HomeMy WebLinkAboutPYP Recommendations and Action TakenWESTLAKE ACADEMY PYP RECOMMENDATIONS AND ACTION TAKEN
SINCE AUTHORIZATION IN JULY 2006
Recommendations:
1. Continue to pursue a variety of avenues to foster parent, teacher, school,
community and student commitment.
IA. Website Committee planned and implemented the updated Westlake
Academy website with sections for visitor, parent, staff & student
(www. westlakeacademy. org).
• Online PDF files for the Grade Handbooks (K through 6"' grade)
included for parents, with information about syllabus and expectations
in each grade. See attached sample of "Fourth Grade Handbook".
(Appendix)
• Grade newsletters (K through 6th grade) updated regularly (each week)
on the parents section of the website using `Pages' software and
regularly including PYP information from specialists as well as class
teachers. See attached newsletter samples. (Appendix)
• Regular updated headlines in the parents and visitors sections of the
website, including articles about IB programs in the news (IBO in the
news) and school events, e.g. the slide show from the May 2007
Mexico Exchange trip. To view articles and current news and events,
refer to the following website:
www.westlakeacademy. org
Thomson Gale Database library links resources included in student
section of the website.
111. Continued implementation of student led conferences.
• Use of student led conferences as a conduit for educating the parent
community about student learning, growth and assessment tools used,
e.g. rubrics (10/06 & 03/07)
• Implementation of student- led or family conferences in grades K- 6,
twice per year.
1C. `Back to school' night, where parents had to participate in a lesson taught
using inquiry methodology. (08/06)
I.D. Westlake Academy Brochure created by parents for new parents interested in
the education Westlake Academy offers, including a prominent section about the
International Baccalaureate. See attached "Westlake Academy pamphlet for
parents". (Appendix)
IE. Information Night for parents new to IBO and parents of kindergarten
students. (10/06) See attached "21 things you should know about IBO"
documentation. (Appendix)
IF. Workshop with parents about `international mindedness', including cafe
sessions shared with students and parents. (11/06)
1G. Westlake Academy PYP handbook for parents drafted, pending approval.
(10/06) See attached "Draft PYP Handbook" documentation. (Appendix)
1H. Continued growth in PYP curriculum at Westlake Academy.
• Correlation between PYP Sample Scope and Sequence documents and
Texas Essential Knowledge and Skills in the areas of Language Arts,
Mathematics, Science and Social Studies. Introduction of First Steps
Language Continuums in developing our (ongoing horizontal and
vertical planning meetings) See attached "Correlation between PYP
sample scope and sequence documents and Texas Essential
Knowledge and Skills (TEKS)". (Appendix)
1I. Developed awareness of PYP "Making it Happen" documentation.
An essential agreement to maintain regular, meaningful reference to
"Making it Happen" during faculty meetings. See attached "Essential
Agreements" documentation. (Appendix)
Faculty meeting introducing the new "Making it Happen" to staff
(02/07)
1J. Planned faculty meeting to address the three IBO programs for present and
2007/08 staff. (06/11)
1K. Collaboration in-service for staff based upon PYP course, which teachers
attended and Head of School lead in Mexico City. (03/07) See "Collaboration in
the PYP" sample resources developed from in-service. (Appendix)
1L. Updated self- evaluation for annual appraisal program adapted from the
"Programme standards and practices" Documentation. See "Staff Appraisal"
documentation. (11 / 06) (Appendix)
1M. Self — assessment "Progress Reports" adapted from Program of Inquiry
Essential Agreements, Assessment and Reporting Essential Agreements and
Planner Essential Agreements. (04/07) See attached "Staff Progress Report"
documentation. (Appendix)
1N. "Developing Perspective through Team Building" staff in-service. (11/06)
2. Continue exploring the concepts of inquiry and the strategies that activate
the inquiry in the classroom.
2A. In-service for developing the concept of inquiry for staff new to PYP, based
upon Bucharest workshop attended by PYP Coordinator in July 2006. (11/07) See
attached sample of "Inquiry Resources" shared in meeting. (Appendix)
213. Regular shared incidences of inquiry that has occurred at the start of staff
meetings. (ongoing)
2C. Modeling strategies to promote inquiry during planned in-service. (ongoing)
2D. Teacher exchange between different grade levels to observe strategies
teachers use to activate inquiry. (04/07)
3. The school should pursue IB authorized training to include all teachers in
order to advance teacher's understanding of PYP practices. They should
include all levels of PYP training.
