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Programme evaluation self-study questionnaire

Primary Years Programme

Middle Years Programme

Diploma Programme

Programme evaluation self-study questionnaire

Published September 2005

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Contents

Introduction Guidelines for use by the school

The self-study questionnaire

School presentation Section A: philosophy

Section B: organization

Section C: curriculum

Section D: the student

Summary of main conclusions

PYP appendices

Appendix 1: classes in the PYP section

Appendix 2: weekly time allocations for single-subject teaching by grade level

Appendix 3: PYP staff training

Appendix 4: transdisciplinary units of inquiry

Appendix 5: PYP teaching staff and qualifications

Appendix 6: PYP implementation budget for the next five years

Appendix 7: action plan for ongoing implementation of the PYP

MYP appendices

Appendix 1: classes in the MYP section

Appendix 2: scheduling of MYP subject groups and languages of instruction

Appendix 3: MYP staff training

Appendix 4: MYP resources

Diploma Programme appendices

Appendix 1: current and proposed Diploma Programme budget

Appendix 2: subjects offered in the Diploma Programme

Appendix 3: attendance at IB workshops and conferences (completed or scheduled)

Appendix 4: Diploma Programme examination results over the last five years

© International Baccalaureate Organization 2005 1

Introduction

The information contained in this questionnaire represents the results of the self-study, which can be considered the most important part of the programme evaluation process in terms of the time and collective effort involved, and in the value to be gained by the whole school from the process. The self-study questionnaire is to be used for the evaluation of each of the three IB programmes—the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme— and for joint programme evaluations when requested. This questionnaire contains a general section about the school and the programmes it offers, and the following specific sections: • A: philosophy • B: organization • C: curriculum • D: the student. It also includes the school’s summary of main conclusions, to be signed by the head of school and/or the school principal, and by the programme coordinator. Each section provides a set of criteria against which both the school and the IBO can measure the school’s progress towards achieving the required standards and practices in its implementation of the programme. The school must make a commitment to work towards meeting each standard and practice. The IBO is aware that implementing an IB programme is a journey, and that the school will meet the programme standards and practices to varying degrees along the way. Nevertheless, there is a need for the IBO to ensure quality in the implementation of its programmes. This self-study questionnaire replaces all previous versions.

Guidelines for use by the school

In completing this self-study questionnaire schools should use the following guidelines. 1. All members of the administration and teaching staff involved in the

organization and implementation of the programme in the school, as well as students and parents, should contribute to the self-study. The information in the completed questionnaire should reflect a broad view of the programme within the school.

2. The self-study questionnaire must be completed in one of the IBO working languages—English, French, Spanish or Chinese (for the MYP only). The questionnaire is available as a Word document and should be completed electronically. The boxes will expand to accommodate longer responses, and additional rows can be added to tables as required.

3. It is important to address each area of the self-study questionnaire carefully. The questions that come before the standard and practices in each section require detailed, descriptive answers, and are designed to ensure careful reflection on the standard before evaluating the level of practice.

4. Please provide further information if necessary, referring to the specific standard and number of each question (for example “Standard A1, Question 4”). Please ensure that any additional information provided is clearly referenced.

5. The standards and practices required for implementation of the three IB programmes form the basis of this self-study questionnaire. The practices below each standard identify the critical elements in moving towards successful achievement of the standard. The school must rate its performance in terms of each practice by indicating a degree of implementation on a continuum from low to high.

6. The school will need to document the degree to which it meets a particular standard by arriving at a judgment based on the analysis of the pattern of responses to the practices.

7. The pattern of responses will assist the school in completing “The statement of conclusions” that closes each section. Entries in “The statement of conclusions” should be prioritized and numbered according to those issues considered to have the most impact on success in the implementation of the programme. “Proposals for improvement” should correspond directly to those in “Practices in need of strengthening”, ie any perceived weakness should be followed by a related proposal designed to address that weakness.

8. MYP only: Section C: curriculum. Eight groups of teachers, each group representing one of the eight subject groups, must grade the standards and practices in this section (standards C1 to C4) and complete the statement of conclusions for each standard. Following this, a group representing all subject groups in the programme, and including the programme coordinator, must also grade the standards and practices and complete the statement of conclusions for each standard. In addition, the cross-subject group must answer the questions in the section headed “The school” as a summary of curriculum implementation for the programme as a whole. (The school will therefore submit 8 + 1 responses to Section C.)


Guidelines for use by the school


All subject group responses to Section C must be sent to the regional office.

9. Diploma Programme only: Section C: curriculum. Seven groups of teachers, each group representing one of the six subject groups and theory of knowledge (TOK), must grade the standards and practices in this section (standards C1 to C4) and complete the statement of conclusions for each standard. Following this, a group representing all subject groups in the programme, and including the programme coordinator, must also grade the standards and practices and complete the statement of conclusions for each standard. In addition, the cross-subject group must answer the question in the section headed “The school” as a summary of curriculum implementation for the programme as a whole. (The school will therefore submit 7 + 1 responses to Section C.) All subject group responses to section C must be sent to the regional office.

10. The self-study questionnaire is completed by formulating the “Summary of main conclusions”. In this final part, the school should identify those issues prioritized in previous sections and considered to be of the utmost importance.

11. The school must complete all the programme-specific appendices to the self-study questionnaire.

In the case of the PYP and the MYP, schools should return the required number of copies of this questionnaire (in the required format, as directed by the regional office) and all supporting documentation listed in the Guide to programme evaluation, to the regional office at least two months before the school visit.

The self-study questionnaire

School presentation

General information

1. Name of school: American School of Bombay

School code: 7059

Name of legal entity of school (if different from above):

American School of Bombay Education Trust

Postal address:

SF 2 G Block Bandra Kurla Complex RoadBandra East Mumbai 400 098 India

Street address (if different from above):

Telephone (including country and areacodes):

+91 6772 7272

Fax: +91 2652 1234

E-mail: [email protected]

2. Name of the head of school:

Craig Johnson

3. Legal status ofschool:

Government/state schoolDo IB students pay tuition fees? Yes No X


School presentation

Private schoolDo IB students receive any subsidies? No No

X

X

International Baccalaureate Organization 2005 5

School presentation

4. Organization: Boys’ school

Girls’ school

Coeducational

Boarding school

Day school

5. IB programmes offered in the school: PYP

MYP

Diploma Programme

6. Age range of students in the wholeschool:

From 3 to 18 years

7. Total number of students in the wholeschool:

706

8. Number of teaching days per schoolyear:

179

9. Academic structure: What divisions (eg pre-primary, primary, middle school and high school) operate in the school, if any?

Name of section Age range of students Number of students

Elementary 3 - 11 379

Middle 11- 15 151

High 15 - 18 183

10. Approximately how many students are involved in the programme in each age range below?

X

X

X


School presentation

No of students

Programme No of students

Programme

3–4 years 36 PYP 11–12 years






9–10 years

50 PYP 17–18 years

10–11 years

55 PYP 18–19 years

Programme-specific information

This section needs to be completed for each programme to be evaluated.

Please select one box, as applicable.

PYP MYP Diploma Programme

11. Name of the school principal (if different from the head of school):

Joe Atherton

12. Name of the appointed programme coordinator:

Bronwyn Weale

13. Total number of students involved in theprogramme:

379

X


School presentation

14. Age range of students involved in theprogramme:

From 3 to 11 years

15. Within this age range, are all the students in the school involved in theprogramme? (This does not apply to the PYP, which a school must implementas an inclusive programme.)

Yes

No

If no, specify how many students in this age range are notinvolved in the programme.

16. Specify any national/state/local curriculum requirements the school must meet.

None – ASB holds Middle States Accreditation

17. Specify any other academic programmes taught.

18. Is there entry selection to the programme? Yes

No

If yes, provide information on selection criteria.

The Admissions Committee reviews applications for all applicants, whichincludes a the completed application detailing the applicant’s and parentsbackground information, questions that are to be answered by the parentsregarding ASB’s mission, qualities sought at ASB, and any important additionalinformation we that allows us to assess and thus serve the student’s needs.Parents are required to disclose any background information about the student,including any psycho-educational assessments, recommendations foradditional support or extensions, SLP/OT and other assessments, etc. Allapplicant submit previous school records (up to two years), an ASB confidentialrecommendation form which is to be completed by the applicants currentschool, age verification through a copy of a passport, and a health form. Alldocumentation is reviewed by the Director of Admissions, the ElementarySchool Counselor, the Elementary School Principal, and if necessary, theSchool Psychologist and/or the English for Speakers of Other Languages team.Applicants must demonstrate through previous school records that he or she isacademically and behaviourally prepared for ASB’s academic and socialprogram. Students applying into our Early Childhood Education Center are

X


School presentation

accepted on provisional basis if there are no records of previous schoolingexperience. The board policy states that all students are placed in theappropriate grade level dependent upon age up to Grade 1. Any variation fromthe age cut-off will be considered beginning in Grade 2 after reviewing previousschool records and recommendations. ASB must also adhere to the Ministry ofExternal Affairs criteria established by the government of India to be sure ASBis indeed serving the ex-patriot population of Mumbai.

19. Nationalities/ethnicities of students:

List of nationalities/ethnicities Approximate number of students

Australia

Austria*, Denmark

Belgium

Brazil

Canada

China*, Canada

Czech Republic*, Netherlands

Denmark

France

Germany

Germany*, France

Germany*, United Arab Emirates

Germany*, United Kingdom

Germany*, United States

Greece*, Germany, United States

India

India*, Singapore

Indonesia

Ireland

Israel

Italy

Japan

18

1

5

1

5

1

1

4

20

10

1

1

1

1

1

19

1

4

1

12

2

12


School presentation

Korea

Malaysia

Malaysia*, Mauritania

Mexico

Netherlands

Netherlands*, Czech Republic

Netherlands*, Japan

New Zealand

Norway

Norway*, Germany

Russia

Russia*, United Kingdom

Singapore

Slovakia*, Australia

South Africa

South Africa*, India

Spain

Sri Lanka

Thailand

Trinidad and Tobago

United Kingdom

United Kingdom*, Canada

United Kingdom*, Thailand

United Kingdom*, United States

United States

United States*, Australia

United States*, India

United States*, United Kingdom

Total

29

7

1

2

6

1

1

3

2

2

1

1

3

2

11

1

1

1

2

1

66

1

1

3

101

2

4

1

379

20. What is the language of instruction in the programme? (If more than one, pleaseexplain how they are used.)


School presentation


English

21. Teachers employed to teach the programme:

Number of teachers teaching full time in theprogramme

37

Number of teachers teaching part time in theprogramme

3

22. Nationalities/ethnicities of teaching staff:

List of nationalities/ethnicities Number of staff

Canada France India USA New Zealand

2 1 7 25 2

Section A: philosophy

The school

1. What processes are in place to revise the school’s philosophy/missionstatement? How do you ensure it is aligned with the IBO missionstatement?

As part of the strategic planning process in 2005, the ASB community examined the school’s philosophy, mission and core values. As an IB World School, the community sought a mission statement that would reflect not only the vision of the IB Diploma and PYP programs, but also the most idealistic hopes of our unique and diverse parent and student bodies. The themes of knowledge, inquiry, courage, integrity and service are central notions to the ASB and IB missions. Meeting the expectations of the IB programs is also incorporated into the school professional teaching standards. As we go into our next phase of strategic planning, community members will review the school’s core values, learning and strategic objectives in light of our commitments to the IB, DP and PYP programs assuring an appropriate connection to the goals of these programs.

2. By what means is the school philosophy/mission statement and the IBO’s mission statement promoted to the whole school community?

ASB’s Elementary Student Handbook has a comprehensive curriculum section which is distributed to each family at the beginning of the year. ASB distributes the specific grade level Program of Inquiry and Scope and Sequence outlines during curriculum night in August. In addition, the ASB Elementary School has a website where current and prospective parents can learn more about the PYP at ASB. This portal site contains relevant PYP and IB documentation as well as access to grade level Program of Inquiry and curriculum scope and sequence documentation. The Board of Trustees via leadership receives PYP updates including goals, objectives, and timelines at their quarterly Board meetings as well as Academic Committee meetings. There are PYP orientation meetings organized by the PYP coordinator every year for new parents. The PYP coordinator also holds four parent workshops per year that focus on the pedagogy of the program. ASB is committed to professional development. All new teachers receive a combination of in-house training and are required to attend an IB sponsored workshop during their first year at ASB if new to the programme or have not attended an IB recognized workshop within the last three years. The weekly principal's communication in the Friday Flash with our parent body frequently highlights action, service and learning through the PYP framework.



