HomeMy WebLinkAboutSelf Study Evaluation rubric pypStandard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
1 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
’
s
p
u
b
l
i
s
h
e
d
s
t
a
t
e
m
e
n
t
s
o
f
mi
s
s
i
o
n
a
n
d
ph
i
l
o
s
o
p
h
y
a
l
i
g
n
w
i
t
h
t
h
o
s
e
o
f
th
e
I
B
.
A.
1
No articulated mission and
philosophy that communicates what is expected of students. Widely divergent expectations for students are evidenced. There is little system alignment within the school.
Little reference to a vision is evident in the documents or the practices of the school.
There is evidence that the school is
working toward a coherent mission and philosophy aligned with that of the IB to show what is expected of students. At this stage, the mission and philosophy does not go beyond academic development to include awareness beyond the immediate community.
The school’s mission and philosophy is manifest in all documents (handbooks, curriculum guides, orientation material, etc.) yet is only sporadically evident in
decision-making, policy development, instructional practices, strategic planning, and other interactions throughout the school.
There is a well-articulated mission
statement that communicates an aligned philosophy with that of the IB. The mission and philosophy is written to go beyond academic development to include awareness beyond the immediate community, but is not always effective.
The mission and philosophy are manifest in all documents (handbooks, curriculum guides, orientation material, etc.) and is generally in decision-making, policy development, instructional practices,
strategic planning, and other interactions through the school.
There is a well-articulated mission
statement that communicates an aligned philosophy with that of the IB. The mission and philosophy transcends beyond academic development to include awareness beyond the immediate community.
The mission and philosophy is manifest in all documents (handbooks, curriculum guides, orientation material, etc.) and consistently present in decision-making, policy development, instructional
practices, strategic planning, and other interactions throughout the school.
school brochure and promotional
literature; school website; school environment
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.2
Th
e
g
o
v
e
r
n
i
n
g
b
o
d
y
,
a
d
m
i
n
i
s
t
r
a
t
i
v
e
a
n
d
p
e
d
a
g
o
g
i
c
a
l
le
a
d
e
r
s
h
i
p
a
n
d
s
t
a
f
f
d
e
m
o
n
s
t
r
a
t
e
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
I
B
Ph
i
l
o
s
o
p
h
y
.
A.
2
The governing body, administrative and pedagogical leadership team
and the staff do not have an understanding of the IB philosophy. The programme action plan is not driven by the practices and programme requirements included in the Programme standards and practices.
The school needs to develop further strategies to ensure a common
understanding of the IB philosophy by the governing body, administrative and pedagogical leadership and staff. The school is working toward developing an action plan that encompasses the practice and programme requirements included in the Programme standards and practice.
Conversations with the governing body, administrative and pedagogical
leadership and staff show their understanding of the IB philosophy as expressed in the IB mission statement and IB learner profile, but this is not always evident in implementation. The programme action plan is intended to be connected to the practices and programme requirements included in the Programme standards and practices.
Conversations with the governing body, administrative and pedagogical
leadership and staff show their understanding of the IB philosophy as expressed in the IB mission statement and IB learner profile. The programme action plan is directly driven by the practices and programme requirements included in the Programme standards and practices.
Chart 5: Update of action plan
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, p.2
Standard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
2 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
de
m
o
n
s
t
r
a
t
e
s
a
n
un
d
e
r
s
t
a
n
d
i
n
g
o
f
,
a
n
d
co
m
m
i
t
m
e
n
t
t
o
,
t
h
e
pr
o
g
r
a
m
m
e
s
:
The
v
a
l
u
e
s
of
t
h
e
P
Y
P
a
s
i
n
d
i
c
a
t
e
d
i
n
th
e
c
u
r
r
i
c
u
l
u
m
d
o
c
u
m
e
n
t
s
ha
s
a
n
e
x
p
l
i
c
i
t
i
m
p
a
c
t
o
n
th
e
d
e
c
i
s
i
o
n
m
a
k
i
n
g
a
n
d
Pedagogical leaders and teachers are unaware of how the values of the IB programmes can be incorporated into the decision-making and functioning of the school. Stakeholders are not committed to the IB programmes.
Pedagogical leaders and teachers are beginning to explore how the values of the IB programmes can be incorporated into decision-making and functioning of the school.
The pedagogical leaders and teachers must further strategies to ensure that the school community understands and is committed to the programme.
Pedagogical leaders and teachers explain how the values of the IB programmes have impacted decision-making and functioning of the school. However, the understanding of the programme and its implication for the
school are not always effectively demonstrated.
Pedagogical leaders and teachers demonstrate through action and explanation how the values of the IB programmes have impacted decision-making and functioning of the school. Faculty and staff demonstrate their
understanding of the programme and its implications for the school.
2009-The school review and update written documents and displays to reflect recent changes in the PYP.
school brochure and promotional literature; school website; school environment
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, p.3
Th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
d
e
m
o
n
s
t
r
a
t
e
s
a
n
un
d
e
r
s
t
a
n
d
i
n
g
o
f
,
a
n
d
c
o
m
m
i
t
m
e
n
t
t
o
,
t
h
e
pr
o
g
r
a
m
m
e
s
:
Th
e
s
c
h
o
o
l
a
s
a
c
o
m
m
u
n
i
t
y
o
f
l
e
a
r
n
e
r
s
is
c
o
m
m
i
t
t
e
d
t
o
a
c
o
l
l
a
b
o
r
a
t
i
v
e
a
p
p
r
o
a
c
h
t
o
cu
r
r
i
c
u
l
u
m
d
e
v
e
l
o
p
m
e
n
t
.
A.
3
.
B
Actions must be taken in order to strengthen the entire school’s
commitment to a collaborative approach to curriculum development.
There is no willingness on the part
of the school or parents to partner together in an effect to contribute to the development of the programme.
The school continues to explore ways of ensuring the school community’s
commitment to a collaborative approach to curriculum development.
Parent participation and/or contribution is/are desired, yet now promoted.
Teachers describe a collaborative approach to curriculum development when facilitated by leaders.
Conversations with parents and with the
pedagogical leadership team show that where possible and appropriate, parent participation and/or contribution to the development of the programme is encouraged.
Teachers describe a collaborative approach to curriculum development
initiated during day-to-day planning and discussions as well as long-term policies that have been put in place.
Conversations with parents and with the
pedagogical leadership team show that where possible and appropriate, parent participation and/or contribution to the development of the programme is encouraged.
sample unit planners; description of how the exhibition is organized and
managed; description of the previous year’s exhibition, team meetings operating within a purposeful schedule to promote collaboration, meetings of parent involvement in committes
Support in IB documentation:
Making the PYP happen: A
curriculum framework for international primary education, pp.12, 14, 28
Making the PYP happen: Pedagogical leadership in a PYP school, pp.8–12
Th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
d
e
m
o
n
s
t
r
a
t
e
s
a
n
un
d
e
r
s
t
a
n
d
i
n
g
o
f
,
a
n
d
c
o
m
m
i
t
m
e
n
t
t
o
,
th
e
p
r
o
g
r
a
m
m
e
s
:
T
h
e
s
c
h
o
o
l
i
s
co
m
m
i
t
t
e
d
t
o
a
c
o
n
s
t
r
u
c
t
i
v
i
s
t
,
in
q
u
i
r
y
-
ba
s
e
d
a
p
p
r
o
a
c
h
t
o
t
e
a
c
h
i
n
g
a
n
d
le
a
r
n
i
n
g
t
h
a
t
p
r
o
m
o
t
e
s
i
n
q
u
i
r
y
a
n
d
t
h
e
de
v
e
l
o
p
m
e
n
t
o
f
c
r
i
t
i
c
a
l
-th
i
n
k
i
n
g
s
k
i
l
l
s
.
A.
3
.
C
The school is beginning to investigate ways to further enhance the understanding of the constructivist, inquiry-based approach to teaching and learning in the school community.
Critical thinking skills need development.
Faculty can express understanding of the constructivist, inquiry-based approach to teaching and learning and they are able to give examples of how this will be supported through future learning engagements.
Learning engagements and class discussions show evidence of the school’s commitment to a constructivist, inquiry-based approach to teaching and learning.
The school shows commitment to a constructivist inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills by ensuring that classroom/school resources support an inquiry-based approach to teaching and learning
2009- The faculty continues to promote student inquiry and the development of critical thinking skills.
PYP programme of inquiry; sample unit planners; approaches to teaching and learning documents and interactive displays of thinking skills based on Bloom’s taxonomy.
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.28
Making the PYP happen: Pedagogical leadership in a PYP school, pp.8–12
Standard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
3 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
d
e
m
o
n
s
t
r
a
t
e
s
a
n
un
d
e
r
s
t
a
n
d
i
n
g
o
f
,
a
n
d
c
o
m
m
i
t
m
e
n
t
t
o
,
th
e
pr
o
g
r
a
m
m
e
s
:
T
h
e
s
c
h
o
o
l
i
s
co
m
m
i
t
t
e
d
t
o
t
h
e
P
Y
P
a
s
t
h
e
fr
a
m
e
w
o
r
k
f
o
r
a
l
l
p
l
a
n
n
i
n
g
,
t
e
a
c
h
i
n
g
an
d
l
e
a
r
n
i
n
g
a
c
r
o
s
s
t
h
e
c
u
r
r
i
c
u
l
u
m
.
A.
3
.
D
The school does not demonstrate
a commitment to the IB programme as the framework for all planning, teaching and learning across the curriculum.
The planner and programme of inquiry are not used to facilitate learning.
The school’s commitment to the IB
programme is emerging as the framework for all planning, teaching and learning across the curriculum. Teachers are beginning to use the planner and programme of inquiry to facilitate learning engagements.
The school demonstrates its commitment
to the IB programme as the framework for all planning, teaching and learning across the curriculum by introducing inquiry-based learning engagements across the curriculum by using the planner and the programme of inquiry.
The school extends its use of the IB
programme as the framework for all planning, teaching and learning across the curriculum and throughout the entire school by using the planner and the programme of inquiry.
unit planners; PYP programme of
inquiry, updated unit planners; unit planners from outside of the programme of inquiry
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education
Th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
d
e
m
o
n
s
t
r
a
t
e
s
a
n
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
,
a
n
d
co
m
m
i
t
m
e
n
t
t
o
,
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
S
c
h
o
o
l
d
e
m
o
n
s
t
r
a
t
e
s
a
co
m
m
i
t
m
e
n
t
t
o
t
r
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
l
e
a
r
n
i
n
g
.
A.
3
.
E
The staff and leadership are not
committed to the IB philosophy of transdisciplinary teaching and learning.
Due to lack of understanding, staff and
leadership are unsure of how to develop transdisciplinary units.
As opportunities arise, staff and
leadership demonstrate practices allowing for transdisciplinary teaching and learning. There is a desire for continued development of understanding and study.
The staff and leadership are committed
to transdisciplinary teaching and learning. Understanding is continuously developed during collaborative sharing and planning.
PYP programme of inquiry; sample unit planners; sample school reports
samples of assessed student work;
unit planners from outside of the programme of inquiry; samples of exhibition portfolios
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.5–7
Making the PYP happen: Pedagogical leadership in a PYP school, p.3
Developing a transdisciplinary programme of inquiry
Standard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
4 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
d
e
v
e
l
o
p
s
a
n
d
p
r
o
m
o
t
e
s
i
n
t
e
r
n
a
t
i
o
n
a
l
-
mi
n
d
e
d
n
e
s
s
an
d
a
l
l
a
t
t
r
i
b
u
t
e
s
o
f
t
h
e
I
B
l
e
a
r
n
e
r
p
r
o
f
i
l
e
ac
r
o
s
s
th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
t
y
.
A.4
The school does not implement strategies to develop and promote international-mindedness driven by the attributes of the IB learner profile and attitudes across the school community.
Attributes of the learner profile are revisited during teacher facilitated lessons and discussions. Students do not understand the role and importance of the learner profile in developing international-mindedness.
Units of inquiry are not written with global perspectives and opportunities to promote international-mindedness.
Attributes of the learner profile are developed within context of the school day, with the intention of developing it across the school community.
Units of inquiry are written in a manner to promote international-mindedness, but
teachers and students do not always seize such opportunities.
Attributes of the learner profile are developed within student’s day-to-day interactions.
Units of inquiry are developed to naturally promote international-mindedness.
PYP programme of inquiry; sample unit planners; sample school reports
samples of assessed student work; unit planners from outside of the programme of inquiry; samples of exhibition portfolios, Blacksmith awards, IB Learner Profile/Attitude displays; charts to show student demonstration of Learner Profile/Attitudes
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.25–27
Making the PYP happen: Pedagogical leadership in a PYP school, p.8
Th
e
s
c
h
o
o
l
p
r
o
m
o
t
e
s
r
e
s
p
o
n
s
i
b
l
e
a
c
t
i
o
n
w
i
t
h
i
n
a
n
d
b
e
y
o
n
d
t
h
e
sc
h
o
o
l
c
o
m
m
u
n
i
t
y
.
A.5
The school seldom promotes
activities or service opportunities that represent responsible action within and beyond the school community.
There is no evidence in documents, handouts, classroom instruction, and school wide assemblies.
GJ and RO
There is some evidence that attention is
given to the necessity of developing strategies to promote responsible action generated by students within and beyond the school community.
There is limited evidence in documents, handouts, classroom instruction, and school wide assemblies.
Evidence exists fairly consistently that
there are identifiable links between the curriculum and the action cycle. Engagement in responsible action is generated by the students within and beyond the school community is also consistently identifiable.
Evidence exists in some classroom documents, handouts, classroom instruction, newsletters to the community, and organizations beyond the school community.
There is evidence of high levels of
collaboration between all areas of the curricula promoting ongoing emphasis on opportunities for action, giving the students the power to choose to act; students decide on their actions; and time is allocated to reflect on these actions.
Consistent evidence exists in all classroom’s documents, handouts, classroom instruction, newsletters to the community, and organizations beyond the school community.
2009- The school continue to provide
opportunities to take action, reflection and implementation
2009- Students and staff explore ways to deepen the connections between action and units of inquiry.
PYP programme of inquiry; sample
unit planners; description of the previous year’s exhibition
samples of assessed student work; unit planners from outside of the programme of inquiry; samples of completed report cards; samples of exhibition portfolios, classroom handouts, newsletters, websites; organizations beyond the school community
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.25–27
Making the PYP happen: Pedagogical leadership in a PYP school, p.10
Standard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
5 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
p
r
o
m
o
t
e
s
o
p
e
n
c
o
m
m
u
n
i
c
a
t
i
o
n
b
a
s
e
d
o
n
un
d
e
r
s
t
a
n
d
i
n
g
a
n
d
r
e
s
p
e
c
t
.
A.6
The school seldom promotes open communication and information is often inaccurate.
There are limited programs in place to promote open communication, tolerance, understanding and respect for the school.
The school promotes developing sensitivity towards open communication and respectful acceptance of others.
There are few programs in place to promote open communication, tolerance, understanding and respect for the school.
The school promotes an emerging development of communication between its members based on mutual respect and understanding.
There are some programs in place to promote open communication, tolerance, understanding and respect for the school.
The school promotes a high level of open communication and informed connections between its members within a nurturing environment.
There is clear evidence through programs in place that the school works to promote open communication, tolerance, understanding and respect for the school.
School brochure and promotional literature; IB Learner Profile for the parents, students, and teachers; Communiques; report cards
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.4
Making the PYP happen: Pedagogical leadership in a PYP school, p.5, 17
IB learner profile booklet
Th
e
s
c
h
o
o
l
p
l
a
c
e
s
i
m
p
o
r
t
a
n
c
e
o
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
in
c
l
u
d
i
n
g
m
o
t
h
e
r
t
o
n
g
u
e
,
h
o
s
t
c
o
u
n
t
r
y
l
a
n
g
u
a
g
e
a
n
d
ot
h
e
r
l
a
n
g
u
a
g
e
s
:
Th
e
s
c
h
o
o
l
m
a
k
e
s
p
r
o
v
i
s
i
o
n
f
o
r
st
u
d
e
n
t
s
t
o
l
e
a
r
n
l
a
n
g
u
a
g
e
,
i
n
a
d
d
i
t
i
o
n
t
o
t
h
e
la
n
g
u
a
g
e
o
f
i
n
s
t
r
u
c
t
i
o
n
,
a
t
l
e
a
s
t
f
r
o
m
t
h
e
a
g
e
o
f
se
v
e
n
.