3A. 7/23/06 — IBNA-TIBS Level 2 Workshop (Austin, Texas) (Three teachers
attended)
9/14/06 - K-16 Leadership Conference (University of Texas, Arlington)
11/03/06 — IBNA-IBARMS Level 3 "IB K-12 Continuum" (Denver, CO)
11/17/06 — IBNA Level 2 "Assessment in the PYP" (Austin, TX)
11/17/06 — IBNA Level 2 "Internationalism in the PYP" (Austin, TX)
11/26/06 — IBNA-TIBS Roundtable (Austin, TX)
01/25/07 - IBNA PYP Workshop Leader Training (Los Angeles, CA)
01/23/07 - IBLA Level 1 Workshop "Teaching and Learning in the PYP"
(Mexico City, Mexico)
01/24/07 — IBLA Level 2 Workshop "Collaborative Planning" (Mexico City,
Mexico)
02/16/07 — IBNA Level 2 Workshop "Librarianship" (Dallas, TX)
03/29/07 — IBNA Level 2 Workshop "Collaborative Planning" (Kansas City, MI)
07/23/07 — IBNA Level 2 Inquiry Workshop (The American Museum of Natural
History, NY)
10/ 25/ 07 — IBCA Online Faculty Member Training (Cardiff, Wales)
4. A written language policy needs to be developed to guide language learning
in the school.
4A. The development of the Westlake Academy Language Policy.
• The Language Coordinator and staff worked on the development of a
whole school language policy. (09/06- 04/07)
• Staff in -services for language policy held with whole school. (01/ 07 &
04/07) See attached "Language Policy" documentation. (Appendix)
5. Develop written Essential Agreements to describe procedures in school: for
example, for revising and reviewing the POI, the archiving and teaching of
the planners, assessment and reporting practices, maintaining portfolios.
5A. From Jan '07 until May '07 an essential agreement committee worked on the
essential agreements documents for the PYP at Westlake Academy. The
document has been presented staff, during faculty meetings, who have further
reviewed and developed the document. These include agreements for revising and
reviewing the POI, the archiving and teaching of planners, assessment and
reporting practices, and maintaining portfolios. See attached "Essential
Agreements" documentation. (Appendix)
6. Create a process for monitoring and evaluating the work of the PYP
coordinator, in accordance with the PYP coordinators job description.
6A. Head of School developed a process for monitoring and evaluating the work
of the PYP coordinator. See attached "PYP Coordinator Appraisal"
documentation. (Appendix)
7. The library needs to develop a system for ordering materials to support the
planners and the teacher needs within the unit. Design a system for
systematic review of the collection to assure accurate and up to date
materials for inquiry.
7A. Developed essential agreements with regard to the library and resources and
the role of the teacher, librarian and head of school. See attached "Essential
Agreements" documentation. (Appendix)
7B. Westlake Academy is a recently opened school, and all materials purchased
for inquiry are recent publications. Reference materials that are donated are
reviewed by the librarian and only recently published books reach the shelves of
the Westlake Academy library.
8. The administration, faculty, and staff should continue to review the Program
of Inquiry and corresponding units to:
• Review the planner's design and discern the connection between
the stages and the over- all goal as they support the understanding
of the central idea.
• Refine central ideas that ensure the development of conceptual
understanding.
• Ensure vertical and horizontal articulation.
• Ensure the links between stages one, three, five, and four of the
planners.
• Ensure development of inquiry based units rather than thematic
units.
SA. Staff in-service introducing the new PYP planner (02/07)
8B. Staff in-service on designing conceptual units of inquiry from thematic units
by developing a topic, asking questions about that topic, ranking questions,
establishing key concepts inherent in those questions and developing a central
idea using by merging three important concepts into one idea that fits the criteria
for a central idea, as outlined in "Making it Happen". (02/07)
8C. Staff in-service linking the assessment stage of the planner with the central
idea- planning for assessment criteria, assessment task & assessment tool. (10/06
& 03 V07) See attached resources used and an example of a summative assessment
developed from the in-service. (Appendix)
8D. Collaborating as a team staff have reviewed the POI vertically and
horizontally during staff meeting. (04/07) See "Program of Inquiry"
documentation. (Appendix)
9. The faculty and staff should be provided with additional staff development
related to the role of assessment and the integral link between planning,
teaching and learning within the unit planner.
9A. Refer to 8C.
9B. In-service: Formative assessment and feedback for written work. (01/07) See
attached "Feedback for Writing" Resources. (Appendix)
9C. In-service about assessment and reporting reflections (05/07)
10. The administrator, faculty, and staff should develop essential agreements
related to assessment.