Through the Instructional Team committee, which is representative of the Elementary, Middle and High School, the school community is frequently updated on PYP work and initiatives and philosophy of the PYP and its implementation at ASB.

3. By what means does the school promote international-mindedness throughout the school community?

ASB enrolls an international body of students and families representing 51 nationalities whose experiences are valued and purposely sought as primary resources throughout the program. The encouragement of 'mother tongue' use is evident throughout the school program and curriculum. Students who speak a language other than English are supported by access to books and the time to converse in their mother tongue particularly during student led conferences. ASB is continually seeking ways to enhance the use of mother tongue. The acknowledgement, celebration and responsibility to our host country of India can be found in the local contexts of our Program of Inquiry, Host Country Studies program, library resources and the school wide support for service programs at ASB. ASB's service program hopes to instil a habitual attitude towards community service in the knowledge that it is transferable to any community in which a child resides. ASB’s program intentionally makes connections with organizations that are local in nature but have global relevance. ASB is continually seeking to build resources that offer access to different cultures, perspectives and languages. Parent workshops with the counselor and PYP coordinator are presented to the parent community with an emphasis on International Mindedness and the importance of making connections from a local to global perspective. A recently proposed learning objective through the 2010 strategic planning process further promotes the value that ASB places on its diverse community. All ASB students embrace their India experience enabling them to become more effective global citizens. Action teams comprised of teachers and parents are currently developing action plans to enliven this goal.



The standards and practices Please select the appropriate box.

Standard A1 Requires significant attention

Shows satisfactory

development

There is close alignment between the educational beliefs and values of the school and those of the programme.

X

Practices Degree of implementation

Low High

Common:

1. The school is committed to the principles defined in the IBO mission statement.

X

2. The school is committed to developing in students the qualities, attitudes and characteristics described in the IB learner profile.

X

3. There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme.

X

4. The beliefs and values that drive the programme are shared by all sections of the school community (including students, teachers, administrators, members of the governing body and others, as appropriate).

X

5. The school is committed to continuous improvement.

X

6. The school promotes student inquiry and the development of critical-thinking skills.

X

7. The school provides a climate that encourages positive innovation in implementing the

X




Low High

Common:

philosophy of the programme.

The statement of conclusions

The educational beliefs and values of the PYP are clearly reflected in the ASB mission statement. Parents and prospective parents receive information on the PYP from the website, admission material, and the student handbook. Students learn about the PYP essential elements through their daily interactions with teachers and class work. The language of the PYP is becoming increasingly pervasive throughout classrooms and in communications with all stakeholders. In conclusion, ASB feels that there is a close alignment between the educational beliefs and values of the school and those of the PYP.

Strengths:

• IB mission and philosophy of ASB are closely aligned. This is true in practice as evidenced through the strategic planning process in 2005 and 2010. ASB is working to ensure that all documents such as handbooks and admission materials use the IB learner profile and mission to solidify ASB's alignment to IB values.

• There are clear and close connections between the school’s published statements of mission and philosophy, and the beliefs and values of the programme. 2010 strategic planning additions of new core values, redefined learning and strategic objectives reaffirms ASB’s commitment to the goals of IB programs.

• ASB has a strong commitment to a process of improvement for all faculty members and the wider parent community. Faculty, including our teacherassistants, have access to professional development funding, in-school consultants and training through school hosted conferences such as TEDx, ASB Unplugged and IB regional workshops. In-school consultants such as Damien Cooper, Fred Wolf, Erma Anderson and Beth Swenson have added value as they promote and build a common understanding of assessment and curriculum. ASB also utilizes regional initiatives through NESA.



Practices in need of strengthening:

• The beliefs and values that drive the program need to be shared by all sections of the school community. Using the language of the profiles, beliefs of the program with students in and out of the classroom, across faculty and continued parent education is an ongoing goal. (A1:4)

Proposals for improvement:

• Continually seek opportunities to update current policies, handbooks and planning documents to ensure they are accurately reflective of the IB learner profile and IB mission. The profile of the month system, which is reinforced in assemblies can be further supported through the classroom communications, and in the principals weekly newsletter.

• School wide annual survey’s could be refined to target key parental understandings of the program and parent workshop opportunities are posted in classroom communications.



Standard A2 Requires significant attention

Shows satisfactory

development

The school promotes international-mindedness on the part of the adults and the students in the school community.

X


Low High

Common:

1. The school values and makes productive use of the diversity of cultures and perspectives that exist in the school and in the local, national and global communities to enhance learning.

X

2. The school expects and promotes a commitment to international understanding and responsible citizenship on the part of the adults in the school community.

X

3. The school encourages learning that fosters responsible citizenship and international-mindedness.

X

4. The school encourages student learning that strengthens the student’s own cultural identity, and celebrates and fosters understanding of different cultures.

X

5. The school provides students with opportunities for learning about issues that have local, national and global significance, leading to an understanding of human commonalities.

X

6. The school develops a climate of open communication and careful expression of ideas, attitudes and feelings.

X

7. The school provides resources that offer access to different cultures, perspectives and

X




Low High

Common:

languages.

8. The school provides a safe, secure and stimulating environment based on understanding and respect.

X

9. The school attaches importance to language learning through the development of each student’s mother tongue and the acquisition of other languages, including the host country language.

X

10. The school supports members of its community for whom the school’s language of instruction is not their mother tongue.

X

11. Where possible, the school ensures access to global information and recognizes the potential for wider communication through the availability and use of appropriate information and communication technologies (ICT).

X

12. The school takes advantage of the international network of IB schools teaching the same programme through e-mail or personal exchanges and attendance at conferences and workshops.

X


The philosophy of ASB builds upon and supports the international student body and the mission of the IBO. ASB's strategic planning process identified and is working towards goals that ensure students are internationally minded as they recognize their responsibility both in local and global contexts.




Strengths:

• ASB is committed to promoting international mindedness and to continuous reflection and improvement in this area and displays a strong respect and value for cultural diversity.

• The school encourages student learning that strengthens the student’s own cultural identity, and celebrates and fosters understanding of different cultures.

• ASB provides a safe and secure environment for all members of its community in a spirit of international mindedness. Members of the community seek to build a collaborative environment with stakeholders to support a culture of caring that includes not only the students but the parent community as well.


• ASB endeavours to make it clear to parents the importance of having students read, write and speak in their mother tongue, and will continue to seek ways to nurture this understanding. ASB has a polyglot and transient population with 51 different countries represented and needs to continually reinforce and support this ideal. (A2:9)

• The media centre is building and will continue to build upon access to resources in mother tongue language and provide access to resources that offers access to different cultures, perspectives and languages. (A2:7)

• ASB acknowledges the importance of host country awareness through its Program of Inquiry, community service and host country studies program (Grade KG – 1) and wants to strengthen the emphasis on host country language in its programs grade 2 - 5. (A2:9)


• Support students and their families by including more Hindi/Korean/French/ German/ etc signage in the school, translations of mission statement, student handbooks and other important documents into well represented languages.

• Explore the provision for a more comprehensive Hindi language after-school program available to interested ASB community members and the expansion of the Indian Studies program and support in other grade levels.

• The importance for mother tongue use and development need to become increasingly public so that parents feel supported in initiatives they may want to pursue. This would include the importance of mother tongue development through parent education programs, resources, workshops and during the admission process.


The school

1. How have organizational structures/systems developed in order to better support the implementation of the programme?

The PYP coordinator and principal meet regularly to discuss PYP goals, objectives and activities. ASB also alternates PYP related meetings with faculty meetings on a regular basis and has developed an Elementary School Leadership team that includes a teacher representative from each grade level EC-Grade 5, the PYP coordinator, principal, counselor, and a specialist teacher. The collaborative efforts of this group assist the coordinator and principal in determining priorities, needs, and concerns. The PYP coordinator corresponds and meets weekly with homeroom teachers to keep lines of communication open, assist with planner development, inform about upcoming events, and get feedback on how implementation is progressing. There is a formal structure in place for ongoing professional development, both on and off campus, to support implementation of the program. Dedicated time to induct faculty new to the PYP is organized during the week of new teacher orientation. ASB also utilizes professional development days to examine the Program of Inquiry as a whole faculty, inclusive of single subject teachers. Each grade level team has a common planning time every day to allow for formal and informal team planning. The PYP coordinator is able to meet with specialist teachers at a mutually agreed time and works through the planning process with these single subject teachers to ensure the growth of a transdisciplinary approach to teaching and learning with the use of integrated or stand alone planners. Service is an integral part of our program and each grade level makes meaningful connections to a chosen NGO that enables authentic connections to the local community. Strategic planning initiatives both current and future are cognizant of IBStandards and Practices.

2. What processes are in place for the review and development of the curriculum?

An established curriculum review cycle as a result of strategic planning in 2005 allowed for the systematic review of curriculum scope and sequence documentation. Although ASB does not utilize PYP Scope and Sequence documents, consideration is given to the IB documents before the adoption of new curriculum is finalized. ASB will need to continue to seek ways to



ensure that PYP Scope and Sequence documents and the adopted Standards and Benchmark approach to curriculum has alignment and that the underlying philosophies are cohesive. The principal shares school-wide goals regularly with faculty that include, but are not limited to, ongoing work with PYP, assessment, technology, literacy and mathematics. On a school wide level an Instructional Team is a school group of teacher leaders and administrators with the following common purpose:

• To ensure that there is adequate annual progress towards the stated Curricular End Results of the Strategic Plan and the standards from the Middle States Association of Colleges and Schools

• To collectively monitor the use of PD budgets in line with agreed-upon guidelines for individual PD budgets, presentation fund budget and divisional professional development budgets

• To promote a collaborative culture of learning amongst the ASB community through professional development

• To promote the continuous improvement of student learning through regular opportunities for teams to develop best instructional practices and to use student learning data to plan for instruction

• To foster communication between Instructional Team and divisional faculty regarding relevant decisions and information

Currently this group is defining a new curriculum review process.


Standard B1 Requires significant attention

Shows satisfactory

development

The school demonstrates ongoing commitment to, and provides support for, the programme through appropriate administrative structures and systems, staffing and resources.

X


Low High

Common:




Low High

1. The governing body is explicitly supportive of the programme, and has allocated sufficient funding for the effective implementation and ongoing development of the programme.

X

2. Senior management regularly informs the governing body about the ongoing implementation and development of the programme.

X

3. The school has systems for implementing and monitoring the programme with input from all constituencies, including students.

X

4. The school’s goals, strategies, time lines and accountabilities are available in written form to all members of the school community.

X

5. The school builds an understanding of, and support for, the programme throughout the school community.

X

6. The head of school/the school principal, programme coordinator, teaching staff and non-teaching professionals demonstrate an understanding of, and commitment to, the programme.

X

7. The school has appointed a programme coordinator with sufficient support and resources to carry out the responsibilities of the position.

X

8. The head of school/the school principal and programme coordinator have a good understanding of the principles of the programme and demonstrate pedagogical leadership.

X

9. There is a process for monitoring the work of the programme coordinator in accordance with the programme coordinator’s job description.

X

10. The programme coordinator ensures that questionnaires and other requests for

X




Low High

information sought by IB working groups and committees are completed by the appropriate members of staff.

11. The school provides staff who are appropriately qualified and trained to teach the programme.

X

12. The school contributes to the ongoing development of the programme by encouraging teachers to participate in appropriate IB activities (for example, applying to be members of IB working groups/committees, responding to requests for samples of student work).

X

13. Time for collaborative planning and reflection is built into all teachers’ schedules.

X

14. The school has systems in place to ensure the continuity of the programme; this includes an induction system for new staff and ongoing staff professional development.

X

15. The school provides professional development opportunities for the head/principal, programme coordinator and teaching staff, including attendance at appropriate IB conferences, meetings and/or workshops, and access to the online curriculum centre (OCC).

