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Application for candidacy: Diploma Programme 1

Diploma Programme

Application for candidacy: Diploma Programme

Name of the school

Westlake High School

School code

Date of submission

050328


Note to the user

1. A school must have conducted a feasibility study before submitting this Application for candidacy: Diploma

Programme.

2. This application form 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.

3. This Application for candidacy: Diploma Programme should be completed electronically and submitted with

the supporting documentation following the guidelines and deadlines provided by the relevant IB office.

4. Insert your responses in the boxes provided for each question. The boxes will expand as you type your

responses


Request to the IB Organization for acceptance as candidate school to prepare for

authorization to offer the Diploma Programme

Name of the school


On behalf of the above-named school, we request acceptance from the IB Organization as a candidate school preparing for authorization to offer the IB Diploma Programme. Information about the school is supplied on the accompanying application form and documents. We understand that after submission of Application for candidacy: Diploma Programme, if the required conditions are fulfilled, the school will be recognized as a candidate school. Furthermore, we understand that the Application for authorization: Diploma Programme must be submitted to the relevant IB office according to IB timelines and regulations. We confirm that:

a. We have read the following documents published on the IB website or purchased from the IB store, made them available to the relevant constituencies of the school, and agree to abide by the regulations stated therein:

– Programme standards and practices – The Diploma Programme: From principles into practice – Rules for candidate schools – Rules for IB World Schools: Diploma Programme – General regulations: Diploma Programme – Guide to school authorization: Diploma Programme – Rules and policy for use of IB intellectual property

b. The school has purchased relevant IB publications from the IB store and will prepare itself to meet the

authorization requirements following the current IB documents published for the purpose of implementing the programme.

c. The appropriate financial authorities of the school/public school district know of the schedule of IB Diploma Programme fees and currency as assigned by the IB and have agreed to their timely payment.

d. The school will not advertise or otherwise imply that it is authorized to offer the IB Diploma Programme. The final decision on the application for authorization is reached by the director general of the IB Organization after acceptance of the Application for authorization: Diploma Programme and after a verification visit to the school by an IB team has taken place.

e. The school will only use the IB World School logo if and when the school is authorized to offer the IB Diploma Programme. No IB logo is available for candidate schools.

f. The acceptance as a candidate school by the IB Organization does not guarantee future authorization to offer the Diploma Programme. If the school is recognized as a candidate school by the IB Organization, the school will present itself as a candidate school preparing for authorization.

g. If this application is accepted, the IB Organization will provide a text that the school will be able to use in school publications, newsletters, brochures, staff recruitment advertisements and websites in this regard.


h. We enclose the supporting documents as requested in this application.

i. We agree that this electronic application form, whether signed electronically or not, will be understood by the IB

Organization to have been read and endorsed by the head of school, the superintendent (if applicable) and the chair of the governing body (if applicable) without a signed hard copy being necessary.

j. We understand and accept that any dispute arising from, or in connection with the Application for candidacy: Diploma Programme, the Application for authorization: Diploma Programme, or any other document relating to the authorization process, shall be finally settled by arbitration, taking place in and in accordance with the rules applicable in Geneva, Switzerland. The proceedings shall be confidential and the language of the arbitration shall be English.

We further declare that, to the best of our knowledge, the information given on this form is correct.

Name and title of head of school (1)

Grant Rivera

Signature Date

Name and title of superintendent of school (if applicable)

Robert Avossa

Signature Date

Name and title of chair of the governing body (2)

Kristin Willis

Signature Date

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. Governing body is the duly constituted individual or group that has the ultimate legal authority to make decisions on behalf of the school.


Update of school information

1. CONTACT DETAILS

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

2400 Union Road Atlanta, GA 30331

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

(same as above)

Telephone (include country and area codes)

1-404-346-6400

Fax (include country and area codes)

1-404-346-6410

Title (Mr, Mrs, Ms)

Name Position (3) Email address

Head of school Mr. Grant Rivera Principal [email protected]

Head(s) of section where the DP will be implemented (if different from above)

N/A

DP coordinator designate Ms. Jenelle Wingfield Coordinator [email protected]

School public website www.westlakehs.org 3. Position: Name of the post of employment at the school

2. BILLING DETAILS

Name of organization for billing purposes


Address (indicate with X or give an alternate address)

Use postal address above Use street address above

Use the following address

Code to be included in invoice for tax purposes (if applicable)

060-183083

Name and job title of contract for billing purposes

Ms. Jenelle Wingfield; Magnet/IB Coordinator

Email address [email protected]


3. SCHOOL INFORMATION

Date school founded or opened August Month

1988 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

Indicate whether the school is recognized by the local educational system

Yes No

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

AdvancED: Southern Association Commission on Accreditation and School Improvement (SACS CASI)

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 group/project.

N/A

Type of school

Boys Girls Coeducational

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

Boarding only Day only Boarding and day

Academic year dates (indicate month only)

Starts August Ends May

Age Range of students across the whole school

From: 14 years old To: 18 years old

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/year as identified in the school

Age range of students Total number of students in each section

freshman 09 14-15 608

sophomore 10 15-16 452

junior 11 16-17 405

senior 12 17-18 395

Total number of students in the whole school 1860

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

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

IB World School authorized to offer the program (add IB school code if you know it)

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

IB World School authorized to offer the program (add IB school code if you know it)

Language(s) of instructions at the school (languages through which group 3-6 subjects will be taught)

English

Proposed exam session for the school

May November


Description of the school and its community 1. A summary of the history and major characteristics of the school that make it attractive for students and

parents Westlake High School is one of four High Schools in the South Learning Community (SLC) of Fulton County Schools (FCS). Historically, Westlake’s Math and Science Magnet Program has been an academically attractive opportunity for parents in the immediate and surrounding communities. Currently, Westlake is the only high school in the SLC to offer a Science, Technology, Engineering, and Mathematics (STEM) focused magnet program. Upon approval, Westlake High School will be the only SLC high school to offer the Diploma Programme. All students in this region who have an interest in pursuing the IB Diploma Programme will be attracted to Westlake High School.

2. A description of the context in which it is located: socio-economic and cultural aspects of the surrounding

community, interactions of the school with it Westlake High School is located in the southwest region of the metropolitan Atlanta area, near the Hartsfield-Jackson International Airport. The surrounding community is grounded in a balance between residential and commercial development. Given the economic development associated with Hartsfield-Jackson Airport, Westlake High School is in a thriving residential and commercial area.

3. A description of the student body and staff, including their national, cultural and linguistic backgrounds The community of Westlake High School is racially homogeneous; the student population is 98% Black or African American, 1% multi-racial and 1% White. Westlake High School does not have a population of English Language Learners. Greater than half of Westlake High School’s student population is financially under-privileged with 58% receiving free/reduced lunch.

Consideration phase Before submitting this application, the school must have carried out a feasibility study to compare its current practices with those that the IB requires for the successful implementation of the Diploma Programme. As a result, the school must have developed an action plan that outlines the work needed to successfully complete the authorization process. 1. Indicate who led the feasibility study, who was involved and add their positions in the school.

The feasibility study was initiated by the Head of School, Dr. Grant Rivera and the Magnet Coordinator, Jonathan Bradley during the 2012-2013 school year. Upon the appointment of a new Magnet Coordinator during the 2013-2014 school year, the feasibility study was continued as a joint effort on the part of Dr. Grant Rivera and the Coordinator, Ms. Jenelle Wingfield. In addition to the Head of School and the eventual IB Coordinator, a cohort of teachers and parents were involved in the feasibility study. The teachers who provided input into the feasibility of the Diploma Programme at Westlake High School were teachers who would be the primary candidates to become Diploma Programme faculty and staff. One teacher from each core department (mathematics, science, social studies, and language arts) was consulted. The parents who were integral in assessing the potential success of the Diploma Programme at Westlake High School were members of the Governance Council.