Sc
h
o
o
l
s
w
i
t
h
t
w
o
l
a
n
g
u
a
g
e
s
o
f
i
n
s
t
r
u
c
t
i
o
n
a
r
e
no
t
r
e
q
u
i
r
e
d
t
o
o
f
f
e
r
a
n
a
d
d
i
t
i
o
n
a
l
l
a
n
g
u
a
g
e
.
A.
7
.
A
The school does not offer instruction in an additional language.
Instruction of an additional language is offered, but not all students participate due to factors relating to staffing, resourcing, and student age.
Beginning at age five and six, all primary students participate in the instruction of an additional language according to the teaching timetable. However, pedagogical leadership and teachers do not emphasize the importance of such instruction.
Qualified staff has been hired to implement the foreign language programme. Students are provided with opportunities to learn an additional language in a safe, secure and stimulating environment based on understanding and respect.
Students have a broad understanding of the value of languages in general.
Beginning at age five and six, all primary students purposefully participate in the instruction of an additional language according to the teaching timetable.
Qualified staff has been hired to implement the foreign language
programme. Students embrace the necessity to learn an additional language in a safe, secure and stimulating environment based on understanding and respect.
Students understand the value of languages in general and are passionate about languages and culture outside of their own.
language policy; sample class schedules; sample school reports
unit planners from outside of the programme of inquiry; scope and sequence documents
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.75–89
Language scope and sequence
Guidelines for developing a school language policy
Standard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
6 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
p
l
a
c
e
s
i
m
p
o
r
t
a
n
c
e
o
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
i
n
c
l
u
d
i
n
g
mo
t
h
e
r
t
o
n
g
u
e
,
h
o
s
t
c
o
u
n
t
r
y
l
a
n
g
u
a
g
e
a
n
d
o
t
h
e
r
l
a
n
g
u
a
g
e
s
:
Th
e
s
c
h
o
o
l
s
u
p
p
o
r
t
s
m
o
t
h
e
r
t
o
n
g
u
e
a
n
d
h
o
s
t
c
o
u
n
t
r
y
l
a
n
g
u
a
g
e
le
a
r
n
i
n
g
.
A.
7
.
B
The Academy places little value and makes little use of the diversity of multiple languages that exist in the community, and doesn’t foster an understanding of the value of learning different languages as a vehicle of learning about different cultures.
Students are provided with little opportunity to learn mother
tongue, host country language and other languages in a safe, secure and stimulating environment based on understanding and respect.
Students lack an understanding of the value of languages in general.
The Academy places some value and makes some use of the diversity of multiple languages that exist in the community, and occasionally foster an understanding of the value of learning different languages as a vehicle of learning about different cultures.
Students are provided with some opportunities to learn mother tongue, host country language and other languages in a
safe, secure and stimulating environment based on understanding and respect.
Students have little understanding of the value of languages in general.
The Academy mostly places value and makes some use of the diversity of multiple languages that exist in the community, and often fosters an understanding of the value of learning different languages as a vehicle of learning about different cultures.
Students are provided with opportunities to learn mother tongue, host country language and other languages in a safe,
secure and stimulating environment based on understanding and respect.
Students have a broad understanding of the value of languages in general.
The Academy values and makes use of the diversity of multiple languages that exist in the community, celebrating the student’s own cultural identity, and fosters understanding the value of learning different languages as a vehicle of learning about different cultures.
Students are provided with opportunities to learn mother tongue, host country language and other languages in a safe,
secure and stimulating environment based on understanding and respect.
Students understand the value of languages in general and are passionate about languages and culture outside of their own.
2009- The school implement ways to support parents and children for whom the school’s language of instruction is not the mother tongue. One way would be by providing parents with terms for PYP elements in their first languages. See
Also C3.7
language policy; sample class schedules; sample school reports
unit planners from outside of the programme of inquiry; scope and sequence documents
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.75–89
Language scope and sequence
Guidelines for developing a school language policy
Th
e
s
c
h
o
o
l
p
a
r
t
i
c
i
p
a
t
e
s
i
n
t
h
e
I
B
w
o
r
l
d
c
o
m
m
u
n
i
t
y
.
A.
8
The students, staff, administration and school community never have opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts.
The students, staff, administration and school community have some opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts.
The students, staff, administration and school community have frequent opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts.
The students, staff, administration and school community have many opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts.
2009- Teachers use the example on the OCC/IBVC of exhibition “globally” as a tool for reflection after the completion of the school exhibition.
Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development; contributions of the HOC, school evaluation documents
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, p.20–24
Standard A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
7 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Pas Recommendation notes Evidence
Th
e
s
c
h
o
o
l
s
u
p
p
o
r
t
s
a
c
c
e
s
s
f
o
r
st
u
d
e
n
t
s
t
o
t
he
I
B
p
r
o
g
r
a
m
m
e
s
an
d
p
h
i
l
o
s
o
p
h
y
:
Th
e
s
c
h
o
o
l
im
p
l
e
m
e
n
t
s
t
h
e
P
Y
P
a
s
a
n
in
c
l
u
s
i
v
e
p
r
o
g
r
a
m
m
e
f
o
r
a
l
l
st
u
d
e
n
t
s
.
A.
9
.
A
.
There is a great need for the
school to develop student support that is aligned with the philosophy of the Primary Years Programme.
For some individuals, a majority of the
school day is spent with the purpose of “pulling out” or “streaming” homogeneous learners outside of the context of the IB programme.
The IB programme is implemented in an
inclusive manner, so that most students in all the grade/year levels in the school, or in the primary section of a school, are engaged in the IB programme. There are some instances of departmentalization, although practice is still related to the IB programme.
The IB programme is implemented in an
inclusive manner, so that all students in all the grade/year levels in the school, or in the primary section of a school, are engaged with the IB programme to the fullest extent possible.
2009: The administration continues to
ensure that each teacher becomes a PYP practitioner and adhere to the stance of the PYP regarding departmentalization.
See also C3.1.B
special educational needs policy;
inclusion of special needs; differentiated instruction (remediation and extension groups)
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.1–5
Standard B1: Leadership and Structure
The school’s leadership and administrative structures ensure the implementation of the IB programmes.
8 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
h
a
s
d
e
v
e
l
o
p
e
d
s
y
s
t
e
m
s
t
o
k
e
e
p
th
e
go
v
e
r
n
i
n
g
b
o
d
y
i
n
f
o
r
m
e
d
a
b
o
u
t
t
h
e
o
n
g
o
i
n
g
im
p
l
e
m
e
n
t
a
t
i
o
n
a
n
d
d
e
v
e
l
o
p
m
e
n
t
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
.
B1
.
1
Minimal or missing information is
communicated to the School
Board regarding programme
development.
The School Board is generally informed of major items affecting the progress of all programmes.
The School Board is made aware of all significant issues and progress of the programme, as needed or as requested to principals.
The School Board is made fully aware of progress for the Standards and Practices affecting the programmes progress and is communicated through a Balanced Score Card and other methods including agendas, memos, reports, and discussions.
Chart 5: Update of action plan
Westlake Academy Balanced Score Card each quarter
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, pp.2, 8, 11
Th
e
s
c
h
o
o
l
h
a
s
d
e
v
e
l
o
p
e
d
a
g
o
v
e
r
n
a
n
c
e
a
n
d
l
e
a
d
e
r
s
h
i
p
s
t
r
u
c
t
u
r
e
t
h
a
t
su
p
p
o
r
t
s
t
h
e
i
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
r
e
s
p
o
n
s
i
b
i
l
i
t
y
o
f
pe
d
a
g
o
g
i
c
a
l
l
e
a
d
e
r
s
h
i
p
w
i
t
h
i
n
t
h
e
s
c
h
o
o
l
i
s
a
s
h
a
r
e
d
r
e
s
p
o
n
s
i
b
i
l
i
t
y
,
in
c
l
u
d
i
n
g
a
t
l
e
a
s
t
t
h
e
P
Y
P
c
o
o
r
d
i
n
a
t
o
r
a
n
d
t
h
e
p
r
i
m
a
r
y
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
.
B1
.
2
.
A
The staff and administration have a basic understanding of IB philosophy. This structure does not support the implementation of the programme.
The faculty is never empowered by the school to make decisions for the proper implementation of the programme.
Most staff and administration have a good understanding of IB philosophy and this is demonstrated somewhat in budgeting, planning and decision-making.
Rarely is the faculty empowered by the school in making decisions for the proper implementation of the programme.
The governing body, administrative and pedagogical leadership and staff have a strong understanding of IB philosophy. This is demonstrated regularly in budgeting, planning and decision-making.
Sometimes members of the faculty are empowered by the school in making decisions for the proper implementation of the programme.
The governing body, administrative and pedagogical leadership and staff demonstrate an in-depth understanding of IB philosophy. This is displayed consistently in in budgeting, planning and decision making for the effective implementation of the three programs.
Members of the faculty are always empowered by the school in making decisions for the proper implementation of the programme.
school organization chart; job description of the PYP coordinator; job description of the primary school principal; Chart 5: Update of action plan; working toward a system to model shared leadership.
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, pp.8–18
Standard B1: Leadership and Structure
The school’s leadership and administrative structures ensure the implementation of the IB programmes.
9 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
h
a
s
d
e
v
e
l
o
p
e
d
a
g
o
v
e
r
n
a
n
c
e
an
d
l
e
a
d
e
r
s
h
i
p
s
t
r
u
c
t
u
r
e
t
h
a
t
s
u
p
p
o
r
t
s
t
h
e
im
p
l
e
m
e
n
t
a
t
i
o
n
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
go
v
e
r
n
i
n
g
b
o
d
y
p
l
a
c
e
s
r
e
s
p
o
n
s
i
b
i
l
i
t
y
f
o
r
th
e
i
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
t
h
e
P
Y
P
o
n
t
h
e
pe
d
a
g
o
g
i
c
a
l
l
e
a
d
e
r
s
h
i
p
t
e
a
m
.
B1
.
2
.
B
The pedagogical leadership team rarely meets and does not work collaboratively.
The pedagogical leadership team sees the need in scheduling regular meetings and is beginning to explore collaborative possibilities.
The pedagogical leadership team meets as needed and makes and effort to work collaboratively with the entire faculty.
The pedagogical leadership team meets regularly and works collaboratively with the entire faculty.
school organization chart; job description of the PYP coordinator; job description of the primary school principal; meeting schedule for IB coordinator and principals
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, pp.8–18
Th
e
h
e
a
d
o
f
s
c
h
o
o
l
/
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
a
n
d
pr
o
g
r
a
m
m
e
c
o
o
r
d
i
n
a
t
o
r
d
e
m
o
n
s
t
r
a
t
e
pe
d
a
g
o
g
i
c
a
l
l
e
a
d
e
r
s
h
i
p
a
l
i
g
n
e
d
w
i
t
h
t
h
e
ph
i
l
o
s
o
p
h
y
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
.
B1
.
3
The roles and responsibilities of the head of school/school principal and coordinators do not ensure that pedagogical leadership supports the development of the programmes.
The head of school/school principal and coordinators are in the process of developing plans to ensure the consistent implementation and development of the programme
The head of school/school principal and coordinators lead or are involved in planned activities to support teachers within the IB philosophy.
The head of school/school principal and coordinators lead by example in planned activities to support teachers within the IB philosophy.
school organization chart; job description of the PYP coordinator; job description of the primary school principal; meeting schedule for IB coordinator and principals
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, pp.5–18
Th
e
s
c
h
o
o
l
h
a
s
a
p
p
o
i
n
t
e
d
a
pr
o
g
r
a
m
m
e
c
o
o
r
d
i
n
a
t
o
r
w
i
t
h
a
j
o
b
de
s
c
r
i
p
t
i
o
n
,
r
e
l
e
a
s
e
t
i
m
e
,
s
u
p
p
o
r
t
an
d
re
s
o
u
r
c
e
s
t
o
c
a
r
r
y
o
u
t
t
h
e
re
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
t
h
e
p
o
s
i
t
i
o
n
.
B1
.
4
The school has appointed a programme coordinator that does not have a job description, has full teaching responsibilities with little support and few resources to carry out the responsibilities of the position.
The school has appointed a programme coordinator that has an informal job description, spends majority of time teaching with some support and resources to carry out the responsibilities of the position.
The school has appointed a programme coordinator that has an unofficial job description, spends a small percentage of time teaching, and has sufficient support and resources to carry out the responsibilities of the position.
The school has appointed a programme coordinator that has a published job description, with minimal teaching responsibilities, and ample support and resources to carry out the responsibilities of the position.
school organization chart; job description of the PYP coordinator
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, pp.5–18
Standard B1: Leadership and Structure
The school’s leadership and administrative structures ensure the implementation of the IB programmes.
10 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendation notes Evidence
Th
e
s
c
h
o
o
l
d
e
v
e
l
o
p
s
a
n
d
i
m
p
l
e
m
e
n
t
s
p
o
l
i
c
i
e
s
an
d
p
r
o
c
e
d
u
re
s
t
h
a
t
s
u
p
p
o
r
t
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
s
c
h
o
o
l
h
a
s
d
e
v
e
l
o
p
e
d
a
n
d
i
m
p
l
e
m
e
n
t
s
a
la
n
g
u
a
g
e
p
o
l
i
c
y
t
h
a
t
i
s
c
o
n
s
i
s
t
e
n
t
w
i
t
h
t
h
e
I
B
ex
p
e
c
t
a
t
i
o
n
s
.
B1
.
5
.
A
There is no language policy at the school. The pedagogical leadership team developed the language policy without input from the whole staff. Teachers are unaware of how to implement the policy in daily practice. The policy is seldom revised.
The language policy was developed collaboratively with involvement of all teachers. Teachers are aware of the policy and attempt to implement it when practices allow. The policy is revised when a need arises.
The language policy was developed collaboratively with involvement of all teachers. It is utilized by all teachers in daily practice and revised each school year.
language policy; meeting schedules to review and update the language policy
Support in IB documentation:
Guidelines for developing a school language policy
Learning in a language other than mother-tongue in IB programmes
Th
e
s
c
h
o
o
l
d
e
v
e
l
o
p
s
a
n
d
im
p
l
e
m
e
n
t
s
p
o
l
i
c
i
e
s
a
n
d
p
r
o
c
e
d
u
re
s
t
h
a
t
su
p
p
o
r
t
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
s
c
h
o
o
l
h
a
s
d
e
v
e
l
o
p
e
d
a
n
d
im
p
l
e
m
e
n
t
s
a
n
a
s
s
e
s
s
m
e
n
t
p
o
l
i
c
y
t
h
a
t
i
s
c
o
n
s
i
s
t
e
n
t
w
i
t
h
I
B
ex
p
e
c
t
a
t
i
o
n
s
.
B1
.
5
.
B
There is no assessment policy at the school.
The pedagogical leadership team developed the assessment policy without input from the whole staff. Teachers are unaware of how to implement the policy in daily practice. The policy is seldom revised.
The assessment policy was developed collaboratively with involvement of all teachers. Teachers are aware of the policy and attempt to implement it when practices allow. The policy is revised when a need arises.
The assessment policy was developed collaboratively with involvement of all teachers. It is utilized by all teachers in daily practice and revised each school year.
assessment policy; meeting schedules to review and update the assessment policy
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.54
Standard B1: Leadership and Structure
The school’s leadership and administrative structures ensure the implementation of the IB programmes.
11 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
h
a
s
s
y
s
t
e
m
s
i
n
p
l
a
c
e
f
o
r
t
h
e
co
n
t
i
n
u
i
t
y
a
n
d
o
n
g
o
i
n
g
d
e
v
e
l
o
p
m
e
n
t
o
f
th
e
p
r
o
g
r
a
m
m
e
s
.
B1
.
6
The school does not have a school wide development plan.
The school implements the three programmes as stand alone programmes.
Subject areas work together only within programmes.
The school has a school wide development plan.