X

16. The school provides learning environments and opportunities for learning that support the pedagogy of the programme.

X

17. The school allocates appropriate print and electronic resources to support the teaching of the programme.

X

18. The school recognizes and promotes the role of the library/media centre in the implementation of the programme.

X

19. The school provides specialist equipment (for example, scientific, technological) where needed to implement the programme safely and

X




Low High

effectively.

20. The school has a written language policy (including its provision for second-language teaching and mother-tongue language support) that meets the needs of the students and reflects the principles of the programme.

X

21. The school provides effective support for students with learning and/or physical disabilities, as well as support for the professional development of their teachers.

X

22. The school has systems in place to guide and counsel students whenever the need arises.

X

PYP:

23. The school offers a language, in addition to the language of instruction, to students from the age of seven. (Bilingual/dual language schools are not required to offer a third language to their students.)

X


The Board of Trustees and the Administration at ASB made a decision to adopt the PYP in 1999. Today, twelve years later, the evidence of their support is widely visible. ASB's Elementary School principal has received PYP training to deepen his understanding of the program and the school has a PYP coordinator available to meet with teachers on a weekly basis. The administration has provided a very generous budget to support professional development. ASB is well resourced, staffed and has the necessary structures in place to ensure the development of the program. ASB administrators are aware of PYP goals, objectives, and activities. The PYP coordinator establishes a written plan with goals at the beginning of the school year and these are included into the wider Elementary School initiatives and goals. ASB elementary homeroom and single subject teachers have received training in PYP programs when available and all staff has access to an array of opportunities. The school utilizes a range of professional development opportunities such as technology conferences, TEDex talks, NESA regional conferences and workshops, and access to in-school consultants in Assessment, Literacy and Mathematics. In



November 2009, ASB hosted an IB Regional Conference supporting PYP and DP training.

Strengths:

• The governing body is supportive of the PYP as evidenced by the allocation of funds. ASB has access to material and human resources, and is supported by an array of professional development opportunities both within and outside of IB programs.

• The PYP coordinator has time and resources to provide leadership and is able to work with teachers both homeroom and specialist, developing the PYP across all areas and as a PYP advocate to the school. The PYP coordinator receives funding to attend the IB Regional Conference in addition to personal professional development funding. A clear process of transition was established to ensure the continuity of the program from and between incoming and outgoing coordinator in 2009 - 2010.

• The school has systems in place to guide and counsel students whenever the need arises. ASB has a dedicated elementary counselor who activelyuses the IB learner profile with parents and children and makes connections throughout the Program of Inquiry. The counselor and school psychologist provide social and emotional support to families, staff and students and oversees the academic support program.

• The school recognizes and promotes the role of library in the program through the regular attendance of the librarian at PYP meetings and ongoing collaboration with classroom teachers.

• The school provides specialist equipment where needed to implement the programme safely and effectively. This is supported through the use of dedicated and collaborative personnel who plan directly with teachers in support of the Program of Inquiry.


• ASB’s recently ratified Language Policy needs to become more visible to all constituents. (B1:20)

• Within the existing schedule explore possible and deliberate ways in which to provide collaborative time between specialists within departments and homeroom teachers. (B1:13)


• ASB’s Language Policy needs to become more visible to all constituents. This document outlines languages available, language of instruction, mother tongue, EAL and Academic Support Services along with language issues that ASB faces.

• Dedicated collaborative planning sessions with specialists and homeroom teachers during orientation and once every six weeks will enable greater connections and authentic integration. Dedicated staff meetings could be a




forum greater utilized for such collaborative planning. Explore options for teacher release using assistants to enable specialists to attend the initial planning meetings where appropriate. Revision of the master schedule to ensure inter-departmental planning times during the school day is proposed.

Section C: Curriculum

The school

PYP

1. Describe the procedures by which the school’s scope and sequence for each subject group is determined within the required PYP framework.

Strategic planning in 2005 resulted in the establishment of a 5 year curriculum review cycle beginning in 2006. This cycle is defined by a study, planning, implementation and review process for a given subject. As this review cycle is nearing its end a new strategic end result has been established to ensure that the new review process encapsulates best practice and 21st century skills which align with the PYP pedagogy. In 2009 - 2010 year a small focus group was organized to plan and develop a math curriculum map KG-grade 5. The group reviewed and developed a continuum for math, using two primary resources, the AERO Standards and the new math PYP documents. These documents guided the group in identifying strands and central ideas (enduring understandings). Work in 2010–2011 will continue with the development of lines of inquiry, essential questions and summative assessments. The primary resource used to help the team develop the new scope and sequence was Erma Anderson. The team found the new PYP math documents very helpful in guiding and selecting the central ideas. A process of ensuring these are merged into relevant PYP planners is an ongoing goal. Work in 2009–2010 focused on utilizing the Fountas and Pinnell continuum to drive literacy instruction with a specific focus on Guided Reading and Interactive Read Alouds. This continuum highlights the importance of teaching to students instructional needs. The importance of linking authentic reading and writing experiences within the Program of Inquiry was clarified and modelled by Beth Swenson, our literacy consultant and has become a school wide literacy goal in 2010 – 2011. ASB has begun to review its Science standards using AERO standards. This work will be conducted by the PYP coordinator and the Elementary School Science Resource teacher this year.


Section C: the curriculum

2. If the school teaches subject-specific scope and sequences defined by a body other than the IBO (eg national or state requirements), describe the ways in which teachers have adapted those requirements to conform to PYP standards and practices.

ASB is required to maintain accreditation in the United States and does this through the Middle States Association (MSA). ASB is not required to conform to national or state requirements in terms of curriculum, but is committed to a K-12 approach to Scope and Sequence documentation using a curriculum review cycle established in 2006. Refining Scope and Sequence documents for all subjects was a Strategic Planning end result established in 2005. Curriculum review is an ongoing process at ASB and those subjects that were reviewed beginning in 2006 will come up for review again using this cyclic process as part of a new school wide end result. It is also the purview of the Instructional Team to define a new curriculum review process this school year. Recent professional development by the PYP coordinator, senior faculty and the new IB standards and practices documents will help guide the formulation of concept driven curriculum.

3. Describe how the units within the programme of inquiry are selected, and the mechanism in place for reviewing the programme of inquiry.

The units within the Program of Inquiry are selected through the initial review of vertical curricula across the Elementary School. The major concepts within a subject area are identified and then developed into units at appropriate grade levels. These major concepts may be revisited in another grade level, but with a different focus or depth of understanding. When reflecting at the end of a unit, the grade level team records any recommendations for change in the central idea, lines of inquiry, or concepts and transdisciplinary theme. These recommendations are revisited in the spring when grade level teams plan and refine their Program of Inquiry for the following year. Each spring, the PYP coordinator in consultation with the grade teams review each grade level’s Program of Inquiry ensuring that all transdisciplinary themes, central ideas and lines of inquiry are meaningful, relevant and connected. The ES faculty meets to review the Program of Inquiry to ensure that all areas are addressed and balanced. Recommended changes are then communicated to the faculty for approval and finalization. ASB has also volunteered its Program of Inquiry to be assessed by the IB in 2008 and again in March 2011. These ‘independent’ reviews


allows for a continuous process of improvement. While central ideas are defined and have local and global significance, at times, lines of inquiry need to ensure they clearly define the scope of the inquiry conceptually and are not a checklist for content.

4. Indicate the collaborative planning schedule for all teachers, including the PYP coordinator, to allow for the development and articulation of the PYP.

Each grade level team has two common collaborative planning times (100 minutes) embedded into their daily schedule. Grade teams have schedule meetings with the PYP coordinator once in a six day rotation to plan and implement the Program of Inquiry. Other designated collaborative planning times have also been scheduled to facilitate conversations and planning on assessment, literacy, mathematics and technology in an effort to promote authentic integration into the Program of Inquiry. Due to the nature of our scheduling, there is no set common planning time for specialist teachers and classroom teachers to meet during the school day, unless initiated by either party to find a mutually agreed upon time. Currently ways to enhance collaboration are being explored. The resource teachers regularly attend the scheduled PYP grade level meetings to provide support as needed.

5. Describe the role of single-subject teachers in the development of the units of inquiry.

To better facilitate the integration of single-subject areas, specialists have access to all PYP planners on Atlas Rubicon and individual copies of each grade level’s Program of Inquiry. They review these planners and confer with the classroom teachers if they see a natural integration. As part of our essential agreements every specialist integrates with at least one unit of inquiry per grade level. This level of integration involves specialist teachers meeting with the grade level teachers to plan the unit of inquiry. The specialists connect to the unit by using the same central idea, concepts and lines of inquiry where appropriate. Assessments and engagements are discussed, shared and recorded on PYP planners stored Atlas Rubicon.



The standards and practices

Standard C1 Requires significant attention

Shows satisfactory

development

A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community.

X


Low High

Common:

1. A comprehensive, coherent curriculum is available in written form to all sections of the school community (including students, teachers, parents, administrators and members of the governing body).

X

2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.

X

3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.

X

4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them.

X

5. The curriculum encourages students to become aware of individual, local, national and global issues.

X

6. The curriculum promotes all the attributes of the IB learner profile.

X

7. The curriculum encourages students to develop strategies for their own learning and

X



Low High

assessment, and to assume increasing levels of responsibility in this respect.

8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.

X

9. The curriculum provides opportunities for students to work both independently and collaboratively.

X

10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.

X

11. The curriculum is regularly reviewed in the light of programme developments.

X

12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum.

X

13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.

X

14. The school actively supports the development of the mother-tongue language of all students.

X

15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.

X

PYP:

16. There is a coherent, articulated programme of inquiry.

X

17. The programme of inquiry and corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.

X




Low High

18. The programme of inquiry allows for a balanced inclusion of the subject areas.

X

19. There is a system for regular review and refinement of individual units of inquiry and the programme of inquiry.

X

20. Adequate time is allocated for each unit of inquiry to allow for extensive in-depth inquiry, according to the requirements of the programme.

X

21. The curriculum includes the required number of units per year.

X

22. For each subject area the school has adopted or developed a scope and sequence document that indicates the planned development of skills, knowledge and conceptual understanding.

X

23. If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.

X

24. There is a systematic approach to integrating the subject-specific scope and sequences with the programme of inquiry, where such integration clearly enhances student learning.

X

25. There is a carefully considered balance between disciplinary and transdisciplinary planning and teaching.

X

26. There is adequate provision for the study of the host/home country, the culture of individual students, and the culture of others, including their belief systems.

X


The statement of conclusions A written curriculum is available to all sections of the school community through the school website, parent evenings and is documented using Atlas Rubicon. ASB has a Program of Inquiry, which has connections to the local community and develops into global contexts. All stakeholders are involved in the refinement of the Program of Inquiry. Time is available at the end of the year to align the Program of Inquiry vertically and horizontally to be sure inquiries are global, significant, inclusive and visibly available to all stakeholders. The use of the learner profiles is evident in classrooms, in the reporting systems and intentionally highlighted through the taught units in all subject areas. Scope and Sequence documents exist for all subjects and are reviewed through a cyclic review process that was established as part of strategic planning end results in 2005. Work on these written curriculum documents continue today and it is an ongoing objective to ensure that revision reflects the goals of the PYP. ASB is working towards building a more transdisciplinary approach to the documentation of written curriculum. An ongoing process of revision over time will ensure curriculum Scope and Sequence documents in all subject areas address skills, concepts and knowledge built over time and highlight inquiry as the central pedagogy. Strengths:

• The Program of Inquiry provides for ample opportunity for students to share their ideas in a variety of ways both independently and collaboratively. It builds on students’ prior knowledge using local connections where appropriate and deliberately moving from a local to a global perspective.

• The curriculum encourages students to become aware of individual, local, national and global issues.

• Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances through monthly assemblies, weekly communications including class websites.

• The curriculum and classroom practice provides opportunities for students to work both independently and collaboratively.

• There is a system for regular review and refinement of individual units of inquiry and the Program of Inquiry. Homeroom teams meet with the PYP coordinator once every 6 days. This schedule allows for consistent and regular reflections that ensure ASB’s program and units are relevant and meaningful.

• Scope and Sequence and Program of Inquiry documents are available to the whole school community. Parents have access to these documents on the ASB website and parent portals.