2. Briefly describe the process of the feasibility study. The possibility of application for candidacy as an International Baccalaureate (IB) school was first presented to the Westlake High Governance Council. Next, the Head of School presented the opportunity to the Fulton County District office, to ensure the complete support of Westlake’s endeavor. Once the Westlake High Governance Council and the Fulton County School District officials expressed support of the IB initiative, the possibility was presented to the Westlake High community to initiate discussion and feedback concerning community support.


In addition to the conversations that were initiated during the 2012-2013 school year, prior to the completion of the Application for Candidacy, both Dr. Rivera and Ms. Wingfield utilized all parent meetings as an opportunity to provide updated information concerning the application process and the potential impact of the IB program on existing and future Westlake families. Parent and community meetings included but were not limited to the following: 1) parent meeting with each of the three prospective feeder middle schools; 2) two school-wide meetings at Westlake; 3) meetings with local Chamber of Commerce; and 4) meetings with various representatives from local churches and Home Owners’ Associations. As a part of the feasibility study, the Magnet Assistant Principal, Alexandra Bates, school counselor, Dawn Perry, and Magnet Coordinator, Jenelle Wingfield attended an IB Category 1 training at Rice University in October 2013. At this conference they participated in Category 1: administrator, coordinator and counselor training. Additionally, Dr. Rivera attended Category 1 training in March 2013 with Sherry Wiedman, Coordinator of Advanced Studies for Fulton County Schools.

3. In order to successfully implement the Diploma Programme, the school must have the support of its

community. Complete the chart below with a description of what the school has done so far to gain the support of the following groups within its community.

Actions taken by school Major outcomes Additional comments

Governing Body Discussions about IB candidacy were initiated at Governance Council meetings, beginning in January 2013.

Community support for the initiative was garnered.

Local educational authorities (if applicable)

A presentation of the IB program was made to the Board of Education in December 2013. The Application for Candidacy was submitted to the Fulton County Board of Education February 2014

District support was granted during the February Board Meeting

Pedagogical leadership team

Discussions about IB Candidacy were presented at Leadership Team meetings; which include the Head of School, Assistant Principals and Department Chairpersons for each academic content area

Content-area Department Chairs recommended potential Diploma Programme teachers for the subjects to be offered

Teachers and other members of staff who will be involved in the implementation of the programme

A team of six future IBDP teachers toured two existing IB schools (Campbell High School and Riverwood International Charter School) to observe their classes and discuss the feasibility of offering the IB Diploma Programme at Westlake.

The teachers in attendance were eager to begin the planning of the curriculum sequencing for the future programme at Westlake. Potential challenges were discussed and noted for future discussion with Westlake administration.

Parents Discussions were initiated at the “State of the School Address” as well as all Magnet Parent Meetings. The Magnet

The number of applicants to the Magnet Program for the 2014-2015 school year increased by over


applicants for the 2014-2015 school year could potentially be the first cohort of Diploma Programme students.

50%.

Preparation for the implementation of the Diploma Programme While studying the possibility of implementing the Diploma Programme, the school has read the relevant IB documents. The following questions are organized according to the headings of the Programme standards and practices. A: Philosophy

1. Transcribe the mission statement of the school. The mission of Westlake is to empower students to become independent, life-long learners. In keeping with our commitment to excellence we empower our students to become independent, life-long learners in an environment where students can learn and teachers can teach. Through a rigorous and meaningful curriculum we lay the foundation for our students to become successful and vital members of an ever-changing society.

2. To what extent does it align with the IB mission statement? The IB mission statement is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The missions of both Westlake High School and the IBO are analogous in their intent to produce students who are not only academically successful within the confines of the school-house, but throughout life. Westlake High School has somewhat of a homogeneous population and the importance of instilling in students the desire to find daily opportunities to embrace and succeed amongst the diversity of the world outside of Westlake is a major focus of the culture of the school. Where necessary, what procedure has the school established to revise it in order to further align it with that of the IB? N/A

3. Describe the contribution that the implementation of the Diploma Programme will make to the school. The implementation of the Diploma Programme will add an additional layer of rigorous curriculum to what is available at Westlake High School. Additionally, the transition from a Math and Science focused Magnet Program to a comprehensive IB Diploma Programme will potentially increase the number of students to which the highest level of curriculum is offered.

4. How will the school encourage students to take the Diploma Programme? The school will encourage students to take the Diploma Programme by providing a clear understanding of the benefits of the program. The Westlake High School community has continually demonstrated that it recognizes the value of advanced curriculum with the popularity of the Magnet Program. It is expected that once the Diploma Programme is available and offered as the highest level of course-work available at Westlake High School that the community’s support of the program will continue, if not increase (as evidenced by the increase in the number applicants into the Magnet Program for the 2014-2015 school year).

B: Organization B1: Leadership and Structure 1. Diploma Programme structure

a. The following chart is meant to provide information about the school estimation of the number of students who will be enrolled in the Diploma Programme and its relationship with the full cohort of students in those years.


First year (2016) of implementation of

the Diploma Programme after

authorization

Second year of implementation of the Diploma Programme after authorization

Diploma Programme year 1

(class of 2018)


(class of 2019)


(class of 2018)

1 Estimated number of Diploma Programme certificate candidates

20 30 20

2 Estimated number of full Diploma Programme candidates

60 50 60

3 Estimated number of non-Diploma Programme students

1820 1740* 1740*

TOTAL (1 + 2 + 3) (estimated total number of students in the year Diploma Programme implementation)

1900 1900 1900

*Number takes into account both 1st year and 2nd year Diploma Programme candidates.

b. Will students have to meet admissions or selection criteria to be enrolled in the Diploma Programme? Yes No

If the answer is yes, describe the policy that the school will apply. Students will be required to submit an application into the Westlake High School Magnet Program at the end of 8th grade. In preparation for the transition to the diploma Programme, the application requirements were adjusted for the 2014-2015 school year to include consideration of performance in all academic subjects, as opposed to just Mathematics and Science. Additionally, the entrance exam was adjusted to assess students’ reasoning ability and capacity for novel thought. The adjustments to the expectations for Westlake High School Magnet applicants were made in an effort to align this process with the expectations of the Diploma Programme. Upon acceptance, students will be registered for the proper courses to provide the appropriate foundation for Diploma Programme courses. At the end of 10th grade, students will be required to complete a project that describes their journey through 9th and 10th grade in preparation for the Diploma Programme. Upon successful completion of the 9th and 10th grade foundational years in the Westlake High School Magnet Program, students will be allowed to advance as full Diploma Programme candidates. The current criterion for admittance into the Westlake High School Magnet Program includes a standardized entrance exam, a review of middle school grades and discipline, along with teacher recommendations. The top candidates from each applicant pool are then granted acceptance into the Magnet Program.

c. Will Diploma Programme students have to fulfill other mandated requirements (for example, national, local requirements)? Yes No


If the answer is yes, specify what type of requirements and in which year(s) of the programme these requirements will be fulfilled. N/A

d. If the school has to comply with other requirements, as stated above, identify and explain what challenges the school envisages regarding the implementation of the Diploma Programme (for example, curriculum content, mandatory text books or other resources). N/A

e. What percentage of the school’s graduating students entered a tertiary educational institution in the past two years?