The school leadership is aware of issues confronted by the staff and administration when implementing the three programmes
Subject areas work together within programmes to align curricula.
The school regularly reviews the school wide development plan.
The school leadership attempts to overcome issues confronted by the staff and administration when implementing the three programmes.
Subject areas work together across
programmes to improve curricula.
The school regularly reviews and updates the school wide development plan with input from across the three programmes, using the Balanced Score Card
The school effectively overcomes issues confronted by the staff and administration when implementing the three
programmes.
Subject areas work together across programmes to align, improve and create curricula.
2009-All staff participates in study groups to increase their familiarity with recently issued IB documents, e.g. The Learner Profile, the Basis fir Practice, and Developing a Transdisciplinary Programme of Inquiry.
Update of action plan; Balanced Score Card reviewed Quarterly
Support in IB documentation:
Developing a transdisciplinary programme of inquiry, pp.6–8
Th
e
s
c
h
o
o
l
c
a
r
r
i
e
s
o
u
t
pr
o
g
r
a
m
m
e
e
v
a
l
u
a
t
i
o
n
in
v
o
l
v
i
n
g
a
l
l
s
t
a
k
e
h
o
l
d
e
r
s
.
B1
.
7
The evaluation system is unclear to the Board of trustees, teachers and parents.
There has been no collaboration of any stakeholders in the evaluation process of all of the IB Programmes.
The evaluation system is done on an ad
hoc basis.
There have been limited attempts to work together among the School Board, the teachers and the parents in the evaluation process of the IB Programmes.
There is an evaluation system using the Balanced Score Card that seeks frequent
collaboration and feedback from stakeholders in the evaluation process.
There is regular collaboration among all stakeholders. Constant feedback is given
and adjustments are made to ensure success of all programs. The specific programme evaluation system, using the Balanced Score Card, is clear to all stakeholders involved and it is aligned with the strategic goals.
description of self study process implemented in the school; Chart 5:
Update of action plan; Balanced Score Card reviewed Quarterly
Standard B2: Resources and Support
The school’s resources and support structures ensure the implementation of the IB programmes.
12 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
g
o
v
e
r
n
i
n
g
b
o
d
y
a
l
l
o
c
a
t
e
s
f
u
n
d
i
n
g
f
o
r
th
e
i
m
p
l
e
m
e
n
t
a
t
i
o
n
a
n
d
o
n
g
o
i
n
g
de
v
e
l
o
p
m
e
n
t
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
.
B2
.
1
The Board and Westlake Academy Administration have no knowledge of the funding required to support the implementation and ongoing development of the programmes. The annual budget implemented by the Board and Westlake Academy Administration is not adequate to cover all necessary costs and expenses of the programmes.
The Board and Westlake Academy Administration are somewhat aware of the funding required to support the implementation and ongoing development of the programmes, including but not limited to, fees, resources and professional development costs. The Board and Westlake Academy Administration implement a yearly budget, which minimally meets the necessary costs and expenses of the programmes.
The Board and Westlake Academy Administration are fully aware of the funding required to support the implementation and ongoing development of the programmes, including but not limited to, fees, resources and professional development costs. The Board and Westlake Academy Administration implement a yearly budget adequate to cover the necessary costs and expenses of the programmes.
The Board and Westlake Academy Administration are fully aware of the funding required to support the implementation and ongoing development of the programmes, including but not limited to, fee, resources and professional development costs. Based on this knowledge, the Board and Westlake Academy Administration implement a yearly budget that fully supports cover all necessary costs and expenses to develop the programmes.
Chart 4: Update of implementation budget
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, pp.3, 5–7
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
q
u
a
l
i
f
i
e
d
s
t
a
f
f
t
o
i
m
p
l
e
m
e
n
t
t
h
e
p
r
o
g
r
a
m
m
e
s
.
B2
.
2
The school provides staff that may or may not have related experience.
The school provides certified staff that has related experience. Those without experience are assigned a mentor, and all
teachers are provided occasional professional development.
The school provides qualified staff and all teachers have support for ongoing growth through peers, IB training and
professional development, and/or curriculum coordinator.
The school provides qualified staff, ongoing IB training for all teachers, continued professional development, and a
strong mentor program for new teachers.
A variety of resources are available to help all teachers implement the programmes. These resources include:
A curriculum coordinator who is well versed in the programme, and peer coaching support for all teachers, regardless of prior experience.
Chart 2: Update of teaching staff, qualifications and IB-recognized professional development
Support in IB documentation:
Making the PYP Happen: Pedagogical
leadership in a PYP school, p.13
Standard B2: Resources and Support
The school’s resources and support structures ensure the implementation of the IB programmes.
13 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
e
n
s
u
r
e
s
t
h
a
t
t
e
a
c
h
e
r
s
a
n
d
ad
m
i
n
i
s
t
r
a
t
o
r
s
r
e
c
e
i
v
e
I
B
-re
c
o
gn
i
z
e
d
pr
o
f
e
s
s
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
:
T
h
e
s
c
h
o
o
l
co
m
p
l
i
e
s
w
i
t
h
t
h
e
I
B
p
r
o
f
e
s
s
i
o
n
a
l
de
v
e
l
o
p
m
e
n
t
r
e
q
u
i
r
e
m
e
n
t
f
o
r
t
h
e
P
Y
P
at
a
u
t
h
o
r
i
z
a
t
i
o
n
a
n
d
a
t
e
v
a
l
u
a
t
i
o
n
.
B2
.
3
.
A
The school does not ensure that all
teachers and administration (less than 25%) have received IB-recognized professional development during the period under review.
The school ensures that few (at least
50%) of teachers and administration have received IB-recognized professional development during the period under review.
The school ensures that most (at least
75%) of teachers and administration have received IB-recognized professional development during the period under review.
The school ensures that all (100%) of
teachers and administration have received IB-recognized professional development during the period under review.
Chart 2: Update of PYP teaching staff,
qualifications and IB-recognized professional development
Support in IB documentation:
Guide to school authorization: Primary Years Programme
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
d
e
d
i
c
a
t
e
d
t
i
m
e
f
o
r
t
e
a
c
h
e
r
s
’
c
o
l
l
a
b
o
r
a
t
i
v
e
pl
a
n
n
i
n
g
an
d
r
e
f
l
e
c
t
i
o
n
.
B2
.
4
Little to no dedicated time is provided
for collaborative planning. Teachers are expected to make their own arrangements for collaboration and reflection.
Dedicated time is scheduled for
occasional collaborative planning. The scheduled time often does not include specialists.
Dedicated time is scheduled for
collaborative planning and reflection. Specialists may be involved during this time as well. Some resources are available to assist with planning.
Dedicated time is regularly scheduled for
collaborative planning and reflection. All teachers are involved and resources are available to assist with planning.
Chart 1: Update of organization of
teaching time, class schedules
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.28
Developing a transdisciplinary programme of inquiry, pp.6–11
Standard B2: Resources and Support
The school’s resources and support structures ensure the implementation of the IB programmes.
14 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence Score 1
Readiness
Th
e
p
h
y
s
i
c
a
l
a
n
d
v
i
r
t
u
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
,
fa
c
i
l
i
t
i
e
s
,
r
e
s
o
u
r
c
e
s
a
n
d
s
p
e
c
i
a
l
i
z
e
d
e
q
u
i
p
m
e
n
t
su
p
p
o
r
t
t
h
e
i
m
p
l
e
m
e
n
t
a
t
i
o
n
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
.
B2
.
5
Outdated and non-functioning equipment do not meet requirements to support curriculum.
Some adequate physical and virtual materials are available but do not fully sustain the implementation of the curriculum.
Most faculty and support staff has access to carefully selected physical and virtual materials to facilitate the curriculum.
All staff and faculty have access to state of the art materials to support, implement, and complement the curriculum.
2009- The faculty considers creating essential agreements regarding technology, in order to enhance its role in the PYP. See Also C3.11
Chart 3: Update of school facilities that support the implementation of the PYP; expansion of facilities (plans)
Th
e
l
i
b
r
a
r
y
,
m
u
l
t
i
m
e
d
i
a
,
r
e
s
o
u
r
c
e
s
p
l
a
y
a
c
e
n
t
r
a
l
ro
l
e
i
n
t
h
e
im
p
l
e
m
e
n
t
a
t
i
o
n
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
.
B2
.
6
The library, multimedia, resources do
not play any role in the implementation
of the programmes and use is
ineffective.
The resources available do not serve
the needs of all programmes.
The library, multimedia, resources
somewhat play a role in the
implementation of the programmes, but is
not consistent or effective.
The resources available are limited for
some programmes.
The library, multimedia, resources play a
clear role in the implementation of the
programme and is effective in attending
collaborative planning as opportunities
arise.
The resources available serve the needs of most of the programmes.
The library, multimedia, resources play a defined and active role in the implementation of all programmes and is extremely effective with collaborative planning.
Acquisition of resources is done systematically, taking in the needs of the programmes.
2009- The school continues to make funding for the library a priority, recognizing its importance within the PYP.
Chart 3: Update of school facilities that support the implementation of the PYP
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.43
Standard B2: Resources and Support
The school’s resources and support structures ensure the implementation of the IB programmes.
15 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
e
n
s
u
r
e
s
a
c
c
e
s
s
t
o
i
n
f
o
r
m
a
t
i
o
n
o
n
gl
o
b
a
l
i
s
s
u
e
s
a
n
d
d
i
v
e
r
s
e
p
e
r
s
p
e
c
t
i
v
e
s
.
B2
.
7
Westlake Academy does not offer access to resources for information about global issues. Diverse perspectives are not evident in classrooms and diverse perspectives are never interwoven into inquiries.
Only teachers demonstrate use and access to global information and diverse perspectives, which are infrequently interwoven into inquiries.
Most teachers and few students demonstrate use of a variety of resources on global issues and diverse perspectives, which are sometimes interwoven into inquiries.
All teachers and students demonstrate the extensive use of a variety of resources on global issues and diverse perspectives, which are always interwoven into inquiries.
There is an established and ongoing process of revision of school resources focused on access to information on global issues and diverse perspectives.
Chart 3: Update of school facilities that support the implementation of the PYP
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.11–-27 (and throughout)
IB learner profile booklet
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
s
u
p
p
o
r
t
f
o
r
it
s
s
t
u
d
e
n
t
s
w
i
t
h
l
e
a
r
n
i
n
g
a
n
d
/
o
r
sp
e
c
i
a
l
e
d
u
c
a
t
i
o
n
a
l
n
e
e
d
s
a
n
d
s
u
p
p
o
r
t
f
o
r
t
h
e
i
r
t
e
a
c
h
e
r
s
.
B2
.
8
The school rarely provides support for its students with learning and /or special students educational needs and support for their teachers is seldom provided.
The school provides some support for its students with learning and /or special students educational needs and provides limited support for their teachers.
The school provides support for its students with learning and /or special students educational needs and provides ongoing support for their teachers.
The school provides highly effective support for its students with learning and /or special students educational needs and provides a high level support for their teachers.
Special Needs Policy
Support in IB documentation:
Making the PYP happen: Pedagogical leadership in a PYP school, p.11
Standard B2: Resources and Support
The school’s resources and support structures ensure the implementation of the IB programmes.
16 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
h
a
s
s
y
s
t
e
m
s
i
n
p
l
a
c
e
t
o
g
u
i
d
e
a
n
d
co
u
n
s
e
l
s
t
u
d
e
n
t
s
t
h
r
o
u
g
h
t
h
e
p
r
o
g
r
a
m
m
e
s
.
B2
.
9
There are few systems in place to guide and counsel students through the programmes.
Programme coordinators and faculty independently guide and counsel students through the programmes.
Programme coordinators and faculty guide and counsel students through the programmes, sometimes seeking the support of one another.
Staff members, parents, and students are provided opportunities to contribute, to reflect and to give feedback about how the systems can be improved.
Programme coordinators and faculty work in coordination to guide and counsel students through the programmes.
Staff members, parents, and students are routinely given opportunities to provide ongoing feedback to the improvement of systems involved. Feedback is consistently used to improve the system.
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.112
Th
e
s
t
u
d
e
n
t
s
c
h
e
d
u
l
e
o
r
t
i
m
e
t
a
b
l
e
a
l
l
o
w
s
f
o
r
t
h
e
r
e
q
u
i
r
e
m
e
n
t
s
of
t
he
p
r
o
g
r
a
m
m
e
s
t
o
b
e
m
e
t
:
Th
e
s
c
h
e
d
u
l
e
o
r
t
i
m
e
t
a
b
l
e
al
l
o
w
s
f
o
r
i
n
-de
p
t
h
i
n
q
u
i
r
y
i
n
t
o
t
h
e
t
r
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
a
n
d
di
s
c
i
p
l
i
n
a
r
y
d
i
m
e
n
s
i
o
n
s
o
f
t
h
e
c
u
r
r
i
c
u
l
u
m
.
B2
.
1
0
.
A
The student’s timetable does not meet the requirements and programme implementation is insufficient.
The student’s timetable and schedule meets the minimum requirements and implementation of the programmes is challenged.
The student’s timetable and schedule exceeds the requirements and the programmes are well implemented.
The student’s schedule exceeds the requirements and is reviewed regularly for improvements. The programme implementation is continuously improved. This allows for student inquiry following the transdisciplinary and disciplinary dimension of the programme.
sample class schedules
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.14
Standard B2: Resources and Support
The school’s resources and support structures ensure the implementation of the IB programmes.
17 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
u
t
i
l
i
z
e
s
t
h
e
r
e
s
o
u
r
c
e
s
a
n
d
ex
p
e
r
t
i
s
e
o
f
t
h
e
c
o
m
m
u
n
i
t
y
t
o
en
h
a
n
c
e
l
e
a
r
n
i
n
g
w
i
t
h
i
n
t
h
e
pr
o
g
r
a
m
m
e
s
.
B2
.
11
Existing community resources and expertise have not been identified.
Existing community resources and expertise have been identified and some are utilized.
Existing community resources and expertise have been identified and are utilized to enhance the programmes.
Existing community resources and expertise have been identified and are utilized to enhance the programmes.
The school regularly seeks new community resources and expertise.
2009- Teachers use the examples on the OCC/IBVC of exhibition “globally” as a tool for reflection perhaps after the completion of the school exhibition.
unit planners; description of how the exhibition is organized and managed; description of the previous year’s exhibition
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.42–43
Developing a transdisciplinary programme of inquiry, p.6
Th
e
s
c
h
o
o
l
a
l
l
o
c
a
t
e
s
re
s
o
u
r
c
e
s
t
o
i
m
p
l
e
m
e
n
t
th
e
P
Y
P
e
x
h
i
b
i
t
i
o
n
,
t
h
e
MY
P
p
e
r
s
o
n
a
l
p
r
o
j
e
c
t
,
an
d
t
h
e
D
P
e
x
t
e
n
d
e
d
es
s
a
y
f
o
r
a
l
l
s
t
u
d
e
n
t
s
.
B2
.
1
2
There are no resources allocated to
effectively implement PYP exhibition, MYP personal project and DP extended essay.
There are some resources allocated to
effectively implement PYP exhibition, MYP personal project and DP extended essay.
Sufficient resources are allocated to
effectively implement PYP exhibition, MYP personal project and DP extended essay.
Ample resources are allocated to
effectively implement PYP exhibition, MYP personal project and DP extended essay.
2009- The school considers sending
teachers to official exhibition staff development, both as contributors and participants.
description of how the exhibition is
organized and managed; description of the previous year’s exhibition, samples of exhibition portfolios
Standard C1: Collaborative Planning
Collaborative planning and reflection supports the implementation of the IB programmes.
18 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating
Effectiveness
Past Recommendations Evidence
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
ad
d
r
e
s
s
e
s
t
h
e
r
e
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
:
Th
e
p
r
o
g
r
a
m
m
e
o
f
in
q
u
i
r
y
a
n
d
a
l
l
c
o
r
r
e
s
p
o
n
d
i
n
g
u
n
i
t
pl
a
n
n
e
r
s
a
r
e
t
h
e
p
r
o
d
u
c
t
o
f
s
u
s
t
a
i
n
e
d
co
l
l
a
b
o
r
a
t
i
v
e
w
o
r
k
i
n
v
o
l
v
i
n
g
a
l
l
ap
p
r
o
p
r
i
a
t
e
s
t
a
f
f
.