• The curriculum needs to clearly identify the skills, concepts, knowledge and attitudes to be taught over time. ASB has scope and sequence documentation for all subject areas, however there is occasionally a mismatch of goals between the units of inquiry and scope and sequence documents in social studies and science which are currently articulated in a standards and benchmarks format. Written curriculum documents in math are presently under review and being refined to ensure that they clearly indicate skills, concepts, knowledge, and attitudes to be taught over time. Extending this revision process over time to all disciplines is a continued goal. (C1:3)

• ASB needs to consider a balance between disciplinary and transdisciplinary planning and teaching in an effort to authentically integrate subject specific scope and sequences with the programme of inquiry. (C1:24, 25)

• ASB is committed to refining its Program of Inquiry to ensure it is coherent and conceptually based. Currently several lines of inquiry and central ideas are articulated more in terms of content coverage rather than concepts. (C1:16)


• Examine the transdisciplinary nature of PYP to ensure that subject specific Scope and Sequence documents are reflected accurately either through an integrated approach in the Program of Inquiry or documented as stand-alone units on relevant PYP Planners. The use of key concepts and related concepts to link disciplines ensuring that connections are made explicit to students is required.

• Ensure that any stand-alone units taught in literacy, math or specialist areas are aligned within the PYP framework and has inquiry as its pervading pedagogy.

• Adhere to a continuous and cyclic review of curriculum scope and sequence documentation to ensure the Program of Inquiry is an accurate reflection of curricula outcomes and that the curriculum clearly identifies skills, concepts, knowledge, skills and attitudes to be taught overtime.

• Continual reflection on the Program of Inquiry using opportunities for self assessment and those provided by the IB review service will enhance the conceptual articulation of the program. PYP workshops that focus on concept driven curriculum have recently been attended by the PYP coordinator and other members of the elementary school leadership.



Shows satisfactory

development

The school has implemented a system through which all teachers plan and reflect in collaborative teams.

X


Low High

Common:

1. All teachers are provided with the appropriate documentation, including relevant IB publications, in preparation for all planning activities.

X

2. Planning at the school takes place collaboratively.

X

3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience.

X

4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme.

X

5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies.

X

6. Planning at the school addresses assessment issues throughout the planning process.

X

7. Planning at the school recognizes that, in practice, all teachers are language teachers and consequently appropriate consideration is given to their responsibility in facilitating communication.

X

PYP:




Low High

8. Planning at the school focuses on strengthening the transdisciplinary nature of the curriculum and on ensuring that the pedagogy of the PYP is pervasive throughout the entire programme.

X

9. Planning at the school addresses all the essential elements (concepts, skills, knowledge, attitudes and action).

X

10. Planning at the school makes effective use of the PYP planning process across the curriculum and by all teachers.

X

11. Planning at the school includes provision for easy access to completed PYP planners.

X

12. Planning at the school provides opportunities for students to be involved in planning for their own learning and assessment.

X

13. Planning at the school is documented on PYP planners that are coherent records of the learning experiences of students in developing their understanding of central ideas.

X


The implementation of the PYP at ASB is a collaborative effort that involves teachers, students, administrators, and the PYP coordinator. To accomplish this and ensure the ongoing development and articulation of the PYP, significant planning time is required. Each grade level team has a daily, coordinated planning time. The PYP coordinator meets with classroom teachers during this time on a prescheduled day using the six-day cycle. The specialists are an important part of the PYP. One unit each year is fully integrated and the specialist teacher works with grade teams to develop goals, assessments and engagements. Integrated units have a common central idea, theme, concepts and lines of inquiry where appropriate. Finding dedicated opportunities for collaborative sessions between homeroom teachers and specialists to work on PYP planners and units of inquiry is a continuing goal as ASB believes that communication is the vital link to successful planning and the articulation of a cohesive and connected program.


Students participate in the ongoing planning process by sharing their creativity, thoughts, questions, opinions, and ideas. Front-loading, think- puzzle- explore, discussions, and reflections are a few of the strategies used to ensure students involvement in the direction of the inquiries. The process is continuously evolving to make learning more meaningful for the students.

Strengths:

• Planning at the school is based on agreed expectations for student learning

and in the context of a coherent programme. The ASB schedule allows for extensive collaboration time between grade level teams, PYP coordinatorand resource teachers. This planning time allows for teachers to evaluate, discuss and plan for students learning. It also allows for reflection time to better develop grade level POI.

• Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. Dedicated common planning blocks are available daily to homeroom teachers to discuss and plan learning experiences. The PYP coordinator meets with specialist teachers and works on developing units and encouraging a transdisciplinary nature to curriculum by seeking connections to the POI where possible.

• Planning at ASB includes provision for easy access to completed PYP planners. Atlas Rubicon is used to plan and document written and taught curriculum and is available to be viewed by all teachers.

• Planning at the school provides opportunities for students to be involved in planning for their own learning and assessment. Students are regularly involved in creating rubrics, self assessments, and peer assessments and increasingly encouraged to follow their own questions.

• Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ASB teachers are cognizant of the learning styles and needs of our student body and is aware of the importance of differentiation. Current technology integration initiatives are focussed on differentiation. Academic and ESOL support are also available to students at ASB.


• Within the given schedule, ensure that classroom teachers and specialists have time dedicated to plan collaboratively around units of inquiry. (C2:2)

• Planning at the ASB needs to focuses on strengthening the transdisciplinary nature of the curriculum and on ensuring that the pedagogy of the PYP is pervasive throughout the entire program (C2:8)

• Planning documents at the school for specialist teachers has recently migrated from a hybrid version of the planner to IBPYP planners. Work continues ensuring these are coherent records of learning experiences of students developed around understanding of central ideas. (C2:13)

• All subjects that are considered ‘stand alone’ including aspects of the



mathematics program need to be documented on relevant PYP planners to ensure they are an accurate refection of learning developed around a central idea. (C2:13)


• Staff meetings alternate in focus and are either dedicated to Elementary School issues or PYP development. Designate a PYP Meeting where specialists and classroom teachers can collaborate on units of inquiry.

• Examine the master schedule to include dedicated department planning time.

• Examine the transdisciplinary nature of PYP in planning documents to ensure they are reflected accurately either through an integrated approach in the Program of Inquiry or documented as standalone units. For example, in language arts a genre focus can be documented on the unit of inquiryplanner and indicate the goals, assessment and engagements. The work of the mathematics team will continue to develop units on PYP planners.

• Refine curriculum maps on a yearly base to record authentic transdisciplinary connections.

• The PYP coordinator continues to work with specialist teachers to ensure planners are accurate reflections of teaching and learning that are documented on IB planners.



Shows satisfactory

development

Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action.

X


Low High

Common:

1. Teaching and learning at the school builds on what students know and can do.

X

2. Teaching at the school allows students to become actively responsible for their own learning.

X

3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme.

X

4. Teaching and learning at the school recognizes and reflects multiple perspectives.

X

5. Teaching and learning at the school addresses the needs of students who have reached different stages in their development and those who have different learning styles.

X

6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT.

X

7. Teaching at the school engages students as critical thinkers with developing views of their own.

X

8. Teaching and learning at the school encourages X




Low High

students to take appropriate action in response to their own needs and the needs of others.

9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction.

X

10. Teaching and learning at the school promotes the understanding and practice of academic honesty.

X

PYP:

11. Teaching at the school uses inquiry across the curriculum, and by all the teachers.

X

12. Teaching at the school provides for grouping and regrouping students for a variety of learning situations.

X

13. Evidence is collected of each student’s engagement with inquiry in its various forms.

X

14. Students are shown how to reflect on their development and understanding through careful consideration of their work over time, and are able to articulate this development to others.

X


The faculty uses a range of resources and strategies they have gained from their numerous training sessions to engage and empower the students. Teachers can be found using inquiry across the curriculum in a variety of situations, however a common school wide understanding of what inquiry is will facilitate a more deliberative approach to teaching and learning. ASB is intending to facilitate an in-school workshop to build a common understanding of inquiry. The many educational experiences offered at ASB, and enhanced by the PYP in the Elementary School, make for a rich and varied learning environment. ASB teachers are committed to using a wide variety of open-ended teaching strategies that encourage students to work to their highest potential.


ASB provides both faculty and students with a variety of resources that enhance the PYP. Teachers have access to and the ability to purchase appropriate resources that support the program. The elementary school currently has one-on-one laptops in each class for students in grades 3, 4 and 5. Technology is widely used as an effective tool by students and faculty to teach and express new learning. To enhance effective teaching practices the school provides the following: a well stocked and updated library, wireless internet in all classrooms at all times, online subscriptions, numerous magazine subscriptions, guest speakers, field trips, an audio-video library, math and science manipulatives. There are support services with resource personnel available to students with needs. These include ESOL, academic support, a reading specialist, a dedicated counselor and trained teaching assistants.

Strengths:

• Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. ASB has a strong commitment to service and service oriented programs that enhance the lives of others. This is evident through the Community Service and Responsibility (CSR) program through which intentional connections are drawn to the Program of Inquiry.

• Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the program. The school accesses the skills and guidance of internationally renowned facilitators in assessment, technology, mathematics and language arts to ensure teachers are well versed in an array of best practice pedagogy that support student learning.

• ASB teachers have access to a variety of resources, both human and material, to effectively enhance student learning. Substantial professional development and funding is provided at ASB to ensure that all teachers and assistants are well grounded in the PYP and best practice pedagogy.

• A comprehensive and integrated IT program with strong support in both planning and implementation is available to teachers by dedicatedtechnology coordinators.


• ASB recognizes a need to build a common and deeper understanding of what 'inquiry' means and what it looks like across the curriculum. This deeper understanding of inquiry as the pervading pedagogy at ASB will ensure that it is enhanced, supported and recorded accurately across all disciplines. (C3:11)


• An in-school inquiry workshop involving all faculty will enable the building of a common and deeper understanding of what inquiry looks like across the curriculum.



• Develop specific Elementary School / PYP goals around inquiry practices• Facilitate book study groups that focus on inquiry approaches



Shows satisfactory

development

There is an agreed approach to assessment, and to the recording and reporting of assessment data, which reflects the practices and requirements of the programme.

X


Low High

Common:

1. There is a written assessment policy in place that is available to all sections of the school community.

X

2. Assessment at the school is viewed as being integral with planning, teaching and learning.

X

3. Learning expectations and integral assessment strategies are made clear to students and parents.

X

4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.

X

5. Learning at the school involves students in both peer- and self-assessment.

X

6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.

X

7. Students are provided with regular and prompt feedback to inform and improve their learning.

X

8. Assessment at the school provides students with regular opportunities for reflection on their own learning.

X




Low High

9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.

X

10. The assessment process allows for meaningful reporting to parents about students’ progress.

X

11. Assessment data is analysed to provide information about the individual needs of students.

X

12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.

X

PYP:

13. Assessment addresses all the essential elements of the programme.

X

14. Data, including evidence of development in terms of the IB learner profile, is reported to all participants in the learning process: students, parents, teachers and school administrators, and other schools at the time of transfer.

X

15. Assessment at the school requires the storage of and easy access to student work showing evidence of the process of learning and progress over time.

X

The statement of conclusions There is an agreed approach to assessment at ASB through the articulation of an assessment policy, yearly goals and professional development. Assessment at ASB addresses interwoven themes including, evidence-based assessment, influential voices in the assessment debate, the three layers of assessment – Baseline – Formative – Summative and the importance of accessing prior knowledge. A common understanding of best practices in assessment at ASB is articulated through a school wide assessment policy and within the Elementary School essential agreements.


Addressing issues of assessment inevitably leads to discussions of curriculum and the implications of the interrelated nature of planning, teaching and assessment. Through ongoing support, mentoring and professional development teachers are developing a greater awareness of the need to design summative and formative assessments which are performance based and provide students with opportunities to show evidence of their conceptual understanding.

Strengths:

• There is a written assessment policy in place that is available to all sections of the school community. ASB’s assessment policy is continually reinforced due to our commitment to the PYP. Assessments are designed to ensure that students are able to reflect upon their strengths and set goals for improvement. The assessment policy ensures a clear path outlining the assessment practices and expectations at ASB.

• Assessments at the school provides students with regular opportunities for reflection on their own learning. Student reflection is a valued component of the learning, teaching and assessment process at ASB.