Last year (%) Year before that (%)

3- or 4-year college/university

94% 76%

2-year college 3% 8%

Vocational/technical 1% 1%

2. Governance

a. Briefly explain how the school is governed. Who is eligible to become a member of the governing body? If the school does not have a governing body, indicate what educational authority governs it. Westlake secured charter status in fall 2013. This designation required the establishment of a School Governance Council, which consists of the following members: three parent representatives, four staff representatives, two community/business representatives, principal, and two student representatives (non-voting). The Council is expected to have an integral role in decisions relative to strategy and innovation, with a particular focus on finances, curriculum, and home-school communication.

b. What are the reporting relationships between the governing body (or educational authority) and the senior leaders at the school? The principal serves as a non-voting member of the School Governance Council. The principal also serves on both Council committees – finance and communication. The principal is required to share minutes from all Council meetings with the school community and facilitate opportunities for communication and collaboration between the committee and various stakeholders (parents, business community, School Board members, and Superintendent).


3. Pedagogical leadership c. Describe the pedagogical leadership structure that will lead the implementation of the Diploma

Programme. The Pedagogical leadership will be laid out as follows:

d. Who will be responsible for hiring and appointing the Diploma Programme staff at the school?

The IB Coordinator will work in conjunction with the Westlake High School administration to hire and appoint the Diploma Programme staff.

e. Does the school have challenges in hiring and retaining staff? If so, what are they and how are they addressed? No, the school does not believe there are challenges in hiring and retaining staff. Vacancies have been created in recent years and, given the fact our IB pursuit has been well publicized, we have been able to strategically recruit teachers who share in this same philosophy. We strongly believe our efforts around increased teacher accountability and strategic recruitment have allowed us to build a staff that is excited and eager to purse the IBDP and subsequent training. Describe the turnover of staff in the last three years. Over the last three years the turnover rate at Westlake has risen from 9.6% in the 2010-2011 school year, to 29.5% in the 2012-2013 school year. However, upon completing exit interviews teachers expressed various reasons for leaving Westlake: promotions, choosing to teach abroad, personal/family reasons and an increase in accountability structure facilitated by the Head of School and the new teacher evaluation system. The increased expectations are related to rigor Teacher Keys Evaluation Systems (TKES), Advanced Placement (AP) preparation and an overall higher standard for students and teachers. These factors have allowed for the placement of teachers who are eager to encourage students to perform at the peak of their ability. Implementing these new instructional practices and expectations align well with the rigorous standards in the Diploma Programme. Thus, it has been critical for Westlake to identify, recruit, hire and retain staff members who reflect these ideals. By doing this, it is our hope that the staff retention will increase.

Head of School

Language Arts Department Chair

DP Instructors

Social Studies Department Chair

DP Instructors

Science Department Chair

DP Instructors

Mathematics Department Chair

DP Instructors

World Languages Department Chair

DP Instructors

Career Technical Education

Department Chair

DP Instructors

IB Assistant Principal

IB Coordinator

IB Assisstant/CAS Coordinator EE Coordinator

College and Career Advisor


f. If the Diploma Programme coordinator designate will have other responsibilities beside the Diploma Programme coordination, indicate:

i. Additional responsibilities In addition to the Diploma Programme, the coordinator will be responsible for managing the entrance into the Westlake High School Magnet Program (9th and 10th grades only) which will serve as the foundation for the Diploma Programme.

ii. Percentage of his/her weekly schedule that will be devoted to complying with his/her IB 60%

iii. Responsibilities as coordinator. The Coordinator will be responsible for over-seeing the organizational and functional structure of the Diploma Programme. She will manage the budget, schedule training and professional development for the DP staff. The coordinator will also confer with students on appropriate course selection as well as provide guidance with successful matriculation through the program. While the coordinator will delegate tasks such as the management of CAS and the extended essay, she will be responsible for supervising those roles.

B2: Resources and support

1. Teachers and other staff who will be involved in the implementation of the Diploma Programme a. Number of full-time teachers who will be responsible for Diploma Programme courses

12 b. Number of part-time teachers who will be responsible for Diploma Programme courses

0 c. Maximum Diploma Programme class size

25

2. Collaborative planning and reflection Identify the types and objectives of staff and pedagogical leadership team 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

Pre-planning Meeting All Diploma Programme faculty and staff

Once each year, prior to the start of school

To agree upon and prepare the structure of the school year for the Diploma Programme

IB Staff Meeting All Diploma Programme faculty and staff and administration

Monthly To dispense pertinent information and changes to the Diploma Programme faculty and staff

IB Curriculum Meetings All Diploma Programme faculty (separated by curriculum groups)

Semi-weekly To maintain successful vertical and horizontal alignment of the curriculum

IB Executive Staff Meeting IB Coordinator and Administrator

Weekly To strategically coordinate and evaluate the implementation of the IB Diploma Programme


3. Information technology (IT) facilities that will support the Diploma Programme

Describe what IT facilities the students and teachers will have access to in order to support the Diploma Programme and indicate where they are located.

a. IT in classrooms Yes No If the answer is yes, describe them. Students will have access to classrooms with LCD Projectors and student response systems. Additionally, IB instructors will be able to utilize one of 3 portable laptop/tablet carts to incorporate technology and the Internet into their instructional practice.

b. IT laboratories Yes No If the answer is yes, describe them (include number of computers/laptops, internet connection, student access to the laboratory, and so on). There are 2 Magnet Computer labs that will be reassigned as IB Computer labs. Each lab has 30 computers, one printer, and Internet access for all computers.

c. Other comments on IT provision (Note: A description of the IT provision in the library/multimedia centre will be included in question 6 below.) N/A

4. Other school facilities that will support the Diploma Programme Describe the other facilities (for example, sports fields, science laboratories) that the school currently has to support the implementation of the Diploma Programme. (Do not include the library/multimedia centre in this chart.) Indicate the areas that are in the process of improvement and/or that the school needs to add. Add rows as necessary.

Facility (eg art room, gymnasium, sports

field, science laboratories)

Description of current situation

Developments under way/ future development

(if applicable)

Recently renovated science

laboratories*

The facilities of Westlake High

School were built five years ago

and provide students access to up-

to-date equipment and facilities

for science instruction

N/A

*Given the prediction of courses offerings, no other facilities will be in use to support the Diploma Programme.

5. Administration of exams Describe where the school plans to administer the examination session to ensure that it will comply with all regulations and procedures related to the conduct of Diploma Programme examinations and thereby guarantee the integrity of the examination process. Facilities exist next door to Westlake High School that serves as a testing site. The building that would be utilized for the Diploma Programme examinations once served as a high school and is therefore conducive to a testing environment.


6. Library/multimedia centre Describe the library/multimedia centre at the school. In your description include the following aspects:

a. Physical environment (indicate whether students can access books/resources directly, for what purposes the library space is used, whether it has room for students to work on their own, and so on) Students have direct access to the media center during the school day. They may also access it 24/7/365 via the Internet. There is space available for individual, small group and classroom us of the media center. The media center is used for study, research, meetings, software production, testing, etc.

b. Groups it caters for (for example, students from 11 to 18 years old, only students 16+) High school students and staff members

c. How it is managed (include the professional qualification of the person who is in charge of the library/multimedia centre and responsibilities, whether it is a full time or part time position, library hours, agreements with other libraries, if applicable) The media center is open from 8 AM - 4 PM. It is currently staffed by a full time paraprofessional and a full time media specialist. We borrow and lend print books and videos from/to other Fulton County Schools.

d. Approximate number of resources that Diploma Programme students will be able to access. Include total number of book titles (not books) in the library, online resources and others. Specify the languages. Add rows as necessary.

Language

English

General reference

1840

Non-fiction 8493

Fiction 4609

Periodicals 23

Electronic journals

15,000+

Others (specify)

eBooks 648

eReferences 423

e. Indication of whether the library has enough resources to start implementing the Diploma

Programme, how this decision was made and what plan the school has to address any needs. The available technology of the current Westlake Media Center is sufficient to provide for the needs of the IB Diploma Programme.

f. IT provision available in the library/multimedia centre (for example, computers, laptops, internet access) The media center has a lab with 30 desktop computers that are used primarily for student diagnostics. There are 25 desktop computers in the main area of the media center. The media center has a wireless network for "bring your own device" access.