C1
.
1
.
A
Collaborative planning and refection is inconsistent, and addresses few of the programme requirements.
The PYP Unit Planners are not
collaboratively planned and reflected upon by all staff
Collaborative planning and reflection is regularly conducted, but does not address the programme requirements.
The PYP Unit Planners are planned and reflected upon by the PYP Coordinator and the respective grade teams only
Collaborative planning and reflection is regularly conducted and addresses the programme requirements.
The PYP Unit Planners are collaboratively planned and reflected upon by all grade teams and specialists.
Collaborative planning is regularly conducted and is highly effective in addressing the programme requirements.
The PYP Unit Planners are collaboratively planned and reflected upon by all staff at speed planning meetings on a monthly basis and reviewed by the PYP Coordinator at follow up Grade team meetings.
2009- The faculty further develops understanding of the use of the planner.
PYP programme of inquiry; unit planners; speed planning tools; unit planners from outside of the programme of inquiry
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.41
Developing a transdisciplinary programme of inquiry, pp.6–11
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
re
f
l
e
c
t
i
o
n
a
d
d
r
e
s
s
e
s
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
th
e
pr
o
g
r
a
m
m
e
s
:
Pl
a
n
n
i
n
g
a
t
t
h
e
sc
h
o
o
l
m
a
k
e
s
u
s
e
o
f
t
h
e
P
Y
P
pl
a
n
n
e
r
a
n
d
p
l
a
n
n
i
n
g
p
r
o
c
e
s
s
ac
r
o
s
s
t
h
e
c
u
r
r
i
c
u
l
u
m
b
y
a
l
l
te
a
c
h
e
r
s
.
C1
.
1
.
B
There is no consistent approach to use the PYP planner across the curriculum by all teachers.
The PYP planner is used in the planning process at grade team meetings with the PYP coordinator and at monthly speed planning meetings. However, all teachers do not integrate the written curriculum across the curriculum.
The PYP planner is used in the planning process at grade team meetings with the PYP coordinator and at monthly speed planning meetings and the written curriculum has been integrated across the curriculum by all teachers.
The PYP planner is effectively used in the planning process at grade team meetings with the PYP coordinator and at monthly speed planning meetings and the written and taught curriculum has been integrated and reviewed through a process of cyclic improvement across the curriculum by all teachers.
2009- The faculty further develops
understanding of the use of the planner.
unit planners
updated unit planners; unit
planners from outside of the programme of inquiry
‘At A Glance’ documents
Cyclic Review Process
Whole School Goals
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
ad
d
r
e
s
s
e
s
t
h
e
r
e
q
u
i
r
e
m
e
n
t
s
o
f
th
e
pr
o
g
r
a
m
m
e
s
:
Pl
a
n
n
i
n
g
a
t
t
h
e
s
c
h
o
o
l
ad
d
r
e
s
s
e
d
a
l
l
t
h
e
e
s
s
e
n
t
i
a
l
e
l
e
m
e
n
t
s
t
o
st
r
e
n
g
t
h
e
n
t
h
e
t
r
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
n
a
t
u
r
e
of
t
h
e
p
r
o
g
r
a
m
m
e
.
C1
.
1
.
C
Collaborative planning and reflection does not ensure that all essential elements strengthen the transdisciplinary programme.
Collaborative planning and reflection addresses the essential elements during speed planning and grade team meetings through a discussion and no planning tool has been established to document the elements used to strengthen the transdisciplinary programme.
Collaborative planning and reflection addresses the essential elements during speed planning and grade team meetings using a planning tool that articulates the elements used to strengthen the transdisciplinary programme
Collaborative planning and reflection consistently addresses the essential elements during speed planning and grade team meetings. The planning tool articulates the elements used to strengthen the transdisciplinary programme and effectively documents these to update the PYP Planners.
2009- the school continues to further develop the transdisciplinary nature of the programme.
updated unit planners; unit planners from outside of the programme of inquiry; speed planning tools
Essential Elements Planning Tool
Standard C1: Collaborative Planning
Collaborative planning and reflection supports the implementation of the IB programmes.
19 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating
Effectiveness
Past Recommendations Evidence
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
t
a
k
e
s
pl
a
c
e
r
e
g
u
l
a
r
l
y
a
n
d
sy
s
t
e
m
a
t
i
c
a
l
l
y
.
C1
.
2
There is no collaborative planning built into the schedule. Teachers never use each other as a resource for planning and no clear expectation of what collaborative planning looks and how it reflects the IB Learner Profile and PYP Attitudes.
Collaborative planning time is built into the schedule, but teachers rarely use the time to work together. Reflection of professional practice is rarely done between teachers.
The expectation regarding how to organize collaborative planning and reflection is somewhat communicated, yet not fully understood in alignment with the IB Learner Profile and PYP Attitudes
.
Teachers use their collaborative planning time to work in groups and plan. Reflection of professional practice between teachers is conducted regularly. The expectation and organization of collaborative planning and reflection is communicated and utilized most of the time.
Collaborative planning is aligned with the IB Learner Profile and PYP Attitudes and is becoming apparent in professional conversation in regard to interpersonal relationships.
The time designated for collaborative planning is utilized efficiently and effectively between all staff. Reflection of professional practice between teachers is common practice with a full alignment to the IB Learner Profile and PYP Attitudes.
The expectation and organization of collaborative planning is clearly defined as how the staff act, communicate and treat their peers.
class schedule
framed agreements of collaborative planning, based on the learner profile, written by stafff
Explicit links to the IB Learner Profile and PYP Attitudes.
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
a
d
d
r
e
s
s
e
s
v
e
r
t
i
ca
l
a
n
d
ho
r
i
z
o
n
t
a
l
a
r
t
i
c
u
l
a
t
i
o
n
:
Th
e
r
e
i
s
a
s
y
s
t
e
m
a
t
i
c
a
p
p
r
o
a
c
h
t
o
in
t
e
g
r
a
t
i
o
n
o
f
t
h
e
s
u
b
j
e
c
t
-sp
e
c
i
f
i
c
s
c
o
p
e
a
n
d
s
e
q
u
e
n
c
e
s
a
n
d
t
h
e
pr
o
g
r
a
m
m
e
o
f
i
n
q
u
i
r
y
.
C1
.
3
.
A
There is no time dedicated to vertical and horizontal collaborative planning.
The integration of subject-specific scope and sequences to the POI has not been done
Planning documents have been drafted to reflect integration of the subject-specific scope and sequence of classroom and specialist learning outcomes has not been done.
Time dedicated to horizontal collaborative planning is programmed and teachers use the time effectively, however vertical planning is haphazard and not used from year to year.
Planning documents have been used but not fully implemented to reflect the integration of the subject-specific scope and sequence of classroom and specialist learning outcomes.
Time dedicated to horizontal and vertical collaborative planning is programmed and teachers use the time effectively to improve the program.
Planning documents has been fully implemented to reflect the integration of the subject-specific scope and
sequence of classroom and specialist learning outcomes
2009- The teachers continue to seek ways to ensure that the programme of inquiry allows for balanced inclusion of the subject areas.
current PYP programme of inquiry; subject-specific scope and sequences
At A Glance’ documents from classroom and Specialist teachers.
Speed Planning Tool for Specialist Teachers
Standard C1: Collaborative Planning
Collaborative planning and reflection supports the implementation of the IB programmes.
20 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating
Effectiveness
Past Recommendations Evidence
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
ad
d
r
e
s
s
e
s
v
e
r
t
i
ca
l
a
n
d
h
o
r
i
z
o
n
t
a
l
ar
t
i
c
u
l
a
t
i
o
n
:
Th
e
s
c
h
o
o
l
e
n
s
u
r
e
s
b
a
l
a
n
c
e
an
d
a
r
t
i
c
u
l
a
t
i
o
n
b
e
t
w
e
e
n
t
h
e
tr
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
p
r
o
g
r
a
m
m
e
o
f
i
n
q
u
i
r
y
a
n
d
an
y
a
d
d
i
t
i
o
n
a
l
s
i
n
g
l
e
-su
b
j
e
c
t
t
e
a
c
h
i
n
g
.
C1
.
3
.
B
There is no time dedicated to vertical and horizontal collaborative planning.
There is no established document that identifies the PYP Essential Elements to ensure a balanced and articulated Transdisciplinary POI and all single subject teaching.
Time dedicated to horizontal collaborative planning is programmed but teachers do not use the time effectively. Vertical planning has not been established.
There is an attempt to identify and document the Essential Elements to ensure a balanced and articulated Transdisciplinary POI and all single-subject teaching.
Time dedicated to horizontal collaborative planning is programmed and teachers use the time effectively, however vertical planning is haphazard and not used from year to year.
A draft PYP spreadsheet checklist incorporating the PYP Essential Elements has been established, however not published, to ensure a balanced and articulated Transdisciplinary POI and all single subject teaching.
Time dedicated to horizontal and vertical collaborative planning is programmed and teachers use the time effectively to improve the program.
A shared and collaborative document is used at collaborative Speed Planning sessions once per month to
ensure a balanced and articulated Transdisciplinary POI and all single subject teaching.
PYP programme of inquiry; unit planners
Current programme of inquiry; updated unit planners
Essential Elements of the PYP
Checklist to ensure a balanced
and articulated Transdisciplinary POI.
Support in IB documentation:
Developing a transdisciplinary programme of inquiry, pp.8–9
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
e
n
s
u
r
e
s
t
h
a
t
a
l
l
te
a
c
h
e
r
s
h
a
v
e
a
n
o
v
e
r
v
i
e
w
o
f
st
u
d
e
n
t
s
’
l
e
a
r
n
i
n
g
ex
p
e
r
i
e
n
c
e
:
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
e
a
s
y
a
c
c
e
s
s
t
o
c
o
m
p
l
e
t
e
d
PY
P
p
l
a
n
n
e
r
s
.
C1
.
4
.
A
Collaborative planning and reflection
does not take place. Teachers are unaware of student learning experiences throughout the school. Communications of results are minimal, inconsistent or non-existent.
There is no shared access to the PYP Planners and no system that is
used for the PYP Coordinator and teams to use the working document and a ‘holding area’ for future discussion.
Collaborative planning and reflection
is inconsistent. When accomplished it is typically through departments. Overall knowledge of the students learning experience is limited to other programs or school.
A shared access has been established for PYP Planners, however there is no system that is
used for the PYP Coordinator and grade teams to use the working document and store for future discussion.
Collaborative planning and reflection
takes place in a consistent manner within programs. Student learning experiences are shared on a consistent basis to allow all teachers within the program the opportunity to understand what students are learning.
A shared access point has been
established for the PYP Planners and is used to review and date complete planners by the PYP Coordinator and grade teams to use for future discussion.
Collaborative planning and reflection
is shared across departments, programs and the school. Teachers from the PYP, MYP and DP meet regularly to discuss students learning and work to enhance the overall environment to meet the needs of every student.
A shared and integrated access point
(3rd Learning Curriculum Management System) is used effectively to link essential elements.
Groups Folder
Curriculum Management System-3rd Learning
Current programme of inquiry;
updated unit planners
Standard C1: Collaborative Planning
Collaborative planning and reflection supports the implementation of the IB programmes.
21 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating
Effectiveness
Past Recommendations Evidence
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
e
n
s
u
r
e
s
t
h
a
t
a
l
l
t
e
a
c
h
e
r
s
h
a
v
e
a
n
ov
e
r
v
i
e
w
o
f
st
u
d
e
n
t
s
’
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
:
Th
e
s
c
h
o
o
l
e
n
s
u
r
e
s
t
h
a
t
P
Y
P
pl
a
n
n
e
r
s
a
r
e
c
o
h
e
r
e
n
t
r
e
c
o
r
d
s
o
f
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
.
C1
.
4
.
B
Teachers are unaware of student learning experiences across the three IB Programmes. Collaboration and communication of the learning experiences and best practice are minimal, inconsistent or non-existent.
The PYP Planners do not articulate the Central Idea to direct the lines of inquiry and make explicit the summative assessment stage of the planner. There is coherency of the Essential Elements to drive best practice and summative reporting and conferencing.
Collaborative planning and reflection is inconsistent and is only effective in departments (secondary) and across grade levels (PYP). Overall knowledge of the students learning experience and best practice does not take place via the IB coordinators to communicate and organize sharing sessions for all IB teachers.
The PYP Planners articulate the Central Idea and Inquiry Into, however there is not a coherent link to the summative assessment stage of the planner and the Essential Elements to drive best practice and summative reporting and conferencing to demonstrate student learning outcomes.
Collaborative planning and reflection takes place only once or twice a year and IB Coordinators meet on a regular basis to discuss transition across programs. Student learning experiences and best practice is shared inconsistently to allow all teachers within the program the opportunity to understand what students are learning.
The PYP Planners articulate the Central Idea and Inquiry Into, however not all planners are coherent to demonstrate best practice and student learning outcomes in regard to all components of the learned curriculum.
Collaborative planning and reflection is shared across departments, programs and the school. Teachers from the PYP, MYP and DP meet regularly to discuss students learning and best practice to enhance the overall environment to meet the needs of every student.
There is a systematic approach for coordinators to meet to discuss transition points and developments with the respective programmes.
The PYP Planners are systematically refined to articulate the Central Idea and Inquiry Into, and all planners are coherent to demonstrate best practice and student learning outcomes in regard to all components of the learned curriculum.
2009- The faculty further develops understanding of the use of the planner.
2009- The teachers use the sample planners as models for continued development and refinement of their own planners, so that they accurately and thoroughly record best practices in the classroom.
unit planners
updated unit planners; unit planners from outside of the programme of inquiry
Schedule of Whole school IB Programme meetings and Quarterly meetings by IB Coordinators
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.33–42
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
i
s
ba
s
e
d
o
n
a
g
r
e
e
d
e
x
p
e
c
t
a
t
i
o
n
s
f
o
r
st
u
d
e
n
t
s
l
e
a
r
n
i
n
g
.
C1
.
5
Collaborative planning and reflection is not based on agreed expectations for student learning
Collaborative planning and reflection is based on some agreements of expectations for student learning.
There are established agreements on expectations for student learning and they are consistently used for collaborative planning and reflection.
There are clear and established agreed upon expectations for student learning which are regularly reviewed. They are consistently used for collaborative planning and reflection.
scope and sequence documents
ramed agreements of
collaborative planning, based on the learner profile, written by stafff
Standard C1: Collaborative Planning
Collaborative planning and reflection supports the implementation of the IB programmes.
22 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating
Effectiveness
Past Recommendations Evidence
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
an
d
r
e
f
l
e
c
t
i
o
n
in
c
o
r
p
o
r
a
t
e
s
di
f
f
e
r
e
n
t
i
a
t
i
o
n
f
o
r
st
u
d
e
n
t
s
’
l
e
a
r
n
i
n
g
n
e
e
d
s
an
d
s
t
y
l
e
s
.
C1
.
6
Differentiation for students’ learning needs and styles is not considered during collaborative planning and reflection.
Differentiation for students learning needs and styles are occasionally used for collaborative planning and reflection.
Differentiation for students’ learning needs and styles are consistently used for collaborative planning and reflection and positively affects student academic progress.
Differentiation for students’ learning needs and styles are consistently used for collaborative planning and reflection that directly improves students’ academic progress.
unit planners
updated unit planners; unit planners from outside of the programme of inquiry
agreement for teaching and learning approaches
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
i
s
i
n
f
o
r
m
e
d
b
y
a
s
s
e
s
s
m
e
n
t
o
f
s
t
u
d
e
n
t
w
o
r
k
an
d
l
e
a
r
n
i
n
g
.
C1
.
7
Assessment, work samples and learning are not considered during collaborative planning and reflection.
Assessment, work samples and learning are considered infrequently during collaborative planning and reflection.
Collaborative planning and reflection is informed by assessment, student work samples and learning, however there is no clear documentation that is used to guide instruction and gauge learning and teaching success.