• Assessment at the school is viewed as being integral with planning, teaching and learning. There is a school wide commitment to assessment, EC -Grade 12, which has been supported with professional development and the articulation of yearly team and school goals.

• Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. ASB uses a varied array of assessment procedures such as Measure of Academic Progress (MAP), benchmark reading assessments, and common formative and summative performance based assessments to inform planning.


• While an array of assessment strategies occurs at ASB there is a need for increased awareness and reflection of balanced and creative ways to demonstrate student understanding on a consistent basis. (C4:4)


• Ensure that all teachers in all subject areas are familiar with designing authentic and varied assessments. Through ongoing support, mentoring and professional development teachers will develop a greater awareness of the need to design summative and formative assessments which are performance based and provide students with opportunities to show evidence of their conceptual understanding.

• Adhere to current school wide and elementary school goals regarding assessment practice.



Section D: the student

The school

1. How do you induct and integrate newly arrived students into the programme at the beginning of the school year and during the course of the school year?

At the beginning of the year, classroom teachers go through the IB learner profile and orient new students to the specific vocabulary that the PYP uses. The central idea is the focus of all learning and teachers refer to it throughout inquiries, ensuring that all lines of inquiry and engagements lead to a stronger understanding. Every classroom has a unit of inquiry board that is a visible and visual representation of the current unit of inquiry. Teachers often use the board as an interactive tool for reflection. New students quickly adapt and form their own understandings through engagements, such as formulating a class interpretation of the IB learner profile and essential agreements. A PYP board in the school highlights what units are currently under study and what units are coming up throughout the course of the year. Grade levels regularly present their unit of inquiry work in whole school assemblies, again highlighting the central idea and the resulting learning.

2. How does the school encourage a climate of service to the community?

The Community Service Program (CSR) at ASB supports the schools mission by providing students the opportunity to learn about local communities, serve others, and learn from those experiences within the framework of the Program of Inquiry. ASB is committed to service, as students throughout the school’s history have strived to make meaningful connections to the local community. It is our hope that students at all levels of the school learn that serving others fosters their own individual growth, civic responsibility and international mindedness. To this end the Board of Trustees ratified the CSR initiative in 2008 resulting in a CSR coordinator and meeting a strategic end result. Beginning in the elementary school, students participate with their classmates in community-oriented activities. Throughout the year, classes engage in expeditions for enrichment that connect them with community organizations such as Akanksha, Welfare for Stray Dogs, Aseema, Children’s Movement for Civic Awareness, Habitat for Humanity, Save the Children India, Salaam Balak, and Help Age, among many others. It is a continuing goal to develop relationships and ongoing connections between the school and the NGOs. Deliberate connections and opportunities are made by teachers within the units of inquiry to ensure that students make links between their learning and the needs of the local community. The service programs reinforce ASB’s commitment to community and


interdependence. We value our role as a member of the community of Mumbai and seek to enhance the lives of others through our collective initiative, programs, and resources.

3. How do current practices ensure students fulfil the aims of the PYP exhibition/personal project/extended essay?

Before embarking on the exhibition Grade 5 ASB student's are well aware of the process of exhibition through their attendance, assemblies and the displays around the school showing the development of the central idea and inquiries. Exhibition planning is structured and begins well in advance with the creation of time lines, student folders with key targets and dates. Initial conversations and discussion about unpacking the transdisciplinary theme begin in late December. This initial meeting is attended by the grade 5 team inclusive of assistants and the PYP coordinator. A draft timeline and calendar are developed to ensure an organized approach. Further meetings include resource teachers and specialists to brainstorm and plan possible mentorships and ways to integrate. To ensure that students are responsible for the development of the central idea the transdisciplinary theme is ‘unpacked’ and possible topics are explored. Once students have narrowed to consensual a idea; teachers then organize for opportunities for students to further explore this topic using current events both locally and globally. This knowledge and understanding of a ‘topic’ assists them in developing the central idea using IB criteria. Students identify an area of interest from the central idea and develop their own individual or group inquiries. Meetings are held to inform parents of the Exhibition purpose and process and to garner mentors. Primary resources are sought within the community to support the students with their inquiries. We are fortunate at ASB to have a very supportive parent community, and mentorship is available to all students.




Standard D1 Requires significant attention

Shows satisfactory

development

Students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of the community and the environment.

X


Low High

Common:

1. The school provides a climate in which students learn to respect and value self-initiated action.

X

2. Opportunities are provided for students to develop the skills and attitudes that lead to taking action.

X

3. The school supports students in learning how to reflect on their experiences and make more informed, independent choices.

X

4. The school provides opportunities for student action to be an integral part of the curriculum and/or an extension of the curriculum.

X


Living in India provides an opportunity to experience a culture with diverse economic strata. Part of the ASB mission is to "enhance the lives of others" and this is also reflected in the school’s core values. All elementary students have the opportunity to work with and support local NGOs making relevant connections to units of inquiry and the learner profiles. At ASB, instilling the value of taking action on a regular basis and establishing a school wide view of 'action', along with ways to support it, remains an ongoing goal. In 2008, the school wide Community Service and Responsibility (CSR) initiative and goals were presented to and ratified by the Board.


An environmental component is an important part of the Program of Inquiry. Students spend time learning about environmental issues and what can be done to correct or lessen the effects of our choices. In a city as large as Mumbai, with so many issues, much of what students can do may seem small. This does not deter our students’ creativity about solving recognized problems. Often their action is simply making people aware of the need and the possibility of taking it further.

Strengths:

• Opportunities are provided for students to develop the skills and attitudes that lead to taking action. Students are given the opportunity to and encouraged to connect their learning to 'real life' experiences and self-initiated action is supported when recognized. Some recent examples have been: Grade 2B "Save the Tiger" initiative, a book collection for a NGO school (library), the reconstitution of the “Recycled Paper” initiative from Grade 5, and Grade 3 support in bringing awareness of NGOs to the rest of the school as part of their unit of inquiries in the form of public service announcements.

• The school provides a climate in which students learn to respect and value self initiated action. The ASB mission statement supports and encourages the ASB community to "enhance the lives of others". Living our mission has been aligned to strategic objectives developed from the 2006 school-wide strategic plan. Community Service Responsibility (CSR) is a growing and developing aspect of the ASB program. Students work with dedicated NGOs and try to align meaningful connections through UOI's and the learner profile. Teachers actively collect and celebrate attempted action in a public way.

• The school supports students in learning how to reflect on their experiences and make more informed, independent choices. The faculty’s work with students on reflecting about their learning has often resulted in action that has then been supported by the community at large.


• Ensuring that relevant and meaningful connections are reinforced and recorded on planners. (D1:2,4)

• School-wide understanding of what 'action‘ is, how it can be nurtured, and modelled clearly. (D1:1,4)


• Develop meaningful and close relationships and engagements with NGO (grade level).



• Review the way in which NGO relationships and actions are recorded at the team level.

• Develop and share a school-wide definition of ‘action’. Continually highlight examples of action within the community.


Standard D2 Requires significant attention

Shows satisfactory

development

In the final year of the programme, all students complete a programme-specific project that allows them to demonstrate a consolidation of their learning, in the case of the PYP and MYP, and to demonstrate the extension and development of their learning in the Diploma Programme.

X


Low High

Common:

1. Teachers/supervisors understand the requirements of the exhibition/personal project/extended essay and how to assess it.

X

2. Teachers/supervisors guide students through each phase of the process.

X

3. Students are provided with formative feedback throughout the process.

X

4. Parents are informed about the nature of the exhibition/personal project/extended essay, its role in the programme and the work expected from the students.

X

PYP:

5. The exhibition is thoroughly planned well in advance and records are kept of the process.

X

6. All students are actively and productively involved in the exhibition from planning stages to the final presentation.

X

7. The exhibition reflects all major features of the programme including evidence of the five

X




Low High

essential elements.

8. The exhibition incorporates a range of media and forms of expression (for example, written work, oral presentations, performances).

X

9. The exhibition is shared with members of the wider school community (for example, governing body, parents, secondary school colleagues and students).

X

10. There is adequate assessment of and reflection on the exhibition, with opportunity provided for input from students, parents and teachers.

X

11. There is appropriate monitoring of the exhibition, and adequate records are kept of teacher collaboration and reflection.

X


The PYP fifth grade exhibition at ASB is a yearly event that brings virtually all elements of the school community together. Students, parents, and faculty, experience positive feelings about what has been learned and accomplished during the planning, development of the Central Idea, selection of inquiries and presentation choices. Students are involved in experiences that regularly take them out of the classroom and into the community which gives them access to primary resources. Technology is used extensively in research, gathering and organizing data, and the development of the students’ presentations. Ways to authentically integrate specialist areas and the refinement of a reflection process that enhances the final exhibition are continuing goals.

Strengths:

• The exhibition is thoroughly planned well in advance and records are kept of the process. The exhibition is seen as a strength at ASB with strong organization, clear systems in place, and community support. In the last 5 years, the inquiries have been strong, engaging, and student driven with local and global significance.

• The exhibition reflects all major elements of the program. The collaborative process of planning and executing the exhibition is well established, involves



all and includes all the essential elements of the PYP. • Parents are informed about the nature of the exhibition, its role in the

program and the work expected from the students. The ASB parent community is supportive of the development of individual or group inquiries, and act as mentors and a link between primary resources and connections.


• Strengthen formative feedback throughout exhibition process (D2:3) • Continue to improve monitoring of the process through records of teacher

collaboration and reflection. (D2:11) • Students demonstrate their understanding through a wider range of media

and forms of expression. (D2:8)


• Continue to be cognizant of the student reflection process that includes

more formative and continuous documented feedback throughout the Exhibition process. Ensure that the formative assessments work towards building a stronger final exhibition.

• Students use the grade level Ning to record their reflection on a daily and weekly basis

• Continued systematic use of the Exhibition rubric • Include students in the development of the Exhibition rubric • Include specialists in the communications about Exhibition – e-

mails, meeting notes • Develop a more authentic and organized way for students to integrate with

specialists by ensuring their involvement throughout the exhibition processthat will better enable students to better demonstrate their understanding in a wider range of media and form of expression.


The Self-Study process at the American School of Bombay has been a wonderful opportunity for faculty and the wider school community to reflect on our current practice and how it relates to the IB Standards and Practices.

This study was diligently conducted and extensively reviewed by all faculty, shared in our parent community, in the spirit of aligning our instructional practice with the Standards and Practices set out by the International Baccalaureate Organization. ASB is indebted to Bronwyn Weale and her Self-Study Leadership Team who were instrumental in compiling this report.

This Self-Study provides data to help drive the direction of current school-wide strategic planning at ASB. The data mined from this study will be aligned and reflected in school wide strategic planning goals throughout the 2010–2011 school year. Starting with the 2011-2012 school year, there will be a full-time employee assigned to the task of gathering, synthesizing, and interpreting data as it applies to student learning and teaching strategies.

Principal strengths:

Our study found that the IB mission and philosophy of ASB’s practices are closely aligned. This is true in practice as evidenced through our strategic plan of 2005 and its implementation, as well as in the newly crafted strategic plan 2011-2016. Our printed materials, such as parent and student handbooks, assemblies, orientations and daily conversations are reflective of the IB mission. ASB is committed to promoting international mindedness, to continuous reflection and improvement and displays a strong respect and value for cultural diversity. At ASB we provide a safe and secure environment for all members of ourcommunity in a spirit of international mindedness. A dedicated counsellor at each division and a full -time school psychologist build a collaborative culture with other departments and individuals to support a culture of caring that includes not only our students but our parent community as well. ASB has a strong commitment to a process of improvement for all faculty members and the wider parent community. Faculty, including our teacher assistants, have access to professional development funding, in-school consultants and training through school hosted conferences. The governing body is supportive of the PYP program as evidenced by the allocation of funds, material, human resources, and an array of professional development opportunities both within and outside of IB programs. Its commitment to ongoing governance training built on the principals of NAIS, IB and other best practices is reflective of its commitment. The PYP coordinator has time and resources to provide leadership and is able to work with teachers, both homeroom, and specialist, developing the PYP Program across all areas and as a PYP advocate to the school administration. A comprehensive and integrated IT program with strong support in both planning



and implementation is available to teachers by dedicated technology coordinators. The IT program has clearly identified all educators into three categories (standardization, innovation, and exploration) and has created infrastructures to support the differentiated needs of all educators. ASB has a strong commitment to service and service oriented programs that enhance the lives of others. This is evident through the Community Service and Responsibility (CSR) program through which intentional connections are drawn to the Program of Inquiry. ASB has formal partnerships with 17 NGOs as well as an open-access policy to the needs of Mumbai, India and the world. There is a school wide commitment to assessment EC - Grade 12 which has been supported by the articulation of an assessment policy, professional development and the articulation of yearly team and on-going school goals.