7. Student guidance How will the school provide guidance for students on post-secondary educational options? Westlake High School has on staff a College and Career Advisor. The College and Career Advisor enables students to develop post-secondary strategies by providing the following services:

Advise each student about all post-secondary options

Provide students with testing strategies and options

Help students complete all financial aid documents

Help students with college essay writing

Help students with college application completion

Work with students with learning disabilities in an effort to help them explore all post-secondary options

Deny and waitlist strategies appeal process as it pertains to financial aid

8. Teaching time a. Number of weeks of instruction in the school year

36 b. Number of instructional periods students receive in a week

25

c. Length (in minutes) of each instructional period 70

d. Will the school need to make adjustments to the student’s weekly schedule to ensure that the recommended teaching hours for standard and higher level subjects and theory of knowledge (TOK) are included and allow for concurrency of learning? Yes No If the answer is yes, explain the present situation and the changes the school envisages. The current schedule allots 140 hours of instructional time for each course during the school year. In order to offer Standard Level courses in a one-year period, adjustments will need to be made to provide the additional 10 hours of instruction required by the International Baccalaureate Organization. During the first year of offering the Diploma Programme, the only course impacted by this will be the ITGS course. Provisions will be made throughout the school year to provide the additional content time (i.e mandatory after-school and Saturday class sessions). However as Westlake High School begins to expand the course offerings, changes to the weekly schedule for the students will need to be revisited.

9. Funding a. Will the IB students pay tuition fees?

Yes No b. Will IB students receive any government subsidy?

Yes No C: Curriculum

1. How have the Diploma Programme subjects and levels been chosen and what criteria were applied to the choice? The subjects and levels were chosen based upon the courses in which Westlake High School students have historically performed well on Advanced Placement exams.

2. What changes to planning for teaching and learning in the school would the implementation of the Diploma Programme entail? Planning for teaching and learning at Westlake would be adjusted to include additional summer professional development for Diploma Programme and Honors level teachers. This summer professional development would be focused on providing increased rigor and vertical alignment in the courses.


3. Describe the support the school will provide to students whose most proficient language is not the school’s language(s) of instruction. The demographics of Westlake High School do not require modification for mother tongues other than English.

4. Indicate what provisions the school has or will have to support students’ mother tongues, if different from the language(s) of instruction of the school. The demographics of Westlake High School do not require modification for mother tongues other than English.

5. Describe the school’s current assessment system/policy and indicate any differences you have found when comparing it with the Diploma Programme perspective on assessment. The school’s current assessment policy is aligned to state and national assessment practices. Specifically, all students complete an “End of Course Test” in eight content areas (9th Grade Literature, American Literature, Biology, Physics, Algebra, Geometry, United States History, and Economics). These exams are required by the state of Georgia and factor into the state accountability system. Students also take Advanced Placement exams at the conclusion of their Advanced Placement course. Finally, the school places a heavy emphasis on SAT preparation, creating a program by which all students have access to a free 18-week review course in prepare for the exam. We believe our students have significant experience with high-stakes exams and are confident the transition to the rigor of the IB assessments would be seamless.


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. Documentary confirmation of the legal status of the school and confirmation from the local/provincial/state authorities that the school is recognized as an educational institution, with a certified translation into English, French or Spanish if written in any other language. Translations of official documents should be duly certified. (To be provided by FCS Offices) Written confirmation of support from the authorities that will finance the implementation of the Diploma Programme in the school (To be secured upon board approval) School organization chart showing the pedagogical leadership team (including the Diploma Programme coordinator designate) and reporting lines (See page 11 of this document) Documentary evidence of payment of non-refundable fee to the IB Organization (To be provided upon Board approval and payment) Complete the charts that appear in the following pages.


Chart 1: Diploma Programme subjects proposal and sequencing chart

Diploma Programme subjects proposal

Sequencing chart

Subjects completed in one year

Subject

Indicate the name of the subject under each

group. Add rows as necessary.

Subject level

Language(s) of instruction

Estimated number of students

Subject taught in penultimate year before

Diploma Programme starts

Subject taught in last year before Diploma Programme starts

Add an X in the appropriate column if any of the situations allowed by the IB (as described below the chart)

apply in the school. *

Higher Standard Higher Standard Standard level subject(s)

completed in year 1

Standard level subject

completed in year 2

Group 1: studies in language and literature

(indicate the language: eg English A: literature)

English HL

English 60 9th Grade Literature

Honors 10th Grade Literature Honors

Group 2: language acquisition (indicate the language: eg Spanish B)

Spanish SL Spanish 40 Spanish 2 Spanish 3 X

French SL French 20 French 2 French 3 X

Group 3: individuals and societies

History of the Americas

HL

English 60

World History Honors Economics Honors/AP & Political Systems Honors/AP

20th Century Topics HL

English 60

Economics Honors/AP & Political Systems Honors/AP

IB History of the Americas

Group 4: experimental sciences

Physics HL English 20 Biology Honors Chemistry Honors

Chemistry HL English 20 Biology Honors Physics Honors

Biology HL English 20 Biology Honors Physics Honors

Group 5: mathematics and computer science


Diploma Programme subjects proposal

Sequencing chart

Subjects completed in one year

Subject

Indicate the name of the subject under each

group. Add rows as necessary.

Subject level

Language(s) of instruction

Estimated number of students

Subject taught in penultimate year before

Diploma Programme starts

Subject taught in last year before Diploma Programme starts

Add an X in the appropriate column if any of the situations allowed by the IB (as described below the chart)

apply in the school. *

Higher Standard Higher Standard Standard level subject(s)

completed in year 1

Standard level subject

completed in year 2

Mathematics SL English

40 Accelerated Algebra

Accelerated Geometry

X

Math Studies SL English 20 Algebra Honors Geometry Honors X

Group 6: the arts

ITGS SL English 60 N/A N/A X

TOK English 60 N/A N/A X


Chart 2: Diploma Programme 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 or will take place.

• For IB regional workshops attended or to be attended name the city.

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

• For IB online workshops use “Online”.

Subject role

Indicate the name of the

subject under each group. Add rows as

necessary.

Subject level

Teacher’s name

Qualifications of

each teacher

(degrees, diplomas)

Number of years at this school

Full/

part-time

(use

IB-recognized professional

development already attended

Future IB-recognized professional

development to be attended

Higher

Standard

Location

Date

Workshop name and category

Location

Date


Group 1: studies in language and literature (indicate the language: eg English A literature)

English

HL

Germisha Hernandez

-M.Ed. English Education -B.A. English

7 FT

AIS 07/08-10/2013

Language A Category 1

Group 2: language acquisition (indicate the language: eg Spanish B)

Spanish

SL Tamaini WIlson

-B.A. Spanish

2 FT

AIS 10/06-08/2013

Language B Category 1

French

SL Marlise Ngassam

-B.A. French

1 FT

AIS 10/06-08/2013

Language B Category 1

Group 3: individuals and societies

History of the Americas

HL

Toneika Phairr

-Ed.S. Leadership -M.B.A. B.S. Political Science & Social Studies (Broad Field)

4 FT

AIS 07/08-10/2013

History Route 2 Category 1


Subject role



necessary.