10A. See attached "Essential Agreements" documentation, under the heading
"Assessment and Reporting". (10/07 until 04/07)
11. The PYP Action Cycle should be implemented as a tool for students use in
reflecting on their ability to create an action.
11A. An action notice board for school wide action has been utilized effectively
by different grades. See attached photograph. (Appendix )
11B. Many classes have an area where action initiated by students can be
recorded. See attached photographs. (Appendix )
11C. In-service inquiring into "The Action Cycle." (04/07) See attached "Action
and Service Resources" used during the meeting. (Appendix )
Language Scope and Sequence and TEKS Alignment
Oral communication: listening and speaking (TEKS 1, 2, 3, 4, 5)
Oral communication encompasses all aspect of listening and speaking, skills that are
essential for language development, for learning, and for relating to others.
Listening involves listening to people and to texts for general meaning and for precise
meaning. Students need to learn how to listen attentively, to understand and evaluate
what they hear, to think about both literal and inferred meanings, and to respond
appropriately.
Speaking involves the pronunciation, intonation and stress of speech; vocabulary
development; communicative competence; the use of grammar; and the speaker's fluency
and accuracy. Oral language is used to communicate, reflect, gather, process and present
information. Speakers use oral language to ask and answer questions; relate and retell;
persuade; talk about needs, feeling, ideas, opinions; and to contribute to discussions in a
range of formal and informal situations.
Talk in the classroom is fundamental to promoting language learning. It also provides
feedback, enabling students to reflect on and evaluate their present level of
understanding.
Students construct their own meaning through the process of articulating their thoughts in
a variety of ways.
Oral language needs to be appropriate to the audience and purpose. This includes
knowing when it is important to use the accepted conventions and grammatical
structures.
Respect for differences between languages and between languages and between dialects
is an important part of oracy development in this increasingly global world.
Students will:
• Use discussion to generate, develop, modify and present ideas
• Participate appropriately in complex discussions, conversation, class and group
meetings, debates and group presentations.
• Argue persuasively and practice debating skills, presenting a point of view that is
not necessarily their own
• Understand how language can influence points of view and the responses of
others
• Infer meaning draw conclusions and make judgments
• Prepare and deliver an individual presentation for variety of purposes
• Use a wide vocabulary and complex sentence structures with a high level of
accuracy
• Understand and use a variety of literary devices
• Give complex instructions, directions and messages and respond appropriately to
those of others.
• Listen appropriately for a sustained period and for a variety of purposes
• Show and active interest in and respect for other languages
• Identify and appreciate differences and similarities between languages
• Communicate in more than one language
Written communication: reading (TEKS 8, 10, 11, 12,13)
We read for enjoyment, instruction and information, and reading helps us to understand
and clarify our ideas, feelings, thoughts and opinions. Literature in particular offers us a
means of understanding ourselves and others and has the power to influence and structure
thinking.
Students need to be introduced to a wide range of fictions and non-fiction texts, and have
opportunities to read fro their own interest, pleasure and for information.
Reading is gaining meaning from text. The process of reading is interactive and involves
the reader's purpose for reading, the reader's prior knowledge and experience, and the
text itself.
The beginner reader must learn about direction, spacing, punctuation cues and about the
general features of text. As effective reading depends on the skillful integration and
application of semantic cues, syntactic cues and graphophonic cues, students also need to
be taught how to use a variety of reading strategies.
Students need to learn how to understand, interpret and respond to the ideas, attitudes and
feelings expressed in various texts, to think critically about what they read, and to be able
to make predictions and inferences based on information that is both explicit and implicit
in a text.
They must also learn to recognize and appreciate the variety of literary styles, forms and
structures and to understand that written language varies according to context. No single
teaching method or approach is likely to be effective for every reader, and the teacher
needs to plan instruction carefully. Daily reading practice, using a wide range of texts,
must occur within authentic contexts.
Students will:
• Critically evaluate their own choices in books and distinguish and appreciate
commendable or notable literature
• Identify the elements of plot (exposition, rising action, climax, falling action,
resolution( and the pattern in story outline (choice, reversal, understanding).
• Categorize literature
• Identify genre
• Read widely across the genre and show an interest in a variety of literature
• Identify the different types of conflict in a story
• Students will make informed judgments about the author's purpose
• Show appreciation of different writing styles
• Recognize and understand figurative language
• Identify and discuss forms and structures
• Independently select the appropriate reading strategy for the purpose of the
activity
• Be familiar with the standard organizations of informational text
• Locate, access, organize and synthesize information from a variety of sources
• Generate new questions after reading and connect these to prior knowledge and
experience
• Show awareness that poems have layers of meaning and that they need to be read
and reread, and questioned and reflected on to yield their meaning
• Be aware that poems are open to range of interpretations
• Understand that words can evoke mental images
• Use specific vocabulary to comment on and analyse poetry
Written communication: writing (TEKS 13,15, 16, 17,18,19, 20, 21)
Writing helps us make sense of the world. It is a powerful means by which to remember,
develop, organize, gain self-knowledge and communicate ideas, feelings and information.