Collaborative planning and reflection is informed by assessment, student work samples and learning, and there is clear documentation that is used to guide instruction and gauge learning and teaching success.
assessment policy; description of how the exhibition is organized and managed
samples of assessed student work
what does planning look like?
Support in IB documentation:
The Primary Years Programme as a model of transdisciplinary learning, pp.9, 13
Making the PYP happen: A
curriculum framework for international primary education, p 31
Standard C1: Collaborative Planning
Collaborative planning and reflection supports the implementation of the IB programmes.
23 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
re
c
o
g
n
i
z
e
s
t
h
a
t
a
l
l
t
e
a
c
h
e
r
s
a
r
e
re
s
p
o
n
s
i
b
l
e
fo
r
l
a
n
g
u
a
g
e
d
e
v
e
l
o
p
m
e
n
t
of
s
t
u
d
e
n
t
s
.
C1
.
8
There is no clear understanding and approach to language development and the WA language policy is not used in collaborative planning and reflections on students learning.
There is an inconsistent approach to language development and understanding of how the school’s language policy is implemented in the classroom setting.
There is a consistent approach to language development and understanding of how the school’s language policy is implemented in the classroom setting.
A consistent assessment strategy is not in place to gauge learning development in language.
All teachers, through collaborative planning, fully support and facilitate opportunities for all students to learn and acquire language by exposing them to different language opportunities that exist within the student body, audiences, literature, symbols, and forms of language.
language policy; assessment policy
Co
l
l
a
b
o
r
a
t
i
v
e
p
l
a
n
n
i
n
g
a
n
d
r
e
f
l
e
c
t
i
o
n
a
d
d
r
e
s
s
e
s
th
e
I
B
l
e
a
r
n
e
r
p
r
o
f
i
l
e
a
t
t
r
i
b
u
t
e
s
.
C1
.
9
There is no evidence that collaborative planning and
reflection makes use of the IB Learner Profile in the written, taught and learned curriculum.
Collaborative planning and reflection recognize the IB Learner Profile, however it is only apparent in the written curriculum.
Collaborative planning and reflection recognize the IB Learner Profile, however it
is only apparent in the written and taught curriculum.
All staff, through collaborative planning, fully support and facilitate opportunities for
students to learn about and develop the Learner Profile by exposing them to opportunities and learning experiences in the written taught and learned curriculum and everyday life.
This exposure is manifest in the life of the
school by students taking action and reflecting on that action.
Transference is recognized in a spontaneous way through assemblies and outside the classroom in real-life situations.
unit planners, assembly format/agenda; Blacksmith awards
Support in IB documentation:
IB learner profile booklet
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
24 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
s
co
m
p
r
e
h
e
n
s
i
v
e
a
n
d
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
pr
o
g
r
a
m
m
e
o
f
i
n
q
u
i
r
y
c
o
n
s
i
s
t
s
o
f
s
i
x
un
i
t
s
o
f
i
n
q
u
i
r
y
-on
e
f
o
r
e
a
c
h
tr
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
t
h
e
m
e
- at
e
a
c
h
gr
a
d
e
/
y
e
a
r
l
e
v
e
l
.
C2.
1
.
A
The written curriculum does not reflect a sequential development of the essential elements of the IB programmes. The programme of inquiry is complete.
The written curriculum reflects a sequential development of student learning through the inclusion of some of the essential elements. The programme of inquiry is still in stages of development.
The program of Inquiry consists of six units of inquiry-one for each transdisciplinary theme-at each grade/year level. The six units of inquiry are implemented when the daily schedule allows.
The program of Inquiry consists of six units of inquiry-one for each transdisciplinary theme-at each grade/year level. The six units of inquiry are implemented and emphasized daily.
PYP programme of inquiry
updated programme of inquiry
Support in IB documentation:
Making the PYP Happen: A curriculum framework for international primary education, pp.31–32
Developing a transdisciplinary programme of inquiry, pp.6–11
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
s
c
o
m
p
r
e
h
e
n
s
i
v
e
a
n
d
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
th
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
s
c
h
o
o
l
e
n
s
u
r
e
s
t
h
a
t
t
h
e
r
e
i
s
a
c
o
h
e
r
e
n
t
,
h
o
r
i
z
o
n
t
a
l
l
y
an
d
v
e
r
t
i
c
a
l
l
y
a
r
t
i
c
u
l
a
t
e
d
p
r
o
g
r
a
m
m
e
o
f
i
n
q
u
i
r
y
.
C2.
1
.
B
The written curriculum does not effectively use all the essential elements and therefore is not aligned with the requirements of the programme.
The written curriculum effectively uses some of the essential elements but is not comprehensive to align with all requirements of the programme.
The written curriculum adequately uses all essential elements of the programme.
The programme of inquiry is coherent and articulated horizontally in all planning meetings.
The written curriculum effectively uses all essential elements of the programme.
The programme of inquiry is coherent and is articulated horizontally and vertically in all planning meetings.
2009- The faculty employs the sample programme of inquiry as a model for reviewing and revising its programme of inquiry to address vertical and horizontal articulation of the programme.
PYP programme of inquiry
updated programme of inquiry
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.56
Developing a transdisciplinary programme of inquiry, pp. 6–11
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
25 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
s
c
o
m
p
r
e
h
e
n
s
i
v
e
an
d
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
:
Th
e
P
Y
P
e
x
h
i
b
i
t
i
o
n
i
s
o
n
e
of
t
h
e
s
i
x
t
r
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
u
n
i
t
s
o
f
in
q
u
i
r
y
i
n
t
h
e
f
i
n
a
l
y
e
a
r
o
f
th
e
pr
o
g
r
a
m
m
e
.
C2.
1
.
C
The school does not engage in the PYP exhibition.
The PYP exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme. However, teachers are beginning to understand the process and seek further information to engage students and the outside community.
The PYP exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme. Teachers understand the process and continue to seek avenues for continuous improvement of exhibition.
The PYP exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme. Teachers have been attended an IB exhibition workshop, refer to IB documentation siting the exhibition process, and engage in this process with the outside community.
PYP programme of inquiry; description of how the exhibition is organized and managed; description of the previous year’s exhibition
Current programme of inquiry; samples of exhibition portfolios
Th
e
wr
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
s
c
o
m
p
r
e
h
e
n
s
i
v
e
a
n
d
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
r
e
i
s
d
o
c
u
m
e
n
t
e
d
e
v
i
d
e
n
c
e
th
a
t
t
h
e
c
u
r
r
i
c
u
l
u
m
d
e
v
e
l
o
p
e
d
a
d
d
r
e
s
s
e
s
t
h
e
f
i
v
e
e
s
s
e
n
t
i
a
l
e
l
e
m
e
n
t
s
of
t
h
e
P
Y
P
.
C2.
1
.
D
The written curriculum does not reflect a sequential development of the essential elements of the IB programmes.
The written curriculum is not comprehensive and the essential elements is not articulated and evidenced.
The written curriculum reflects a sequential development of student learning through the inclusion of some of the essential elements.
The written curriculum builds upon the essential elements in previous grade levels, but no evidence is documented.
The written curriculum is sequential and is articulated across all three IB programmes by IB Coordinators and teachers.
The written curriculum builds upon the essential elements in previous grade levels and is documented in grade team and speed planning meetings.
The written curriculum is sequential and is articulated across all three IB programmes by IB Coordinators and teachers to regularly refine the transition grades of 6-7 and 10-11.
The written curriculum builds upon the essential elements in previous grade
levels and is documented in grade team and speed planning meetings with specialists, both horizontally and vertically.
PYP programme of inquiry; unit planners
current programme of inquiry; updated unit planners; unit planners from outside of the programme of inquiry
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.56
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
26 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
s
a
v
a
i
l
a
b
l
e
t
o
t
h
e
sc
h
o
o
l
c
o
m
m
u
n
i
t
y
.
C2
.
2
The written curriculum is only available to the instructional staff and not to the school community.
The written curriculum is made available to all stakeholders through the WA website, however it is not fully completed.
The written curriculum is made available to the community through the WA website, promotional brochures and in staff presentations to parents.
The written curriculum is not fully completed and accessible through teacher websites.
There is a full disclosure of the written curriculum to the school community through the school’s website, promotional brochures and scheduled parent meetings.
Parent meetings provide discussion, involvement and feedback sessions.
school publications; school website
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
b
u
i
l
d
s
o
n
s
t
u
d
e
n
t
s
’
p
r
e
v
i
o
u
s
l
e
a
r
n
i
n
g
ex
p
e
r
i
e
n
c
e
s
.
C2
.
3
The written curriculum does not indicate agreements of how
teachers determine students’ prior leaning learning experiences.
The written curriculum states that, prior-learning experiences should be built on,
but it does not articulate how teachers are able to determine where they are ‘at’.
There is an understanding of student learning styles, however this information is
not used effectively to build upon how students see themselves as learners.
Classroom strategies and assessments are
not fully implemented to determine how students’ prior learning is built upon.
Student learning styles, classroom strategies and assessments are used
effectively build on previous learning experiences.
The three IB sections of the school
embrace and share strategies and assessments that build on prior learning and experiences of students.
PYP programme of inquiry; unit planners
current programme of inquiry; updated unit planners; scope and sequences
Learning Styles Survey
Documented strategies and
assessments through essential agreements
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
27 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
d
e
n
t
i
f
i
e
s
t
h
e
k
n
o
w
l
e
d
g
e
,
co
n
c
e
p
t
s
,
s
k
i
l
l
s
a
n
d
a
t
t
i
t
u
d
e
s
t
o
b
e
d
e
v
e
l
o
p
e
d
ov
e
r
ti
m
e
:
Th
e
s
c
h
o
o
l
h
a
s
s
c
o
p
e
a
n
d
s
e
q
u
e
n
c
e
do
c
u
m
e
n
t
s
t
h
a
t
i
n
d
i
c
a
t
e
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
co
n
c
e
p
t
u
a
l
u
n
d
e
r
s
t
a
n
d
i
n
g
,
k
n
o
w
l
e
d
g
e
a
n
d
sk
i
l
l
s
f
o
r
e
a
c
h
P
Y
P
s
u
b
j
e
c
t
a
r
e
a
.
C2
.
4
.
A
The written curriculum does not identify a continuation of knowledge, concepts, skills, and attitudes throughout the IB programmes.
Scope and sequence documents
are incomplete and do not indicate the development of conceptual understanding, knowledge and skills for each PYP subject area.
The written curriculum states the knowledge, concepts, skills, and attitudes throughout the IB programmes.
These statements are not built on throughout the IB programmes.
Scope and sequence documents have
been partially completed to indicate the development of conceptual understanding, knowledge and skills for some PYP subject areas.
The written curriculum develops the knowledge, concepts, skills, and attitudes throughout the IB programmes.
The knowledge, concepts, skills, and attitudes are not regularly shared.
Scope and sequence documents are
complete, but do not always indicate the development of conceptual understanding.
Scope and sequence documents that have
been completed only indicate the
knowledge and skills for those PYP subject areas.
The knowledge, concepts, skills, and attitudes are regularly and effectively shared with other teachers in collaborative team meetings.
Scope and sequence documents are complete and indicate the development of conceptual understanding, knowledge and skills for all PYP subject areas.
2009- The teachers seek the ways to ensure that the curriculum clearly identifies the skills, concepts, knowledge and attitudes taught over time.
PYP programme of inquiry; unit planners
At A Glance’ documents
current programme of inquiry; updated unit planners; scope and sequences
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.10–27
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
d
e
n
t
i
f
i
e
s
t
h
e
k
n
o
w
l
e
d
g
e
,
c
o
n
c
e
p
t
s
,
sk
i
l
l
s
a
n
d
a
t
t
i
t
u
d
e
s
t
o
b
e
d
e
v
e
l
o
p
e
d
o
v
e
r
ti
m
e
:
Th
e
o
v
e
r
a
l
l
ex
p
e
c
t
a
t
i
o
n
s
o
f
s
t
u
d
e
n
t
a
c
h
i
e
v
e
m
e
n
t
i
s
t
h
e
s
c
h
o
o
l
’
s
s
c
o
p
e
an
d
s
e
q
u
e
n
c
e
d
o
c
u
m
e
n
t
s
a
r
e
a
l
i
g
n
e
d
w
i
t
h
t
h
o
s
e
e
x
p
r
e
s
s
e
d
in
t
h
e
P
Y
P
s
c
o
p
e
a
n
d
s
e
q
u
e
n
c
e
d
o
c
u
m
e
n
t
s
.
C2
.
4.
B
The written curriculum does not identify a continuation of
knowledge, concepts, skills, and attitudes throughout the IB programmes.
The learning expectations of the ‘Texas Essential Knowledge and
Skills’ documents are not aligned with the PYP scope and sequence documents.
The written curriculum states that, prior-learning experiences should be built on,
but it does not articulate how teachers are able to determine where they are ‘at’.
The learning expectations of the ‘Texas Essential Knowledge and Skills’ documents are partially aligned with the PYP scope and sequence documents.
There is an understanding of student learning styles, however this information is
not used effectively to build upon how students see themselves as learners.
Classroom strategies and assessments are not fully implemented to determine how students’ prior learning is built upon.
The school is in the process of completing a Curriculum Management System (3rd Learning) that will align and provide a gap analysis between the ‘Texas Essential Knowledge and Skills’ documents and the PYP scope and sequence documents.
Student learning styles, classroom strategies and assessments are used
effectively build on previous learning experiences.
The three IB sections of the school embrace and share strategies and assessments that build on prior learning and experiences of students.
The alignment between the ‘Texas Essential Knowledge and Skills’ documents and the PYP scope and sequence documents is complete.
The Curriculum Management System (3rd
Learning) has developed resources and assessments to enrich the scope and sequence documents.
Subject-specific scope and sequence documents; Curriculum Management System (3rd Learning)
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
28 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
al
l
o
w
s
f
o
r
me
a
n
i
n
g
f
u
l
s
t
u
d
e
n
t
a
c
t
i
o
n
i
n
r
e
s
p
o
n
s
e
t
o
st
u
d
e
n
t
s
’
o
w
n
n
e
e
d
s
a
n
d
t
h
e
n
e
e
d
s
o
f
ot
h
e
r
s
.
C2
.
5
The written curriculum indicates the ‘Choose, Act and Reflect’ cycle of the essential element, Action.
Self-initiated action is not inherent in the majority of student life on campus and in the community.
It is determined by extrinsic
motivation and lack of personal responsibility for themselves and others.
The written curriculum indicates the ‘Choose, Act and Reflect’ cycle of the essential element, Action.
Action is initiated and facilitated by the teachers for a majority of students on campus and in the community.
The IB Learner is not fully understood as
the vehicle for responsible Service and Action to guide personal responsibility for themselves and others.
The written curriculum indicates the ‘Choose, Act and Reflect’ cycle of the essential element, Action.
There is an increasing self-initiated action and less on the teacher to facilitate action. Indicated in Action log or reflections.
The IB Learner Profile is not fully
understood as the vehicle for responsible Service and Action to guide personal responsibility for themselves and others.
The written curriculum indicates the
‘Choose, Act and Reflect’ cycle of the essential element, Action.
Self-initiated action takes place without teacher prompting and is an intrinsic motivator. Indicated in Action log or reflections.
The IB Learner Profile is fully understood by a majority of students as the vehicle for responsible Service and Action to guide personal responsibility for themselves and others.
unit planners; reflection of behavior (student form)
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
n
c
o
r
p
o
r
a
t
e
s
r
e
le
v
a
n
t
e
x
p
e
r
i
e
n
c
e
s
f
o
r
st
u
d
e
n
t
s
:
T
h
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
p
r
o
v
i
d
e
s
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
st
u
d
e
n
t
l
e
a
r
n
i
n
g
t
h
a
t
i
s
s
i
g
n
i
f
i
c
a
n
t
,
r
e
l
e
v
a
n
t
,
e
n
g
a
g
i
n
g
a
n
d
ch
a
l
l
e
n
g
i
n
g
.
C2
.
6
.
A
The written curriculum does not identify relevant experiences for students
Learning activities do not take into
consideration prior experiences and pre-assessment to meet the needs of groups or individual students.
Open-ended problems and questions to extend thinking are not built in to learning experiences to provide opportunities for student learning that is significant, relevant, engaging and challenging.