Subject level

Teacher’s name

Qualifications of

each teacher

(degrees, diplomas)


Full/

part-time

(use





Higher

Standard

Location

Date


Location

Date


20th Century Topics

HL

Richard Tischler

-M.Ed Educational Leadership -B.S. Social Science Education

2 FT

AIS 07/08-10/2013

History Route 2 Category 1

Group 4: experimental sciences

Physics HL

Jamal Hafza

-Ph.D. Curriculum & Instruction -M.A.T. Secondary Science Education B.S. Biology (Chemistry minor)

1 FT

Albuquerque, NM

06-23-26/2013

Physics Category 1

Chemistry HL

Rebekah Cordeiro

-M.A.T. Secondary Chemistry Education -B.A. Chemistry

1 FT

AIS 07/08-10/2013

Chemistry Category 1

Biology HL Katheryn

Brannen -B.S. Science

2 FT

AIS 07/08-10/2013

Biology Category 1

Group 5:mathematics and computer science

Mathematics SL Latricia Gladden

-B.S. Secondary Math Education

8 FT St. Pete Beach, FL

06/14/-17/2013

Math Category 1

Math Studies SL Leah Saffo -B.S. Math -B.S. Chemistry

6 FT AIS 07/08-10/2013

Math Studies Category 1


Subject role



necessary.

Subject level

Teacher’s name

Qualifications of

each teacher

(degrees, diplomas)


Full/

part-time

(use





Higher

Standard

Location

Date


Location

Date


Group 6: the arts (or second subject 1-5)

ITGS SL Sharon Wright FT Albuquerque, NM

06/29-07/01/20133

ITGS Category 1

TOK

Shauna D’Agostino

-M.Ed Educational Leadership -B.S. Special Education (Broad Field Content)

1 FT St. Pete Beach, FL

06/14-17/2013

TOK Category 1

CAS Erica Gwyn 2 FT Online 07/30-08/28/2013

CAS Category 1

DP coordinator

Jenelle Wingfield

-Ed.S. Teaching Leadership -M.Ed Secondary Mathematics -B.S. Architecture

1 FT Rice University

10/11-15/2013

Coordinator Category 1

Head of school

Grant Rivera

-Ed.D. Educational Leadership -Ed.S. Educational Peadership -M.Ed. SPE -B.S. Education and SocialPpolicy

3 FT Administrators Category 1

AIS 07/08-10/2013

Administrators Category 2


Chart 3: Action plan • Schools are required to use this template in planning their submission for authorization. It is organized according to the headings of the Diploma Programme Standards, practices and requirements.

• School objectives will be defined considering the IB requirements for authorization to offer the Diploma Programme, as stated in the document Guide to school authorization: Diploma Programme.

• Add rows as necessary.

AIM: To become an IB World school, implementing the Diploma Programme in August 2016 for first exams in August 2018

(month and year) (month and year)

A: Philosophy

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

Objective Actions Date to be achieved

Person/group responsible for achieving this objective

Budgetary implications Evidence of achievement or of progress towards achievement

of the objective

Demonstrate a commitment to learner-centered education.

Establish individual student learning plans for each student including the IB learner-centered characteristics, resulting in measured improvement against local, national, and world-class standards.

May 2016 All Diploma Programme staff n/a Evidence of student achievement

Demonstrate commitment to the process of experiential learning in the provision of the Diploma Programme core

Prepare students for the extended essay

May 2017 All Westlake teachers n/a Successful completion Diploma Programme

Imbed a holistic, global perspective in every facet of teaching and learning across the curriculum

Teacher training May 2015 Principal, Diploma Programme Coordinator, all Westlake teachers

$2500.00 per diploma teacher for level 2 trainings and $150.00 for additional Diploma Programme training for extended essay

Students will develop team work skills preparing to be successful citizens, who function effectively in a global economy.

Promote Diploma Programme as an open access program

Marketing and outreach to community.

May 2015 Diploma Programme Coordinator n/a Diverse learners enrolled in the Diploma Programme.

Westlake’s School mission and vision statement will be reviewed and aligned to that of IB

IB/Diploma Programme staff members, leadership team, governance board, parents and students of the school will collaborate, review and align the mission and vision with those of IB

May 2014 Westlake leadership team n/a Revised school mission and vision


Ensure the school’s leadership team understands the IB philosophy

Continue to meet with Area Superintendent, Principal, Westlake’s Leadership team, governance board and IB and Diploma Programme teachers to ensure understanding of the IB philosophy and program.

On-going Diploma Programme Coordinator

n/a

Fulton leadership and Westlake’s leadership team are knowledgeable of IB philosophy and have frequent opportunities to ask questions

Promote community awareness and commitment to the IB and Diploma Programme programs at Westlake

Continue to market and communicate the values of the IB programs Westlake through community cluster meetings.

Advertise our programs offered in the school newsletters and monthly magnet program newsletter

Maintain Westlake’s IB/magnet website

IB Coordinator will be accessible to the community, parents and stakeholders for information, questions, suggestions or concerns.

On-going

On-going

On-going

On-going

All Diploma Programme staff

All Diploma Programme staff, , Counselors, Media Specialist

Diploma Programme Coordinator

Diploma Programme Coordinator

n/a

n/a

n/a

n/a

Community meeting take place at least once per month (“Coffee With Coordinator”, IB parent board meetings, etc)

IB communication seen in most newsletters

Website is current and informational

Westlake High School demonstrates responsible and professional actions within the school and the community

Continue to develop professionalism and responsibility through staff professional development

All teachers will read and follow the expectations and guidelines in the Faculty Handbook and also watch and follow state ethics video guidelines

Teachers will be evaluated through the Georgia Teacher Evaluation System (GTES) in the area of Professional duties and responsibilities

Assist new teachers with mentors

On-going

October 2016

May 2016

May 2016

All Westlake faculty and staff

All Westlake teachers

New teachers/mentors

n/a

n/a

n/a

All teachers attend professional development throughout the school year

All teachers have signed that they have participated in the handbook and video requirements.

Teachers will score at or above the proficiency level on the GTES

New teacher are assigned a mentor teacher and are given special professional development training for new teachers.


Westlake will promote open communication based on understanding and respect

Westlake’s mission and vision statement to be shared visually throughout the school building

Continue Principal TAG meetings, where teachers can share ideas, suggestions, concerns, etc. to the principal on a regular basis.

Continue to develop and execute productive student advisement lesson that engage students in expressing their ideas on local and global social and character issues.

Promote clubs such as the Multi-Cultural Association giving students a multi-cultural, multi-lingual platform of expression of ideas.

Aug. 2014

On-going

On-going

On-going

All Westlake teachers, administrators and staff

All teachers and parents of Westlake students

Westlake staff and principal

All Westlake Staff

n/a

n/a

n/a

n/a

Poster of expectations for students, parents and teachers for display around the building.

Results-based communication between teachers and principal

Teacher observations, walk-throughs

Increased participation in all clubs at Westlake, especially for those that allow multiple opportunities for unique perspective.

Westlake will continue to make all language learning a priority

Westlake will encourage students to continue to develop their mother tongues or host country language through our World Language program, service-learning field lessons, international clubs, etc.

On-going All Westlake staff and Club sponsors

n/a An established foreign exchange program (increase our two students to 5 students)

Active clubs with a multi-linguistic activities

Establish international service learning field lessons

Westlake will continue to participate in the IB World Community

IB Coordinator, IB staff and administration will be encourage to attend IB World Conferences and Events both local and international

IB students will attend student IB World Conferences in the summer offered by IB

Teachers will be encouraged to maintain communication with a network of IB educators

On-going

Summer 2017

All IB and Diploma Programme staff

IB Students

Amount varies depending on location of the conferences

n/a – Students will pay for the registration cost of these summer workshops

Evidence that at least two IB staff member attends a national conference per year

At least two IB student attends an IB student world conference this year. Increase in student participation as program grows.