Purpose and audience contribute to the form and substance of writing as well as to its
style and tone.
Learning to write is a developmental process and students need to be able to focus at first
on meaning rather than accuracy. Grammar, spelling, handwriting, punctuation and
paragraphing should be taught gradually through writing practice.
The writing process involves creating an environment where students can acquire the
skills to achieve written products for a variety of purposes. The written product can be
formal, informal, personal or reflective. IT can be informative, persuasive, poetic, or in
the forin of a story or dialogue.
As motivation and a positive attitude are important factors in learning to read and write, it
is essential that learners view themselves as capable readers and writers, having acquired
a complex set of skills, attitudes, behaviors and expectations related to language.
Students will:
• Participate in an appropriate writing process
• Use an appropriate writing process independently and confidently to
communicate effectively and fluently
• Display a sense of audience by writing in a variety of styles for a range of
purposes matching the style of writing to the task, adapting writing according to
the audience and demonstrating the ability to engage and sustain the interest of
the reader.
• Develop ideas and information clearly, sustaining coherence throughout
complex texts.
• Plan, organize and complete writing projects of increasing length and complexity.
• Show individuality and creativity in writing style.
• Conceal personal bias where appropriate.
• Use a range of modes in writing: narrative, descriptive, persuasive, expository
• Use writing independently and effectively to structure thinking, to explore, and
to develop abstract ideas and to communicate.
• Use a range of pre -writing strategies
• Use a variety of strategies for collecting and organizing ideas, details and
information
• Revise writing to clarify ideas, provide examples, change sequence and to
improve smooth flow of ideas.
• Use appropriate paragraphing
• Edit and proofread their own and peer's writing before completing a final copy.
• Reflect on, and critically evaluate own writing to ensure that content and
organization suit the purpose for writing and the audience.
• Modify and restructure phrases, clauses, paragraphs or whole texts to clarify
and achieve precise meaning.
• Use appropriate punctuation and grammar
• Control effectively the language and structural features of a large repertoire
of text forms.
• Use correct syntax and increasingly complex sentence structure.
• Recognize and use the main parts of speech correctly.
• Control and manipulate the linguistic and structural components of writing
to enhance clarity and impact.
• Use a range of vocabulary including content -specific vocabulary, which clearly
and precisely conveys meaning and creates atmosphere and mood.
• Make critical choices of tone and point of view to suit different purposes and
to influence audiences.
• Become aware of their choice to manipulate or abandon conventional text
forms to achieve impact.
• Use figurative language appropriately in writing.
• Maintain stylistic features throughout texts with sophistication.
• Use standard spelling for most words and use appropriate resources to check
spelling.
• Complete a bibliography to list resources.
• Have a fluent and legible style of handwriting and show competency in word
processing.
• Write engaging stories that have a recognizable and appropriate structure
• Use complex literature -response writing.
• Use a variety of note -taking and study skills to comprehend oral and written text
and gather information during research.
• Experiment composing different forms of poetry, including free verse and those
with specific structures.
• Become aware of the possibility to control conventions of writing and to
make a deliberate choice to break them to enhance meaning.
Visual communication: viewing and presenting (TEKS 22, 23, 24)
Viewing and presenting are fundamental processes that are historically and
universally powerful and significant.
Acquiring skills related to advanced technology and media is necessary because of
their persuasive influence in society. It is important to learn how media images
construct reality by influencing powerful associations that influence the way we think
and feel.
Visual images immediately engage viewers allowing them instant access to data.
Therefore, opportunities must be provided to explore the function and construction of
images in order to critically analyse a wide variety of media. Learning to understand
and use different media expands the sources of information and expressive abilities of
students.
Students will:
• Define the role of advertising as part of media presentation
• Interpret and analyse the purpose and point of view of a visual presentation
• Recognize that our interpretations of visual presentations are influenced b our
backgrounds and experience.
• Develop an awareness of how characters in film are constructed
• Analyse the different meanings that can be conveyed I different versions of
the same story
• Identify and analyse the structures and features characteristic of a range of
visual
• Recognize that visuals are constructed for particular reasons
• Understand that the form and quality of the presentation of their work reflects
their thinking and attitudes.
Missing TEKS 6, 7, 9,14