The written curriculum identifies relevant experiences for students, however these experiences do not transfer into the classrooms.
Not all learning activities take into consideration prior experiences and pre-assessment to meet the needs of groups or individual students.
Open-ended problems and questions to extend thinking are haphazard and are not coordinated in mid-range planning to ensure learning is significant, relevant, engaging and challenging.
The written curriculum identifies relevant experiences for students and they are available for teachers. These experiences are not fully utilized by staff.
Teams of teachers plan collaboratively to use prior experiences and pre-assessment to meet the needs of groups or individual students.
Open-ended problems and questions to extend thinking are not pre-planned and coordinated in mid-range planning to ensure learning is significant, relevant, engaging and challenging.
The written curriculum identifies varied the relevant experiences for students and a bank of resources are available to use and adapt to meet the diverse needs of students. There is an accountability system for teachers to use and model resources.
Teams of teachers plan collaboratively to
use prior experiences and pre-assessment to meet the needs of groups or individual students and relevant assessment identifies where students are ‘at’.
Open-ended problems and questions to extend thinking are pre-planned and coordinated in mid-range planning to ensure learning is significant, relevant, engaging and challenging.
Exemplary activities are shared at ‘This Works For Me’ sessions at staff meetings.
updated unit planners; dtaff meeting cycle
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.5
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
29 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
p
r
o
m
o
t
e
s
s
t
u
d
e
n
t
s
’
aw
a
r
e
n
e
s
s
o
f
i
n
d
i
v
i
d
u
a
l
,
l
oc
a
l
,
n
a
t
i
o
n
a
l
a
n
d
wo
r
l
d
i
s
s
u
e
s
:
Th
e
p
r
o
g
r
a
m
m
e
o
f
i
n
q
u
i
r
y
in
c
l
u
d
e
s
t
h
e
s
t
u
d
y
o
f
t
h
e
h
o
s
t
o
r
h
o
m
e
c
o
u
n
t
r
y
,
th
e
c
u
l
t
u
r
e
o
f
i
n
d
i
v
i
d
u
a
l
s
t
u
d
e
n
t
s
a
n
d
t
h
e
cu
l
t
u
r
e
o
f
o
t
h
e
r
s
,
i
n
c
l
u
d
i
n
g
t
h
e
i
r
b
e
l
i
e
f
s
y
s
t
e
m
.
C2
.
7
.
A
There is no apparent connection between the written curriculum and a plan to develop students’ awareness of issues in the local and broader community.
The written curriculum sometimes shows a consideration of broader issues in the local, broader community and the world, not always showing opportunities for student inquiry into these issues.
The written curriculum often demonstrates consideration of broader issues in the community and the world, reflecting detailed student inquiry into these issues.
The written curriculum consistently reflects a highly effective plan to undertake inquiry into timely issues of concern to the individual and in the local, broader community, nationally, and world arenas.
The programme of inquiry includes the study of the host or home country, the culture of individual students and the culture of others, including their belief system
unit planners
current programme of inquiry; updated unit planners; unit planners from outside of the programme of inquiry
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p. 5
Th
e
w
r
i
t
t
e
n
c
u
r
ri
c
u
l
u
m
p
r
o
v
i
d
e
s
o
p
p
o
r
t
u
n
i
t
i
e
s
fo
r
re
f
l
e
c
t
i
o
n
o
n
h
u
m
a
n
c
o
m
m
o
n
a
l
i
t
y
,
d
i
v
e
r
s
i
t
y
a
n
d
m
u
l
t
i
p
l
e
pe
r
s
p
e
c
t
i
v
e
s
.
C2
.
8
The written curriculum seldom allows for reflection on human commonality and diversity and rarely promotes inter-cultural understanding and awareness.
The programme of inquiry and
planners seldom provide opportunities to explore a variety of viewpoints.
The written curriculum sometimes allows for reflection on human commonality and diversity.
The programme of inquiry planners
occasionally provide opportunities to explore a variety of viewpoints.
The written curriculum usually allows for student reflection on human commonality and diversity by promoting international-mindedness awareness.
The programme of inquiry and planners
generally provide multiple opportunities to explore a variety of viewpoints.
The written curriculum effectively allows for student reflection on human commonality and diversity by promoting international-mindedness awareness.
The programme of inquiry and planners
always provide multiple opportunities to explore a variety of viewpoints.
PYP programme of inquiry; unit planners
current programme of inquiry; updated
unit planners; unit planners from outside of the programme of inquiry
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
30 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
s
i
n
f
o
r
m
e
d
b
y
cu
r
r
e
n
t
I
B
p
u
b
l
i
c
a
t
i
o
n
s
a
n
d
i
s
r
e
v
i
e
w
e
d
re
g
u
l
a
r
l
y
t
o
i
n
c
o
r
p
o
r
a
t
e
de
v
e
l
o
p
m
e
n
t
s
i
n
t
h
e
pr
o
g
r
a
m
m
e
s
:
Th
e
r
e
i
s
a
s
y
s
t
e
m
f
o
r
r
e
g
u
l
a
r
re
v
i
e
w
a
n
d
re
f
i
n
e
m
e
n
t
o
f
t
h
e
p
r
o
g
r
a
m
m
e
of
i
n
q
u
i
r
y
,
i
n
d
i
v
i
d
u
a
l
u
n
i
t
s
o
f
i
n
q
u
i
r
y
a
n
d
su
b
j
e
c
t
-sp
e
c
i
f
i
c
s
c
o
p
e
a
n
d
s
e
q
u
e
n
c
e
s
.
C2
.
9.
A
There is no consistent communication by the IB coordinators of current changes to the IB curriculum and regular meetings to keep staff updated on curriculum developments.
Teachers do not reflect on the written and taught curriculum, therefore the review of curriculum does not naturally occur.
There is consistent communication by the IB coordinators of current changes to the IB curriculum and regular meetings to keep staff updated on curriculum developments.
IB Coordinators and principals meet on a
regular basis to keep up to date with curriculum improvements.
Teacher reflection does not readily take
place at the time the written and taught curriculum is implemented.
Communication by the IB coordinators of current changes to the IB curriculum and regular meetings to keep staff updated on curriculum developments are scheduled into monthly meetings across all levels.
IB Coordinators and principals meet on a
regular basis to ensure the articulation of IB programmes.
Teacher reflection takes place at the time
the written and taught curriculum is implemented. However, there is slight follow-up with documented reflection.
All staff are updated on curriculum developments are scheduled into monthly meetings across all levels.
IB Coordinators and principals meet on a regular basis to ensure the articulation of IB programmes.
Effective reflection takes place as the
written and taught curriculum are implemented. This reflection is then utilized during collaborative planning with those impacted by change.
2009- The PYP coordinator ensure that all teachers are provided with the most current PYP documentation and that they incorporate this into the planning and development of the PYP.
PYP programme of inquiry
Support in IB documentation:
Developing a transdisciplinary programme of inquiry, p.10
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
i
n
t
e
g
r
a
t
e
s
t
h
e
p
o
l
i
c
i
e
s
d
e
v
e
l
o
p
e
d
b
y
th
e
s
c
h
o
o
l
t
o
s
u
p
p
o
r
t
t
h
e
p
r
o
g
r
a
m
m
e
s
.
C2
.
10
The written curriculum does not show evidence of the policies developed by the school to support the IB programmes.
The written curriculum inconsistently integrates the policies developed by the school to support the IB programmes.
The written curriculum is consistent with the policies developed by the school to support the programmes.
Integration of the policies developed by the school is clearly articulated in the written curriculum.
SD: language policy; assessment policy; special educational needs policy; unit planners
updated unit planners
Standard C2: Written Curriculum
The school’s written curriculum reflects IB philosophy.
31 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
w
r
i
t
t
e
n
c
u
r
r
i
c
u
l
u
m
fo
s
t
e
r
s
d
e
v
e
l
o
p
m
e
n
t
o
f
th
e
I
B
l
e
a
r
n
e
r
p
r
o
f
i
l
e
a
t
t
r
i
b
u
t
e
s
.
C2
.
11
The IB learner profile is not documented in the written curriculum.
The written curriculum does not explain how the IB Learner profile is explicitly taught and demonstrated.
The IB learner profile is documented in the written curriculum, but it is not reviewed on a regular basis.
There is no sequential development of the IB Learner Profile in each section.
The IB learner profile is documented in the written curriculum and reviewed on a regular basis.
There is a sequential development of the IB Learner Profile in each section and across the IB programmes.
The IB learner profile is documented in the written curriculum, reviewed on a regular basis and transferred effectively within the taught curriculum.
PYP programme of inquiry; unit planners
current programme of inquiry; updated unit planners; unit planners from outside of the programme of inquiry
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
32 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
s
c
h
o
o
l
en
s
u
r
e
s
t
h
a
t
s
t
u
d
e
n
t
s
e
x
p
e
r
i
e
n
c
e
c
o
h
e
r
e
n
c
e
i
n
th
e
i
r
l
e
a
r
n
i
n
g
s
u
p
p
o
r
t
e
d
b
y
t
h
e
f
i
v
e
e
s
s
e
n
t
i
a
l
el
e
m
e
n
t
s
o
f
t
h
e
p
r
o
g
r
a
m
m
e
r
e
g
a
r
d
l
e
s
s
o
f
wh
i
c
h
t
e
a
c
h
e
r
h
a
s
r
e
s
p
o
n
s
i
b
i
l
i
t
y
f
o
r
t
h
e
m
a
t
an
y
p
o
i
n
t
i
n
t
i
m
e
.
C3
.
1
.
A
The IB philosophy of an inquiry-based approach to teaching and learning is not apparent in classrooms across all three IB programmes.
There is no coherence within the programme for all teachers to coordinate the five essential elements in the teaching and learning process.
The majority of teachers are conversant with or trained in inquiry-based teaching and learning, however the approaches to teaching and learning not always align themselves with the IB programmes.
There is some coherence within the programme for all teachers to coordinate the five essential elements in the teaching and learning process.
The majority of teachers are trained in inquiry-based teaching and learning and approaches to teaching and learning align themselves with the IB programmes.
Classroom and specialist teachers work together to coordinate a coherent programme using the five essential elements.
All staff are experienced and trained in inquiry-based teaching and learning and approaches to teaching and learning align themselves with the IB programmes.
All teachers use the essential elements and tools to ensure coherence of the five essential elements.
description of how the exhibition is organized and managed; description of the previous year’s exhibition
current programme of inquiry; updated unit planners; unit planners from outside of the programme of inquiry; samples of assessed, student work
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, pp.8, 28–30
Making the PYP happen: A curriculum
framework for international primary education
Tea
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
:
Th
e
c
l
a
s
s
r
o
o
m
t
e
a
c
h
e
r
t
a
k
e
s
r
e
s
p
o
n
s
i
b
i
l
i
t
y
a
t
l
e
a
s
t
fo
r
t
h
e
l
a
n
g
u
a
g
e
o
f
i
n
s
t
r
u
c
t
i
o
n
,
m
a
t
h
e
m
a
t
i
c
s
,
s
o
c
i
a
l
s
t
u
d
i
e
s
a
n
d
sc
i
e
n
c
e
t
o
s
u
p
p
o
r
t
t
h
e
P
Y
P
mo
d
e
l
o
f
t
r
a
n
s
d
i
s
c
i
p
l
i
n
a
r
y
t
e
a
c
h
i
n
g
an
d
l
e
a
r
n
i
n
g
.
C3
.
1
.
B
There are sustained periods of time each day when students are departmentalized for instruction.
Over the course of a week, there are teachers with various areas of expertise who are responsible for subject-specific instruction and assessment outside of a team teaching situation.
The transdisciplinary approach is used
some of the time and most teaching of the units of inquiry are done in blocks of time.
Teachers do not practice streaming or setting of students (i.e. gifted classes, total pull-out for a sustained period of time).
In case of team teaching, both teachers are
present when teaching the language of instruction, mathematics, social studies and science. However, one teacher takes the lead in planning, teaching, and assessing the students.
Teachers do not practice streaming or setting of students (i.e. gifted classes, total pull-out for a sustained period of time).
In case of team teaching, both teachers
are present and share equal responsibility when teaching the language of instruction, mathematics, social studies and science.
2009- The administration continues to ensure that each teacher becomes a PYP practitioner and adhere to the stance of the PYP regarding departmentalization. See also A.9.A
Chart 1: Update of organization of teaching time
class schedules
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
33 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Tea
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
sc
h
o
o
l
e
n
s
u
r
e
s
t
h
a
t
p
e
r
s
o
n
a
l
a
n
d
s
o
c
i
a
l
ed
u
c
a
t
i
o
n
i
s
t
h
e
r
e
s
p
o
n
s
i
b
i
l
i
t
y
of
a
l
l
te
a
c
h
e
r
s
.
C3
.
1
.
C
Personal and social education is seen as a role provided by certain members of the support staff (i.e. counselor, nurse, special needs). Staff does not have an understanding of the holistic approach of transdisciplinarity.
Some teachers understand and contribute to the personal and social education of identified learners who readily need support in this area. They rely heavily on support staff (i.e. counselor, nurse, special needs) to provide examples of how this can be accomplished in the classroom setting.
All teachers understand and contribute to the personal and social education of learners who readily need support in this area. Such skills are taught in “stand-alone” instances to target specific learners.
Given the nature of a transdisciplinary programme, all teachers understand and contribute to the personal and soc ial education of each learner, which is interwoven into daily practice.
Support in IB documentation:
Personal, Social, Physical Education scope and sequence (PSPE)
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
s
s
t
u
d
e
n
t
s
a
s
i
n
q
u
i
r
e
r
s
an
d
t
h
i
n
k
e
r
s
:
Th
e
s
c
h
o
o
l
e
n
s
u
r
e
s
t
h
a
t
i
n
q
u
i
r
y
i
s
u
s
e
d
a
c
r
o
s
s
t
h
e
c
u
r
r
i
c
u
l
u
m
a
n
d
b
y
al
l
t
e
a
c
h
e
r
s
.
C3
.
2
.
A
The teaching and learning approaches are content and textbook driven and there is little evidence that students are provided or facilitated in learning that encourages inquirers and thinkers.
The teaching and learning approaches involve a mixture of textbook teaching and inquiry practice but does not engage the majority of students as inquirers and thinkers.
The teaching and learning approaches engage the majority of students by providing or facilitating learning that encourages inquirers and thinkers.
The teaching and learning approaches use a variety of resources. Learning is facilitated in a manner that facilitates students to be inquirers and thinkers.
There is a wide range of technology and
activity based learning that provides support for creative thinking.
2009- The teachers continue to study and explore strategies for the implementation of inquiry.
2009- The faculty continues to promote
student inquiry and the development of critical thinking skills. (inquiry cycles)
unit planners; description of how the exhibition is organized and managed; description of the previous year’s exhibition
unit planners from outside of the programme of inquiry; samples of student work; approaches to teaching and learning documents
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
34 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
le
a
r
n
i
n
g
b
u
i
l
d
s
o
n
w
h
a
t
st
u
d
e
n
t
s
k
n
o
w
a
n
d
c
a
n
d
o
:
Te
a
c
h
i
n
g
an
d
l
e
a
r
n
i
n
g
a
d
d
r
e
s
s
e
s
t
h
e
co
m
p
e
t
e
n
c
i
e
s
,
e
x
p
e
r
i
e
n
c
e
s
,
l
e
a
r
n
i
n
g
ne
e
d
s
a
n
d
s
t
y
l
e
s
o
f
s
t
u
d
e
n
t
s
.
C
3
.
3
.
A
Pre-assessments are not used or not effectively used to determine student’s prior knowledge in order to scaffold and differentiate instruction.
Formative assessments are not used
effectively to gauge understanding and modify instruction as needed.
Pre-assessments are used to determine student’s prior knowledge in order to scaffold and differentiate instruction.
Formative assessments are used to gauge
understanding and modify instruction as needed.
Pre-assessments are consistently used to determine student’s prior knowledge in order to effectively scaffold and differentiate instruction.
Formative assessments are consistently
used to effectively gauge understanding and modify instruction as needed.