Westlake will promote access to those students who can really benefit from the Diploma Programme experience

Marketing within and outside the school community

Teacher recommendations for identifying students who would benefit from the program

March 2016 Diploma Programme Coordinator

8th grade teachers

n/a Growth and increased student achievement in Diploma Programme program

Students will register for Diploma Programme instead of apply to Diploma Programme


B: Organization

B1: Leadership and structure

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



Budgetary implications Evidence of achievement or of progress towards

achievement of the objective

Westlake will keep the governing bodies informed about the implementation of the Diploma Programme program

Hold regular meetings with the Area Superintendent and other district officials

Twice a year Principal, Diploma Programme Coordinator, Assistant Principal

n/a Documentation of regularly scheduled meetings with county officials about Diploma Programme program

Westlake will secure a full time IB Coordinator, assistant principal, professional assistant, Assistant IB Coordinator, and counselor

Interview and hire staff May 2014 Principal, Diploma Programme Coordinator, Assistant Principal

Assistant IB Coordinator - $35,000. All other positions currently in allotments and funding provided by FCS.

Persons functioning in their capacity

Further develop the leadership structure that supports the Diploma Programme

In addition to hiring additional staff- this staff will all be go through CAT 1 training by the Fall of 2014

Fall 2014 Diploma Programme Coordinator Cost dependent on location Documentation successful completion of training attendance

The principal and Diploma Programme coordinator demonstrate pedagogical leadership aligned with the Diploma Programme philosophy

Diploma Programme coordinator and principal will model pedagogical leadership by hiring highly qualified teachers for Diploma Programme, creating a data driven atmosphere and being focused on student achievement, deliver relevant professional development for staff and allow room for leaders to emerge within the building that can enhance the learning environment for all students.

On-going Principal, Diploma Programme Coordinator

n/a Principal and IB Coordinator are respected and valued in the school and community.

Westlake will develop a handbook of procedures for all stakeholders of the Diploma Programme

Create a Diploma Programme handbook of information and guidelines.

December 2015

Diploma Programme Coordinator n/a Completed Diploma Programme Handbook


Westlake will develop a language policy that aligns with IB philosophy

Create a language policy that aligns with IB expectations

December 2015

Diploma Programme Coordinator, Diploma Programme staff, parents and students

n/a Diploma Programme Language Policy complete

Westlake will develop a Special Education policy consistent with IB and aligns with state and federal guidelines

Create a Special Education policy

December 2015

Diploma Programme Coordinator and Diploma Programme staff

n/a Diploma Programme Special Education policy complete

Westlake will develop an assessment policy that is consistent with IB expectations

Create an assessment policy

May 2016 Diploma Programme Coordinator and Diploma Programme staff

n/a Diploma Programme Assessment policy complete

Westlake will develop a academic honesty policy that aligns with IB philosophy

Create an academic honesty policy

December 2015

Diploma Programme Coordinator and Diploma Programme staff

n/a Diploma Programme Academic Policy complete

Westlake will make provisions for continuity and growth of the Diploma Programme program

Advocate at the district level for continuous support of resources. Meet with Diploma Programme advisory group to evaluate and make improvements in Diploma Programme program

On-going Twice a year

Diploma Programme Coordinator, administration Diploma Programme staff and Diploma Programme advisory group

n/a

n/a

Student data analysis, continual program evaluation and results used to improve Diploma Programme Minutes from advisory group meetings

Westlake will carry out Diploma Programme evaluation and include all stakeholders

Complete all Diploma Programme evaluation requirements thoroughly and involve IBDP staff, parents, students, community members, and administration of school

By Diploma Programme evaluation deadline

Diploma Programme Coordinator and staff

n/a Successful evaluation of the Diploma Programme program, resolving any matters to be addressed

Monitor student enrollment

and progress in the Diploma

Programme program

Keep enrollment and

achievement data on the

Diploma Programme

students

Throughout

each

semester

Administration and Diploma

Programme Coordinator

n/a Easily accessible student data and

successful student completion of the

Diploma Programme program

Provide afterschool tutoring

and opportunities to reteach

and reassess

Teachers will post tutoring

hours and be available to

assist students afterschool

On-going Diploma Programme teachers Possible supplements provided for

teachers for afterschool tutoring

Data collection and analysis of

student achievement


B2: Resources and support

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





Secure funding for implementation and ongoing development of the Diploma Programme

Ask for official letter of support for funding and support for continued growth of Diploma Programme from Area Superintendent and Superintendent of Fulton County Schools

February 2014 Principal $4000 application fee

Candidate Fee: $9500 (September 2015)

Candidate Fee: $9500 (September 2016)

Official letter of support from district members

Secure funding for support of Diploma Programme examination fees for families of need

Ask for official letter of support for funding and support for continued growth of Diploma Programme from Area Superintendent and Superintendent of Fulton County Schools

August 2016 Principal To be determined, based on student enrolment and financial need of families.

Official letter of support from district members

Appoint qualified staff to implement the Diploma Programme

Identify Diploma Programme coordinator, counselor, subject teachers, CAS and EE coordinators

May 2014

Principal and administration n/a Chart 2: Diploma Progamme teaching staff, qualifications and IB-recognized professional development

Train Diploma Programme staff for the Diploma Programme evaluation and authorization requirements

Register and successfully complete training prior to authorization

June – July 2014

Diploma Programme staff $800/course/teacher

travel expenses to be determined as needed

Category 1 Training for all identified staff members scheduled for summer 2014

Westlake provides time for collaboration for planning and reflection for Diploma Programme teachers

Schedule common planning periods between Diploma Programme teachers, where schedule allows

Identify curriculum leaders among Diploma Programme teachers

May 2016

May 2016

Scheduling Administrator

Subject Administrators

n/a

n/a

Diploma Programme teachers meet during common planning periods at least once a week for planning and reflection and more if needed

As with other departments, curriculum leaders are identified to lead productive curriculum meetings

Secure all facilities and equipment needed to implement the Diploma Programme

Assign labs, classrooms, and other needed resources to each Diploma Programme teacher

May 2016 Administration n/a Diploma Programme teachers have appropriately assigned space necessary for successful implementation of their classes and core areas of the Diploma Programme


Media Specialist is aware of the library’s central role in the IB and Diploma Programme

Media Specialist completes EE training and is a vital part of the Diploma Programme planning team. She understands the vital role the media center will play with IB and Diploma Programme programs

Summer 2015 Media Specialist $800 for EE training

travel expenses to be determined as needed

Media Specialist includes diverse, international resources for IB and Diploma Programme students

Media Specialist adjusted the hours of the media center to be more accessible for IB and Diploma Programme students

Ensure access to information on global issues and diverse perspectives

Provide access through current periodicals, internet access, international authors, authentic materials, foreign language classes, language development preparation, guest speakers, Career day, films

May 2015 (on-going)

Diploma Programme coordinator, Media Specialist, Diploma Programme staff, Foreign Language teachers, ESOL teacher, and administration

Costs for authentic, current materials

Students’ work reflects access to a variety of resources

Provide continued support and resources for students with special learning needs and their teachers

Teachers will continue to follow all legal regulations and accommodations for students with Individualized Educational Plans (IEP) allowing extra time, preferential seating, read aloud, use of electronic devices or other needs specific to student’s success.

Special Education case workers schedule regular IEP meetings with parents, teachers and students to review IEP goals and accommodations.

On-going

On-going


Special Education teachers

n/a

n/a

All teachers are aware of students needing special accommodations and document progress of students.

All teachers attend state mandated IEP meetings as necessary

Ensure that students will be guided and counseled throughout the Diploma Programme

Diploma Programme students will be assigned a counselor trained specifically to counsel on Diploma Programme schedule concerns. The Diploma Programme coordinator will also guide and counsel Diploma Programme students with registration, academic support and important post-secondary decision making

May 2016 Guidance counselor and Diploma Programme coordinator

n/a All students are assigned a counselor and will meet regularly with them throughout the Diploma Programme period.