Principal practices in need of strengthening:

Although many of our practices are exemplary, there are areas where continuous improvement will better meet the needs of our students. The following are areas that we have identified, through our self study, that need to be continued, enhanced or revised to best align with IB Standards and Practices and meet the needs of our students. ASB recognizes a need to build a common and deeper understanding of what 'inquiry' means and what it looks like across the curriculum. This deeper understanding of inquiry as the pervading pedagogy at ASB will ensure that it is enhanced, supported and recorded accurately across all disciplines. ASB needs to consider a balance between disciplinary and transdisciplinary planning and teaching in an effort to authentically integrate subject specific scope and sequences with the programme of inquiry. ASB has recently completed a curriculum review of all K – 12 subjects as part of an end result from strategic planning in 2006. The formulation of new strategic learning objectives in the current strategic goals calls for a greater consideration of curriculum that encompasses 21st century learning skills, is conceptually written and that enables authentic inquiry. ASB’s school wide Instructional Team is currently developing a new curriculum review process that will focus on the development of students conceptual understandings and that are reflective of appropriate skills and knowledge to be taught over time. All teachers have access to planning documents using Atlas Rubicon; however, our specialist teachers have recently moved from a hybrid version of the planner to IBPYP planners. Work continues to encourage authentic connections and the accurate documentation of student learning organized around coherent central ideas which are reflective of the PYP essential elements. This consideration also needs to include documentation and planning in mathematics and language arts.



While homeroom teachers have extensive common planning time during the school day, specialist teachers have smaller departmental planning blocks spread over the school day, this includes before and after student contact time and designated afterschool meetings. A revision of the master schedule will explore more deliberate ways in which to provide collaborative time between specialist within departmentsand homeroom teachers. Recently, a system where specialist teachers are released from classes to attend initial PYP planning sessions with the coordinator, teachers and resource personnel are proving to be effective. ASB endeavours to make it clear to parents the importance of having students read, write and speak in their mother tongue, and will continue to seek ways to nurture this understanding. ASB has a polyglot and transient population with 51 different countries represented and needs to continually reinforce and support this ideal. ASB acknowledges the importance of host country awareness through its POI, community service and a host country study program (Grade KG – 1) and wants to strengthen the emphasis on host country language and culture in its programs grade 2 - 5.

Principal proposals for improvement:

A deeper understanding of inquiry as the pervading pedagogy at ASB will ensure that it is enhanced, supported and recorded accurately across all disciplines. Scheduling of an in-school inquiry workshop involving all faculty will enable the building of a common and deeper understanding of what inquiry looks like across the curriculum. We will develop specific Elementary School/PYP goals around inquiry practicesand offer professional development opportunities to address this issue. We will also explore and enact various inquiry cycles reflecting on the work of prominent inquiry professionals. We will regularly review grade-level and school Programs of Inquiry and examine the transdisciplinary nature of PYP to ensure that subject specific standards and benchmark documents are reflected accurately either through an integrated approach in the Program of Inquiry or documented as stand-alone units on relevant PYP planners. The recent attendance by faculty, including the principal, at a PYP regional workshops on transdisciplinary learning and concept driven curriculum has provided some valuable strategies to support this work. A process for developing and refining curriculum maps on a regular basis is underway to record authentic transdisciplinary connections. ASB will adhere to a continuous and cyclic review of the curriculum standards and benchmarks to ensure the Program of Inquiry is an accurate reflection of curricula outcomes and that the curriculum clearly identifies skills, concepts, knowledge, and attitudes to be taught overtime.

We will continue to ensure that any stand-alone units taught in literacy, math or specialist areas are aligned within the PYP framework, linked, where possible to the Program of Inquiry, have inquiry as its pervading pedagogy and documented on IB



PYP planners.

ASB will revise of the master schedule to provide time for classroom teachers to meet with specialists to look for authentic connections among disciplines. This revision will also facilitate longer planning periods for specialists to collaborate within departments. We will continue to emphasize the importance of mother tongue development through parent education programs, resources, workshops and during the admissions process. The media centre will continue to build upon access to resources in mother tongue language and provide access to resources that offer different cultures, perspectives and languages. In the Elementary School we acknowledge the importance of host country awareness through the Program of Inquiry, community service and Indian Studies program (Grade KG – 1) and will strengthen the emphasis on host country language and culture in programs grade 2 – 5 by incorporating Hindi and Indian culture into the timetable over the next 2 years. This self-study enabled the ASB faculty to reflect on its practice, adjust its focus and align its philosophy about teaching and learning. We feel that the PYP Standards and Practices are alive and well at ASB. We look forward to the upcoming accreditation visit to showcase our school and discover ways to further enhance learning for our students.

We agree that this electronic questionnaire, whether signed electronically or not, will be understood by the IB to have been read and endorsed by the head of the school, without a signed hard copy being necessary.


Programme coordinator’s signature:

School principal’s signature:

Summary comments from the head of the school:

These were included in the summary of main conclusions co-authored by the principal and head of school.

Head of school’s signature (if different from school principal):

PYP appendices

Appendix 1: classes in the PYP section

Name Of Teacher

Grade/Year Age Of Students

Class Name Number Of Students

Basantika Bagree

EC3 3 years EC3A 18

Menaka Hakani / Freny Dastur

EC3 3 years EC3B 18

Priyanka D'Costa

EC4 4 years EC4A 18

Khush Ferzandi

EC4 4 years EC4B 18

Tiffany Hill KG 5 - 6 years KGB 20

Radha Shivkumar

KG 5 - 6 years KGA 20

Angie Brown KG 5 – 6 years KGC (new section January

2011)

8

Susan Stutz Grade 1 6 - 7 years 1A 20

Glenda Forgie Grade 1 6 - 7 years 1B 20

Kay Clarke Grade 1 6 - 7 years 1C 20

Trisha Tynan Grade 2 7 - 8 years 2A 20

Pam Reverman Grade 2 7 - 8 years 2B 20

Shannon Gallagher

Grade 2 7 - 8 years 2C 20

Erica Barclay Grade 3 8 - 9 years 3A 20

Scot Hoffman Grade 3 8 - 9 years 3B 20



Lenox Wahjohi Grade 3 8 - 9 years 3C 20

Jennifer Lindauer - Thompson

Grade 4 9 - 10 years 4A 20

Terri Jenkins Grade 4 9 - 10 years 4B 20

David Jordan Grade 4 9 - 10 years 4C 20

Drew Davis Grade 5 10 - 11 years 5A 20

Jane Hoover Grade 5 10 - 11 years 5B 20

Deanna Hughes Grade 5 10 - 11 years 5C 20



Appendix 2: weekly time allocations for single-subject teaching by grade level

Total number of teachers

working with age groups

per week

Physical education Music Library French Art

Other (specify which)

Other (specify which)

Example 10–11s

5 1x45 2x45 1x60 French: 5x45

1x45

3–4s 5 2x25 2x25 2x25 2x25

4–5s 5 2x 25 2x25 2x25 2x25

5–6s 6 3x50 3x50 1x50 2x50 Elective 2x50

6–7s 7 3x50 2x50 1x50 3x50 Elective 2x50

Tech 1x50

7–8s 6 3x50 2x50 1x50 4x50 2x50

8–9s 6 3x50 2x50 1x50 4x50 2x50

9–10s 6 3x50 2x50 1x50 4x50 2x50

10–11s 6 3x50 2x50 4x50 2x50 Elective 1x50

11–12s

Notes

1. Give number of classes and length of class in minutes. 2. The subject headings here are examples. It is not required by the PYP that

these or any other subjects are taught by single-subject teachers. 3. Indicate with an * single-subject classes at which homeroom teacher is

present. 4. Please adjust this template as appropriate to reflect teaching in your school.



Appendix 3: PYP staff training

Please indicate what IB-approved PYP professional development and training the members of your teaching staff have received since authorization or the last evaluation visit.

Name Regional workshops: place/date/ number of

days

In-school workshops: date/number

of days Head of school/primary school principal

Joe Atherton

Transdisciplinary Teaching in the PYP HCMC, Vietnam 2011(3 days)

Coordinator

Bronwyn Weale

(IB Visiting Team Member)

Concept Driven Curriculum,

HCMC Vietnam 2011(3 days)

Pedagogical Leadership, Mumbai India 2009 (3 Days)

IBAP Regional Conference Singapore 2009 (4days)

Year/grade

3–4 years

Menaka Hakani PYP in the Early Years Mumbai India 2008 (3 days)

Basantika Bagree PYP in the Early Years Mumbai India 2009 (3 days)

Year/grade

4–5 years

Priyanka D'Costa

Khush Ferzandi

(IB Visiting Team Member and workshop leader)

PYP in the Early Years Mumbai India 2009 (3 days)

IBAP Regional Conference, Hanoi Vietnam 2006 (3 days)

Social Studies and Science in the PYP Mumbai India 2006(3 days)

IBAP Regional Conference Singapore 2007 (3 days)

Pedagogical Leadership, Mumbai India 2009 (3 Days)

Concept Driven Curriculum,

HCMC Vietnam 2011(3 days)

Year/grade

5–6 years

Radha Shivkumar Social Studies and Science in the PYP Mumbai India 2006(3 days)

Tiffany Hill Making it Happen Hong Kong 2008 (3 days)

Assessment in the PYP Wuxi China 2009 (3 days)



The Role of Language in the PYP Shanghai China 2009 (3 days)

Teaching and Learning in the PYP Wuxi China 2010 (3 days)

Year/grade

6–7 years

Susan Stutz Making the PYP Happen Jakarta Indonesia 2008 (3days)

Written Curriculum Mumbai India 2009 (3 days)

Glenda Forgie Introduction to the PYP HCMC Vietnam 2004 (3 days)

Kay Clarke Assessment in the PYP Mumbai India 2006 (3 days)

Year/grade

7–8 years

Pam Reverman

Social Studies and Science in the PYP Mumbai India 2006(3 days)

Math in the PYP Mumbai India 2009 (3days)

Trisha Tynan Making it Happen HCMC Vietnam 2011 (3 days)

Shannon Gallagher Making it Happen HCMC Vietnam 2011 (3 days)

Year/grade

8–9 years

Erica Barclay Making the PYP Happen Chiang Mai Thailand 2007 (3 days)

Collaboration Mumbai India 2010 (3 days)

Scot Hoffman Making the PYP Happen Hong Kong 2008 (3 days)

Lenox Wahjohi Making it Happen HCMC Vietnam 2011 (3 days)

Year/grade

9–10 years

Jennifer Lindauer-Thompson

Making the PYP Happen

Ghangzhou China 2009


Terri Jenkins Making it Happen HCMC Vietnam 2011 (3 days)

David Jordon Making the PYP Happen Hong Kong 2008 (3 days)




Year/grade 10–11 years

Drew Davis Math in the PYP Mumbai India 2009 (3days)

Jane Hoover Math in the PYP Mumbai India 2008 (3days) Exhibition Mumbai India 2009 (3days)

Deanna Hughes Making the PYP Happen Mumbai India 2010 (3 days)

Year/grade 11–12 years

Arts (please specify)

Jennifer Baugh The role of the arts in the PYP Hong Kong 2008 (3days)

Jayshree Shah The role of the arts and inquiry in the PYP Sydney 2006

Physical education

Lynn Brown The role of PE in the PYP Ghangzhou China 2009

Leroy Nunes The role of PE in the PYP Singapore 2007 (3 days)

Library/media centre staff

Heeru Bhojwani Role of Library Vienna 2007 (3 days)

Others (administrators, counsellors, etc)

Jeffrey Mostade - Counselor

International Mindedness Chiang Mai Thailand 2009

(3 days)

Usha Hariharan – Science Resource

The role Science and Social Studies in the PYP Chiang Mai Thailand 2009(3 days)