Pre-assessments are always used to determine student’s prior knowledge in order to effectively scaffold and differentiate instruction.
Formative assessments are always used
to effectively gauge understanding and modify instruction as needed.
updated unit planners; unit planners from outside of the programme of inquiry; scope and sequence documents; samples of assessed student work
assessment policy
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
p
r
o
m
o
t
e
s
t
h
e
u
n
d
e
r
s
t
a
n
d
i
n
g
a
n
d
p
r
a
c
t
i
c
e
o
f
ac
a
d
e
m
i
c
h
o
n
e
s
t
y
.
C3
.
4
Students are unclear on definitions and policies of academic honesty.
Academic honesty is inconsistently
practiced or enforced. Policies and procedures for enforcement are inadequate or missing.
Students are unaware of the IB Learner Profile attribute of being principled
Some understanding of academic honesty is evident.
Academic honesty is somewhat
consistently practiced and enforced. Policies and procedures are present but may not be clear in all situations.
Some students use the IB Learner Profile attribute of being principled
Policies are clearly defined and are consistently enforced, and most students
are aware of the definitions, requirements, and consequences of not abiding by the requirements.
Teachers cover the basics of academic honesty with students. Administration consistently enforces academic honesty policies when reported.
The majority of students use the IB Learner Profile attribute of being principled
Academic honesty policies are clearly defined, consistently enforced, and
included in class agreements or course handouts distributed by teachers as well as in the parent/student handbook.
Teachers actively instruct students regarding academic honesty and consistently use practices that encourage academic honesty, such as closely monitoring examinations, requiring bibliographic information from students, and using plagiarism safeguards.
All students value the connection to the IB Learner Profile of being principled in all academic work,
samples of assessed student work, any policies/essential agreements
regarding the implementation of the programme; samples of exhibition portfolios
2013 Parent/Student Handbook pages 28-29
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
35 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
s
u
p
p
o
r
t
s
s
t
u
d
e
n
t
s
t
o
be
c
o
m
e
a
c
t
i
v
e
l
y
r
e
s
p
o
n
s
i
b
l
e
f
o
r
t
h
e
i
r
o
w
n
le
a
r
n
i
n
g
.
C3
.
5
Instruction is teacher-driven rather than inquiry based.
Teaching and learning does not provide
opportunities for students to demonstrate self-directed learning and ownership of their own learning.
Some learning is inquiry based, and some links are made to the learner profile and responsibility for learning.
Teachers encourage self-direction and
ownership, however there is no consistency for student ownership.
Responsibility is not evident in students following through on the completion of projects or reporting on the achievements and areas of improvement.
Most learning is inquiry based, and teaching often supports the learner profile and taking responsibility for learning.
Teachers encourage and follow through
self-direction and ownership of student learning by communicating to parents and students in a proactive manner.
Responsibility is evident in the majority IB programmes of students following through on the completion of projects or reporting on the achievements and areas of improvement.
Learning is inquiry based, and teaching consistently supports the learner profile and responsibility for learning.
Teachers encourage through the student
planner, website information of self-direction and ownership of student learning by communicating to parents and students in a proactive manner.
Responsibility is evident in all IB programmes of students following through on the completion of projects or reporting on the achievements and areas of improvement.
samples of assessed student work; samples of exhibition portfolios; approaches to teaching and learning across all single-subjects
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
d
d
r
e
s
s
e
s
h
u
m
a
n
c
o
m
m
o
n
a
l
i
t
y
,
di
v
e
r
s
i
t
y
a
n
d
m
u
l
t
i
p
l
e
p
e
r
s
p
e
c
t
i
v
e
s
.
C3
.
6
Human commonality, diversity, and multiple perspectives are not consistently addressed in the written and taught curriculum.
Classroom environment does not support open discussion.
Human commonality, diversity, and multiple perspectives are evident in the written curriculum, however they are spasmodically transferred into classroom teaching and learning.
Teachers and administrators usually
create a non-threatening environment with active student discussion.
Access is provided to multiple cultures and perspectives.
Human commonality, diversity, and multiple perspectives are evident in the written curriculum and are evident in some classes in regard to teaching and learning.
Teachers and administrators create a non-
threatening environment with active student discussion. Students are exposed to multiple cultures and perspectives.
Teachers and administrators create an open-minded, non-threatening environment in which students are active participants in respectful discussion.
Students pursue understanding of multiple
cultures, and access to a variety of viewpoints is encouraged and often provided to students.
Units of study are designed to incorporate human commonality, diversity, and multiple perspectives.
programme of inquiry; unit planners
unit planners from outside of the
programme of inquiry; samples of exhibition portfolios
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
36 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
d
d
r
e
s
s
e
s
t
h
e
d
i
v
e
r
s
i
t
y
o
f
s
t
u
d
e
n
t
la
n
g
u
a
g
e
n
e
e
d
s
,
i
n
c
l
u
d
i
n
g
t
h
o
s
e
f
o
r
s
t
u
d
e
n
t
s
l
e
a
r
n
i
n
g
i
n
a
l
a
n
g
u
a
g
e
o
t
h
e
r
th
a
n
m
o
t
h
e
r
t
o
n
g
u
e
.
C3
.
7
Few teachers and students acknowledge and value the need to activate prior understanding and build background knowledge to: scaffold meaning, extend language, and affirm identity with other
languages. There is no evidence that the school provides language instruction other than the host countries chosen language. Other languages are not taught within the instructional day or at an after school activity level.
There has been some direction by the administration or teachers to seek parent and student interest to determine the language needs and how to promote the teaching and learning of additional
languages. There is some evidence that the school provides language instruction other than the host countries chosen language. One or two other languages are taught within the instructional day or at an after school activity level.
There has been direction by the administration or teachers to seek parent and student interest to determine the language needs and how to promote the teaching and learning of additional
languages. This has not been followed through. There is evidence that the school provides language instruction other than the host countries chosen language. Two or more other languages are taught within the instructional day or at an after school activity level.
The administration or teachers make a concerted effort to seek parent and student interest to build on language needs and how to promote the teaching and learning of additional languages.
Other languages are taught within the instructional day or at an after school activity level based on the different nationalities of the student body.
2009- The school implement ways to support parents and children for whom the school’s language of instruction is not the mother tongue. One way would be by providing parents with terms for
the PYP elements in their first languages. See also A7
language policy updated unit planners; unit planners from outside of the programme of inquiry (especially for language);
samples of student work
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
d
e
m
o
n
s
t
r
a
t
e
s
t
h
a
t
a
l
l
t
e
a
c
h
e
r
s
a
r
e
r
e
s
p
o
n
s
i
b
l
e
fo
r
l
a
n
g
u
a
g
e
d
e
v
e
l
o
p
m
e
n
t
o
f
s
t
u
d
e
n
t
s
.
C3
.
8
Teachers do not see themselves as being
responsible for language development and see the specialist language teacher as having the only responsibility.
Teachers have not been provided with
professional development programs that support that all teachers are responsible for supporting and encouraging the host countries language development.
Teachers do not follow up on the
connections that the language teacher makes in teaching and learning experiences.
Teacher planning does not support the integration of the host country’s language.
Teachers have been provided with
professional development programs that support that all teachers are responsible for supporting and encouraging the host countries language development.
Some teachers follow up on the
connections that the language teacher makes in teaching and learning experiences.
Some teacher planning supports the integration of the host country’s language.
Teachers have been provided with
professional development programs that reinforce how all teachers are responsible for supporting and encouraging the host countries language development.
Teachers consistently follow up on the
connections that the language teacher makes in teaching and learning experiences.
Teachers plan through Transdisciplinary and Interdisciplinary units to support the integration of the host country’s language.
language policy
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
37 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
u
s
e
s
a
r
a
n
g
e
a
n
d
v
a
r
i
e
t
y
of
s
t
r
a
t
e
g
i
e
s
.
C3
.
9
Teachers do not differentiate instruction for students. Teachers are not trained in instructional strategies.
30 % of the teachers utilize differentiated instruction in the classroom. School offers minimal training in alternate teaching strategies.
70% of the teachers utilize differentiated instruction in the classroom. Most teachers are trained in alternate teaching methods and differentiated instruction.
100% of the teachers utilize differentiated instruction in the classroom. All teachers are trained in alternate teaching strategies that ensure the learning of all students.
unit planners
samples of assessed student work
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
d
i
f
f
e
r
e
n
t
i
a
t
e
s
i
n
s
t
r
u
c
t
i
o
n
t
o
m
e
e
t
s
t
u
d
en
t
s
’
le
a
r
n
i
n
g
n
e
e
d
s
a
n
d
s
t
y
l
e
s
:
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
f
o
r
g
r
o
u
p
i
n
g
a
n
d
re
g
r
o
u
p
i
n
g
o
f
s
t
u
d
e
n
t
s
f
o
r
a
v
a
r
i
e
t
y
o
f
p
u
r
p
o
s
e
s
.
C3
.
10
Differentiation strategies are not
consistently evident across the curriculum as teachers aim to instruct a general audience instead of meeting various learning needs and styles.
Some differentiation is evident across the
curriculum, however teachers do not proactively plan for experiences that meet the various needs and styles of each student.
Various, but not always effective,
differentiation strategies are utilized on occasion as teachers strive to meet the various learning needs and styles of each student.
There is some consistency in groups of students working in a flexible and differentiated learning environment.
Effective differentiation strategies are
utilized throughout the day and across the curriculum as teachers efficiently meet the various learning needs and styles of each student.
Planning ensures that students work in changeable groups according to their needs.
unit planners; unit planners from
outside of the programme of inquiry; approaches to teaching and learning
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
38 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
le
a
r
n
i
n
g
i
n
c
o
r
p
o
r
a
t
e
s
a
r
a
n
g
e
o
f
re
s
o
u
r
c
e
s
,
i
n
c
l
u
d
i
n
g
i
n
f
o
r
m
a
t
i
o
n
t
e
c
h
n
o
l
o
g
i
e
s
.
C3
.
11
Teaching and learning environment does not provide a range of resources and information technologies.
There is no program budget tool in place for teachers to purchase resources that provide a balance for effective teaching and learning to take place.
Faculty does not see the value in creating essential agreements based on technology. Individuals prefer to have their own systems in place for the care and use of equipment.
Teaching and learning environment does provide a limited range of resources and information technologies.
There is a system to provide a program budget tool in for teachers to purchase resources, however there is no consistency across the IB programmes to ensure a balance of effective teaching and learning.
Outdated technology essential agreements do exist, but a majority of staff does not know where to find this document. Therefore technology is not utilized with care and consistency across the grade levels.
Teaching and learning environment provides a range of resources and information technologies.
There is a system to provide a program budget tool in for teachers to purchase resources across the IB programmes to ensure a balance of effective teaching and learning.
Faculty is aware that essential agreements regarding technology exist, however these agreements are not fully implemented in daily practice by every teacher.
Teaching and learning environment is rich in the variety of resources and information technologies.
There is a system that is regularly reviewed to provide a program budget tool in for teachers to purchase resources and there is consistency across the IB programmes to ensure a balance of effective teaching and learning.
Faculty has collaborated together to write essential agreements regarding the use of technology in the classroom. Everyone is aware of these agreements and adheres to them as part of daily practice.
2009- The faculty considers creating essential agreements regarding technology, in order to enhance its role in the PYP. See Also B2.5
updated unit planners; Performance Plans, yearly budget, Technology plan
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
d
e
v
e
l
o
p
s
s
t
u
d
e
n
t
a
t
t
i
t
u
d
e
s
a
n
d
s
k
i
l
l
s
th
a
t
a
l
l
o
w
fo
r
m
e
a
n
i
n
g
f
u
l
s
t
u
d
e
n
t
a
c
t
i
o
n
i
n
r
e
s
p
o
n
s
e
t
o
st
u
d
e
n
t
s
’
o
w
n
n
e
e
d
s
a
n
d
t
h
e
n
e
e
d
s
o
f
o
t
h
e
r
s
.
C3
.
12
Teaching and learning rarely develops
student attitudes and skills and does not allow for meaningful student action.
Students are unaware of the action cycle.
Teaching and learning inconsistently
develops the student attitudes and skills needed to provide opportunities for meaningful student action.
Acton is forced by adults and students do not readily refer to the action cycle.
Teaching and learning consistently
develops the student attitudes and skills needed to provide opportunities for meaningful student action.
Action is evident in response to the student’s own needs. Students choose, act, and reflect with adult guidance.
Teaching and learning consistently
develops the student attitudes and skills needed to provide opportunities for meaningful student action.
Through a raised awareness of their own needs, in addition to the needs of others, student action is evident. Students actively choose, act, and reflect during this process.
unit planners; samples of assessed
student work; Blacksmith Awards
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
39 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
s
st
u
d
e
n
t
s
i
n
r
e
f
l
e
c
t
i
n
g
o
n
h
o
w
,
w
h
a
t
a
n
d
wh
y
t
h
e
y
a
r
e
l
e
a
r
n
i
n
g
.
C3
.
13
The school does not provide opportunity for students to reflect, therefore students show lack of engagement.
Students are somewhat engaged in learning, but do not consistently reflect on how, what, and why they are learning.
Students are engaged in learning and opportunities for reflection are provided, but these opportunities are not used effectively.
Students are visibly engaged and are efficiently and effectively using reflection time to determine how, what, and why they are learning.
Meaningful student reflections are
promoted through use of portfolios, self-assessments, and student conference opportunities.
updated unit planners; samples of assessed student work; samples of exhibition portfolios
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
f
o
s
t
e
r
s
a
s
t
i
m
u
l
a
t
i
n
g
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
b
a
s
e
d
o
n
un
d
e
rs
t
a
n
d
i
n
g
a
n
d
r
e
s
p
e
c
t
:
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
e
n
v
i
r
o
n
m
e
n
t
s
i
n
w
h
i
c
h
s
t
u
d
e
n
t
s
wo
r
k
b
o
t
h
in
d
e
p
e
n
d
e
n
t
l
y
a
n
d
c
o
l
l
a
b
o
r
a
t
i
v
e
l
y
.
C3
.
14
.
A
The classroom environment is
uncomfortable for students and hinders questioning and participation.
Lessons are usually teacher-directed and seldom use inquiry or communication.
Lessons are more focused on rote
learning than students’ growth of tolerance and international-mindedness.
The learning environment is not flexible to
accommodate independent and collaborative learning.
The classroom environment sometimes
makes it possible for teachers and students to engage in student-centered lessons.
Inquiry and communication are sometimes
used to foster students’ growth of tolerance and international-mindedness.
The learning environment is sometimes flexible in the accommodation of independent and collaborative learning.
A generally respectful classroom
environment makes it possible for teachers and students to engage in student-centered lessons.
Inquiry and communication foster students’
growth of tolerance and international-mindedness.
The learning environment is flexible in the
accommodation of independent and collaborative learning.
A consistently respectful classroom
environment makes it possible for teachers and students to engage in student-centered lessons that skillfully use inquiry and communication to foster students’ growth of tolerance and international-mindedness.
Planning and assessment are used to vary
the learning and teaching to ensure independence and collaborative work
Chart 3: Update of school facilities
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
40 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
f
o
s
t
e
r
s
a
s
t
i
m
u
l
a
t
i
n
g
le
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
b
a
s
e
d
o
n
u
n
d
e
rs
t
a
n
d
i
n
g
an
d
r
e
s
p
e
c
t
:
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
m
p
o
w
e
r
s
st
u
d
e
n
t
s
t
o
t
a
k
e
s
e
l
f
-in
i
t
i
a
t
e
d
a
c
t
i
o
n
a
s
a
r
e
s
u
l
t
of
t
h
e
le
a
r
n
i
n
g
.
C3
.
14
.
B
There are no planned provocations and teacher questions do not contribute to in depth inquiry.
Classroom displays show uniformity among learners, which can conclude that self-initiated action is not reinforced.
Students are unaware of instances when
they take action because it is not celebrated and referred to in terms of the action cycle.
Teachers are beginning to plan for provocations, with the hopes that this will lead to students taking risks to engage in self-initiated action.
Classroom displays show ways in which some students attempt to take self-initiated risks, but there is little follow-up or sharing of such examples with peers.