Design a scope and sequence that will allow students to meet the Diploma Programme requirements

Develop a scope and sequence of choices for Diploma Programme students that allows them to meet Georgia graduation requirements and also the expectations of the Diploma Programme program

December 2015

IB Coordinator and administration n/a Approved scope and sequence for Diploma Programme students that meets the Diploma Programme requirements

Implement a scope and sequences that allows for the recommended hours of the diploma subjects being offered as well as concurrency of learning

Develop the scope and sequence and schedules so that the HL and SL Diploma classes can be offered over two years (except ITGS) and the required hours can be met.

May 2016 IB Coordinator and administration n/a Approved scope and sequence for Diploma Programme students that follows the recommended hours of the diploma subjects

Use the expertise of the community to enhance the Diploma Programme learning experience

Organize, develop and meet regularly with a Diploma Programme advisory group including community members and business leaders. Nurture business partners and relationships in the community and their knowledge perspectives.

May 2016 Diploma Programme coordinator n/a Established Diploma Programme advisory group with a variety of community members

Allocate resources for the extended essay

Create a budget and resources needed to successfully implement the Diploma Programme extended essay

May 2016 Diploma Programme coordinator, EE coordinator

To be determined after trainings

Money allocated in the budget specifically for the success of the extended essay


C: Curriculum

C1: Collaborative planning

Collaborative planning and reflection supports the implementation of the Diploma Programme.





Work collaboratively to plan curriculum lessons

Schedule common teacher planning periods by content area to meet on a weekly basis to include building of communities

May 2016 All Diploma Programme teachers n/a Teacher sign in sheets, meeting agendas and minutes

Implement vertical team of Diploma Programme teachers and 9

th and 10

th

grade Honors teachers

Provide opportunities for vertical team collaborative meetings to align the level rigor of lessons delivered in 9

th and

10th grade Honors courses to

properly prepare students for success in the Diploma Programme courses

May 2016 All Diploma Programme teachers and Honors teachers

n/a Academic calendar which includes scheduled vertical team collaborative meetings and professional development

Monitor academic achievement of all Diploma Programme students

Diploma Programme staff members will work collaboratively to ensure academic support for all Diploma Programme students.

On-going Diploma Programme coordinator, principal, teachers, counselors, vocational teachers

n/a Student academic achievement and credits earned

Address vertical and horizontal articulation through collaborative planning and reflection

Schedule (when possible) opportunities in teachers’ schedules for planning and reflection both vertically and horizontally.

May 2016 All Diploma Programme teachers and Honors teachers

n/a Academic calendar reflects regular opportunities for vertical and horizontal reaming between the Diploma Programme faculty and 9

th

and 10th grade Honors faculty

Define a set of expectations for Diploma Programme student learning

Diploma Programme staff will work together to compose a set of expectations of the Diploma Programme student.

May 2015 All Diploma Programme staff n/a Diploma Programme staff has created a well-developed set of expectations for all Diploma Programme students.


Incorporate differentiation for Diploma Programme students’ learning styles and need

Diploma Programme teachers will continue to plan a variety of best practices and make use of Quality Plus Teaching Strategies. Teachers will work together to include a variety of activities that address the individual needs of our Diploma Programme students.

Offer professional development workshops around technology and differentiation

May 2016

Available Sept. 2016

All Diploma Programme teachers


n/a

n/a

Evident in course outlines, unit planning and teacher observations.

Teachers participate in professional development workshop themed on Using Technology To Differentiate Instruction

Utilize assessment of student work and learning as a guide in collaborative planning and reflection

Westlake teachers will continue to be data driven. They will work together to generate unit and lesson plans based on the quality of work and learning of their students.

On-going All Diploma Programme teachers n/a Teachers use common assessments, grades and student work to build productive lessons in curriculum meetings

Incorporate language learning into all courses offered

Teachers will incorporate writing, reading and oral expression into their lessons, regardless of subjects

Incorporate professional development for teachers to understand their role in language development.

May 2016 Diploma Programme teachers n/a Evidence in teacher lesson plans, walk-throughs and teacher evaluations.

Integrate the IB Learner Profile in all Diploma Programme collaboration and reflection

Diploma Programme teachers will incorporate the IB Learner Profile into all conversations concerning lesson planning and approaches to teaching.

On-going Diploma Programme teachers n/a Evident in curriculum meeting minutes, syllabi, and unit plans for Diploma Programme courses.


C2: Written curriculum

The school’s written curriculum reflects IB philosophy.





Create a written curriculum scope and sequence that is comprehensive and aligns with the requirements of the programme.

Construct a scope and sequence through collaboration

Dec. 2015 Administration, IB coordinator, All Diploma Programme teacher

n/a Completed Diploma Programme scope and sequence.

Provide the school community with access to the written curriculum

Include the written curriculum on the school website, in newsletters, at parent meetings, in advertisements or displays around the building.

May 2016 Diploma Programme staff n/a The community members have easy and varied access to Diploma Programme written curriculum.

Identify the knowledge, concepts, skills and attitudes to be developed over time through the Diploma Programme

Develop a Diploma Programme curriculum that reflects the Georgia standards and IB learning objectives in a logical, sequential and consistent course of study.

May 2016 All Diploma Programme staff n/a Written expectation of Diploma Programme standards, and learning objectives that align well with the Georgia standards

Develop student growth plan of action framework to encourage continued attention to student needs

The written curriculum will include a constructivist approach to learning. Students will develop as independent learners and thinkers, reacting and adjusting to their own needs and to the needs of others.

May 2016 All Diploma Programme staff n/a A written curriculum that includes experiential learning, critical thinking skills, active learners, student-centered learning, self-assessment, inquiry, discussion and other opportunities for students to be in charge of their learning needs.

Incorporate relevant experiences for all students in the Diploma Programme throughout the curriculum

Develop written curriculum to include experiential learning, self-discovery, hands-on learning, critical thinking, inquiry, student-centered activities, appreciation of others and expression of ideas and thoughts.

May 2016 All Diploma Programme staff n/a Well-developed, rich, approved curriculum is evident for Diploma Programme students


Provide opportunities for local, individual, and global awareness through the curriculum.

Imbed current events outlined in IB publications throughout the curriculum

Through the Diploma Programme courses, extended essay and CAS, students will be provided with various methods to dive into world issues. Thinking globally and acting locally will serve as the central theme to promoting awareness of sensitive issues.

On-going All Diploma Programme staff n/a Evident in unit and lesson plans, teacher observations and quality student work, especially on the extended essay

Apply current trends outlined in the IB publications to inform changes in the Westlake Diploma Programme structure

Provide IB OCC access to all Diploma Programme staff and monitor usage.

Use current guidelines for writing and revising curriculum on a regular basis.

Dec. 2015

On-going

Diploma Programme coordinator


n/a

n/a

All Diploma Programme teachers and staff have login access and are using the OCC.

Curriculum includes the most recent developments of the Diploma Programme.

The curriculum integrates the policies developed by the school to support Diploma Programme

The written curriculum reflects school’s assessment policy, academic policy, language policy and Special Education policy.

On-going

All Diploma Programme staff n/a Written curriculum supports the school’s policies

The learner profile attributes are cultivated in the written curriculum

The learner profile will drive all curriculum planning and will provide an opportunity for growth and development in these attributes

May 2016 All Diploma Programme staff n/a Learner profile attributes are imbedded into the curriculum at Westlake HS and are evident in teacher observations, lesson plans, classroom management, student work and increased student achievement in all areas.


C3: Teaching and learning

Teaching and learning reflects IB philosophy.





Teaching and learning addresses all of the aims and objectives of each Diploma course offered

Teachers will follow approved course outlines of the Diploma subjects, incorporating TOK, international mindedness and the learner profile attributes.

On-going All Diploma Programme teachers n/a Teacher evaluation and observations of Diploma Programme teachers.

Teaching and learning engages the students as inquirers and thinkers.