TyAnne Rezac - Reading Specialist

Introduction to the PYP Mumbai India 2009 (3 days)

Mike Kieran - Academic Support


Kevin Crouch - Tech Integration


Jennifer Piccolo - Psychologist


Music Naveen Cabal

The role of the arts in the PYP Hong Kong 2008 (3days)

Assessment Shanghai China 2009 (3 days)



Rachel Wixson Introduction to PYP Princeton New Jersey 2007 (3 days)

French Crystal Droulez The role of language in the PYP KL 2008 (3days)

ESOL Ila Meta Making the PYP Happen, HCMC, Vietnam 2011 (3 days)

Teacher Assistants

Nisha Budhrani

Making it Happen Mumbai India 2008 (3 days)

Swapna Trivedy Teaching and Learning Mumbai India 2008 (3 days)

Vani Meha Teaching and Learning Mumbai India 2008 (3 days)

Tanvi Sheth PYP in the Early Years Mumbai India 2008 (3 days)

Smitha Singh PYP in the Early Years Mumbai India 2008 (3 days)

Vandana Manwani Assessment Shanghai China 2009 (3 days)

Kavita Paryani Making it Happen Mumbai India 2008 (3 days)

Vijaya Paryani Making it Happen Mumbai India 2008 (3 days)

Paril Patil Making it Happen Mumbai India 2008 (3 days)

Intended PYP Workshops for Hyderabad, India April 2011 Intended PYP Workshop for Singapore August, 2011

Dax Garrett, Crecencio Gomes

Daya Alderfer, Freny Duptewala, Rajashree Menon

Iana Mallick

Rachel Wixson

The role of Physical Education in the PYP

Making the PYP Happen

The role of Language in the PYP

The role of the Arts in PYP



Appendix 4: transdisciplinary units of inquiry

Age Of Students Number And Title Of Units Of Inquiry Taught

Teaching Staff Involved In Planning The Units

3–4 years 4 UOI: Who am I, Celebrations, What’s on the Menu, Learning through play

Menaka Hakani

Basantika Bagree

4–5 years 4 UOI: Family and Friends, Picture me a story, Shadows and Reflections, Signs of the Times

Priyanka D’Costa

Khushnuma Ferzandi

5–6 years 6 UOI: Sensational Senses, Matters Matters, My Host City, Creative Kids, Farm to Table, Endangered to Extinct

Radha Shivkumar

Tiffany Hill

Angie Brown

6–7 years 6 UOI: We are Noisy, Exploring our World, Tell Me a Tale, More than Hot Air, You in Community, Bugs

Glenda Forgie

Susan Stutz

Kay Clarke

7–8 years 6 UOI: Healthy Habits, Very Influential People, Timeless Tales, Amazing Earth, Money Matters, Call of the Wild

Trish Tynan

Pam Reverman

Shannon Gallagher

8–9 years 6 UOI: Children’s Rights and Responsibilities, Now and Then, I am we are, Green World, Marvelous Machines, Life Giving Water

Erica Barclay

Scot Hoffman

Waciuma Wanjohi

9–10 years 6 UOI: Big Bad Body, Journey’s of People, The Persuader, Our World, Inventing Solutions, The Beautiful Biomes

Terri Jenkins

Jennifer Lindauer Thompson

David Jordan

10–11 years 6 UOI: Transitions, Exhibition, Wonders of the World, Invisible Forces, Let’s Make a Deal, Garbage Everywhere

Andrew Davis

Jane Hoover

Deanna Hughes

11–12 years



Appendix 5: PYP teaching staff and qualifications

Name

Year level(s) taught (or

single subject taught, if

applicable)

Qualifications

Teaching experience

(number of years in

total)

Number of years at this

school

Full time/ part time

Basantika Bagree

EC3 B.A 8 years 6 years Full time

Menaka Hakani

Freny Dastur

EC3 B.Com

Masters of Education

2 years

11 years

2 years

5 Years

Full time

Full time

Priyanka D'Costa

EC4 B.A 12 years 9 years Full time

Khush Ferzandi EC4 Bachelor of Education

18 years 13 years Full time

Tiffany Hill KG Bachelor of Science – Interdisciplinary

Studies

8 years New Faculty Full time

Radha Shivkumar

KG BA(Eng. Lit.) 13 years 6 years Full time

Angie Brown

(long term substitute )

KG M.Ed Counseling

Bachelor Elementary Education

36 years New Faculty for additional KG

class commencing January 2011

Full time

Susan Stutz Grade 1 Med (Instructional Technology)


Glenda Forgie Grade 1 B.Ed 12 years 8 months Full time

Kay Clarke Grade 1 MS(Comm. Econ. Dev)


Trisha Tynan Grade 2 Master of Science in Curriculum and

Instruction


Pam Reverman Grade 2 BA (Liberal Arts) 22 years 5 years Full time

Shannon Gallagher

Grade 2 MA 3 years New Faculty Full Time

Erica Barclay Grade 3 MS 7 years 4 years Full time

Scot Hoffman Grade 3 BA(Reading & Early Childhood Education)


Lenox Wanjohi Grade 3 Childhood 6 years New Faculty Full time



Education

Jennifer Lindauer Thompson

Grade 4 MA Childhood Education & Special Education (Gr 1-6)


Terri Jenkins Grade 4 Master of Curriculum and Instruction


David Jordan Grade 4 BS (Elementary Education

Childhood)


Andrew Davis Grade 5 MA in Curriculum & Instruction

10 years 1 year Full time

Deanna Hughes Grade 5 B.Ed 23 years 1 year Full time

Jayshree Shah EC,KG,1 & 2 Art BA 30 years + 2 years TA

18 years Full time

Jennifer Baugh Grade 3,4 & 5 Art

BS 4 year 3 years Full time

Iana Mallick Grade 2 & 3French

B.Ed 5 years 2 years Full time

Crystal Droulez Grade 4 & 5French

MA in French 10 years 3 years Full time

Tanvi Sheth KG & 1 HostCountry Studies

BA 5 years 2 years + 10 months

Full time

Heeru Bhojwani Library - KG - Grade 4

BA 12 years 10 years Full time

Dax Garrett PE - EC & KG T.Y B.A 6 years 4 years Full time

Leroy Nunes PE - Grades 1,2 & 3

B.Com 10 years 7 years + 11 months

Full time

Lynn Brown PE - Grade 3,4 & 5

M.Ed 18 years 2 years Full time

Ila Meta ESOL M.Sc 5 years New Faculty Full time

Daya Alderfer ESOL MA 8 months New Faculty Full time

Alex Gustad ESOL Ph.D – Student representative


TyAnne Rezac Reading Specialist - KG -

Grade 5

Masters - Theology 10 years 1 year Full time

Michael Kieran Academic Support - KG -

Grade 5

M.Ed – Guidance and Counseling




Jeffery Mostade Counselor - EC - Grade 5

PhD – Counselor Education


Usha Hariharan Science Resource

Bachelor’s degree of Microbiology /

Chemistry


Kevin Crouch IT Integration - Grades 3 - 5

M.Ed 6 years 1 year Full time

Sanjana Valecha

IT Integration - EC - Grade 2

B.Com 12 years 10 years Full time




Appendix 6: PYP implementation budget for the next five years

The following figures are based on an average of last two academic years SY09-10 and SY10-11. ASB operates a zero based budget system.Teachers new to PYP use their first years Professional Development to pay for PYP Workshops. Where the total exceeds this $1000 allowance ASB pays the balance. As the numbers of teachers vary year to year the $1000 USD while identified is not calculated in the total.

Post- authorization/

evaluation year 1

Post-authorization/

evaluation year 2

Post-authorization/

evaluation year 3

Post-authorization/

evaluation year 4

Post-

authorization/evaluation

year 5 Resources: Library/ media centre

36,000 36,000 36,000 36,000 36,000

Classrooms

EC - Grade 5

74,000 74,000 74,000 74,000 74,000

Other teaching facilities

PE, Art,

Science Lab, Academic Support, French, ESOL

50,000 50,000 50,000 50,000 50,000

Professional development:

Regional workshops

Teachers PD $1000 +

Teachers PD $1000

Teachers PD $1000

Teachers PD $1000

Teachers PD $1000

In-school workshops

16,000

Visits to PYP schools

IDAP Regional Conference

3,000 3,000 3,000 3,000 3,000

Other expenses:

2,000 2,000 2,000 2,000 2,000

TOTAL 181,000 165,000 165,000 165,000 165,000



Appendix 7: action plan for ongoing implementation of the PYP

Practices in need ofstrengthening Strategies

Date to be

achieved

Person/group responsible

for achieving the goal

Evidence of achievement of, or progress towards, the goal

A1:4 The beliefs and values thatdrive the programme are shared byall sections of the school community(including students, teachers,administrators, members of thegoverning body and others, as appropriate).

● Continually update current policies, handbooks and planning documents to ensure they are accurately reflective of the IB learner profile, attitudes and IB mission.

● The profiles are continually reinforced in assemblies, teacher and principal communications and are posted throughout the school.

● School wide annual surveys can be refined to target key parental understandings of the program and parent workshop opportunities are

Aug. 2011

Current and on-going Aug. 2011

Current and on-going

Aug. 2012

PYP Coordinator Principal Admissions Office PYP Coordinator Faculty Principal Director ofEducational Advancement

● Handbooks and other ASB publications reflect the current IB learner profile, attitudes and IB Mission.

● School wide annual surveys assess key parental understandings of the program

● Parent workshop opportunities for learning about the profiles, attitudes and mission are offered.

● Students and faculty regularly use IB profile and attitudes language.

● End of unit reflections include profiles & attitudes

“However beautiful the strategy you should occa lts” Winston Churchill


sionally look at the resu

posted in classroom communications.

● Using the language of the profiles and attitudes, with students in and out of the classroom, across faculty.

● Solicit parent feedback at the end of units of inquiry

Faculty

A2:7 The school provides resourcesthat offer access to different cultures,perspectives and languages.

● Continue adding signage in other languages in the school, and post mission statement and core values in Hindi & Marathi

● Explore the need to have the handbook and key curriculum documents translated into languages that do not use the Roman alphabet. (Korean, Japanese, Russian)

● Provide comprehensive Hindi after-school language

Aug. 2011

Aug. 2012

Aug. 2013

Aug. 2013

Principal Director ofAdvancement ASA Director Principal

● Mission statement and core values have been translated into Hindi and Marathi and posted in the school.

● Hindi after-school language program is available to interested ASB community members.

● Online handbook available in multiple languages

● Indian Studies program has been expanded to include grades 2-5 and above either through scheduled classes or the allocation of resource personnel



program to interested ASB community members.

● Expand the Indian Studies program in terms of culture and language throughout the entire school. Assuming all grades have 4 French classes in a 6 day cycle, perhaps one of those could be Indian studies.

● Include the Indian National Anthem at whole school events like Diwali and Remembrance Day. Students could learn it in music class.

Aug. 2013

Aug.2012

Principal Indian StudiesCoordinator Indian StudiesCoordinator

● Indian National Anthem is played and sung at whole school events.

A2:9 The school attaches importanceto language learning through thedevelopment of each student’smother tongue and the acquisition ofother languages, including the hostcountry language.

● Publicize the importance of mother tongue development through parent education programs,


PYP Coordinator Principal Counselor Faculty

● Parent education programs are in place and ESOL parents are aware of the importance of mother tongue use and development.

● The media centre contains resources




resources, workshops and during the admissions process.

● The media centre will continue to build upon access to resources inmother tongue language and provide access to resources that offer different cultures, perspectives and languages.


Librarian

in mother tongue language and provides access to resources that offer different cultures, perspectives and languages.

● People are available to assist families with the translation of important documents.

Practices in need ofstrengthening Strategies

Date to be

achieved




B1:20 The school has a writtenlanguage policy (including itsprovision for second-languageteaching and mother-tongue language support) that meets theneeds of the students and reflectsthe principles of the programme.

● PYP Coordinator and Principal will meet with faculty and share implications for the Language Policy

● The PYP meetings with parents will include sharing of the Language Policy.

● The Admissions Office will indicate the importance of language values.

Aug. 2011 Aug. 2012 Aug. 2012

PYP Coordinator Principal PYP Coordinator Admissions Office

• Agenda will indicate sharing of the Language Policy with staff members.