Teachers highlight instances when students take action in relation to their learning, but students have yet to recognize this within themselves or their peers.
Planned provocations and teacher questions sometimes promote self-initiated action by learners who are fully engaged in the inquiry.
Classroom displays and student work (reflections included) show ways in which some students were empowered to take self-initiated risks.
Students are able to recall times when they took action related to their learning, but do not readily refer to the action cycle.
Planned provocations and teacher questions promote self-initiated action.
Classroom displays and student work (reflections included) show ways in which students were empowered to take self-initiated action.
Students are able to record times when they took action related to their learning, referring to the action cycle.
updated unit planners; samples of assessed student work; action log on documentation-evidence to record action
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
e
n
c
o
u
r
a
g
e
s
t
u
d
e
n
t
s
t
o
d
e
m
o
n
s
t
r
a
t
e
t
h
e
i
r
le
a
r
n
i
n
g
i
n
a
v
a
r
i
e
t
y
o
f
w
a
y
s
.
C3
.
1
5
Students uniformly demonstrate minimum ways to present their learning.
Teachers are unaware of the learning
styles and do not celebrate the opportunity for differentiation.
Teachers provide resources and other technology for students to present their learning, however they do not show exemplary models for students to see that there are different ways to demonstrate there learning.
Teachers have not made it a priority to identify various learning styles in the classroom.
Teachers provide a variety resources and other technology and show exemplary models for students to see that there are different ways to demonstrate there learning.
Teachers recognize that there are various learning styles among individuals in the class, but this knowledge is not utilized during plannin g, teaching, and assessment.
These resources are not followed up through teacher expectation, criteria and rubrics.
Teachers provide a variety of resources and other technology and show exemplary models for students to see that there are different ways to demonstrate there learning.
Teachers are aware of the individual learning styles in the classroom and utilize this knowledge at the benefit of the students.
These resources are regularly followed up through teacher expectation, criteria and rubrics.
updated unit planners; samples of assessed student work
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.25
Standard C3: Teaching and Learning
Teaching and learning reflects IB philosophy.
41 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
d
e
v
e
l
o
p
s
t
h
e
I
B
l
e
a
r
n
e
r
pr
o
f
i
l
e
a
t
t
r
i
b
u
t
e
s
.
C3
.
1
6
Units are planned and delivered with no consideration to the learner profile.
Some units are planned and delivered with the learner profile in mind. The attributes addressed within the unit of inquiry are not linked to the central idea. Learning experiences identified in the planner do not deepen student knowledge of the learner profile attributes.
Students occasionally demonstrate the attributes of the learner profile.
Most units are planned and delivered with the learner profile in mind. The attributes addressed are connected to the central idea and the learning experiences have capability to deepen student understanding.
Students frequently demonstrate the attributes of the learner profile.
Units are planned and delivered with the learner profile attributes that will deepen student understanding and perspectives of the central ideas. The attributes addressed are connected to the central idea and the learning experiences maximize student’s ability to deepen understanding.
Students routinely and actively demonstrate the attributes of the learner profile.
unit planners
updated unit planners; samples of assessed student work
Support in IB documentation:
IB learner profile booklet
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
42 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
As
s
e
s
s
m
e
n
t
a
t
t
h
e
s
c
h
o
o
l
a
l
i
g
n
s
wi
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
:
As
s
e
s
s
m
e
n
t
a
t
t
h
e
sc
h
o
o
l
i
s
i
n
t
e
g
r
a
l
w
i
t
h
p
l
a
n
n
i
n
g
,
te
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
.
C4
.
1
.
A
Assessments never inform a teacher’s planning to guide teaching and learning practices.
Assessments rarely inform planning to guide teaching and learning practices.
Assessments are sometimes used to inform planning to guide teaching and learning practices.
Assessments always inform teaching and learning practices.
Planning is determined by assessment and vice versa. There are short, mid-range, and long range planning tools that teachers consistently use to direct teaching and learning.
2009- The teachers continue to design and develop assessment strategies that address all essential elements of the PYP.
2009- The faculty make s certain that the planning at the school addresses
assessment issues throughout each stage of the planning process.
assessment policy; sample school report; assessment planning tools
samples of completed report cards; samples of assessed student work
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p. 31, p.44–54
Making the PYP happen: Pedagogical leadership in a PYP school, p.16
As
s
e
s
s
m
e
n
t
a
t
t
h
e
sc
h
o
o
l
al
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
of
t
h
e
p
r
o
g
r
a
m
m
e
s
:
As
s
e
s
s
m
e
n
t
a
d
d
r
e
s
s
e
s
a
l
l
t
h
e
es
s
e
n
t
i
a
l
e
l
e
m
e
n
t
s
o
f
t
h
e
pr
o
g
r
a
m
m
e
.
C4
.
1
.
B
Assessment practices have not been developed to address the requirements of IB programme. Only local/state/national requirements are taken into account.
Assessment strategies and tools do not address all the essential elements of the programme.
Attempts to link achievement to required objectives of the IB programme and local/state/national requirements are present at times.
There are beginning of ways by which teachers will address the essential elements of the programme through assessments.
Various assessment practices address requirements of the IB programme and those of the local/state/national curriculum.
Teachers are able to provide some examples and documentation by which they address the essential elements of the programme through assessments.
Assessments directly to address the IB programme requirements and those of the local/state/national curriculum.
Teachers are able to provide extensive
examples and documentation by which they address the essential elements of the programme through assessments.
2009- The school use transdisciplinary skills and concepts as a means of assessment.
assessment policy; sample school report
As
s
e
s
s
m
e
n
t
a
t
t
h
e
s
c
h
o
o
l
a
l
i
g
n
s
w
i
t
h
t
h
e
re
q
u
i
r
e
m
e
n
t
s
o
f
t
h
e
p
r
o
g
r
a
m
m
e
s
:
Th
e
s
c
h
o
o
l
pr
o
v
i
d
e
s
e
v
i
d
e
n
c
e
o
f
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
o
v
e
r
ti
m
e
a
c
r
o
s
s
t
h
e
c
u
r
r
i
c
u
l
u
m
.
C4
.
1
.
C
There are no assessments that define procedures for collecting student performance that addresses learning over time across the curriculum.
Systems are being developed to document learning over time across the curriculum. These methods will require a more systematic approach, which would be evidenced in the creation of agreed upon continua of learning.
Various forms of documentation determined by individual teachers (e.g. portfolios and report cards) provide evidence of student learning over time across the curriculum. Regular maintenance by all staff, clarified through the regular refinement of agreed upon procedures, are not in place. Continua are discussed and drafted documents are trialed.
Various forms of uniform documentation (e.g. portfolios and report cards) provide evidence of student learning over time across the curriculum. Maintenance is regularly done by all staff according to agreed upon procedures. Continue for subject-specific curriculum are conceptually based and used to measure growth over time.
assessment policy; sample school report
samples of completed report cards; samples of assessed student work; continuums for subject-specific curriculum
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.47
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
43 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
c
o
m
m
u
n
i
c
a
t
e
s
i
t
s
a
s
s
e
s
s
m
e
n
t
ph
i
l
o
s
o
p
h
y
,
p
o
l
i
c
y
a
n
d
p
r
o
c
e
d
u
r
e
s
t
o
t
h
e
sc
h
o
o
l
c
o
m
m
u
n
i
t
y
.
C4
.
2
Assessment criteria are unpublished and vary across the school.
The school has criteria for assessing student work, but is working to make it a written, consistent, and public document, and to improve the inconsistency and quality of reports of student progress.
Criteria for assessing students’ work are written and consistent school wide, but not communicated effectively to all parents and students.
Criteria for assessing students’ work are written, consistent school wide, published and communicated effectively to parents and students.
assessment policy
any policies/essential agreements regarding the implementation of the programme
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education, p.54
Th
e
s
c
h
o
o
l
u
s
e
s
a
r
a
n
g
e
o
f
s
t
r
a
t
e
g
i
e
s
an
d
t
o
o
l
s
t
o
a
s
s
e
s
s
s
t
u
d
e
n
t
le
a
r
n
i
n
g
.
C4
.
3
Student learning is infrequently assessed
using a range of methods. There is little or no analysis of existing data.
Student learning is regularly assessed,
using varied methods, but few measures are used.
Minimal analysis results plan for student needs or improve teaching and learning.
Student learning is regularly assessed. A
range of measures is beginning to be used.
Results are analyzed to some degree to identify student needs and to improve teaching and learning.
Student learning is regularly assessed,
using multiple measures, and assessment results are analyzed to identify the needs of individuals and groups of students and to improve teaching and learning.
Internal as well as external measures are used to inform learning.
assessment policy; sample school report; unit planners
samples of completed report cards; samples of assessed student work; ISA, STAAR
Support in IB documentation:
Making the PYP happen: A curriculum
framework for international primary education, p.48-51
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
44 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
s
t
u
d
e
n
t
s
w
i
t
h
f
e
e
d
b
a
c
k
t
o
in
f
o
r
m
a
n
d
i
m
p
r
o
v
e
t
h
e
i
r
l
e
a
r
n
i
n
g
.
C4
.
4
The school does not provide feedback by issuing reports and giving assessments to students.
The school does not have a written assessment policy.
The school provides feedback by issuing formal and informal reports and generating student assessments for student learning.
The assessments are modified to suit the students’ needs.
The school has a written assessment
policy that contributes to the learning process of the student body.
The school provides effective feedback by issuing formal and informal reports, holding student-led conferences, and designing student assessments that improve student learning.
The assessments are modified to suit the individual students’ needs.
The school has developed its own written
assessment policy that is updated and improved by the school administration and program coordinators to maximize the learning process of the student body.
The school consistently provides effective feedback by issuing formal and informal reports, holding student-led conferences, and designing student assessments that improve student learning.
The assessments are tailored to suit the individual students’ needs.
The school has developed its own written
assessment policy that is continuously updated and improved by the school administration and program coordinators to maximize the learning process of the student body.
assessment policy; sample school report
samples of completed report cards; samples of assessed student work; student-led conference handbook
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education
Th
e
s
c
h
o
o
l
h
a
s
s
y
s
t
e
m
s
f
o
r
re
c
o
r
d
i
n
g
st
u
d
e
n
t
p
r
o
g
r
e
s
s
al
i
g
n
e
d
w
i
t
h
t
h
e
a
s
s
e
s
s
m
e
n
t
p
h
i
l
o
s
o
p
h
y
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
.
C4
.
5
There are limited and numerical systems in recording student progress, including but not limited to rubrics, checklists, student-led/three- way conferences and portfolios.
Teachers have individual systems for recording student progress. These systems vary across the faculty and do not align with the IB philosophy.
There is still a reliance on numerical
assessments that are not conceptually driven.
Teachers follow essential agreements for the systematic process of recording student progress. The essential agreements are loosely based on the philosophy of the IB programme.
Rubrics, checklists, student-led/three way conferences, and portfolios are being used.
Teachers follow essential agreements related to the philosophy of the IB programme for the systematic process of recording student progress.
Rubrics, checklists, student-led/three way
conferences, and portfolios are being used effectively to measure student progress
assessment policy; sample school report
Sample assessment tools and strategies
samples of completed report cards; samples of assessed student work
Support in IB documentation:
Making the PYP happen: A curriculum framework for international primary education
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
45 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
h
a
s
s
y
s
t
e
m
s
f
o
r
re
p
o
r
t
i
n
g
st
u
d
e
n
t
p
r
o
g
r
e
s
s
a
l
i
g
n
e
d
w
i
t
h
t
h
e
as
s
e
s
s
m
e
n
t
ph
i
l
o
s
o
p
h
y
o
f
t
h
e
pr
o
g
r
a
m
m
e
s
.
C4
.
6.
A
The school records and reports progress in line with local regulations only.
The school records and reports progress in line with local regulations with adaptations made to reflect the IB assessment criteria.
The school effectively records and reports student progress in terms of IB criteria and philosophy as well as local requirements.
The school’s recording and reporting system is designed to accurately and effectively reflect the students’ progress in terms of the criteria specific to each IB programme as well as meet local requirements.
assessment policy; sample school report
samples of completed report cards; samples of assessed student work
Support in IB documentation: Making the PYP Happen: A curriculum framework for international primary education, pp.51–52
Th
e
s
c
h
o
o
l
a
n
a
l
y
s
e
s
a
s
s
e
s
s
m
e
n
t
d
a
t
a
t
o
i
n
f
o
r
m
t
e
a
c
h
i
n
g
a
n
d
le
a
r
n
i
n
g
.
C4
.
7.
A
The school does not have a formal system
for analyzing and reviewing student assessment data to inform teaching and learning.
The school has limited processes for
analyzing assessment data to inform teaching and learning.
The school strives to maintain a formal
process for analyzing assessment data to inform teaching and learning.
The school has a formal process for
regular analysis of assessment data to inform teaching and learning.
assessment policy; sample school
report; STAAR, ISA
samples of completed report cards; samples of assessed student work
Updated unit planners
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
46 Westlake Academy – Standards and Practices Rubric (revised for PYP) 4/10/2013
Score 1
Readiness
Score 2
Emerging
Score 3
Operational
Score 4
Demonstrating Effectiveness
Past Recommendations Evidence
Th
e
s
c
h
o
o
l
p
r
o
v
i
d
e
s
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
st
u
d
e
n
t
s
t
o
p
a
r
t
i
c
i
p
a
t
e
i
n
,
a
n
d
r
e
f
l
e
c
t
o
n
,
th
e
a
s
s
e
s
s
m
e
n
t
o
f
t
h
e
i
r
wo
r
k
.
C4
.
8
Students are not given opportunities to participate in, or reflect on the assessment of their work through observation and self-assessment.
Students have some opportunities for self-assessment, through teacher –directed use of standardized checklists and baseline test.
The school is beginning to implement
further opportunities for students to participate in, and reflect on, the assessment of their work. Opportunity for peer and self-assessment is being trialed.
Students are regularly given opportunities to use a variety of assessment tools, with little input in the creation stage.
Teachers determine limited experiences for students to engage in peer and self-assessments.
Students are consistently and actively involved in creating a wide variety of assessment tools and strategies allowing them to reflect on their learning.
Students and teachers use methods of
peer and self-assessment, which are used after many formative and summative tasks.
assessment policy; sample school report
samples of completed report cards; samples of assessed student work; samples of exhibition portfolios
Th
e
s
c
h
o
o
l
h
a
s
s
y
s
t
e
m
s
i
n
p
l
a
c
e
t
o
e
n
s
u
r
e
t
h
a
t
a
l
l
s
t
u
d
e
n
t
s
c
a
n
de
m
o
n
s
t
r
a
t
e
c
o
n
s
o
l
i
d
a
t
i
o
n
o
f
t
h
e
i
r
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
t
h
e
co
m
p
l
e
t
i
o
n
o
f
t
h
e
P
Y
P
e
x
h
i
b
i
t
i
o
n
,
th
e
M
Y
P
p
e
r
s
o
n
a
l
p
r
o
j
e
c
t
an
d
D
P
e
x
t
e
n
d
e
d
e
s
s
a
y
,
d
e
p
e
n
d
i
n
g
o
n
t
h
e
p
r
o
g
r
a
m
m
e
s
of
f
e
r
e
d
.
C4
.
9
The school has not developed systems
and prepared staff and students about how students can be successful in demonstrating their knowledge in the culminating events or projects for the appropriate IB programme level.
The school has developed basic systems
and not fully prepared staff and students about how students can be successful in demonstrating their knowledge in the culminating events or projects for the appropriate IB programme level.
The school has developed workable
systems and fully prepared staff and students about how students can be successful in demonstrating their knowledge in the culminating events or projects for the appropriate IB programme level.
Staff members, parents, and students are
provided opportunities to reflect and provide feedback about how the systems can be improved.
The school has very well developed
systems and fully prepared staff and students about how students can be successful in demonstrating their knowledge in the culminating events or projects for the appropriate IB programme level.
Staff members, parents, and students are
routinely given opportunities to provide ongoing feedback to the improvement of
systems involved.
Feedback is consistently used to improve
the system.
sample school report; description of
how the exhibition is organized and managed; description of the previous year’s exhibition
samples of completed report cards (for the final year of the PYP); samples of exhibition portfolios