Teachers include inquiry and discussion in lessons. Teachers prepare activities that allow students to use higher level thinking skills

On-going All Diploma Programme teachers n/a Students have ability demonstrate proficiency in inquiry and higher-level thinking skills

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

Teachers will use activities that allow for assimilation and schemas to build on what students already know and can do.

On-going All Diploma Programme teachers n/a Teacher unit and lesson plans reflect knowledge and understanding of how students learn new information by connecting to schemas or information they already know or can do.

Promote the understanding and practice of academic honesty.

Teachers will practice the various forms of malpractice and practice academic honesty. Students will receive information in an academic honesty handbook. Through “Turn-it-In” software, teachers will teach students the importance of creating their own work on assignments and assessments. Students will sign work, stating the work is their own.

On-going All Diploma Programme teachers n/a Students show academic honesty in all work produced.

Teachers and students use Turn-it-In regularly.

Empower students to become actively responsible for their own learning.

Teachers will provide student-centered, collaborative work for students while becoming increasingly facilitative in the classroom.

On-going All Diploma Programme teachers n/a Through classroom observations, administrators will see evidence of student-centered classrooms. There will be evidence of students working together in groups, research, reflection, discussion, inquiry, excitement in learning, project learning, formative assessment, and motivated students.






Teaching and learning will address human commonality, diversity and multiple perspectives

The overarching theme of the Diploma Programme curriculum will be developed to promote the study and reflection of multiple perspectives on a variety of topics. The curriculum will imbed this central philosophy to all areas of the Diploma Programme curriculum.

May 2016 All Diploma Programme staff n/a Evidence of international mindedness and multiple perspectives in classroom observations, unit plans, curriculum meetings and student work.

Teaching and learning will demonstrate that all teachers are responsible for language development.

Every teacher is a language teacher. Teachers will develop an understanding that language features affect content learning. Professional development will aid teachers in the development and acceptance of this idea in teaching and learning.

May 2016 All Diploma Programme teachers and administration

n/a Professional development planned and executed for teachers.

Teacher lessons include attention to vocabulary and comprehension in all subject areas.

Teachers will continue to execute research based differentiated teaching strategies

Continue implementing activities that develop classrooms of independent learners, who discuss, inquire, appreciate and build on prior knowledge; Students will be engaged to be active learners who develop skills to pursue knowledge and to frequently practice reflective thinking

On-going All Diploma Programme teachers n/a Improvement in student achievement data, test scores and class grades; motivated students who seek knowledge on a consistent basis

Continue to provide a range of resources through the use of technology to support students in preforming authentic tasks, defining their goals and making design decisions.

Incorporate technology in each classroom, ie: Bring Your Own Device (BYOD), clickers, Schoology, Edmodo, Weebly, collaborative tables, computer labs, to name a few, to model and allow students to experience real-life applications to enhance their overall learning

On-going All Diploma Programme staff, administration

n/a Teacher evaluations, walk-throughs, student projects, and student extended essay; students’ increased cognitive skills; students’ overall ability to stimulate, visualize, and interact with academic structures, processes, and models






Teaching and learning will develop student attitudes and skills that allow for meaningful action in response to students’ own needs and the needs of others and how, what and why they are learning.

Teachers will provide activities that develop students who are in charge of their own learning and needs. By using hands-on, that the students are curious about and that meet their social needs, teachers can develop students who are not only responsible for themselves, but also for others. Teachers will allow students to take part in the how, what and why they are learning and assessed.

On-going All Diploma Programme teachers n/a Teacher observations show evidence of student-centered, constructivist classrooms, where students are curious, motivated, collaborative, and have input to what they learn, how they learn and how they are assessed.

Teaching and learning will foster a stimulating learning environment based on understanding and respect.

Teachers will create an independent, stimulating learning environment for their students, where they are curious and learn at their pace. Teachers will allow students to learn at their pace as they explore and uncover new things.

On-going All Diploma Programme teachers n/a Evidence of a stimulating learning environment through teacher observations and walk-throughs. Students are engaged, happy, active, participating, questioning, reflecting, self-assessing, in charge of procedures, taking risks, expressing themselves and more.

Students will demonstrate their learning in a variety of ways.

Teachers will differentiate procedure, product and/or practice so that students can exhibit learning in a variety of ways.

On-going All Diploma Programme teachers n/a Unit plans and lesson plans will show differentiation in formative and summative assessments.


Develop the Learner Profile attributes.

Teachers include Learner Profile unit in syllabus.

Post Learner Profile in Diploma Programme classrooms and in various languages where appropriate, ie: Foreign Language and ESOL classrooms. Visually track the Learner Profile and attitudes in classrooms. Media Center will create displays that highlight the Learner Profile. Key concepts and lines of inquiry will be displayed to get students started and focused on the concepts being taught.

May 2016 All IB and Diploma Programme teachers

n/a Students ability to personify the attributes of the Learner Profile; students demonstrating precepts of inquiry – asking, reflecting, investigating, discussing, creating - in their learning processes


C4: Assessment

Assessment at the school reflects IB assessment philosophy.





Assess student learning specific to each Diploma Programme subject and Diploma Programme core.

Establish curriculum, instruction, and assessments that will be rigorous, integrated, and aligned. Innovative and challenging learning activities will be student-centered and designed for collaboration and flexibility.

May 2016 All Diploma Programme teachers, staff and administration.

n/a Completion of the design of curriculum and assessments for Diploma Programme implementation

IB Diploma Exams

Benchmark assessments (Pre and Post-tests, Interim assessments)

End of Course Tests

Communicate the assessment policy and its philosophy to the community

The assessment philosophy, policy, and procedures will be advertised on the Westlake High School website, teacher websites, Fulton county public school website, student agenda books, and parent handbooks

On-going Superintendent, Principal, administrators, Technology team and Diploma Programme teachers

n/a On-going function of county and school websites, as well as the keeping a surplus of student agendas and parent handbooks.

A variety of strategies and tools are used to assess student learning

Diploma Programme teachers will use collaborative tests and projects to assess student learning to include EOCT exams

On- going All Diploma Programme teachers n/a Achievement of academic credit and passing scores on standardized test

Employ formative assessment techniques to impact instruction

Diploma Programme teachers will regularly use formative assessments to direct daily instruction and provide students immediate feedback on learning progress

On-going All Diploma Programme teachers n/a Formative assessment usage clearly outlined in lesson plans of Diploma Programme courses


Westlake‘s system for recording student progress is aligned with the assessment philosophy of the Diploma Programme

Diploma Programme teacher will maintain accurate recording of grades in the teacher portal for parents and students to view daily in student and parent portal. Students and parents will receive progress reports in 6 week intervals.

Diploma Programme teachers will report academic strengths and weakness to the Diploma Programme coordinator and school counselors. Teachers and counselors will collaborate with students and parents to gain an understanding of the students area of weakness for affective intervention

On- going All Diploma Programme teachers n/a Teacher evaluation

Utilize assessment analysis to guide teaching and learning

Diploma Programme teachers and administration will meet collaboratively to discuss the analysis of data by determining the organization, synthesizes, correlation, comparison, and present the assessment results

On-going Principal and school administration n/a Common assessment test results

Standardize test results

Provide opportunities for students to participate in and reflect on the assessment of their work

Diploma Programme students will meet with individual members of the Diploma Programme team to discuss evident strengths and weaknesses of their academic progress

On-going All Diploma Programme staff and students

n/a Progress reports


Afford students the opportunity to demonstrate consolidation of their learning through the Diploma Programme extended essay

Throughout the Diploma Programme classes, students will learn to summarize, question, reflect and think critically about the information they are receiving in the program. All Diploma Programme teachers will understand and respect the extended essay and provide activities and lessons that enhance students as they create this important capstone of their learning.

On-going All Diploma Programme staff n/a High quality work on the extended essay summarizing learning from all Diploma Programme classes.

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