place  ||
 * c. //The school provides evidence of student learning over time across the curriculum.// ||  ||  √  ||
 * 2. The school communicates its assessment philosophy, policy and procedures to the school community. ||  ||  Not in place  ||
 * 3. The school uses a range of strategies and tools to assess student learning. ||  ||  Not in place  ||
 * 4. The school provides students with feedback to inform and improve their learning. || √  ||  Not in place  ||
 * 5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s). ||  ||   ||
 * 6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s). ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 7. The school analyses assessment data to inform teaching and learning. ||  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work. ||  ||  Not in place  ||
 * 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. ||  ||  ??  ||

Assessment at the school reflects IB assessment philosophy.
 * Section C: Curriculum**
 * Standard C4: Assessment**

- Use PYP vocabulary (Learner profile) in anecdotal notes - In-school workshop of PYP assessment aligned with the COR a. Implement more assessment tools (pre-assessment, summative, checklists etc..) b. More PYP training c. Portfolio 2. To be consistent with presenting assessment across campuses 3. To start using different types of assessment tools 5. Align COR with PYP 6 a. Align Learner Profile with anecdotal notes 7 a. Implementing more formal methods of assessment 8 a. Student-led conference using portfolios 9. Traing for #9
 * **Action that will need to be taken** ||  **How and when this can be acheived**  ||
 * 1. - Find categories that relate to PYP assessment
 * Have a PD session to start and work on essential agreements for portfolio ||  ||

Assessment at the school reflects IB assessment philosophy.
 * Section C: Curriculum**
 * Standard C4: Assessment**

a. COR – Teaching c. COR, SOR, worksamples, boards 4. Child-adult interaction, pictures, work samples 7 a. Using the COR to know where to go next ||  ||
 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1. COR