• Relevant sections of the Language Policy are regularly reviewed in the handbook.



B1:13 Time for collaborative planningand reflection is built into all teachers’schedules.

● Dedicated collaborative planning sessions with specialists and homeroom teachers during orientation and once every six weeks during Tuesday staff meeting time.

● Specialist teachers to attend initial planning meetings when appropriate.

● Explore revisions in the Master Schedule

Current and on-going Current and on-going Aug. 2011

PYP Coordinator Faculty Principal PYP Coordinator /specialist teachers Principal

• Dedicated PYP planning time with specialists will be listed on the staff meeting calendar.

• Collaboration with the specialist will be indicated on the planner in the Atlas.

• Master schedule updated to reflect more collaborative time for specialist teachers

C1:3 The curriculum clearly identifiesthe skills, concepts, knowledge andattitudes to be taught over time.

● Adhere to a continuous and cyclic review of curriculum scope and sequence documentation to ensure the Program of

Inquiry is an accurate reflection of curricula outcomes.

● Meet as a full ES twice a year to review the POI to ensure that skills, concepts, knowledge and

Implement Aug. 2011

Aug. 2012and on-going

Instructional team andAssistant Superintendent

FacultySpecialists PYP Coordinator Principal

PYP Coordinator Principal

• Updated planners

• Reviewed POI

• Meeting minutes

• Cooperative school feedback

• New curriculum review process established through the Instructional Team in 2011 is reflective of IB requirements and strategic learning objectives established through action teams.




attitudes are met over time and are all targeted ECE - 5.

● Continue to foster partnerships with another PYP school and sponsor counter-reviews for an objective (though constructive) look at the POI.


PYP Coordinator

C1:16 There is a coherent,articulated programme of inquiry.

• Continual reflection on the Program of Inquiry using opportunities for self assessment and those provided by the IB review service will enhance the conceptual articulation of the program. PYP workshops that focus on concept driven curriculum have recently been attended by the PYP coordinator and senior teachers.

• Utilize POI review opportunities from the IB.

Aug. 2011 Current and on-going

PYP Coordinator PYP Coordinator

• Submission of Program of Inquiry to IB office for school reviews

• Attendance at PYP concept workshops by faculty members



C1:24 There is a systematicapproach to integrating the subject-specific scope and sequences withthe programme of inquiry, wheresuch integration clearly enhancesstudent learning

● Verify that the standards and benchmarks are in alignment on the planners and appropriately checked.

● Adhere to a continuous and cyclic review of curriculum documentation to ensure the Program of Inquiry is an accurate reflection of curricula outcomes

● Analyze Atlas reports to check for gaps and repetition.

Current and on-going Implement Aug. 2011

Aug. 2013

FacultyPrincipals PYP Coordinator Assistant SuperintendentPrincipals

• The standards and benchmarks are clearly marked on the planner.

• PYP meeting minutes reflective of subject specific inclusion

• Curriculum review process is enacted by the school

• Atlas reports run yearly for gaps and repetition

C1:25 There is a carefully consideredbalance between disciplinary andtransdisciplinary planning andteaching.

• Review grade-level POIs and examine the transdisciplinary nature of PYP to ensure that subject specific curriculum documents are reflected accurately either through an integrated approach in

Aug. 2012

PYP Coordinator Faculty Principal

• Reviewed POIs

• Attached documents on Atlas showing engagements and collaboration.

• Student portfolios

• Curriculum Maps accurately reflect stand-alone and or integrated concepts and content




the Program of Inquiry or documented as stand-alone units on relevant PYP Planners. For example, in Language Arts a genre focus can be documented on the unit of inquiry planner and indicate the goals, assessmentand engagements.

• Meet with specialists to look for obvious connections among disciplines

• Refine curriculum maps on a yearly base to record authentic transdisciplinary connections.

• Ensure that any stand-alone units taught in literacy, math or specialist areas are aligned within the PYP

Current and on-going Current and on-going Current - August 2013

Faculty /Principal / PYPCoordinator PYP Coordinator/ Faculty

• Clearly articulated single subject planners

• Adhere to essential agreements on writers’ workshop and its profile in units of inquiries.

• Regular faculty meetings dedicated to specialist and homeroom teachers to enhance collaboration



framework, conceptually written and has inquiry as its pervading pedagogy. Essential agreements for balanced literacy highlights the PYP perspective on language acquisition.

• Designate faculty to attend PYP workshops that examine the transdisciplinary nature of teaching and how it is reflected

• Use key concepts and

related concepts to link disciplines ensuring that connections are made explicit to students

Current Aug. 2012

PYP Coordinator /Assistant Superintendent PYP Coordinator/ Faculty PYP Coordinator/ Faculty

C2:2 Planning at the school takesplace collaboratively.

• Dedicate time for specialists and classroom teachers to meet

• Request substitutes to

Aug. 2012

PrincipalPYP Coordinator

• Master schedule adjustment

• meeting minutes

• attached engagements on Atlas planners




facilitate release for specialist teachers to attend initial planning meetings

• Review Master schedule to explore dedicated planning blocks


Principal

C2:8 Planning at the school focuseson strengthening the transdisciplinarynature of the curriculum and onensuring that the pedagogy of thePYP is pervasive throughout theentire programme.

• Dedicated time for specialists to meet with teachers and look for authentic connections (Staff meetings alternate in focus and are either dedicated to Elementary School issues or PYP development.

• Designate a PYP Meeting where specialists and classroom teachers can collaborate on units of inquiry) Request subs so teachers can visit



Principal Faculty PYP Coordinator Principal

• Updated meeting planning schedule

• Single and stand-alone subjects recorded on relevant PYP planners on Atlas

• Professional book clubs

• Workshops and sharing during PD days

• Common agreements documents

• In school inquiry workshop

• Master Schedule



classrooms to look for points of trans-disciplinary connection.

• Document stand-alones in a PYP planner format

• Utilize our master teachers and open classrooms for informal visits (provide subs).

Aug. 2013

Aug. 2013

PYP Coordinator/ Principal PYP Coordinator/ Principal

Action Strategies Date to

be achieved




C2:13 Planning at the school isdocumented on PYP planners thatare coherent records of the learningexperiences of students indeveloping their understanding ofcentral ideas.

• The PYP coordinator continues to work with specialist teachers to ensure planners are accurate reflections of teaching and learning that are documented on IB planners.

• Ensure that any stand-alone units taught in literacy,


PYP Coordinator Faculty Principal PYP Coordinator/ Faculty andAssistant

• PYP meeting minutes

• Reflections on the planner

• History of revised Central Ideas (Atlas)

• PYP workshops attendance

• common agreements / goals

“However beautiful the strategy you should occa at the results” Winston Churchill


sionally look

math or specialist areas are aligned within the PYP framework, conceptually written and has inquiry as its pervading pedagogy.

• Attendance by faculty at PYP workshops that are discipline specific


Superintendant PYP Coordinator/ Principal

C3:11 Teaching at the school usesinquiry across the curriculum, and byall the teachers.

• An in-school inquiry workshop involving all faculty will enable the building of a common and deeper understanding of what inquiry looks like across the curriculum.

• Develop specific Elementary School / PYP goals around inquiry practices

• Facilitate book study groups that focus on inquiry approaches

• Explore and enact various inquiry cycles

Aug. 2011

Aug. 2011

Aug. 2012 Aug. 2011

PYP Coordinator Faculty Principal Assistant Superintendant

• There is evidence of student based inquiry being pursued in the classroom

• Students initiated inquiries (portfolios, writing, reading, parent/teacher emails, goals)

• Students can set learning goals for what they want to learn

• Students can share examples of what inquirers do

• Students know of resources available to them for pursuit of inquiry

• There is a common understanding of what inquiry is

• Teachers are flexible in their planning to accommodate student inquiries



reflecting on the work of prominent inquiry professionals

• Teachers keep a list of student

wonderings and can observe and compare development from the beginning of the year to the end of the year.

• The inquiry cycle is evident in planning and in classrooms

C4:4 The school uses a balancedrange of strategies for formative andsummative assessment, which arereviewed regularly.

• Ensure that all teachers in all subject areas are familiar with designing authentic assessments that allow for the triangulation of data.

• Adhere to current school wide and elementary school goals and essential agreements regarding assessment practice.

Aug. 2012

Aug. 2012

PYP Coordinator Faculty Principal Assistant Superintendant

• Small group instruction guided by formative assessments

• Students presenting their understanding in a variety of ways

• Evidence of a variety of assessments in student portfolios

• Planners reflect a balanced range of strategies for each grade level

• Teachers sharing assessment strategies and practices with colleagues informally, and formally

• Professional development opportunities exist and are received by teachers both on campus and off

• Updated essential agreements • Yearly assessment goals

“However beautiful the strategy you should occasionally look at the results” Winston Churchill


Action Strategies Date to be

achieved




D1:1 The school provides a climatein which students learn to respectand value self-initiated action.

• Develop and share a school-wide definition of ‘action’. Continually highlight examples of action within the community.

Aug. 2013 FacultyPrincipal CSR Committee CSR Coordinator

• A school wide definition of action is part of the student handbook

• A school wide “action” link/space shared with ASB community highlighting various examples of student action. This can be part of the current ‘netvibes’ living our mission project

• Examples of students action will continue to be highlighted and shared at school assemblies or in Friday Flash

• IB PYP planner will highlight the student initiated action

D1:2 Opportunities are provided forstudents to develop the skills and attitudes that lead to taking action.

• Develop and share a school-wide definition of ‘action’.

• Continually highlight examples of action within the community.

• Utilize guest speakers within the community

Aug. 2013

Current and on-going Current and on-going

FacultyPrincipal CSR Committee andCoordinator Faculty

• Examples of students action will continue to be highlighted and shared at school assemblies or in Friday Flash

• IB PYP planner will highlight the student initiated action

• Updated parent resource list

D1:4 The school providesopportunities for student action to be

• Continue to foster and develop meaningful

Current and on-

Faculty / • Each grade level will be associated with a particular NGO, that is



an integral part of the curriculumand/or an extension of thecurriculum.

and close relationships and engagements with NGO (grade level).

• Review the way in which NGO relationships and actions are recorded at the team level.

going Aug. 2013

Principal CSR Committee

supported throughout the year • UOI will connect or include

engagements that will promote relationships with NGOs.

• E3 activities/clubs will provide opportunities for student involvement with NGOs

D2:3 Students are provided withformative feedback throughout theprocess.

● Students use the grade level Ning to record their reflection on a daily and weekly basis

● Continued systematic use of the Exhibition rubric

● Include students in the development of the Exhibition rubric

Aug.2013 Current and on-going Current and on-going

PYP Coordinator Grade 5teachers Specialist andResource teachers

• Teacher will document and provide feedback through regular conferences with student groups using the exhibition rubric.

• Completed the weekly mentor reflection sheet to provide feedback to the group and teacher

• The student created exhibition rubric

D2:8 The exhibition incorporates arange of media and forms ofexpression (for example, written workoral presentations, performances).

● Include specialists in the communications about Exhibition – e-mails, meeting notes

● Develop a more authentic and organized way for

Current and on-going Current and on-going

PYP Coordinator Grade 5teachers Specialist andResource teachers

• Grade 5 team-leader responsible for communications between specialists and grade 5 team.

• Scheduled after school meeting between grade 5 team and specialists as needed.(1 pre, 1 during, 1 post)

• Scheduled time by color day for




students to integrate with specialists by ensuring their involvement throughout the Exhibition process that will better enable students to better demonstrate their understanding in a wider range of media and form of expression.

students to meet with specialists to develop their expression of their skills and understanding

D2:11 There is appropriatemonitoring of the exhibition, andadequate records are kept of teachercollaboration and reflection.

● Continue to be cognizant of the student reflection process that includes more formative and continuous documented feedback throughout the Exhibition process. Ensure that the formative assessments work towards building a stronger final Exhibition.


PYP Coordinator Grade 5teachers Specialist andresource teachers

• Exhibition rubric • Exhibition binder/one note that

documents the process, reflections and feedback

• Teacher conference notes • ·Mentor weekly reflection sheets • Clearly articulated Exhibition planners

on Atlas

programme evaluation self-study questionnaire · programme evaluation self-study questionnaire ....

Documents